{"meta":{"query_hash":"41bd762c791c","filters":{"venue":"European Journal of Education Studies"},"cohort_total":17,"direct_labels_cover":0,"predictions_cover":17,"exported":17,"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/41bd762c791c","api":"https://metacan.xera.ac/api/v1/cohort?venue=European+Journal+of+Education+Studies"},"results":[{"id":"W3133840627","doi":"10.46827/ejes.v8i3.3615","title":"REPRÉSENTATIONS CONCEPTUELLES D'ÉTUDIANTS DU SECONDAIRE PROFESSIONNEL: PROPRIÉTÉS PHYSIQUES DE LA DIODE NON POLARISÉE / CONCEPTUAL REPRESENTATIONS OF STUDENTS PROFESSIONAL SECONDARY: PHYSICAL PROPERTIES OF THE NON-POLARIZED DIODE","year":2021,"lang":"fr","type":"article","venue":"European Journal of Education Studies","topic":"Science Education 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":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Philosophy","score_opus":0.07786930521200998,"score_gpt":0.4396431760519414,"score_spread":0.36177387083993146,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3133840627","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.92946446,0.00022512705,0.0230358,0.0012920274,0.000032010386,0.00012346925,0.0001199842,0.00003175695,0.045675334],"genre_scores_gemma":[0.9883845,0.00014460782,0.0033877257,0.00008180673,0.0000035324954,0.00007968589,0.000048343267,0.0000101262385,0.007859645],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99798715,0.000826423,0.00006262466,0.0002071175,0.0006767626,0.00023985666],"domain_scores_gemma":[0.99559915,0.0018252579,0.0005252518,0.0003025717,0.0013899278,0.00035780054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0030051344,0.00025873902,0.00023137803,0.0012837528,0.0024485455,0.0048957993,0.0007102079,0.00084324676,0.007713007],"category_scores_gemma":[0.0058490983,0.00019814623,0.00037616282,0.0013047012,0.007016757,0.0026473424,0.0024185013,0.0016043092,0.0004428031],"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":[0.00006623276,0.000091343434,0.0370541,0.00023313977,0.000014115398,0.00028004212,0.83819544,0.00047166276,0.00973611,0.080790006,0.0010472862,0.03202055],"study_design_scores_gemma":[0.000016241902,0.00013263937,0.07674076,0.00023766047,0.000022938111,0.00042410046,0.8427512,0.0020594974,0.0037798383,0.015597796,0.058167167,0.00007021961],"about_ca_topic_score_codex":0.067453094,"about_ca_topic_score_gemma":0.07083487,"teacher_disagreement_score":0.067453094,"about_ca_system_score_codex":0.006043645,"about_ca_system_score_gemma":0.0061178934,"threshold_uncertainty_score":0.13412094},"labels":[],"label_agreement":null},{"id":"W3181708182","doi":"10.46827/ejes.v8i8.3836","title":"FINNISH HIGH SCHOOL STUDENTS AND THE PRIDE EXPERIENCE / SUOMALAISET LUKIOLAISET JA KOKEMUS YLPEYDESTÄ","year":2021,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Communication in Education and Healthcare","field":"Psychology","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":"Trinity Western University; Western University","funders":"","keywords":"Pride; Humility; Psychology; Psychological resilience; Social psychology; Conscientiousness; Prosocial behavior; Pedagogy; Big Five personality traits; Personality; Theology","score_opus":0.1015464007418202,"score_gpt":0.46593642956990605,"score_spread":0.36439002882808585,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3181708182","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9982035,0.0001981629,0.000008712842,0.00007853854,0.00001625031,0.0000024298326,0.000008558967,4.4924545e-7,0.0014832972],"genre_scores_gemma":[0.9991768,0.00013100452,0.0000072786293,0.000038151335,0.000004775873,0.00000339452,0.000010855309,6.6644685e-7,0.0006270877],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99961,0.00011301081,0.000021228878,0.000045466477,0.00009796214,0.000112437076],"domain_scores_gemma":[0.99909675,0.00024679324,0.00020633642,0.000022992219,0.00011120447,0.00031595991],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008436663,0.00021708423,0.00040116042,0.0007067406,0.0024920069,0.0026719295,0.00023988326,0.0006671056,0.0042372732],"category_scores_gemma":[0.0018107505,0.00021381618,0.0002690212,0.00044751415,0.00095960434,0.00053446996,0.0010011896,0.0007666989,0.00038131536],"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":[0.0001567539,0.0003789393,0.7515952,0.0001227208,0.00006165683,0.0016775599,0.228192,0.00002639867,0.0015277753,0.00065935624,0.0012984286,0.014303258],"study_design_scores_gemma":[0.000009456293,0.0001803473,0.7375918,0.00010630013,0.000039473736,0.00066369766,0.25510004,0.0000421634,0.00034538476,0.00013828973,0.0057640243,0.00001904788],"about_ca_topic_score_codex":0.0061571016,"about_ca_topic_score_gemma":0.008473396,"teacher_disagreement_score":0.0061571016,"about_ca_system_score_codex":0.00055267825,"about_ca_system_score_gemma":0.0006484653,"threshold_uncertainty_score":0.014175057},"labels":[],"label_agreement":null},{"id":"W4200321844","doi":"10.46827/ejes.v8i12.4054","title":"CONCEPTION