{"meta":{"query_hash":"1038de45e2aa","filters":{"venue":"Cambridge Journal of Education"},"cohort_total":12,"direct_labels_cover":0,"predictions_cover":12,"exported":12,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/1038de45e2aa","api":"https://metacan.xera.ac/api/v1/cohort?venue=Cambridge+Journal+of+Education"},"results":[{"id":"W1985306945","doi":"10.1080/0305764x.2014.998624","title":"The physical placement of classroom technology and its influences on educational practices","year":2015,"lang":"en","type":"article","venue":"Cambridge Journal of Education","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Typology; Schematic; Perception; Educational technology; Representation (politics); Mathematics education; Computer science; Multimedia; Psychology; Sociology; Engineering; Political science","score_opus":0.043390219552025044,"score_gpt":0.40095534623360246,"score_spread":0.3575651266815774,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1985306945","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.89505666,0.001112736,0.000008694322,0.095279135,0.001184161,0.0001088988,7.5900766e-7,0.000006840406,0.007242138],"genre_scores_gemma":[0.99756336,0.00027372024,0.00012694152,0.00011435528,0.00049612013,0.0000128278125,0.0000011898408,0.0000032927296,0.0014082025],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9991172,0.00012878425,0.00026313114,0.00007873681,0.0003111414,0.00010098289],"domain_scores_gemma":[0.9972733,0.00040001172,0.0010688623,0.000091873306,0.0010843208,0.00008161795],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00089963485,0.000060138424,0.000100495214,0.00027208938,0.0002183723,0.00003933689,0.00021530339,0.0000761931,0.000007028291],"category_scores_gemma":[0.005306458,0.000042566055,0.000027184515,0.00040399333,0.00036932752,0.00029063722,0.000011732585,0.0002076278,0.000008748435],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005112531,0.0005049356,0.017184544,0.00000602258,0.00003097219,1.2214112e-7,0.0052266642,0.0000063443545,0.0007717008,0.94615495,0.017948046,0.012114596],"study_design_scores_gemma":[0.0010479682,0.0018206772,0.063893154,0.000327584,0.00019016437,0.00009206291,0.52454114,0.00009967866,0.0155625725,0.07811046,0.31394377,0.0003707578],"about_ca_topic_score_codex":0.000041974232,"about_ca_topic_score_gemma":0.000040029325,"teacher_disagreement_score":0.8680445,"about_ca_system_score_codex":0.00015084278,"about_ca_system_score_gemma":0.002732916,"threshold_uncertainty_score":0.63527095},"labels":[],"label_agreement":null},{"id":"W2010944995","doi":"10.1080/0305764042000183133","title":"Women faculty seeking tenure and parenthood: lessons from previous generations","year":2004,"lang":"en","type":"article","venue":"Cambridge Journal of Education","topic":"Gender Diversity and Inequality","field":"Social Sciences","cited_by":147,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Raising (metalworking); Higher education; Economic growth; Sociology; Political science; Gender studies; Psychology; Economics","score_opus":0.12132298893964269,"score_gpt":0.3578849355882861,"score_spread":0.2365619466486434,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2010944995","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.98781824,0.000492243,0.0013631852,0.007822993,0.0006844084,0.000066457564,0.000024797571,0.0000067601354,0.0017208888],"genre_scores_gemma":[0.9977022,0.00027350016,0.0008081605,0.00021692019,0.0006487463,0.0000018198356,0.000015247796,0.000002721672,0.00033067312],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.999308,0.000102857244,0.00017618923,0.00008336367,0.00020254358,0.00012704589],"domain_scores_gemma":[0.9993196,0.000026422533,0.00020834996,0.00006244829,0.00023051203,0.00015263626],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00046026116,0.000052295916,0.000101373116,0.000054441763,0.00039976614,0.00009832412,0.000090809845,0.000050602608,0.000031942025],"category_scores_gemma