Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
06–433 Berry, Vivien (U Hong Kong, China; vberry@hku.hk ) & Arthur McNeill, Raising English language standards in Hong Kong . Language Policy (Springer) 4.4 (2005), 371–394. 06–434 Callow, Jon, Images, politics and multiliteracies: Using a visual metalanguage . Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 7–23. 06–435 Chen, Runyi (South China Normal U, China; chenry@scnu.edu.cn ) & Bernard Hird, Group work in the EFL classroom in China: A closer look . RELC Journal (Sage) 37.1 (2006), 91–;103. 06–436 Crozier, Nicola (Sophia U, Japan; Nic_j_c@yahoo.com ) & Robert Kleinsasser, Home country teachers' advice to non-home country teachers: Some initial insights . RELC Journal (Sage) 37.1 (2006), 27–45. 06–437 Daniels, Harry (U Bath, UK; sh.r.j.daniels@bath.ac.uk ), The dangers of corruption in special needs education . British Journal of Special Education (Blackwell) 33.1 (2006), 1–;9. 06–438 Feng, Anwei (U Durham, UK), Bilingualism for the minor or the major? An evaluative analysis of parallel conceptions in China . International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 529–;551. 06–439 Hasan, Ali S. (Damascus U, Syria), Analysing bilingual classroom discourse . International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 7–;18. 06–440 Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca ), Predictability in French gender attribution: A corpus analysis . Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 69–;92. 06–441 Maxim, Hiram H. (Georgetown U, USA; hhm2@georgetown.edu ), Integrating textual thinking into the introductory college-level foreign language classroom . The Modern Language Journal (Blackwell) 90.1 (2006), 19–;32. 06–442 Mudraya, Olga (Lancaster U, UK; o.moudraia@lancaster.ac.uk ), Engineering English: A lexical frequency instructional model . English for Specific Purposes (Elsevier) 25.2 (2006), 235–;256. 06–443 Nicholson, Deborah (Centre for Literacy in Primary Education, London, UK; deborahn@clpe.co.uk ), Putting literature at the heart of the literacy curriculum . Literacy (Blackwell) 40.1 (2006), 11–;21. 06–444 Richards, Jack ( jcrichards1001@yahoo.com ), Materials development and research –; making the connection . RELC Journal (Sage) 37.1 (2006), 5–;26. 06–445 Sealey, Alison (U Birmingham, UK; a.j.sealey@bham.ac.uk ) & Paul Thompson, ‘Nice things get said’: Corpus evidence and the National Literacy Strategy . Literacy (Blackwell) 40.1 (2006), 22–;28. 06–446 Tang, Yanfang (College of William and Mary, USA; yxtang@wm.edu ), Beyond behavior: Goals of cultural learning in the second language classroom . The Modern Language Journal (Blackwell) 90.1 (2006), 86–;99. 06–447 Torres-Gu María E. (Columbia U, USA) & Etxeberría Feli, Modelo B/Dual language programmes in the Basque Country and the USA . International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 506–;528. 06–448 Wedin, Âsa (Högskolan Dalarna, Falun & Stockholm U, Sweden), Language ideologies and schooled education in rural Tanzania: The case of Karagwe . International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 568–;587. 06–449 Wright, Jannet A. (U College London, UK; jannet.wright@ucl.ac.uk ), Caroline Newton, Michael Clarke, Chris Donlan, Claire Lister & Jasmina Cherguit, Communication aids in the classroom: The views of education staff and speech and language therapists involved with the Communication Aids Project . British Journal of Special Education (Blackwell) 33.1 (2006), 25–;32. 06–450 Yang, Jian (Seattle U, USA), English as a Third Language among China's ethnic minorities . International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 552–;567.
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.
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 | 0.001 | 0.001 |
| 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 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it