D’UN LIVRE NUMÉRIQUE SUR LES CIRCUITS ÉLECTRIQUES ET FORMATION DES ENSEIGNANTS / DESIGN OF A NUMERIC BOOK ON ELECTRIC CIRCUITS AND TEACHER EDUCATION","year":2021,"lang":"fr","type":"article","venue":"European Journal of Education Studies","topic":"Science Education 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":"Université du Québec à Montréal","funders":"","keywords":"Humanities; Sociology; Philosophy","score_opus":0.18217387812535718,"score_gpt":0.37231786028074815,"score_spread":0.19014398215539097,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200321844","genre_codex":"methods","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.005003361,0.005918138,0.85899836,0.0036318027,0.0014263897,0.00015141188,0.00021419371,0.00050191366,0.12415436],"genre_scores_gemma":[0.11934932,0.013823236,0.45387232,0.0012536411,0.0012192028,0.0007943444,0.0004380658,0.0007947419,0.40845516],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99935716,0.00016953752,0.000042338,0.00013618136,0.00025734789,0.000037477817],"domain_scores_gemma":[0.99891055,0.0006285132,0.000048168346,0.00012489845,0.0002466103,0.00004121826],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011005328,0.0006276796,0.0006378338,0.0011776239,0.0007330103,0.0029709917,0.001493411,0.0016524326,0.023748053],"category_scores_gemma":[0.0029191498,0.00049908954,0.0005967037,0.0009373878,0.0024050293,0.0036038873,0.0011722903,0.001856671,0.0045837425],"study_design_candidate":"not_applicable","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":[0.000028420207,0.000028838673,0.00032317764,0.00039423152,0.000008634283,0.00010641313,0.0008081075,0.025163924,0.0036403183,0.8697422,0.014641717,0.08511405],"study_design_scores_gemma":[0.000019950117,0.000096709155,0.0005736991,0.00034992167,0.000013219766,0.00029348288,0.000417826,0.056037694,0.0062343525,0.24123932,0.69467604,0.000047757356],"about_ca_topic_score_codex":0.0025765195,"about_ca_topic_score_gemma":0.0027716167,"teacher_disagreement_score":0.023748053,"about_ca_system_score_codex":0.002002996,"about_ca_system_score_gemma":0.0017324795,"threshold_uncertainty_score":0.07944512},"labels":[],"label_agreement":null},{"id":"W4296141735","doi":"10.46827/ejes.v9i8.4446","title":"REFOCUSING TEACHER EDUCATION IN NIGERIA FOR GLOBAL BEST PRACTICES: ISSUES, CHALLENGES & WAY FORWARD","year":2022,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":1,"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":"Economic shortage; Government (linguistics); Neglect; Best practice; Teacher education; Economic growth; Political science; Sociology; Pedagogy; Medicine; Economics; Law; Nursing","score_opus":0.19231925219515403,"score_gpt":0.4700508454777151,"score_spread":0.27773159328256103,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4296141735","genre_codex":"commentary","genre_gemma":"commentary","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"commentary","genre_consensus":"commentary","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.036063787,0.08236733,0.0059449663,0.7918346,0.009978331,0.00012546439,0.00007878497,0.00016895785,0.07343769],"genre_scores_gemma":[0.7548279,0.099668264,0.032521572,0.059533153,0.0014211857,0.0002234792,0.00015226666,0.00015839949,0.05149375],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9963767,0.0015221026,0.00023518836,0.00027880396,0.0005409634,0.0010463432],"domain_scores_gemma":[0.9919276,0.0022487673,0.0006626653,0.00037229148,0.0022465358,0.0025420492],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006273995,0.0005631002,0.00043383287,0.0008696516,0.0049083787,0.011316283,0.00095511106,0.0045955777,0.006288129],"category_scores_gemma":[0.006703104,0.00030722478,0.00036652965,0.0012514073,0.003585781,0.008739075,0.005534005,0.0069258916,0.0011993347],"study_design_candidate":"not_applicable","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":[0.00013775277,0.00039610776,0.011194769,0.0063445363,0.00005144991,0.00293829,0.043845844,0.0012457554,0.0036867033,0.18306997,0.15554279,0.591546],"study_design_scores_gemma":[0.000034159737,0.00013065027,0.008068036,0.009976633,0.000045459674,0.0011871675,0.21383588,0.0008846679,0.0020088025,0.06058277,0.70315796,0.00008770323],"about_ca_topic_score_codex":0.013011853,"about_ca_topic_score_gemma":0.021175988,"teacher_disagreement_score":0.013011853,"about_ca_system_score_codex":0.005234284,"about_ca_system_score_gemma":0.03652176,"threshold_uncertainty_score":0.037977576},"labels":[],"label_agreement":null},{"id":"W4316094583","doi":"10.46827/ejes.v10i1.4618","title":"ENVIRONMENTAL EDUCATION: INTERPRETATIONS AND PERCEPTIONS","year":2023,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Environmental Education