{"meta":{"query_hash":"e60d17d082f2","filters":{"venue":"European Journal of Teacher Education"},"cohort_total":10,"direct_labels_cover":0,"predictions_cover":10,"exported":10,"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/e60d17d082f2","api":"https://metacan.xera.ac/api/v1/cohort?venue=European+Journal+of+Teacher+Education"},"results":[{"id":"W2019257982","doi":"10.1080/0261976042000223042","title":"L'enseignant, sa formation, sa profession, son rôle: pistes pour une refondation","year":2004,"lang":"fr","type":"article","venue":"European Journal of Teacher Education","topic":"Diverse Academia and Research Topics","field":"Psychology","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 Laval","funders":"","keywords":"Humanities; Assertion; Sociology; Philosophy","score_opus":0.05132810017199569,"score_gpt":0.37477437601663416,"score_spread":0.3234462758446385,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2019257982","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":[0.5858409,0.0205758,0.0063652582,0.23398952,0.014388469,0.00063268445,0.000014538789,0.000055979865,0.13813685],"genre_scores_gemma":[0.83838856,0.0015051404,0.0033378573,0.0008036416,0.0051170476,0.0000043972473,0.00005169985,0.00007693686,0.15071471],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9953502,0.0023309607,0.0010974715,0.00025088593,0.00052284537,0.0004476393],"domain_scores_gemma":[0.99724424,0.00005486996,0.0012397087,0.00034496005,0.0007985295,0.0003177068],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00310083,0.00025282498,0.00027886365,0.00038826783,0.0002824015,0.00011503516,0.00053770584,0.00017495731,0.0012781693],"category_scores_gemma":[0.00047567612,0.00021936721,0.0001810135,0.00046586047,0.00015626066,0.0009880124,0.00007260871,0.001428488,0.001766614],"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":[0.00016655812,0.0026856943,0.0019213244,0.00022095356,0.00015097472,0.00010011266,0.035179354,0.00008684944,0.0034112255,0.01698342,0.37274015,0.5663534],"study_design_scores_gemma":[0.0030100043,0.00060845393,0.07970547,0.0018151768,0.00020716355,0.00079825596,0.030548258,0.00001090436,0.0016325949,0.004292762,0.87700295,0.0003680186],"about_ca_topic_score_codex":0.000113490925,"about_ca_topic_score_gemma":0.000003494415,"teacher_disagreement_score":0.5659853,"about_ca_system_score_codex":0.0007257783,"about_ca_system_score_gemma":0.0016529426,"threshold_uncertainty_score":0.9996348},"labels":[],"label_agreement":null},{"id":"W2039452964","doi":"10.1080/02619768.2015.1011269","title":"An analysis of three different approaches to student teacher mentoring and their impact on knowledge generation in practicum settings","year":2015,"lang":"en","type":"article","venue":"European Journal of Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":84,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Journaling file system; Practicum; Psychology; Professional development; Recall; Pedagogy; Teacher education; Point (geometry); Mathematics education; Computer science; Cognitive psychology","score_opus":0.3057387491677946,"score_gpt":0.42919135523369684,"score_spread":0.12345260606590225,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2039452964","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":[0.98767245,0.00063195813,0.00018227113,0.00743202,0.00035076536,0.0001690043,6.5983033e-7,0.000008999016,0.003551881],"genre_scores_gemma":[0.9984899,0.000018364906,0.00023472488,0.00005721811,0.00087103987,0.0000048623733,0.000005247609,0.00001496778,0.00030365767],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9971203,0.0017977593,0.0004308673,0.00018246283,0.0002940088,0.00017460613],"domain_scores_gemma":[0.9988857,0.000061149905,0.0004243444,0.00016587818,0.00018228918,0.00028063438],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004676096,0.00014887872,0.0002824354,0.000566782,0.00008062384,0.000104157494,0.00022431489,0.000028325283,0.000029319464],"category_scores_gemma":[0.00031325556,0.00010464037,0.000092668095,0.0004756416,0.000057086574,0.00029527768,0.000023876171,0.00024524692,0.0000035157088],"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":[0.000027850714,0.0016809938,0.3570406,0.000003687599,0.00018758663,2.5970584e-7,0.6118955,0.0002788067,0.00018034308,0.0001703162,0.0009295687,0.02760451],"study_design_scores_gemma":[0.00017854679,0.00023630956,0.6899567,0.000025884377,0.00013553273,6.294778e-7,0.30747524,0.00011917612,0.000051738985,0.000014329241,0.0017097614,0.00009611659],"about_ca_topic_score_codex":0.00015023633,"about_ca_topic_score_gemma":0.0005714208,"teacher_disagreement_score":0.3329161,"about_ca_system_score_codex":0.0005229827,"about_ca_system_score_gemma":0.00028918352,"threshold_uncertainty_score":0.42671105},"labels":[],"label_agreement":null},{"id":"W2619621403","doi":"10.1080/02619768.2017.1315399","title":"Teacher