{"meta":{"query_hash":"e633dc670e76","filters":{"venue":"Canadian Journal of Educational and Social Studies"},"cohort_total":11,"direct_labels_cover":0,"predictions_cover":11,"exported":11,"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/e633dc670e76","api":"https://metacan.xera.ac/api/v1/cohort?venue=Canadian+Journal+of+Educational+and+Social+Studies"},"results":[{"id":"W4323908078","doi":"10.53103/cjess.v3i1.114","title":"Effects of Graduates Tracers as A Quality Assurance Vector on Graduate’s Career Readiness in Cameroon State Universities","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Educational and Social Studies","topic":"Higher Education Learning Practices","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":"Université du Québec à Chicoutimi","funders":"","keywords":"Employability; Graduate students; Medical education; Quality assurance; Simple random sample; Psychology; Tracing; Quality (philosophy); Sample (material); Pedagogy; Sociology; Computer science; Medicine; Business; Marketing; Service (business); Physics; Demography","score_opus":0.10416414717389895,"score_gpt":0.4059107614484284,"score_spread":0.3017466142745295,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4323908078","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":[0.937788,0.00095808785,1.0033858e-7,0.059655394,0.0007954665,0.00007456398,0.000009211395,0.0000032855874,0.0007158684],"genre_scores_gemma":[0.9963472,0.00048208883,0.000010485095,0.00010801325,0.00024011778,0.0000049578052,0.0000020916302,0.000005374532,0.002799662],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99875826,0.00042300002,0.00022757624,0.00009450049,0.00029076918,0.0002058801],"domain_scores_gemma":[0.9967152,0.0023377335,0.00028877743,0.000027268448,0.00048708607,0.00014393145],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00083772093,0.00007829565,0.00022566639,0.00023701532,0.0005854734,0.000035793,0.000112726004,0.000036134752,0.000022857208],"category_scores_gemma":[0.001654038,0.00007769061,0.000047557845,0.00046788625,0.00051259686,0.00022319336,0.0000055599485,0.0001633958,0.000007759852],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004273508,0.00005454279,0.12603311,0.00016547304,0.00021086015,0.000015544842,0.8236238,0.000056275327,0.000029051842,0.037211835,0.011514687,0.0010420736],"study_design_scores_gemma":[0.00016756803,0.00004299068,0.7625165,0.00008731584,0.000020633459,6.602956e-7,0.22377436,1.2830192e-7,0.000020753605,0.0035539442,0.009729552,0.00008559134],"about_ca_topic_score_codex":0.08680304,"about_ca_topic_score_gemma":0.1433102,"teacher_disagreement_score":0.6364834,"about_ca_system_score_codex":0.00044312645,"about_ca_system_score_gemma":0.0038032073,"threshold_uncertainty_score":0.919278},"labels":[],"label_agreement":null},{"id":"W4323908129","doi":"10.53103/cjess.v3i1.94","title":"Basic Psychological Needs of Undergraduate Students with and without High ADHD Symptomatology","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Educational and Social Studies","topic":"Attention Deficit Hyperactivity Disorder","field":"Medicine","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Carleton University; University of Ottawa","funders":"","keywords":"Psychology; Competence (human resources); Attention deficit hyperactivity disorder; Clinical psychology; Autonomy; Perception; Population; Developmental psychology; Medicine; Social psychology","score_opus":0.07758405332403666,"score_gpt":0.39596772999769697,"score_spread":0.3183836766736603,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4323908129","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":[0.93289787,0.00071064854,0.0000011319876,0.06607599,0.00015185127,0.00005995051,0.0000056459558,0.0000021230271,0.0000947987],"genre_scores_gemma":[0.9987477,0.00020549241,0.000044894623,0.0002459834,0.0001411656,0.0000034696207,0.000003642381,0.0000058886153,0.0006017472],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99946404,0.000034222296,0.00017175007,0.0000631958,0.00014529069,0.00012151893],"domain_scores_gemma":[0.99935055,0.00008985488,0.00012322032,0.0000366399,0.0002699978,0.00012975016],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00011552084,0.00007105788,0.