and Sustainability","field":"Environmental Science","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":"Trinity Western University; Western University","funders":"","keywords":"Psychology; Sociology; Social psychology","score_opus":0.016578057423904377,"score_gpt":0.30948480737316947,"score_spread":0.2929067499492651,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4316094583","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.20850046,0.0049574636,0.0069180494,0.20789887,0.0012702955,0.000073002644,0.00009974254,0.00008180447,0.5702003],"genre_scores_gemma":[0.9833756,0.0016994452,0.00045472966,0.0042122127,0.000133004,0.000030003499,0.000020109423,0.000035750254,0.010039042],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9880784,0.008248404,0.0003481465,0.00058531173,0.0016564714,0.0010832013],"domain_scores_gemma":[0.9925128,0.0049472745,0.0005416866,0.00033361203,0.00090214994,0.00076248776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009971498,0.00043967756,0.00034414377,0.0022321257,0.008208828,0.013361056,0.0010693922,0.0035700528,0.0062277345],"category_scores_gemma":[0.013543822,0.00026298544,0.0003865033,0.0026571695,0.039108332,0.009342654,0.0077404184,0.0058132643,0.0004651521],"study_design_candidate":"not_applicable","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":[0.000016735974,0.000047969108,0.0027935633,0.00014530854,0.000004480101,0.00045719327,0.67315805,0.00012400624,0.00022404407,0.30222726,0.007251597,0.013549798],"study_design_scores_gemma":[0.000005807958,0.00001027821,0.0017714652,0.00038524857,0.0000037142297,0.00013373766,0.8288763,0.00013897911,0.00012095461,0.0406582,0.12788077,0.000014540037],"about_ca_topic_score_codex":0.009654758,"about_ca_topic_score_gemma":0.010112405,"teacher_disagreement_score":0.013361056,"about_ca_system_score_codex":0.007920155,"about_ca_system_score_gemma":0.0061814818,"threshold_uncertainty_score":0.057465076},"labels":[],"label_agreement":null},{"id":"W4321850137","doi":"10.46827/ejes.v10i2.4659","title":"LES CARACTÉRISTIQUES GÉNÉRALES DE LA TRANSFORMATION DANS LA PENSÉE DES ÉLÈVES : UN EXEMPLE DE L'OPTIQUE GÉOMÉTRIQUE ÉLÉMENTAIRE / THE GENERAL FEATURES OF TRANSFORMATION IN STUDENTS' THINKING: AN EXAMPLE FROM ELEMENTARY GEOMETRIC OPTICS","year":2023,"lang":"fr","type":"article","venue":"European Journal of Education Studies","topic":"History and Theory of Mathematics","field":"Mathematics","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":"Education and Early Childhood Development","funders":"","keywords":"Humanities; Physics; Philosophy","score_opus":0.06373749603939759,"score_gpt":0.36520272773887297,"score_spread":0.30146523169947537,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4321850137","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.968593,0.00010693355,0.017428387,0.0002963812,0.000010306679,0.000033758417,0.000025480245,0.00004558566,0.013460302],"genre_scores_gemma":[0.99138004,0.00008405976,0.005086557,0.000029727868,0.0000032825023,0.000014336383,0.000016758851,0.00000987646,0.0033752657],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99959797,0.00012201977,0.000025787636,0.000078389174,0.00010625301,0.000069647605],"domain_scores_gemma":[0.99876726,0.0007164136,0.00016755592,0.00011095322,0.00013992414,0.000098003686],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005816167,0.00032404266,0.00019491198,0.0005707431,0.0008933618,0.0016652968,0.0003620162,0.0008922784,0.003387186],"category_scores_gemma":[0.001578017,0.00020246563,0.00043774504,0.0004018944,0.0031717464,0.0010948506,0.0012485078,0.0011026873,0.00035463608],"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":[0.00046349058,0.00045519476,0.17434044,0.00076621736,0.000043598895,0.011795375,0.38886693,0.006328556,0.21005708,0.06901041,0.0011731407,0.13669951],"study_design_scores_gemma":[0.00008578904,0.0015358937,0.49118802,0.00033138526,0.00013346678,0.011386384,0.27756938,0.023332117,0.08778782,0.048536014,0.057848867,0.0002648411],"about_ca_topic_score_codex":0.0058075683,"about_ca_topic_score_gemma":0.008708193,"teacher_disagreement_score":0.0058075683,"about_ca_system_score_codex":0.00058288756,"about_ca_system_score_gemma":0.0005726838,"threshold_uncertainty_score":0.011547565},"labels":[],"label_agreement":null},{"id":"W4395013700","doi":"10.46827/ejes.v11i5.5301","title":"LANGUAGE ASSESSMENT OF PRESCHOOL AND SCHOOL-AGE CHILDREN AT RISK FOR LANGUAGE DISORDERS IN RESIDENTIAL CARE SETTINGS","year":2024,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Language Development and Disorders","field":"Psychology","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":"Residential care; Psychology; Developmental psychology; Environmental health; Mathematics