":[0.00021038513,0.000050867722,0.000036366484,0.00011015001,0.00007899579,0.0003714745,0.000014977258,0.00011415632,0.0000051286615],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000064518565,0.0015772122,0.107830316,0.000059614948,0.0002981174,0.000014208339,0.6890584,0.0004557933,0.0053275446,0.075664796,0.045666754,0.0739827],"study_design_scores_gemma":[0.001128522,0.00014757694,0.553011,0.00016738485,0.00015399756,0.000025217743,0.36715028,0.000009406738,0.0006071104,0.007864839,0.06939915,0.00033549432],"about_ca_topic_score_codex":0.0013090156,"about_ca_topic_score_gemma":0.00018361562,"teacher_disagreement_score":0.44518068,"about_ca_system_score_codex":0.00030480186,"about_ca_system_score_gemma":0.00091718184,"threshold_uncertainty_score":0.30747184},"labels":[],"label_agreement":null},{"id":"W2031542590","doi":"10.1080/03057640120086602","title":"Special Education in Ontario, Canada: A case study of market-based reforms","year":2001,"lang":"en","type":"article","venue":"Cambridge Journal of Education","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Ministère de l’Éducation, Gouvernement de l’Ontario","keywords":"Accountability; Decentralization; School choice; Diversification (marketing strategy); Public administration; Government (linguistics); Outsourcing; Competition (biology); Political science; Economics; Business; Marketing; Market economy","score_opus":0.036548229204404974,"score_gpt":0.33194236707237257,"score_spread":0.2953941378679676,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2031542590","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.95314527,0.00007821135,0.0000052960227,0.0004986543,0.0069011045,0.00038594182,0.0000012669483,0.0000025878142,0.038981684],"genre_scores_gemma":[0.99271226,0.000018700952,0.00011902315,0.00013416634,0.0022327832,0.000015995187,0.000008356499,0.00000809992,0.0047506327],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99823296,0.00023120227,0.0006819886,0.00012617867,0.00053619087,0.00019146688],"domain_scores_gemma":[0.99826753,0.000081962164,0.0007333854,0.0001661315,0.00059549446,0.00015550152],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010231227,0.000103323335,0.00019811283,0.00035194206,0.00014312299,0.000034235025,0.00021338345,0.000052474214,0.00046304776],"category_scores_gemma":[0.00024069576,0.00010249249,0.000046807298,0.0004716767,0.00006931329,0.0004209232,0.0000100419675,0.00022013982,0.0000011882776],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.00015461526,0.01080638,0.76729834,0.000021612695,0.000029176697,0.000096832875,0.03817776,0.000051715044,0.00006091434,0.00038835948,0.15766811,0.025246158],"study_design_scores_gemma":[0.00055617,0.00020966107,0.55505383,0.0001212521,0.000044645843,0.00017628401,0.4031774,0.000006225793,0.000057793735,0.000043732445,0.04041248,0.00014052811],"about_ca_topic_score_codex":0.9937912,"about_ca_topic_score_gemma":0.999098,"teacher_disagreement_score":0.36499965,"about_ca_system_score_codex":0.005284229,"about_ca_system_score_gemma":0.045674097,"threshold_uncertainty_score":0.9985343},"labels":[],"label_agreement":null},{"id":"W2062025794","doi":"10.1080/03057640410001700543","title":"Video perspectivity meets wild and crazy teens: a design ethnography","year":2004,"lang":"en","type":"article","venue":"Cambridge Journal of Education","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"University of British Columbia","keywords":"Viewpoints; Presentation (obstetrics); Narrative; Curriculum; Psychology; Sociology; Computer science; Pedagogy; Visual