Bibliographic record
Abstract
06–108 Andrew, Michael D. (U New Hampshire, USA), Casey D. Cobb & Peter J. Giampietro, Verbal ability and teacher effectiveness . Journal of Teacher Education (Sage) 56.4 (2005), 343–354. 06–109 Beran, Tanya (U Calgary, Canada) & Claudio Violato, Ratings of university teacher instruction: How much do student and course characteristics really matter? Assessment & Evaluation in Higher Education (Routledge/Taylor&Francis) 30.6 (2005), 593–601. 06–110 Cadman, Kate (U Adelaide, Australia; kate.cadman@adelaide.edu.au ), Towards a ‘pedagogy of connection’ in critical research education: A REAL story . Journal of English for Academic Purposes (Elsevier) 4.4 (2005), 353–367. 06–111 Francis, Dawn (James Cook U, Australia) & Louise Ingram-Starrs, The labour of learning to reflect . Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 541–553. 06–112 Gordon, June A. (U California at Santa Cruz, USA), The crumbling pedestal: Changing images of Japanese teachers . Journal of Teacher Education (Sage) 56.5 (2005), 459–470. 06–113 Green, Catherine & Rosie Tanner (IVLOS Institute of Education, Utrecht U, the Netherlands; catherine_green@usamedia.tv ), Multiple intelligences and online teacher education . ELT Journal (Oxford University Press) 59.4 (2005), 312–321. 06–114 Hsu, Shihkuan (National Taiwan U, Taiwan), Help-seeking behaviour of student teachers . Educational Research (Routledge/Taylor&Francis) 47.3 (2005), 307–318. 06–115 Kolesnikova, Irina L. (St Petersburg, Russia; vkolesni@rol ), English or Russian? English language teacher training and education . World Englishes (Blackwell) 24.4 (2005), 471–476. 06–116 Leeman, Yvonne & Guuske Ledoux (U Amsterdam, the Netherlands), Teachers on intercultural education . Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 575–589. 06–117 Longaker, Mark Garrett (U Texas at Austin, USA), Market rhetoric and the Ebonics debate . Written Communication (Sage) 22.4 (2005), 472–501. 06–118 Lovtsevich, Galina N. (Vladivostok, Russia; lovtsev@ext.dvgu.ru ), Language teachers through the looking glass: Expanding Circle teachers' discourse . World Englishes (Blackwell) 24.4 (2005), 461–469. 06–119 McDonald, Ria (U South Africa, South Africa) & Daniel Kasule, The monitor hypothesis and English teachers in Botswana: Problems, varieties and implications for language teacher education . Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 188–200. 06–120 Orland-Barak, Lily (U of Haifa, Israel), Lost in translation: Mentors learning to participate in competing discourses of practice . Journal of Teacher Education (Sage) 56.4 (2005), 355–366. 06–121 Postholm, May Britt (Norwegian U Science & Technology, Norway), The teacher shaping and creating dialogues in project work . Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 519–539. 06–122 Poulou, Maria (U Crete, Greece), Educational psychology with teacher education . Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 555–574. 06–123 Shahrzad, Saif (Université Laval, Quebec, Canada), Aiming for positive washback: A case study of international teaching assistants . Language Testing (Hodder Arnold) 23.1 (2006), 1–34. 06–124 Siew-Lian Wong, Mary (Batu Lintang Teachers' College, Malaysia; marywsl@yahoo.com ), Language learning strategies and self-efficacy: Investigating the relationship in Malaysia . RELC Journal (Sage) 36.3 (2005), 245–269. 06–125 Sifakis, Nicos C. & Areti-Maria Sougari (Hellenic Open U, Greece), Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers' beliefs . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 467–488. 06–126 Yin Wa Chan, Alice (City U Hong Kong, China), Tactics employed and problems encountered by university English majors in Hong Kong in using a dictionary . Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey) 15.1 & 15.2 (2005), 1–27.
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 distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
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 teacher head, 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".