education; Medicine; Gerontology","score_opus":0.010231796803967564,"score_gpt":0.35661533491192565,"score_spread":0.3463835381079581,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4395013700","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99914217,0.00023101195,0.000043341246,0.000034600063,0.0000034857553,0.000015192895,0.0000544621,0.0000034331408,0.0004723967],"genre_scores_gemma":[0.9985594,0.0005370885,0.00042499052,0.00003192439,0.0000044417056,0.000029813587,0.00010997715,0.0000018356245,0.0003005397],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99943155,0.00018381795,0.000068092406,0.00006606896,0.0001099104,0.00014044074],"domain_scores_gemma":[0.9991209,0.00013924792,0.0003553669,0.000030212595,0.00016162639,0.00019257655],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00089402427,0.0004366839,0.00037094313,0.0013601973,0.0006333683,0.0006860204,0.00034020483,0.00037856624,0.00086715893],"category_scores_gemma":[0.002842138,0.00023800081,0.00042692843,0.00058518816,0.00052839605,0.000453539,0.0007671995,0.00045782782,0.0002857671],"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":[0.00009319246,0.0001676236,0.976972,0.00009988742,0.000015445588,0.0013807691,0.0067061945,0.000046596204,0.0009986613,0.00003653073,0.00024316418,0.013239799],"study_design_scores_gemma":[0.0000034543375,0.00030480267,0.9891533,0.00005056785,0.000013007883,0.0012855025,0.008389375,0.000043458345,0.00031036205,0.000032318883,0.00040483073,0.000008969052],"about_ca_topic_score_codex":0.010532147,"about_ca_topic_score_gemma":0.024320599,"teacher_disagreement_score":0.010532147,"about_ca_system_score_codex":0.0005663608,"about_ca_system_score_gemma":0.001102285,"threshold_uncertainty_score":0.020941675},"labels":[],"label_agreement":null},{"id":"W4400144780","doi":"10.46827/ejes.v11i8.5455","title":"EMPLOYEE RECOGNITION PRACTICES AND TEACHER PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN KENYA: A CASE OF BUSIA COUNTY","year":2024,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Human Resource Development and Performance Evaluation","field":"Psychology","cited_by":2,"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":"International Development Research Centre; Government of the Republic of Kenya; UNICEF","keywords":"Business; Mathematics education; Pedagogy; Psychology","score_opus":0.16119588062049145,"score_gpt":0.4136530336296923,"score_spread":0.25245715300920085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400144780","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9989176,0.00011418509,0.0000134759985,0.00020317137,0.0000016569227,0.00000802024,0.000012531268,8.041658e-7,0.00072866166],"genre_scores_gemma":[0.9989618,0.00027689585,0.000062612824,0.000056725494,0.000002862792,0.000010851875,0.000018617613,0.0000011484519,0.00060856383],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9993799,0.000175463,0.000023792718,0.0000417611,0.000049962382,0.00032916828],"domain_scores_gemma":[0.9989459,0.0002400248,0.00032203092,0.000027630807,0.00010511739,0.00035933353],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005535719,0.0002328051,0.00026501063,0.0013499131,0.0076504485,0.0013698165,0.00074494345,0.00087127107,0.0027019612],"category_scores_gemma":[0.0011845822,0.00036754998,0.00016459692,0.0015099936,0.0016431443,0.0005977947,0.0015227267,0.0008493966,0.00019416353],"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":[0.00011694451,0.00056911295,0.7585012,0.00033092606,0.00003278271,0.055579122,0.16372986,0.00034404255,0.0019609265,0.0024318385,0.0014803438,0.014922898],"study_design_scores_gemma":[0.000014989537,0.00019624473,0.58755976,0.00019684792,0.00003627245,0.005633487,0.39937484,0.00033741645,0.00027630926,0.00017235149,0.0061739953,0.000027517048],"about_ca_topic_score_codex":0.162575,"about_ca_topic_score_gemma":0.38413346,"teacher_disagreement_score":0.162575,"about_ca_system_score_codex":0.0045039626,"about_ca_system_score_gemma":0.0031542028,"threshold_uncertainty_score":0.32325745},"labels":[],"label_agreement":null},{"id":"W4400144815","doi":"10.46827/ejes.v11i6.5402","title":"EXAMINING THE IMPACT OF COOPERATIVE LEARNING STRATEGIES ON STUDENT PERFORMANCE IN GEOGRAPHY, NINE YEARS BASIC EDUCATION PROGRAM, GS MUSHERI, MUSHERI SECTOR, RWANDA","year":2024,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Innovative Teaching and Learning Methods","field":"Psychology","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":"Kwantlen Polytechnic University","funders":"","keywords":"Teamwork; Jigsaw; Simple random sample; Stratified sampling; Sample (material); Mathematics education; Psychology; Population; Cooperative learning; Government (linguistics); Medical education; Teaching