Bibliographic record
Abstract
04–395 Abendroth-Timmer, Dagmar (U. of Bremen, Germany). Evaluation bilingualer Module aus Schülerperspektive: zur Lernbewusstheit und ihrer motivationalen Wirkung. [Evaluation of bilingual modules from the learners' perspective: learning awareness and its motivational effect.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 27. 04–396 Creese, Angela (Birmingham U., UK; Email: a.creese@bham.ac.uk ). Bilingual teachers in mainstream secondary school classrooms: using Turkish for curriculum learning. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 189–203. 04–397 Dauster, Judith. Bilingualer Unterricht an verschiedenen Schulformen und seine Akzeptanz bei Schülern und Elter. [Bilingual teaching in various schools and its acceptance by pupils and parents.] Neusprachliche Mittelungen aus Wissenschaft und Praxis (Berlin, Germany), 3 (2004), 156–167. 04–398 Kielhöfer, Bernd. Strukturen und Entwicklungen bilingualer Sprachfähigkeit in der zweisprachigen Grundschule – eine Evaluation an der Berliner Europa-Schule Judith Kerr. [Patterns and developments of bilingual language competency in a bilingual primary school – an evaluation carried out in a Judith Kerr Europe-school in Berlin.] Neusprachliche Mittelungen aus Wissenschaft und Praxis (Berlin, Germany), 3 (2004), 168–175. 04–399 Morgan, Brian (York U., Toronto, Canada; Email: bmorgan@yorku.ca ). Teacher identity as pedagogy: towards a field-internal conceptualisation in bilingual and second language education. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 172–188. 04–400 Rymes, Betsy (U. of Georgia,USA; Email: brymes@coe.uga.edu ). Contrasting zones of comfortable competence: popular culture in a phonics lesson. Linguistics and Education (New York, USA), 14 (2004), 321–335. 04–401 Theis, Rolf and Werkman, Robert. Kann der Englischunterricht von bilingualen Modellen lernen? Eine empirische Untersuchung. [What the traditional approach to teach English as a foreign language can learn from bilingual models? An empirical investigation.] Neusprachliche Mittelungen aus Wissenschaft und Praxis (Berlin, Germany), 3 (2004), 145–155. 04–402 Valdés, Guadalupe (Stanford U., USA; Email: gvaldes@stanford.edu ). Between support and marginalisation: the development of academic language in linguistic minority children. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 102–132.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.232 | 0.087 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".