education around the world: What can we learn from international practice?","year":2017,"lang":"en","type":"article","venue":"European Journal of Teacher Education","topic":"Teacher Education and Assessments","field":"Social Sciences","cited_by":1384,"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":"Teacher education; Context (archaeology); Professional development; Faculty development; Political science; Face (sociological concept); Pedagogy; Best practice; Public relations; Sociology; Economic growth; Geography; Social science","score_opus":0.05190308581323943,"score_gpt":0.4140068830316847,"score_spread":0.36210379721844527,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2619621403","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.26596272,0.0016433985,0.000096289325,0.38238686,0.01887908,0.0002392317,0.0000018745753,0.000029799701,0.33076075],"genre_scores_gemma":[0.8796977,0.0007362607,0.0013756461,0.0017569019,0.010291811,0.00000650092,0.000015092598,0.00003259759,0.10608748],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99643016,0.0019487776,0.0004994923,0.0002203945,0.00068321725,0.0002179808],"domain_scores_gemma":[0.99676466,0.00017274432,0.0016875361,0.0005377987,0.00061465957,0.00022260845],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0033992203,0.00015993069,0.00014708271,0.00018999328,0.0010820733,0.002583972,0.0015449907,0.000039311315,0.001246141],"category_scores_gemma":[0.0018756557,0.00012858104,0.00012446537,0.00012730583,0.0002485559,0.0030221404,0.00008042699,0.00069611217,0.00017045198],"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":[0.00003072146,0.0018159503,0.0328964,0.0000025700929,0.00010020332,0.0000027589642,0.07256035,0.0000035281362,0.00007604498,0.0017523109,0.15184169,0.73891747],"study_design_scores_gemma":[0.00017187401,0.000016177542,0.10740718,0.00012129769,0.00006121329,0.000007025017,0.15881625,0.0000024326466,0.000008002279,0.00041420574,0.7328618,0.000112548834],"about_ca_topic_score_codex":0.0012279516,"about_ca_topic_score_gemma":0.0006792608,"teacher_disagreement_score":0.73880494,"about_ca_system_score_codex":0.0005589783,"about_ca_system_score_gemma":0.002771157,"threshold_uncertainty_score":0.99966687},"labels":[],"label_agreement":null},{"id":"W2755223405","doi":"10.1080/02619768.2017.1372742","title":"Constructivism as a framework for literacy teacher education courses: the cases of six literacy teacher educators","year":2017,"lang":"en","type":"article","venue":"European Journal of Teacher Education","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada; Simon Fraser University","keywords":"Constructivism (international relations); Mathematics education; Vision; Literacy; Teacher education; Pedagogy; Constructivist teaching methods; Teaching method; Psychology; Sociology","score_opus":0.02674688924195176,"score_gpt":0.3350138550662772,"score_spread":0.30826696582432545,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2755223405","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":[0.9393654,0.0025486727,0.0002123072,0.0029038484,0.0045776786,0.00027470407,0.0000064749233,0.000025589785,0.050085325],"genre_scores_gemma":[0.9598785,0.00001829006,0.002659414,0.0004926131,0.007745318,0.000013329704,0.000015974183,0.00007636667,0.029100163],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99773395,0.0007876273,0.0007179371,0.00024113122,0.0002652801,0.00025408957],"domain_scores_gemma":[0.9961634,0.0003710972,0.001996772,0.00069548463,0.00063458335,0.00013863893],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0018506644,0.0002621597,0.00032168743,0.00023037147,0.00096824206,0.0010963939,0.0007682797,0.00005179085,0.0020175134],"category_scores_gemma":[0.0029460734,0.00018687316,0.00028283588,0.000035129204,0.00036625782,0.0010372829,0.000053544092,0.0009273167,0.000045104738],"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":[0.00008995065,0.0013694006,0.011424396,0.00007788671,0.00013744897,0.000005567184,0.23768343,0.0000025765164,0.00005597013,0.029029785,0.018240184,0.7018834],"study_design_scores_gemma":[0.0006694099,0.000505236,0.028466355,0.001382937,0.000395366,0.00044865138,0.17749465,0.000019310693,0.00008136729,0.0033025723,0.78675807,0.00047605034],"about_ca_topic_score_codex":0.00045027962,"about_ca_topic_score_gemma":0.000013182795,"teacher_disagreement_score":0.7685179,"about_ca_system_score_codex":0.000087142056,"about_ca_system_score_gemma":0.0008020494,"threshold_uncertainty_score":0.9999406},"labels":[],"label_agreement":null},{"id":"W2765147957","doi":"10.1080/02619768.2017.1395852","title":"A