method; Mathematics; Medicine; Statistics; Management; Chemistry","score_opus":0.08599086861537612,"score_gpt":0.445818316515771,"score_spread":0.35982744790039484,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4400144815","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9995134,0.000021284211,0.000023743076,0.000043408945,0.0000018545866,0.00000981197,0.000011681097,0.0000015354226,0.00037328198],"genre_scores_gemma":[0.9992448,0.000056806428,0.00011556803,0.000008664479,0.0000019703737,0.000013921453,0.000020674175,5.6165123e-7,0.0005370255],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99936205,0.00023562527,0.000040877054,0.00006639673,0.00011521314,0.00017981498],"domain_scores_gemma":[0.99813795,0.00031612214,0.00046279785,0.000056995752,0.00021976598,0.0008063467],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010949804,0.000240982,0.00018259611,0.0004925245,0.000756917,0.00068026385,0.00042056077,0.00022338718,0.0009721937],"category_scores_gemma":[0.0019016784,0.00012963603,0.00018742801,0.00043553818,0.00043598952,0.0002999862,0.0008748502,0.00044022466,0.00025164368],"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":[0.00021520379,0.004987804,0.8682948,0.00026116185,0.00005435256,0.0007601483,0.032260306,0.0005473788,0.0052224523,0.00025819233,0.0011060573,0.08603224],"study_design_scores_gemma":[0.000010650495,0.0024496478,0.9657587,0.000041675194,0.000020293615,0.00009777428,0.02829448,0.000286159,0.0010990924,0.00006130531,0.0018674409,0.00001264705],"about_ca_topic_score_codex":0.006878537,"about_ca_topic_score_gemma":0.014464843,"teacher_disagreement_score":0.006878537,"about_ca_system_score_codex":0.0008213389,"about_ca_system_score_gemma":0.0015336442,"threshold_uncertainty_score":0.013677001},"labels":[],"label_agreement":null},{"id":"W4401161982","doi":"10.46827/ejes.v11i7.5393","title":"RECONSIDERING THE USE OF POST-POSITIVIST PARADIGM IN SOCIAL SCIENCES: IS IT POSSIBLE?","year":2024,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Contemporary Sociological Theory and Practice","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cape Breton University","funders":"","keywords":"Positivism; Sociology; Epistemology; Social science; Psychology; Mathematics education; Philosophy","score_opus":0.5691578810954063,"score_gpt":0.4555212581334985,"score_spread":0.11363662296190785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401161982","genre_codex":"commentary","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.032822285,0.028514164,0.3119646,0.5429281,0.007974993,0.00031369596,0.00007732091,0.0002598516,0.07514497],"genre_scores_gemma":[0.82780266,0.012976597,0.112195805,0.03871769,0.0024894008,0.0013392047,0.00005765275,0.00040904913,0.0040119],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.8610532,0.11440311,0.003089385,0.005856839,0.013656314,0.0019411285],"domain_scores_gemma":[0.7833051,0.17783242,0.006597744,0.017972719,0.010719628,0.0035723695],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.17326286,0.0011050696,0.0021006884,0.0040531135,0.01186561,0.033743612,0.0067801634,0.0073654135,0.0021964868],"category_scores_gemma":[0.11242063,0.0010242844,0.001104415,0.00361568,0.16106287,0.036481798,0.01793058,0.021942625,0.0009928562],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022176095,0.00003155925,0.0005138609,0.00036969254,0.000021720267,0.00014824944,0.08467455,0.00016705053,0.0002268927,0.897537,0.0017217348,0.014565447],"study_design_scores_gemma":[0.000017595348,0.000042287535,0.0002106001,0.0009588309,0.0000111046365,0.00019423441,0.02879739,0.0007009855,0.0003911536,0.91140527,0.0572401,0.000030437195],"about_ca_topic_score_codex":0.003326003,"about_ca_topic_score_gemma":0.0044690184,"teacher_disagreement_score":0.9881344,"about_ca_system_score_codex":0.013319156,"about_ca_system_score_gemma":0.022782871,"threshold_uncertainty_score":0.9163126},"labels":[],"label_agreement":null},{"id":"W4402393566","doi":"10.46827/ejes.v11i8.5444","title":"ASSESSING THE NATURE OF PATRONAGE FOR TRADITIONAL MATERNAL HEALTH CARE SERVICES IN SOUTHWESTERN NIGERIA","year":2024,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"HIV/AIDS Impact and Responses","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Adekunle Ajasin University; McGill University","keywords":"Health services; Health care; Business; Geography; Economic growth; Nursing; Environmental