arts; Linguistics; Art","score_opus":0.06937027118641406,"score_gpt":0.39188420247444583,"score_spread":0.32251393128803174,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2062025794","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9721328,0.002999226,0.007763449,0.00703468,0.0032390964,0.0003085993,0.0000022477743,0.000025407175,0.006494465],"genre_scores_gemma":[0.99420756,0.00032630368,0.0032280432,0.0006096135,0.001009595,0.000016499675,0.0000026680302,0.000017466296,0.0005822736],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.99876076,0.00019208269,0.00043865514,0.00014280045,0.0002017251,0.0002639877],"domain_scores_gemma":[0.9983346,0.00026479914,0.00048174287,0.00014650136,0.00052996475,0.0002424209],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012228241,0.000117349104,0.00019779855,0.00028519204,0.00035768555,0.000029692763,0.00009946977,0.00011012432,0.000018905128],"category_scores_gemma":[0.0006877756,0.00010392328,0.000075527874,0.00026949198,0.00009623545,0.00047641195,0.000013584362,0.00045576695,0.00002982801],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0011728301,0.005997523,0.15883502,0.0010866242,0.00051404425,0.000016376884,0.13404869,0.0008796041,0.01143197,0.035092987,0.43490356,0.2160208],"study_design_scores_gemma":[0.0035814762,0.0014401145,0.75537944,0.0035398232,0.00037440032,0.00032330252,0.093497254,0.000030911368,0.0017815316,0.013160574,0.12600873,0.0008824051],"about_ca_topic_score_codex":0.00023096113,"about_ca_topic_score_gemma":0.000009073673,"teacher_disagreement_score":0.59654444,"about_ca_system_score_codex":0.00043528047,"about_ca_system_score_gemma":0.0019032639,"threshold_uncertainty_score":0.42378682},"labels":[],"label_agreement":null},{"id":"W2084548251","doi":"10.1080/03057640902902252","title":"Understanding teacher identity: an overview of issues in the literature and implications for teacher education","year":2009,"lang":"en","type":"article","venue":"Cambridge Journal of Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":2268,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke; Bishop's University","funders":"","keywords":"Identity (music); Pedagogy; Teacher education; Agency (philosophy); Narrative; Narrative inquiry; Identity formation; Sociology; Psychology; Self-concept; Social psychology; Social science; Linguistics","score_opus":0.3269420205993845,"score_gpt":0.49376415660059597,"score_spread":0.16682213600121149,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2084548251","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.60513794,0.05458728,0.00083940796,0.3341193,0.0010013541,0.0006560206,0.0000041396056,0.000011448852,0.0036431125],"genre_scores_gemma":[0.9954521,0.0018423434,0.00039783225,0.00067742984,0.0008974587,0.000014566303,0.000008150745,0.000005004864,0.00070511387],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.998998,0.00030583027,0.00031002736,0.00010006066,0.0001657977,0.00012032506],"domain_scores_gemma":[0.99907184,0.00009492808,0.000321534,0.00013034945,0.00031823057,0.00006313819],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016755469,0.00007632764,0.00014370104,0.00021052863,0.00017845171,0.00014485414,0.00021061167,0.00006684166,0.000010082853],"category_scores_gemma":[0.0004806691,0.00006088323,0.000057485813,0.00041883174,0.00011759654,0.0010392466,0.0000037726277,0.00017226372,3.2009677e-7],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019394734,0.0014617767,0.036371693,0.00006621348,0.00001697475,5.4879695e-8,0.41506767,7.799181e-7,0.00018738335,0.468601,0.03780696,0.040400088],"study_design_scores_gemma":[0.00014445407,0.00008898092,0.529346,0.00021009565,0.00004782717,0.000008254501,0.42791095,9.36354e-7,0.000006676883,0.029255187,0.012898595,0.00008203224],"about_ca_topic_score_codex":0.00012963812,"about_ca_topic_score_gemma":0.00019281408,"teacher_disagreement_score":0.4929743,"about_ca_system_score_codex":0.00021799664,"about_ca_system_score_gemma":0.00077890564,"threshold_uncertainty_score":0.24827461},"labels":[],"label_agreement":null},{"id":"W2280000806","doi":"10.1080/0305764x.2015.1125450","title":"Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation","year":2016,"lang":"en","type":"article","venue":"Cambridge Journal of Education","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":318,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Pennsylvania