teacher educator’s lessons learned from reflective practice","year":2017,"lang":"en","type":"article","venue":"European Journal of Teacher Education","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":63,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Reflective practice; Reflection (computer programming); Teacher education; Critical reflection; Pedagogy; Context (archaeology); Set (abstract data type); Professional development; Mathematics education; Psychology; Sociology; Computer science","score_opus":0.130629642379607,"score_gpt":0.48851807853943074,"score_spread":0.35788843615982374,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2765147957","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.24010296,0.0006313634,0.000298067,0.09696681,0.005100963,0.00015876816,0.0000011195099,0.000026035643,0.6567139],"genre_scores_gemma":[0.9662455,0.00041835592,0.013061211,0.00055740826,0.007767699,0.000005846492,0.0000033838628,0.00004987685,0.011890751],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9933491,0.004925586,0.00050363457,0.00031172796,0.0006221075,0.0002878464],"domain_scores_gemma":[0.9946005,0.00046551332,0.0028333678,0.0006965433,0.0011230808,0.00028103072],"candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.0071678646,0.0001741979,0.00021728335,0.00018438208,0.0014741669,0.00086138054,0.0012082437,0.000070761205,0.0005745846],"category_scores_gemma":[0.027233161,0.0001710187,0.00013491976,0.00014606972,0.0003172938,0.003350776,0.00008376425,0.0009578929,0.00031395536],"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":[0.00024479761,0.0028762796,0.01894521,0.000005412797,0.00021937171,0.000015093289,0.15478975,0.000003847521,0.0016356396,0.007194665,0.04930272,0.7647672],"study_design_scores_gemma":[0.0002708093,0.00008956572,0.123709805,0.00007440349,0.00016695044,0.00001720438,0.057794783,0.000001063567,0.00011402014,0.0056062327,0.81196773,0.0001874268],"about_ca_topic_score_codex":0.0023353288,"about_ca_topic_score_gemma":0.0001696754,"teacher_disagreement_score":0.7645798,"about_ca_system_score_codex":0.00079893507,"about_ca_system_score_gemma":0.003139427,"threshold_uncertainty_score":0.9998258},"labels":[],"label_agreement":null},{"id":"W3004357459","doi":"10.1080/02619768.2020.1728741","title":"Under pressure? Primary school teachers’ perceptions of their pedagogical practices","year":2020,"lang":"en","type":"article","venue":"European Journal of Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":11,"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":"Nederlandse Organisatie voor Wetenschappelijk Onderzoek; Rijksuniversiteit Groningen","keywords":"School teachers; Perception; Psychology; Mathematics education; Pedagogy; Quarter (Canadian coin); Variety (cybernetics); Primary education","score_opus":0.273134316119958,"score_gpt":0.43612448706797197,"score_spread":0.162990170948014,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3004357459","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":[0.6710878,0.0042049787,0.00065381423,0.23825255,0.00090392854,0.00024001834,0.0000024039848,0.00005843381,0.08459608],"genre_scores_gemma":[0.98983234,0.00022528146,0.001287656,0.001611229,0.0025651448,0.0000020557836,0.0000030188774,0.000021627247,0.0044516367],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99628294,0.002429673,0.000506443,0.00016642653,0.00041646976,0.0001980604],"domain_scores_gemma":[0.9977604,0.00013611006,0.001222932,0.00014154313,0.00037789167,0.00036112513],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0024215113,0.00012926225,0.00022362362,0.0000968745,0.0001902227,0.00008161269,0.0004484512,0.000044560096,0.0013490844],"category_scores_gemma":[0.00200177,0.000107500535,0.00015289531,0.000252673,0.00024863993,0.0005177843,0.00003541276,0.0006046801,0.0000879487],"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":[0.000042197757,0.0009548008,0.07902748,0.000035318073,0.00013554937,0.0000010135293,0.8435379,0.00001624355,0.0015316919,0.0007708759,0.056243744,0.01770316],"study_design_scores_gemma":[0.00014641848,0.00007679548,0.26940024,0.00002883311,0.000079011064,0.0000035610772,0.49938178,5.230418e-7,0.000010797391,0.000041229923,0.23074767,0.000083143015],"about_ca_topic_score_codex":0.00006273065,"about_ca_topic_score_gemma":0.000012334125,"teacher_disagreement_score":0.34415615,"about_ca_system_score_codex":0.00011290842,"about_ca_system_score_gemma":0.0013428099,"threshold_uncertainty_score":0.9995638},"labels":[],"label_agreement":null},{"id":"W3045462816","doi":"10.1080/02619768.2020.1793947","title":"Displaced