{"meta":{"query_hash":"258a4c9c7c40","filters":{"venue":"Exceptionality Education International"},"cohort_total":233,"direct_labels_cover":2,"predictions_cover":233,"exported":233,"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/258a4c9c7c40","api":"https://metacan.xera.ac/api/v1/cohort?venue=Exceptionality+Education+International"},"results":[{"id":"W113914625","doi":"10.5206/eei.v20i2.7660","title":"Establishing Inclusion in a New School: The Role of Principal Leadership","year":2010,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Institute for Christian Studies","funders":"","keywords":"Principal (computer security); Inclusion (mineral); Educational leadership; Instructional leadership; Pedagogy; Population; Mathematics education; Psychology; Sociology; Public relations; Political science; Social psychology; Computer science","score_opus":0.11623297020662818,"score_gpt":0.4087742928316429,"score_spread":0.29254132262501475,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W113914625","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":[0.61008763,0.00026409858,0.00007729403,0.33743024,0.0043777577,0.00030885468,0.000006203212,0.000049252554,0.047398627],"genre_scores_gemma":[0.9881262,0.000016051177,0.00075415126,0.0010520404,0.0037616147,0.000036764275,0.00003261444,0.0000069075204,0.006213635],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983425,0.0002126431,0.00031761185,0.00019711678,0.00074673106,0.00018336378],"domain_scores_gemma":[0.99890125,0.00032375773,0.00017593897,0.00017460382,0.00030281598,0.00012162353],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0017007921,0.00008729896,0.0000893435,0.0001746781,0.00034696143,0.000100594654,0.0006615628,0.00009493047,0.004133122],"category_scores_gemma":[0.0026539988,0.00007889722,0.00006448481,0.0003200881,0.00029838984,0.00044603727,0.00019925756,0.0004331487,0.000059644935],"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":[0.000014610288,0.0003528791,0.5194773,0.0000047732306,0.0000150050155,3.148343e-8,0.18062767,0.000006249366,0.0008626884,0.26414743,0.0068408167,0.02765053],"study_design_scores_gemma":[0.00014166016,0.0000037038978,0.4897625,0.000024037503,0.0000041034223,8.170184e-7,0.16696395,0.000010358175,0.00009131474,0.046043333,0.2968595,0.00009467358],"about_ca_topic_score_codex":0.008514936,"about_ca_topic_score_gemma":0.016011607,"teacher_disagreement_score":0.37803856,"about_ca_system_score_codex":0.00021458657,"about_ca_system_score_gemma":0.002852077,"threshold_uncertainty_score":0.99808747},"labels":[],"label_agreement":null},{"id":"W1140385542","doi":"10.5206/eei.v25i2.7727","title":"Interventions to Support Social Interaction in Children with Autism Spectrum Disorders: A Systematic Review of Single Case Studies","year":2015,"lang":"en","type":"review","venue":"Exceptionality Education International","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychological intervention; Autism; Psychology; Autism spectrum disorder; Single-subject design; Social relation; Developmental psychology; Clinical psychology; Psychotherapist; Social psychology; Psychiatry","score_opus":0.19286376797014002,"score_gpt":0.4812239193852522,"score_spread":0.2883601514151122,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1140385542","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00053417106,0.98037314,0.00019818654,0.009415308,0.0012314891,0.006560925,0.00060302217,0.000081923674,0.0010018453],"genre_scores_gemma":[0.010694004,0.9836126,0.00011492313,0.00028491928,0.00036072265,0.0029408261,0.0006980696,0.00007400696,0.0012199595],"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","domain_scores_codex":[0.99464273,0.0010256016,0.0019388689,0.00083338155,0.0012257894,0.00033362987],"domain_scores_gemma":[0.9976557,0.00029861782,0.0013245206,0.0004597106,0.00012317848,0.00013830412],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011800752,0.00046448174,0.0016757996,0.0011357141,0.00012884432,0.00009385497,0.0007677805,0.0001349819,0.00092968496],"category_scores_gemma":[0.001290476,0.00040595338,0.0005568107,0.0011952837,0.00020784089,0.00047457384,0.00031040402,0.0005123051,0.0003122003],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000021652042,0.0030228696,0.00018034827,0.9371532,0.00037304117,0.000023173097,0.0010220935,0.0000031963289,7.207799e-7,0.037218325,0.0033411568,0.017640214],"study_design_scores_gemma":[0.00074753666,0.0005228344,0.00029483862,0.9513923,0.0013634319,0.0067792046,0.0006355741,0.0000029043968,0.000004516554,0.011094842,0.026011309,0.001150728],"about_ca_topic_score_codex":0.00012745484,"about_ca_topic_score_gemma":0.00032281477,"teacher_disagreement_score":0.02612348,"about_ca_system_score_codex":0.0019218009,"about_ca_system_score_gemma":0.0013013303,"threshold_uncertainty_score":0.9999836},"labels":[],"label_agreement":null},{"id":"W114942499","doi":"10.5206/eei.v20i2.7662","title":"Promoting Leadership in the Ongoing Professional Development of Teachers: Responding to Globalization and Inclusion","year":2010,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Pace; Professional development; Inclusion (mineral); Context (archaeology); Pedagogy; Ethnic group; Diversity (politics); Faculty development; Mainstreaming; Political science; Public relations; Multiculturalism; Cultural pluralism; Sociology; Psychology; Special education; Social science; Geography","score_opus":0.06982628313187395,"score_gpt":0.40637630417744264,"score_spread":0.3365500210455687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W114942499","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":[0.96299964,0.000014852136,0.00037004298,0.030601328,0.0013456173,0.0003132643,0.000003759798,0.00001819436,0.0043333126],"genre_scores_gemma":[0.9936392,0.0000018901582,0.0038862375,0.0006865776,0.0006178551,0.000056837416,0.000055376924,0.0000045342413,0.0010515291],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99810636,0.00041167083,0.000323051,0.00019876278,0.0008224414,0.00013772045],"domain_scores_gemma":[0.9991668,0.00022087674,0.00015042051,0.00008899871,0.00031561413,0.000057289137],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0048652007,0.000076066186,0.00007200865,0.00035229968,0.0014720812,0.000063836276,0.0003364866,0.000073516494,0.00021425409],"category_scores_gemma":[0.0016945053,0.00006588741,0.00001879446,0.0006464184,0.00010191656,0.00030890343,0.000425393,0.00022482222,0.000005395104],"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":[0.000024454388,0.00035516464,0.16295113,0.000012558746,0.000005220616,8.92991e-8,0.6714841,0.000004200658,0.009744889,0.10862654,0.0007679085,0.046023726],"study_design_scores_gemma":[0.00024807567,0.000015333157,0.76778936,0.00028347442,0.0000037309326,0.0000020327957,0.0797925,0.00010205162,0.00038004504,0.00925048,0.14195615,0.00017673738],"about_ca_topic_score_codex":0.00026527938,"about_ca_topic_score_gemma":0.002607605,"teacher_disagreement_score":0.60483825,"about_ca_system_score_codex":0.00031779896,"about_ca_system_score_gemma":0.0010204138,"threshold_uncertainty_score":0.99982786},"labels":[],"label_agreement":null},{"id":"W115326391","doi":"10.5206/eei.v25i1.7719","title":"Bringing Trauma to School: Sharing the Educational Experience of Three Youths","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Psychology; Context (archaeology); Social connectedness; Distress; Presentation (obstetrics); Academic achievement; Developmental psychology; Perception; Qualitative research; Focus group; Social psychology; Clinical psychology; Medicine; Sociology","score_opus":0.0822781704386688,"score_gpt":0.39249419976766853,"score_spread":0.3102160293289997,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W115326391","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":[0.8503608,0.000077271055,0.0012346054,0.07430281,0.005318433,0.00036166207,0.0000132184605,0.000046630932,0.06828453],"genre_scores_gemma":[0.98023564,0.0000063294133,0.0035090775,0.0015960104,0.0035244103,0.00016027507,0.000074242314,0.000010234516,0.010883793],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978803,0.000080752274,0.000429145,0.0003081863,0.0010917335,0.00020990886],"domain_scores_gemma":[0.9979511,0.00013656593,0.00018090336,0.0002616342,0.0011024973,0.0003673024],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011461417,0.000113119255,0.00010113195,0.00019348618,0.0003541649,0.00017728217,0.0008189116,0.0000528004,0.0046008592],"category_scores_gemma":[0.0017316015,0.000106863394,0.00007160862,0.00043052228,0.00018745585,0.00043221956,0.000099776174,0.00013016108,0.00039307098],"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":[0.000017383492,0.00033372056,0.62906796,0.0000037653026,0.000034559136,4.6999915e-8,0.09870108,0.00017152293,0.00002739276,0.21798341,0.04537797,0.008281208],"study_design_scores_gemma":[0.00013927408,0.000008568708,0.8420602,0.000042846063,0.000005137073,0.0000026775356,0.027593926,0.000023251674,0.000040394185,0.028195415,0.10173009,0.000158226],"about_ca_topic_score_codex":0.0035309142,"about_ca_topic_score_gemma":0.00096880476,"teacher_disagreement_score":0.21299225,"about_ca_system_score_codex":0.0006244268,"about_ca_system_score_gemma":0.0038113736,"threshold_uncertainty_score":0.99630904},"labels":[],"label_agreement":null},{"id":"W116474072","doi":"10.5206/eei.v19i3.7651","title":"The Mbira Metaphor: Inspiring Creative Thinking through Folktale","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Metaphor; Creativity; Shona; Psychology; Creative thinking; Literal and figurative language; Interpretation (philosophy); Pedagogy; Mathematics education; Epistemology; Social psychology; Linguistics; Philosophy","score_opus":0.03650688569230777,"score_gpt":0.3974763771813146,"score_spread":0.36096949148900687,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W116474072","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":[0.087976605,0.0003994529,0.0048702694,0.37675443,0.008112413,0.00043820712,0.000010291494,0.00024261528,0.5211957],"genre_scores_gemma":[0.95040095,0.00028813555,0.008118114,0.011824833,0.0030405435,0.000095879346,0.00009310954,0.000008961066,0.026129456],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978772,0.0002285647,0.00035008418,0.0002638318,0.001024849,0.00025548038],"domain_scores_gemma":[0.9986357,0.0002939423,0.00013253588,0.00018003712,0.00065488287,0.000102871134],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012948486,0.000118197684,0.00009379777,0.00006163344,0.001852567,0.00045463763,0.0005925483,0.00007319609,0.0020324555],"category_scores_gemma":[0.0010031052,0.00010259443,0.00010272478,0.0002508926,0.00028459693,0.0005613636,0.000034956785,0.00020124471,0.0002447567],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000741934,0.0002261376,0.0035199742,0.0000010876005,0.000029130948,1.2777954e-7,0.017545585,0.0000034383982,0.00001781626,0.93570024,0.022632342,0.020316733],"study_design_scores_gemma":[0.00006622034,0.0000066985776,0.073726766,0.0000172082,0.000005642579,0.0000011521126,0.007971742,0.000003476173,0.000026713547,0.44375008,0.47432804,0.00009625549],"about_ca_topic_score_codex":0.000430579,"about_ca_topic_score_gemma":0.000145874,"teacher_disagreement_score":0.8624244,"about_ca_system_score_codex":0.0005469429,"about_ca_system_score_gemma":0.0010820194,"threshold_uncertainty_score":0.99944687},"labels":[],"label_agreement":null},{"id":"W12000541","doi":"10.5206/eei.v24i2.7712","title":"Attitudes of Secondary Regular School Teachers Toward Inclusive Education in New Delhi, India: A Qualitative Study","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Inclusion (mineral); Focus group; Qualitative research; Pedagogy; Psychology; Medical education; Mathematics education; Sociology; Medicine; Social science","score_opus":0.022803704510829987,"score_gpt":0.4483761727891385,"score_spread":0.4255724682783085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W12000541","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":[0.9216193,0.00005088909,0.00032099188,0.018595975,0.0027790773,0.00069073867,0.000015827738,0.00004262362,0.055884603],"genre_scores_gemma":[0.97929543,0.000019063918,0.0012308303,0.0014741838,0.0024092637,0.00011740316,0.00027998153,0.0000117721465,0.015162072],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99662447,0.0009694937,0.0007688548,0.00042066845,0.0010052131,0.00021130164],"domain_scores_gemma":[0.9979145,0.00028764506,0.00037900792,0.00028004264,0.0008554467,0.00028336077],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.003005278,0.0001711033,0.00024976072,0.00043126635,0.00028573256,0.000084500934,0.0005268312,0.00014228727,0.0083842175],"category_scores_gemma":[0.0021865615,0.00019215982,0.00011928399,0.00044073784,0.00030096187,0.0005615774,0.00010034359,0.00029226343,0.0001294429],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000044200387,0.0072138873,0.4833247,0.00001785097,0.000043337765,8.2288274e-8,0.32374245,0.0000116770025,0.00002556969,0.1335739,0.029709654,0.022292688],"study_design_scores_gemma":[0.00041512266,0.000035273955,0.58647215,0.00003906773,0.00000917985,7.0366383e-7,0.34407547,0.0000036950214,0.000007718722,0.026105078,0.0426777,0.00015880917],"about_ca_topic_score_codex":0.011778131,"about_ca_topic_score_gemma":0.004092112,"teacher_disagreement_score":0.10746883,"about_ca_system_score_codex":0.0010931189,"about_ca_system_score_gemma":0.014988437,"threshold_uncertainty_score":0.99480253},"labels":[],"label_agreement":null},{"id":"W120506311","doi":"10.5206/eei.v18i2.7623","title":"Issues in Including Students with Disabilities in Large-scale Assessment Programs","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Scale (ratio); Psychology; Special education; Pedagogy; Inclusion (mineral); Educational assessment; Mathematics education; Medical education; Geography; Social psychology; Medicine","score_opus":0.07944554748678719,"score_gpt":0.4592696363734247,"score_spread":0.37982408888663755,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W120506311","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":[0.9599179,0.00001683621,0.00005632184,0.018216083,0.0008183519,0.0004603019,0.000011028376,0.00004617388,0.020457016],"genre_scores_gemma":[0.9771347,0.000052685213,0.0013858493,0.0002894175,0.000689648,0.00053556846,0.00028346296,0.000009266105,0.01961937],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99754745,0.0002620288,0.00041037027,0.0003477858,0.0011576575,0.0002747247],"domain_scores_gemma":[0.9992354,0.00011523782,0.00009433448,0.00016989594,0.00028032204,0.000104836676],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011939107,0.00012254073,0.0001447308,0.00019332746,0.00026653422,0.000116258954,0.00039672415,0.00006239259,0.0055507733],"category_scores_gemma":[0.00021785873,0.00012565996,0.00004666691,0.00037391426,0.00035472118,0.00054489216,0.00006515986,0.00015038461,0.00009921545],"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":[0.000019346264,0.0037810595,0.9352244,0.0000071320264,0.000009121832,3.1560674e-7,0.04358739,0.000024000437,0.0000013990042,0.014129048,0.002322749,0.00089401443],"study_design_scores_gemma":[0.00037906645,0.00002535663,0.8712773,0.00005623044,0.0000017502376,0.000001564086,0.070092544,0.000016202257,0.0000014803724,0.0029576751,0.055055536,0.00013530487],"about_ca_topic_score_codex":0.004326307,"about_ca_topic_score_gemma":0.01857568,"teacher_disagreement_score":0.06394713,"about_ca_system_score_codex":0.0015654363,"about_ca_system_score_gemma":0.001162734,"threshold_uncertainty_score":0.9993328},"labels":[],"label_agreement":null},{"id":"W121662720","doi":"10.5206/eei.v25i1.7715","title":"Thriving on Challenge: Examining One Teacher’s View on Sources of Support for Motivation and Well-Being","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Thriving; Psychology; Mainstream; Competence (human resources); Self-determination theory; Well-being; Attrition; Autonomy; Pedagogy; Constructive; Self-efficacy; Goal theory; Social psychology; Mathematics education","score_opus":0.10710317685073345,"score_gpt":0.37435007815805016,"score_spread":0.2672469013073167,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W121662720","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":[0.8872383,0.000052525054,0.0019341998,0.0036534872,0.002383009,0.0004185874,0.000017421622,0.000056434637,0.104246],"genre_scores_gemma":[0.98675,0.00001508679,0.0009388557,0.0010147241,0.0015433222,0.00021901964,0.00045307112,0.000023135455,0.009042761],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99827147,0.00011288666,0.00052990724,0.00041423787,0.000512426,0.00015905336],"domain_scores_gemma":[0.9984575,0.00035777272,0.00038445293,0.00022586779,0.0004614954,0.00011292814],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00090505637,0.00016545648,0.00019837027,0.00024447526,0.00008688938,0.00003690109,0.0001751484,0.000117616124,0.0038247176],"category_scores_gemma":[0.0004511101,0.00017809264,0.000059494287,0.00009873682,0.000087746834,0.0001853181,0.0000277419,0.0001539727,0.00009245917],"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":[0.0002843333,0.0023008285,0.38305712,0.00005075334,0.00016004736,4.2623566e-7,0.019845247,0.000084355845,0.000040914627,0.5302462,0.016208258,0.047721524],"study_design_scores_gemma":[0.0015094434,0.00064825546,0.8901366,0.00022468378,0.000026770747,0.000011152381,0.0087918695,0.00005217728,0.00008757402,0.020633005,0.0775519,0.00032657257],"about_ca_topic_score_codex":0.000039559887,"about_ca_topic_score_gemma":0.0000043965997,"teacher_disagreement_score":0.5096132,"about_ca_system_score_codex":0.00015800216,"about_ca_system_score_gemma":0.00016380864,"threshold_uncertainty_score":0.9970859},"labels":[],"label_agreement":null},{"id":"W124611851","doi":"10.5206/eei.v22i1.7685","title":"Diverse Voices: Middle Years Students’ Insights into Life in Inclusive Classrooms","year":2012,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":33,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Manitoba; University of British Columbia","funders":"","keywords":"Inclusion (mineral); Psychology; Empathy; Pedagogy; Pace; Stigma (botany); Mainstreaming; Mathematics education; Special education; Social psychology","score_opus":0.03679655048814478,"score_gpt":0.3932585065905208,"score_spread":0.356461956102376,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W124611851","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":[0.9730325,0.00021549079,0.00020136405,0.0037472402,0.004201141,0.00023231574,0.000011092366,0.000050381637,0.018308483],"genre_scores_gemma":[0.9907382,0.00007959551,0.0004307672,0.0010151746,0.0034387177,0.00007243199,0.0001750437,0.000008854249,0.004041185],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9976813,0.00044892143,0.00032691748,0.00023203273,0.0010829081,0.00022792048],"domain_scores_gemma":[0.99894637,0.0001562003,0.00016946862,0.00013590152,0.0003707377,0.00022133866],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011161382,0.00011324212,0.000119837736,0.00028132455,0.00047931154,0.00011788085,0.0005003019,0.000105933024,0.0030428714],"category_scores_gemma":[0.00083398574,0.00012642724,0.000059010097,0.00041550386,0.00018065599,0.0010643088,0.0002500992,0.00021190714,0.00033136675],"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":[0.000016512548,0.0010370963,0.7600884,0.000004371885,0.000021956783,2.5247456e-7,0.15237696,0.000015508716,0.00004611942,0.07676225,0.0056619765,0.003968581],"study_design_scores_gemma":[0.00025111722,0.00000847233,0.70448387,0.000036858975,0.0000046133387,1.8055047e-7,0.058566045,0.000013260946,0.000002814005,0.005601529,0.23089479,0.00013643409],"about_ca_topic_score_codex":0.0093147075,"about_ca_topic_score_gemma":0.008475618,"teacher_disagreement_score":0.22523282,"about_ca_system_score_codex":0.0017950529,"about_ca_system_score_gemma":0.0009134095,"threshold_uncertainty_score":0.9978685},"labels":[],"label_agreement":null},{"id":"W128551856","doi":"10.5206/eei.v24i1.7710","title":"Universal Design for Instruction and Learning: A Pilot Study of Faculty Instructional Methods and Attitudes Related to Students with Disabilities in Higher Education","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":105,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Universal Design for Learning; Variety (cybernetics); Universal design; Differentiated instruction; Special education; Mathematics education; Instructional design; Inclusion (mineral); Psychology; Teaching method; Learning disability; Medical education; Pedagogy; Computer science; Medicine","score_opus":0.12540829821420502,"score_gpt":0.4669520684382989,"score_spread":0.3415437702240939,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W128551856","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":[0.9910947,0.000006016032,0.000895411,0.00488426,0.001151047,0.00092874374,0.0000068427416,0.000027556376,0.0010053964],"genre_scores_gemma":[0.9768991,0.0000050563535,0.017685939,0.00010104979,0.00025683222,0.0003700985,0.00007845016,0.000009507288,0.0045939973],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99799645,0.0006739985,0.00035680638,0.000361565,0.0004865243,0.00012466915],"domain_scores_gemma":[0.99870867,0.0004374605,0.00015194288,0.000102273756,0.0004814552,0.00011820158],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015645217,0.000119671895,0.00015248438,0.00023570847,0.00026247694,0.00009882637,0.00016622963,0.000045039,0.00038487124],"category_scores_gemma":[0.00067707396,0.00012325462,0.0000184843,0.00024922256,0.0002646195,0.0003772953,0.000043209326,0.00011614798,0.0000024768328],"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":[0.0002176862,0.0031968642,0.86308485,0.000022669794,0.00004747718,4.8456563e-9,0.019015634,0.00033895613,0.00004181784,0.09698092,0.00023458361,0.01681853],"study_design_scores_gemma":[0.0008575876,0.0006751542,0.93417263,0.000036146324,0.000015921356,0.0000012698684,0.045632765,0.000020286707,0.000004928854,0.0092133265,0.009239443,0.0001305321],"about_ca_topic_score_codex":0.0023029982,"about_ca_topic_score_gemma":0.00083019224,"teacher_disagreement_score":0.08776759,"about_ca_system_score_codex":0.00040752793,"about_ca_system_score_gemma":0.0004982384,"threshold_uncertainty_score":0.5026178},"labels":[],"label_agreement":null},{"id":"W130909069","doi":"10.5206/eei.v17i3.7612","title":"Academic Achievement of Students withEmotional and Behavioural Disorders:A Review of the Research","year":2007,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Academic achievement; Psychology; Psychosocial; Neglect; Psychological intervention; Emotional and behavioral disorders; Intervention (counseling); At-risk students; Population; Reading (process); Developmental psychology; Mathematics education; Dyslexia; Medicine; Psychotherapist; Psychiatry","score_opus":0.08723589336915975,"score_gpt":0.491484542166867,"score_spread":0.4042486487977072,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W130909069","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":[0.9839987,0.001365163,0.00015618031,0.0077839526,0.0017478225,0.00033833706,0.000027662387,0.0000062323916,0.004575916],"genre_scores_gemma":[0.99169,0.00048218618,0.00032097413,0.00046362865,0.00026439034,0.00005635374,0.0000964471,0.000006632187,0.006619379],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977982,0.00018228163,0.0005735835,0.0002050641,0.0011036106,0.00013726247],"domain_scores_gemma":[0.9987747,0.00019833827,0.0002531268,0.00019531099,0.00052836834,0.000050173116],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0029530437,0.00007947339,0.00010853009,0.00015007655,0.00007870175,0.000008575671,0.00043185925,0.00005661138,0.0017373795],"category_scores_gemma":[0.00017871286,0.00006321662,0.000061268336,0.00021728096,0.00022681624,0.0000784776,0.00012338017,0.0002649062,0.000020151829],"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":[0.00002759225,0.00061309297,0.9291476,0.0001266094,0.000051362545,4.1458907e-8,0.0013490793,2.3579348e-7,0.000090251306,0.050378367,0.009851706,0.008364079],"study_design_scores_gemma":[0.00019864507,0.000017445776,0.98187,0.0009798192,0.0000084759195,0.000006714792,0.0005284212,3.5206634e-7,0.000059292233,0.0039269323,0.012348918,0.000054966607],"about_ca_topic_score_codex":0.00016558687,"about_ca_topic_score_gemma":0.000011841597,"teacher_disagreement_score":0.05272243,"about_ca_system_score_codex":0.00012659731,"about_ca_system_score_gemma":0.00016588472,"threshold_uncertainty_score":0.9991752},"labels":[],"label_agreement":null},{"id":"W134977701","doi":"10.5206/eei.v19i1.7637","title":"“With an LD you’re always mediocre and expect to be mediocre”: Perceptions of Adults Recently Diagnosed with Learning Disabilities","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Psychology; Perception; Variety (cybernetics); Qualitative research; Set (abstract data type); Learning disability; Inclusion (mineral); Medical education; Developmental psychology; Pedagogy; Social psychology; Medicine; Sociology","score_opus":0.03133201789308956,"score_gpt":0.3637592703927579,"score_spread":0.33242725249966837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W134977701","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":[0.9295134,0.000017893228,0.00031493822,0.059983578,0.00047284045,0.00048315438,0.000044194006,0.000084579086,0.009085457],"genre_scores_gemma":[0.99142975,0.00006850025,0.0025305918,0.0014198923,0.0010764338,0.00019849344,0.00046137127,0.000013377067,0.0028016048],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99752486,0.00028559755,0.00038705207,0.00047997135,0.0010728434,0.0002496891],"domain_scores_gemma":[0.99813116,0.00027068434,0.00016031257,0.0002482709,0.0008183025,0.0003712754],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00065676065,0.00018349805,0.0001956236,0.00017582595,0.00044409867,0.00013524019,0.0003132665,0.000077912184,0.00493366],"category_scores_gemma":[0.0008544524,0.00016611294,0.00005469781,0.00030968882,0.0005222577,0.0006469304,0.000024991557,0.00016885588,0.000024514342],"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":[0.00049502833,0.003001863,0.5866168,0.0000326826,0.00007137363,3.323417e-7,0.31749663,0.0002112775,0.00008769276,0.054376,0.009968877,0.027641423],"study_design_scores_gemma":[0.0004608925,0.0005125069,0.5657773,0.00012041419,0.00002045556,0.000003330548,0.40438688,0.000017183695,0.00002162443,0.0015636476,0.026858646,0.00025713365],"about_ca_topic_score_codex":0.002279355,"about_ca_topic_score_gemma":0.0056801843,"teacher_disagreement_score":0.086890265,"about_ca_system_score_codex":0.00040128455,"about_ca_system_score_gemma":0.00077464787,"threshold_uncertainty_score":0.995976},"labels":[],"label_agreement":null},{"id":"W135100793","doi":"10.5206/eei.v20i1.7656","title":"UAE Teachers’ Awareness & Perceptions of Testing Modifications","year":2010,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Special education; Perception; Psychology; General education; Mathematics education; Inclusion (mineral); Medical education; Pedagogy; Medicine; Social psychology","score_opus":0.10020683123338715,"score_gpt":0.4358028128530743,"score_spread":0.3355959816196872,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W135100793","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":[0.9005274,0.0000048866696,0.00126326,0.018525165,0.0036824995,0.00025200218,0.000053030286,0.000088188564,0.07560356],"genre_scores_gemma":[0.9714157,0.000008042566,0.008751237,0.0002818514,0.0021924465,0.00020341214,0.0003711698,0.000011717233,0.016764404],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99816203,0.0001589713,0.00047382346,0.0003134846,0.0006970594,0.000194627],"domain_scores_gemma":[0.99756515,0.0002977197,0.00022756247,0.00036717628,0.0013540096,0.00018837683],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009908666,0.00011853449,0.00012001598,0.00019280413,0.00054942584,0.00010835137,0.0005156432,0.000118280586,0.01498212],"category_scores_gemma":[0.0020587775,0.00013862588,0.000108737,0.00038780764,0.0005879394,0.00040775983,0.0000398527,0.00024658942,0.00044353819],"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":[0.000004438742,0.001651896,0.69546485,0.000008345034,0.000027501914,1.3891201e-8,0.019857606,0.00004966597,0.0049462034,0.24243866,0.022463566,0.013087269],"study_design_scores_gemma":[0.00011845229,0.0000075897474,0.77915454,0.000017171693,0.000013982459,0.0000020401783,0.01134474,0.000027897551,0.000028227447,0.01640868,0.19270271,0.00017399178],"about_ca_topic_score_codex":0.00533988,"about_ca_topic_score_gemma":0.0048923576,"teacher_disagreement_score":0.22602998,"about_ca_system_score_codex":0.00025955253,"about_ca_system_score_gemma":0.002287528,"threshold_uncertainty_score":0.98591834},"labels":[],"label_agreement":null},{"id":"W143986077","doi":"10.5206/eei.v19i2.7642","title":"Inclusion in French Immersion in Canada: One Parent’s Perspective","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Second Language Learning and Teaching","field":"Arts and Humanities","cited_by":39,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Nipissing University","funders":"","keywords":"Inclusion (mineral); Perspective (graphical); Pedagogy; Construct (python library); French immersion; Psychology; Diversity (politics); Sociology; Context (archaeology); Mathematics education; Developmental psychology; Social psychology; Computer science; History","score_opus":0.02510359558222923,"score_gpt":0.281623862186324,"score_spread":0.25652026660409477,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W143986077","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":[0.9248527,0.00017976304,0.000020230109,0.015161818,0.0012622532,0.00009064256,0.000017625145,0.000015497253,0.058399417],"genre_scores_gemma":[0.9933969,0.0000070541146,0.000071120856,0.0020456212,0.0011663535,0.000014957541,0.0002629891,0.000004899441,0.0030301518],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9989181,0.00008338795,0.0002624694,0.00021812286,0.00038496623,0.00013294519],"domain_scores_gemma":[0.99956954,0.000056918794,0.00008951388,0.000089936475,0.00015536192,0.00003875108],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002601141,0.00009137642,0.00009860992,0.00022886929,0.00016585978,0.00005690977,0.0001873982,0.000025404936,0.01110881],"category_scores_gemma":[0.00009420182,0.000099225435,0.000031573665,0.000054042946,0.000026203987,0.0002354177,0.0000726412,0.00024952818,0.000033323977],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000478706,0.0015608099,0.2171436,0.000011198249,0.000030221923,0.0000062525505,0.15933266,0.0004535877,0.00017372207,0.5196267,0.015995283,0.08561811],"study_design_scores_gemma":[0.0004173511,0.000019955782,0.9091266,0.00010447741,0.0000031679263,0.0000025737909,0.052139882,0.0002938737,0.00001032523,0.02019215,0.017495725,0.00019393163],"about_ca_topic_score_codex":0.92023885,"about_ca_topic_score_gemma":0.92296845,"teacher_disagreement_score":0.691983,"about_ca_system_score_codex":0.0021657357,"about_ca_system_score_gemma":0.000952075,"threshold_uncertainty_score":0.98979515},"labels":[],"label_agreement":null},{"id":"W1502368885","doi":"10.5206/eei.v20i2.7661","title":"Fostering Community and Civic Engagement in Low Income Multicultural Schools through Transformative Leadership","year":2010,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Transformative learning; Pedagogy; Neighbourhood (mathematics); Transformational leadership; Sociology; Democracy; Civic engagement; Citizenship; Community engagement; Multiculturalism; Political science; Public relations; Politics","score_opus":0.29841133054714347,"score_gpt":0.4567581934844601,"score_spread":0.15834686293731665,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1502368885","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":[0.8944435,0.00004247392,0.00013043192,0.09482049,0.002034017,0.00030099737,0.000012001751,0.00005338668,0.008162669],"genre_scores_gemma":[0.99561983,0.0000333894,0.0012213222,0.0011588933,0.00090555893,0.00015212635,0.00007898002,0.0000067763685,0.00082312396],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9982906,0.00062995974,0.00030483975,0.00017479589,0.00038841445,0.00021139071],"domain_scores_gemma":[0.99917287,0.00026640604,0.000102961225,0.00012503602,0.00024463361,0.00008811045],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014779988,0.00012368853,0.00011360561,0.00011907191,0.0005405002,0.00015782283,0.00029070175,0.00009064829,0.0010722674],"category_scores_gemma":[0.00063204305,0.00012921264,0.000046801477,0.00017270222,0.00034342083,0.0008797989,0.000077595636,0.00092774734,0.000057301055],"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":[0.000015323807,0.00056691986,0.15185076,0.000044426095,0.000033272223,1.0775709e-7,0.81076485,0.0000054542143,0.00029090373,0.026913516,0.0007689624,0.008745514],"study_design_scores_gemma":[0.00024434086,0.0000057865936,0.53751165,0.00005687232,0.0000035121939,0.0000012909238,0.4510398,0.000008585912,0.000027465796,0.004981046,0.0059971833,0.00012250707],"about_ca_topic_score_codex":0.0033153354,"about_ca_topic_score_gemma":0.0095340265,"teacher_disagreement_score":0.38566086,"about_ca_system_score_codex":0.000284322,"about_ca_system_score_gemma":0.00032234116,"threshold_uncertainty_score":0.9998409},"labels":[],"label_agreement":null},{"id":"W1503833494","doi":"10.5206/eei.v18i1.7616","title":"Cognitive Impairments of Children with SevereArithmetic Difficulties: Cognitive Deficit orDevelopmental Lag?","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Mount Saint Vincent University","funders":"","keywords":"Working memory; Cognition; Psychology; Short-term memory; Effects of sleep deprivation on cognitive performance; Audiology; Developmental psychology; Baddeley's model of working memory; Verbal memory; Cognitive skill; Spatial memory; Medicine","score_opus":0.028090880392723224,"score_gpt":0.31830857334956647,"score_spread":0.29021769295684324,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1503833494","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":[0.9873226,0.000018324874,0.0038597116,0.00022646265,0.00019451584,0.00057071104,0.0002717155,0.000059944203,0.007475994],"genre_scores_gemma":[0.9849336,0.000017592703,0.011177059,0.00020949282,0.00022394434,0.00015480709,0.000859143,0.000025698042,0.0023986236],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979102,0.00006782501,0.0005397879,0.0003682272,0.00089956936,0.00021439452],"domain_scores_gemma":[0.997793,0.0006237374,0.00031439177,0.00009863033,0.0010530505,0.000117142234],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00019498901,0.00025310792,0.0002807754,0.0001765965,0.00017632314,0.000023881932,0.00019876307,0.00007239372,0.0032055937],"category_scores_gemma":[0.0006692969,0.00021720864,0.00010310188,0.00022729878,0.0004037168,0.0002734328,0.0000995154,0.00015481091,0.00017969873],"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":[0.00052452326,0.010093911,0.9507784,0.00011810696,0.0016442991,0.000011811755,0.008050359,0.000001401434,0.0001516667,0.014475667,0.0071162945,0.007033563],"study_design_scores_gemma":[0.0016485142,0.00011076471,0.9745643,0.0004418673,0.00006690096,0.0004279752,0.003596767,0.0000055953806,0.0011132306,0.017632915,0.000029499395,0.00036164594],"about_ca_topic_score_codex":0.000054114254,"about_ca_topic_score_gemma":0.000016155374,"teacher_disagreement_score":0.023785928,"about_ca_system_score_codex":0.00019112974,"about_ca_system_score_gemma":0.0005206184,"threshold_uncertainty_score":0.99770564},"labels":[],"label_agreement":null},{"id":"W1506398803","doi":"10.5206/eei.v21i2.7673","title":"School Readiness for Gifted Children: Considering the Issues","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Psychology; Life span; Gifted education; Developmental psychology; Mathematics education; Pedagogy","score_opus":0.08391418143163308,"score_gpt":0.40396982753861976,"score_spread":0.32005564610698667,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1506398803","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":[0.9175922,0.00045134148,0.005034671,0.021170853,0.017958522,0.0013750937,0.00029816458,0.00019075008,0.035928354],"genre_scores_gemma":[0.94392896,0.00002596252,0.003378116,0.0034224666,0.0068130274,0.0016291069,0.0017104917,0.000038142192,0.0390537],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99847066,0.00013563923,0.00045246596,0.00041504749,0.00029431522,0.00023187259],"domain_scores_gemma":[0.99837214,0.00017147601,0.00024871848,0.00044160706,0.0006587011,0.00010736066],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00059450895,0.00018256516,0.00013124394,0.00015379098,0.00029300188,0.00007844783,0.0005181698,0.00009425232,0.023031957],"category_scores_gemma":[0.00029651413,0.00015861346,0.00011975285,0.00016468977,0.00018646568,0.00025891027,0.000039326027,0.00015600963,0.0005349918],"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":[0.00006309101,0.0007967365,0.58600956,0.0000072386265,0.00019279719,8.505803e-8,0.0035614867,0.0000013400764,0.000040800565,0.16553837,0.24183485,0.0019536344],"study_design_scores_gemma":[0.00040081353,0.000024055158,0.8980302,0.000019986323,0.000028912607,0.000017613389,0.002822687,0.0000049396363,0.00008704635,0.031880677,0.06649511,0.00018792415],"about_ca_topic_score_codex":0.00075536786,"about_ca_topic_score_gemma":0.0000562604,"teacher_disagreement_score":0.31202066,"about_ca_system_score_codex":0.00012836077,"about_ca_system_score_gemma":0.00033687518,"threshold_uncertainty_score":0.9778611},"labels":[],"label_agreement":null},{"id":"W1516311684","doi":"10.5206/eei.v17i2.7602","title":"The Recruitment and