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
03–192 Catroux, Michèle (IUT Bordeaux I, France). Introduction à la Recherche-Action: Modalités d'une démarche théorique centrée sur la pratique. [An introduction to Action Research: Aspects of a practice-centred theoretical process.] Les Cahiers de l'APLIUT (Grenoble, France), 21 , 3 (2002), 8–20. 03–193 Farrell, Thomas S. C. (Nat. Inst. of Ed./Nanyang Technological U., Singapore). Concept maps to trace conceptual change in preservice English teachers. RELC Journal (Singapore), 32 , 2 (2001), 27–44. 03–194 González-Bueno, Manuela (U. of Kansas, USA). Pronunciation teaching component in SL/FL education programs. Training teachers to teach pronunciation. Applied Language Learning (Presidio of Monterey, CA, USA), 12 , 2 (2001), 133–46. 03–195 Gwyn-Paquette, Caroline (U. of Sherbrooke, Quebec, Canada; Email : cgwyn@interlinx.qc.ca ) and Tochon, François Victor . The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms. The Modern Language Journal (Malden, MA, USA), 86 , 2 (2002), 204–26. 03–196 Lamie, Judith (U. of Birmingham, UK; Email : j.m.lamie@bham.ac.uk ). An investigation into the process of change: The impact of in-service training on Japanese teachers of English. Journal of In-service Education (Wallingford, UK), 28 , 1 (2002), 135–61. 03–197 Lozano, Albert S., Sung, Hyekyung, Padilla, Amado M. and Silva, Duarte M. (Stanford U., California, USA). Evaluation of professional development for language teachers in California. Foreign Language Annals (New York, USA), 35 , 2 (2002), 161–70. 03–198 Macrory, Gee (Inst. of Ed., The Manchester Metropolitan U., UK). Learning to talk like a language teacher: Crossing the boundary between university and school. Prospect (Macquarie U., Sydney, Australia), 17 , 2 (2002), 62–70. 03–199 Narcy-Combes, Jean-Paul (Université de La Rochelle, France). La recherche-action en didactique des langues: apprentissage, compagnonnage ou évolution libre? [Action research for language teachers in French higher education: From a traditional approach to collegiality.] Les Cahiers de l'APLIUT (Grenoble, France), 21 , 2 (2001), 40–52. 03–200 O'Brien, Teresa (U. of Manchester, UK). ‘Recherche-action’/‘Recherche basée sur la pratique’ et développement professionel. [Action research/Practice-based research and professional development.] Les Cahiers de l'APLIUT (Grenoble, France), 21 , 2 (2001), 7–23. 03–201 Schocker-von Ditfurth, Marita (U. of Ed., Schwäbisch-Gmünd, Germany; Email : Marita@Schocker_Ditfurth.de ) and Legutke, Michael K. Visions of what is possible in teacher education–or lost in complexity? ELT Journal (Oxford, UK), 56 , 2 (2002), 162–71. 03–202 Sercu, Lies and Peters, Elke (KU Leuven, Belgium; Email : Lies.sercu@arts.kuleuven.ac.be ) Learning e–learning–a comprehensive investigation of course developers' and language teacher trainees' views regarding the usefulness and effectiveness of a multimedia self-tuition course. ReCALL (Cambridge, UK), 14 , 1 (2002), 32–46. 03–203 Ypsilandis, G. S. (U. of Macedonia, Thessaloniki, Greece; Email : ypsi@uom.gr ). Feedback in distance education. Computer Assisted Language Learning (Lisse, The Netherlands), 15 , 2 (2002), 167–81.
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 | 0.000 | 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) | 0.013 | 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