health; Socioeconomics; Medicine; Sociology; Economics; Population","score_opus":0.0806724901133847,"score_gpt":0.35157560964943746,"score_spread":0.27090311953605273,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402393566","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99871206,0.00012094318,0.00004013293,0.0002903734,0.0000064350247,0.000010800509,0.000022297369,8.0153524e-7,0.0007962728],"genre_scores_gemma":[0.99929774,0.00018957857,0.00013643168,0.00006870705,0.000004094701,0.000013806683,0.000017493874,5.683393e-7,0.0002715476],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99835217,0.0007042471,0.00016976256,0.00010168647,0.00029277842,0.00037943054],"domain_scores_gemma":[0.9948421,0.0011294385,0.0022236286,0.00009011439,0.0004392212,0.0012754418],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019022386,0.00015203172,0.00016693125,0.0007953456,0.0017551958,0.0012000409,0.0005115182,0.000488351,0.003195466],"category_scores_gemma":[0.0052450253,0.0003072482,0.00017775345,0.0007386481,0.00075669924,0.00092891045,0.0014543649,0.0006921112,0.00014254409],"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":[0.000092614995,0.00016084261,0.92780155,0.00017277234,0.000022429553,0.00085928675,0.047258344,0.00005814965,0.0009964863,0.00044074134,0.00067180325,0.021464936],"study_design_scores_gemma":[0.000004078003,0.0002095096,0.806944,0.00021441048,0.00001047532,0.00055868964,0.18903643,0.00020849209,0.00017228384,0.00010332629,0.0025259373,0.000012442336],"about_ca_topic_score_codex":0.009979649,"about_ca_topic_score_gemma":0.0260052,"teacher_disagreement_score":0.009979649,"about_ca_system_score_codex":0.001269298,"about_ca_system_score_gemma":0.002199863,"threshold_uncertainty_score":0.019843102},"labels":[],"label_agreement":null},{"id":"W4402412840","doi":"10.46827/ejes.v11i9.5524","title":"EARLY IDENTIFICATION OF EMOTIONAL, RELATIONAL AND BEHAVIOURAL DIFFICULTIES - AN EDUCATIONAL PROPOSAL / ΠΡΏΙΜΟΣ ΕΝΤΟΠΙΣΜΌΣ ΣΥΝΑΙΣΘΗΜΑΤΙΚΏΝ, ΣΧΕΣΙΑΚΏΝ ΚΑΙ ΣΥΜΠΕΡΙΦΟΡΙΚΏΝ ΔΥΣΚΟΛΙΏΝ – ΜΙΑ ΕΚΠΑΙΔΕΥΤΙΚΉ ΠΡΌΤΑΣΗ","year":2024,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Early Childhood Education and Development","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":"Education and Early Childhood Development","funders":"","keywords":"Identification (biology); Psychology; Developmental psychology; Social psychology; Cognitive psychology; Mathematics education; Applied psychology","score_opus":0.0620862202914824,"score_gpt":0.35953378717564394,"score_spread":0.2974475668841615,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402412840","genre_codex":"empirical","genre_gemma":"methods","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"methods","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9863652,0.0009651819,0.00102732,0.0008598803,0.00004337261,0.000104173756,0.00007398546,0.000034832923,0.010526004],"genre_scores_gemma":[0.99355364,0.0011007908,0.0014317707,0.000082454535,0.000013686208,0.0000816706,0.000076647106,0.000005598663,0.0036536134],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99964726,0.00013771732,0.000030298992,0.000047269634,0.00007135113,0.00006606142],"domain_scores_gemma":[0.9993699,0.00020117058,0.00015074901,0.00005932849,0.000058844733,0.00016001776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000754684,0.00035960224,0.00029975007,0.00075653376,0.00046958416,0.0010364595,0.00027741428,0.00052567426,0.004424196],"category_scores_gemma":[0.002034637,0.00016814086,0.0002954012,0.00030461038,0.00082202867,0.00095235783,0.001408953,0.000805993,0.00055928057],"study_design_candidate":"not_applicable","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":[0.0003282507,0.002869822,0.36355257,0.0015018269,0.000036088193,0.010556021,0.1043279,0.0002472577,0.022313694,0.004497275,0.0037125223,0.48605677],"study_design_scores_gemma":[0.000034898225,0.0012086227,0.8798241,0.0010190647,0.00005664924,0.008150337,0.08088636,0.00024820515,0.0076878243,0.0035700728,0.017262273,0.000051533458],"about_ca_topic_score_codex":0.0017976254,"about_ca_topic_score_gemma":0.002284473,"teacher_disagreement_score":0.004424196,"about_ca_system_score_codex":0.0005258732,"about_ca_system_score_gemma":0.0013495642,"threshold_uncertainty_score":0.01480037},"labels":[],"label_agreement":null},{"id":"W4404069901","doi":"10.46827/ejes.v11i10.5562","title":"NURTURING AND PROMOTING LEARNERS’ RETENTION IN ASTROPHYSICS USING VIDEO-BASED MULTIMEDIA","year":2024,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Innovations in Educational Methods","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":"Kwantlen Polytechnic University","funders":"African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science, University of Rwanda; University of Rwanda","keywords":"Multimedia; Computer science; Video modeling; Psychology; Mathematics education; Teaching