Description of UniversityStudents who Self-Report Difficulty Acquiring Early Reading Skills","year":2007,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":25,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta; Dalhousie University","funders":"","keywords":"Reading (process); Psychology; Developmental psychology; Medical education; Medicine; Linguistics","score_opus":0.030995674385408636,"score_gpt":0.36279170216464296,"score_spread":0.33179602777923434,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1516311684","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":[0.97720677,0.000049353926,0.0016512327,0.0007624602,0.0032250641,0.00027096688,0.000007931816,0.000036585265,0.016789641],"genre_scores_gemma":[0.9718352,0.000028997087,0.001196251,0.00008941607,0.00048727007,0.00003769274,0.00010725842,0.000007930742,0.026209995],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985968,0.000074742675,0.0004573095,0.00026696708,0.00043683246,0.00016734106],"domain_scores_gemma":[0.99890035,0.00020033766,0.0002992847,0.00018785319,0.0003349807,0.000077214325],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011202923,0.00010884341,0.00010035347,0.00014107667,0.00022431326,0.000079263526,0.00020846874,0.00006124794,0.00020789918],"category_scores_gemma":[0.00006997447,0.00009480996,0.000052444757,0.00011651085,0.00008121324,0.00018168948,0.00006432133,0.00009721039,0.000031188516],"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":[0.000061022736,0.0006078832,0.917304,0.000008722319,0.00025975727,0.000004713886,0.011790778,0.0000026059342,0.0005142471,0.044722788,0.005747201,0.01897631],"study_design_scores_gemma":[0.00024179653,0.000015211798,0.9351933,0.000048250135,0.000013651852,0.00005965595,0.0017673661,0.0000033685783,0.00007864882,0.00070504175,0.061783448,0.00009027664],"about_ca_topic_score_codex":0.00022614587,"about_ca_topic_score_gemma":0.000015928093,"teacher_disagreement_score":0.05603625,"about_ca_system_score_codex":0.00036941608,"about_ca_system_score_gemma":0.000107870874,"threshold_uncertainty_score":0.3866238},"labels":[],"label_agreement":null},{"id":"W1523293799","doi":"10.5206/eei.v17i2.7604","title":"University Students with a Significant Historyof Reading Difficulties:What Is and Is Not Compensated?","year":2007,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":96,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Nipissing University; University of Alberta","funders":"","keywords":"Spelling; Reading (process); Psychology; Reading disability; Dyslexia; Phonological awareness; Phonology; Cognitive psychology; Developmental psychology; Linguistics","score_opus":0.020531973797658486,"score_gpt":0.32946270996919974,"score_spread":0.30893073617154126,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1523293799","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":[0.98639166,0.000047701116,0.001215111,0.0040208576,0.0021014707,0.00017476163,0.00003840688,0.000046198096,0.00596384],"genre_scores_gemma":[0.9289747,0.000031010055,0.0012242888,0.0018618096,0.00036544938,0.000008640485,0.00016792965,0.000011636174,0.06735457],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985503,0.000058889236,0.00026378623,0.0004139819,0.00053231884,0.00018071118],"domain_scores_gemma":[0.99906987,0.0001251229,0.00017193958,0.00018139645,0.00032428876,0.00012737837],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00044601175,0.00014635443,0.000123885,0.00022071408,0.00016218252,0.00012299373,0.00025095424,0.00007135056,0.0039344532],"category_scores_gemma":[0.000011665054,0.00014528236,0.000040286166,0.00012663979,0.0001280229,0.00033516358,0.000047074518,0.00014368285,0.00020046653],"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":[0.0007401396,0.0015823486,0.773314,0.000024882645,0.0005091865,0.000016832035,0.06588635,0.0000031482855,0.0006607052,0.026729155,0.10013375,0.030399527],"study_design_scores_gemma":[0.0005358078,0.00002562973,0.7834948,0.00006493985,0.0000139959275,0.000026693717,0.00860414,0.000004571312,0.000076571036,0.00009912625,0.20688581,0.0001679247],"about_ca_topic_score_codex":0.00030248595,"about_ca_topic_score_gemma":0.000011713412,"teacher_disagreement_score":0.10675207,"about_ca_system_score_codex":0.0005496323,"about_ca_system_score_gemma":0.00012597881,"threshold_uncertainty_score":0.9969761},"labels":[],"label_agreement":null},{"id":"W1535331030","doi":"10.5206/eei.v24i1.7709","title":"Professional Development Needs for Educators Working with Children with Autism Spectrum Disorders in Inclusive School Environments","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":37,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Dalhousie University","funders":"Nova Scotia Health Research Foundation","keywords":"Autism; Professional development; Special needs; Inclusion (mineral); Psychology; Special education; Medical education; Faculty development; Focus group; Autism spectrum disorder; Mainstreaming; Pedagogy; Medicine; Developmental psychology; Sociology","score_opus":0.015941501932712297,"score_gpt":0.30717761410621025,"score_spread":0.29123611217349793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1535331030","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":[0.9447178,0.000010881453,0.0077470676,0.04260966,0.0009599703,0.0012764358,0.000018433308,0.000046881272,0.002612825],"genre_scores_gemma":[0.9905541,0.000009850832,0.002207254,0.0006722261,0.0004193945,0.0011534198,0.00026398935,0.00004256778,0.004677222],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99729556,0.00016354835,0.00039199245,0.00064555433,0.0010705767,0.00043278298],"domain_scores_gemma":[0.9991143,0.00021214361,0.00022616537,0.00025480532,0.000012500025,0.00018011949],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00038393537,0.0002595952,0.00016984469,0.0005821531,0.0003739646,0.000103195795,0.00056778925,0.000079597005,0.0010441742],"category_scores_gemma":[0.00016731952,0.00022982646,0.000045825327,0.00046015164,0.00021424447,0.00039066895,0.00015678939,0.00034171916,0.00013367442],"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":[0.0002155289,0.0015585311,0.82831436,0.000010877057,0.00003709685,1.3751574e-7,0.0013234293,0.00032432747,0.0002651804,0.16243938,0.00040407805,0.0051070503],"study_design_scores_gemma":[0.0012134577,0.00008020293,0.94533294,0.00010064545,0.000005336136,0.00001590598,0.00023896071,0.00017242633,0.0010067752,0.030178482,0.021322789,0.0003320767],"about_ca_topic_score_codex":0.000084847285,"about_ca_topic_score_gemma":0.00038651755,"teacher_disagreement_score":0.1322609,"about_ca_system_score_codex":0.0008918939,"about_ca_system_score_gemma":0.0014679263,"threshold_uncertainty_score":0.999869},"labels":[],"label_agreement":null},{"id":"W154874506","doi":"10.5206/eei.v17i3.7611","title":"The Characteristics and Experiences of CanadianStudents Receiving Special Education Services fora Learning Disability","year":2007,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Calgary; University of Alberta; Lakehead University","funders":"","keywords":"Learning disability; Psychology; Special education; Drop out; Perception; Medical education; Developmental psychology; Mathematics education; Pedagogy; Medicine","score_opus":0.022351440477436774,"score_gpt":0.3769145007234855,"score_spread":0.3545630602460487,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W154874506","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":[0.977834,0.00007381072,0.00006380375,0.0023996271,0.008109503,0.00023536077,0.000009366112,0.000018546734,0.011255997],"genre_scores_gemma":[0.99093175,0.0001240059,0.00022189671,0.00015919252,0.006035007,0.00008435309,0.00020866816,0.0000060773286,0.0022290533],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99831957,0.00015793156,0.0004430712,0.00022253173,0.00065926375,0.00019761773],"domain_scores_gemma":[0.99855417,0.00032756533,0.000350714,0.00012484197,0.00051271764,0.00013000602],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017545902,0.000095098534,0.00008707235,0.000069082314,0.00085938734,0.00017814049,0.00036863174,0.00006202047,0.0006523755],"category_scores_gemma":[0.00046105043,0.00009305758,0.000041167772,0.00017988622,0.0005931131,0.00046850438,0.000046886584,0.00012015595,0.000011098761],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018676097,0.00047358303,0.7789469,0.000017075317,0.000018568064,2.5439686e-8,0.13337533,7.777403e-7,0.00006016356,0.03148401,0.0009962831,0.054608647],"study_design_scores_gemma":[0.00003745177,0.00000684597,0.663767,0.000033199536,0.0000049284795,5.743337e-7,0.2792065,0.000006270261,0.000033508906,0.0021151106,0.054713983,0.00007466978],"about_ca_topic_score_codex":0.009823885,"about_ca_topic_score_gemma":0.022489952,"teacher_disagreement_score":0.14583117,"about_ca_system_score_codex":0.00065280107,"about_ca_system_score_gemma":0.0008856801,"threshold_uncertainty_score":0.9967698},"labels":[],"label_agreement":null},{"id":"W1555553239","doi":"10.5206/eei.v18i2.7624","title":"Compensating for Reading Difficulties:A Qualitative Investigation of University Students’ Experiencesof Influential Personal Characteristics","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta; Nipissing University","funders":"","keywords":"Reading (process); Psychology; Variety (cybernetics); Qualitative research; Sample (material); Mathematics education; Qualitative property; Data collection; Pedagogy; Social psychology; Computer science; Sociology","score_opus":0.10698814927330526,"score_gpt":0.4243262493218322,"score_spread":0.31733810004852697,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1555553239","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":[0.99252766,0.000007904485,0.0026310203,0.0012638511,0.0020839216,0.00037616017,0.00017424632,0.000037168527,0.00089804316],"genre_scores_gemma":[0.9915112,0.00003338727,0.0032119988,0.00013352893,0.0012086086,0.000052705756,0.0011106991,0.000007700647,0.0027301155],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9980295,0.00039430315,0.00040092983,0.00025578085,0.000758356,0.00016115303],"domain_scores_gemma":[0.9978055,0.00047449424,0.0004726784,0.000087747365,0.0010558844,0.00010374419],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010240661,0.000110392306,0.00014015814,0.0001707868,0.0006892994,0.00004400589,0.00038136097,0.00007383605,0.00057051965],"category_scores_gemma":[0.0006757923,0.00013886625,0.00009618407,0.00021257992,0.0006523137,0.0006090563,0.000045098775,0.00008414565,0.000014163179],"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":[0.00008431359,0.00058001466,0.44827017,0.000024017292,0.00006278719,1.3742093e-7,0.48605394,0.0000066628004,0.0023484086,0.05924129,0.0029968123,0.00033144926],"study_design_scores_gemma":[0.00041769052,0.00003051873,0.7246103,0.00006851903,0.000016648397,0.0000015361541,0.26108903,0.000078496596,0.00038559808,0.0017147245,0.011385226,0.00020167977],"about_ca_topic_score_codex":0.0012745666,"about_ca_topic_score_gemma":0.0001364811,"teacher_disagreement_score":0.27634016,"about_ca_system_score_codex":0.00069847534,"about_ca_system_score_gemma":0.00092195446,"threshold_uncertainty_score":0.624679},"labels":[],"label_agreement":null},{"id":"W1559430158","doi":"10.5206/eei.v18i1.7618","title":"Work-based Learning for Adolescentswith Learning Disabilities:Creating a Context for Success","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University; Dalhousie University","funders":"","keywords":"Negotiation; Context (archaeology); Perspective (graphical); Psychology; Work (physics); Learning disability; Pedagogy; Qualitative research; Special education; Medical education; Sociology; Developmental psychology; Engineering; Computer science; Medicine; Social science","score_opus":0.06575227299360634,"score_gpt":0.3873194041333013,"score_spread":0.32156713113969493,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1559430158","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":[0.9360156,0.000037657548,0.03064091,0.020621225,0.0036543051,0.0015823004,0.00004021402,0.00023208566,0.007175682],"genre_scores_gemma":[0.95952433,0.000010453036,0.0028896828,0.00082825747,0.0027988954,0.0014486613,0.0008418157,0.000023393397,0.03163451],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9979683,0.00022262841,0.0004524738,0.0004229539,0.0006080405,0.00032556255],"domain_scores_gemma":[0.9972701,0.0010514997,0.00023423857,0.00013686447,0.0011294746,0.00017780003],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010639483,0.00016100142,0.00017035285,0.000120968434,0.0016079491,0.00015256408,0.00032586177,0.00009654007,0.0023022243],"category_scores_gemma":[0.004516267,0.00018446408,0.00021500993,0.00020365517,0.00041648615,0.000357868,0.000021246047,0.00017507038,0.000055638357],"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":[0.00015282638,0.00088618975,0.922307,0.00004479302,0.000034517318,2.1465162e-8,0.017485682,0.0011229448,0.000009450156,0.035570733,0.012077808,0.010307993],"study_design_scores_gemma":[0.0011588703,0.00009078548,0.2528047,0.00013645159,0.000022158743,0.0000011692765,0.032586295,0.0005215523,0.0000350448,0.0031494608,0.70909226,0.00040125527],"about_ca_topic_score_codex":0.000733199,"about_ca_topic_score_gemma":0.00022829234,"teacher_disagreement_score":0.69701445,"about_ca_system_score_codex":0.0008593206,"about_ca_system_score_gemma":0.0017277412,"threshold_uncertainty_score":0.99969184},"labels":[],"label_agreement":null},{"id":"W1594582865","doi":"10.5206/eei.v22i2.7699","title":"Training, Inclusion, and Behaviour: Effect on Student–Teacher and Student–SEA Relationships for Students with Autism Spectrum Disorders","year":2012,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Inclusion (mineral); Psychology; Curriculum; Autism; Affect (linguistics); Mathematics education; Student teacher; Quality (philosophy); Teacher education; Medical education; Developmental psychology; Pedagogy; Medicine; Social psychology","score_opus":0.03629608144247688,"score_gpt":0.42186515328033847,"score_spread":0.3855690718378616,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1594582865","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":[0.9768423,0.00012304033,0.00033782123,0.015763955,0.0011600457,0.0007763316,0.000035652647,0.00005839798,0.0049024685],"genre_scores_gemma":[0.9945498,0.000047351066,0.0003191936,0.00021169914,0.0011504717,0.0002607229,0.00017628777,0.000016699278,0.003267789],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9976407,0.0005527024,0.00023911265,0.0003130101,0.0010085864,0.0002458541],"domain_scores_gemma":[0.9990048,0.00043236298,0.0001618709,0.000118239856,0.00008592379,0.00019680437],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.002675994,0.00016675147,0.00014364738,0.00016842075,0.0021373804,0.00018048982,0.00025478908,0.0000943805,0.0002865212],"category_scores_gemma":[0.00027422636,0.00015149546,0.000039961265,0.0001529056,0.00022967432,0.00051885966,0.00023330153,0.00024641678,0.000010137906],"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":[0.00004643517,0.0008025012,0.8539618,0.0000038262183,0.000044125165,4.1628873e-8,0.067479976,0.000003823475,0.00000471949,0.07370857,0.00085062685,0.0030935563],"study_design_scores_gemma":[0.0006665559,0.00017358808,0.9634878,0.00004535632,0.000034914967,0.0000013152436,0.008687305,0.0000067710157,0.0000019507183,0.005493588,0.021226656,0.00017418302],"about_ca_topic_score_codex":0.00045938778,"about_ca_topic_score_gemma":0.00143058,"teacher_disagreement_score":0.109526016,"about_ca_system_score_codex":0.00052901765,"about_ca_system_score_gemma":0.00021620069,"threshold_uncertainty_score":0.9991617},"labels":[],"label_agreement":null},{"id":"W1600669815","doi":"10.5206/eei.v21i3.7682","title":"The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":290,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Concordia University of Edmonton","funders":"","keywords":"Inclusion (mineral); Scale (ratio); Perception; Psychology; Service (business); Medical education; Pedagogy; Mathematics education; Social psychology; Medicine; Geography; Marketing; Business","score_opus":0.043425592757603416,"score_gpt":0.3951702356607048,"score_spread":0.35174464290310137,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1600669815","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":[0.91521776,0.000455412,0.0013546022,0.03469238,0.00638205,0.0017016146,0.00009071001,0.00013680982,0.039968647],"genre_scores_gemma":[0.9724852,0.0005208047,0.0023542845,0.003384383,0.0034858412,0.0007430276,0.00048122264,0.000020514153,0.016524713],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99750596,0.00027986447,0.0005908315,0.00047367136,0.00084534305,0.00030431672],"domain_scores_gemma":[0.9971987,0.00022811962,0.0003290262,0.00032887506,0.0016512222,0.00026405795],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0019525256,0.00020167725,0.00016653382,0.00012771777,0.0047358572,0.00024437168,0.0006243025,0.00015990333,0.0028986293],"category_scores_gemma":[0.00060530053,0.00018823025,0.00013841702,0.00024992437,0.00048962387,0.0005674957,0.00037220033,0.00019924161,0.00007380418],"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":[0.00016745566,0.0040339846,0.43819854,0.000086879634,0.00009691933,6.918807e-8,0.28735995,0.000006989528,0.0003612901,0.14587937,0.05053523,0.07327334],"study_design_scores_gemma":[0.00032506575,0.000015938904,0.58432466,0.00010362846,0.000031897405,0.0000026581451,0.0420492,0.00004898266,0.000023128117,0.013676088,0.35914916,0.00024959832],"about_ca_topic_score_codex":0.0038913172,"about_ca_topic_score_gemma":0.0038971873,"teacher_disagreement_score":0.30861393,"about_ca_system_score_codex":0.0009056488,"about_ca_system_score_gemma":0.0026955865,"threshold_uncertainty_score":0.99801284},"labels":[],"label_agreement":null},{"id":"W1607548500","doi":"10.5206/eei.v18i3.7632","title":"Stress Appraisal and Coping in Siblings of Childrenwith Special Needs","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Coping (psychology); Sibling; Psychology; Feeling; Special needs; Wishful thinking; Developmental psychology; Sibling relationship; Clinical psychology; Social psychology; Psychiatry","score_opus":0.04497459312331769,"score_gpt":0.39978607504546665,"score_spread":0.35481148192214895,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1607548500","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":[0.9671697,0.000060215025,0.00015434356,0.0020323677,0.0018553389,0.00014831516,0.00006759316,0.000013263182,0.028498836],"genre_scores_gemma":[0.9950639,0.000016470007,0.000218441,0.00017189395,0.0024045475,0.00005542425,0.00031087053,0.0000073036326,0.0017511257],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987419,0.000091600275,0.000377599,0.00023875729,0.0003998775,0.00015024445],"domain_scores_gemma":[0.9992408,0.00022858565,0.00010028734,0.00015873331,0.00020100852,0.00007059847],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003030284,0.0000939809,0.0001313744,0.00039827783,0.00005982874,0.000015371863,0.00018424804,0.00007887084,0.008299177],"category_scores_gemma":[0.00020878778,0.000102177335,0.000046986108,0.00027906508,0.0003272131,0.00018138555,0.000051482395,0.0001725236,0.000072020644],"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":[0.00008578783,0.0009130297,0.9373465,0.0000137238685,0.000025474461,8.275589e-7,0.0047421753,0.000010918987,0.0000777069,0.04290319,0.011834298,0.002046353],"study_design_scores_gemma":[0.00047409238,0.00002538505,0.99027574,0.000022592454,0.0000021665128,0.000033394437,0.004162368,0.00001268876,0.000054144843,0.0014731579,0.0033732736,0.00009097149],"about_ca_topic_score_codex":0.00094237394,"about_ca_topic_score_gemma":0.0000802181,"teacher_disagreement_score":0.05292925,"about_ca_system_score_codex":0.000073278556,"about_ca_system_score_gemma":0.00028205992,"threshold_uncertainty_score":0.99260736},"labels":[],"label_agreement":null},{"id":"W164161412","doi":"10.5206/eei.v18i2.7621","title":"ADHD Assessment and Diagnosis in Canada: An Inconsistent but Fixable Process","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Attention Deficit Hyperactivity Disorder","field":"Medicine","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Medical diagnosis; Psychology; Attention deficit; Attention deficit hyperactivity disorder; Psychological intervention; Psychiatry; Clinical psychology; Medicine; Pathology","score_opus":0.07386839756729895,"score_gpt":0.3972231782618994,"score_spread":0.32335478069460044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W164161412","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":[0.98460233,0.000063204105,0.00008830282,0.0126711475,0.0005650152,0.00027098268,0.000040793955,0.000019863633,0.0016783468],"genre_scores_gemma":[0.99555475,0.0000762608,0.0007586132,0.0011105301,0.00041585948,0.00034486296,0.00046280536,0.000012511748,0.0012637962],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985546,0.00006090557,0.00033526003,0.00032328346,0.00058762525,0.00013831034],"domain_scores_gemma":[0.9990952,0.00007923026,0.00011180373,0.00016542441,0.0004089679,0.00013936606],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00015467289,0.00012173831,0.00016722319,0.00014822803,0.00009462707,0.000019991361,0.00008762209,0.00004592957,0.0023130826],"category_scores_gemma":[0.00011450562,0.00013090266,0.000035233235,0.00013503875,0.00006461674,0.00037284454,0.000028582774,0.00018700844,0.000014815867],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000023623697,0.0010040964,0.99420786,0.00002921987,0.00002954086,0.0000057739067,0.00029930816,0.00009199236,0.00005705572,0.0004479869,0.0021420221,0.0016614997],"study_design_scores_gemma":[0.0006013272,0.00002497764,0.99092317,0.000045973273,0.00001188888,0.00019378337,0.0046078144,0.00064131425,0.000017917631,0.00037286652,0.002433176,0.00012580198],"about_ca_topic_score_codex":0.3052335,"about_ca_topic_score_gemma":0.17104168,"teacher_disagreement_score":0.13419181,"about_ca_system_score_codex":0.0014647606,"about_ca_system_score_gemma":0.006579208,"threshold_uncertainty_score":0.9990526},"labels":[],"label_agreement":null},{"id":"W1717499822","doi":"10.5206/eei.v25i3.7728","title":"Language Accessibility in the Classroom: How UDL Can Promote Success for Linguistically Diverse Learners","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Universal Design for Learning; Relevance (law); Set (abstract data type); Computer science; Mathematics education; Inclusion (mineral); Pedagogy; Psychology","score_opus":0.0606727901612246,"score_gpt":0.41507690499882677,"score_spread":0.35440411483760215,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1717499822","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":[0.95235515,0.000039224113,0.0017129,0.024283404,0.004750578,0.0005260045,0.00010801871,0.000041614545,0.01618309],"genre_scores_gemma":[0.98021865,0.0000010266355,0.0018623068,0.0011640119,0.0018347156,0.00043354882,0.00084445224,0.0000108998265,0.01363038],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984507,0.00021421119,0.0003027994,0.00037691908,0.00045287944,0.00020250324],"domain_scores_gemma":[0.9988123,0.0002467292,0.00014603978,0.00027824487,0.0004209772,0.00009568682],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013633184,0.00013020643,0.000115118375,0.00013288956,0.000079454854,0.00017927714,0.0005333652,0.00008016181,0.000711376],"category_scores_gemma":[0.001210133,0.00010578076,0.00006929202,0.00013151103,0.00008539618,0.00014272671,0.00004157328,0.00018997482,0.00007627286],"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":[0.00022681778,0.0015124091,0.7139134,0.000028780512,0.000092594404,0.0000048887887,0.07153371,0.000016828335,0.000038547845,0.06845992,0.110927776,0.03324431],"study_design_scores_gemma":[0.0007977941,0.000035512825,0.89150965,0.000028743738,0.000011092717,0.000014034062,0.015033317,0.000091834125,0.000010997466,0.010045519,0.08223907,0.00018244777],"about_ca_topic_score_codex":0.0005195653,"about_ca_topic_score_gemma":0.00016631991,"teacher_disagreement_score":0.17759623,"about_ca_system_score_codex":0.00036276996,"about_ca_system_score_gemma":0.00044828124,"threshold_uncertainty_score":0.7789069},"labels":[],"label_agreement":null},{"id":"W1811980986","doi":"10.5206/eei.v25i3.7729","title":"An Exploration of a Community-Based LEGO® Social-Skills Program for Youth with Autism Spectrum Disorder","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Socialization; Autism spectrum disorder; Psychology; Autism; Intervention (counseling); Social skills; Psychological intervention; Developmental psychology; Perception; Psychiatry","score_opus":0.13284165355101193,"score_gpt":0.41942560940757995,"score_spread":0.28658395585656804,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1811980986","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":[0.84174347,0.000008190233,0.09313657,0.059339847,0.0006069497,0.0017362415,0.00047811845,0.0002317208,0.0027188696],"genre_scores_gemma":[0.9929271,0.0000020905281,0.0031542825,0.00057502615,0.00035986732,0.0008569925,0.0017048909,0.000034929068,0.00038484094],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9975493,0.00049720943,0.00039425184,0.00032364856,0.00097534637,0.00026026345],"domain_scores_gemma":[0.9988387,0.00018077806,0.00029557446,0.00035015473,0.00019264247,0.00014211833],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006799265,0.00018260563,0.00017523604,0.0002853981,0.0003491952,0.0001426153,0.0006166694,0.00008160546,0.00021718946],"category_scores_gemma":[0.00024439036,0.00018048013,0.000083859464,0.00039360276,0.0003436064,0.0013279298,0.000048579866,0.00026309208,0.000033093333],"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":[0.00069527887,0.01806801,0.017466962,0.000097171964,0.00004851575,3.8432304e-7,0.021691183,0.0018240548,0.002080065,0.92484146,0.001757743,0.011429152],"study_design_scores_gemma":[0.008812531,0.0035586336,0.16095245,0.00014226412,0.00008860904,0.000018500317,0.024312474,0.0067898207,0.016287418,0.7461284,0.03147998,0.0014289217],"about_ca_topic_score_codex":0.00040949826,"about_ca_topic_score_gemma":0.00020465306,"teacher_disagreement_score":0.17871307,"about_ca_system_score_codex":0.00027423003,"about_ca_system_score_gemma":0.0011548856,"threshold_uncertainty_score":0.73597664},"labels":[],"label_agreement":null},{"id":"W182126215","doi":"10.5206/eei.v22i1.7688","title":"Effects of the Learning Opportunities Task Force (LOTF) Programs on Postsecondary Students with Learning Disabilities","year":2012,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Postsecondary education; Psychology; Learning disability; Task (project management); Drop out; Task force; Medical education; Retention rate; Mathematics education; Higher education; Pedagogy; Developmental psychology; Medicine; Political science; Computer science","score_opus":0.045117963139296224,"score_gpt":0.3674683304139122,"score_spread":0.32235036727461597,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W182126215","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":[0.9694977,0.00003928025,0.000042877284,0.0074520507,0.0022947192,0.00050076016,0.000004757255,0.000058608628,0.02010929],"genre_scores_gemma":[0.95406234,0.000024232619,0.000054759505,0.0004453935,0.0011060125,0.0002541914,0.000103336024,0.000012944382,0.04393676],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99752444,0.00053711096,0.00029079293,0.00019560479,0.0011994824,0.00025259642],"domain_scores_gemma":[0.99864197,0.0004683413,0.00022867956,0.00014864194,0.00036877618,0.00014357954],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009099632,0.00013323296,0.000119682496,0.00007351239,0.00054368336,0.00012018076,0.00043050133,0.00005872844,0.0011840153],"category_scores_gemma":[0.00090737233,0.00010556047,0.0001012722,0.00015219755,0.00060814095,0.0004632243,0.00006675146,0.00023862206,0.000049990806],"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":[0.00003146038,0.0017743747,0.8801317,0.000042969965,0.000055175024,1.8586237e-8,0.03460137,0.000047531532,0.000027979173,0.07430569,0.0010907057,0.007890978],"study_design_scores_gemma":[0.0002472167,0.00010461887,0.78351116,0.00014553123,0.000023561646,0.0000013618721,0.08443322,0.0000029069083,0.00009828224,0.0015316312,0.12973052,0.00016998772],"about_ca_topic_score_codex":0.0005735708,"about_ca_topic_score_gemma":0.00010687326,"teacher_disagreement_score":0.12863982,"about_ca_system_score_codex":0.00045772383,"about_ca_system_score_gemma":0.0006373809,"threshold_uncertainty_score":0.99972904},"labels":[],"label_agreement":null},{"id":"W1857674135","doi":"10.5206/eei.v19i3.7649","title":"Reconsidering the Education of Gifted Young Children","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Creativity in Education and Neuroscience","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Early childhood; Gifted education; Psychology; Early childhood education; Developmental psychology; Representation (politics); Intellectual development; Child development; Mathematics education; Cognitive development; Pedagogy; Cognition","score_opus":0.07663319352715811,"score_gpt":0.3832701849939817,"score_spread":0.30663699146682355,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1857674135","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":[0.901963,0.00011192257,0.0004628883,0.017576495,0.008036562,0.00030747478,0.000028429127,0.000050903716,0.071462356],"genre_scores_gemma":[0.9808681,0.000015919597,0.00043968344,0.002668117,0.0013710024,0.00008700524,0.0001609754,0.000007333163,0.014381887],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99861777,0.0001443027,0.00040560073,0.00031211265,0.0003775964,0.00014260956],"domain_scores_gemma":[0.99873435,0.00012850933,0.00029114843,0.00038724442,0.00039160988,0.00006714915],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003904951,0.00012210308,0.000104635634,0.00018576974,0.00015435014,0.00005977918,0.000437352,0.000057707926,0.0056113037],"category_scores_gemma":[0.00027400308,0.00010865824,0.000091267015,0.00029983599,0.00016210925,0.00023556515,0.000022324833,0.00016030343,0.00018396086],"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":[0.000056793724,0.004018421,0.38446078,0.0000048854135,0.000063503285,1.15513664e-7,0.0070293867,0.000022559158,0.003556751,0.29149598,0.19791877,0.11137205],"study_design_scores_gemma":[0.00012456212,0.00002626862,0.97852105,0.000020615671,0.000010255652,0.000083745676,0.0016240058,0.000010381266,0.00029753215,0.01203699,0.0071346746,0.00010993597],"about_ca_topic_score_codex":0.0000915324,"about_ca_topic_score_gemma":0.000009663923,"teacher_disagreement_score":0.59406024,"about_ca_system_score_codex":0.00011079933,"about_ca_system_score_gemma":0.00059729395,"threshold_uncertainty_score":0.99529773},"labels":[],"label_agreement":null},{"id":"W185827608","doi":"10.5206/eei.v19i2.7640","title":"Critical Literacy: Deaf Adults Speak Out","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"American Sign Language; Variety (cybernetics); Literacy; Psychology; Sign language; Pedagogy; Meaning (existential); Class (philosophy); Emphasis (telecommunications); Sign (mathematics); Action (physics); Mathematics education; Linguistics; Computer science","score_opus":0.032413722279861786,"score_gpt":0.44430579067605985,"score_spread":0.4118920683961981,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W185827608","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":[0.6607598,0.0002624903,0.0052192374,0.08824792,0.009901787,0.0003447606,0.00004723109,0.0002832021,0.23493356],"genre_scores_gemma":[0.9754216,0.000009927994,0.0025503428,0.0036111053,0.0027045726,0.000084213374,0.00051693706,0.000010756474,0.015090509],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9984797,0.00016214135,0.00041083325,0.0003341002,0.00039619335,0.00021699278],"domain_scores_gemma":[0.9986139,0.00016216656,0.00009744525,0.00047298646,0.0005220188,0.00013146726],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00035231054,0.00014085334,0.00010801879,0.00016035406,0.00013469948,0.000140028,0.00045375712,0.000101256956,0.014484479],"category_scores_gemma":[0.0002789146,0.00015572441,0.00010050509,0.00010586195,0.00007501107,0.00044928852,0.0000382585,0.00022483441,0.003218402],"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":[0.00021388498,0.003554292,0.061166387,0.000009086769,0.00005787105,0.0000015612494,0.0080976635,0.0000030705394,0.00023123747,0.570225,0.11430003,0.24213995],"study_design_scores_gemma":[0.0003336075,0.00006575469,0.84633565,0.00004890614,0.000008247102,0.000022069135,0.0003833332,0.00007272237,0.000014295683,0.028479965,0.124066666,0.00016877952],"about_ca_topic_score_codex":0.00007214263,"about_ca_topic_score_gemma":0.000007052204,"teacher_disagreement_score":0.78516924,"about_ca_system_score_codex":0.00019144634,"about_ca_system_score_gemma":0.00016364518,"threshold_uncertainty_score":0.9975577},"labels":[],"label_agreement":null},{"id":"W18934430","doi":"10.5206/eei.v21i3.7679","title":"Bullying and Victimization among Students in Special Education and General Education Curricula","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Bullying, Victimization, and Aggression","field":"Psychology","cited_by":94,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Special education; General education; Psychology; Curriculum; Inclusion (mineral); Mainstreaming; Developmental psychology; Pedagogy; Social psychology","score_opus":0.021588954802040008,"score_gpt":0.3441960316834889,"score_spread":0.3226070768814489,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W18934430","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":[0.9663324,0.00032909217,0.0009898236,0.0005783051,0.0085518705,0.0005095291,0.000012931743,0.000053309774,0.022642788],"genre_scores_gemma":[0.9799597,0.00018988339,0.0041203117,0.0007603142,0.0054232287,0.00045665534,0.000711734,0.000032934324,0.008345188],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979467,0.0002076071,0.0005729659,0.0006098713,0.00044698245,0.00021587302],"domain_scores_gemma":[0.99877256,0.000043521326,0.00036103695,0.00022678831,0.00043678947,0.00015931389],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00040904304,0.0002367817,0.00017427519,0.000536678,0.00021023412,0.00015253216,0.00025525308,0.000185341,0.005756353],"category_scores_gemma":[0.00010286898,0.00026251381,0.00004611454,0.00029572542,0.0001533334,0.00072507234,0.00009207127,0.00021447349,0.0000664592],"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":[0.000047249465,0.002111665,0.9233095,0.000016192416,0.000028861596,3.7951386e-7,0.008394474,0.000014269546,0.000029640556,0.02646044,0.0086401645,0.030947188],"study_design_scores_gemma":[0.00048013477,0.000023077397,0.98387855,0.0001611857,0.00002172513,0.000036628564,0.0033310195,0.00015963752,0.000011176484,0.0062807356,0.005353791,0.00026230633],"about_ca_topic_score_codex":0.0014306579,"about_ca_topic_score_gemma":0.00016421487,"teacher_disagreement_score":0.060569108,"about_ca_system_score_codex":0.00024094468,"about_ca_system_score_gemma":0.00046363063,"threshold_uncertainty_score":0.9999827},"labels":[],"label_agreement":null},{"id":"W1899621676","doi":"10.5206/eei.v23i1.7704","title":"Canadian In-service Teachers’ Concerns, Efficacy, and Attitudes about Inclusive Teaching","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":112,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Winnipeg","funders":"","keywords":"Inclusion (mineral); Special education; Psychology; Mathematics education; Self-efficacy; Teacher education; Pedagogy; Teacher preparation; Service (business); Medical education; Medicine; Social psychology","score_opus":0.06637203613373334,"score_gpt":0.4308485829425728,"score_spread":0.36447654680883945,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1899621676","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":[0.6281087,0.00016006907,0.00008033548,0.32025334,0.001835114,0.00022637132,0.000011084059,0.000052057632,0.049272962],"genre_scores_gemma":[0.9873509,0.000037948386,0.00052672165,0.00566761,0.002818536,0.000065673594,0.00009791077,0.000009629806,0.0034251004],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983713,0.00044130208,0.0002520603,0.00029655348,0.00039149812,0.00024725887],"domain_scores_gemma":[0.99899703,0.00028558992,0.00010189752,0.00012044539,0.00026004153,0.00023497407],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0013849435,0.00011911127,0.00011778242,0.0002456337,0.00050049287,0.00015271934,0.0003034349,0.000097720054,0.0011018167],"category_scores_gemma":[0.0010432707,0.00013825524,0.000029363586,0.00015269834,0.00018374262,0.0003191946,0.00004350841,0.00029471528,0.00011582462],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000449619,0.00020309447,0.6142205,0.000007493525,0.000023975623,9.4851025e-8,0.20494314,0.000008700293,0.000012846753,0.15155144,0.008971391,0.020052824],"study_design_scores_gemma":[0.00019057859,0.0000040003806,0.6530632,0.00003664292,0.0000038104517,6.961121e-7,0.03774034,0.000009093169,6.8698347e-7,0.0018709153,0.30696553,0.000114552],"about_ca_topic_score_codex":0.32392412,"about_ca_topic_score_gemma":0.57392627,"teacher_disagreement_score":0.3592422,"about_ca_system_score_codex":0.0011952237,"about_ca_system_score_gemma":0.0015330801,"threshold_uncertainty_score":0.9998113},"labels":[],"label_agreement":null},{"id":"W194448277","doi":"10.5206/eei.v21i3.7681","title":"The Relevance of Cultural Sensitivity in Early Intervention","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Mount Saint Vincent University; Simon Fraser University","funders":"","keywords":"Intervention (counseling); Cultural