{"meta":{"query_hash":"d7af7d344b80","filters":{"venue":"EDUCATION SCIENCES AND SOCIETY"},"cohort_total":5,"direct_labels_cover":0,"predictions_cover":5,"exported":5,"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/d7af7d344b80","api":"https://metacan.xera.ac/api/v1/cohort?venue=EDUCATION+SCIENCES+AND+SOCIETY"},"results":[{"id":"W1523496243","doi":"","title":"Enactivism in mathematics education: moving toward a re-conceptualization of learning and knowledge","year":2013,"lang":"en","type":"article","venue":"EDUCATION SCIENCES AND SOCIETY","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":16,"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 Alberta","funders":"","keywords":"Enactivism; Conceptualization; Constructivism (international relations); Epistemology; Curriculum; Neurophenomenology; Theme (computing); Mathematics education; Sociology; Computer science; Pedagogy; Psychology; Artificial intelligence; Autopoiesis; Philosophy; Political science","score_opus":0.07194345386049285,"score_gpt":0.43667355350601955,"score_spread":0.3647300996455267,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1523496243","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":[0.95761245,0.0012597578,0.0037029735,0.00049825804,0.0004146891,0.00014668003,1.3191203e-7,0.00001717601,0.036347877],"genre_scores_gemma":[0.973512,0.00005146304,0.02184504,0.000101367266,0.000080871105,0.000036747944,0.0000016696308,0.000005042024,0.0043658298],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99912137,0.00028271618,0.00019764189,0.00019873632,0.000083366634,0.000116168],"domain_scores_gemma":[0.9993841,0.00025597916,0.00015370421,0.000061852836,0.00011402816,0.000030305717],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016428252,0.000069100264,0.000112339425,0.000075140306,0.00018210593,0.000053594074,0.000064258216,0.000058928308,0.00023100716],"category_scores_gemma":[0.00021402225,0.00006085608,0.00002077113,0.0004251607,0.0002713348,0.00017305317,0.000024576404,0.00017219328,0.000005465054],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[7.5097125e-7,0.00032143452,0.1306918,0.00008434224,0.000010155604,1.0185051e-8,0.66104895,0.0000072636453,0.00086117466,0.05347742,0.0041319006,0.1493648],"study_design_scores_gemma":[0.00018981828,0.000085433065,0.37162906,0.00014535393,0.00000800239,0.0000049711784,0.6093693,0.0021833729,0.00008020571,0.0068112025,0.0093118185,0.00018149076],"about_ca_topic_score_codex":0.00038269014,"about_ca_topic_score_gemma":0.0000021297992,"teacher_disagreement_score":0.24093728,"about_ca_system_score_codex":0.000024299645,"about_ca_system_score_gemma":0.00027670356,"threshold_uncertainty_score":0.25293663},"labels":[],"label_agreement":null},{"id":"W2591973101","doi":"10.3280/ess2-2016oa3934","title":"Organizations' choices when implementing an Early Intensive Behavioral Intervention program (EIBI)","year":2016,"lang":"en","type":"article","venue":"EDUCATION SCIENCES AND SOCIETY","topic":"Behavioral and Psychological Studies","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal; Université de Sherbrooke; Centre intégré universitaire de santé et de services sociaux de la Mauricie-et-du-Centre-du-Québec; Université du Québec à Trois-Rivières","funders":"","keywords":"Diversity (politics); Intervention (counseling); Context (archaeology); Autism; Population; Autism spectrum disorder; Quality (philosophy); Plan (archaeology); Psychology; Rehabilitation; Applied psychology; Medicine; Developmental psychology; Environmental