State University; Robert Wood Johnson Foundation","keywords":"Blueprint; Social emotional learning; Quality (philosophy); Pedagogy; Psychology; Action (physics); Mathematics education; Developmental psychology","score_opus":0.06534726225299357,"score_gpt":0.3710786677754144,"score_spread":0.3057314055224208,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2280000806","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9636472,0.00036990672,0.017412333,0.016860576,0.0010368112,0.00027188528,0.000002163847,0.000009536873,0.00038961496],"genre_scores_gemma":[0.99116284,0.00014317443,0.006733058,0.00013785125,0.0014890158,0.000021458345,0.0000047000744,0.000008490349,0.00029942146],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988623,0.00020038785,0.0003937255,0.00011603924,0.00025180902,0.00017573594],"domain_scores_gemma":[0.99883705,0.0003162799,0.00041630593,0.00003503392,0.0002887912,0.00010656347],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001750779,0.000069944224,0.00012620882,0.00023974906,0.0003211459,0.00016776682,0.000101262405,0.00007569354,0.000026973243],"category_scores_gemma":[0.001950359,0.000058899084,0.00004497589,0.0002029356,0.00005054484,0.0008144088,0.000010327074,0.00017927731,0.0000029457394],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004302672,0.00012892374,0.5046548,0.000057549045,0.000035177058,3.2395997e-7,0.04039063,0.000009018424,0.00018975185,0.17333572,0.009207391,0.27194765],"study_design_scores_gemma":[0.00078679627,0.00005953071,0.7467118,0.00080333365,0.000021434902,0.000020569096,0.23708284,0.0000037239736,0.000059613387,0.0073348912,0.0069348863,0.00018056885],"about_ca_topic_score_codex":0.00012117283,"about_ca_topic_score_gemma":0.00004959609,"teacher_disagreement_score":0.27176708,"about_ca_system_score_codex":0.00049493485,"about_ca_system_score_gemma":0.0026054673,"threshold_uncertainty_score":0.4621987},"labels":[],"label_agreement":null},{"id":"W2790581966","doi":"10.1080/0305764x.2018.1441372","title":"Nurturing learning or encouraging dependency? Teacher constructions of students in lower attainment groups in English secondary schools","year":2018,"lang":"en","type":"article","venue":"Cambridge Journal of Education","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":74,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Queen's University; Queen's University Belfast; Education Endowment Foundation","keywords":"Mathematics education; Nature versus nurture; Psychology; Educational attainment; Dependency (UML); Pedagogy; Scale (ratio); Sociology; Political science","score_opus":0.01258303067738173,"score_gpt":0.32511957987106505,"score_spread":0.3125365491936833,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2790581966","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9830939,0.00015941975,0.000045280354,0.00053558685,0.0031091892,0.00015949467,3.831866e-7,0.0000065825448,0.012890175],"genre_scores_gemma":[0.9959986,0.00014074155,0.00080515014,0.000078520454,0.0009757868,0.000006050676,0.0000013686677,0.000008305086,0.001985445],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99836975,0.00024146581,0.00060638436,0.00012823287,0.00044847783,0.0002056905],"domain_scores_gemma":[0.9987975,0.00009701387,0.00043701055,0.00008376632,0.00045571392,0.00012899532],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015963549,0.00008781022,0.00017842547,0.00044147394,0.0001577796,0.0000799019,0.00023439206,0.00006864568,0.0005805104],"category_scores_gemma":[0.0013133964,0.00008460283,0.00004664976,0.0004381672,0.00013202167,0.0005542877,0.000027227434,0.00053161144,0.000008201059],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003609344,0.00044973663,0.90538293,0.0000128597985,0.000019807276,0.000002290554,0.075996116,0.000019869718,0.000087743356,0.00058038667,0.0016869997,0.015725134],"study_design_scores_gemma":[0.0005191914,0.00008518015,0.7675143,0.0003641936,0.000012046005,0.000012753522,0.22676876,0.0000021635092,0.00019728689,0.00009098013,0.004321156,0.00011199697],"about_ca_topic_score_codex":0.00044651804,"about_ca_topic_score_gemma":0.0007154965,"teacher_disagreement_score":0.15077265,"about_ca_system_score_codex":0.00068162096,"about_ca_system_score_gemma":0.004077808,"threshold_uncertainty_score":0.7233857},"labels":[],"label_agreement":null},{"id":"W3138484653","doi":"10.1080/0305764x.2021.1897524","title":"Incivility: the new type of bullying in higher education","year":2021,"lang":"en","type":"article","venue":"Cambridge Journal of Education","topic":"Workplace Violence and Bullying","field":"Social Sciences","cited_by":77,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Incivility; Aggression; Psychology; Social psychology; Set (abstract data type); Workplace bullying","score_opus":0.06296106152897073,"score_gpt":0.36659664499288414,"score_spread":0.3036355834639134,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3138484653","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9551466,0.004177132,0.000016846414,0.019421602,0.0037288317,0.000071316215,2.0968308e-7,0.000002619004,0.017434822],"genre_scores_gemma":[0.9870041,0.00051378115,0.00022993835,0.0004472911,0.0012648068,0.0000012312111,0.000001540927,0.000004223465,0.010533115],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999105,0.00017669046,0.00030081262,0.00006832703,0.00023955235,0.00010965649],"domain_scores_gemma":[0.9988691,0.000120526034,0.0002961057,0.00011192065,0.0005360724,0.00006623046],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008437822,0.000047156238,0.000110294226,0.000096436255,0.00009886922,0.000042611802,0.00016238379,0.000049756618,0.00028309072],"category_scores_gemma":[0.0005353499,0.0000377799,0.000048105805,0.0006584896,0.000072637646,0.00023805702,0.0000141581695,0.0001606965,0.000007226455],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00011141487,0.0012878273,0.4000079,0.00010062974,0.00005460442,0.0000060646476,0.024152698,0.00008552759,0.011638857,0.07969988,0.2335099,0.2493447],"study_design_scores_gemma":[0.0003429852,0.00007884722,0.46808225,0.0013997734,0.00008131601,0.000032614465,0.11407166,0.0000036492174,0.002968627,0.0035283098,0.40920442,0.00020556757],"about_ca_topic_score_codex":0.0006790283,"about_ca_topic_score_gemma":0.00014989455,"teacher_disagreement_score":0.24913913,"about_ca_system_score_codex":0.00016383672,"about_ca_system_score_gemma":0.007880053,"threshold_uncertainty_score":0.9977443},"labels":[],"label_agreement":null},{"id":"W4365144709","doi":"10.1080/0305764x.2023.2196245","title":"Toward a Praxis-Oriented Understanding of Student Self-Assessment in STEAM Education: How Exemplary Educators Leverage Self-Assessment","year":2023,"lang":"en","type":"article","venue":"Cambridge Journal of Education","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto; Queen's University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Praxis; Documentation; Mathematics education; Authentic assessment; Self-assessment; Pedagogy; Metacognition; Formative assessment; Psychology; Transformative learning; Grading (engineering); Process (computing); Leverage (statistics); Engineering ethics; Engineering; Curriculum; Computer science; Political science","score_opus":0.050377013661010335,"score_gpt":0.3862939383349915,"score_spread":0.33591692467398115,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4365144709","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.970497,0.00036970084,0.00035617358,0.008559306,0.007882728,0.00080115447,0.000004251673,0.0000673727,0.011462284],"genre_scores_gemma":[0.9943735,0.0012690669,0.0022728199,0.00013163434,0.0010910302,0.00006465925,0.000024187708,0.000029800156,0.0007433292],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9962683,0.00053288165,0.0009023459,0.00031593474,0.0014921449,0.0004884217],"domain_scores_gemma":[0.9973358,0.00029437835,0.0011436