0002832121,0.00020718436,0.00017754624,0.000010323282,0.000047278045,0.000038048373,0.000024630248],"category_scores_gemma":[0.00015183615,0.000052180483,0.000030055804,0.00019864387,0.00035743136,0.000046626945,0.000013710049,0.000102309175,0.0000026815455],"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":[0.00003357259,0.000051058552,0.9868989,0.000037265716,0.0003570724,0.0000054947363,0.0040524453,6.716332e-7,0.000008552926,0.005232061,0.0030929092,0.00022998416],"study_design_scores_gemma":[0.000813194,0.00020695338,0.9694163,0.000054601856,0.00011648143,0.00021912508,0.025087705,4.42594e-7,8.0992686e-7,0.003703739,0.00032795814,0.000052652726],"about_ca_topic_score_codex":0.0002961557,"about_ca_topic_score_gemma":0.0012298502,"teacher_disagreement_score":0.065849856,"about_ca_system_score_codex":0.000037705424,"about_ca_system_score_gemma":0.0002874731,"threshold_uncertainty_score":0.21278584},"labels":[],"label_agreement":null},{"id":"W4385615705","doi":"10.53103/cjess.v3i3.140","title":"Teacher’s Professional Development and Internal Efficiency in Cameroon: A case study of Some Primary Schools in Nyong and Mfoumou Division","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Educational and Social Studies","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":0,"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 du Québec à Chicoutimi","funders":"","keywords":"Curriculum; Professional development; Psychology; Accidental sampling; Test (biology); Medical education; Population; Mathematics education; Pedagogy; Sociology; Medicine","score_opus":0.05868924314562618,"score_gpt":0.3791295729972478,"score_spread":0.32044032985162163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385615705","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":[0.9859042,0.0014548125,2.1395114e-7,0.012021693,0.00037984384,0.00013852744,0.0000013436982,0.0000019332674,0.00009739952],"genre_scores_gemma":[0.9992478,0.00011921537,0.00002907746,0.000064927415,0.000102209386,0.000013953728,0.000001109061,0.0000026842067,0.00041902682],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99918014,0.000119643446,0.00031038193,0.00009860045,0.00014797202,0.00014325038],"domain_scores_gemma":[0.99944246,0.00016049558,0.00013473145,0.000019372943,0.00014666513,0.0000962712],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00081244117,0.00006478995,0.00017711906,0.00044904958,0.0005242718,0.000023480952,0.000059665595,0.000055053322,0.000010099323],"category_scores_gemma":[0.00045397785,0.000057101144,0.000011869454,0.00027509284,0.0002723074,0.00015199189,0.000022509266,0.0002105248,4.3294537e-7],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000036777176,0.000113287795,0.6985249,0.000014965355,0.000023382278,0.000036311478,0.2898662,5.0552563e-7,0.0000045257543,0.0032713385,0.00058180315,0.0075591067],"study_design_scores_gemma":[0.00021674157,0.00003488284,0.52645767,0.00006144792,0.0000041746525,0.000016535694,0.4712627,9.930635e-7,0.0000010103863,0.0015952208,0.00030634092,0.000042286953],"about_ca_topic_score_codex":0.015256889,"about_ca_topic_score_gemma":0.29595187,"teacher_disagreement_score":0.280695,"about_ca_system_score_codex":0.00024522675,"about_ca_system_score_gemma":0.0017737725,"threshold_uncertainty_score":0.9913006},"labels":[],"label_agreement":null},{"id":"W4385615742","doi":"10.53103/cjess.v3i4.157","title":"Challenges of Non-Indigenous Researchers in Indigenous Contexts","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Educational and Social Studies","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":0,"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 Victoria","funders":"","keywords":"Indigenous; Sociology; Traditional knowledge; Engineering ethics; Public relations; Environmental ethics; Political