sensitivity; Psychology; Cultural diversity; Relevance (law); Diversity (politics); Nova scotia; Cultural competence; Medical education; Developmental psychology; Social psychology; Pedagogy; Medicine; Sociology; Psychotherapist; Anthropology; Psychiatry","score_opus":0.07820064688922247,"score_gpt":0.41556376872243433,"score_spread":0.3373631218332119,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W194448277","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":[0.9636669,0.0000674079,0.0002869076,0.00087786553,0.0021103586,0.00016501162,0.000020681102,0.000014673112,0.03279019],"genre_scores_gemma":[0.9945395,0.000009011676,0.0001734923,0.00006487839,0.00025998103,0.00010635797,0.00007345914,0.0000052065475,0.004768117],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99862313,0.00026120144,0.00041356392,0.0002214833,0.0003289584,0.00015165225],"domain_scores_gemma":[0.9989303,0.00025415438,0.00014017391,0.00024389673,0.00038961912,0.000041863343],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011156215,0.00007827558,0.00008376947,0.000082828155,0.000065662694,0.00002170534,0.00021893498,0.000060561797,0.0030968338],"category_scores_gemma":[0.00037448044,0.000064297616,0.00010119792,0.00015143736,0.00027690464,0.0002351708,0.00004845139,0.00017406892,0.0002534758],"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":[0.00019738762,0.0011078134,0.85592484,0.0000075993903,0.000033639706,7.772099e-7,0.004926989,0.0000015161012,0.00017822439,0.11711839,0.004067691,0.01643511],"study_design_scores_gemma":[0.00021824025,0.0000282467,0.9763599,0.000019900808,0.000002299954,0.000007304246,0.0068336255,0.000012627125,0.00017484401,0.013957933,0.0023228172,0.000062228755],"about_ca_topic_score_codex":0.005411851,"about_ca_topic_score_gemma":0.0011814109,"teacher_disagreement_score":0.12043507,"about_ca_system_score_codex":0.00012454097,"about_ca_system_score_gemma":0.00008203767,"threshold_uncertainty_score":0.9978145},"labels":[],"label_agreement":null},{"id":"W1974078227","doi":"10.5206/eei.v18i1.7617","title":"The Optimistic Self-Efficacy Beliefs of Studentswith Learning Disabilities","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Perfectionism, Procrastination, Anxiety Studies","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Procrastination; Optimism; Psychology; Spelling; Learning disability; Academic achievement; Mathematics education; Developmental psychology; Social psychology","score_opus":0.02892516385711232,"score_gpt":0.36056787729812045,"score_spread":0.33164271344100815,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1974078227","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":[0.9611179,0.00038635396,0.0012700757,0.004263751,0.0047981218,0.00035666372,0.000023024277,0.00017331162,0.02761079],"genre_scores_gemma":[0.963238,0.0002038621,0.0005296849,0.000105307874,0.001498509,0.00027514328,0.00011337428,0.000017795855,0.034018338],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980579,0.00021003226,0.0005267198,0.00033579336,0.00066657166,0.00020297915],"domain_scores_gemma":[0.9976328,0.00087139575,0.00030064155,0.0002566963,0.0008809877,0.00005746648],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00048785555,0.00016443696,0.0001508548,0.000097723925,0.0009251148,0.00004407094,0.00039969297,0.0000641676,0.0018061305],"category_scores_gemma":[0.0009603776,0.00014279231,0.00012461694,0.00019169936,0.00045925184,0.00017293329,0.00007956411,0.00023005324,0.00026981256],"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":[0.00008103945,0.0037539594,0.84372026,0.000022066306,0.0006382337,4.4660263e-7,0.033270027,0.00047667942,0.00005145559,0.07147871,0.042318083,0.0041890177],"study_design_scores_gemma":[0.00041821375,0.000056173376,0.9440582,0.00001605212,0.000019696035,0.00005184977,0.0076471567,0.000036100773,0.00001398001,0.0013734004,0.046169277,0.00013993251],"about_ca_topic_score_codex":0.00016618834,"about_ca_topic_score_gemma":0.000023097535,"teacher_disagreement_score":0.10033788,"about_ca_system_score_codex":0.00029192938,"about_ca_system_score_gemma":0.00029210886,"threshold_uncertainty_score":0.99910635},"labels":[],"label_agreement":null},{"id":"W198566361","doi":"10.5206/eei.v24i2.7713","title":"Transition Follow-up System Development for Youth with Disabilities: Stakeholders’ Perspectives","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"","keywords":"Confidentiality; Government (linguistics); Data collection; Focus group; Qualitative research; Population; Service provider; Public relations; Special education; Medical education; Psychology; Service (business); Political science; Sociology; Business; Pedagogy; Medicine","score_opus":0.09833145259354575,"score_gpt":0.34714244307113734,"score_spread":0.2488109904775916,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W198566361","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":[0.88787454,0.000016714579,0.05426676,0.021337822,0.0040855585,0.0010821414,0.0001115621,0.0002393612,0.030985553],"genre_scores_gemma":[0.9859228,0.000003018897,0.0033284926,0.00033553972,0.002083202,0.000633237,0.0006993424,0.000016562135,0.0069777635],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.9980346,0.00019854688,0.00035923292,0.00042134154,0.00074615044,0.00024014397],"domain_scores_gemma":[0.99833196,0.00024866927,0.00013262175,0.00019156354,0.0009277878,0.00016737316],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011224762,0.00015311778,0.00014212859,0.00011262406,0.00063482224,0.00018728361,0.0002694884,0.000071522925,0.0011093835],"category_scores_gemma":[0.00043765255,0.00015224646,0.000102131315,0.0001437222,0.00031697715,0.00040371376,0.000011272509,0.00007394641,0.000071289716],"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":[0.00013302869,0.00095747056,0.011425931,0.00006944713,0.00008769423,1.023122e-8,0.45098191,0.000064739404,0.000008434923,0.52361757,0.0051724375,0.007481309],"study_design_scores_gemma":[0.00069001305,0.000052881976,0.015844624,0.00009004212,0.00002580014,9.3874945e-7,0.8512262,0.000053420485,0.000020793546,0.0024167872,0.12931587,0.0002625896],"about_ca_topic_score_codex":0.0007110378,"about_ca_topic_score_gemma":0.000924289,"teacher_disagreement_score":0.52120084,"about_ca_system_score_codex":0.001544581,"about_ca_system_score_gemma":0.0014232575,"threshold_uncertainty_score":0.9998037},"labels":[],"label_agreement":null},{"id":"W201568772","doi":"10.5206/eei.v22i2.7696","title":"Reform and Change in Inclusive Education: A Tribute to Judy Lupart","year":2012,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Tribute; Sociology; Political science; Inclusion (mineral); Pedagogy; Gender studies; Law","score_opus":0.04111506716006802,"score_gpt":0.43487432409427984,"score_spread":0.3937592569342118,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W201568772","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":[0.8172476,0.00032627303,0.00013496337,0.13415436,0.004498178,0.00055855245,0.000038393027,0.000047298203,0.042994324],"genre_scores_gemma":[0.9816019,0.000079067504,0.0008282881,0.0033229492,0.0065205796,0.00041910875,0.0001704111,0.0000074433387,0.0070502316],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998577,0.00024215117,0.00025229843,0.00021586326,0.00048647533,0.00022620762],"domain_scores_gemma":[0.9990388,0.00006691632,0.00009746554,0.00011746058,0.00044393464,0.00023540427],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012621447,0.00010249494,0.000102172846,0.0002803114,0.00042039907,0.00008155065,0.00019897035,0.00007216161,0.0015072416],"category_scores_gemma":[0.0004348109,0.00011020447,0.000029350353,0.00042852527,0.00008500414,0.0010509806,0.00014096696,0.00013519845,0.0001334808],"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":[0.00004640343,0.0015224412,0.4572983,0.000010443733,0.000012986964,1.3095304e-7,0.16894686,9.619861e-7,0.00015822379,0.2633953,0.034444194,0.07416373],"study_design_scores_gemma":[0.00010495334,0.000011083952,0.51687557,0.000042552725,0.0000027879598,0.0000022120796,0.013812378,0.0000051749157,0.00001198246,0.0024979664,0.4665188,0.00011453181],"about_ca_topic_score_codex":0.012482744,"about_ca_topic_score_gemma":0.0072159953,"teacher_disagreement_score":0.4320746,"about_ca_system_score_codex":0.0028031345,"about_ca_system_score_gemma":0.0009752617,"threshold_uncertainty_score":0.9994055},"labels":[],"label_agreement":null},{"id":"W202168058","doi":"10.5206/eei.v24i1.7707","title":"Bridging Literacy Acquisition and Self-regulated Learning: Using a SRL Framework to Support Struggling Readers","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Reading (process); Fluency; Psychology; Bridging (networking); Reading comprehension; Literacy; Set (abstract data type); Mathematics education; Context (archaeology); Pedagogy; Computer science; Linguistics","score_opus":0.020086797131833974,"score_gpt":0.3682403239310211,"score_spread":0.3481535267991871,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W202168058","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":[0.9238834,0.000021600128,0.067334734,0.0028854213,0.0030100944,0.00018018507,0.000010263411,0.00015450164,0.0025198325],"genre_scores_gemma":[0.9630474,0.0000025282438,0.029659795,0.0013948977,0.0021661136,0.00006424253,0.00042986183,0.000025891248,0.0032092803],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981666,0.00021164115,0.0004631483,0.00051110104,0.000394968,0.00025250332],"domain_scores_gemma":[0.99883205,0.00018309185,0.00020086275,0.00020716822,0.00039616795,0.00018067239],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00068041804,0.00018619777,0.00016014373,0.00034111695,0.0002450659,0.00023695936,0.00017767341,0.00012242403,0.002914111],"category_scores_gemma":[0.00021686018,0.00021402499,0.000058047186,0.00022270135,0.00003967161,0.00032379705,0.000058939477,0.00025643685,0.00028902813],"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":[0.00019124633,0.0012640752,0.557844,0.00006808469,0.00045572844,0.000003025284,0.10997377,0.0017564856,0.00115094,0.07674241,0.01156751,0.23898277],"study_design_scores_gemma":[0.00051657204,0.00009666309,0.9016237,0.00028063814,0.000036949055,0.00014625819,0.0017457376,0.006017757,0.000069188005,0.006491692,0.08245923,0.0005156066],"about_ca_topic_score_codex":0.00017967759,"about_ca_topic_score_gemma":0.0000018535249,"teacher_disagreement_score":0.34377974,"about_ca_system_score_codex":0.0003225158,"about_ca_system_score_gemma":0.00016817173,"threshold_uncertainty_score":0.99799734},"labels":[],"label_agreement":null},{"id":"W20319088","doi":"10.5206/eei.v17i2.7603","title":"The Role of Print Exposure in ReadingSkills of Postsecondary Students With andWithout Reading Disabilities","year":2007,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Mount Allison University; Wilfrid Laurier University","funders":"","keywords":"Reading comprehension; Vocabulary; Psychology; Reading (process); Comprehension; Vocabulary development; Mathematics education; Control (management); Developmental psychology; Teaching method; Linguistics; Computer science","score_opus":0.008464951958407508,"score_gpt":0.3455184094540667,"score_spread":0.3370534574956592,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W20319088","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":[0.9765196,0.000118448406,0.0001722783,0.00036397847,0.0009040122,0.00019745187,0.000019946878,0.000010952243,0.021693332],"genre_scores_gemma":[0.99300873,0.000007105033,0.00075410324,0.000052132258,0.00021808465,0.0000581344,0.00007774568,0.000009710441,0.005814231],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998408,0.000080019774,0.0006344745,0.00021804038,0.000500907,0.0001585273],"domain_scores_gemma":[0.998585,0.0005033562,0.00029631282,0.00022657003,0.000344775,0.000044028133],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013109567,0.00010538293,0.00013844762,0.00017082973,0.00005683108,0.00002935805,0.0003331281,0.00005230195,0.0007045752],"category_scores_gemma":[0.00016620396,0.000079337435,0.00004609044,0.00015209094,0.00017937337,0.00012468526,0.000041992334,0.00012936967,0.000015866835],"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":[0.00021926926,0.0005482979,0.9114839,0.000009519072,0.00007799929,2.8185863e-7,0.015018805,0.0000045882316,0.00036840988,0.056373607,0.00026818455,0.015627146],"study_design_scores_gemma":[0.00032112314,0.000046409943,0.9695863,0.000108558386,0.0000044272033,0.000015960894,0.01673531,0.0000014112928,0.0006138676,0.0046024686,0.0078796055,0.00008454195],"about_ca_topic_score_codex":0.0002983942,"about_ca_topic_score_gemma":0.0000849119,"teacher_disagreement_score":0.058102425,"about_ca_system_score_codex":0.0001877965,"about_ca_system_score_gemma":0.00016455738,"threshold_uncertainty_score":0.7714605},"labels":[],"label_agreement":null},{"id":"W2096553595","doi":"10.5206/eei.v21i1.7669","title":"Evaluation of Social and Academic Effects of School-wide Positive Behaviour Support in a Canadian School District","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Behavioral and Psychological Studies","field":"Psychology","cited_by":99,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thompson Rivers University; University of British Columbia","funders":"","keywords":"School district; Academic achievement; Psychology; Medical education; Perception; Mathematics education; Pedagogy; Sociology; Medicine","score_opus":0.21809264845231863,"score_gpt":0.43881739824273197,"score_spread":0.22072474979041334,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2096553595","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":[0.9797681,0.00014769025,0.000020394064,0.0010016033,0.0011307596,0.00035444164,0.00012650534,0.000007343343,0.01744316],"genre_scores_gemma":[0.9985517,0.000012188246,0.00008536618,0.00023913918,0.00022457523,0.00022604779,0.00017896872,0.000006224442,0.00047576],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99838823,0.00026780058,0.00043580763,0.00025539784,0.00048218545,0.00017056389],"domain_scores_gemma":[0.99882257,0.0000837552,0.00022241633,0.00008865411,0.00063237,0.00015020574],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000942796,0.00011156314,0.00015969842,0.00024051077,0.000053877513,0.000005893876,0.00016644564,0.00015747208,0.012067013],"category_scores_gemma":[0.00043272367,0.00011202504,0.000059620037,0.00017407318,0.00014882536,0.00012574875,0.00002828135,0.00022905522,0.00006667528],"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":[0.000046167486,0.00050704565,0.9780877,0.0000071356426,0.0000515527,7.024443e-7,0.0025522914,1.6563048e-7,0.00011185337,0.007199445,0.004199135,0.0072367876],"study_design_scores_gemma":[0.00055878394,0.00006162601,0.993468,0.000025698435,0.0000705839,0.0000045338384,0.0006228628,0.0000013251769,0.00006618782,0.004813426,0.0002081934,0.00009881049],"about_ca_topic_score_codex":0.081606135,"about_ca_topic_score_gemma":0.008908511,"teacher_disagreement_score":0.072697625,"about_ca_system_score_codex":0.00038559345,"about_ca_system_score_gemma":0.00053737627,"threshold_uncertainty_score":0.9888361},"labels":[],"label_agreement":null},{"id":"W2098605488","doi":"10.5206/eei.v19i2.7645","title":"Children at Risk for Academic Failure: A Model of Individual and Family Factors","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Psychology; Academic achievement; Competence (human resources); Developmental psychology; Path analysis (statistics); Mathematics education; Social psychology; Statistics; Mathematics","score_opus":0.07067674367722421,"score_gpt":0.3867717413747971,"score_spread":0.3160949976975729,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2098605488","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":[0.9919278,0.000089152614,0.0014001993,0.003925454,0.00073431904,0.00042471525,0.0006637086,0.000031788953,0.00080286554],"genre_scores_gemma":[0.9927819,0.00016183135,0.002785496,0.00040271724,0.001130826,0.00006327788,0.0013942913,0.0000063138204,0.0012733842],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985571,0.000083233805,0.00033016634,0.00025248,0.00062198186,0.00015506119],"domain_scores_gemma":[0.9990321,0.00014017262,0.00031858947,0.00010148037,0.00030555273,0.00010212918],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006409027,0.000107432126,0.00010454985,0.00014711452,0.0003300796,0.00004414248,0.00033362882,0.00011751971,0.00015970717],"category_scores_gemma":[0.00034777247,0.000118907126,0.00007266475,0.00010804516,0.00018585008,0.00041041538,0.000037090205,0.0001201303,0.0000071131535],"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":[0.00003772626,0.00071880216,0.81247586,0.0000065902873,0.000083371415,5.2302447e-9,0.02288576,0.00024982446,0.0028713723,0.11411621,0.040277645,0.006276814],"study_design_scores_gemma":[0.00021227353,0.000020367503,0.9335046,0.000015673759,0.000027248356,3.8499027e-7,0.0028011368,0.00019513762,0.00024036842,0.060468886,0.0023843185,0.00012964106],"about_ca_topic_score_codex":0.0004304933,"about_ca_topic_score_gemma":0.00014777434,"teacher_disagreement_score":0.121028684,"about_ca_system_score_codex":0.0003623573,"about_ca_system_score_gemma":0.00048863696,"threshold_uncertainty_score":0.4848892},"labels":[],"label_agreement":null},{"id":"W2104414297","doi":"10.5206/eei.v23i1.7701","title":"Interventions for Challenging Behaviours of Students with Autism Spectrum Disorders and Developmental Disabilities: A Synthesis Paper","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Manitoba; St.Amant","funders":"","keywords":"Autism; Psychological intervention; Intervention (counseling); Psychology; Checklist; Autism spectrum disorder; Developmental psychology; Quality (philosophy); Clinical psychology; Response to intervention; Medical education; Medicine; Psychiatry; Cognitive psychology","score_opus":0.040103741520180605,"score_gpt":0.3629683708715717,"score_spread":0.3228646293513911,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2104414297","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":[0.95989716,0.000023516737,0.009374956,0.027664054,0.00035871225,0.0005576497,0.00013205159,0.000043089563,0.0019487847],"genre_scores_gemma":[0.99699,0.000041822314,0.0011387164,0.00010634202,0.00009707766,0.0005708978,0.000049666844,0.000021276439,0.0009841754],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99829227,0.00010780626,0.0003474393,0.00041987767,0.0006292735,0.00020331702],"domain_scores_gemma":[0.99886787,0.0007463528,0.00013301872,0.00014825336,0.00002296646,0.00008156046],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00034364406,0.0001428449,0.00015056158,0.0002033177,0.00019372524,0.00007762718,0.00037151758,0.000041522246,0.0014340518],"category_scores_gemma":[0.0008016957,0.00014033754,0.00009903198,0.00012281521,0.00032113443,0.0003571181,0.000112855145,0.00010265874,0.000017598973],"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":[0.000089009314,0.0016742875,0.24928,0.0001744598,0.00004171648,5.1028145e-8,0.0017287863,0.000028889921,0.00043339498,0.7407848,0.00019847798,0.0055660787],"study_design_scores_gemma":[0.0009922208,0.00018069411,0.8477981,0.0003587021,0.00003191951,0.000020568514,0.002260847,0.00023963083,0.0013916583,0.14455426,0.0018344811,0.0003368876],"about_ca_topic_score_codex":0.00012473106,"about_ca_topic_score_gemma":0.00022101431,"teacher_disagreement_score":0.59851813,"about_ca_system_score_codex":0.00018305864,"about_ca_system_score_gemma":0.00014406675,"threshold_uncertainty_score":0.99947876},"labels":[],"label_agreement":null},{"id":"W2105108428","doi":"10.5206/eei.v18i2.7622","title":"Differences in Teachers’ Knowledge of Language","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Psychology; Mathematics education; Teacher education; Syntax; Literacy; Pedagogy; Computer science","score_opus":0.04325703664838732,"score_gpt":0.37919434349563924,"score_spread":0.3359373068472519,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2105108428","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":[0.93749475,0.00019126467,0.00012966408,0.0005925635,0.0019735019,0.00007049468,0.000013250578,0.00001785577,0.059516627],"genre_scores_gemma":[0.96000177,0.0000090072335,0.0005300943,0.000088527064,0.00046561315,0.00007399147,0.00012514307,0.000005355389,0.03870048],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99915063,0.00009028423,0.00032004993,0.0001836974,0.00015956532,0.00009576663],"domain_scores_gemma":[0.99952435,0.000092283764,0.000103237166,0.00012763379,0.000116355455,0.00003613868],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00020687396,0.00007622314,0.00010551484,0.00021382258,0.000030908795,0.000007024159,0.00018931951,0.000049169244,0.006593773],"category_scores_gemma":[0.000064353444,0.00007561741,0.000044806002,0.00013343806,0.00007860855,0.00008758105,0.000020572306,0.00010022648,0.00030302652],"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":[0.000014645092,0.0009328524,0.8788014,0.00000412955,0.0000319935,8.330105e-7,0.08547643,6.141328e-7,0.00014397017,0.013672477,0.013020767,0.007899883],"study_design_scores_gemma":[0.00022755933,0.000008477976,0.9852301,0.000026689066,0.0000014533456,0.000019506044,0.0034206917,0.0000055892156,0.0000382172,0.0004531858,0.0104929255,0.000075623706],"about_ca_topic_score_codex":0.00045282804,"about_ca_topic_score_gemma":0.000022834465,"teacher_disagreement_score":0.106428675,"about_ca_system_score_codex":0.00011278512,"about_ca_system_score_gemma":0.00020633178,"threshold_uncertainty_score":0.9943143},"labels":[],"label_agreement":null},{"id":"W2113621573","doi":"10.5206/eei.v22i2.7697","title":"Linking the Nature of Secondary School Students who are Highly Artistic with Curriculum Needs and Instructional Practice","year":2012,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Art Education and Development","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Creativity; Curriculum; Psychology; Visual arts education; The arts; Mathematics education; Pedagogy; Qualitative research; Metacognition; Curriculum development; Critical thinking; Exploratory research; Cognition; Sociology; Visual arts; Social psychology; Social science","score_opus":0.011752015465997722,"score_gpt":0.2954983905497882,"score_spread":0.28374637508379047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2113621573","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":[0.9356911,0.0005227606,0.00016329238,0.0188028,0.00572119,0.00028282127,0.000071950366,0.000036542224,0.038707513],"genre_scores_gemma":[0.98059916,0.000034116703,0.0011292815,0.0029630847,0.0038733166,0.000089982364,0.00021505606,0.000011371067,0.011084608],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9986346,0.000080051315,0.00031542452,0.00015043326,0.0006830216,0.00013649907],"domain_scores_gemma":[0.9983858,0.00014674063,0.0003501784,0.00013482715,0.0008759148,0.000106551066],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00038035752,0.00012999619,0.00011188767,0.00016040866,0.0003550121,0.00018475163,0.00021531177,0.00005389636,0.0042125955],"category_scores_gemma":[0.00019676905,0.00009548852,0.00003516848,0.000077130135,0.00025232288,0.0008884822,0.00006888791,0.00032554485,0.000073746814],"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":[0.00002627971,0.00057474856,0.4168712,0.000023144225,0.00011298086,7.514386e-8,0.008217623,0.000003202909,0.0000028096995,0.5460086,0.026276698,0.0018826541],"study_design_scores_gemma":[0.00018489016,0.0000112610915,0.50330913,0.000076504926,0.000022208103,0.00002678527,0.017112298,0.000004479489,0.0000067937626,0.0017724627,0.47736588,0.00010731831],"about_ca_topic_score_codex":0.000060625895,"about_ca_topic_score_gemma":0.000044265093,"teacher_disagreement_score":0.5442361,"about_ca_system_score_codex":0.00013830596,"about_ca_system_score_gemma":0.00040057718,"threshold_uncertainty_score":0.99669766},"labels":[],"label_agreement":null},{"id":"W2116898547","doi":"10.5206/eei.v20i1.7657","title":"Conflict Interpretation: A Comparison of Canadian and Italian Aggressive and Non-Aggressive Youth","year":2010,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Bullying, Victimization, and Aggression","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Feeling; Aggression; Psychology; Interpretation (philosophy); Social psychology; Developmental psychology; Clinical psychology","score_opus":0.02646996894732386,"score_gpt":0.35117165779566656,"score_spread":0.3247016888483427,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2116898547","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":[0.97883445,0.00026870394,0.0004991945,0.0032858248,0.0042784633,0.00026493875,0.00024085765,0.00002415925,0.012303379],"genre_scores_gemma":[0.99527586,0.000045107172,0.0010406959,0.00039073528,0.00078601786,0.000065566004,0.0007163774,0.000016999225,0.0016626426],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986296,0.00007625349,0.0004593396,0.00037931255,0.00027880652,0.0001766696],"domain_scores_gemma":[0.9980622,0.000107109525,0.00079277746,0.000214427,0.0005786926,0.00024481115],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00021615479,0.00017366155,0.00020031432,0.0006109211,0.00019017103,0.000086816566,0.00020006672,0.00017617992,0.003896449],"category_scores_gemma":[0.000257907,0.00017805869,0.000049031438,0.00021743156,0.00029657982,0.00025219316,0.00004441797,0.0002743069,0.00004248335],"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":[0.0001049564,0.00039409817,0.89067525,0.000028621565,0.00014336733,0.0000020178936,0.056080446,0.000015116665,0.0006394274,0.019404095,0.01865298,0.013859651],"study_design_scores_gemma":[0.0006707327,0.000052606854,0.97479665,0.00020593083,0.000040738847,0.000064875916,0.010041789,0.0006842996,0.00011368811,0.0011105755,0.011960838,0.00025727815],"about_ca_topic_score_codex":0.018725375,"about_ca_topic_score_gemma":0.012106753,"teacher_disagreement_score":0.08412142,"about_ca_system_score_codex":0.00005111129,"about_ca_system_score_gemma":0.00034613753,"threshold_uncertainty_score":0.9970141},"labels":[],"label_agreement":null},{"id":"W2117282457","doi":"10.5206/eei.v19i3.7647","title":"Outside the Lines: Innovations in Researching Giftedness","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Art Education and Development","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Scholarship; Citation; Passion; Sociology; Inclusion (mineral); Psychology; Pedagogy; Library science; Social science; Political science; Computer science; Law; Social psychology","score_opus":0.06616690519251961,"score_gpt":0.36543106650718055,"score_spread":0.29926416131466094,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2117282457","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":[0.37066492,0.000078500765,0.0006280734,0.2980429,0.006986179,0.00047538907,0.0000420329,0.000113002505,0.322969],"genre_scores_gemma":[0.93863076,0.00001200297,0.00037466863,0.007095289,0.0030700308,0.00011067515,0.0003534408,0.0000067725114,0.050346334],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99871314,0.000074742056,0.00041508407,0.00020513458,0.00043727708,0.0001546129],"domain_scores_gemma":[0.998977,0.0001100424,0.000106534266,0.00018290592,0.00057802553,0.00004546556],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00052159,0.00010353832,0.00007704661,0.00029940315,0.0003683341,0.00025338941,0.00033339558,0.000027192486,0.007033821],"category_scores_gemma":[0.00025800226,0.00008328648,0.000044269276,0.00015262353,0.00013476182,0.0003987335,0.000029900293,0.00020909942,0.00037032992],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010520411,0.0004244461,0.007628513,0.000002379927,0.0000099571225,1.6549308e-7,0.019114196,0.0000284058,0.000021491986,0.8796422,0.0805149,0.012602841],"study_design_scores_gemma":[0.00017554876,0.000010438395,0.28314826,0.00003977124,0.000002170954,0.0000028580796,0.010465777,0.00010064428,0.000012507266,0.09640505,0.609494,0.00014297987],"about_ca_topic_score_codex":0.00018337635,"about_ca_topic_score_gemma":0.00042212303,"teacher_disagreement_score":0.78323716,"about_ca_system_score_codex":0.00022426213,"about_ca_system_score_gemma":0.0006157748,"threshold_uncertainty_score":0.9938739},"labels":[],"label_agreement":null},{"id":"W2122801414","doi":"10.5206/eei.v17i3.7610","title":"Experiences of New Teachers inInclusive Classrooms in BC","year":2007,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Victoria","funders":"","keywords":"Teacher education; Psychology; Diversity (politics); Inclusion (mineral); Pedagogy; Mathematics education; Special education; Training (meteorology); Teacher preparation; Professional development; Sociology","score_opus":0.0420601487159948,"score_gpt":0.4204942840034312,"score_spread":0.3784341352874364,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2122801414","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":[0.9067024,0.000024669365,0.00068785937,0.011225757,0.0032968072,0.00018929079,0.0000025943266,0.000025482677,0.07784513],"genre_scores_gemma":[0.978404,0.000014543451,0.0011601298,0.00048907904,0.001534874,0.00004499503,0.000057730584,0.0000052200044,0.018289441],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982744,0.0001016214,0.00048228094,0.00022993836,0.00071615656,0.00019563724],"domain_scores_gemma":[0.9990766,0.0001734664,0.00017671734,0.00013374363,0.0002750321,0.00016443296],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0015285654,0.000085221196,0.0001050359,0.00022591616,0.00011418537,0.000040771785,0.00035958763,0.00008133603,0.012706392],"category_scores_gemma":[0.0007198107,0.00009706798,0.00006889964,0.000336972,0.00032142567,0.00035414763,0.00003678285,0.00010633783,0.00008255486],"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":[0.000023649853,0.000805264,0.3668407,0.0000031375596,0.000012142044,9.970211e-8,0.48085916,0.000011268543,0.000029205266,0.11100529,0.016468333,0.023941739],"study_design_scores_gemma":[0.00018328086,0.000012930697,0.37022588,0.000021566599,0.0000022370043,4.398372e-7,0.45659706,0.0000022156655,0.000050371185,0.011855562,0.16094512,0.00010335343],"about_ca_topic_score_codex":0.007972826,"about_ca_topic_score_gemma":0.0046024392,"teacher_disagreement_score":0.14447677,"about_ca_system_score_codex":0.00072355376,"about_ca_system_score_gemma":0.0019255546,"threshold_uncertainty_score":0.99863315},"labels":[],"label_agreement":null},{"id":"W2126948811","doi":"10.5206/eei.v18i1.7619","title":"Current Canadian Research on Students withLearning Disabilities: Should We Be BridgingResearch on Cognition and SociallyInfluenced Cognition?","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Cognition; Psychology; Cognitive disabilities; Developmental psychology; Mathematics education; Cognitive psychology; Neuroscience","score_opus":0.42431127746671105,"score_gpt":0.5902666374244457,"score_spread":0.1659553599577347,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2126948811","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":[0.94120777,0.000066712455,0.00026462536,0.01654432,0.002364197,0.00045964468,0.00012233235,0.000073861745,0.03889652],"genre_scores_gemma":[0.98664975,0.000052293675,0.00023679736,0.001375961,0.0020407808,0.00039215502,0.0007135304,0.000030783896,0.008507932],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99463826,0.0021458538,0.00039688547,0.0006522454,0.0017036994,0.00046303426],"domain_scores_gemma":[0.99656516,0.001496597,0.00013044715,0.00024428434,0.0013150973,0.000248409],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.004088261,0.00020515472,0.00017008936,0.0009322594,0.0013072104,0.00014814181,0.00037481057,0.00014092778,0.006586897],"category_scores_gemma":[0.0022358135,0.00021973855,0.00006656802,0.00044038534,0.00065192493,0.00018007618,0.00006177882,0.0015653656,0.0007517807],"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":[0.00059507013,0.003393724,0.59362763,0.00005353475,0.00032658377,0.000007865715,0.042011324,0.00009423352,0.0002129106,0.1715313,0.13087055,0.057275284],"study_design_scores_gemma":[0.00068506703,0.00018265238,0.91060567,0.00021399494,0.000008789311,0.000023312967,0.006636207,0.000020712167,0.000018372773,0.0072503,0.07411257,0.00024233999],"about_ca_topic_score_codex":0.0061125336,"about_ca_topic_score_gemma":0.0006465337,"teacher_disagreement_score":0.31697807,"about_ca_system_score_codex":0.000773622,"about_ca_system_score_gemma":0.0010124377,"threshold_uncertainty_score":0.99999297},"labels":[],"label_agreement":null},{"id":"W2133123913","doi":"10.5206/eei.v20i2.7663","title":"The Role of Educational Leaders in Supporting the Mental Health of All Students","year":2010,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Mental health; Context (archaeology); Intervention (counseling); Psychology; Pedagogy; Medical education; Medicine; Psychiatry","score_opus":0.02078846961637762,"score_gpt":0.40485561726425573,"score_spread":0.3840671476478781,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2133123913","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":[0.881478,0.00020397005,0.0000064895835,0.103407025,0.006691701,0.00028099344,0.00005617149,0.0000048188795,0.007870822],"genre_scores_gemma":[0.9946994,0.00003862149,0.00011064231,0.0008975882,0.0008692689,0.000052417843,0.0003034517,0.0000063290727,0.0030222416],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99840426,0.000093224735,0.00061099604,0.00017988468,0.0005487411,0.00016290168],"domain_scores_gemma":[0.99905866,0.00018047298,0.0003823718,0.00015594787,0.00017395928,0.000048599162],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008307238,0.000089826295,0.00009990341,0.00007843358,0.00015671528,0.000023353801,0.0004900117,0.000042475094,0.002680757],"category_scores_gemma":[0.00008353296,0.00006467207,0.000086505606,0.00012234689,0.0002395206,0.000071479604,0.000046914833,0.00021777212,0.000047266218],"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":[0.000041807674,0.0013230772,0.71776575,0.0000071540435,0.0000724784,1.32743105e-8,0.006217822,0.000002088858,0.00034138895,0.23920442,0.019308658,0.015715325],"study_design_scores_gemma":[0.00022142855,0.000009281269,0.8941418,0.000027957802,0.0000016689717,0.000004370749,0.0054686824,0.0000041217218,0.000022258904,0.01906955,0.080973595,0.000055271186],"about_ca_topic_score_codex":0.00041500697,"about_ca_topic_score_gemma":0.00038178338,"teacher_disagreement_score":0.22013487,"about_ca_system_score_codex":0.000086929016,"about_ca_system_score_gemma":0.00050111907,"threshold_uncertainty_score":0.99823093},"labels":[],"label_agreement":null},{"id":"W213485775","doi":"10.5206/eei.v22i1.7686","title":"Inconsistencies in Autism-Specific Emotion Interventions: Cause for Concern","year":2012,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"PsycINFO; Psychological intervention; Psychology; Intervention (counseling); Autism; Autism spectrum disorder; Clinical psychology; Pervasive developmental disorder; Social skills; Developmental psychology; Psychotherapist; MEDLINE; Psychiatry","score_opus":0.20174666619400716,"score_gpt":0.431372739999198,"score_spread":0.22962607380519084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W213485775","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":[0.9304762,0.00060194114,0.014453368,0.039541442,0.006435413,0.0012946218,0.00023755654,0.00014567898,0.006813785],"genre_scores_gemma":[0.992993,0.000119473865,0.0010749268,0.00049398287,0.0008586839,0.0006740137,0.00021738255,0.000021854838,0.0035466882],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99791473,0.0001999182,0.0005450871,0.0003988398,0.0005656214,0.00037579573],"domain_scores_gemma":[0.999006,0.00036958326,0.00018699063,0.00024015622,0.00007682354,0.00012044523],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000670952,0.00015432789,0.00014155329,0.00042670776,0.00017265638,0.00011101412,0.00039185694,0.000082844854,0.0032088577],"category_scores_gemma":[0.00072766753,0.00017393609,0.00017408073,0.00032623156,0.00019074733,0.00097228825,0.00009955979,0.00020272691,0.0004257461],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000056127217,0.0015859792,0.09544753,0.000048473947,0.000013973266,3.482093e-7,0.0013740413,0.000025454032,0.004023067,0.885187,0.0069199405,0.0053181136],"study_design_scores_gemma":[0.0009547953,0.000043587053,0.835821,0.00014106982,0.000008275622,0.000045477,0.00076243404,0.00029306332,0.0024705331,0.09417873,0.06494333,0.00033775848],"about_ca_topic_score_codex":0.000072834824,"about_ca_topic_score_gemma":0.000050211456,"teacher_disagreement_score":0.79100823,"about_ca_system_score_codex":0.00067060004,"about_ca_system_score_gemma":0.0002578289,"threshold_uncertainty_score":0.99770236},"labels":[],"label_agreement":null},{"id":"W2135318381","doi":"10.5206/eei.v21i1.7668","title":"Social-emotional Challenges Experienced by Students Who Function with Mild and Moderate Hearing Loss in Educational Settings","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Deci-; Psychology; Psychosocial; Social isolation; Hearing loss; Autonomy; Developmental psychology; Competence (human resources); Social