Bibliographic record
Abstract
Citation (2016), "List of Contributors", Annual Review of Comparative and International Education 2015 (International Perspectives on Education and Society, Vol. 28), Emerald Group Publishing Limited, Leeds, pp. ix-x. https://doi.org/10.1108/S1479-367920150000028025 Publisher: Emerald Group Publishing Limited Copyright © 2016 Emerald Group Publishing Limited Emily Anderson Pennsylvania State University, State College, PA, USA Laban P. Ayiro Moi University, Eldoret, Kenya Supriya Baily George Mason University, Fairfax, VA, USA Karen L. Biraimah University of Central Florida, Orlando, FL, USA Keene Boikhutso University of Botswana, Gaborone, Botswana Meagan Call-Cummings Indiana University – Bloomington, Bloomington, IN, USA Petrina Davidson Lehigh University, Bethlehem, PA, USA Brian D. Denman University of New England, Armindale, Australia Marcelo Parreira do Amaral University of Münster, Münster, Germany Sothy Eng Lehigh University, Bethlehem, PA, USA Ahmed Ismail Heggi Helwan University, Cairo, Egypt Dobrochna Hildebrandt-Wypych Adam Mickiewicz University, Poznań, Poland Agreement Lathi Jotia University of Botswana, Gaborone, Botswana Hans-Georg Kotthoff University of Education Freiburg, Breisgau, Germany Allyson Krupar Pennsylvania State University, State College, PA, USA Caroline Manion OISE, University of Toronto, Toronto, Canada Anselmo R. Paolone University of Udine, Udine, Italy Esther Prins Pennsylvania State University, State College, PA, USA Stephanie A. Sell University of Oslo, Oslo, Norway Payal Shah University of South Carolina, Columbia, SC, USA Lynette Shultz University of Alberta, Edmonton, Canada Whitney Szmodis Lehigh University, Bethlehem, PA, USA Calley Stevens Taylor Lehigh University, Bethlehem, PA, USA Derrick Tu York University, Toronto, Canada Eliška Walterová Charles University, Prague, Czech Republic Alexander W. Wiseman Lehigh University, Bethlehem, PA, USA Qiang Zha York University, Toronto, Canada Book Chapters Annual Review of Comparative and International Education 2015 International Perspectives on Education and Society Annual Review of Comparative and International Education 2015 Copyright Page List of Contributors Preface Part I: Introduction Building a Foundation for Reflecting on Comparative and International Education: A Synthesis of Published Comparative Education Research Mapping the Purposes of Comparative and International Education Research: A Comparative Study of Four Leading Journals Part II: Comparative education trends and directions Reflecting on Gender and Education Research and Practice in the Field of Comparative and International Education: Past, Present, and Future Understanding the Internationalization of Education and Its Demand for a Business of Knowledge: Emerging Issues and Discussions in Canadian Comparative and International Education Facilitating CIE’s Journey up into the Educational Trenches: A Discussion Essay Comparative Education in Egypt: Trends, Directions, and Aspirations Metaphorical Trajectories of Comparative and International Education Research in the Asia-Pacific Czech Comparative Education: Revitalization, Issues and Trends Comparative Education in an Age of Crisis: Challenges and Opportunities in Contemporary Italy Comparative and International Education in Germany: A Discussion of Current Trends Part III: Conceptual and Methodological Developments Reframing the Center: New Directions in Qualitative Methodology in International Comparative Education Doing Mixed Methods Research in Comparative Education: Some Reflections on the Fit and a Survey of the Literature Part IV: Research-to-Practice Education for Youth at the Borderlands: Developing Comparative and International Education between States Measuring Learning Outcomes in Kenya: Context and Perspectives Part V: Area Studies and Regional Developments Two Worlds Apart in Botswana’s Education System: Lessons from the 2010 Examinations Crisis Stem Learning Achievement among Cambodian Middle School Students: An Examination of Gender and Psychosocial Factors Part VI: Diversification of the Field National–Postnational–Transnational? Changing Conceptualizations of Citizenship in Comparative and International Education Research About the Authors Index
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 | 0.000 | 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) | 0.033 | 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".