science; Engineering; Ecology","score_opus":0.2461708480921491,"score_gpt":0.44594922200070375,"score_spread":0.19977837390855466,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385615742","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":[0.9248305,0.012472505,1.17284e-7,0.0579946,0.00059354876,0.00010645711,0.000006053358,0.0000014070024,0.0039948095],"genre_scores_gemma":[0.99058485,0.0076774177,0.000016479464,0.00007717859,0.000423986,0.000007984112,0.0000011994906,0.0000042166866,0.0012067],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9990813,0.00015605964,0.00022240414,0.00006923752,0.0002154076,0.00025558233],"domain_scores_gemma":[0.9988992,0.00041573937,0.0001317903,0.000028070303,0.00034895475,0.00017620197],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014412816,0.000050927265,0.00016294993,0.00029859264,0.0007971609,0.000023909459,0.00011838245,0.000043047676,0.00006374464],"category_scores_gemma":[0.0005154207,0.000049833936,0.000037020618,0.00029823623,0.0003344929,0.00011795568,0.000009100611,0.00014026758,0.0000074391746],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000005256286,0.000034941215,0.048027813,0.00003320212,0.00009695076,0.000007054269,0.90831536,0.0000032652197,0.0000031752622,0.015766976,0.0058320006,0.021873979],"study_design_scores_gemma":[0.00012952935,0.000040226274,0.62930757,0.000035899382,0.000008436533,0.0000011411115,0.30983245,4.2426088e-8,0.0000013495641,0.0077090836,0.052875027,0.000059216447],"about_ca_topic_score_codex":0.026933651,"about_ca_topic_score_gemma":0.26430634,"teacher_disagreement_score":0.5984829,"about_ca_system_score_codex":0.00028372317,"about_ca_system_score_gemma":0.003715077,"threshold_uncertainty_score":0.97954607},"labels":[],"label_agreement":null},{"id":"W4388709372","doi":"10.53103/cjess.v3i5.181","title":"The Auditory Academic Transforming the Soundscape of Scholarship","year":2023,"lang":"en","type":"article","venue":"Canadian Journal of Educational and Social Studies","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":0,"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":"Soundscape; Scholarship; Consonance and dissonance; Active listening; Misconduct; Psychology; Key (lock); Discipline; Sociology; Irrational number; Sound (geography); Communication; Political science; Acoustics; Social science; Computer science; Law","score_opus":0.1456319907342136,"score_gpt":0.4101258804317436,"score_spread":0.26449388969752996,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388709372","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":[0.66280574,0.008837436,5.9109135e-7,0.32279035,0.0027292524,0.000075083095,0.0000046314344,0.0000019790923,0.002754968],"genre_scores_gemma":[0.9915232,0.0035823663,0.0000045511406,0.00022844014,0.0018273429,0.000006585714,5.22105e-7,0.0000029949476,0.0028240064],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99921626,0.00016586966,0.00019972511,0.000040635805,0.00020923674,0.00016829131],"domain_scores_gemma":[0.9983064,0.0011348736,0.0001458335,0.00002592362,0.0002883924,0.00009857452],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0019631186,0.00004152492,0.00008081472,0.000058363566,0.003937825,0.000049020713,0.00017641866,0.000033678458,0.00004885452],"category_scores_gemma":[0.0008221508,0.00002595694,0.000050319475,0.00022532535,0.0006042551,0.00015291611,0.0000060293764,0.00023556477,0.0000054426573],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006552879,0.000009095973,0.029145963,0.000018115306,0.00025103072,7.393219e-7,0.44090056,0.0000051323714,0.000012889223,0.30447808,0.20968267,0.015489167],"study_design_scores_gemma":[0.00004126093,0.000007664694,0.1136772,0.000012434683,0.000021854588,8.80817e-7,0.22727118,9.04854e-8,0.0000011443421,0.024391513,0.6345417,0.000033069526],"about_ca_topic_score_codex":0.0013477982,"about_ca_topic_score_gemma":0.019680385,"teacher_disagreement_score":0.42485902,"about_ca_system_score_codex":0.000106903746,"about_ca_system_score_gemma":0.0023626813,"threshold_uncertainty_score":0.99820787},"labels":[],"label_agreement":null},{"id":"W4391234506","doi":"10.53103/cjess.v4i1.204","title":"Faculty Perspectives on International Students' Educational Experiences in PPPs in Ontario","year":2024,"lang":"en","type":"article","venue":"Canadian Journal of Educational and Social Studies","topic":"Public-Private Partnership Projects","field":"Business, Management and Accounting","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Georgian College","funders":"","keywords":"Medical education; Psychology; Mathematics