psychology; Audiology","score_opus":0.08751935638904641,"score_gpt":0.38716673335723234,"score_spread":0.29964737696818594,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2135318381","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":[0.97203046,0.0003225183,0.0004801085,0.012748732,0.00065556116,0.000280152,0.000016075432,0.00004729651,0.013419117],"genre_scores_gemma":[0.9927222,0.00007603368,0.0005786434,0.0006942471,0.00051291444,0.0005405828,0.00035960745,0.000021812546,0.0044939574],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981413,0.00019317676,0.00040196776,0.00048221854,0.00054637645,0.000234992],"domain_scores_gemma":[0.99915785,0.000078315694,0.00018649713,0.00022275047,0.00026097178,0.000093598406],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00049685594,0.00019239826,0.00015906653,0.00022396877,0.00023292258,0.00007895104,0.00034131494,0.0001186116,0.0026995908],"category_scores_gemma":[0.000029054889,0.00020681242,0.000040595063,0.0001533938,0.00017132773,0.0004966641,0.00008815358,0.00024286687,0.00008321226],"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":[0.0005254537,0.0032946672,0.7781658,0.00003004854,0.00016143617,5.340838e-7,0.03668428,0.0000049470805,0.00012323339,0.16032258,0.01186034,0.008826689],"study_design_scores_gemma":[0.0007353656,0.000062535015,0.9833389,0.00007059184,0.000009189535,0.000016933063,0.0030793992,0.000036972506,0.000018451961,0.008665571,0.0037508826,0.0002152359],"about_ca_topic_score_codex":0.0003553996,"about_ca_topic_score_gemma":0.000052958083,"teacher_disagreement_score":0.20517308,"about_ca_system_score_codex":0.00024125588,"about_ca_system_score_gemma":0.00018253582,"threshold_uncertainty_score":0.9982121},"labels":[],"label_agreement":null},{"id":"W2136295667","doi":"10.5206/eei.v22i1.7687","title":"A Multiple Perspective Case Study of a Young Adult with Intellectual Disabilities Participating in a Pre-service Teacher Education Class","year":2012,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Inclusion (mineral); Class (philosophy); Curriculum; Psychology; Perspective (graphical); Medical education; Pedagogy; Special education; Audit; Postsecondary education; Service (business); Teacher education; Higher education; Mathematics education; Medicine; Social psychology; Political science","score_opus":0.06049681307845232,"score_gpt":0.4080811981330578,"score_spread":0.3475843850546055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2136295667","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":[0.9850674,0.000022710741,0.00007542941,0.004511816,0.0013757356,0.0008847988,0.000012437982,0.000040038478,0.00800962],"genre_scores_gemma":[0.9942417,0.0000033169777,0.0003550416,0.00026585144,0.0011967368,0.002142166,0.00004350174,0.000014541262,0.0017371401],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.997628,0.0005295742,0.0005335456,0.00032780122,0.0006963191,0.00028475848],"domain_scores_gemma":[0.9972889,0.0005960756,0.00022112459,0.00024320603,0.001477995,0.00017272419],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009362411,0.00015779254,0.000169639,0.00020725216,0.00023553729,0.000076157856,0.00023193912,0.00006937575,0.0029110946],"category_scores_gemma":[0.0037825971,0.00015911215,0.000051145613,0.0005083939,0.00023804659,0.0007545421,0.000045695644,0.00018288048,0.000034930432],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005271243,0.009530706,0.5595857,0.000011026539,0.00002357585,1.0409051e-7,0.41964322,0.000032384978,0.0000034751108,0.0095591545,0.0006040578,0.0009539068],"study_design_scores_gemma":[0.00031713236,0.00005853686,0.30262268,0.000037128386,0.000017132596,0.00001795852,0.695462,0.000083356186,0.000004641976,0.0005276707,0.00072001974,0.0001317501],"about_ca_topic_score_codex":0.17203256,"about_ca_topic_score_gemma":0.15130135,"teacher_disagreement_score":0.2758188,"about_ca_system_score_codex":0.001514439,"about_ca_system_score_gemma":0.0016718999,"threshold_uncertainty_score":0.9980004},"labels":[],"label_agreement":null},{"id":"W2146622124","doi":"10.5206/eei.v17i3.7608","title":"Assessing Without Labels:Culturally Defined Inclusive Education","year":2007,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Diversity (politics); Parallels; Context (archaeology); Cultural diversity; Inclusion (mineral); Sociology; Pedagogy; Relevance (law); Perspective (graphical); Preference; Psychology; Social science; Political science; Geography; Anthropology","score_opus":0.04305586632224182,"score_gpt":0.4501579007937484,"score_spread":0.40710203447150656,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2146622124","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":[0.68248355,0.000048649465,0.0017298309,0.04951164,0.009054676,0.00041593902,0.000009825424,0.00015337282,0.2565925],"genre_scores_gemma":[0.95366853,0.00002487083,0.0057108817,0.0038143105,0.0055052256,0.00011117282,0.0005700885,0.000015912434,0.030578988],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974223,0.00020596755,0.0005524347,0.00041695754,0.0010725475,0.0003298163],"domain_scores_gemma":[0.9974236,0.00021892686,0.00028329162,0.00024022975,0.0015390707,0.00029489424],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0020908169,0.00017197205,0.00013720387,0.0002352078,0.0007892173,0.0005058471,0.00046969534,0.00013328374,0.005814556],"category_scores_gemma":[0.0012339028,0.00018800027,0.00011213112,0.0003835274,0.00031866887,0.0013854537,0.00006675426,0.00018576335,0.00047418004],"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":[0.000031027055,0.002485504,0.28824064,0.000015585461,0.000052102772,1.5093877e-7,0.016949378,0.000008189919,0.00053005,0.5147752,0.04151245,0.13539967],"study_design_scores_gemma":[0.00017270428,0.000010311828,0.43001267,0.00004532036,0.000013710144,0.00000391266,0.037802253,0.000003969252,0.00007377165,0.023694208,0.5079277,0.00023948087],"about_ca_topic_score_codex":0.0028511633,"about_ca_topic_score_gemma":0.0020906127,"teacher_disagreement_score":0.49108103,"about_ca_system_score_codex":0.0018343554,"about_ca_system_score_gemma":0.0046999385,"threshold_uncertainty_score":0.99509424},"labels":[],"label_agreement":null},{"id":"W2147278113","doi":"10.5206/eei.v21i2.7675","title":"Starting School with Special Needs: Issues for Families with Complex SupportNeeds as Their Children Start School","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Special needs; Special education; Psychology; Transition (genetics); Developmental psychology; Pedagogy","score_opus":0.08044724909668444,"score_gpt":0.37667486553672774,"score_spread":0.2962276164400433,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2147278113","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":[0.88837296,0.00003179713,0.0009209579,0.0039152275,0.00097371935,0.0010373499,0.00036937473,0.000106250955,0.10427237],"genre_scores_gemma":[0.96436614,0.0000064419287,0.0041008173,0.0018086929,0.006293004,0.00080867566,0.0026503883,0.000047194913,0.01991867],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99756813,0.00014242601,0.00055669853,0.0005659716,0.00071585044,0.00045093088],"domain_scores_gemma":[0.9978332,0.00015503498,0.00023155249,0.00048941514,0.00095696136,0.00033385842],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0006305711,0.00029899177,0.0002545542,0.00038462924,0.00027312918,0.00013587542,0.0005352207,0.0001186954,0.10973403],"category_scores_gemma":[0.00024613328,0.0002454972,0.00012390975,0.00031176084,0.00043156813,0.00053562067,0.00006612453,0.00029627635,0.0012366142],"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":[0.0013644646,0.0014153958,0.8233735,0.00001731336,0.0003531185,8.755553e-7,0.006049612,0.0000046965033,0.0000939518,0.040663656,0.12427886,0.0023845583],"study_design_scores_gemma":[0.0011107182,0.00042591663,0.9007927,0.00003480845,0.000026169475,0.000031713495,0.055254333,0.000007392219,0.00016505283,0.0112839425,0.030524286,0.00034294013],"about_ca_topic_score_codex":0.0023743503,"about_ca_topic_score_gemma":0.00034543884,"teacher_disagreement_score":0.10849742,"about_ca_system_score_codex":0.0002631654,"about_ca_system_score_gemma":0.0011011632,"threshold_uncertainty_score":0.9999997},"labels":[],"label_agreement":null},{"id":"W2147566301","doi":"10.5206/eei.v22i2.7691","title":"Toward a Unified System of Education: Where Do We Go From Here?","year":2012,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Excellence; Special education; Equity (law); Sociology; Pedagogy; Political science; Public relations; Work (physics); Higher education; Mathematics education; Psychology; Engineering; Law","score_opus":0.041377679435222414,"score_gpt":0.3707938873273747,"score_spread":0.3294162078921523,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2147566301","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":[0.7425804,0.0044538747,0.0025527999,0.028231565,0.01886709,0.00047694327,0.0002292571,0.00017358531,0.20243445],"genre_scores_gemma":[0.9821827,0.00016932678,0.0019275338,0.00012185541,0.007158144,0.00008111803,0.00019798754,0.000010777162,0.008150563],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99792796,0.0004455564,0.00040608022,0.00022533578,0.00080895034,0.00018614274],"domain_scores_gemma":[0.99815,0.0001889983,0.00031407384,0.00020646128,0.00096509454,0.00017540045],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009092249,0.00012548044,0.0001509202,0.00014518978,0.00034260747,0.000090193535,0.00039005387,0.000114699185,0.004541414],"category_scores_gemma":[0.00027731401,0.00013295865,0.000091424554,0.0003125673,0.00016073087,0.0006510951,0.00007155516,0.00014726464,0.00027543475],"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":[0.00003147266,0.0010411455,0.20091641,0.000037328155,0.000055475455,4.8264393e-8,0.03545661,0.0000051776947,0.00024026677,0.68502665,0.054665007,0.022524389],"study_design_scores_gemma":[0.00020277573,0.000011968413,0.15182607,0.00031910825,0.000022130887,0.0000019736603,0.10176261,0.000016728367,0.00006028965,0.008879077,0.7366802,0.00021705794],"about_ca_topic_score_codex":0.0051851156,"about_ca_topic_score_gemma":0.00033279552,"teacher_disagreement_score":0.6820152,"about_ca_system_score_codex":0.0012611946,"about_ca_system_score_gemma":0.0021689748,"threshold_uncertainty_score":0.9963686},"labels":[],"label_agreement":null},{"id":"W2152771860","doi":"10.5206/eei.v19i2.7643","title":"When Your “Problem” Becomes Mine: Adult Female Siblings’ Perspectives of Having a Brother with a Disability","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Resentment; Brother; Anger; Psychology; Qualitative research; Personality psychology; Developmental psychology; Social psychology; Pedagogy; Sociology; Personality; Social science; Political science; Law","score_opus":0.03869949016272096,"score_gpt":0.39728452676179943,"score_spread":0.3585850365990785,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2152771860","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":[0.9348515,0.00012365932,0.00078776013,0.024855075,0.00046247256,0.0003822714,0.00008859348,0.000054116717,0.038394514],"genre_scores_gemma":[0.9868038,0.000005203852,0.005566548,0.00068129034,0.0007412466,0.00014643824,0.00020729289,0.000014049314,0.005834103],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977809,0.0001831575,0.00050041854,0.0005611448,0.0007228949,0.0002514505],"domain_scores_gemma":[0.9976841,0.00028630573,0.00019706218,0.00044507626,0.0012668483,0.000120612654],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005575515,0.00018494556,0.00021059478,0.00015749094,0.00009156188,0.000058680755,0.00039692613,0.00010130668,0.016758468],"category_scores_gemma":[0.00047762075,0.00016832727,0.00014544015,0.00023334319,0.00047033114,0.00037744213,0.00003653976,0.000211921,0.00013499062],"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":[0.000497779,0.0060278457,0.8483166,0.000029104316,0.00014598697,7.795442e-7,0.023035724,0.000020367796,0.00036944702,0.10203011,0.010001228,0.009525025],"study_design_scores_gemma":[0.00062468916,0.00018214302,0.90684015,0.000052409698,0.00001713446,0.00002199936,0.07434464,0.000013216551,0.00005621409,0.015382915,0.0022695716,0.00019490013],"about_ca_topic_score_codex":0.0020698449,"about_ca_topic_score_gemma":0.00018353313,"teacher_disagreement_score":0.0866472,"about_ca_system_score_codex":0.00030330336,"about_ca_system_score_gemma":0.0003147912,"threshold_uncertainty_score":0.98414034},"labels":[],"label_agreement":null},{"id":"W2153042385","doi":"10.5206/eei.v21i2.7676","title":"Parents' and Teachers' Perceptions of Transition Practices in Kindergarten","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":30,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Perception; Transition (genetics); Focus group; Developmental psychology; Pedagogy; Sociology; Chemistry","score_opus":0.10210363783937593,"score_gpt":0.4127291402139008,"score_spread":0.31062550237452485,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2153042385","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":[0.96946836,0.00004274908,0.00035091583,0.0034541248,0.0010817088,0.00021218459,0.000024299809,0.000023665292,0.025342004],"genre_scores_gemma":[0.9962791,0.00017511047,0.0018374823,0.00019059655,0.00048474062,0.0000988724,0.00021976422,0.000005891286,0.00070841145],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987071,0.00023025372,0.0003249834,0.00021627685,0.00039894058,0.00012244454],"domain_scores_gemma":[0.99916106,0.000080642865,0.0003362774,0.00010385262,0.00024501,0.00007316479],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007012274,0.00007927829,0.00008522813,0.00022557199,0.00012637833,0.000031180127,0.00019108345,0.00007686599,0.003473693],"category_scores_gemma":[0.0003097956,0.00009516389,0.00003914928,0.00018180642,0.00025187124,0.00080691295,0.000018047484,0.00010995696,0.000030756437],"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":[0.000018013547,0.0017350058,0.78598297,0.00000892683,0.000022174945,9.861523e-8,0.16195467,0.0000031015227,0.00067164865,0.045820788,0.0011402493,0.0026423768],"study_design_scores_gemma":[0.00015163198,0.000012602388,0.8989984,0.000035798654,0.000010274226,0.0000012440523,0.08277999,0.00001208238,0.000064108026,0.014958813,0.0028832504,0.00009182488],"about_ca_topic_score_codex":0.012547373,"about_ca_topic_score_gemma":0.004344905,"teacher_disagreement_score":0.11301543,"about_ca_system_score_codex":0.00026489366,"about_ca_system_score_gemma":0.00043446614,"threshold_uncertainty_score":0.99743724},"labels":[],"label_agreement":null},{"id":"W2154590895","doi":"10.5206/eei.v19i3.7650","title":"The Experience of Doing Science with an Artistic Spirit: A Hermeneutic Phenomenological Study","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Creativity in Education and Neuroscience","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"The arts; Serendipity; Feeling; Interpretative phenomenological analysis; Sociology; Theme (computing); Intuition; Spirituality; Thematic analysis; Phenomenology (philosophy); Qualitative research; Psychology; Aesthetics; Epistemology; Pedagogy; Social psychology; Social science; Visual arts; Art","score_opus":0.043808876259767995,"score_gpt":0.4373480120560789,"score_spread":0.39353913579631095,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2154590895","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":[0.97908765,0.0000133684225,0.0005217042,0.003304745,0.0016156519,0.000317202,0.0000055943083,0.000035105575,0.015098981],"genre_scores_gemma":[0.99690336,0.0000023069488,0.0004883949,0.00049245055,0.00032810157,0.0001343107,0.000008029285,0.0000042948905,0.0016387764],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9981235,0.00013789456,0.000336141,0.0004559708,0.0007273344,0.00021914454],"domain_scores_gemma":[0.99861974,0.0001635068,0.0002100012,0.00044348763,0.0004509286,0.0001123445],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006682447,0.00011505551,0.00009817904,0.00014470778,0.00048577142,0.00014819289,0.00075421063,0.000024457442,0.0011381964],"category_scores_gemma":[0.00019904767,0.00008342795,0.000026603822,0.00051676715,0.00096796965,0.00038389405,0.00003400445,0.00012726618,0.00004521119],"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":[0.00040442974,0.01624808,0.30775654,0.0000032909682,0.000032866104,0.000002719558,0.05355773,0.000088579814,0.007872411,0.5310007,0.0006224711,0.082410164],"study_design_scores_gemma":[0.00023422008,0.00052646396,0.9675827,0.000007631584,0.000006157984,0.00003433065,0.02585047,0.0000502066,0.000089598034,0.0031821032,0.0023264117,0.00010970464],"about_ca_topic_score_codex":0.00006454289,"about_ca_topic_score_gemma":0.000027299448,"teacher_disagreement_score":0.65982616,"about_ca_system_score_codex":0.00014773816,"about_ca_system_score_gemma":0.00049491593,"threshold_uncertainty_score":0.9997749},"labels":[],"label_agreement":null},{"id":"W2155874424","doi":"10.5206/eei.v20i1.7654","title":"Information and Communication Technology for French and English Speaking Postsecondary Students with Disabilities: What are Their Needs and How Well are These Being Met?","year":2010,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"McGill University; Quebec Rehabilitation Research Network; Dawson College; Jewish General Hospital","funders":"","keywords":"Psychology; Information and Communications Technology; Context (archaeology); Scale (ratio); Sample (material); Medical education; Pedagogy; Mathematics education; Medicine","score_opus":0.016432645160862774,"score_gpt":0.3207436603022312,"score_spread":0.30431101514136843,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2155874424","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":[0.9510058,0.00009568239,0.00012615377,0.04581725,0.0010252905,0.0005646343,0.000045490466,0.00006197477,0.0012577323],"genre_scores_gemma":[0.9963507,0.00025787778,0.0012314097,0.00060991815,0.00046849882,0.0002907792,0.00023097993,0.000008823304,0.00055098865],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.998926,0.0000994482,0.00023999669,0.00020158812,0.00037063513,0.00016234173],"domain_scores_gemma":[0.99808156,0.00042584457,0.00027067834,0.00023207882,0.0008747985,0.00011506436],"candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.0009148405,0.0001432048,0.00014061465,0.00025135136,0.00048704527,0.0010584347,0.000300971,0.00012571747,0.00026621125],"category_scores_gemma":[0.0010671016,0.00013467335,0.000028626915,0.00017850216,0.00077667786,0.0026735351,0.00010810748,0.00020416091,0.0000032355506],"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":[0.00001684611,0.00021143696,0.8168832,0.00003984483,0.000039849703,7.383328e-9,0.09816577,6.665646e-7,0.000014377003,0.06193521,0.00067829003,0.022014484],"study_design_scores_gemma":[0.0003255982,0.00002956689,0.3889302,0.00009966329,0.000013447124,0.0000029973894,0.4638957,0.000011844935,0.000015422307,0.016153302,0.13036534,0.00015689076],"about_ca_topic_score_codex":0.00031049724,"about_ca_topic_score_gemma":0.0024970437,"teacher_disagreement_score":0.427953,"about_ca_system_score_codex":0.00015108295,"about_ca_system_score_gemma":0.00023139242,"threshold_uncertainty_score":0.99997854},"labels":[],"label_agreement":null},{"id":"W2158988902","doi":"10.5206/eei.v18i3.7628","title":"Transition Services for High School Students with Disabilities:Perspectives of Special Education Teachers","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Alberta","funders":"","keywords":"Transition (genetics); Special education; Government (linguistics); Inclusion (mineral); Qualitative research; Psychology; Pedagogy; Resource (disambiguation); Medical education; Mathematics education; Sociology; Medicine; Social psychology; Social science","score_opus":0.028003949164790185,"score_gpt":0.37380962185783145,"score_spread":0.34580567269304124,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2158988902","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":[0.97018564,0.000026446269,0.00046946874,0.014393179,0.002425589,0.00080663856,0.0000871247,0.000049391176,0.011556547],"genre_scores_gemma":[0.9787045,0.000053363237,0.0019659179,0.0004670212,0.007115137,0.0005492635,0.0006052083,0.0000147223145,0.010524828],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99785423,0.00015985423,0.000415355,0.00037466933,0.0010102871,0.00018562692],"domain_scores_gemma":[0.9980204,0.00016974732,0.00021539071,0.00020786207,0.0012136635,0.00017291479],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005185764,0.00014767858,0.00016286351,0.00016035896,0.00043917427,0.00008039752,0.00042886636,0.000084560605,0.0057304413],"category_scores_gemma":[0.0002790511,0.00015394296,0.000105948486,0.0002123322,0.000593955,0.0006750682,0.000017356955,0.0000951506,0.000053134383],"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":[0.00022545917,0.0068104733,0.50084066,0.000067073015,0.00013354476,3.1816985e-8,0.2955101,0.000053830703,0.000045177716,0.17072363,0.021650665,0.003939337],"study_design_scores_gemma":[0.0005935307,0.00009304615,0.5219934,0.0000770063,0.000030343643,0.0000027151382,0.41551027,0.0000022479471,0.000046495206,0.01451334,0.046900634,0.00023696221],"about_ca_topic_score_codex":0.0033410152,"about_ca_topic_score_gemma":0.00095297035,"teacher_disagreement_score":0.15621029,"about_ca_system_score_codex":0.00097419607,"about_ca_system_score_gemma":0.0029369758,"threshold_uncertainty_score":0.99517846},"labels":[],"label_agreement":null},{"id":"W2163296576","doi":"10.5206/eei.v19i3.7652","title":"Past Buoy Lines: Exploring Metaphors, Boundaries, and Poetic Possibilities in Giftedness Research","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Creativity in Education and Neuroscience","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Field (mathematics); Poetry; Narrative; Psychology; Task (project management); Sociology; Epistemology; Pedagogy; Aesthetics; Literature; Art; Engineering","score_opus":0.21602881837471513,"score_gpt":0.4821473171125504,"score_spread":0.2661184987378352,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2163296576","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":[0.9673575,0.0002038724,0.0001545189,0.019180885,0.0051841987,0.00024488388,0.000030125366,0.000047693127,0.007596302],"genre_scores_gemma":[0.98440063,0.000047425718,0.00037017072,0.000793133,0.0013523211,0.0002751082,0.000109932465,0.000009627783,0.012641633],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9977215,0.0003591586,0.0004299993,0.0005538369,0.00063795585,0.00029754898],"domain_scores_gemma":[0.9986337,0.00034993122,0.000094063864,0.00031196317,0.00048412336,0.00012625814],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012759876,0.00014598414,0.00014624103,0.00063503406,0.0003015768,0.00035742266,0.00032911685,0.0000727643,0.002313257],"category_scores_gemma":[0.0005772855,0.00015747285,0.000044440276,0.00058633287,0.00056631345,0.0005462324,0.000049974708,0.00034951375,0.00010988208],"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":[0.00019828371,0.0042057214,0.3428059,0.000025053481,0.000033013843,0.000004327463,0.059018426,0.000017017177,0.0015874768,0.495791,0.048214555,0.048099227],"study_design_scores_gemma":[0.0002701294,0.000057154535,0.90315753,0.000040981915,0.0000033980505,0.000034085606,0.013312662,0.00002581844,0.000054400887,0.032510214,0.050374042,0.00015958086],"about_ca_topic_score_codex":0.00078660913,"about_ca_topic_score_gemma":0.000100897414,"teacher_disagreement_score":0.5603516,"about_ca_system_score_codex":0.00029006216,"about_ca_system_score_gemma":0.0005394684,"threshold_uncertainty_score":0.99859875},"labels":[],"label_agreement":null},{"id":"W2163897265","doi":"10.5206/eei.v22i2.7692","title":"Canadian Schools in Transition: Moving From Dual Education Systems to Inclusive Schools","year":2012,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":57,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Restructuring; Excellence; Special education; Equity (law); Inclusion (mineral); Pedagogy; Political science; Transition (genetics); Mainstreaming; Sociology; Mathematics education; Public relations; Psychology; Social science","score_opus":0.017780343783125787,"score_gpt":0.3604061102098638,"score_spread":0.34262576642673803,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2163897265","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":[0.89841384,0.0002526512,0.0007528774,0.06434928,0.009032315,0.0006142963,0.00021527594,0.00005774992,0.026311712],"genre_scores_gemma":[0.982632,0.000020363927,0.0011047669,0.002337447,0.009748668,0.00029882736,0.00085853384,0.000013687962,0.002985718],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9975993,0.0005415492,0.00041608862,0.00031243198,0.00076718116,0.00036345248],"domain_scores_gemma":[0.99819684,0.00011080845,0.00012691943,0.00017947424,0.0007775267,0.00060845184],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0013870505,0.0001506418,0.00014426025,0.0005647036,0.00072060846,0.00028787015,0.0003059672,0.000141489,0.0020382835],"category_scores_gemma":[0.00084137655,0.00018192336,0.000053620894,0.0005891685,0.00004059817,0.0013131677,0.000054432676,0.0003299259,0.00059874944],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.000048445643,0.0011945815,0.57188225,0.000011796122,0.00005128882,6.531214e-7,0.093396924,0.00056360237,0.00078413397,0.20200066,0.11680505,0.01326061],"study_design_scores_gemma":[0.00024678788,0.000014043723,0.50874305,0.00025525325,0.000011144185,0.0000028530203,0.09312642,0.00007145689,0.000022318714,0.006366956,0.39074922,0.0003905312],"about_ca_topic_score_codex":0.663843,"about_ca_topic_score_gemma":0.2375138,"teacher_disagreement_score":0.4263292,"about_ca_system_score_codex":0.007639655,"about_ca_system_score_gemma":0.00804767,"threshold_uncertainty_score":0.998874},"labels":[],"label_agreement":null},{"id":"W2164291856","doi":"10.5206/eei.v17i3.7609","title":"Teachers’ Perceptions of Integrating Students withBehaviour Disorders: Challenges and Strategies","year":2007,"lang":"en","type":"article","venue":"Exceptionality Education International","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":true,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University; York University; University of Waterloo; St. Jerome's University","funders":"","keywords":"Perception; Psychology; Intervention (counseling); Exploratory research; Test (biology); Mathematics education; Medical education; Pedagogy; Developmental psychology; Medicine","score_opus":0.14116397104370068,"score_gpt":0.4441637929052794,"score_spread":0.3029998218615787,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2164291856","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":[0.95855737,0.0009580813,0.0010108474,0.0018229121,0.0015310253,0.00015955341,0.000022489443,0.00004252379,0.03589519],"genre_scores_gemma":[0.9959351,0.00025527188,0.00087297795,0.0001078657,0.0005414646,0.00007467,0.00006534654,0.000009013488,0.0021382868],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998688,0.00007672268,0.0003972712,0.00031325346,0.00036147336,0.00016330209],"domain_scores_gemma":[0.9993188,0.00009771879,0.00017112817,0.00014354177,0.00019612562,0.00007272736],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00057066727,0.00014318511,0.00014370163,0.00012148226,0.00010076507,0.000037078276,0.00024460998,0.00010406277,0.003194742],"category_scores_gemma":[0.000036277565,0.00012656504,0.00006994663,0.00008796836,0.00023615766,0.00018863117,0.00006176264,0.00018965149,0.000055098764],"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":[0.000035053476,0.0014857957,0.74497014,0.0000052028668,0.000062050836,3.060127e-7,0.014976052,3.0079525e-7,0.00019202562,0.08606746,0.0010286301,0.15117696],"study_design_scores_gemma":[0.00024669338,0.000065583285,0.9087741,0.000023990182,0.0000160178,0.000008282997,0.07895545,2.0083137e-7,0.000002275863,0.008771331,0.0030204612,0.00011564736],"about_ca_topic_score_codex":0.00034440428,"about_ca_topic_score_gemma":0.0004460738,"teacher_disagreement_score":0.1638039,"about_ca_system_score_codex":0.00006088942,"about_ca_system_score_gemma":0.000033825014,"threshold_uncertainty_score":0.9977165},"labels":[],"label_agreement":null},{"id":"W2164810100","doi":"10.5206/eei.v18i3.7631","title":"Exploring Portfolios in the Elementary Classroom with Students with Disabilities/Exceptionalities: Timely or Time-consuming?","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Regina","funders":"","keywords":"Psychology; Mathematics education; Learning disability; Portfolio; Class (philosophy); Special education; Pedagogy; Mainstreaming; Developmental psychology; Computer science","score_opus":0.14276418616382994,"score_gpt":0.4189187554475531,"score_spread":0.2761545692837232,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2164810100","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":[0.9440509,0.00001901357,0.0002082191,0.012921216,0.00088142767,0.0007268517,0.000029456247,0.000060424623,0.041102495],"genre_scores_gemma":[0.9753474,0.00014769695,0.0031714125,0.0015154665,0.002349634,0.0013952921,0.00032899113,0.000023634573,0.015720468],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9958827,0.00064411334,0.0004734396,0.0004687234,0.0021969674,0.000334043],"domain_scores_gemma":[0.99759537,0.0010643392,0.00030239153,0.00031963518,0.00061154255,0.000106709806],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0015284566,0.00021553892,0.00016763947,0.00025929426,0.00076980307,0.00020531984,0.0008520066,0.00005953273,0.009263177],"category_scores_gemma":[0.0006309852,0.0001552693,0.00005802863,0.0006135759,0.00073079846,0.0022876177,0.000049514394,0.00032173272,0.00034525807],"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":[0.00032381833,0.0016432409,0.9191253,0.000009955578,0.00010064619,0.0000033740323,0.059738144,0.000056549416,0.000009825169,0.00965557,0.0076310346,0.0017025407],"study_design_scores_gemma":[0.0005719423,0.00009597533,0.78692424,0.00007731275,0.000024349762,0.00007674316,0.09367546,0.000007707554,0.000007775754,0.002380973,0.11587304,0.00028450546],"about_ca_topic_score_codex":0.002461821,"about_ca_topic_score_gemma":0.0016496475,"teacher_disagreement_score":0.13220109,"about_ca_system_score_codex":0.0012831624,"about_ca_system_score_gemma":0.0023840691,"threshold_uncertainty_score":0.9916425},"labels":[],"label_agreement":null},{"id":"W2165848575","doi":"10.5206/eei.v21i1.7666","title":"School Roles: A Way to Investigate Participation","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Youth Development and Social Support","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Thames Valley Children's Centre; Western University","funders":"","keywords":"Psychology; Perspective (graphical); School dropout; Developmental psychology; Anxiety; Identity (music); Academic achievement; At-risk students; Social psychology; Pedagogy; Sociology","score_opus":0.08703670691893087,"score_gpt":0.38522580962615544,"score_spread":0.29818910270722454,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2165848575","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":[0.7949446,0.0000075537887,0.00065853,0.0090834405,0.0024933845,0.0002672114,0.000012498443,0.0001037964,0.19242902],"genre_scores_gemma":[0.97022694,0.000010973622,0.0031908494,0.0026851606,0.0020481178,0.0001360388,0.00012764068,0.000009120046,0.021565145],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99845976,0.00013756841,0.00030555867,0.00023896767,0.00063725794,0.000220889],"domain_scores_gemma":[0.99884903,0.000031604086,0.000103856335,0.000110687426,0.0005194458,0.00038538466],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0007467299,0.00009518339,0.00008344388,0.00015234077,0.00037528021,0.00008800946,0.000321723,0.000081459155,0.016540343],"category_scores_gemma":[0.0008183031,0.00010982738,0.000059386846,0.00026199536,0.00013362382,0.000470625,0.000041004478,0.00009179537,0.0018706882],"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":[0.000017899592,0.00024684402,0.7566068,0.000002015832,0.000026309584,2.7440586e-7,0.04466356,0.0000020807365,0.000030108247,0.16026254,0.03260013,0.005541444],"study_design_scores_gemma":[0.000083010826,0.000007857611,0.86311364,0.000014193746,0.0000059240974,2.4780854e-7,0.0028193342,0.0000022760337,0.000049327606,0.01929607,0.11446634,0.00014179864],"about_ca_topic_score_codex":0.0020424803,"about_ca_topic_score_gemma":0.0009405337,"teacher_disagreement_score":0.17528239,"about_ca_system_score_codex":0.00041733118,"about_ca_system_score_gemma":0.0010952228,"threshold_uncertainty_score":0.9989065},"labels":[],"label_agreement":null},{"id":"W2167677820","doi":"10.5206/eei.v17i2.7606","title":"An Additive Simple View of Reading Describesthe Performance of Good and Poor Readersin Higher Education","year":2007,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":32,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Reading comprehension; Reading (process); Comprehension; Psychology; Simple (philosophy); Point (geometry); Exploratory research; Mathematics education; Reciprocal teaching; Cognitive psychology; Computer science; Linguistics; Mathematics","score_opus":0.029155526128822114,"score_gpt":0.36804916603120086,"score_spread":0.33889363990237875,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2167677820","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":[0.97587305,0.00013534291,0.00038460072,0.0008416818,0.001977239,0.00016197519,0.00005134834,0.000019188388,0.020555567],"genre_scores_gemma":[0.9876909,0.000024502408,0.0036072987,0.00042402162,0.000713332,0.00004717014,0.0007747028,0.000012423648,0.0067056115],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986637,0.000084973435,0.0005310303,0.00027396678,0.00030353875,0.00014274898],"domain_scores_gemma":[0.99872214,0.00013003706,0.00032248875,0.00019497257,0.00054267305,0.00008770994],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006737447,0.000119578115,0.00014766381,0.00024377122,0.00006241662,0.000019213736,0.00017767679,0.00007858128,0.0039680256],"category_scores_gemma":[0.00003239577,0.00012417711,0.000042017993,0.00016513762,0.00011841393,0.000314658,0.000018361183,0.00010211922,0.00003360044],"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":[0.00025689614,0.0024459646,0.45903283,0.00008912892,0.0001562792,2.9001862e-7,0.010815085,0.0000044154676,0.0026651493,0.19214198,0.017576879,0.31481507],"study_design_scores_gemma":[0.00019992261,0.00007367887,0.9205185,0.00011315782,0.000013353472,0.000019176347,0.0021623287,0.00001036972,0.0008899335,0.0015942577,0.07428209,0.00012321722],"about_ca_topic_score_codex":0.00028361773,"about_ca_topic_score_gemma":0.0000060813263,"teacher_disagreement_score":0.46148568,"about_ca_system_score_codex":0.00014536305,"about_ca_system_score_gemma":0.0002931459,"threshold_uncertainty_score":0.99694246},"labels":[],"label_agreement":null},{"id":"W2169686001","doi":"10.5206/eei.v18i2.7625","title":"Assistive Technology as an Accommodationfor a Student with Mild Disabilities: The Case of Alex","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Nipissing University","funders":"","keywords":"Psychology; Learning disability; Student achievement; Psychological intervention; Assistive technology; Medical education; Academic achievement; Mathematics education; Student teacher; Special education; Perception; Pedagogy; Teacher education; Developmental psychology; Medicine; Computer science","score_opus":0.06760043063255741,"score_gpt":0.44698058030176613,"score_spread":0.37938014966920874,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2169686001","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":[0.96879697,0.000033592616,0.00032355223,0.007997035,0.0007116993,0.00046243958,0.00012526738,0.000047539812,0.021501899],"genre_scores_gemma":[0.9917997,0.0000038674016,0.00038325362,0.00040993237,0.00047237336,0.000662684,0.0003715743,0.000013036499,0.0058835875],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99825066,0.00020863833,0.00044021054,0.00040632798,0.0004960296,0.00019810828],"domain_scores_gemma":[0.9978346,0.00044256798,0.00017350716,0.0006287924,0.00082723063,0.00009325585],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00048204954,0.00014893885,0.0001544222,0.00020410061,0.00029318978,0.000029260755,0.0005320076,0.000111007634,0.014915622],"category_scores_gemma":[0.00028163192,0.00011097322,0.0000778004,0.00033129484,0.001168443,0.00029618328,0.00008237232,0.00025177395,0.00026739048],"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":[0.00023324836,0.0034642885,0.78618264,0.000011369888,0.00018136478,0.000015212778,0.00752895,0.000019003044,0.00003429518,0.18954942,0.008769976,0.004010244],"study_design_scores_gemma":[0.0005238802,0.00022435043,0.87518704,0.000014490579,0.000016595186,0.0016428356,0.109935515,0.00001915744,0.00006255231,0.0074286736,0.004790182,0.00015470962],"about_ca_topic_score_codex":0.0023688488,"about_ca_topic_score_gemma":0.00046575276,"teacher_disagreement_score":0.18212074,"about_ca_system_score_codex":0.00020570905,"about_ca_system_score_gemma":0.0006402676,"threshold_uncertainty_score":0.98598486},"labels":[],"label_agreement":null},{"id":"W2173213633","doi":"10.5206/eei.v17i2.7605","title":"The Writing Strategies of Post-SecondaryStudents with Writing Difficulties","year":2007,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Spelling; Writing process; Psychology; Professional writing; Mathematics education; Academic writing; Second language writing; Composition (language); Writing system; Pedagogy; Linguistics; Second