health; Psychiatry; Geography; Sociology","score_opus":0.20286566920381194,"score_gpt":0.4660218683539237,"score_spread":0.26315619915011174,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2591973101","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":[0.9956118,0.00022143938,0.00020759861,0.0015997482,0.0008106443,0.00023506103,0.0000068618947,0.00007835128,0.001228536],"genre_scores_gemma":[0.99377054,0.000031985073,0.0018653094,0.00041747055,0.00017163843,0.00010404824,0.0000074258655,0.00000538244,0.0036262043],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9989864,0.00006468076,0.00020262318,0.0003665181,0.00013051697,0.00024925804],"domain_scores_gemma":[0.99935824,0.00003192534,0.00011657605,0.00011071452,0.00030309145,0.00007947346],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00037448862,0.000095764946,0.00009502219,0.000024013974,0.0005455674,0.000137389,0.00013255276,0.000061374194,0.0013732703],"category_scores_gemma":[0.000022395445,0.000057405272,0.000058429316,0.00028088476,0.0003882478,0.00035550605,0.000061177794,0.000058390004,0.00003625039],"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":[0.0000027787412,0.0005595153,0.406338,0.000002418933,0.000010840387,1.3473105e-7,0.016633447,6.6930603e-9,0.00031513022,0.0027451916,0.006767477,0.56662506],"study_design_scores_gemma":[0.0002643123,0.0006124712,0.9365806,0.000023458251,0.000024598268,0.000004123884,0.044131435,0.0000013196166,0.0000373049,0.0012989397,0.016875876,0.00014557844],"about_ca_topic_score_codex":0.0009870048,"about_ca_topic_score_gemma":0.00007158225,"teacher_disagreement_score":0.56647944,"about_ca_system_score_codex":0.000019656738,"about_ca_system_score_gemma":0.000026204583,"threshold_uncertainty_score":0.9995396},"labels":[],"label_agreement":null},{"id":"W2592408762","doi":"10.3280/ess2-2016oa3929","title":"School-family-community collaborations: the contribution of the intercultural worker in accompanying newly immigrant parents to school","year":2016,"lang":"en","type":"article","venue":"EDUCATION SCIENCES AND SOCIETY","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":14,"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":"Immigration; Pedagogy; Settlement (finance); Relevance (law); Face (sociological concept); Sociology; Political science; Social science","score_opus":0.06372636810771976,"score_gpt":0.3726192593759629,"score_spread":0.30889289126824315,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2592408762","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":[0.98247284,0.0002556432,0.00006260008,0.015089386,0.0009903912,0.0004768074,0.0000058339037,0.000010584618,0.0006359452],"genre_scores_gemma":[0.9979222,0.00022581243,0.00022034116,0.0011332413,0.00013379956,0.00008058686,0.0000024808064,0.0000021049275,0.00027946383],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99848986,0.00051784894,0.00025406136,0.00015224372,0.00037722246,0.00020873918],"domain_scores_gemma":[0.99900115,0.00026723894,0.00015147503,0.0001899469,0.000289222,0.00010094684],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0023664578,0.00007549196,0.00008932047,0.00003213663,0.001757631,0.00018985228,0.0005352331,0.00004824542,0.000030989093],"category_scores_gemma":[0.0010974105,0.000037844962,0.000056358247,0.0012287972,0.00070084626,0.00058470503,0.000092906106,0.00013575493,0.00000961435],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007280565,0.0005189195,0.76323336,0.0000052108057,0.000013514163,5.651508e-9,0.1981811,0.00001964269,0.010461465,0.0068831197,0.014764644,0.0059117456],"study_design_scores_gemma":[0.00012301898,0.00000845129,0.58700603,0.00011417623,0.0000042916017,7.430234e-8,0.40772134,0.0000078707935,0.0002576187,0.0012718702,0.0034307519,0.00005451509],"about_ca_topic_score_codex":0.013544866,"about_ca_topic_score_gemma":0.0087904325,"teacher_disagreement_score":0.20954025,"about_ca_system_score_codex":0.0003486146,"about_ca_system_score_gemma":0.0011239377,"threshold_uncertainty_score":0.99954194},"labels":[],"label_agreement":null},{"id":"W2785278640","doi":"10.3280/ess2-2017oa4583","title":"Sustain resource teachers in the appropriation of the graphic organizer to facilitate the understanding of disciplinary texts among at risk students at the secondary level","year":2018,"lang":"en","type":"article","venue":"EDUCATION SCIENCES AND SOCIETY","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Appropriation; Dialog box; Resource (disambiguation); Discipline; Mathematics