Bibliographic record
Abstract
Citation (2015), "List of Contributors", International Teacher Education: Promising Pedagogies (Part B) (Advances in Research on Teaching, Vol. 22B), Emerald Group Publishing Limited, Bingley, pp. ix-x. https://doi.org/10.1108/S1479-368720150000025030 Publisher: Emerald Group Publishing Limited Copyright © 2015 Emerald Group Publishing Limited Ana Paula Bossler Federal University of TrianguloMineiro (UFTM), Uberaba, Minas Gerais, Brazil Pedro Caldeira Federal University of TrianguloMineiro (UFTM), Uberaba, Minas Gerais, Brazil Elaine Chan University of Nebraska-Lincoln, Lincoln, NE, USA Bernadette Charlier University of Fribourg, Fribourg, Switzerland Shijian Chen Southwest University, Chongqing, China Pierre-François Coen University of Fribourg, Fribourg,Switzerland Cheryl J. Craig University of Houston, Houston, TX, USA Silvia Edling Uppsala University, Uppsala, Sweden Freema Elbaz-Luwisch University of Haifa, Haifa, Israel Anneli Frelin University of Gävle, Gävle, Sweden Trond Eiliv Hauge University of Oslo, Oslo, Norway Penny Haworth Massey University, Palmerston North, New Zealand Dora Ho Hong Kong Institute of Education, Tai Po, Hong Kong Ju Huang University of Windsor, Windsor, ON, Canada Tomáš Janík Masaryk University, Brno, Czech Republic Jana Kalin University of Ljubljana, Ljubljana, Slovenia Beverly J. Klug Idaho State University, Pocatello, ID, USA Mary Koutselini University of Cyprus, Nicosia, Cyprus Carlos Marcelo University of Seville, Seville, Spain John McKeown MEF University, Istanbul, Turkey Eva Minaříková Masaryk University, Brno, Czech Republic Lily Orland-Barak University of Haifa, Mount Carmel, Israel Michaela Píšová Masaryk University, Brno, Czech Republic Martha Prata-Linhares Federal University of TrianguloMineiro (UFTM), Uberaba, Minas Gerais, Brazil Debbie Pushor University of Saskatchewan, Saskatoon, SK, Canada Tara Ratnam Independent ELT Consultant and Teacher Educator, Mysore, Karnataka, India Meher Rizvi The Aga Khan University, Karachi, Sindh, Pakistan Bianca Roters University of Cologne, Cologne, Germany Shijing Xu University of Windsor, Windsor, ON, Canada Issa Danjun Ying Hong Kong Institute of Education, Tai Po, Hong Kong Carmen Yot University of Seville, Seville, Spain Book Chapters International Teacher Education: Promising Pedagogies (Part B) Advances in Research on Teaching International Teacher Education: Promising Pedagogies (Part B) Copyright Page List of Contributors International Teacher Education: Promising Pedagogies Introduction Part I: Pedagogies of Teacher Leadership Teacher Education Pedagogies Related to Preparing Preservice Teachers as Leaders in Pakistan Preservice Teachers’ Professional Growth as Leaders: Empowerment through Research-Oriented Reflective Practice and Didactic Expertise in Germany Developing Preservice Teachers as Leaders: A Case of Early Childhood Education in Hong Kong Empowering Principals and Teachers to Develop Participatory Teacher Leadership in Cyprus: Toward a Meta-Modern Paradigm of Teacher and Preservice Teacher Development Part II: Pedagogies of Working with Diversity Pedagogies of Working with Diversity: Research as Teacher Education – Learning about Student Diversity through Narrative Inquiry Pedagogies of Working with Diversity: Doing, Knowing, Being, Belonging, Becoming Pedagogies of Working with Diversity: West-East Reciprocal Learning in Preservice Teacher Education Informing Preservice Teacher Education Pedagogies through In-Service Professional Development on Cultural Diversity in Turkey Pedagogy for Aboriginal Students in the U.S.: Shattering Walls of Distorted Glass Part III: Pedagogies of Working with Families Conditions and Characteristics of Partnership between Teachers and Parents: From Legislation to Challenges of Common Practice in Slovenia Walking Alongside: A Pedagogy of Working with Parents and Family in Canada Part IV: Pedagogies of Teacher Education for Social Justice Pedagogies of Social Justice: An Indian Case Teacher Education for Dialogue across Difference: An Example from Israel Promoting Social Justice in Swedish Teacher Education Part V: Pedagogies of Working with Technology Pedagogies of Working with Technology in Spain Learning, Arts, and Technology: Creating Animations in Teacher Education in Brazil Using Video in Teacher Education: An Example from the Czech Republic Pedagogies of Working with Technology in Switzerland Preparing Teachers for Tomorrow’s Schools: Reforming Initial Teacher Education with the Use of ICT in Norway International Teacher Education: Promising Pedagogies Concluding Chapter Biographies of the Editors and the Authors
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 | 0.003 | 0.027 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.008 | 0.008 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.013 | 0.008 |
| Open science | 0.003 | 0.004 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.744 | 0.770 |
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; the direct Gemma label and the distilled Codex classifier agree on what is shown here.
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".