academics: intended and unintended consequences of the changing landscape of teacher education","year":2020,"lang":"en","type":"article","venue":"European Journal of Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Teacher education; Pedagogy; Unintended consequences; Higher education; Sociology; Mathematics education; Political science; Psychology","score_opus":0.08837520263013582,"score_gpt":0.3524193109981249,"score_spread":0.2640441083679891,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3045462816","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":[0.7913903,0.0033426958,0.00008440004,0.1834798,0.0012545956,0.00023206888,0.0000016731977,0.00001813751,0.020196315],"genre_scores_gemma":[0.9965204,0.00013736186,0.00033479306,0.0006483286,0.0007762409,0.0000019904326,0.0000014219088,0.000014339897,0.0015651194],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976102,0.001311978,0.0004979349,0.00013036343,0.000292485,0.00015702935],"domain_scores_gemma":[0.9984637,0.00006425658,0.0008788745,0.00011265262,0.00034295928,0.00013758506],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017982614,0.00011131449,0.0002088131,0.00014263464,0.00013589002,0.000029771967,0.00038882945,0.000043103784,0.00012035374],"category_scores_gemma":[0.0015051599,0.00008277472,0.00009427218,0.00041297023,0.00074648944,0.00020778006,0.000046716472,0.00042253936,0.0000036028093],"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":[0.00006162285,0.00043416265,0.10709029,0.00008336013,0.00007654812,2.8621648e-7,0.82488716,0.0000030846725,0.003987102,0.007445681,0.017076109,0.038854573],"study_design_scores_gemma":[0.00027989194,0.00008336133,0.11361589,0.00025935855,0.00010322912,0.000008904488,0.848381,0.000004978686,0.00083958294,0.00034245595,0.035950042,0.00013132913],"about_ca_topic_score_codex":0.00006450104,"about_ca_topic_score_gemma":0.000011925701,"teacher_disagreement_score":0.20513009,"about_ca_system_score_codex":0.000060520335,"about_ca_system_score_gemma":0.00096973375,"threshold_uncertainty_score":0.3375455},"labels":[],"label_agreement":null},{"id":"W3179891748","doi":"10.1080/02619768.2021.1946510","title":"Using the metaphor of orchestration to make sense of facilitating teacher educator professional development","year":2021,"lang":"en","type":"article","venue":"European Journal of Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Facilitator; Orchestration; Metaphor; Professional development; Teacher education; Pedagogy; Psychology; Facilitation; Sociology; Mathematics education; Social psychology","score_opus":0.20928791647237635,"score_gpt":0.4321584412277279,"score_spread":0.22287052475535155,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3179891748","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":[0.978939,0.00080933655,0.0006033728,0.013849098,0.0016526725,0.00015874873,9.3519634e-7,0.0000068106597,0.0039800066],"genre_scores_gemma":[0.9744929,0.000009060343,0.019121218,0.00017800243,0.00058710686,0.0000029198911,0.0000024104245,0.000014373129,0.0055920244],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9960558,0.002428261,0.00071193784,0.00013478575,0.0005019067,0.00016734542],"domain_scores_gemma":[0.9980048,0.00015741304,0.00067782257,0.00015768835,0.00088068534,0.00012160492],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00423063,0.00010926056,0.00019969862,0.00013352935,0.00022757807,0.000034404657,0.00019988106,0.000029318695,0.00019896137],"category_scores_gemma":[0.0016604672,0.000084139094,0.000100069825,0.00040720968,0.00014159086,0.00013084465,0.000035011166,0.00028138893,0.000007805189],"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":[0.000026386058,0.0011090273,0.012983311,0.000050587154,0.00010523626,0.0000015660213,0.9099516,0.000032665826,0.010409134,0.0006529511,0.004296003,0.060381506],"study_design_scores_gemma":[0.00014177452,0.000033990418,0.09868971,0.0001974148,0.00006344166,0.000012603651,0.83576137,0.0000024692204,0.0031578487,0.000034965524,0.061787527,0.00011689561],"about_ca_topic_score_codex":0.00006483043,"about_ca_topic_score_gemma":0.000063473024,"teacher_disagreement_score":0.085706405,"about_ca_system_score_codex":0.00018297776,"about_ca_system_score_gemma":0.003950862,"threshold_uncertainty_score":0.700866},"labels":[],"label_agreement":null},{"id":"W4389481832","doi":"10.1080/02619768.2023.2288811","title":"Pushing