education; Psychology; Literacy; Metacognition; Pedagogy; Cognition; Sociology; Computer science; Epistemology; Social science; World Wide Web","score_opus":0.09454751785740349,"score_gpt":0.3611429429057471,"score_spread":0.2665954250483436,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2785278640","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":[0.98235136,0.0001110822,0.0000436895,0.012900029,0.00021909464,0.00040578266,0.0000073565584,0.0000054638513,0.0039561577],"genre_scores_gemma":[0.9965477,0.00004138558,0.00005047433,0.00026409872,0.00013914099,0.000017857987,0.0000014038712,0.0000031837835,0.0029347439],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980867,0.0006905283,0.00021099378,0.00020056296,0.00062299985,0.00018819908],"domain_scores_gemma":[0.9988717,0.0005622966,0.0002282041,0.00020504,0.000099904224,0.00003284693],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0079488885,0.000069027345,0.000076705175,0.000030696232,0.0039010327,0.00012584854,0.0006059476,0.00004796343,0.000025981184],"category_scores_gemma":[0.00040906415,0.00003254783,0.00006338413,0.0010509187,0.0025236593,0.00012899647,0.00015912291,0.00014628241,0.0000011637044],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000002302576,0.000039640985,0.27003714,0.000006505081,0.0000052973037,4.283848e-9,0.72081554,0.000006786859,0.000057858637,0.001786807,0.006530651,0.0007114884],"study_design_scores_gemma":[0.00004480033,0.000016592907,0.4456386,0.000021169637,0.000007702493,2.1214457e-7,0.5512505,0.000011769655,0.000022862825,0.0019216232,0.0010320217,0.00003216411],"about_ca_topic_score_codex":0.0024852073,"about_ca_topic_score_gemma":0.006090139,"teacher_disagreement_score":0.17560145,"about_ca_system_score_codex":0.00020827852,"about_ca_system_score_gemma":0.00039657217,"threshold_uncertainty_score":0.99739575},"labels":[],"label_agreement":null},{"id":"W4390878568","doi":"10.3280/ess2-2023oa16410","title":"L'ora d'arte per imparare ad abitare il mondo: l'approccio LTTA","year":2023,"lang":"it","type":"article","venue":"EDUCATION SCIENCES AND SOCIETY","topic":"Art Education and Development","field":"Arts and Humanities","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":"Humanities; Art","score_opus":0.05431734793188941,"score_gpt":0.3172516634099858,"score_spread":0.26293431547809637,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390878568","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":[0.83184654,0.0044079004,0.000027643651,0.0502756,0.011096825,0.0008113122,0.00014532465,0.0002986743,0.1010902],"genre_scores_gemma":[0.74748194,0.0025500956,0.000689343,0.003194109,0.0010545421,0.00011233055,0.00011470688,0.000021714828,0.24478123],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978706,0.00005693507,0.0004030905,0.00062709855,0.0005266629,0.0005156113],"domain_scores_gemma":[0.9989197,0.00011818474,0.0001721909,0.00023768905,0.00028811704,0.00026406941],"candidate_categories":["sts","scholarly_communication","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0007878923,0.00026531075,0.00023601713,0.0001188718,0.0032813398,0.001074164,0.00030709588,0.000101350066,0.0042267656],"category_scores_gemma":[0.000043905147,0.00022588712,0.00017715627,0.0004361125,0.0009439591,0.00061145733,0.0001343472,0.00019452818,0.0010926956],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000017562984,0.00014200356,0.0017897587,0.000060294253,0.00002548801,1.3375994e-7,0.37278596,0.000006187173,0.000009867167,0.028659074,0.5906444,0.005875076],"study_design_scores_gemma":[0.000101272984,0.00004173589,0.015335161,0.000046366527,0.00001571635,0.000002013761,0.39740455,0.000400947,0.000006090531,0.0015563092,0.5848508,0.00023905063],"about_ca_topic_score_codex":0.00013093936,"about_ca_topic_score_gemma":0.00005390906,"teacher_disagreement_score":0.14369103,"about_ca_system_score_codex":0.000096011,"about_ca_system_score_gemma":0.001987452,"threshold_uncertainty_score":0.9999628},"labels":[],"label_agreement":null}]}