054,0.0002682129,0.00066169986,0.00029629935],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0026995067,0.00025770624,0.0004950461,0.0010678347,0.0003355452,0.00020839155,0.0005662938,0.00014027469,0.00006446623],"category_scores_gemma":[0.000058149923,0.00026089695,0.00020868746,0.001927557,0.00010977591,0.00093766017,0.00009819195,0.00048771713,0.000007717125],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.00003654542,0.005364788,0.8079331,0.00019098866,0.000309333,0.000013631827,0.070036836,0.000020457335,0.00031422233,0.053246308,0.060151163,0.0023826035],"study_design_scores_gemma":[0.0006705485,0.00019360038,0.5959945,0.00025529147,0.00010765562,0.000009285437,0.39761704,0.00001782818,0.000027984714,0.00020872688,0.00468232,0.00021528552],"about_ca_topic_score_codex":0.00020101461,"about_ca_topic_score_gemma":0.000059931186,"teacher_disagreement_score":0.32758018,"about_ca_system_score_codex":0.0054283887,"about_ca_system_score_gemma":0.016207123,"threshold_uncertainty_score":0.9999843},"labels":[],"label_agreement":null},{"id":"W4412019498","doi":"10.1080/0305764x.2025.2521512","title":"How do pupil feelings of school safety relate to their attendance and wellbeing? Longitudinal evidence from England","year":2025,"lang":"en","type":"article","venue":"Cambridge Journal of Education","topic":"Youth Substance Use and School Attendance","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Impact","funders":"","keywords":"Attendance; Feeling; Pupil; Psychology; Longitudinal study; New england; Academic achievement; Developmental psychology; Social psychology; Pedagogy; Medicine; Political science","score_opus":0.02532761152969773,"score_gpt":0.3098073180817251,"score_spread":0.28447970655202737,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412019498","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.96475136,0.011870954,0.0020551095,0.018736789,0.0013241881,0.00016252548,0.000010296931,0.00000792901,0.0010808683],"genre_scores_gemma":[0.9923649,0.0028995797,0.0017125836,0.00028563998,0.0006999234,0.0000037051927,0.0000011386869,0.000007206117,0.002025315],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998607,0.00017425537,0.0004580506,0.00021670447,0.00033085703,0.00021318122],"domain_scores_gemma":[0.99795496,0.00039229274,0.00048118402,0.00019327167,0.0007449939,0.00023327074],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012730765,0.00012772763,0.00029930464,0.0001855062,0.00026237583,0.00018454833,0.00033058392,0.00008688292,0.000019002075],"category_scores_gemma":[0.001931912,0.0001113666,0.00008399017,0.00049692934,0.0001629827,0.0008722973,0.000035253117,0.0003081038,0.0000038215508],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00044820207,0.00010670671,0.91760916,0.000070978276,0.00010505645,0.0000054304733,0.018519914,0.000030150866,0.0055522174,0.0033370263,0.013202692,0.041012462],"study_design_scores_gemma":[0.0005008224,0.00008905621,0.9519856,0.003000271,0.0000958124,0.000006704694,0.015751181,0.000010005412,0.0015298063,0.0010499198,0.025781656,0.00019914632],"about_ca_topic_score_codex":0.000637627,"about_ca_topic_score_gemma":0.00033292436,"teacher_disagreement_score":0.04081332,"about_ca_system_score_codex":0.0002103804,"about_ca_system_score_gemma":0.0010888041,"threshold_uncertainty_score":0.4541398},"labels":[],"label_agreement":null},{"id":"W4412955750","doi":"10.1080/0305764x.2025.2534347","title":"Understanding and addressing gendered learning and socioemotional differences among students: teachers’ insights from Rwanda","year":2025,"lang":"en","type":"article","venue":"Cambridge Journal of Education","topic":"Global Educational Policies and Reforms","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Mastercard Foundation","keywords":"Socioemotional selectivity theory; Psychology; Developmental psychology; Pedagogy; Mathematics education; Social