language","score_opus":0.015413275807590313,"score_gpt":0.3680559692358369,"score_spread":0.35264269342824656,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2173213633","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":[0.92792696,0.00010848515,0.0007509235,0.0073853605,0.0011276223,0.00016724056,0.00001632382,0.00005946897,0.062457602],"genre_scores_gemma":[0.99311376,0.000032536416,0.001276378,0.00014316598,0.0026386497,0.000031051462,0.00010685627,0.00000973404,0.0026478472],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9981361,0.0001194017,0.00047067404,0.00019211843,0.0008347794,0.00024693206],"domain_scores_gemma":[0.997223,0.00073015096,0.00032077808,0.0001289543,0.0015209106,0.00007618395],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025345248,0.000098780176,0.00009145009,0.000107810374,0.0010595599,0.00034741662,0.00036785172,0.000059391095,0.0003096209],"category_scores_gemma":[0.0004755015,0.00008243676,0.000058915954,0.00018273912,0.00045723462,0.00043810823,0.000028233222,0.00015332954,0.000015458418],"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":[0.00007417055,0.00052316586,0.23012167,0.000034724093,0.000087726585,5.031244e-7,0.021909134,0.000029983548,0.00094939966,0.70897365,0.0030636396,0.034232248],"study_design_scores_gemma":[0.00016496834,0.000020531865,0.670403,0.00010003045,0.00000811554,0.000005142452,0.31370854,0.000003225329,0.000089912115,0.0027014434,0.012688652,0.000106456246],"about_ca_topic_score_codex":0.0012611636,"about_ca_topic_score_gemma":0.0025906914,"teacher_disagreement_score":0.7062722,"about_ca_system_score_codex":0.00020763457,"about_ca_system_score_gemma":0.0011335841,"threshold_uncertainty_score":0.81493855},"labels":[],"label_agreement":null},{"id":"W220554920","doi":"10.5206/eei.v25i1.7721","title":"At-risk Youth Find Work Hope in Work-Based Education","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Youth Education and Societal Dynamics","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Regina; Queen's University","funders":"","keywords":"Context (archaeology); Work (physics); Perspective (graphical); Set (abstract data type); Psychology; Pedagogy; Youth work; At-risk students; Public relations; Sociology; Medical education; Political science; Medicine; Engineering","score_opus":0.05511879400660287,"score_gpt":0.3633494040103278,"score_spread":0.3082306100037249,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W220554920","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":[0.92827857,0.00013717166,0.00044986882,0.016662456,0.009268435,0.00041511358,0.000069598784,0.000088460365,0.04463036],"genre_scores_gemma":[0.9582882,0.000035488734,0.0018844915,0.001724686,0.002388841,0.00017976336,0.0014001394,0.000019125377,0.034079287],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973455,0.00045927498,0.0004819423,0.00041010167,0.0010117856,0.00029140554],"domain_scores_gemma":[0.9979931,0.00016546035,0.00031441767,0.00026579865,0.00091020635,0.000351007],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0015567661,0.0001740262,0.00014879917,0.0002915399,0.00034379636,0.00018003861,0.00047333323,0.00019020143,0.0023230342],"category_scores_gemma":[0.0013189147,0.00020594778,0.00012389422,0.00087987474,0.0002666068,0.0004095132,0.000051718307,0.00027617096,0.000668701],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006405156,0.0010838441,0.903213,0.0000036070983,0.000014900094,9.4642644e-8,0.03517761,0.00042719173,0.0000011536027,0.015837347,0.035558302,0.008618884],"study_design_scores_gemma":[0.000529345,0.000011549974,0.8422266,0.000075748496,0.000017177112,4.77284e-7,0.02525997,0.000046762456,0.0000026395232,0.0070752343,0.124422014,0.0003324418],"about_ca_topic_score_codex":0.0029267145,"about_ca_topic_score_gemma":0.0012956848,"teacher_disagreement_score":0.088863716,"about_ca_system_score_codex":0.002574749,"about_ca_system_score_gemma":0.0063395435,"threshold_uncertainty_score":0.99929357},"labels":[],"label_agreement":null},{"id":"W2213483879","doi":"10.5206/eei.v25i3.7730","title":"The Effects of Home-Based Literacy Activities on the Communication of Students with Severe Speech and Motor Impairments","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Assistive Technology in Communication and Mobility","field":"Health Professions","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Augmentative and alternative communication; Psychology; Reading (process); Intervention (counseling); Multiple baseline design; Literacy; Augmentative; Developmental psychology; Pedagogy; Linguistics","score_opus":0.03707552105475922,"score_gpt":0.436427984535242,"score_spread":0.3993524634804828,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2213483879","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":[0.9858684,0.00011866348,0.0001694728,0.010771372,0.00046258874,0.00079692405,0.000042567448,0.000027473567,0.0017425587],"genre_scores_gemma":[0.99569285,0.000070921094,0.0008126517,0.00059648097,0.00007169593,0.00054257014,0.00008457669,0.000008227178,0.0021200373],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99796546,0.0008402517,0.00039430332,0.00014278558,0.000551211,0.00010597877],"domain_scores_gemma":[0.994393,0.00342259,0.0005381302,0.0006824086,0.00091558235,0.000048276524],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012840863,0.00010427463,0.00012864241,0.00008546831,0.0004212261,0.00001751005,0.0006859667,0.00008081136,0.000105858475],"category_scores_gemma":[0.0008986741,0.000063459214,0.00003657162,0.00013444007,0.00050164276,0.00012708108,0.00018363421,0.00034334173,0.000010235058],"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":[0.000417838,0.0009616938,0.9624469,0.0000816625,0.00010651123,6.25932e-8,0.002515254,0.000002964984,0.00010449664,0.018541606,0.008414768,0.0064061875],"study_design_scores_gemma":[0.0009171957,0.00016043874,0.98198617,0.00030781332,0.000016026153,0.0000016685216,0.0049744034,0.00004068304,0.0001490092,0.005606952,0.005764279,0.00007536345],"about_ca_topic_score_codex":0.00014850272,"about_ca_topic_score_gemma":0.00006219291,"teacher_disagreement_score":0.019539213,"about_ca_system_score_codex":0.000254222,"about_ca_system_score_gemma":0.0005836572,"threshold_uncertainty_score":0.32397732},"labels":[],"label_agreement":null},{"id":"W2220163151","doi":"10.5206/eei.v25i3.7731","title":"Moving Toward Inclusion: Inclusion Coaches' Reflections and Discussions in Supporting Educators in Practice","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Diverse Education Studies and Reforms","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University; McMaster University","funders":"","keywords":"Inclusion (mineral); Transformative learning; Coaching; Pedagogy; Context (archaeology); Psychology; Qualitative research; Faculty development; Professional development; Sociology; Social psychology; Social science","score_opus":0.07484065124534497,"score_gpt":0.4563014513980989,"score_spread":0.38146080015275396,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2220163151","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":[0.63402086,0.00025240143,0.00024163368,0.223353,0.00744591,0.00048729486,0.0000167441,0.00006492014,0.13411723],"genre_scores_gemma":[0.99119747,0.0001874235,0.0022863601,0.0012189884,0.001578574,0.00011483577,0.00009325976,0.000009548961,0.0033135274],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9977578,0.0003014317,0.0004995194,0.0003426609,0.0008402459,0.00025837656],"domain_scores_gemma":[0.998642,0.00022915711,0.00024676564,0.00012065381,0.00053063617,0.00023073095],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026377474,0.00012612496,0.00014291298,0.00042421417,0.0011381358,0.000101994854,0.0002728283,0.000107227796,0.00034069104],"category_scores_gemma":[0.0028641967,0.0001141168,0.00004387518,0.00061344076,0.00021030728,0.0010750395,0.0008984958,0.00026168785,0.000035785426],"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":[0.00005406251,0.0018781382,0.37883866,0.000013074863,0.00003157322,0.000002572397,0.4716007,0.000094557436,0.000040664978,0.12006414,0.009870216,0.017511649],"study_design_scores_gemma":[0.00037512695,0.000014417793,0.1044576,0.000073448515,0.000008987486,0.00000767869,0.53517777,0.000032233518,0.0000042531215,0.020157527,0.3394951,0.00019587597],"about_ca_topic_score_codex":0.010174409,"about_ca_topic_score_gemma":0.00398668,"teacher_disagreement_score":0.35717663,"about_ca_system_score_codex":0.0015102002,"about_ca_system_score_gemma":0.002037312,"threshold_uncertainty_score":0.9964169},"labels":[],"label_agreement":null},{"id":"W2241222210","doi":"10.5206/eei.v28i1.7759","title":"Pre-service Educational Assistants’ Attitudes Toward Inclusion","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Windsor","funders":"","keywords":"Inclusion (mineral); Pedagogy; Special education; Psychology; Qualitative research; Medical education; Service (business); Population; Work (physics); Sociology; Medicine; Social psychology; Social science; Engineering","score_opus":0.04213682005044008,"score_gpt":0.42105145738502303,"score_spread":0.37891463733458297,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2241222210","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":[0.80142766,0.00008000047,0.0015827495,0.094696745,0.007591366,0.00028480627,0.00006271698,0.00013601115,0.09413795],"genre_scores_gemma":[0.9673061,0.000036113048,0.002706029,0.0028800862,0.012078715,0.000085376654,0.00039438668,0.00001417415,0.014499026],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9973827,0.00035779845,0.00037488953,0.00040999005,0.0012345506,0.00024008524],"domain_scores_gemma":[0.9968094,0.00021553434,0.00021725985,0.0002230699,0.0023557239,0.00017901146],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012615607,0.00015524113,0.00012135784,0.00020991726,0.0026560319,0.00020177565,0.0006757024,0.00012292458,0.016161863],"category_scores_gemma":[0.0009162255,0.00016752903,0.00007254159,0.0005647819,0.0003683276,0.0007093501,0.00046474306,0.00018335655,0.0007191118],"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":[0.000102895996,0.001447745,0.49037933,0.000018099256,0.00005926888,1.5057333e-7,0.05460131,0.0000072552866,0.0011251904,0.35066807,0.08566019,0.015930487],"study_design_scores_gemma":[0.00016698496,0.000023402892,0.678282,0.00005656958,0.0000075973794,0.0000015703174,0.0019070279,0.000050043604,0.00004764596,0.031304143,0.2879591,0.00019385986],"about_ca_topic_score_codex":0.0044635534,"about_ca_topic_score_gemma":0.0049387603,"teacher_disagreement_score":0.31936392,"about_ca_system_score_codex":0.0013924262,"about_ca_system_score_gemma":0.0029358726,"threshold_uncertainty_score":0.9986424},"labels":[{"model":"gemma","categories":[],"domain":null,"study_design":"observational","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"low"},{"model":"gpt","categories":[],"domain":null,"study_design":"observational","genre":"empirical","about_ca_system":false,"about_ca_topic":false,"confidence":"high"}],"label_agreement":"agree"},{"id":"W2279161168","doi":"10.5206/eei.v26i1.7732","title":"Traumatic Brain Injury: Persistent Misconceptions and Knowledge Gaps Among Educators","year":2016,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Traumatic Brain Injury Research","field":"Medicine","cited_by":38,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Traumatic brain injury; Special education; Psychology; Learning disability; Medicine; Medical education; Psychiatry; Pedagogy","score_opus":0.07574564058915567,"score_gpt":0.40813274179985515,"score_spread":0.3323871012106995,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2279161168","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":[0.92120403,0.0001474042,0.0004169644,0.06460362,0.0013235686,0.0005080958,0.00008898551,0.00008465967,0.011622674],"genre_scores_gemma":[0.9605035,0.00004662383,0.0012317137,0.00074705144,0.0016183506,0.00031951454,0.00016066249,0.000028548819,0.035343993],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979674,0.00015722355,0.0005105686,0.00047201748,0.00061937247,0.00027337138],"domain_scores_gemma":[0.9981475,0.0004160617,0.00014085116,0.00035942084,0.0005665511,0.00036961408],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00062022504,0.00020671141,0.0002302842,0.00040404755,0.00016778427,0.000077400335,0.00022058748,0.00011619297,0.0094619775],"category_scores_gemma":[0.0008384643,0.00016218466,0.00019438575,0.00022160923,0.00055047893,0.00036992144,0.00007888096,0.00019434765,0.0005631194],"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":[0.00020344398,0.0027503786,0.5210756,0.00021494989,0.0005297437,0.0000010773776,0.0052637267,6.957727e-7,0.0061715506,0.034330007,0.31783542,0.11162342],"study_design_scores_gemma":[0.0010174543,0.00013758875,0.94703203,0.00047723704,0.000051010753,0.000099703575,0.002908228,0.000044536955,0.00016148665,0.0029653185,0.044864923,0.00024047706],"about_ca_topic_score_codex":0.000072206625,"about_ca_topic_score_gemma":0.00003231642,"teacher_disagreement_score":0.42595646,"about_ca_system_score_codex":0.0006227553,"about_ca_system_score_gemma":0.001166652,"threshold_uncertainty_score":0.9914435},"labels":[],"label_agreement":null},{"id":"W230959920","doi":"10.5206/eei.v21i3.7683","title":"Considering Coherence: Teacher Perceptions of the Competing Agendas of RTI and an Existing Special Education Model","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Psychology; Special education; Christian ministry; Coherence (philosophical gambling strategy); Response to intervention; Pedagogy; Mathematics education; Perception; Gateway (web page); Medical education; Political science; Computer science; Medicine","score_opus":0.17077910440284094,"score_gpt":0.4410913792714585,"score_spread":0.27031227486861753,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W230959920","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":[0.8896876,0.000022451166,0.00038988527,0.00035776573,0.0012972271,0.0002112911,0.000046479807,0.000013431915,0.10797389],"genre_scores_gemma":[0.99233115,0.0000019038243,0.0029624763,0.00012565959,0.0011481352,0.000076080636,0.00009735168,0.000009841531,0.0032473942],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985165,0.00021452173,0.00048725697,0.0002834617,0.00036482463,0.00013343929],"domain_scores_gemma":[0.9987517,0.00009604026,0.00025273065,0.00031315186,0.0005080684,0.00007830684],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00058268075,0.00010647961,0.00012817536,0.00011085734,0.00013475123,0.000018924295,0.00029191963,0.00008129874,0.015573316],"category_scores_gemma":[0.00027599453,0.00009919719,0.000077240315,0.000120451834,0.00048482008,0.00021891046,0.00008694792,0.0001875368,0.000023987817],"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":[0.00005068036,0.0018293457,0.8548943,0.00003383321,0.00004069658,4.9162132e-8,0.024641134,0.000029869312,0.0028124729,0.10262779,0.002904851,0.010134996],"study_design_scores_gemma":[0.00016068883,0.000023178834,0.9394157,0.000044436874,0.000014289815,0.000011268762,0.037011646,0.0003740255,0.00019763537,0.022397116,0.00024849048,0.00010150095],"about_ca_topic_score_codex":0.0011174668,"about_ca_topic_score_gemma":0.00012981945,"teacher_disagreement_score":0.10472649,"about_ca_system_score_codex":0.00008843362,"about_ca_system_score_gemma":0.0007179217,"threshold_uncertainty_score":0.9853266},"labels":[],"label_agreement":null},{"id":"W237470889","doi":"10.5206/eei.v21i2.7674","title":"Impact of Impairment on Children with Special Needs at School Entry:Comparison of School Readiness Outcomes in Canada, Australia, and Mexico","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"McMaster University","funders":"","keywords":"Multitude; Psychology; Affect (linguistics); Developmental psychology; Special needs; Special education; Special educational needs; Medical education; Mathematics education; Medicine; Political science","score_opus":0.04161854399336732,"score_gpt":0.35971390001583975,"score_spread":0.3180953560224724,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W237470889","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":[0.9923031,0.00000938256,0.000006496159,0.001217739,0.00072228914,0.0003016947,0.000070217444,0.0000061414908,0.0053629363],"genre_scores_gemma":[0.9959774,0.000009072744,0.00032762744,0.00009000067,0.0005815666,0.00002918483,0.00012888272,0.000006045425,0.0028502329],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99834085,0.00009699223,0.0004749248,0.00019584103,0.000720475,0.00017091697],"domain_scores_gemma":[0.9989699,0.000059934653,0.00031596984,0.0001358408,0.00029725826,0.00022110516],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00025058794,0.00013361622,0.00020932783,0.000274709,0.00008913512,0.000020556094,0.00022155962,0.000052248844,0.011761599],"category_scores_gemma":[0.00016822347,0.00011867039,0.000054919594,0.00023919316,0.00012672291,0.00019346099,0.000031936095,0.000118859636,0.000026964968],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007378051,0.0007382882,0.9726695,0.0000024727137,0.00009569583,6.369239e-8,0.008508945,0.00004064142,0.0000043689297,0.0046565332,0.01282446,0.0003852853],"study_design_scores_gemma":[0.0003880557,0.00006453498,0.9958503,0.000038928156,0.0000075693315,0.0000012737448,0.002754056,0.0000010308689,0.000081352926,0.00045025497,0.00023993269,0.00012269503],"about_ca_topic_score_codex":0.747431,"about_ca_topic_score_gemma":0.4884062,"teacher_disagreement_score":0.2590248,"about_ca_system_score_codex":0.002294065,"about_ca_system_score_gemma":0.005852942,"threshold_uncertainty_score":0.999783},"labels":[],"label_agreement":null},{"id":"W238066618","doi":"10.5206/eei.v19i1.7636","title":"A Preliminary Evaluation of a School Support Program for Children with Autism Spectrum Disorders: Educator and School Level Outcomes and Program Processes","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thames Valley Children's Centre","funders":"","keywords":"Medical education; Psychology; Autism; Program evaluation; Resource (disambiguation); Special education; Service (business); Pedagogy; Medicine; Computer science; Developmental psychology; Political science","score_opus":0.05770671969374329,"score_gpt":0.40999882225429335,"score_spread":0.35229210256055005,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W238066618","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":[0.93672764,0.00013259679,0.00040622056,0.056833137,0.00019193914,0.004737564,0.00015892572,0.00012632278,0.0006856729],"genre_scores_gemma":[0.9907292,0.00008701253,0.004928425,0.00031141355,0.0001967835,0.0027050108,0.00027833768,0.000022898705,0.0007409299],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9972661,0.00012541596,0.0004226763,0.00068909157,0.0011948659,0.00030184587],"domain_scores_gemma":[0.99892944,0.00015360546,0.00028082967,0.00024476266,0.00017500645,0.000216374],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00057203,0.00023816936,0.00021033235,0.00031680008,0.0002025451,0.00020344114,0.0003103615,0.00007959921,0.0007480675],"category_scores_gemma":[0.001367752,0.000216502,0.000055840854,0.00033798444,0.0002831454,0.00072257785,0.0000632187,0.00018858441,0.000016056889],"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":[0.00037173228,0.007096391,0.8048934,0.00013633535,0.00009819526,1.5548086e-7,0.00063898956,0.00002059767,0.00027445107,0.052592292,0.0017815771,0.13209593],"study_design_scores_gemma":[0.0012765448,0.00096797926,0.9176529,0.000058936395,0.000048978156,0.00004268265,0.00010558653,0.00032821635,0.00042336638,0.078410454,0.00046376808,0.00022059107],"about_ca_topic_score_codex":0.00007285855,"about_ca_topic_score_gemma":0.00007107897,"teacher_disagreement_score":0.13187534,"about_ca_system_score_codex":0.0001930024,"about_ca_system_score_gemma":0.002783848,"threshold_uncertainty_score":0.88286954},"labels":[],"label_agreement":null},{"id":"W23885176","doi":"10.5206/eei.v23i1.7703","title":"Critical Entanglement: Research on Culturally and Linguistically Diverse Parental Involvement in Special Education 2000-2010","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Windsor","funders":"","keywords":"Cultural diversity; Face (sociological concept); Psychology; Metaphor; Perception; Sociology; Pedagogy; Social science; Linguistics","score_opus":0.10798897115995763,"score_gpt":0.4642409479896254,"score_spread":0.35625197682966775,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W23885176","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":[0.810104,0.00006484301,0.00009241461,0.025222734,0.01824946,0.00073761906,0.00006319092,0.00005618918,0.14540954],"genre_scores_gemma":[0.97503173,0.000095056625,0.00096758973,0.0013072273,0.01619029,0.00028479903,0.0007379908,0.000012447588,0.005372836],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.996442,0.00067586615,0.0004771656,0.00052798714,0.0015002848,0.00037667324],"domain_scores_gemma":[0.99791104,0.0005348618,0.00010874087,0.00020044025,0.0009892586,0.00025564857],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0022344643,0.00016277346,0.00013009329,0.00045195394,0.0005910725,0.00031527973,0.00040584806,0.00012211454,0.0047551123],"category_scores_gemma":[0.0027337167,0.000183583,0.000054300624,0.00033581926,0.0006087948,0.0004735641,0.00010682808,0.00035296328,0.00036109446],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000049052578,0.0034932634,0.14501248,0.000018607125,0.000013696547,2.6170574e-7,0.015723672,0.0000067415845,0.00013496657,0.7669748,0.05500625,0.013566217],"study_design_scores_gemma":[0.0003689961,0.00008620348,0.54347426,0.00018254602,0.000009926587,0.0000014259577,0.042277124,0.000059968323,0.000056622222,0.09326797,0.3199237,0.00029124648],"about_ca_topic_score_codex":0.004352313,"about_ca_topic_score_gemma":0.0050155264,"teacher_disagreement_score":0.6737068,"about_ca_system_score_codex":0.0021980908,"about_ca_system_score_gemma":0.0014937245,"threshold_uncertainty_score":0.99615467},"labels":[],"label_agreement":null},{"id":"W249237961","doi":"10.5206/eei.v21i1.7667","title":"Summer Literacy for Young Vulnerable Learners: A Study of Caregiver Involvement and Program Stability","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Literacy; Psychology; Exploratory research; Emergent literacy; Reading (process); Developmental psychology; Mathematics education; Academic achievement; Medical education; Pedagogy; Medicine; Sociology; Political science","score_opus":0.0954543650102208,"score_gpt":0.4059138842351263,"score_spread":0.3104595192249055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W249237961","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":[0.98828954,0.000073375064,0.00042442163,0.00019738021,0.0020675545,0.0010384597,0.000040779374,0.00003846879,0.007830051],"genre_scores_gemma":[0.9892518,0.00000416983,0.0039102565,0.00009694194,0.00031934193,0.001650386,0.00023899166,0.000011960292,0.0045161797],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99854255,0.00016302409,0.0004631107,0.0003970498,0.00028283134,0.00015142318],"domain_scores_gemma":[0.9986829,0.00010905844,0.00020507157,0.00023905712,0.00069251755,0.00007137755],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006715161,0.00013013944,0.00014538376,0.0001421078,0.00010304863,0.00005069339,0.00017592193,0.00005065554,0.0033262204],"category_scores_gemma":[0.00008745796,0.00012804619,0.000056392364,0.00009694397,0.00007473442,0.0002707871,0.00004302321,0.000112519774,0.000019248808],"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":[0.0001792284,0.0070253913,0.7733282,0.000034565244,0.00021393545,2.5017837e-7,0.17012444,7.3951384e-7,0.000037577476,0.008975331,0.0047998196,0.035280526],"study_design_scores_gemma":[0.0010707855,0.0003204255,0.9399473,0.000035613182,0.00002771802,0.000005308178,0.03846871,0.000028778613,0.00006342809,0.0024785732,0.017382331,0.00017099257],"about_ca_topic_score_codex":0.0016107092,"about_ca_topic_score_gemma":0.00007340763,"teacher_disagreement_score":0.16661915,"about_ca_system_score_codex":0.00012711405,"about_ca_system_score_gemma":0.00012859046,"threshold_uncertainty_score":0.9975849},"labels":[],"label_agreement":null},{"id":"W25145623","doi":"10.5206/eei.v18i3.7630","title":"Inclusive Education: Identifying Teachers’ Perceived Stressors in Inclusive Classrooms","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Nipissing University","funders":"","keywords":"Stressor; Psychology; Coping (psychology); Perception; Inclusion (mineral); Population; Pedagogy; Medical education; Mathematics education; Medicine; Clinical psychology; Social psychology","score_opus":0.0992491481544679,"score_gpt":0.44063086419038,"score_spread":0.3413817160359121,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W25145623","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":[0.77990705,0.00033827094,0.0001528257,0.15117039,0.00638847,0.00048974855,0.000023452525,0.00012234533,0.06140746],"genre_scores_gemma":[0.96325284,0.00028812714,0.0009512547,0.0021727907,0.0046042707,0.0003249547,0.00031482903,0.000019648125,0.028071279],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99701774,0.00053855893,0.0005541964,0.0005031701,0.0010371333,0.00034917565],"domain_scores_gemma":[0.9982176,0.00022591447,0.00028130668,0.00023912394,0.00083100965,0.00020505396],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007664886,0.00021447234,0.00020475466,0.00051301374,0.00092257233,0.000112926806,0.000616345,0.0001710739,0.006901972],"category_scores_gemma":[0.0010441163,0.00025646025,0.0001317166,0.00054835004,0.00061489706,0.00084522803,0.00012407204,0.00042560598,0.00031784552],"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":[0.0000147365035,0.001390056,0.4135563,0.000009272409,0.000047574482,0.0000010499706,0.5086433,0.000017035487,0.000040606777,0.034351498,0.03337836,0.008550179],"study_design_scores_gemma":[0.00020566376,0.0000053431518,0.5862947,0.000050606686,0.0000062538393,0.000006339298,0.2791406,0.000003704885,0.0000033742142,0.005086486,0.12900338,0.00019356328],"about_ca_topic_score_codex":0.0055850055,"about_ca_topic_score_gemma":0.003937992,"teacher_disagreement_score":0.22950272,"about_ca_system_score_codex":0.0023860633,"about_ca_system_score_gemma":0.005499117,"threshold_uncertainty_score":0.99998873},"labels":[],"label_agreement":null},{"id":"W2520874590","doi":"10.5206/eei.v26i1.7733","title":"Sustainability of Disability-Related Services in Canada and Israel: Will the Real Universal Design Please Stand Up?","year":2016,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Cégep André Laurendeau; Dawson College","funders":"","keywords":"Universal design; Sustainability; Universal service; Inclusion (mineral); Service (business); Sample (material); Service delivery framework; Special education; Psychology; Economic growth; Political science; Business; Pedagogy; Economics; Computer science; Marketing; Social psychology; Ecology","score_opus":0.01600145985373532,"score_gpt":0.31635531150752594,"score_spread":0.30035385165379064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2520874590","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":[0.9215263,0.000022154176,0.00015108714,0.07531068,0.0011482799,0.00039702092,0.00005863956,0.000014787895,0.001371017],"genre_scores_gemma":[0.99713564,0.00009575164,0.000050370025,0.0001621782,0.00018622221,0.000051713934,0.000025281466,0.0000053106933,0.0022875608],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979671,0.00056161574,0.0004175588,0.0002811881,0.00058922527,0.00018329275],"domain_scores_gemma":[0.99820995,0.0007193212,0.0001642708,0.00022196956,0.00056090794,0.00012356455],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012961669,0.00010127348,0.000116440475,0.00004826812,0.0001727818,0.00003759719,0.00032731218,0.000049798655,0.0019729116],"category_scores_gemma":[0.0005150662,0.00007499335,0.00003911606,0.00020528643,0.00079089415,0.00045683884,0.000050227263,0.000075361626,0.0000033010222],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.000056719735,0.00030202002,0.8728858,0.000022683062,0.000019120504,8.157496e-8,0.0077746897,0.000035146666,0.000010148339,0.10949049,0.0011430229,0.008260039],"study_design_scores_gemma":[0.00031583308,0.0000118418975,0.88702536,0.000037678285,0.0000071833215,4.382891e-7,0.06049682,0.000027394353,0.000009017058,0.03796718,0.013997487,0.00010377446],"about_ca_topic_score_codex":0.91358525,"about_ca_topic_score_gemma":0.8788734,"teacher_disagreement_score":0.07560928,"about_ca_system_score_codex":0.0043539903,"about_ca_system_score_gemma":0.0077396366,"threshold_uncertainty_score":0.99946815},"labels":[],"label_agreement":null},{"id":"W2546086395","doi":"10.5206/eei.v26i1.7734","title":"Structured Intervention as a Tool to Shift Views of Parent–Professional Partnerships: Impact on Attitudes Toward the IEP","year":2016,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Individualized Education Program; Special education; Intervention (counseling); Psychology; Medical education; Professional development; Referral; Diversity (politics); Value (mathematics); Pedagogy; Response to intervention; Test (biology); Medicine; Nursing; Sociology","score_opus":0.15888661263988976,"score_gpt":0.5104897267547366,"score_spread":0.3516031141148468,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2546086395","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":[0.9614064,0.000038576734,0.0006338116,0.029891135,0.0038563462,0.0005541552,0.00026717247,0.000031476506,0.00332094],"genre_scores_gemma":[0.9900486,0.0000030098172,0.00009148116,0.0010715453,0.0010855764,0.00049210066,0.00029582737,0.000015023275,0.006896859],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99715585,0.00049610314,0.0006635358,0.00047779572,0.0009322626,0.00027443407],"domain_scores_gemma":[0.99808985,0.00058785756,0.00023450621,0.0005278586,0.000409754,0.00015019244],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0011738256,0.00020666402,0.00019861224,0.00020013146,0.00010392642,0.00005069307,0.00064575864,0.00011774937,0.059383877],"category_scores_gemma":[0.000707173,0.00011730696,0.00033256155,0.00020138262,0.00022605532,0.00021596187,0.00011467846,0.00020565941,0.0019044657],"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":[0.0013323305,0.0026094401,0.73806757,0.000034008997,0.00027385756,6.7839267e-7,0.00428518,0.000014551852,0.0011543701,0.11937518,0.08126277,0.05159004],"study_design_scores_gemma":[0.00051550375,0.00019592297,0.96813846,0.00013844584,0.000009648519,0.000007121645,0.0019319267,0.0000016003662,0.00020599236,0.019736651,0.008967925,0.00015082533],"about_ca_topic_score_codex":0.00036319555,"about_ca_topic_score_gemma":0.00009966636,"teacher_disagreement_score":0.23007084,"about_ca_system_score_codex":0.00037014147,"about_ca_system_score_gemma":0.00041275454,"threshold_uncertainty_score":0.99887264},"labels":[],"label_agreement":null},{"id":"W2550865570","doi":"10.5206/eei.v28i1.7756","title":"Four Secondary Teachers’ Perspectives on Enhancing the Inclusion of Exceptional Students","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Inclusion (mineral); Psychology; Mathematics education; Referral; Pedagogy; Special education; Semi-structured interview; Medical education; Qualitative research; Sociology; Medicine; Social psychology; Nursing","score_opus":0.026809045542721732,"score_gpt":0.4007214815779652,"score_spread":0.3739124360352435,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2550865570","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":[0.91775626,0.000056950714,0.0009703669,0.015845979,0.00239203,0.00024772595,0.00003331548,0.000046168414,0.062651224],"genre_scores_gemma":[0.9848124,0.000041448155,0.00047352654,0.0007347514,0.005941025,0.000041804666,0.000057376983,0.000009458869,0.00788825],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99704504,0.00057231664,0.00035734044,0.000302807,0.0015628391,0.0001596295],"domain_scores_gemma":[0.99786407,0.000320829,0.00026710314,0.00020641687,0.0012674673,0.000074091084],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00243503,0.0001221903,0.00011177193,0.0001702844,0.0020725927,0.000093909526,0.0007279596,0.00008139595,0.0069339704],"category_scores_gemma":[0.0010010396,0.00010236468,0.000094555086,0.00029902306,0.0006720166,0.000335911,0.00039487868,0.00025650856,0.00014749546],"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":[0.00013923932,0.0017023851,0.07143498,0.000006436149,0.0001149501,2.3667383e-7,0.54242074,0.000013100014,0.004108878,0.31583825,0.036468536,0.027752258],"study_design_scores_gemma":[0.00043673482,0.00013792809,0.65779173,0.000114702925,0.000014602879,0.000002096654,0.120103456,0.00001861618,0.00039393402,0.025467532,0.19528067,0.00023802224],"about_ca_topic_score_codex":0.0010026963,"about_ca_topic_score_gemma":0.0011119803,"teacher_disagreement_score":0.5863567,"about_ca_system_score_codex":0.000962555,"about_ca_system_score_gemma":0.0012334533,"threshold_uncertainty_score":0.99922657},"labels":[],"label_agreement":null},{"id":"W2554054109","doi":"10.5206/eei.v26i1.7735","title":"Resilience in the Face of Adversity: Stories from Adults with Fetal Alcohol Spectrum Disorders","year":2016,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Prenatal Substance Exposure Effects","field":"Medicine","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Psychology; Psychological resilience; Anger; Alcohol abuse; Developmental psychology; Addiction; Clinical psychology; Psychiatry; Social psychology","score_opus":0.009010789383014306,"score_gpt":0.27645484156127137,"score_spread":0.26744405217825706,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2554054109","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":[0.97203386,0.000090910835,0.002235287,0.023708468,0.00054155994,0.00032736573,0.000088616944,0.000018095456,0.0009558497],"genre_scores_gemma":[0.9980891,0.000031223473,0.00045107532,0.0002170132,0.00044093552,0.000054826443,0.00016388565,0.0000068955565,0.0005450886],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986758,0.00008000368,0.00021795415,0.00025512447,0.0006551404,0.00011598109],"domain_scores_gemma":[0.99917704,0.00028614374,0.00013847878,0.00024570702,0.000108451146,0.000044209282],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00021748306,0.000106137246,0.00012242638,0.0000966239,0.000037121543,0.000010289035,0.00025278452,0.000043702526,0.00053640275],"category_scores_gemma":[0.00021772338,0.00006436363,0.000051489133,0.00017430767,0.00019531156,0.00028899615,0.000028650547,0.00010457703,0.00003786114],"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":[0.00082666264,0.00058978045,0.9809412,0.000018278753,0.000056624027,0.0000017184973,0.0036219028,0.000012743787,0.001445462,0.003772164,0.0017014536,0.0070120096],"study_design_scores_gemma":[0.0012977426,0.000088788634,0.99136436,0.00027816265,0.000012375774,0.000009402296,0.0023333952,0.000015561944,0.00094810873,0.00232235,0.0012427057,0.00008705268],"about_ca_topic_score_codex":0.0005737408,"about_ca_topic_score_gemma":0.0010950426,"teacher_disagreement_score":0.026055211,"about_ca_system_score_codex":0.00022412922,"about_ca_system_score_gemma":0.0002855708,"threshold_uncertainty_score":0.58732337},"labels":[],"label_agreement":null},{"id":"W2560995466","doi":"10.5206/eei.v26i2.7738","title":"Emerging Mental Health Diagnoses and School Disruption: An Examination Among Clinically Referred Children and youth","year":2016,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Mental health; Psychology; Academic achievement; Anxiety; Clinical psychology; Mood; Attention deficit hyperactivity disorder; Psychiatry; Medical diagnosis; Developmental psychology; Medicine","score_opus":0.028090188456347566,"score_gpt":0.36933198575542764,"score_spread":0.34124179729908005,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2560995466","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":[0.9754429,0.00018954651,0.0004439784,0.018939083,0.0025746247,0.00028488194,0.00030063148,0.00005902294,0.0017653268],"genre_scores_gemma":[0.98986226,0.00047655616,0.000274416,0.0013731901,0.0021993492,0.000038791182,0.0016884995,0.00001374185,0.0040731938],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99828815,0.00019590688,0.0004947279,0.0004983979,0.0003447192,0.0001781121],"domain_scores_gemma":[0.99918115,0.000053151136,0.00022772122,0.000135569,0.00014182377,0.00026060545],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00057409453,0.00015816698,0.000136237,0.00013182304,0.0002668729,0.000081325124,0.00013263109,0.00007704889,0.0027617638],"category_scores_gemma":[0.0000835118,0.0001318303,0.000046573852,0.00007451965,0.00016171725,0.00048064886,0.000052507214,0.00010451842,0.000093875096],"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":[0.000046663165,0.00064921944,0.7897289,0.0000046007253,0.000060658782,8.12223e-8,0.0031872073,1.3928903e-7,0.000021348282,0.013454288,0.007521683,0.18532522],"study_design_scores_gemma":[0.0007616187,0.000056213044,0.99246,0.00014561423,0.0000061563896,0.000013756097,0.0013260669,0.0000015437524,0.0000010945944,0.002224931,0.0028289063,0.00017410508],"about_ca_topic_score_codex":0.00017484133,"about_ca_topic_score_gemma":0.00004348763,"teacher_disagreement_score":0.2027311,"about_ca_system_score_codex":0.00016372929,"about_ca_system_score_gemma":0.00014280782,"threshold_uncertainty_score":0.9981499},"labels":[],"label_agreement":null},{"id":"W2563219048","doi":"10.5206/eei.v26i2.7742","title":"Pre-service Teacher Education for Mental Health and Inclusion in Schools","year":2016,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":43,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Mental health; Inclusion (mineral); Mental health service; Psychology; Teacher education; Medical education; Mental health literacy; Pedagogy; Service (business); Mathematics education; Medicine; Mental illness; Psychiatry; Social