method","score_opus":0.1427192170725372,"score_gpt":0.452466945603172,"score_spread":0.3097477285306348,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404069901","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99479747,0.00014870022,0.0009654747,0.00016740402,0.000017542277,0.0001106758,0.000034340737,0.000036306694,0.0037220165],"genre_scores_gemma":[0.99206245,0.00040419126,0.005007807,0.00006639798,0.00002671439,0.00018653928,0.000042325686,0.000006979027,0.0021964558],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9995672,0.00019662389,0.00001786889,0.000037044803,0.00009983713,0.00008140974],"domain_scores_gemma":[0.99889696,0.0005195978,0.00018545886,0.00005848202,0.00012605917,0.00021345635],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00106872,0.00017773938,0.00019889012,0.0005161903,0.00032029278,0.0006715197,0.00052449934,0.0002557776,0.0034549942],"category_scores_gemma":[0.0030033875,0.00007804112,0.00023438553,0.00022206925,0.00017717778,0.00038763793,0.0006216671,0.00029355162,0.0005183037],"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":[0.000794242,0.013861989,0.11018366,0.0013548646,0.00007739453,0.00046145043,0.0108116055,0.00076532736,0.04180039,0.00087722036,0.0030244612,0.81598735],"study_design_scores_gemma":[0.00044895767,0.046302773,0.78916407,0.0018601966,0.0005133202,0.0008695926,0.0333556,0.0056713233,0.069082625,0.0017579525,0.050843906,0.00012973385],"about_ca_topic_score_codex":0.00061841897,"about_ca_topic_score_gemma":0.0013001547,"teacher_disagreement_score":0.0034549942,"about_ca_system_score_codex":0.00014989027,"about_ca_system_score_gemma":0.0005773178,"threshold_uncertainty_score":0.011558056},"labels":[],"label_agreement":null},{"id":"W4404070484","doi":"10.46827/ejes.v11i12.5622","title":"EARLY COMMUNICATION INDICATOR-PORTUGAL: EVIDENCE FOR ITS USE IN ASSESSING AND MONITORING COMMUNICATION IN YOUNG CHILDREN","year":2024,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Child Development and Digital Technology","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":"Psychology; Developmental psychology","score_opus":0.1869509310431791,"score_gpt":0.4380992463948879,"score_spread":0.2511483153517088,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404070484","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.75909615,0.08962807,0.009187205,0.0068824114,0.0018292207,0.0012254197,0.011022075,0.00044275186,0.12068681],"genre_scores_gemma":[0.92104673,0.051314224,0.017401544,0.0010510373,0.00031311714,0.0017159834,0.0033957427,0.00023205201,0.0035295489],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9819162,0.0075519243,0.002683352,0.0013512417,0.005895768,0.0006016118],"domain_scores_gemma":[0.9133738,0.057646822,0.014769753,0.0029495466,0.009777869,0.0014822287],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.021239625,0.00071005704,0.0010187858,0.003427385,0.00093664863,0.0029149433,0.0010380434,0.00096878735,0.0031263877],"category_scores_gemma":[0.07884613,0.00050858414,0.001679802,0.004614042,0.0012973172,0.0018062589,0.002515307,0.0011828583,0.00070566684],"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":[0.00056747306,0.0003260979,0.516703,0.010299166,0.0005357597,0.0003682614,0.012960951,0.0005247365,0.00052115123,0.0034120106,0.006812707,0.44696876],"study_design_scores_gemma":[0.000059184622,0.00044052527,0.9476475,0.0125331255,0.0005226106,0.00075735006,0.0053054807,0.00047255238,0.0009889895,0.0010925037,0.030073985,0.00010611699],"about_ca_topic_score_codex":0.016655704,"about_ca_topic_score_gemma":0.019077968,"teacher_disagreement_score":0.021239625,"about_ca_system_score_codex":0.0019148343,"about_ca_system_score_gemma":0.0046278876,"threshold_uncertainty_score":0.11232722},"labels":[],"label_agreement":null},{"id":"W4404900540","doi":"10.46827/ejes.v11i12.5673","title":"IS REDOING FIRST YEAR OF HIGH-SCHOOL USEFULL? / EST-CE UTILE DE REDOUBLER SA PREMIÈRE ANNÉE DU SECONDAIRE (ÉTUDE DE CAS)?","year":2024,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Higher Education 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":"Université Laval; Campbell Scientific (Canada)","funders":"","keywords":"Physics; Humanities; Mathematics; Art","score_opus":0.045812769240581,"score_gpt":0.36546976349411936,"score_spread":0.31965699425353833,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404900540","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.90682673,0.007994757,0.0020376015,0.0360827,0.0028468787,0.00017275896,0.00043939828,0.00042377587,0.04317534],"genre_scores_gemma":[0.9557698,0.003489343,0.0019030087,0.0018375029,0.00037563336,0.00012532434,0.0003181232,0.0000670594,0.03611432],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9990268,0.00020591036,0.000035261357,0.00009878962,0.00017769434,0.00045559276],"domain_scores_gemma":[0.9945544,0.0003533031,0.00075838575,0.00029314036,0.00087932684,0.0031614103],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002001197,0.00033898896,0.00040052668,0.000995164,0.002032388,0.002385612,0.0011762998,0.0019192932,0.012944011],"category_scores_gemma":[0.005702575,0.0002052179,0.0004375039,0.00055642606,0.00088092766,0.0020136521,0.0012932855,0.0017253739,0.0028712554],"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":[0.0004395891,0.0025677024,0.34703666,0.00057289936,0.00004991447,0.0032110075,0.009790279,0.00026243832,0.0036072491,0.0045962236,0.04255984,0.58530617],"study_design_scores_gemma":[0.00004629612,0.001957487,0.7674825,0.0017715825,0.00006770838,0.0050505297,0.03342736,0.00031234286,0.0029725549,0.002135268,0.18462063,0.00015569742],"about_ca_topic_score_codex":0.01824508,"about_ca_topic_score_gemma":0.040884238,"teacher_disagreement_score":0.01824508,"about_ca_system_score_codex":0.0016356393,"about_ca_system_score_gemma":0.004463519,"threshold_uncertainty_score":0.04330206},"labels":[],"label_agreement":null},{"id":"W4410877893","doi":"10.46827/ejes.v12i2.5803","title":"IMPLEMENTATION