psychology","score_opus":0.06673550886852582,"score_gpt":0.3668941112203189,"score_spread":0.3001586023517931,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412955750","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9867609,0.0029319697,0.00042625034,0.0025908137,0.0010475096,0.000067611065,0.000001275338,0.000006298561,0.006167337],"genre_scores_gemma":[0.9963165,0.0007080621,0.00010447267,0.00013935368,0.00045237454,9.823091e-7,0.000004412646,0.0000035027683,0.0022703765],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99908495,0.0001342949,0.00023546293,0.00010358035,0.00031952816,0.00012218456],"domain_scores_gemma":[0.99928755,0.00014842767,0.00024953898,0.000031536667,0.00016300818,0.00011991725],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003096411,0.00007845174,0.00014034244,0.00014306992,0.0007162809,0.00026337669,0.000110349356,0.00007822002,0.000018716923],"category_scores_gemma":[0.0002847106,0.000061251405,0.00003664484,0.000116605355,0.00040365904,0.00034563933,0.00003055018,0.00022095907,4.367247e-7],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015038399,0.00015498202,0.89663297,0.000018417095,0.0001296282,6.302312e-7,0.058296528,0.0000062935064,0.00015687362,0.033844583,0.005617519,0.005126543],"study_design_scores_gemma":[0.00018732317,0.000017006803,0.7774676,0.00019534517,0.000037421683,0.0000020855416,0.21266721,0.000010236519,0.0000072298744,0.0070891446,0.002257538,0.000061828876],"about_ca_topic_score_codex":0.0011085646,"about_ca_topic_score_gemma":0.00014471295,"teacher_disagreement_score":0.1543707,"about_ca_system_score_codex":0.00039641798,"about_ca_system_score_gemma":0.0007676872,"threshold_uncertainty_score":0.5509126},"labels":[],"label_agreement":null},{"id":"W4417377843","doi":"10.1080/0305764x.2025.2603212","title":"Pupils’ perceptions of power dynamics in Portuguese schools: do they feel their voices are heard?","year":2025,"lang":"en","type":"article","venue":"Cambridge Journal of Education","topic":"Global Educational Policies and Reforms","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Fundação para a Ciência e a Tecnologia; Universidade do Minho; International Council for Canadian Studies","keywords":"Perception; Portuguese; Dynamics (music); Power (physics); Qualitative research","score_opus":0.009621580327173699,"score_gpt":0.32759752158048716,"score_spread":0.31797594125331347,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4417377843","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.93636054,0.0016015121,0.000021509046,0.019356553,0.0019033195,0.00013709448,0.00001877998,0.000004985655,0.0405957],"genre_scores_gemma":[0.9939173,0.00087065087,0.000102176964,0.00034851333,0.00031994013,0.0000046606706,0.0000069959533,0.0000052250775,0.004424557],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99886847,0.00010452456,0.0004777402,0.000094588424,0.00026747887,0.00018717701],"domain_scores_gemma":[0.9984895,0.00006533716,0.0004656561,0.00013822393,0.00072598865,0.00011529184],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00074916484,0.00009136738,0.00020700552,0.00034006292,0.0001509312,0.000054692337,0.00028432667,0.000092680006,0.00003913298],"category_scores_gemma":[0.0005233894,0.00006731262,0.00013401729,0.000469609,0.00015632442,0.0003547607,0.000021744054,0.0002459202,0.000006333794],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000096075266,0.002385927,0.4813283,0.00011617171,0.00014128393,0.0000020005039,0.028732037,0.0002939323,0.00036193212,0.3242435,0.1290993,0.03319956],"study_design_scores_gemma":[0.00012913057,0.000031279404,0.68171084,0.00028609883,0.00001544825,0.0000060702696,0.3059206,0.000011036061,0.000009720778,0.0034487357,0.008358766,0.000072293136],"about_ca_topic_score_codex":0.004169609,"about_ca_topic_score_gemma":0.0020090197,"teacher_disagreement_score":0.32079476,"about_ca_system_score_codex":0.00084136275,"about_ca_system_score_gemma":0.0025912346,"threshold_uncertainty_score":0.63032293},"labels":[],"label_agreement":null}]}