education; Pedagogy; Sociology; Medicine","score_opus":0.07711835563664556,"score_gpt":0.356065611408311,"score_spread":0.27894725577166546,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391234506","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":[0.9364453,0.0012767457,1.17004866e-7,0.0512045,0.0014518776,0.00006194839,0.000002759734,0.0000018338492,0.009554928],"genre_scores_gemma":[0.99682117,0.000016997496,0.000016833092,0.00049431936,0.0015883015,0.000024860485,0.000012513319,0.0000056310723,0.0010194008],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991827,0.000011352646,0.00024084035,0.00014938273,0.0002484584,0.0001672508],"domain_scores_gemma":[0.99952185,0.0001099528,0.000084414074,0.000023810997,0.00023295975,0.000027030335],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00031068645,0.000099294775,0.00014259554,0.0007281773,0.00017121146,0.0003697544,0.00020720217,0.000031870015,0.00045867742],"category_scores_gemma":[0.00031522205,0.00008826696,0.00004347459,0.00026963154,0.00014321959,0.00071853976,0.000028886658,0.00021139302,0.000016789178],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014179431,0.00009483253,0.64910245,0.000024308489,0.000099109035,0.000013006544,0.15011159,0.0000059578374,0.0000011856465,0.1881977,0.011956599,0.0003791011],"study_design_scores_gemma":[0.00017147008,0.0000077164395,0.8080077,0.00009952268,0.000007142892,0.0000039248393,0.14508,0.0000034394855,3.2793545e-7,0.0116198985,0.034898967,0.00009989964],"about_ca_topic_score_codex":0.051860854,"about_ca_topic_score_gemma":0.6180141,"teacher_disagreement_score":0.5661532,"about_ca_system_score_codex":0.00084167434,"about_ca_system_score_gemma":0.0015048931,"threshold_uncertainty_score":0.9544529},"labels":[],"label_agreement":null},{"id":"W4406926793","doi":"10.53103/cjess.v5i1.291","title":"Building Trust and Recreating Community in Online Classrooms through Cultural Responsivity","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Educational and Social Studies","topic":"Education and Critical Thinking Development","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":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Responsivity; Psychology; Computer science; Telecommunications","score_opus":0.11193581765624097,"score_gpt":0.43227604264639613,"score_spread":0.32034022499015513,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406926793","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":[0.87536895,0.0023266673,0.0000031378981,0.11764949,0.00040952946,0.000040318704,0.0000036555725,0.0000013433593,0.004196924],"genre_scores_gemma":[0.99521315,0.000459528,0.0016705723,0.0014484565,0.00022766278,0.000002483979,0.0000014623391,0.0000017202334,0.0009749609],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9991729,0.00032280706,0.00020479732,0.00005449326,0.00009384054,0.00015116272],"domain_scores_gemma":[0.9987697,0.0007387059,0.00006204391,0.000020541629,0.00031352087,0.000095500094],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.00088396895,0.000055171997,0.00015014649,0.000093021634,0.001914711,0.00006681625,0.000080260674,0.000044467903,0.000027744207],"category_scores_gemma":[0.0026536763,0.00005059945,0.00002254383,0.00020304802,0.0005783903,0.00014154596,0.000015654758,0.00026562953,1.8950362e-7],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000069609137,0.000041646534,0.1171861,0.000024188877,0.00004848452,9.644676e-7,0.26479912,3.2653375e-7,0.0000037061168,0.6093262,0.0027263174,0.0058360016],"study_design_scores_gemma":[0.0001341164,0.0000105932995,0.34801126,0.0001445534,0.00001325427,0.000001787704,0.34229878,3.2307906e-7,0.0000011549613,0.2579729,0.051345073,0.000066213615],"about_ca_topic_score_codex":0.017623933,"about_ca_topic_score_gemma":0.17748351,"teacher_disagreement_score":0.3513533,"about_ca_system_score_codex":0.00035669043,"about_ca_system_score_gemma":0.0019555867,"threshold_uncertainty_score":0.99938464},"labels":[],"label_agreement":null},{"id":"W4406927093","doi":"10.53103/cjess.v5i1.288","title":"Pre-Service Teachers’ Perceptions of and Preparation for the Math Proficiency Test","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Educational and Social Studies","topic":"Educational Assessment and Pedagogy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Mathematics