crisis response towards sustainable transformation? Reflections from a case analysis of crisis-framed policy actions on teacher education in three European settings","year":2023,"lang":"en","type":"article","venue":"European Journal of Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":11,"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 Toronto","funders":"","keywords":"Political science; Crisis response; Crisis management; Pedagogy; Public relations; Public administration; Sociology","score_opus":0.1120189259288146,"score_gpt":0.4396832915163886,"score_spread":0.32766436558757395,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389481832","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":[0.83469373,0.00018453781,0.00039600386,0.1391192,0.00063306827,0.0002720026,0.000008654571,0.00008761653,0.024605192],"genre_scores_gemma":[0.993862,0.00008554067,0.00053745054,0.0007396004,0.0010312608,0.00001487783,0.000031690677,0.000046728346,0.0036508862],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9923267,0.00537332,0.0010297463,0.0003019154,0.0005493577,0.00041895418],"domain_scores_gemma":[0.9975932,0.00027817336,0.0008168278,0.00036578966,0.00070316327,0.00024283979],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008791691,0.00022214092,0.00037191322,0.0034940836,0.0005835176,0.000209729,0.00041447795,0.00007021964,0.00022488789],"category_scores_gemma":[0.0026898154,0.00022605805,0.00031301955,0.0048923604,0.00012078307,0.0007980464,0.00003355622,0.00073471724,0.000058069847],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00024806,0.0019108934,0.008608903,0.00003085509,0.00043868154,0.000042352967,0.90679157,0.00040891435,0.00023882455,0.001716033,0.03873248,0.040832434],"study_design_scores_gemma":[0.00023071204,0.00007112041,0.28626087,0.000057452336,0.00035111286,0.00001174215,0.6534112,0.000011231271,0.000022399536,0.00029283532,0.059119802,0.00015949612],"about_ca_topic_score_codex":0.011478743,"about_ca_topic_score_gemma":0.002387998,"teacher_disagreement_score":0.27765197,"about_ca_system_score_codex":0.0010721355,"about_ca_system_score_gemma":0.0029522101,"threshold_uncertainty_score":0.9951039},"labels":[],"label_agreement":null},{"id":"W4416019805","doi":"10.1080/02619768.2025.2584283","title":"Artificial intelligence in the context of teacher education: emerging themes and critical issues","year":2025,"lang":"en","type":"article","venue":"European Journal of Teacher Education","topic":"Artificial Intelligence in Education","field":"Computer Science","cited_by":8,"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 Council for Canadian Studies","keywords":"Context (archaeology); Context effect; Higher education; Teacher education; Teaching method","score_opus":0.047493950265949,"score_gpt":0.3817126463168193,"score_spread":0.3342186960508703,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416019805","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":[0.624434,0.014066452,0.19695356,0.12634619,0.007748067,0.000535194,7.039705e-7,0.000043277614,0.029872553],"genre_scores_gemma":[0.9901248,0.00008404332,0.008453223,0.00046943134,0.00045611506,0.0000047133967,6.580863e-7,0.000008341251,0.00039864518],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9976793,0.00089397206,0.00082197087,0.00019975472,0.00025164464,0.00015334743],"domain_scores_gemma":[0.9986102,0.00025079036,0.00031040635,0.00036332276,0.0004124462,0.00005280796],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023662206,0.00012426995,0.00016461074,0.00034286387,0.00010128413,0.00017148355,0.00091860973,0.000028583638,0.00004171047],"category_scores_gemma":[0.0011890746,0.00009716968,0.000060461232,0.0005378189,0.0001718475,0.0005561765,0.00007626335,0.00035701244,0.000014957733],"study_design_candidate":"design_other","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":[0.000009769106,0.0009731328,0.002505504,0.000024827912,0.000007101376,0.0000011581411,0.030925348,0.000009740308,0.0004532948,0.19134882,0.0037021525,0.77003914],"study_design_scores_gemma":[0.00012914088,0.00070571166,0.12661937,0.002040886,0.00016570659,0.00025538247,0.5036728,0.0043362402,0.029103134,0.24501453,0.08709719,0.0008599331],"about_ca_topic_score_codex":0.000059957358,"about_ca_topic_score_gemma":0.000011103991,"teacher_disagreement_score":0.7691792,"about_ca_system_score_codex":0.00006882642,"about_ca_system_score_gemma":0.0006627944,"threshold_uncertainty_score":0.39624643},"labels":[],"label_agreement":null}]}