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
Welcome to our final issue as co-editors of Die Unterrichtspraxis. The six articles in this issue cover a wide array of topics from classroom-based research about learner stereotypes, collaboration, and teaching about racism to practical examples of regional language variation, roleplay simulations, and labor migrants in the GDR. Lucian Rothe's study of learner stereotypes about native and non-native speaking teachers of German offers important suggestions related to teaching, teacher training, and program outreach. The study by Emily Groepper highlights the affordances of collaborative dialogues outside of class for advanced-level learners. Yannleon Chen describes an engaging way to help develop beginning- and intermediate-level students' symbolic competence and by teaching about racism using a hip-hop video. An overview of German language variation is presented by Iulia Pittman along with pedagogical materials for teaching dialects at all levels that are aligned with the ACTFL Guidelines. The article by Hyoun- A Joo and Lina Tuschling discusses a role-play simulation designed to advance students' intercultural communicative competence. Nancy Nenno outlines the histories of labor migrants in the GDR and offers a range of texts and assignments for integrating the narratives of Vertragsarbeiter*innen into the curriculum, including a poem by contemporary writer and activist Stefanie-Lahya Aukongo. Looking back over the last six years, we have had the privilege of working with so many inspiring authors and dedicated reviewers, who made collaboration easy and enjoyable. It has been a pleasure to read, review, and edit manuscripts on a broad variety of topics. The 99 articles in our 12 issues have focused on topics including advancing students' language skills and culture knowledge, integrating films and music in the classroom, task- and project-based learning, approaches to teaching literary texts, studies on second language acquisition, curriculum development, outreach, and, more recently, issues of diversity, equity, and inclusion. In addition, we published three special issues on Language Assessment and Proficiency (51.2), Teaching German Studies in a Global Context (52.2), and a cross-over with German Quarterly on German Fairy Tales and Folklore in a Global Context (54.1). There was also a special section on Sustainability and Community Engagement in German Studies (54.2). Each issue was an exciting opportunity for us to learn more about the current scholarship and practice undertaken by our colleagues. While most UP authors are U.S.-based, we had contributors from Austria, Germany, and Switzerland as well as from Canada, Ireland, Egypt, and Israel. In the 12 issues, eight K-12 teachers shared their work along with seven graduate and 22 undergraduate students. We are proud of our accomplishments, which include moving the review process online and reducing time to publication, adding open-access options, connecting with UP authors and reviewers during the annual Kaffeeklatsch, and expanding book reviews to also include software and online materials. We are grateful to AATG for having entrusted us with the editorship of UP, particularly the two Executive Directors during our time, Keith Cothrun and Mike Shaughnessy. Thanks also go to the members of our editorial advisory board, especially those who have served for all six years of our term: Olaf Bärenfänger, Karin Baumgartner, and Marianna Ryshina-Pankova. It was a pleasure working with the book and software review editors past and present – Carol Leibiger, Jonathon Reinhardt, and Daniel Walter. We also appreciate the patience of the journal's compiler, P. J. Thompson, and Wiley's staff, particularly Eric Piper. This journal would not be possible without the wonderful authors and the dedicated reviewers. We are lucky to work with amazing colleagues who willingly give their time to improve and expand the teaching of German in the U.S. and beyond. As we pass over the editorship to our successors Karin Baumgartner and Mat Schulze, we look forward to reading what projects the German teaching community will be working on in the coming years. Vielen Dank und alles Gute!
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 | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.015 | 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