OF NEW PEDAGOGIES IN ONTARIO CANADA MATHEMATICS TEACHING, 1950 TO 2024","year":2025,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Education Practices and Evaluation","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":"Mathematics education; Sociology; Pedagogy; Mathematics","score_opus":0.16654712556917584,"score_gpt":0.508023721205657,"score_spread":0.34147659563648114,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410877893","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9425641,0.0011255625,0.0005865481,0.010488385,0.00009995148,0.000366447,0.00069039105,0.00010492531,0.043973748],"genre_scores_gemma":[0.97664285,0.0007744103,0.0013039834,0.0005681924,0.000015665688,0.00013990546,0.0003009264,0.000018861248,0.020235088],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9945815,0.00055750564,0.00019625797,0.0002782215,0.0029636289,0.0014228837],"domain_scores_gemma":[0.98913425,0.00070883805,0.0009465204,0.00026710032,0.0056870193,0.0032563105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0033401612,0.00021177548,0.00029198686,0.0016884797,0.007997432,0.0034485206,0.0017739513,0.00079755485,0.0033382697],"category_scores_gemma":[0.011564252,0.0003701889,0.00030474112,0.0023893872,0.0036356861,0.0014465648,0.003550803,0.001172808,0.00038435255],"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":true,"study_design_scores_codex":[0.0007329756,0.0010309176,0.31776676,0.0008322861,0.000093647446,0.0012260028,0.21197377,0.0027665126,0.0077319816,0.026964713,0.026681844,0.40219852],"study_design_scores_gemma":[0.000061679726,0.0004227693,0.73477167,0.0002668497,0.00003665848,0.00010492804,0.07925667,0.0007493279,0.0024206578,0.0007435466,0.18107824,0.00008709017],"about_ca_topic_score_codex":0.991723,"about_ca_topic_score_gemma":0.99539465,"teacher_disagreement_score":0.77121925,"about_ca_system_score_codex":0.22878076,"about_ca_system_score_gemma":0.2945514,"threshold_uncertainty_score":0.894505},"labels":[],"label_agreement":null},{"id":"W7081650302","doi":"10.46827/ejes.v12i11.6274","title":"PROMOTING MATHEMATICAL ACHIEVEMENT THROUGH CREATIVE THINKING AND STRUCTURED ACTIVITY EXPOSURE IN HIGH SCHOOL EDUCATION","year":2025,"lang":"en","type":"article","venue":"European Journal of Education Studies","topic":"Geochemistry and Geologic Mapping","field":"Computer Science","cited_by":1,"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":"Creative thinking; Convergent thinking; Creative problem-solving; Creativity; Critical thinking; Academic achievement; Data collection; Quarter (Canadian coin)","score_opus":0.025453261531263857,"score_gpt":0.30430845587895167,"score_spread":0.2788551943476878,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7081650302","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.99860555,0.0000413036,0.00010268066,0.000032974596,0.0000016618893,0.000011191493,0.000017279868,0.000003514293,0.0011839013],"genre_scores_gemma":[0.9992495,0.000063014,0.00030867523,0.000011781419,0.0000031681056,0.000016228723,0.000024577288,0.0000010465383,0.000321853],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.99895084,0.00036748764,0.000090777496,0.000109104745,0.0003174743,0.0001643116],"domain_scores_gemma":[0.9959859,0.0009428711,0.0019858582,0.00016043328,0.00029446016,0.00063039793],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001017468,0.00028797347,0.00017348822,0.0013062721,0.00041323557,0.0013981855,0.0004311072,0.00029072104,0.002258626],"category_scores_gemma":[0.004555285,0.00018989205,0.0003853321,0.00092391454,0.00054489396,0.0004770276,0.0009555411,0.0004991488,0.00021240581],"study_design_candidate":"not_applicable","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":[0.00005657872,0.0012414712,0.9642759,0.00012679443,0.00006469187,0.00017214501,0.0043726563,0.00017697795,0.0010615904,0.0001877206,0.0001229574,0.028140554],"study_design_scores_gemma":[0.0000048208312,0.00017357344,0.99648535,0.000031365304,0.000016568501,0.00005767835,0.0022650089,0.00015856685,0.00031490758,0.00012919209,0.00035724323,0.0000058400697],"about_ca_topic_score_codex":0.001979046,"about_ca_topic_score_gemma":0.0038652413,"teacher_disagreement_score":0.002258626,"about_ca_system_score_codex":0.00039314342,"about_ca_system_score_gemma":0.0009229309,"threshold_uncertainty_score":0.0075558424},"labels":[],"label_agreement":null}]}