Bibliographic record
Abstract
06–433Berry, 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. 06–434Callow, Jon, Images, politics and multiliteracies: Using a visual metalanguage. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 7–23. 06–435Chen, 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. 06–436Crozier, 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. 06–437Daniels, 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. 06–438Feng, 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. 06–439Hasan, Ali S. (Damascus U, Syria), Analysing bilingual classroom discourse. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 7–;18. 06–440Lyster, 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. 06–441Maxim, 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. 06–442Mudraya, 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. 06–443Nicholson, 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. 06–444Richards, Jack ( jcrichards1001@yahoo.com ), Materials development and research –; making the connection. RELC Journal (Sage) 37.1 (2006), 5–;26. 06–445Sealey, 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. 06–446Tang, 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. 06–447Torres-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. 06–448Wedin, 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. 06–449Wright, 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. 06–450Yang, 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.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.616 | 0.458 |
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".