psychology","score_opus":0.02317181300265383,"score_gpt":0.3726248852886166,"score_spread":0.3494530722859628,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2563219048","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":[0.69716465,0.00048280475,0.0012871856,0.28781465,0.006947592,0.00075804343,0.00013331525,0.000038632603,0.0053731306],"genre_scores_gemma":[0.964637,0.00012342691,0.0010721937,0.011963854,0.0023826852,0.0003447591,0.0009151874,0.000014894552,0.018546019],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99876773,0.000074753385,0.0003592832,0.000346003,0.00028898995,0.00016321277],"domain_scores_gemma":[0.9994066,0.000041144336,0.000139224,0.00010327017,0.00017941253,0.0001303737],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00039767064,0.000118891876,0.00010530186,0.00015867701,0.00033120834,0.00002797908,0.0001824461,0.000066069,0.0015804814],"category_scores_gemma":[0.000056568042,0.00009979038,0.00004462693,0.00010618697,0.00002893285,0.0002052998,0.0002736497,0.00008050154,0.00008058714],"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":[0.00027239538,0.002757226,0.25186825,0.000045083765,0.00003497212,3.206627e-8,0.008775789,3.529395e-7,0.00036575555,0.096300244,0.19361216,0.44596776],"study_design_scores_gemma":[0.0007701353,0.000022270036,0.72011226,0.0002660215,0.0000014181593,0.0000054131083,0.00082593824,0.0000034851569,0.0000044890157,0.047634367,0.23022965,0.00012452387],"about_ca_topic_score_codex":0.00022451518,"about_ca_topic_score_gemma":0.00009769076,"teacher_disagreement_score":0.46824405,"about_ca_system_score_codex":0.00043266738,"about_ca_system_score_gemma":0.00082856533,"threshold_uncertainty_score":0.9993322},"labels":[],"label_agreement":null},{"id":"W25704889","doi":"10.5206/eei.v25i1.7718","title":"Mental Health Promotion Efforts for Children and Youth in Canada and Beyond: Evidence in Research, Policy and Practice","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Mental health; Terminology; Promotion (chess); Curriculum; Psychology; Health promotion; Public relations; Pedagogy; Medical education; Political science; Public health; Medicine; Nursing; Psychiatry","score_opus":0.17048192633659892,"score_gpt":0.46794053991813694,"score_spread":0.297458613581538,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W25704889","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":[0.89141953,0.00066270604,0.00002515102,0.10552985,0.00092771085,0.0005382423,0.00014383228,0.0000050066938,0.00074798445],"genre_scores_gemma":[0.9957986,0.00028789515,0.0003701534,0.0018091714,0.00069672713,0.000058879217,0.0005315706,0.0000059359268,0.00044107452],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99865144,0.00021595451,0.00027939427,0.00030472662,0.00036941317,0.0001790443],"domain_scores_gemma":[0.99932593,0.00017129649,0.00008991229,0.000057260433,0.00020799469,0.00014758762],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014628647,0.000082891966,0.00009497411,0.00020762543,0.000088705114,0.000043142718,0.000067205685,0.000034816003,0.000036001107],"category_scores_gemma":[0.000575215,0.00008761941,0.000009897443,0.00014396645,0.0000677891,0.00026426325,0.000043963966,0.0001299732,0.000002173986],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0002826312,0.00077251275,0.84624684,0.000028985572,0.000027368764,2.8627937e-7,0.016325604,0.0000026383861,0.000004048286,0.07748705,0.023557484,0.03526456],"study_design_scores_gemma":[0.00066075503,0.000045800545,0.9824929,0.00014312968,0.0000014863988,0.000026414415,0.004813454,0.0000058858227,4.1064436e-7,0.009534519,0.0021936318,0.0000816132],"about_ca_topic_score_codex":0.5462722,"about_ca_topic_score_gemma":0.319125,"teacher_disagreement_score":0.22714719,"about_ca_system_score_codex":0.0011307043,"about_ca_system_score_gemma":0.002688782,"threshold_uncertainty_score":0.6932992},"labels":[],"label_agreement":null},{"id":"W2570892025","doi":"10.5206/eei.v26i1.7736","title":"Children's Voices: Perspectives on Using Assistive Technology","year":2016,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University; St. Lawrence College","funders":"","keywords":"Thematic analysis; Assistive technology; Psychology; Focus group; Perception; Qualitative research; Mathematics education; Pedagogy; Developmental psychology; Medical education; Computer science; Medicine; Sociology","score_opus":0.03387963361525322,"score_gpt":0.3917747035155329,"score_spread":0.3578950699002797,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2570892025","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":[0.868605,0.000025420775,0.0012220587,0.102657676,0.0026899504,0.00025598772,0.000055264638,0.00013163143,0.024357008],"genre_scores_gemma":[0.9854844,0.000040865812,0.00095821556,0.00049969205,0.0033983847,0.000083229126,0.000033963646,0.000009620186,0.009491601],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9984369,0.00014695292,0.00023582632,0.00038928486,0.0005948122,0.00019617511],"domain_scores_gemma":[0.99876875,0.00014780591,0.00013996771,0.00020886741,0.0006214763,0.00011313579],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00045055483,0.000113823495,0.000091280184,0.00028310355,0.00038191117,0.00007848238,0.00035273033,0.00009816557,0.0066174977],"category_scores_gemma":[0.00089182524,0.000096334865,0.00007959533,0.00026677054,0.0005571365,0.0003348477,0.000033385662,0.00008478022,0.0005182447],"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":[0.00001943796,0.0011129399,0.41848406,0.0000011927198,0.000053088588,4.951495e-8,0.0036074007,0.000004658316,0.00014335215,0.55045915,0.007321534,0.018793136],"study_design_scores_gemma":[0.0003836761,0.000043883978,0.80253476,0.0000975837,0.000014760142,0.0000036511376,0.039759163,0.0000038252056,0.00008637979,0.02729696,0.12946314,0.00031221227],"about_ca_topic_score_codex":0.00058690185,"about_ca_topic_score_gemma":0.000118223084,"teacher_disagreement_score":0.5231622,"about_ca_system_score_codex":0.0014376751,"about_ca_system_score_gemma":0.0010900268,"threshold_uncertainty_score":0.9942906},"labels":[],"label_agreement":null},{"id":"W2586601925","doi":"10.5206/eei.v26i2.7740","title":"Teacher Candidate Mental Health and Mental Health Literacy","year":2016,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Mental health; Mental health literacy; Psychology; Teacher education; Medical education; Population; Literacy; Psychological intervention; Pedagogy; Medicine; Psychiatry; Mental illness","score_opus":0.01739766988155599,"score_gpt":0.36962366522761275,"score_spread":0.35222599534605675,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2586601925","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":[0.2918733,0.0013329403,0.00071554893,0.6836269,0.012618278,0.00047715445,0.0006614698,0.000087853994,0.008606572],"genre_scores_gemma":[0.8868641,0.0008607777,0.00070239586,0.022600468,0.0039665643,0.00007405956,0.0023878561,0.000023179731,0.08252058],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9984846,0.00012549151,0.00040936645,0.00038926202,0.00035267937,0.00023859722],"domain_scores_gemma":[0.9992973,0.000024686555,0.00019638451,0.000120801335,0.000092107555,0.0002687133],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002994602,0.00015076708,0.00013787377,0.00011518404,0.00029652362,0.00005668503,0.00014324587,0.000042897864,0.009080328],"category_scores_gemma":[0.00001593605,0.000119667384,0.00006555673,0.00007257679,0.00008573357,0.00023262379,0.000046526988,0.00009010053,0.00041908285],"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":[0.00007428715,0.0007987069,0.13495827,0.000012662088,0.00007123216,9.174059e-8,0.005882575,2.5479409e-8,0.000037858557,0.034052167,0.5886925,0.23541963],"study_design_scores_gemma":[0.0005668079,0.000027494938,0.4787993,0.00013021061,5.918932e-7,0.000021340671,0.00046550378,0.0000010647519,0.0000010064371,0.0022964317,0.5175821,0.00010811123],"about_ca_topic_score_codex":0.00026557967,"about_ca_topic_score_gemma":0.000030391233,"teacher_disagreement_score":0.6610264,"about_ca_system_score_codex":0.00047866616,"about_ca_system_score_gemma":0.0005226708,"threshold_uncertainty_score":0.9918255},"labels":[],"label_agreement":null},{"id":"W2587011851","doi":"10.5206/eei.v26i2.7739","title":"Facilitating Academic and Mental Health Resilience in Students with a Learning Disability","year":2016,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Resilience and Mental Health","field":"Psychology","cited_by":28,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Mental health; Psychological resilience; Psychology; Negotiation; Set (abstract data type); Perspective (graphical); Learning disability; Academic achievement; Qualitative research; Pedagogy; Medical education; Resilience (materials science); Developmental psychology; Mathematics education; Social psychology; Sociology; Medicine","score_opus":0.027225202171991977,"score_gpt":0.4690435116349734,"score_spread":0.4418183094629814,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2587011851","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":[0.9828669,0.000113578535,0.00035134665,0.014695526,0.00059434405,0.0003074501,0.000029278723,0.000024267873,0.0010173001],"genre_scores_gemma":[0.995623,0.00007981811,0.00028438872,0.0005210153,0.00020281161,0.00014304578,0.00004989091,0.000006496023,0.0030895262],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982841,0.0002393378,0.00037126403,0.00041207334,0.0004690279,0.0002242151],"domain_scores_gemma":[0.9993602,0.00020211136,0.00015393394,0.00011959815,0.00004187532,0.00012230688],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00064818386,0.00010420322,0.000110303,0.00007970922,0.00012908672,0.000020095535,0.00020226762,0.000047121797,0.00082507863],"category_scores_gemma":[0.00010710469,0.00007788584,0.000019228472,0.00011591224,0.00024865053,0.00030639136,0.000052458185,0.00019349612,0.000079167556],"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":[0.000097159966,0.000294522,0.89507604,0.0000103471775,0.0000071905033,1.4514147e-7,0.0049156537,0.0000026076739,0.00017947699,0.0025792061,0.0004430048,0.09639463],"study_design_scores_gemma":[0.0006331033,0.000098622884,0.9859878,0.00014132811,6.5638824e-7,0.000021299076,0.010388249,0.0000060309176,0.000007985402,0.0006508352,0.0019744071,0.00008969778],"about_ca_topic_score_codex":0.00060047675,"about_ca_topic_score_gemma":0.0001586557,"teacher_disagreement_score":0.09630493,"about_ca_system_score_codex":0.00048907986,"about_ca_system_score_gemma":0.00021184715,"threshold_uncertainty_score":0.9034033},"labels":[],"label_agreement":null},{"id":"W2596651057","doi":"10.5206/eei.v26i2.7741","title":"Exploring Mental Health Literacy Among Pre-Service Teachers","year":2016,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Mental health; Mental health literacy; Psychology; Vignette; Anxiety; Intervention (counseling); Substance abuse; Psychological intervention; Literacy; Depression (economics); Clinical psychology; Developmental psychology; Psychiatry; Medical education; Medicine; Mental illness; Pedagogy; Social psychology","score_opus":0.07150390222884143,"score_gpt":0.3719014045247403,"score_spread":0.3003975022958989,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2596651057","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":[0.86944115,0.00008376927,0.0009709428,0.10920981,0.012225928,0.00024084182,0.00015410349,0.000094608,0.007578858],"genre_scores_gemma":[0.96602494,0.000113965005,0.00050305546,0.005047942,0.0038539772,0.00019980263,0.00066790957,0.000018345308,0.023570059],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99842274,0.00010097367,0.00041709217,0.00039323533,0.00043152564,0.00023441845],"domain_scores_gemma":[0.99922943,0.00004504023,0.000181412,0.00016933549,0.00020706512,0.00016772059],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00028703036,0.00015453337,0.00011639467,0.00013458855,0.00020020363,0.000057112793,0.00026052297,0.00004422538,0.009992477],"category_scores_gemma":[0.000022876491,0.00012651994,0.0000962485,0.00014664771,0.000058873367,0.0006453775,0.00004617053,0.00010648902,0.0010552938],"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":[0.00007769339,0.0013002445,0.38422403,0.00001498642,0.00013539536,2.6614356e-7,0.01733097,0.0000011099592,0.00014304627,0.038704872,0.15433629,0.4037311],"study_design_scores_gemma":[0.0003681968,0.000009838821,0.7284734,0.00017031089,0.00000162001,0.000005327327,0.0004916663,0.0000011148219,0.0000058251785,0.0015729333,0.26877555,0.00012418863],"about_ca_topic_score_codex":0.00034964734,"about_ca_topic_score_gemma":0.000051423318,"teacher_disagreement_score":0.40360692,"about_ca_system_score_codex":0.0004453234,"about_ca_system_score_gemma":0.00025899275,"threshold_uncertainty_score":0.9997225},"labels":[],"label_agreement":null},{"id":"W2604768871","doi":"10.5206/eei.v27i1.7746","title":"Authentic Inclusion in Two Secondary Schools: \"It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere.\"","year":2017,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Regina","funders":"","keywords":"Inclusion (mineral); Appreciative inquiry; Class (philosophy); Pedagogy; Mainstreaming; Dichotomy; Sociology; Psychology; Mathematics education; Special education; Gender studies; Epistemology","score_opus":0.10736522095375775,"score_gpt":0.46413614631353395,"score_spread":0.35677092535977617,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2604768871","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":[0.5492785,0.00003594053,0.000052559877,0.36348167,0.00316696,0.0005363922,0.00008366456,0.000016215354,0.08334814],"genre_scores_gemma":[0.9688315,0.00001681298,0.00008713632,0.01963657,0.0015749173,0.0005994019,0.00041695748,0.000018367624,0.008818371],"study_design_codex":"not_applicable","study_design_gemma":"observational","domain_scores_codex":[0.99577606,0.0009322238,0.0008268834,0.0006303112,0.0014006633,0.00043385214],"domain_scores_gemma":[0.9972042,0.0007816632,0.000327803,0.0012310412,0.000350681,0.00010465657],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.004791996,0.00023989206,0.00020831975,0.00025842135,0.0009895783,0.00042419677,0.002588325,0.0001556546,0.0204589],"category_scores_gemma":[0.0010044852,0.00018039749,0.00017121603,0.00018804279,0.00048112837,0.00062156364,0.0009721581,0.0012476901,0.0015024313],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004782704,0.0026764898,0.30100048,0.000035445075,0.00008276161,0.0000098471355,0.027812852,0.000039193208,0.00024424834,0.06975748,0.5831349,0.014728028],"study_design_scores_gemma":[0.00104842,0.000029794553,0.82544786,0.00006252019,0.000010036575,0.000034581004,0.02992706,0.00014619157,0.000011171822,0.023876365,0.11921588,0.00019014618],"about_ca_topic_score_codex":0.008931537,"about_ca_topic_score_gemma":0.01759385,"teacher_disagreement_score":0.5244474,"about_ca_system_score_codex":0.0006447595,"about_ca_system_score_gemma":0.0012305982,"threshold_uncertainty_score":0.999275},"labels":[],"label_agreement":null},{"id":"W2605835930","doi":"10.5206/eei.v27i1.7744","title":"Core or Immersion? Canadian French-Second-Language Teacher Candidates’ Perceptions and Experiences of the Best and Worst Program Options for Students with Learning Difficulties and for English Language Learners","year":2017,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Nipissing University","funders":"","keywords":"Practicum; Psychology; Bachelor; French immersion; Teacher education; Inclusion (mineral); Pedagogy; Perception; Mathematics education; Medical education; Medicine; Social psychology","score_opus":0.05916106843914715,"score_gpt":0.4756809155285464,"score_spread":0.41651984708939926,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2605835930","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":[0.9951289,0.000078533805,0.000011232141,0.0022492975,0.0005788374,0.00069952937,0.000102981045,0.000013791761,0.0011368755],"genre_scores_gemma":[0.9718376,0.000040248182,0.0008516643,0.000095391304,0.0006911792,0.0005733361,0.00012515922,0.000007692414,0.025777744],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9991981,0.00005522678,0.00015955817,0.00021016384,0.00022422627,0.00015274956],"domain_scores_gemma":[0.9991219,0.00013091865,0.00018117696,0.000121911886,0.00029014103,0.00015397437],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0003269119,0.00009503108,0.00009434233,0.00008687507,0.0015475727,0.00032001233,0.0002567326,0.00006160845,0.0006651898],"category_scores_gemma":[0.00082234107,0.00007139453,0.000032624215,0.00004746657,0.0006976984,0.00024289836,0.000039371487,0.000096692165,9.663521e-7],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000026732592,0.00019222869,0.37695634,0.000025393469,0.000037567974,4.9685973e-8,0.60914636,0.0000022293257,0.00003458606,0.0022327886,0.0011273968,0.010218352],"study_design_scores_gemma":[0.00029754554,0.000039692444,0.3660402,0.00003931502,0.000016662236,0.0000016113447,0.62226665,0.000046924106,0.000005625307,0.000034776454,0.011121071,0.00008993961],"about_ca_topic_score_codex":0.04551954,"about_ca_topic_score_gemma":0.15346918,"teacher_disagreement_score":0.10794963,"about_ca_system_score_codex":0.00010441273,"about_ca_system_score_gemma":0.0007112802,"threshold_uncertainty_score":0.9997523},"labels":[],"label_agreement":null},{"id":"W2610312852","doi":"10.5206/eei.v27i1.7745","title":"Comparing Service Delivery Models for Children with Developmental Delays in Canada: Adaptive and Maladaptive Behaviours, Parental Perceptions of Stress and of Care","year":2017,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Centres Intégré Universitaires de Santé et de Services Sociaux; McGill University","funders":"Max Bell Foundation","keywords":"Perception; Psychology; Service provider; Service delivery framework; Developmental psychology; Community service; Service (business); Clinical psychology; Medicine; Nursing","score_opus":0.05541932058795765,"score_gpt":0.3432962850368062,"score_spread":0.2878769644488486,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2610312852","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":[0.996545,0.000060774088,0.0002055682,0.00026754066,0.00014293414,0.00039008647,0.0015654548,0.0000027284923,0.00081988564],"genre_scores_gemma":[0.9976789,0.0000052685746,0.0011602062,0.000028352395,0.000055756653,0.00013327345,0.00088091847,0.0000071493932,0.000050172217],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990487,0.000040011764,0.00026433798,0.00026175796,0.00026278623,0.00012238188],"domain_scores_gemma":[0.9990791,0.00007610782,0.00016827072,0.0001404175,0.00047090385,0.0000651948],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00010561328,0.000100765305,0.00015775842,0.00008314279,0.000130284,0.000020698304,0.00020041673,0.000042535125,0.00022882293],"category_scores_gemma":[0.000017157436,0.00010524045,0.000022164893,0.00003347968,0.00020288564,0.00025169554,0.000088373,0.000092228336,5.8913275e-7],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00025655347,0.00025756392,0.9892922,0.000026937749,0.00007761369,2.0581035e-7,0.004089465,0.00015288056,0.000018188799,0.0044642338,0.00013685033,0.0012272947],"study_design_scores_gemma":[0.0006722455,0.000041876163,0.9394785,0.0000765363,0.000014689229,0.000011892761,0.058947142,0.00033122592,0.000028240995,0.00030229977,0.0000018823732,0.00009344924],"about_ca_topic_score_codex":0.7240488,"about_ca_topic_score_gemma":0.8522449,"teacher_disagreement_score":0.12819614,"about_ca_system_score_codex":0.0003735535,"about_ca_system_score_gemma":0.0012066843,"threshold_uncertainty_score":0.4291581},"labels":[],"label_agreement":null},{"id":"W2611623239","doi":"10.5206/eei.v27i1.7747","title":"Social-Skill Interventions for Culturally and Linguistically Diverse Students with Disabilities: A Comprehensive Review","year":2017,"lang":"en","type":"review","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychological intervention; Psychology; Inclusion (mineral); Intervention (counseling); Developmental psychology; Social skills; Clinical psychology; Social psychology; Psychiatry","score_opus":0.40788149917909305,"score_gpt":0.6124202832527988,"score_spread":0.2045387840737058,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2611623239","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00012958553,0.9865028,0.00015431615,0.0018523253,0.0020152966,0.0030346517,0.0014629874,0.00005100122,0.0047970093],"genre_scores_gemma":[0.00016929551,0.96219534,0.000401196,0.00046089946,0.0023551823,0.004171005,0.0067756046,0.000045685112,0.023425793],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9967431,0.00035548216,0.0009976815,0.00084786495,0.00074627163,0.0003096248],"domain_scores_gemma":[0.99632424,0.0009593694,0.0006682595,0.00056329026,0.0013082448,0.00017661793],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006723535,0.0004218088,0.0011110356,0.00016156817,0.0005121203,0.00028008633,0.0010058783,0.0002426665,0.004967547],"category_scores_gemma":[0.0016005338,0.00034436723,0.00086080364,0.000096481206,0.0007667225,0.00018417364,0.00027508583,0.00040821583,0.00031549652],"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":[0.00009337533,0.002939761,0.004151694,0.08644494,0.0018292285,0.0000024623828,0.0017851136,5.4654862e-8,3.764641e-8,0.042024508,0.19006829,0.67066056],"study_design_scores_gemma":[0.00035072904,0.000080869264,0.0073507405,0.022610495,0.0006049772,0.000042206517,0.0025116475,1.8480122e-7,4.8061897e-9,0.0015378706,0.9645547,0.00035557424],"about_ca_topic_score_codex":0.00017238769,"about_ca_topic_score_gemma":0.000051309395,"teacher_disagreement_score":0.7744864,"about_ca_system_score_codex":0.00039767215,"about_ca_system_score_gemma":0.0006425644,"threshold_uncertainty_score":0.9999008},"labels":[],"label_agreement":null},{"id":"W2740036466","doi":"10.5206/eei.v27i1.7748","title":"Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions","year":2017,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Preparedness; Psychology; Perception; Medical education; Survey instrument; Higher education; Task (project management); Pedagogy; Applied psychology; Medicine","score_opus":0.17503203955987517,"score_gpt":0.5028196529747242,"score_spread":0.327787613414849,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2740036466","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":[0.94162446,4.830021e-7,0.0023884054,0.042755183,0.0020289908,0.0007870029,0.00011553663,0.00012339621,0.010176533],"genre_scores_gemma":[0.96765035,0.000002375848,0.007365299,0.001221783,0.0014686678,0.0008694153,0.0011972635,0.000019714576,0.020205133],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99662274,0.00026300756,0.00042210706,0.0006833767,0.0016519777,0.00035678703],"domain_scores_gemma":[0.9975653,0.000078798534,0.00020699216,0.0005315405,0.0010775167,0.00053983124],"candidate_categories":["sts","scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012198455,0.0002155963,0.00018007563,0.0001508891,0.0025206439,0.0014985342,0.0014279232,0.00008301686,0.0030630587],"category_scores_gemma":[0.0017568518,0.00021820607,0.00007383768,0.00015969374,0.00030252663,0.0012558175,0.00023151448,0.0001838115,0.0005114988],"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":[0.00004080773,0.0011818139,0.85249764,0.000009896959,0.000048505903,7.284099e-8,0.104115345,0.0002796602,0.000023987017,0.026036356,0.007474203,0.008291732],"study_design_scores_gemma":[0.00017198773,0.00005741231,0.69168025,0.000059782877,0.00000864272,0.0000010587523,0.13746259,0.0000056119666,0.000007377433,0.00082366366,0.1694629,0.000258746],"about_ca_topic_score_codex":0.004896028,"about_ca_topic_score_gemma":0.00651521,"teacher_disagreement_score":0.16198869,"about_ca_system_score_codex":0.002503709,"about_ca_system_score_gemma":0.0018695712,"threshold_uncertainty_score":0.999538},"labels":[],"label_agreement":null},{"id":"W2743763147","doi":"10.5206/eei.v27i1.7749","title":"What Youths with Autism Spectrum Disorder and Their Parents Want from Social Competence Programs","year":2017,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Autism spectrum disorder; Psychology; Intervention (counseling); Autism; Competence (human resources); Developmental psychology; Social competence; Positive Youth Development; Perception; Social change; Social psychology; Psychiatry","score_opus":0.04684178653045831,"score_gpt":0.34159651919210504,"score_spread":0.29475473266164676,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2743763147","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":[0.8866368,0.000052203763,0.00087768654,0.1088599,0.0016576191,0.00037286492,0.00012898319,0.00006778859,0.0013461495],"genre_scores_gemma":[0.9970226,0.00013199408,0.00019228242,0.00034306032,0.0006559328,0.00016690267,0.00025537534,0.000023960312,0.0012078342],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99786675,0.000119172175,0.00026273032,0.000691118,0.00075143523,0.00030878058],"domain_scores_gemma":[0.99902016,0.00009755397,0.00029357936,0.00042208453,0.00004266395,0.00012398661],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00016299638,0.00022065129,0.00016835329,0.000096773154,0.0010839471,0.0014896686,0.0008849408,0.00007141526,0.001028375],"category_scores_gemma":[0.0001188763,0.00018602745,0.00006198218,0.000079915684,0.00073521904,0.0015803513,0.0002920317,0.00026279702,0.00013106428],"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":[0.00018343912,0.0016739226,0.62329715,0.000018049368,0.000071851704,0.000003826977,0.0065293075,0.0000051735997,0.0017355697,0.3199607,0.00027915867,0.04624183],"study_design_scores_gemma":[0.00062250346,0.000042896652,0.84586185,0.000070387105,0.0000059657073,0.00001640805,0.0017834055,0.00034612435,0.0005391127,0.14727029,0.003184748,0.00025632564],"about_ca_topic_score_codex":0.0010260406,"about_ca_topic_score_gemma":0.0005277231,"teacher_disagreement_score":0.22256467,"about_ca_system_score_codex":0.0001516199,"about_ca_system_score_gemma":0.00032814348,"threshold_uncertainty_score":0.99988484},"labels":[],"label_agreement":null},{"id":"W2767315751","doi":"10.5206/eei.v27i2.7751","title":"The Impact of a School Board’s One-to-One iPad Initiative on Equity and Inclusion","year":2017,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"The King's University; Western University","funders":"","keywords":"Inclusion (mineral); Equity (law); Psychology; Curriculum; Pedagogy; Focus group; Mathematics education; Social psychology; Sociology; Political science","score_opus":0.1064084968549561,"score_gpt":0.46354743939299514,"score_spread":0.357138942538039,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2767315751","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":[0.76855624,0.000019123052,0.00015587846,0.04519436,0.000601326,0.00023925795,0.000036115965,0.000025832645,0.18517186],"genre_scores_gemma":[0.99702007,0.00006890609,0.0002548463,0.000440005,0.00061981846,0.000039321912,0.00003024497,0.000004152122,0.0015226561],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9987294,0.00006331028,0.0002185686,0.00018468194,0.00066753395,0.0001364791],"domain_scores_gemma":[0.99878216,0.00019870921,0.0002488857,0.00022519502,0.00043162552,0.00011340653],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0007959051,0.00007801097,0.000093609735,0.00010543732,0.0024816124,0.00024536453,0.0007050321,0.00006796359,0.00049189205],"category_scores_gemma":[0.0028891817,0.00006570599,0.000059968042,0.00006834443,0.00043427866,0.00037753943,0.0020144833,0.00011100899,0.000058706904],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014983422,0.00058339967,0.23578387,0.0000035584565,0.00009952461,1.1101788e-7,0.0069651515,0.0000040339455,0.00021299068,0.6556623,0.011599459,0.088935785],"study_design_scores_gemma":[0.0001320965,0.000031461044,0.69752806,0.000029155872,0.000001948272,2.1134286e-7,0.00032005404,0.0000032558337,0.000042516545,0.29560724,0.006243604,0.00006043466],"about_ca_topic_score_codex":0.0016785618,"about_ca_topic_score_gemma":0.0006841268,"teacher_disagreement_score":0.46174416,"about_ca_system_score_codex":0.00047484826,"about_ca_system_score_gemma":0.0010407526,"threshold_uncertainty_score":0.998817},"labels":[],"label_agreement":null},{"id":"W2767442836","doi":"10.5206/eei.v27i2.7750","title":"Teaching and Learning in Two iPad-Infused Classrooms: A Descriptive Case Study of a Dual Classroom, School-Based Pilot Project","year":2017,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University; University of Guelph; Fanshawe College; Memorial University of Newfoundland","funders":"","keywords":"Mathematics education; Focus group; Psychology; Descriptive statistics; Teaching method; Perception; Multimethodology; Pedagogy; Sociology; Mathematics","score_opus":0.07068008835688613,"score_gpt":0.41115571121537725,"score_spread":0.3404756228584911,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2767442836","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":[0.9783753,0.000010235067,0.00014583819,0.0035559817,0.0005268314,0.00048058305,0.000006736038,0.00005955837,0.016838942],"genre_scores_gemma":[0.99580014,0.0000026573243,0.00103204,0.00009665821,0.00037603444,0.00011322579,0.00002646689,0.000008277219,0.0025445162],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982896,0.00038790103,0.0003733922,0.00031825042,0.0004611981,0.00016966659],"domain_scores_gemma":[0.9988974,0.0002368764,0.0003498793,0.00018016048,0.00026844247,0.00006728104],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014464981,0.00011805999,0.00015394349,0.00037293418,0.00093775766,0.00024885187,0.00027976203,0.000052933814,0.00017160093],"category_scores_gemma":[0.0028972938,0.00013076438,0.00003379411,0.00010007142,0.00029258776,0.0006802416,0.00011313846,0.00045422468,0.000008160058],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00007414127,0.0017890783,0.9374304,0.0000076056494,0.00003721763,0.000020053269,0.023518154,0.000014928667,0.000047482037,0.02272559,0.00038372504,0.0139516415],"study_design_scores_gemma":[0.0032090985,0.00026363606,0.7857868,0.000099680445,0.000016227375,0.000058960537,0.1915047,0.00032126182,0.0000075621547,0.008120112,0.010289097,0.000322884],"about_ca_topic_score_codex":0.05930969,"about_ca_topic_score_gemma":0.04038512,"teacher_disagreement_score":0.16798654,"about_ca_system_score_codex":0.00042266023,"about_ca_system_score_gemma":0.0014176529,"threshold_uncertainty_score":0.97712535},"labels":[],"label_agreement":null},{"id":"W2767794341","doi":"10.5206/eei.v27i2.7752","title":"Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing","year":2017,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Kwantlen Polytechnic University; University of the Fraser Valley; University of British Columbia","funders":"","keywords":"Thematic analysis; Transition (genetics); Psychology; Developmental psychology; Intervention (counseling); Mainstreaming; Qualitative research; Pedagogy; Special education; Sociology; Psychiatry","score_opus":0.19347815471353508,"score_gpt":0.4293195577270287,"score_spread":0.2358414030134936,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2767794341","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":[0.98357356,0.000048969694,0.0041270084,0.009471742,0.0008950914,0.00085945555,0.00040330106,0.00003024678,0.0005906538],"genre_scores_gemma":[0.99341816,0.00000613454,0.00087069365,0.00019090738,0.0013330315,0.0005077229,0.0008329733,0.000020583931,0.002819781],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981479,0.00024251065,0.0005555205,0.0003943442,0.00045374254,0.00020597102],"domain_scores_gemma":[0.9977922,0.0003357763,0.000427126,0.00091632,0.0004136594,0.0001149341],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009489589,0.00014496439,0.00020054299,0.00013621808,0.0006133324,0.0002569579,0.0009816922,0.00011396727,0.003253897],"category_scores_gemma":[0.0005563974,0.0001297885,0.00019774426,0.000080177386,0.00019032169,0.00040466723,0.000121119105,0.0002480827,0.00009088554],"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":[0.0004747439,0.00035047854,0.9797766,0.00001853267,0.00022081593,7.580426e-8,0.0033538167,0.000025670783,0.00028406663,0.0010915342,0.003456064,0.010947581],"study_design_scores_gemma":[0.0007984727,0.00004128128,0.9906104,0.00025800682,0.000026222957,0.0000015213383,0.0041275257,0.000010831051,0.00026813408,0.0030193862,0.000706242,0.0001319695],"about_ca_topic_score_codex":0.007603155,"about_ca_topic_score_gemma":0.0010087407,"teacher_disagreement_score":0.010833788,"about_ca_system_score_codex":0.00025099798,"about_ca_system_score_gemma":0.00011027983,"threshold_uncertainty_score":0.9990053},"labels":[],"label_agreement":null},{"id":"W277439241","doi":"10.5206/eei.v20i2.7664","title":"Educational Leadership to Create Authentic Inclusive Schools: The Experiences of Principals in a Canadian Rural School District","year":2010,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":62,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Concordia University of Edmonton; University of Alberta","funders":"","keywords":"Inclusion (mineral); Premise; Pedagogy; Educational leadership; Qualitative research; Perspective (graphical); Psychology; Mainstreaming; Special education; Sociology; Mathematics education; Social psychology","score_opus":0.029966495631484045,"score_gpt":0.38217982023934766,"score_spread":0.3522133246078636,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W277439241","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":[0.88805324,0.000027139318,0.000029363153,0.0947386,0.0029840013,0.0003873383,0.0000314988,0.000014262604,0.013734581],"genre_scores_gemma":[0.99104714,0.000006362427,0.00033790807,0.00096752855,0.0018850216,0.00035717842,0.0001077498,0.0000070752903,0.0052840454],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9979883,0.00031738437,0.00039841337,0.0002387583,0.00075572554,0.00030143312],"domain_scores_gemma":[0.99824536,0.00026849515,0.00017031432,0.00021125552,0.00073249923,0.0003721014],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0016772558,0.000119597884,0.00011621552,0.00039277703,0.000709966,0.00015439941,0.0007288254,0.0000899526,0.0069753835],"category_scores_gemma":[0.004578788,0.00010584144,0.000064192944,0.000690735,0.0002880408,0.00040370814,0.00008534081,0.00037069968,0.00015253924],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00003342566,0.00043983487,0.46738374,0.000007481142,0.000023577115,2.233815e-7,0.25209114,0.00003513232,0.0008603556,0.2624736,0.013456258,0.0031951996],"study_design_scores_gemma":[0.00013211241,0.00001420344,0.71556586,0.000059657785,0.000004768143,0.0000016338455,0.22337912,0.00003558722,0.00005705961,0.007805899,0.052783724,0.0001604075],"about_ca_topic_score_codex":0.29437682,"about_ca_topic_score_gemma":0.51320547,"teacher_disagreement_score":0.25466773,"about_ca_system_score_codex":0.0013344694,"about_ca_system_score_gemma":0.008582825,"threshold_uncertainty_score":0.9970376},"labels":[],"label_agreement":null},{"id":"W2787906666","doi":"10.5206/eei.v27i2.7754","title":"School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI","year":2017,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Traumatic Brain Injury Research","field":"Medicine","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Preparedness; Perception; School psychology; Cognition; Medical education; Clinical psychology; Applied psychology; Medicine; Psychiatry","score_opus":0.11410801748865251,"score_gpt":0.46516550827830355,"score_spread":0.35105749078965104,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2787906666","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":[0.96541643,0.000049158512,0.00013365602,0.009049329,0.00034331676,0.0005086474,0.000004635649,0.00004491461,0.024449926],"genre_scores_gemma":[0.9891147,0.000028191193,0.004966556,0.0002686468,0.0008076826,0.00017230857,0.000068449015,0.000018070044,0.0045553646],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99839556,0.000062577215,0.00026364098,0.0003899982,0.00070443196,0.00018380317],"domain_scores_gemma":[0.99873555,0.000113633374,0.00016962184,0.00045641753,0.0003487806,0.00017597113],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005643071,0.00014164591,0.00016786886,0.00021957232,0.00019904866,0.00024892876,0.00039673035,0.00006751831,0.00085562473],"category_scores_gemma":[0.0003319379,0.00011324867,0.000026755064,0.00009791623,0.00023533254,0.00025875802,0.00009307849,0.00031485475,0.000112492744],"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":[0.00028026212,0.0036006675,0.9829055,0.000030855346,0.000109202076,0.0000053552635,0.0005014985,0.0000016600904,0.000025260377,0.0019297221,0.0016470228,0.008963017],"study_design_scores_gemma":[0.0026661558,0.000126214,0.9895444,0.00039121683,0.000016453212,0.0001314997,0.00024334763,0.00003128974,0.00000982373,0.00029774845,0.0064193537,0.00012252775],"about_ca_topic_score_codex":0.00008351078,"about_ca_topic_score_gemma":0.00014010478,"teacher_disagreement_score":0.023698315,"about_ca_system_score_codex":0.00033133806,"about_ca_system_score_gemma":0.0006190091,"threshold_uncertainty_score":0.9368491},"labels":[],"label_agreement":null},{"id":"W2788474006","doi":"10.5206/eei.v27i2.7753","title":"A Comparative Study of Immigrant Children Starting Childcare","year":2017,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Immigration; Early childhood education; Early childhood; Perception; Psychology; Developmental psychology; Pedagogy; Political