education; Test (biology); Test preparation; Perception; Psychology; Teacher preparation; Mathematics; Teacher education; Engineering; Biology","score_opus":0.07555883625189588,"score_gpt":0.446978605744026,"score_spread":0.37141976949213007,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406927093","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":[0.8537598,0.0036365434,0.00002101442,0.14041975,0.00033900543,0.0001806966,0.000017917037,8.116116e-7,0.0016244377],"genre_scores_gemma":[0.99593085,0.00026409246,0.00012087982,0.00031841363,0.00041955122,0.000022194376,0.0000022682511,0.0000015089227,0.0029202644],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99958557,0.000036306774,0.00015472923,0.000051563977,0.00008307962,0.000088727276],"domain_scores_gemma":[0.9983474,0.0009170426,0.00010697072,0.000019854415,0.0005599243,0.000048787537],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0004123026,0.000040549992,0.0000892816,0.00006181701,0.0013464488,0.00003581414,0.000077224526,0.000028281414,0.00002447943],"category_scores_gemma":[0.00039723443,0.000030544208,0.00002818106,0.00012225397,0.00033371462,0.00009215966,0.000005504996,0.000049723163,2.0874842e-7],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000059575573,0.000041036532,0.34115267,0.000038014223,0.00009091303,2.442869e-8,0.3030389,0.0000024092342,0.000013515511,0.34181342,0.01149599,0.0023071724],"study_design_scores_gemma":[0.00009282611,0.000034784323,0.6775142,0.000024782836,0.000070621405,6.703052e-7,0.2557894,0.0000074783075,7.1985215e-7,0.024116687,0.042305812,0.00004200427],"about_ca_topic_score_codex":0.0057773334,"about_ca_topic_score_gemma":0.13593869,"teacher_disagreement_score":0.33636156,"about_ca_system_score_codex":0.00008632715,"about_ca_system_score_gemma":0.002992827,"threshold_uncertainty_score":0.9999537},"labels":[],"label_agreement":null},{"id":"W4410977293","doi":"10.53103/cjess.v5i3.342","title":"Integration of Trades-Based STEM Education in Canadian K-12 Schools","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Educational and Social Studies","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Lethbridge College","funders":"Strong","keywords":"Mathematics education; Psychology","score_opus":0.051985095134998265,"score_gpt":0.3801100496624365,"score_spread":0.32812495452743823,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410977293","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":[0.85342354,0.003984499,6.848681e-7,0.12980701,0.0019237953,0.00015347391,0.000014412041,0.0000012016119,0.010691375],"genre_scores_gemma":[0.9963763,0.00011517444,0.000098014556,0.0010088333,0.00021174431,0.000007428626,0.000005596156,0.0000020201962,0.0021748932],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9992266,0.00011110125,0.0002848481,0.00007219254,0.00011428866,0.00019096045],"domain_scores_gemma":[0.998574,0.00011054098,0.00013522526,0.000027783784,0.0008815783,0.00027085448],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00040576872,0.00006736072,0.00016302973,0.00040916953,0.00052010146,0.00004787902,0.00010624804,0.00006504162,0.000048784394],"category_scores_gemma":[0.00075156,0.00006283199,0.00004890675,0.0002945143,0.00024461548,0.00014398327,0.0000020176624,0.00011939428,0.0000011484602],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014412898,0.000120085875,0.16058461,0.00006919249,0.00011330749,0.000001060168,0.20757607,0.000012019846,0.000058523674,0.5283007,0.08093419,0.022215815],"study_design_scores_gemma":[0.00026424092,0.000018428213,0.48325834,0.00024096997,0.000037570528,0.0000010623532,0.30035922,0.000001932763,0.000023541943,0.006215649,0.20946065,0.00011841614],"about_ca_topic_score_codex":0.75254625,"about_ca_topic_score_gemma":0.98593193,"teacher_disagreement_score":0.5220851,"about_ca_system_score_codex":0.0011030657,"about_ca_system_score_gemma":0.030877007,"threshold_uncertainty_score":0.974617},"labels":[],"label_agreement":null},{"id":"W4410979322","doi":"10.53103/cjess.v5i3.364","title":"ChatGPT: Hero or Villain? Comparative Evaluation by Canadian High School Students and Teachers","year":2025,"lang":"en","type":"article","venue":"Canadian Journal of Educational and Social Studies","topic":"Artificial