science","score_opus":0.04712795796862367,"score_gpt":0.41745839291302994,"score_spread":0.37033043494440626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2788474006","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":[0.970308,0.000022956612,0.00004042603,0.005217977,0.0018430073,0.0004679493,0.00002379814,0.000030750194,0.022045104],"genre_scores_gemma":[0.9953832,0.000012291953,0.00055489154,0.0001728295,0.001551073,0.00006200572,0.00010469982,0.000005751074,0.0021532325],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9983077,0.00015391396,0.0003853366,0.00025654017,0.0007508861,0.00014560125],"domain_scores_gemma":[0.9982661,0.00005834834,0.00051762664,0.00032149118,0.00072928803,0.000107138876],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00062351563,0.000102519894,0.00015389244,0.00012340801,0.0012048717,0.00022599944,0.000655334,0.00004444721,0.0017499492],"category_scores_gemma":[0.00039252324,0.00011033533,0.00006506638,0.00007400187,0.00021201109,0.00047746356,0.00007643079,0.00011470221,0.00008053768],"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":[0.000011366376,0.0013172902,0.87674326,0.0000015596218,0.00009081376,5.6216713e-8,0.10247018,0.000010458446,0.000013769059,0.011676064,0.0042706863,0.0033944752],"study_design_scores_gemma":[0.00031850435,0.000022271437,0.9441935,0.00002158413,0.000008770129,4.7914784e-7,0.0502111,0.0000026272585,0.000025516692,0.0023230356,0.0027629195,0.00010968582],"about_ca_topic_score_codex":0.01205427,"about_ca_topic_score_gemma":0.003440157,"teacher_disagreement_score":0.06745022,"about_ca_system_score_codex":0.0001904826,"about_ca_system_score_gemma":0.001245229,"threshold_uncertainty_score":0.9991626},"labels":[],"label_agreement":null},{"id":"W280132380","doi":"10.5206/eei.v21i1.7670","title":"Using CBM to Help Canadian Elementary Teachers Write Effective IEP Goals","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University; Memorial University of Newfoundland","funders":"","keywords":"Mathematics education; Reading (process); Set (abstract data type); Curriculum; Pedagogy; Plan (archaeology); Psychology; Computer science; Linguistics","score_opus":0.06013719326305514,"score_gpt":0.3871329087707712,"score_spread":0.3269957155077161,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W280132380","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":[0.91225755,0.000035856523,0.0018734032,0.00220717,0.005607891,0.0004868101,0.000113418464,0.000047331527,0.07737057],"genre_scores_gemma":[0.96800524,0.0000013140977,0.014837657,0.003678079,0.0014857532,0.00034380882,0.00046678787,0.000022365428,0.011158994],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984194,0.00016103672,0.0003777406,0.00043029198,0.0003146364,0.00029687607],"domain_scores_gemma":[0.9989761,0.000059865804,0.000110287816,0.00023026345,0.00029180702,0.00033169016],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0005165492,0.00016903516,0.00012341172,0.00045762592,0.00015576459,0.000055142747,0.0003122832,0.000081721046,0.027027778],"category_scores_gemma":[0.00005674959,0.00018993646,0.0000769758,0.00019291288,0.00004397729,0.00025799623,0.0000360482,0.00015944541,0.0021070691],"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":[0.00008230425,0.00068738393,0.73621213,0.0000072697726,0.00038066212,0.0000050423605,0.057342064,0.000015964475,0.00037449982,0.031828385,0.117568485,0.055495802],"study_design_scores_gemma":[0.0002086939,0.00002458575,0.85655355,0.000037454018,0.000012570618,0.000025187752,0.0028296674,0.000009189925,0.0000720631,0.0018778906,0.13813516,0.00021395707],"about_ca_topic_score_codex":0.093625605,"about_ca_topic_score_gemma":0.00537073,"teacher_disagreement_score":0.120341435,"about_ca_system_score_codex":0.0011873525,"about_ca_system_score_gemma":0.0005212529,"threshold_uncertainty_score":0.9986699},"labels":[],"label_agreement":null},{"id":"W2803104719","doi":"10.5206/eei.v27i2.7755","title":"Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities","year":2017,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Phonological awareness; Arabic; Reading (process); Psychology; Intervention (counseling); Learning to read; Phonemic awareness; Developmental psychology; Mathematics education; Pedagogy; Literacy; Linguistics","score_opus":0.04597226185122964,"score_gpt":0.4342583137040637,"score_spread":0.38828605185283405,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2803104719","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":[0.9879736,0.000018924235,0.00023768851,0.00056448946,0.005634012,0.00062964315,0.00013664835,0.00006792223,0.0047371257],"genre_scores_gemma":[0.9941303,0.0000046420855,0.0016214605,0.000038179576,0.0008225986,0.0012887744,0.0006643309,0.00001278889,0.0014168913],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99817616,0.00026930787,0.00055828114,0.00047465254,0.00034204914,0.00017955742],"domain_scores_gemma":[0.9978585,0.00047316006,0.0005707418,0.0005261561,0.0005043422,0.00006705747],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00084161106,0.00019076555,0.00032419327,0.00017375925,0.00024369668,0.00007169445,0.00054962497,0.00017961218,0.0010454552],"category_scores_gemma":[0.00075578835,0.00015816143,0.00016546414,0.00005522215,0.0003646773,0.00025396736,0.000047230347,0.00012767878,0.00002395643],"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":[0.0020251852,0.0041348785,0.5249829,0.00016163144,0.00023987862,6.539762e-7,0.0016824288,0.00007195304,0.0005021491,0.030047204,0.0013742292,0.43477684],"study_design_scores_gemma":[0.0011409074,0.0011872047,0.98256576,0.00009815824,0.000020788384,0.000015270827,0.00026183136,0.00012433233,0.003936707,0.0040618507,0.006405562,0.00018159846],"about_ca_topic_score_codex":0.00038396058,"about_ca_topic_score_gemma":0.000012527056,"teacher_disagreement_score":0.45758283,"about_ca_system_score_codex":0.00015166125,"about_ca_system_score_gemma":0.00022312687,"threshold_uncertainty_score":0.99986774},"labels":[],"label_agreement":null},{"id":"W2807555487","doi":"10.5206/eei.v28i1.7758","title":"Portrayal of Adolescents with Autism Spectrum Disorders in Young Adult Literature","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autism; Psychology; Comics; Perspective (graphical); Developmental psychology; Autism spectrum disorder; Genius; Visual arts; Literature; Art","score_opus":0.010869855323246354,"score_gpt":0.3091117718679747,"score_spread":0.29824191654472837,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2807555487","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":[0.9509103,0.000016064487,0.00078926503,0.029803215,0.0011293176,0.00034897536,0.00006637953,0.000043047763,0.016893493],"genre_scores_gemma":[0.99751234,0.00004195445,0.0003051696,0.00025939706,0.000442568,0.00006720737,0.00007089411,0.000020224896,0.0012802546],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978006,0.00012508829,0.00038264543,0.000506128,0.0009081641,0.00027741352],"domain_scores_gemma":[0.9993588,0.000036020712,0.00018764076,0.00026493042,0.00006835339,0.00008427231],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00017625467,0.0001652685,0.00013491395,0.00041708729,0.000092572656,0.0000746368,0.00048058105,0.00007859221,0.0012954625],"category_scores_gemma":[0.00017781588,0.00015958337,0.000059605638,0.00066406647,0.0004028895,0.00045913772,0.00007449161,0.00028865188,0.00012385842],"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":[0.00015930244,0.0009673306,0.66904885,0.000029258275,0.0000064839232,0.0000010360349,0.0011165283,0.0000084032445,0.0015971226,0.32637942,0.00018943624,0.00049683306],"study_design_scores_gemma":[0.00058575487,0.00008431565,0.9137341,0.00026034506,0.0000024212177,0.000034547502,0.000074231306,0.0001903081,0.0028017478,0.0818272,0.00024021162,0.00016482102],"about_ca_topic_score_codex":0.0004833487,"about_ca_topic_score_gemma":0.0023055586,"teacher_disagreement_score":0.24468525,"about_ca_system_score_codex":0.00021254405,"about_ca_system_score_gemma":0.0004175865,"threshold_uncertainty_score":0.9996175},"labels":[],"label_agreement":null},{"id":"W2886195855","doi":"10.5206/eei.v28i1.7757","title":"College Students with Disabilities Explain Challenges Encountered in Professional Preparation Programs","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Medical education; Qualitative research; Higher education; Presentation (obstetrics); Pedagogy; Special education; Professional development; Medicine; Sociology; Political science","score_opus":0.07153905254367768,"score_gpt":0.4390309231989862,"score_spread":0.36749187065530853,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2886195855","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":[0.9277813,0.000029686284,0.00003590195,0.026246093,0.004699767,0.00090061955,0.000028110046,0.000085416825,0.040193096],"genre_scores_gemma":[0.971801,0.00004309243,0.00046134915,0.00039690346,0.002544374,0.0009966551,0.00025693022,0.00001259994,0.023487119],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9970716,0.00038088602,0.0004397928,0.0004702545,0.0013582555,0.0002791806],"domain_scores_gemma":[0.99853724,0.00016189924,0.00015255657,0.00024154666,0.0007623581,0.00014438447],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0013042614,0.00015983394,0.00014118291,0.00017282083,0.0004028342,0.00014999797,0.0004998486,0.00009946927,0.0042940276],"category_scores_gemma":[0.0003965413,0.00015358342,0.000052472747,0.00027297554,0.00076248124,0.000732274,0.000057069756,0.00012426598,0.00024446554],"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":[0.00025885852,0.0053197495,0.6540849,0.000024603667,0.000042499007,1.8121928e-7,0.091881245,0.0000037377051,0.000010552801,0.22848375,0.012132151,0.00775777],"study_design_scores_gemma":[0.0006458959,0.00020674529,0.5675336,0.00019011075,0.000007942763,0.0000029020048,0.19364703,0.00001911754,0.000017691427,0.018892344,0.21853007,0.0003065327],"about_ca_topic_score_codex":0.0009943268,"about_ca_topic_score_gemma":0.016925478,"teacher_disagreement_score":0.2095914,"about_ca_system_score_codex":0.0010433613,"about_ca_system_score_gemma":0.0014708369,"threshold_uncertainty_score":0.9966162},"labels":[],"label_agreement":null},{"id":"W2891889928","doi":"10.5206/eei.v28i1.7761","title":"Perceptions of the Use of Cued Speech in an Inclusive High School Context in Quebec","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université Laval; Université de Sherbrooke","funders":"","keywords":"Cued speech; Psychology; Interpreter; Perception; Context (archaeology); Inclusion (mineral); Linguistics; Social psychology; Cognitive psychology; Computer science; Geography","score_opus":0.060934241081180146,"score_gpt":0.40456951212316583,"score_spread":0.34363527104198566,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2891889928","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":[0.9917533,0.000010301681,0.000116407944,0.004700241,0.0011837982,0.00028406127,0.00003726385,0.000010489354,0.0019041614],"genre_scores_gemma":[0.99314994,0.0000034471675,0.00073833315,0.0004919331,0.00040525763,0.00008896313,0.00016310006,0.00000852876,0.004950491],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99842787,0.00041010484,0.000551375,0.00019895415,0.0002988723,0.00011280784],"domain_scores_gemma":[0.9985208,0.00013435265,0.00024215854,0.00051589875,0.00054266705,0.00004413323],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00037438798,0.00008993273,0.00012661105,0.0002686995,0.00005592086,0.000024917323,0.00047985066,0.00009245985,0.0074267634],"category_scores_gemma":[0.00025930733,0.00008516423,0.000058255646,0.00030987203,0.00027077761,0.00041325492,0.000114796254,0.00018432381,0.000109428365],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000079805286,0.001596632,0.93035597,0.000004622451,0.000018281424,7.5163534e-8,0.0061205076,0.000025211972,0.001448101,0.04453874,0.0030656895,0.012746358],"study_design_scores_gemma":[0.0004249563,0.00003901363,0.98997235,0.00006526897,0.000004109981,0.0000022313593,0.0027407792,0.000105626445,0.00010941767,0.0030435233,0.003418093,0.00007460435],"about_ca_topic_score_codex":0.06301899,"about_ca_topic_score_gemma":0.0516957,"teacher_disagreement_score":0.0596164,"about_ca_system_score_codex":0.00038843032,"about_ca_system_score_gemma":0.00046474198,"threshold_uncertainty_score":0.99348056},"labels":[],"label_agreement":null},{"id":"W2897192588","doi":"10.5206/eei.v28i1.7760","title":"Exemption and Exclusion from French Second Language Programs in Canada: Consideration of Novice Teachers’ Rationales","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Multilingual Education and Policy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Nipissing University","funders":"","keywords":"Openness to experience; Context (archaeology); Ell; Mathematics education; Perception; Psychology; Population; Pedagogy; Second language; Inclusion (mineral); Teaching method; Sociology; Social psychology; Linguistics; Vocabulary development","score_opus":0.056698333866759154,"score_gpt":0.41035327305998515,"score_spread":0.353654939193226,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2897192588","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":[0.98272353,0.0000890841,0.00009284941,0.005545104,0.0012874674,0.00024561523,0.00006949587,0.000016841088,0.009930011],"genre_scores_gemma":[0.99266595,0.00002247681,0.0012148848,0.00070425635,0.0021386251,0.000046274952,0.0006644549,0.0000065308113,0.0025365201],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985119,0.00020289537,0.0003981948,0.000247847,0.00050335017,0.00013577918],"domain_scores_gemma":[0.9988437,0.0001962951,0.00021914567,0.000115466035,0.00052760186,0.00009777612],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00046921973,0.000097871416,0.000113504655,0.00014464093,0.00018788523,0.00006107449,0.00014987346,0.00007399409,0.006611106],"category_scores_gemma":[0.00044422268,0.00011252688,0.000025339572,0.00017113614,0.00023653447,0.0003177267,0.000029930214,0.000105742314,0.000021819093],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000022325705,0.00041565901,0.75374246,0.000011618625,0.000030492016,2.9371634e-7,0.14713539,0.000005890673,0.0018560439,0.0383323,0.0077258972,0.05072165],"study_design_scores_gemma":[0.00028368877,0.000010672677,0.9201598,0.00004759837,0.0000051317365,0.0000011263087,0.02369116,0.00011638679,0.00023444594,0.00333782,0.05197866,0.00013349578],"about_ca_topic_score_codex":0.9121866,"about_ca_topic_score_gemma":0.9797957,"teacher_disagreement_score":0.16641738,"about_ca_system_score_codex":0.0007510737,"about_ca_system_score_gemma":0.0054844804,"threshold_uncertainty_score":0.99429697},"labels":[],"label_agreement":null},{"id":"W2900743036","doi":"10.5206/eei.v28i2.7765","title":"Community Schools: New Perspectives on the Wraparound Approach","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"","keywords":"Operationalization; Mental health; Context (archaeology); Focus group; Public relations; Qualitative research; Psychology; Medical education; Pedagogy; Sociology; Political science; Medicine; Psychiatry","score_opus":0.13966060349105125,"score_gpt":0.4532178401782269,"score_spread":0.31355723668717567,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2900743036","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":[0.5420082,0.00006300667,0.0019035728,0.04747732,0.004910427,0.00026767128,0.000036881913,0.00007036514,0.4032625],"genre_scores_gemma":[0.9236053,0.0000065990002,0.0014838562,0.0063684885,0.008536504,0.00023016159,0.00027386806,0.00001399377,0.059481226],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99796635,0.00060448144,0.00032302827,0.0003845529,0.00051680184,0.00020476127],"domain_scores_gemma":[0.99826026,0.00033643996,0.00017800978,0.000566268,0.0005218514,0.00013718965],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00080900424,0.00018061663,0.00011340982,0.00011813224,0.0005758984,0.00013953382,0.0008385075,0.000101488564,0.040292587],"category_scores_gemma":[0.00027611738,0.00013257234,0.00011131902,0.00026337593,0.00031094888,0.00017052307,0.000061416664,0.0006477757,0.004608635],"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":[0.000065636705,0.0023998022,0.01779202,0.0000011524116,0.00010516807,4.6228845e-8,0.0064433618,0.0000011317507,0.00002391308,0.5262675,0.44444558,0.0024546455],"study_design_scores_gemma":[0.00027426964,0.00011752005,0.7269739,0.000015766485,0.000009495361,0.000017434302,0.050960854,0.0000059538456,0.0000073049773,0.075431146,0.14600818,0.00017816223],"about_ca_topic_score_codex":0.00061308,"about_ca_topic_score_gemma":0.000010208737,"teacher_disagreement_score":0.7091819,"about_ca_system_score_codex":0.00024690307,"about_ca_system_score_gemma":0.00035355554,"threshold_uncertainty_score":0.9961664},"labels":[],"label_agreement":null},{"id":"W2900925121","doi":"10.5206/eei.v28i2.7766","title":"Investigating Stay, Play, & Talk: A Peer-Mediated Social Skills Intervention for Young Children with Autism Spectrum Disorder and Other Social Challenges","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Guelph; Fanshawe College","funders":"","keywords":"Psychology; Disconnection; Social skills; Intervention (counseling); Autism spectrum disorder; Autism; Developmental psychology; Social relation; Peer group; Social competence; Multiple baseline design; Social change; Clinical psychology; Social psychology; Psychiatry","score_opus":0.04413459008386288,"score_gpt":0.36258164431794226,"score_spread":0.3184470542340794,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2900925121","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":[0.91809213,0.000040975367,0.003549157,0.07460624,0.00062817585,0.00073169096,0.00048568286,0.00011940728,0.00174656],"genre_scores_gemma":[0.9927705,0.000017996812,0.00083919,0.00055326615,0.0020783774,0.00037566596,0.00047575726,0.00005066046,0.0028386046],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99730664,0.00020551449,0.00040153792,0.00070242136,0.0010018923,0.00038197698],"domain_scores_gemma":[0.9991271,0.0001764257,0.0003124221,0.00014920247,0.00012897956,0.000105895364],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00053416163,0.00024374259,0.00018518342,0.00025491012,0.00074424746,0.00022617611,0.00037831144,0.0001275604,0.0014673948],"category_scores_gemma":[0.00057107105,0.0002473419,0.000100343794,0.00023379886,0.0007393572,0.00045512812,0.00014304878,0.0002477722,0.000105365885],"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":[0.00019034973,0.0024983583,0.26079914,0.00007334775,0.0002169401,3.6954128e-7,0.016122414,0.000003435265,0.0027449122,0.6992058,0.0071302704,0.0110146515],"study_design_scores_gemma":[0.0016060245,0.0001310558,0.89787453,0.00004252137,0.00001796269,0.000051404735,0.00046740833,0.00014890899,0.00035065506,0.08510491,0.013841291,0.00036330044],"about_ca_topic_score_codex":0.00040672818,"about_ca_topic_score_gemma":0.0015547667,"teacher_disagreement_score":0.6370754,"about_ca_system_score_codex":0.00024082982,"about_ca_system_score_gemma":0.00026388865,"threshold_uncertainty_score":0.99999785},"labels":[],"label_agreement":null},{"id":"W2906612651","doi":"10.5206/eei.v28i2.7764","title":"Pre-service Special and General Educators’ Perceptions of Bullying","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Bullying, Victimization, and Aggression","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Peer victimization; Curriculum; Medical education; Pedagogy; Suicide prevention; Poison control; Medicine","score_opus":0.02281653009446665,"score_gpt":0.3585883232284151,"score_spread":0.33577179313394845,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2906612651","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":[0.96418124,0.000051821444,0.0024622798,0.0035264762,0.008965754,0.00018890602,0.00006245628,0.000043494932,0.020517576],"genre_scores_gemma":[0.9631059,0.000027413651,0.004130011,0.0010335321,0.023095844,0.00009181694,0.00040255918,0.00002178482,0.008091127],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99854815,0.00011209935,0.00043878975,0.0003810473,0.0003507288,0.00016919793],"domain_scores_gemma":[0.99845535,0.000063868,0.00027523952,0.00025101227,0.00084389996,0.00011065118],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00025558894,0.00015200356,0.00013989606,0.0002277995,0.00023895771,0.000055398807,0.0002475511,0.00012033403,0.04595839],"category_scores_gemma":[0.000076119024,0.00016073654,0.00006301885,0.00023342585,0.00018798764,0.0002518651,0.00006915904,0.0001270599,0.00036816765],"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":[0.00013773271,0.0011838975,0.76803553,0.000028201319,0.000120559875,2.340447e-7,0.016044432,0.000020932433,0.001579053,0.07453827,0.12344038,0.014870794],"study_design_scores_gemma":[0.00034755623,0.000037445185,0.951577,0.000057273388,0.000020706984,0.00003192528,0.0021122503,0.00014801601,0.00005546147,0.003630239,0.041810237,0.00017187337],"about_ca_topic_score_codex":0.0005513136,"about_ca_topic_score_gemma":0.00013049868,"teacher_disagreement_score":0.18354149,"about_ca_system_score_codex":0.00009718824,"about_ca_system_score_gemma":0.00028160724,"threshold_uncertainty_score":0.95491374},"labels":[],"label_agreement":null},{"id":"W2907792937","doi":"10.5206/eei.v28i2.7763","title":"Positives, Potential, and Preparation: Pre-service Special Educators’ Knowledge About Teaching Reading to Children with Down Syndrome","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Credential; Reading (process); Psychology; Literacy; Mathematics education; Special education; Pedagogy; Medical education; Computer science; Medicine","score_opus":0.009978215867350215,"score_gpt":0.34920137362489123,"score_spread":0.339223157757541,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2907792937","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":[0.9454713,0.000046826077,0.0017919973,0.0036512974,0.004667159,0.00043586345,0.000052338608,0.000070418435,0.043812823],"genre_scores_gemma":[0.9636728,0.0000025213155,0.0043702507,0.0012226094,0.010670304,0.00022307558,0.0005810336,0.000025063617,0.019232353],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998199,0.00017002554,0.0004034467,0.0006269957,0.0003564494,0.00024410136],"domain_scores_gemma":[0.99876,0.00006243475,0.00016898265,0.00027866868,0.0005268464,0.00020307163],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00044875895,0.00022031566,0.00016370027,0.00029787273,0.00038199007,0.00023796549,0.0002895667,0.00008745468,0.0047968808],"category_scores_gemma":[0.00005501721,0.00021667399,0.000039981795,0.00021147852,0.0000995222,0.0003798189,0.00008416097,0.00020303659,0.001020989],"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":[0.0007502627,0.0026041905,0.47054866,0.0000322196,0.0009337178,0.0000034549957,0.11592187,0.000023587625,0.00035170797,0.10885537,0.25099444,0.04898054],"study_design_scores_gemma":[0.00031380082,0.0001253683,0.9314233,0.00012100114,0.00002330768,0.0004964772,0.0007466926,0.000012475212,0.00002218124,0.00059487135,0.065856576,0.00026394505],"about_ca_topic_score_codex":0.00042083042,"about_ca_topic_score_gemma":0.00007922078,"teacher_disagreement_score":0.46087465,"about_ca_system_score_codex":0.00027800235,"about_ca_system_score_gemma":0.000385367,"threshold_uncertainty_score":0.9997568},"labels":[],"label_agreement":null},{"id":"W2909004969","doi":"10.5206/eei.v28i3.7769","title":"The Supporting Effective Teaching Project: 1. Factors Influencing Student Success in Inclusive Elementary Classrooms","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":41,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Inclusion (mineral); Context (archaeology); Mathematics education; Psychology; Pedagogy; Set (abstract data type); Teaching method; Quality (philosophy); Computer science","score_opus":0.016078081696804712,"score_gpt":0.4347869861486372,"score_spread":0.4187089044518325,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2909004969","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":[0.96066916,0.00002155117,0.00023412377,0.0074969903,0.0029119065,0.00070128404,0.000020935639,0.000056874862,0.027887182],"genre_scores_gemma":[0.9941357,0.000013779739,0.00022117543,0.0004623649,0.00335024,0.00017817091,0.00012293816,0.000010271556,0.0015053642],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99692893,0.0009973331,0.00047728096,0.00033165896,0.00096193014,0.00030288534],"domain_scores_gemma":[0.9981052,0.0006770913,0.0003303945,0.00015093536,0.0006681433,0.00006820041],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.003638528,0.00014283581,0.000115773386,0.00021273374,0.0027253751,0.0003003481,0.0005705818,0.00006964709,0.00056001503],"category_scores_gemma":[0.0015814408,0.00011931959,0.00006154668,0.00033644174,0.0003529304,0.0006908968,0.00026052943,0.00038039885,0.000024474406],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00002518475,0.00027555358,0.80074495,0.0000029213063,0.000030914707,2.485446e-7,0.12182224,0.000006532343,0.00015354293,0.05438822,0.0031743639,0.01937535],"study_design_scores_gemma":[0.00019760776,0.000040215793,0.7550619,0.00005474653,0.000005489533,5.153932e-7,0.13563797,0.000048030077,0.000044014418,0.0050322083,0.10372825,0.00014905061],"about_ca_topic_score_codex":0.016888302,"about_ca_topic_score_gemma":0.02416562,"teacher_disagreement_score":0.100553885,"about_ca_system_score_codex":0.0029653576,"about_ca_system_score_gemma":0.0013090274,"threshold_uncertainty_score":0.99857295},"labels":[],"label_agreement":null},{"id":"W2909341117","doi":"10.5206/eei.v28i3.7771","title":"The Measurement of Teacher’s Beliefs About Ability: Development of the Beliefs About Learning and Teaching Questionnaire","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Cronbach's alpha; Scale (ratio); Mathematics education; Inclusion (mineral); Pedagogy; Developmental psychology; Social psychology; Psychometrics","score_opus":0.035021344080866504,"score_gpt":0.36464956838071005,"score_spread":0.32962822429984356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2909341117","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":[0.95285416,0.0008710302,0.00048701063,0.008546305,0.00414469,0.00029386827,0.000009595443,0.000031133983,0.032762215],"genre_scores_gemma":[0.9937626,0.000022898286,0.0009707776,0.00011155486,0.0013373453,0.00013519621,0.000027107293,0.000010874482,0.0036216357],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99778914,0.0003307499,0.0006924683,0.0002972918,0.00071507844,0.00017524928],"domain_scores_gemma":[0.99794495,0.00018567886,0.0005050675,0.00027228423,0.0010432005,0.000048812275],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021768417,0.00014715099,0.00013877366,0.000061946055,0.0007650262,0.000055523884,0.00042479334,0.00008706993,0.00065018266],"category_scores_gemma":[0.0007873834,0.000103621125,0.000083489846,0.00008054483,0.0006721256,0.00010960005,0.000116415766,0.00028704616,0.000026555716],"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":[0.00006815528,0.00070668396,0.498794,0.000051493647,0.00024416836,3.0897482e-8,0.015547665,0.000014972862,0.00087579706,0.42685544,0.0064400947,0.050401483],"study_design_scores_gemma":[0.00014133452,0.000030159716,0.9076118,0.00015413282,0.000010339215,0.0000058731484,0.0046653403,0.00000908922,0.00013130641,0.0067229727,0.08042013,0.00009751172],"about_ca_topic_score_codex":0.00045153868,"about_ca_topic_score_gemma":0.00028077123,"teacher_disagreement_score":0.4201325,"about_ca_system_score_codex":0.00030206327,"about_ca_system_score_gemma":0.00080554996,"threshold_uncertainty_score":0.7119044},"labels":[],"label_agreement":null},{"id":"W2909805386","doi":"10.5206/eei.v28i3.7768","title":"Teacher Beliefs and Practices: Introduction to the Special Issue","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Mathematics education; Pedagogy; Psychology; Special education; Mainstreaming; Sociology","score_opus":0.028885907041439896,"score_gpt":0.4242873320086166,"score_spread":0.39540142496717673,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2909805386","genre_codex":"commentary","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09671315,0.000011019596,0.00017357602,0.76024187,0.014077895,0.0003019026,0.000009100211,0.00004422114,0.12842725],"genre_scores_gemma":[0.27680984,0.00003994401,0.00077983143,0.012118204,0.6059163,0.000098682605,0.00011348807,0.000008243375,0.10411541],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985233,0.00019216764,0.00024455518,0.0003015777,0.0005883022,0.00015008707],"domain_scores_gemma":[0.9986066,0.000092739116,0.00018879604,0.00020720475,0.0007554205,0.00014923814],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0014791361,0.00008607769,0.000068516645,0.00009241242,0.0010572496,0.00020793936,0.00029568514,0.00006761234,0.04544871],"category_scores_gemma":[0.0024950467,0.00007390107,0.00003879818,0.00023660777,0.0004279296,0.00034994364,0.000067282235,0.00012451067,0.0017140324],"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":[0.000021739213,0.00041123483,0.015151483,0.0000015526631,0.000009659445,2.0166013e-8,0.02154714,9.734615e-7,0.000011918735,0.07877906,0.8647203,0.019344924],"study_design_scores_gemma":[0.000057599176,0.0000140202965,0.09246437,0.00000388491,0.0000048815236,0.0000027063754,0.01793406,0.000006324508,0.000005634244,0.0038546915,0.8855685,0.00008330354],"about_ca_topic_score_codex":0.0013793748,"about_ca_topic_score_gemma":0.0024514676,"teacher_disagreement_score":0.7481237,"about_ca_system_score_codex":0.00026266457,"about_ca_system_score_gemma":0.0006779374,"threshold_uncertainty_score":0.99906325},"labels":[{"model":"gemma","categories":[],"domain":null,"study_design":"not_applicable","genre":"editorial","about_ca_system":false,"about_ca_topic":false,"confidence":"low"},{"model":"gpt","categories":[],"domain":null,"study_design":"not_applicable","genre":"commentary","about_ca_system":false,"about_ca_topic":false,"confidence":"high"}],"label_agreement":"agree"},{"id":"W2910831869","doi":"10.5206/eei.v28i3.7770","title":"The Supporting Effective Teaching Project: 2. The Measures","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Psychology; Mathematics education; Set (abstract data type); Scale (ratio); Quality (philosophy); Pedagogy; Computer science","score_opus":0.027455507349056513,"score_gpt":0.4323825978930466,"score_spread":0.4049270905439901,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2910831869","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":[0.48276708,0.00011402645,0.003680992,0.13877071,0.010227585,0.0011640314,0.000021041462,0.00017436332,0.36308017],"genre_scores_gemma":[0.9769844,0.000013350844,0.0002586174,0.0008776889,0.00958862,0.00018857844,0.000027787908,0.000006928323,0.012054061],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99744016,0.0011142273,0.0002424528,0.00020318798,0.0008027853,0.00019717097],"domain_scores_gemma":[0.99782497,0.00078139437,0.00020481224,0.00017302574,0.00097332656,0.000042472468],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.00544649,0.00008701961,0.000057400317,0.000056412977,0.005679901,0.00038393956,0.00053501106,0.0000456464,0.0003634137],"category_scores_gemma":[0.0042168926,0.00005446962,0.000062787236,0.00019527174,0.0006404758,0.0003033861,0.00009130518,0.0002683973,0.00011183582],"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":[0.000032996195,0.00015013524,0.02962222,0.000001428612,0.00004394608,6.2344775e-8,0.056583047,0.0000018294272,0.00019172706,0.59882337,0.13917145,0.1753778],"study_design_scores_gemma":[0.00006751961,0.000018987432,0.072946,0.000016384298,0.0000056110953,0.000001337886,0.020577986,0.000058525067,0.000028731964,0.017526114,0.88867325,0.00007955284],"about_ca_topic_score_codex":0.003705288,"about_ca_topic_score_gemma":0.0035169846,"teacher_disagreement_score":0.74950176,"about_ca_system_score_codex":0.00060648244,"about_ca_system_score_gemma":0.0011208289,"threshold_uncertainty_score":0.9956146},"labels":[],"label_agreement":null},{"id":"W2911324274","doi":"10.5206/eei.v28i3.7775","title":"Exemplary Teachers’ Understandings of Writing Instruction for Students with Disabilities Included in Secondary Language Arts Classes: It’s a Beautiful Struggle","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Pedagogy; Psychology; Mathematics education; Context (archaeology); Special education; Teaching method; Language arts; Qualitative research; Professional development; The arts; Sociology","score_opus":0.05140537903128543,"score_gpt":0.4285377665530245,"score_spread":0.37713238752173905,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2911324274","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":[0.9744153,0.000019943662,0.00062220276,0.007287429,0.0009926971,0.00037381725,0.00006791705,0.00004491279,0.01617579],"genre_scores_gemma":[0.99268544,0.0000072771386,0.0023846442,0.00030176717,0.0022239676,0.00014694751,0.000326445,0.000013636492,0.0019098875],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9982807,0.00013031616,0.00044216996,0.00029278905,0.00064746983,0.00020652826],"domain_scores_gemma":[0.99864364,0.00035532322,0.00025706113,0.00012646604,0.0005499377,0.0000675897],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012759994,0.00011411369,0.00014631197,0.00023258313,0.0003738898,0.00013972785,0.0002805293,0.00009307984,0.00075637986],"category_scores_gemma":[0.0006656795,0.00012646844,0.00005552205,0.00022527817,0.00057590555,0.00053431967,0.000036544607,0.00014225875,0.000007652027],"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":[0.00017611659,0.0011978671,0.6310601,0.00010442482,0.00008121647,1.8078578e-7,0.26462272,0.000005694983,0.00057469873,0.0782017,0.0120840855,0.011891194],"study_design_scores_gemma":[0.0010959139,0.000100297824,0.32960892,0.00037222894,0.000016704487,0.0000051366983,0.6460946,0.000016374177,0.0002809838,0.012399743,0.009778309,0.00023077388],"about_ca_topic_score_codex":0.0019321387,"about_ca_topic_score_gemma":0.005288836,"teacher_disagreement_score":0.3814719,"about_ca_system_score_codex":0.0007393562,"about_ca_system_score_gemma":0.0010198727,"threshold_uncertainty_score":0.8281829},"labels":[],"label_agreement":null},{"id":"W2913055107","doi":"10.5206/eei.v28i3.7774","title":"Pre-service Teachers' Beliefs: Impact of Training in Universal Design for Learning","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Universal Design for Learning; Likert scale; Learning disability; Special education; Scale (ratio); Mathematics education; Service (business); Pedagogy; Medical education; Developmental psychology; Medicine","score_opus":0.10186230281920743,"score_gpt":0.4375724805667772,"score_spread":0.3357101777475698,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2913055107","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":[0.972444,0.00004870234,0.011977761,0.0020844475,0.002092541,0.00032627367,0.000040030587,0.000036053523,0.010950196],"genre_scores_gemma":[0.9888004,0.0000039914994,0.004927782,0.0001332849,0.0018595326,0.00017615852,0.0003022549,0.000014131801,0.00378246],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987782,0.000158856,0.0003797188,0.00028437804,0.00019882548,0.00019999061],"domain_scores_gemma":[0.9985497,0.0004152911,0.00023750552,0.00014145738,0.00060391007,0.0000521554],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00061686797,0.00012777786,0.00014724529,0.00020614685,0.00009258983,0.00002975974,0.00029442052,0.000105223015,0.0044118846],"category_scores_gemma":[0.00025853666,0.0001323634,0.00011056781,0.0002179583,0.00013069915,0.00020679655,0.000024974805,0.00014452734,0.00006513527],"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":[0.0009048043,0.0014965843,0.6502832,0.000036412766,0.0004887402,4.4147825e-7,0.1289774,0.0058740037,0.0011142088,0.15783472,0.034336533,0.018652905],"study_design_scores_gemma":[0.0005141295,0.00023233237,0.9604298,0.00004334581,0.000009315523,0.000009641589,0.019221202,0.00031640087,0.000021919857,0.013995076,0.0050585405,0.00014832857],"about_ca_topic_score_codex":0.0019761245,"about_ca_topic_score_gemma":0.00016195777,"teacher_disagreement_score":0.31014654,"about_ca_system_score_codex":0.00037599573,"about_ca_system_score_gemma":0.0010724101,"threshold_uncertainty_score":0.9964982},"labels":[],"label_agreement":null},{"id":"W2917998763","doi":"10.5206/eei.v28i3.7772","title":"Predictors of Teacher Efficacy for Inclusive Practice in Pre-service Teachers","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Mount Saint Vincent University; Western University","funders":"","keywords":"Psychology; Inclusion (mineral); Affect (linguistics); Stressor; Teacher education; Teacher preparation; Diversity (politics); Self-efficacy; Mathematics education; Pedagogy; Special education; School teachers; Medical education; Medicine; Social psychology; Clinical psychology; Sociology","score_opus":0.06821111395272542,"score_gpt":0.46099962841045505,"score_spread":0.39278851445772966,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2917998763","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":[0.69281363,0.00011975918,0.0005704366,0.26432964,0.0047945413,0.0008209718,0.00003357837,0.00006662498,0.036450807],"genre_scores_gemma":[0.9859313,0.000022513614,0.0022298978,0.0016848237,0.005407599,0.00021552951,0.00010920415,0.000011496728,0.004387659],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982974,0.00032096825,0.00039418868,0.00026869148,0.00052956806,0.00018917746],"domain_scores_gemma":[0.99739635,0.00066338584,0.0002873524,0.00014831532,0.0014232413,0.00008137083],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001461514,0.0001062433,0.00012461275,0.00019751821,0.00019719054,0.00004013252,0.00036837463,0.00010466524,0.0013505529],"category_scores_gemma":[0.0048301155,0.0001195459,0.00006785622,0.0003471452,0.00037569585,0.0004686956,0.000042029493,0.00014417517,0.00004981375],"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":[0.00012967116,0.0020328185,0.18141395,0.000014072674,0.00011503919,3.381949e-8,0.71892065,0.000011076429,0.0000611323,0.048899803,0.03853216,0.009869592],"study_design_scores_gemma":[0.00037279114,0.000024625024,0.38978055,0.000030014728,0.00001625099,4.603876e-7,0.12888616,0.000008238965,0.000020586403,0.001665981,0.47908905,0.00010526538],"about_ca_topic_score_codex":0.0034822363,"about_ca_topic_score_gemma":0.0036661783,"teacher_disagreement_score":0.5900345,"about_ca_system_score_codex":0.00052184414,"about_ca_system_score_gemma":0.0013913247,"threshold_uncertainty_score":0.9995623},"labels":[],"label_agreement":null},{"id":"W2924685794","doi":"10.5206/eei.v28i2.7762","title":"Self-Paced