Intelligence in Healthcare and Education","field":"Medicine","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Barrie Urology Group","funders":"","keywords":"HERO; Mathematics education; Pedagogy; Psychology; Sociology; Art; Literature","score_opus":0.25509674669085747,"score_gpt":0.5121983646571294,"score_spread":0.25710161796627196,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410979322","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":[0.9159056,0.009359343,9.858088e-7,0.07329392,0.00068723294,0.00022731839,0.000016155398,9.636556e-7,0.0005084652],"genre_scores_gemma":[0.99473536,0.00037309062,0.000030217203,0.0019235219,0.00045656826,0.000018343088,0.000018038832,0.0000039008764,0.0024409592],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9991335,0.00007558171,0.00030237326,0.000110471134,0.00018885861,0.00018920834],"domain_scores_gemma":[0.9983821,0.00017224667,0.00010291188,0.000036079404,0.00082214887,0.00048453116],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004722444,0.00009199864,0.00024273449,0.00023771792,0.00072821125,0.000048055386,0.00005450773,0.00006566655,0.00022996734],"category_scores_gemma":[0.0005897378,0.00007632835,0.00002706669,0.00016949007,0.00021426244,0.000089474524,0.000005685924,0.00016885797,0.000003932294],"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":false,"study_design_scores_codex":[0.000074243384,0.0000654325,0.70301396,0.000069041875,0.00061879476,0.000003966619,0.08083677,0.000002039073,0.000018040808,0.003494642,0.1979729,0.013830165],"study_design_scores_gemma":[0.00032679376,0.00022854173,0.78679836,0.0002593569,0.0003085971,0.000027750244,0.15680075,0.0000073872247,0.00006332116,0.007148175,0.047866803,0.00016417897],"about_ca_topic_score_codex":0.2268024,"about_ca_topic_score_gemma":0.6486744,"teacher_disagreement_score":0.42187202,"about_ca_system_score_codex":0.000984466,"about_ca_system_score_gemma":0.00804804,"threshold_uncertainty_score":0.9975754},"labels":[],"label_agreement":null},{"id":"W4415885833","doi":"10.53103/cjess.v5i6.424","title":"Towards More Equitable Public Sector Service Delivery: Using Critical Theories to Cultivate the Depth of the Equity Analysis Tool Facilitation","year":2025,"lang":"","type":"article","venue":"Canadian Journal of Educational and Social Studies","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Transformative learning; Equity (law); Facilitation; Public sector; Critical reflection; Action learning; Public service; Action research","score_opus":0.18860093991961197,"score_gpt":0.4669131767766005,"score_spread":0.2783122368569885,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415885833","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":[0.6207005,0.002684343,0.000060059374,0.37284416,0.0016946101,0.00014803263,0.000049836228,0.0000010643398,0.0018173762],"genre_scores_gemma":[0.99495393,0.00006905874,0.0001456661,0.003356344,0.00059732655,0.000008265621,0.0000021483315,0.0000047882927,0.00086247636],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99729913,0.0009509011,0.0006183771,0.00018519258,0.00051486975,0.0004314982],"domain_scores_gemma":[0.9917604,0.0018859901,0.000524851,0.000103888655,0.005561284,0.00016358466],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.002996677,0.00016963654,0.00040759373,0.00037758864,0.0055268123,0.00036250212,0.00049802207,0.00009400724,0.00035745965],"category_scores_gemma":[0.010646552,0.000114458715,0.00019988867,0.003737303,0.001702446,0.0004162032,0.00013168226,0.00036873826,0.0000015703795],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000282833,0.00007155862,0.07961153,0.000118993165,0.0020846575,2.596989e-7,0.39342752,0.000117317584,0.000027213724,0.51828134,0.0030560344,0.003175301],"study_design_scores_gemma":[0.000118073505,0.000031982225,0.33872458,0.000107554166,0.0009438997,0.0000011265995,0.6089573,0.000028804354,0.000015049588,0.02192815,0.028984409,0.00015905993],"about_ca_topic_score_codex":0.026962431,"about_ca_topic_score_gemma":0.11810424,"teacher_disagreement_score":0.49635315,"about_ca_system_score_codex":0.0007121409,"about_ca_system_score_gemma":0.01282973,"threshold_uncertainty_score":0.9976872},"labels":[],"label_agreement":null}]}