and Video-Based Learning: Parent Training and Language Skills in Japanese Children with ASD","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autism spectrum disorder; Psychology; Parent training; Fidelity; Intervention (counseling); Multiple baseline design; Developmental psychology; Autism; Asynchronous communication; Video modeling; Clinical psychology; Teaching method; Modelling; Mathematics education; Computer science","score_opus":0.021062528947691752,"score_gpt":0.3364694860808655,"score_spread":0.3154069571331738,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2924685794","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":[0.9906714,0.000029377492,0.00014675116,0.007046321,0.000136265,0.00027171057,0.000015601123,0.0000657754,0.001616774],"genre_scores_gemma":[0.997419,0.000017079605,0.0008513683,0.0004651845,0.00032294262,0.00008363572,0.00006621586,0.000015774873,0.00075882627],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984949,0.0001635246,0.00019164052,0.00045561185,0.0004906951,0.00020359342],"domain_scores_gemma":[0.99946976,0.00016330776,0.0000946063,0.00012478998,0.00004824591,0.000099315],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002892504,0.00012969476,0.00010680728,0.00023825126,0.00014819312,0.00011928918,0.000169493,0.000045946126,0.00067629776],"category_scores_gemma":[0.00036884905,0.00012322917,0.000018530583,0.00021929841,0.00025770528,0.00024771155,0.000058575803,0.00021673703,0.00004157591],"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":[0.00007499781,0.0008397677,0.9591982,0.000017390572,0.000020921381,0.0000018904034,0.019504692,0.000044822318,0.002926608,0.01103238,0.00017497629,0.006163369],"study_design_scores_gemma":[0.0007977515,0.00010328268,0.9938265,0.000036333735,0.000004078813,0.000047446287,0.00080624665,0.0010794485,0.0009797642,0.0011151619,0.001035651,0.00016832801],"about_ca_topic_score_codex":0.00018875914,"about_ca_topic_score_gemma":0.00016818872,"teacher_disagreement_score":0.03462832,"about_ca_system_score_codex":0.00012474715,"about_ca_system_score_gemma":0.00029301073,"threshold_uncertainty_score":0.74049866},"labels":[],"label_agreement":null},{"id":"W2925284356","doi":"10.5206/eei.v28i3.7767","title":"Preface: Anne Jordan—Robbie Case Memorial Award Winner","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Political and Economic history of UK and US","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"Administration for Community Living; American Educational Research Association","keywords":"Sociology; Mathematics education; Psychology","score_opus":0.032958348630063646,"score_gpt":0.36230905495812404,"score_spread":0.3293507063280604,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2925284356","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":[0.7282161,0.000038965114,0.0002820502,0.02637187,0.020548703,0.00015005979,0.00007823286,0.00008033981,0.2242337],"genre_scores_gemma":[0.9165685,0.000009274779,0.000519907,0.0013880963,0.029131789,0.00003832348,0.00008942488,0.0000074512677,0.052247237],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987979,0.00010710922,0.0002737779,0.00026564015,0.0003131633,0.00024243488],"domain_scores_gemma":[0.9990533,0.000076225035,0.0000914679,0.00013317775,0.0004209725,0.0002248376],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0005538688,0.00009673177,0.00009759912,0.00008934358,0.0007295522,0.000095874304,0.0002461485,0.00008932486,0.020828146],"category_scores_gemma":[0.000308126,0.000104760984,0.000086631604,0.00008345651,0.00058345584,0.00040228685,0.000032138447,0.00009960399,0.0018947397],"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":[0.000043456384,0.00040757342,0.004799911,0.000005023841,0.000047070476,0.0000057119637,0.00685897,0.0000042076845,0.00003702873,0.57538944,0.40409428,0.00830731],"study_design_scores_gemma":[0.0001911115,0.000018560284,0.0069417763,0.000007968102,0.000007692417,0.000045583372,0.0016425573,0.000030511628,0.000019510246,0.038050983,0.9529,0.00014377336],"about_ca_topic_score_codex":0.0031816114,"about_ca_topic_score_gemma":0.0013017994,"teacher_disagreement_score":0.5488057,"about_ca_system_score_codex":0.0005306295,"about_ca_system_score_gemma":0.0008510952,"threshold_uncertainty_score":0.9988824},"labels":[],"label_agreement":null},{"id":"W2935920591","doi":"10.5206/eei.v29i1.7777","title":"Using the ICF-CY to Support Inclusive Education in Ghana","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"International Classification of Functioning, Disability and Health; Special education; Inclusion (mineral); Psychology; Intellectual disability; Medical education; Typically developing; Developmental psychology; Pedagogy; Medicine; Social psychology; Autism","score_opus":0.06393239555648322,"score_gpt":0.47993706329056407,"score_spread":0.41600466773408085,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2935920591","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":[0.8980987,0.000029315725,0.00037481642,0.012843828,0.0063711293,0.000779622,0.00004180173,0.000023781065,0.08143697],"genre_scores_gemma":[0.96437246,0.0000010587424,0.00075189327,0.0047142277,0.0014159562,0.00028449565,0.0004472824,0.000016651624,0.027995957],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99783957,0.00024399442,0.00047881273,0.00049785926,0.0006536434,0.00028609927],"domain_scores_gemma":[0.99854064,0.00020891886,0.000116999436,0.0005207241,0.00048018259,0.0001325357],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0009231405,0.0001529203,0.00013886052,0.0003545359,0.00011184327,0.0000848044,0.0005936904,0.0001056313,0.046786983],"category_scores_gemma":[0.0002278198,0.00013964933,0.00009446881,0.00042286675,0.00009657289,0.00029271503,0.00016613153,0.00027894665,0.004640386],"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":[0.0001275504,0.0019357165,0.8034208,0.000017488797,0.000046079378,5.450266e-7,0.005818449,0.0001074938,0.00076474936,0.10006889,0.064308226,0.023383997],"study_design_scores_gemma":[0.00037297021,0.00006250495,0.90305954,0.0000370505,0.0000071825216,0.000030354822,0.034663636,0.00008581327,0.00006380302,0.009498256,0.051879816,0.00023907283],"about_ca_topic_score_codex":0.002951574,"about_ca_topic_score_gemma":0.00036097853,"teacher_disagreement_score":0.09963873,"about_ca_system_score_codex":0.00078582973,"about_ca_system_score_gemma":0.002556087,"threshold_uncertainty_score":0.99613464},"labels":[],"label_agreement":null},{"id":"W2941124616","doi":"10.5206/eei.v29i1.7776","title":"Aligning Elements of the Identification Process: Implications for Hidden Exceptionalities","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Identification (biology); Process (computing); Psychology; Mindset; Perspective (graphical); Focus (optics); Mathematics education; Cognitive psychology; Computer science; Artificial intelligence","score_opus":0.04345062619420593,"score_gpt":0.3839537946184437,"score_spread":0.3405031684242378,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2941124616","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":[0.97257763,0.00001780428,0.0069835973,0.008437538,0.0013861788,0.001386488,0.0003178539,0.00005013748,0.008842777],"genre_scores_gemma":[0.9787228,0.0000036070808,0.009992715,0.00033209464,0.00042849267,0.0005953127,0.0003215341,0.000018080342,0.009585367],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99826247,0.000046874295,0.00079060637,0.00027843067,0.0004807115,0.00014090764],"domain_scores_gemma":[0.99751174,0.0005287984,0.00055227417,0.0002792668,0.001086482,0.000041411124],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00055612443,0.00013480849,0.00015703034,0.00009419744,0.00013461923,0.00004796134,0.00044783836,0.00005550322,0.0017210759],"category_scores_gemma":[0.00095537904,0.00011180712,0.0001664347,0.00017349994,0.00008497971,0.0002755472,0.000070991366,0.00007260879,0.00008561412],"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":[0.000023976243,0.0008077406,0.150768,0.00022692306,0.00012201172,6.2788614e-9,0.00075198465,0.0000031891082,0.0049647572,0.82490486,0.0127493935,0.004677178],"study_design_scores_gemma":[0.00025359404,0.000009357529,0.27647346,0.00010143817,0.000019458503,0.0000032036498,0.0006553655,0.000023725306,0.0020222527,0.7185791,0.0017458233,0.00011319302],"about_ca_topic_score_codex":0.0000057981106,"about_ca_topic_score_gemma":0.000004708108,"teacher_disagreement_score":0.12570547,"about_ca_system_score_codex":0.00016999395,"about_ca_system_score_gemma":0.00032310974,"threshold_uncertainty_score":0.99919146},"labels":[],"label_agreement":null},{"id":"W2942006250","doi":"10.5206/eei.v29i1.7778","title":"Compassion Fatigue: The Experiences of Teachers Working with Students with Exceptionalities","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Stress and Burnout Research","field":"Psychology","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Burnout; Psychology; Compassion; Emotional exhaustion; Workload; Compassion fatigue; Distress; Social psychology; Clinical psychology","score_opus":0.07305233604079764,"score_gpt":0.41833640699793007,"score_spread":0.3452840709571324,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2942006250","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":[0.97828853,0.00009246031,0.00045365936,0.0018642084,0.0013374661,0.0003317689,0.000008331125,0.000022081387,0.017601473],"genre_scores_gemma":[0.9792887,0.000005606507,0.00033739788,0.00016969853,0.00058684434,0.00044236513,0.00012948985,0.000012410208,0.019027507],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99775505,0.0001592391,0.00028974537,0.00031098528,0.0013042539,0.00018074908],"domain_scores_gemma":[0.99883443,0.00020773495,0.00023015005,0.0003064806,0.00036536806,0.00005583679],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00037565472,0.00013823301,0.0001389995,0.00012701745,0.00012426333,0.00009555216,0.00061381224,0.000052722524,0.021273797],"category_scores_gemma":[0.00001867947,0.00008253327,0.000054495322,0.00020224293,0.00032674227,0.00016719293,0.00005832909,0.00019713274,0.00012619632],"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":[0.00022283399,0.00057474617,0.9293613,0.000010123893,0.000159004,3.803639e-7,0.038355205,0.00006682845,0.00005063094,0.023639817,0.0038672984,0.0036918581],"study_design_scores_gemma":[0.00053085515,0.000092965725,0.8806023,0.00016127573,0.000008357361,0.000014949149,0.11117249,0.000009981047,0.000039880353,0.00035682006,0.0068928,0.000117348565],"about_ca_topic_score_codex":0.00026144367,"about_ca_topic_score_gemma":0.000027130152,"teacher_disagreement_score":0.07281728,"about_ca_system_score_codex":0.0001090606,"about_ca_system_score_gemma":0.0002357756,"threshold_uncertainty_score":0.9796209},"labels":[],"label_agreement":null},{"id":"W2942716478","doi":"10.5206/eei.v28i3.7773","title":"“The First Day He Kicked Shoes at Me, the Last Day He Brought Me a Picture of Himself”: Investigating the Practicum Experiences of Pre-service Teachers","year":2018,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Victoria; Brock University; Western University; Queen's University; Memorial University of Newfoundland","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Practicum; Psychology; Feeling; Inclusion (mineral); Self-efficacy; Professional development; Teacher education; Persuasion; Medical education; Pedagogy; Social psychology; Medicine","score_opus":0.07327428346430115,"score_gpt":0.3933395171568654,"score_spread":0.32006523369256423,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2942716478","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":[0.6661127,0.00021579632,0.00006804554,0.32645807,0.0031867153,0.0003414348,0.000011473703,0.000029901668,0.0035758147],"genre_scores_gemma":[0.98643434,0.000045467874,0.00022187627,0.0026038543,0.0033002181,0.0003232334,0.00003790814,0.00001123631,0.007021885],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9969482,0.00086280925,0.0005573978,0.00029397695,0.0010955328,0.00024211833],"domain_scores_gemma":[0.9956171,0.0021043508,0.00073918694,0.0003616005,0.0010996555,0.000078123885],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002760976,0.00016668007,0.00014652418,0.000056006975,0.001749983,0.00014681398,0.0010892566,0.000094247254,0.0016492166],"category_scores_gemma":[0.0038433708,0.000099405304,0.0001097573,0.00047305797,0.0024761169,0.00038945294,0.00013574807,0.00026396863,0.000040231404],"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":[0.0000125115,0.00017013046,0.07627045,0.000009677303,0.00012882853,1.1844521e-8,0.8546127,0.000008264212,0.000091707254,0.010974204,0.05704069,0.0006808332],"study_design_scores_gemma":[0.00007727865,0.00001205828,0.21347849,0.000034056968,0.000023824303,0.0000011288042,0.5443516,0.000025980524,0.00017720362,0.0011857144,0.24054526,0.00008743116],"about_ca_topic_score_codex":0.0014815321,"about_ca_topic_score_gemma":0.014061476,"teacher_disagreement_score":0.3238542,"about_ca_system_score_codex":0.0002921445,"about_ca_system_score_gemma":0.0008676917,"threshold_uncertainty_score":0.9995496},"labels":[],"label_agreement":null},{"id":"W2943602586","doi":"10.5206/eei.v29i1.7780","title":"Exploring Diversity and Nurturing Generativity Through in situ Teacher Education","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Okanagan University College; University of British Columbia, Okanagan Campus; University of British Columbia","funders":"","keywords":"Teacher education; Coursework; Pedagogy; Sociology; Lifeworld; Bachelor; Diversity (politics); Mainstream; Curriculum; Pre-service teacher education; Literacy; Mathematics education; Psychology; Political science; Social science","score_opus":0.11986403342560252,"score_gpt":0.29576071967261336,"score_spread":0.17589668624701082,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2943602586","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":[0.96268535,0.00011338313,0.000037661674,0.002737679,0.010279645,0.00023641059,0.00001124348,0.000040238796,0.023858406],"genre_scores_gemma":[0.9798341,0.00006690136,0.0002939973,0.00070720294,0.00542835,0.00013710593,0.00032469025,0.000012129019,0.013195565],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99877596,0.000082261584,0.00028840668,0.00035388855,0.00034140248,0.00015811114],"domain_scores_gemma":[0.99929905,0.00006943189,0.00012661332,0.00017425169,0.00026674784,0.0000639049],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002787673,0.00014881985,0.00012797584,0.00019109045,0.0003696846,0.0001716231,0.00017533456,0.00004117968,0.0041619334],"category_scores_gemma":[0.00007062948,0.00015905996,0.00005076849,0.000055642293,0.000090208705,0.002367699,0.00014883689,0.0001829181,0.000217176],"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":[0.000023948589,0.0010460977,0.45319632,0.00005261721,0.000023501945,1.2041639e-7,0.43184453,0.000011504789,0.00012387954,0.09690859,0.0044687563,0.012300135],"study_design_scores_gemma":[0.00035492243,0.000019590234,0.8300735,0.00011437149,0.000012498769,0.0000051877128,0.07675717,0.00005406966,0.00013811936,0.017113937,0.07504127,0.0003153871],"about_ca_topic_score_codex":0.0018021959,"about_ca_topic_score_gemma":0.00056182477,"teacher_disagreement_score":0.37687716,"about_ca_system_score_codex":0.00034356368,"about_ca_system_score_gemma":0.00032908563,"threshold_uncertainty_score":0.9967484},"labels":[],"label_agreement":null},{"id":"W2943809435","doi":"10.5206/eei.v29i1.7779","title":"Parental Differential Treatment in Families with a Child with a Developmental Disability","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Differential treatment; Psychology; Sibling; Developmental psychology; Thematic analysis; Differential (mechanical device); Sibling relationship; Qualitative research","score_opus":0.019801154789238717,"score_gpt":0.3396979600800162,"score_spread":0.31989680529077746,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2943809435","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":[0.95308846,0.000011070192,0.000054950295,0.0016401629,0.0008235284,0.0006750661,0.00009210496,0.000036782305,0.04357785],"genre_scores_gemma":[0.9936142,0.0000022747222,0.00028184114,0.0001265465,0.00037142314,0.0006798539,0.0011410223,0.000015397281,0.0037674692],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981399,0.00012528607,0.00032564873,0.00057668274,0.0005630211,0.00026943992],"domain_scores_gemma":[0.9993238,0.000110380075,0.00007599511,0.00027088865,0.000115391864,0.00010353756],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00014741968,0.00020967305,0.0001937499,0.00012530689,0.00007530412,0.000058283586,0.0002256523,0.000072015755,0.029484678],"category_scores_gemma":[0.000016920996,0.00015895022,0.00006448936,0.00019912295,0.00028896861,0.00023174075,0.000041053263,0.00016831,0.00077429984],"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":[0.00063582143,0.0046045096,0.97846097,0.000013174131,0.00011862982,0.0000021241024,0.002507119,0.0000136357685,0.000042210548,0.0056747985,0.00031765507,0.007609338],"study_design_scores_gemma":[0.0015989813,0.00021489136,0.9724455,0.000033058768,0.0000069495086,0.00008858091,0.021959798,0.000016089372,0.000029577996,0.000244162,0.0031642593,0.0001981505],"about_ca_topic_score_codex":0.0030547224,"about_ca_topic_score_gemma":0.0024996202,"teacher_disagreement_score":0.040525686,"about_ca_system_score_codex":0.0010095276,"about_ca_system_score_gemma":0.0004040678,"threshold_uncertainty_score":0.9952316},"labels":[],"label_agreement":null},{"id":"W294567495","doi":"10.5206/eei.v19i3.7648","title":"Gifted Children’s Representations of Learner Identities","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Creativity in Education and Neuroscience","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta; University of British Columbia","funders":"","keywords":"Psychology; Mathematics education; Developmental psychology; Action research; Pedagogy","score_opus":0.026032047606455312,"score_gpt":0.41598063279915853,"score_spread":0.3899485851927032,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W294567495","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":[0.90309995,0.000044291042,0.00095668435,0.010477562,0.004169098,0.00019057318,0.00006909952,0.00006425828,0.08092849],"genre_scores_gemma":[0.9519136,0.000014395004,0.00042234006,0.0013415945,0.00085562014,0.00005166287,0.00029647932,0.000006187011,0.045098104],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.998624,0.00011091472,0.00038516946,0.00031527475,0.00043328336,0.00013134278],"domain_scores_gemma":[0.9989228,0.00009865508,0.00023032402,0.00031016348,0.00036692552,0.00007107917],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002250943,0.00010438406,0.00010752361,0.00026844328,0.00010492704,0.000051651776,0.00033192095,0.000053510747,0.01554893],"category_scores_gemma":[0.00023788125,0.000115512354,0.00009718064,0.00027693316,0.00017309905,0.0003038796,0.000020697915,0.00011898496,0.00033513887],"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":[0.000047210597,0.0030133177,0.33840224,0.0000035233172,0.000055948054,3.3528877e-7,0.0037599213,0.000044098444,0.0032022004,0.38940609,0.24836972,0.013695404],"study_design_scores_gemma":[0.0001976815,0.000030551073,0.9791714,0.000009961292,0.000008887677,0.00003499543,0.0011536912,0.000008593451,0.00030169918,0.014773843,0.004205103,0.000103583785],"about_ca_topic_score_codex":0.00008662655,"about_ca_topic_score_gemma":0.0000029846328,"teacher_disagreement_score":0.6407692,"about_ca_system_score_codex":0.00007784106,"about_ca_system_score_gemma":0.00021384997,"threshold_uncertainty_score":0.98535097},"labels":[],"label_agreement":null},{"id":"W2972858935","doi":"10.5206/eei.v29i2.9400","title":"The Relationship Between Teachers’ Inclusion-Related Knowledge, Skills, and Attitudes and Student Outcomes: A Review of Recent Literature","year":2020,"lang":"en","type":"review","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"St. Francis Xavier University","funders":"","keywords":"PsycINFO; Psychology; Inclusion (mineral); Mental health; Psychological intervention; Autism; Autism spectrum disorder; Academic achievement; Medical education; MEDLINE; Clinical psychology; Developmental psychology; Medicine; Social psychology; Psychiatry","score_opus":0.09757372255510366,"score_gpt":0.49856859709902235,"score_spread":0.4009948745439187,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2972858935","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00035855666,0.9559329,0.0000033657038,0.037713293,0.0016229568,0.0011570733,0.00011494602,0.000037617847,0.0030592997],"genre_scores_gemma":[0.0012150839,0.99169374,0.00009901094,0.0003692762,0.00085498363,0.00030702355,0.0010103944,0.000020319207,0.004430188],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99609286,0.0011629618,0.0011917729,0.0004905344,0.0008800524,0.00018184402],"domain_scores_gemma":[0.9952853,0.0027961805,0.00071958057,0.00029933415,0.0006583791,0.00024127879],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025010272,0.00029780256,0.0007176399,0.00014357643,0.0009915705,0.00020969393,0.0006227999,0.00024442765,0.0006518787],"category_scores_gemma":[0.0051116855,0.00022441245,0.00024983514,0.00055905816,0.00055244396,0.00022852102,0.0004941528,0.00049993856,0.000050039263],"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":[9.806299e-7,0.00094205915,0.17033726,0.007208274,0.0002886091,9.701674e-8,0.023967152,1.8242904e-8,5.555792e-9,0.05811561,0.012994613,0.7261453],"study_design_scores_gemma":[0.000070148744,0.000009604472,0.19415168,0.014790821,0.00015247367,0.000001800118,0.00058240694,2.7695721e-8,3.8061843e-9,0.0032177307,0.7868643,0.00015899214],"about_ca_topic_score_codex":0.00007217914,"about_ca_topic_score_gemma":0.00009665527,"teacher_disagreement_score":0.7738697,"about_ca_system_score_codex":0.0007320323,"about_ca_system_score_gemma":0.0022418671,"threshold_uncertainty_score":0.9151274},"labels":[],"label_agreement":null},{"id":"W2973974280","doi":"10.5206/eei.v29i2.9401","title":"Transactions Within a Classroom-Based AAC Intervention Targeting Preschool Students with Autism Spectrum Disorders: A Mixed-Methods Investigation","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Assistive Technology in Communication and Mobility","field":"Health Professions","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"U.S. Department of Education","keywords":"Augmentative and alternative communication; Psychology; Autism; Vocabulary; Intervention (counseling); Autism spectrum disorder; Mathematics education; Interpersonal communication; Pedagogy; Developmental psychology; Communication; Linguistics","score_opus":0.046435150930182835,"score_gpt":0.455397170395727,"score_spread":0.40896201946554417,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2973974280","genre_codex":"methods","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":[0.2691663,0.000049185248,0.6038218,0.12184559,0.0020717378,0.0012254124,0.00009395276,0.00048675184,0.0012392298],"genre_scores_gemma":[0.93780905,0.0000149618,0.054488007,0.0036824427,0.00046587567,0.0014208824,0.0010345872,0.000036150555,0.0010480293],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9955942,0.001750828,0.0010655388,0.0006215975,0.00066891947,0.00029889666],"domain_scores_gemma":[0.9976228,0.0005294498,0.00078590255,0.00045277164,0.00035933647,0.00024974244],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0016692769,0.0002736828,0.00026941218,0.00021874909,0.0008120166,0.000056193545,0.00077762746,0.00027342126,0.0042657396],"category_scores_gemma":[0.0007251612,0.0002715293,0.00014537384,0.0005123941,0.000309758,0.00048221595,0.00010712311,0.0011910872,0.0002724286],"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":[0.0003988944,0.0016445393,0.9432351,0.00020958945,0.00028267142,3.5327167e-7,0.003528549,0.0007143219,0.0005049161,0.025167564,0.013907654,0.010405869],"study_design_scores_gemma":[0.002310562,0.00019469847,0.93021023,0.00032538458,0.00008298266,0.0000019660265,0.007123251,0.0059400047,0.0002881567,0.017851438,0.035215102,0.000456218],"about_ca_topic_score_codex":0.0003514978,"about_ca_topic_score_gemma":0.00042625613,"teacher_disagreement_score":0.66864276,"about_ca_system_score_codex":0.0007118656,"about_ca_system_score_gemma":0.001160206,"threshold_uncertainty_score":0.9999737},"labels":[],"label_agreement":null},{"id":"W2977811142","doi":"10.5206/eei.v29i2.9402","title":"Response to Intervention (RTI) and Changes in Special Education Categorization","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Special education; Referral; Intervention (counseling); Response to intervention; Categorization; Psychology; Learning disability; Inclusion (mineral); Least restrictive environment; Variety (cybernetics); Education Act; Mathematics education; Medical education; Medicine; Developmental psychology; Mainstreaming; Family medicine; Social psychology; Computer science","score_opus":0.0523563643915127,"score_gpt":0.41475201835933556,"score_spread":0.36239565396782286,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2977811142","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":[0.8905301,0.00004736122,0.0008966377,0.09681493,0.0031139548,0.0004773029,0.000041882802,0.00003884662,0.008038959],"genre_scores_gemma":[0.98533857,0.000005563051,0.0002994793,0.004994338,0.0040967697,0.00041492007,0.0005358075,0.000014278698,0.0043002646],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99817115,0.00036870857,0.00038178344,0.0004992191,0.00039279545,0.00018632681],"domain_scores_gemma":[0.99907166,0.0001424655,0.00009304521,0.00017198313,0.0002952034,0.00022563944],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007502754,0.00013354918,0.00012516219,0.00032197396,0.00006489122,0.00008746889,0.00022460762,0.0000981953,0.0131396],"category_scores_gemma":[0.0008473024,0.00015653616,0.000047504436,0.00039144937,0.000074825366,0.00023981566,0.00008362648,0.00017201647,0.0007582827],"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":[0.003310581,0.0029215978,0.56973225,0.000059453618,0.00005253136,0.0000018138858,0.023689065,0.000029720512,0.005776397,0.06949238,0.15064292,0.17429128],"study_design_scores_gemma":[0.00047259324,0.00012925632,0.8919076,0.0000297284,0.0000045749366,0.0000073953343,0.01160592,0.000039536684,0.00013169822,0.0037407165,0.09176254,0.00016848878],"about_ca_topic_score_codex":0.0005607263,"about_ca_topic_score_gemma":0.00036587872,"teacher_disagreement_score":0.3221753,"about_ca_system_score_codex":0.00028685317,"about_ca_system_score_gemma":0.0003947154,"threshold_uncertainty_score":0.9877625},"labels":[],"label_agreement":null},{"id":"W2985445421","doi":"10.5206/eei.v29i2.9404","title":"Assess, Sort, Classify: “Othering” of Indigenous Students in Manitoba’s Schools","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"","keywords":"Indigenous; Inclusion (mineral); Transformative learning; Pedagogy; Sociology; Special education; Social exclusion; Psychology; Perspective (graphical); Narrative; Political science; Gender studies","score_opus":0.127999963050316,"score_gpt":0.4452597225516063,"score_spread":0.31725975950129026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2985445421","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":[0.9814258,0.00005763635,0.00040440643,0.004845775,0.0012973895,0.00036472248,0.000121908306,0.00003314924,0.011449197],"genre_scores_gemma":[0.99598885,0.0000069388147,0.0002967414,0.0012406694,0.000879877,0.00019211469,0.00041194475,0.000015153085,0.00096774433],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9978401,0.0001832824,0.0005595871,0.00039189015,0.0008114658,0.00021367644],"domain_scores_gemma":[0.99908596,0.000105734485,0.00016050015,0.00023985452,0.00026607225,0.00014187128],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0004959375,0.00012859722,0.00017633197,0.00016114135,0.000043728727,0.000055477594,0.0006468901,0.0001105131,0.013449588],"category_scores_gemma":[0.00025339273,0.0001439009,0.00009229172,0.00026175566,0.000103953724,0.00021884171,0.000105,0.00032077002,0.0007836717],"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":[0.00011406156,0.0016838012,0.9723152,0.000028528222,0.00006866645,0.0000019737279,0.0028074065,0.000021463136,0.0005851058,0.008777166,0.010696466,0.0029001553],"study_design_scores_gemma":[0.0004780409,0.000045874796,0.98009646,0.000021106749,0.0000038965295,0.000004026035,0.009503839,0.000012837506,0.00006955376,0.002834588,0.0068121124,0.00011769258],"about_ca_topic_score_codex":0.001791722,"about_ca_topic_score_gemma":0.00033968728,"teacher_disagreement_score":0.014563002,"about_ca_system_score_codex":0.00026852978,"about_ca_system_score_gemma":0.0005785893,"threshold_uncertainty_score":0.99999434},"labels":[],"label_agreement":null},{"id":"W2990793823","doi":"10.5206/eei.v29i2.9405","title":"Studying Self-Efficacy Among Teachers in Poland Is Important: Polish Adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) Scale","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Self-efficacy; Scale (ratio); Psychology; Inclusion (mineral); Adaptation (eye); Reliability (semiconductor); Mathematics education; Pedagogy; Medical education; Social psychology; Medicine; Geography","score_opus":0.033922698910939936,"score_gpt":0.3863492221559738,"score_spread":0.3524265232450339,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2990793823","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":[0.86288697,0.000032263688,0.00023224772,0.12459855,0.0013697167,0.0009787837,0.000046637786,0.000044336328,0.009810497],"genre_scores_gemma":[0.99118674,0.000025257215,0.0010543161,0.0042784563,0.0020106998,0.000104410756,0.00012548441,0.000012124116,0.0012024988],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9976148,0.0003248581,0.0006778203,0.0003409279,0.00084660115,0.00019499393],"domain_scores_gemma":[0.9979287,0.00042158962,0.00051130826,0.00018520039,0.00080203323,0.00015118104],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014479539,0.00013351617,0.0001676224,0.00009857033,0.0005068405,0.00008358458,0.0004837179,0.00012302598,0.0013616339],"category_scores_gemma":[0.0035733702,0.00012515632,0.00016866656,0.0004319922,0.0002585629,0.00052891555,0.00009296094,0.00022056221,0.00001482278],"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":[0.00009208088,0.00482761,0.5870874,0.000017895194,0.000053433814,7.825923e-8,0.36939436,0.00011990199,0.000031560863,0.016355865,0.018317627,0.0037021874],"study_design_scores_gemma":[0.00082010706,0.00002027669,0.7113851,0.00003117987,0.000030585587,6.6591804e-7,0.1275138,0.00042335334,0.000017434064,0.0010982183,0.15850131,0.00015800989],"about_ca_topic_score_codex":0.0038064062,"about_ca_topic_score_gemma":0.001108627,"teacher_disagreement_score":0.24188057,"about_ca_system_score_codex":0.0005461917,"about_ca_system_score_gemma":0.0017931225,"threshold_uncertainty_score":0.99955124},"labels":[],"label_agreement":null},{"id":"W2992054948","doi":"10.5206/eei.v27i1.7743","title":"Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools","year":2017,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":49,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Universal Design for Learning; Pedagogy; Vanguard; Professional development; Special education; Sociology; Psychology; Engineering ethics; Mathematics education; Engineering","score_opus":0.1974059170032643,"score_gpt":0.5337432136699848,"score_spread":0.3363372966667205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2992054948","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":[0.8135623,0.00008038429,0.031398147,0.11817977,0.0015270007,0.00061170995,0.000015911437,0.00003482733,0.03458997],"genre_scores_gemma":[0.9765824,0.00004418848,0.020401107,0.00007886538,0.00061563856,0.000039356542,0.000028538843,0.000004005719,0.0022058857],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9985559,0.0006445534,0.00018512087,0.00016244476,0.00035703427,0.00009495773],"domain_scores_gemma":[0.997549,0.0009203942,0.00035255405,0.000092627,0.0010391744,0.00004625128],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0044992636,0.000050433184,0.00007259601,0.00011767464,0.0009026536,0.00018982076,0.00023071875,0.00004808011,0.00019370846],"category_scores_gemma":[0.025607059,0.000058453985,0.000022781194,0.00005768138,0.00015232092,0.0010531225,0.00006509007,0.00012488155,0.0000035871883],"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":[0.00022740921,0.00046485016,0.25330755,0.0000147782175,0.000038290204,1.5843422e-7,0.022034422,0.00041743438,0.0014655953,0.6112121,0.0020966348,0.108720794],"study_design_scores_gemma":[0.0014031976,0.00016805026,0.6444223,0.00013474184,0.000022655513,0.0000031737454,0.071766354,0.0045165243,0.000043967015,0.049136825,0.22810954,0.00027270423],"about_ca_topic_score_codex":0.0020355636,"about_ca_topic_score_gemma":0.00045044796,"teacher_disagreement_score":0.56207526,"about_ca_system_score_codex":0.00037907128,"about_ca_system_score_gemma":0.001972164,"threshold_uncertainty_score":0.9826007},"labels":[],"label_agreement":null},{"id":"W2992392863","doi":"10.5206/eei.v29i2.9398","title":"Parents’ Experiences with an Individualized Intervention Designed to Strengthen the Family–School Partnership: The Parents in Partnership with Educators (PIPE) Program","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"General partnership; Intervention (counseling); Feeling; Mental health; Psychology; Medical education; Perspective (graphical); Pedagogy; Nursing; Medicine; Social psychology; Psychiatry; Political science","score_opus":0.11231698956548028,"score_gpt":0.4123329079407571,"score_spread":0.30001591837527686,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2992392863","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":[0.9721193,0.000058562888,0.00023890706,0.02228149,0.00084783084,0.0017391792,0.000016627151,0.00011543948,0.002582707],"genre_scores_gemma":[0.98833776,0.000014691869,0.0009611154,0.003012462,0.0017453491,0.004766625,0.0006367415,0.000022981741,0.0005022907],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99580806,0.0010987932,0.0005560316,0.00060412334,0.0015202526,0.0004127504],"domain_scores_gemma":[0.99820024,0.00023017754,0.00035841987,0.00034010256,0.0004415733,0.00042951797],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0013130874,0.00026555185,0.00017870805,0.00015020296,0.0006140268,0.00059211854,0.0012848892,0.00008363453,0.0012047316],"category_scores_gemma":[0.00051875977,0.00017574901,0.00008101848,0.0009206165,0.00049546425,0.0009320526,0.00007662054,0.00028414367,0.000102912185],"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":[0.0004616252,0.003345656,0.5652848,0.00001685675,0.000106991516,5.5873295e-7,0.40244418,0.00016920739,0.000027783559,0.0055923746,0.011782222,0.010767766],"study_design_scores_gemma":[0.000548037,0.00029901942,0.30515012,0.000108349326,0.000028359917,0.0000012635445,0.65334016,0.000066393084,0.000059799302,0.00055309344,0.039545145,0.0003002947],"about_ca_topic_score_codex":0.0036280795,"about_ca_topic_score_gemma":0.0065211444,"teacher_disagreement_score":0.26013467,"about_ca_system_score_codex":0.0005702652,"about_ca_system_score_gemma":0.0014765118,"threshold_uncertainty_score":0.9997083},"labels":[],"label_agreement":null},{"id":"W2993362714","doi":"10.5206/eei.v22i2.7690","title":"Introduction: A Tribute to Judy Lupart","year":2012,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Contemporary Sociological Theory and Practice","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa; University of Victoria; University of Alberta","funders":"","keywords":"Tribute; Sociology; Art; Art history","score_opus":0.05956075190017279,"score_gpt":0.43029040304961,"score_spread":0.37072965114943723,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2993362714","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":[0.16795406,0.00017917098,0.00431263,0.6465039,0.017937168,0.0004264734,0.000043065324,0.00016459919,0.16247892],"genre_scores_gemma":[0.8863056,0.000025931438,0.0009915616,0.0036483211,0.036323193,0.000120996265,0.00016902744,0.0000052174823,0.07241017],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9983239,0.00056841347,0.00023356025,0.0002020758,0.00044710733,0.00022492817],"domain_scores_gemma":[0.99884874,0.0002864487,0.00010273742,0.00014429096,0.00034995575,0.00026780373],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.002342025,0.00008372636,0.0000860198,0.000079126716,0.00043660385,0.000084846804,0.00025705333,0.000077800185,0.035445113],"category_scores_gemma":[0.001967107,0.00008871653,0.000074324766,0.00023293552,0.0001246431,0.0011742781,0.000041854666,0.0001508571,0.0023942783],"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":[0.000049665672,0.00044871133,0.028912166,0.0000014900103,0.00002150715,8.926464e-8,0.006397418,0.000003840933,0.00008686958,0.51203114,0.44580317,0.0062439125],"study_design_scores_gemma":[0.0000627459,0.00000997188,0.047592428,0.0000033219676,0.000005250809,0.0000037262307,0.0037965605,5.846745e-7,0.000020334568,0.010883162,0.93751794,0.00010398348],"about_ca_topic_score_codex":0.00016462474,"about_ca_topic_score_gemma":0.00003451318,"teacher_disagreement_score":0.71835154,"about_ca_system_score_codex":0.00031948267,"about_ca_system_score_gemma":0.00028609778,"threshold_uncertainty_score":0.99838245},"labels":[],"label_agreement":null},{"id":"W2993998223","doi":"10.5206/eei.v29i2.9403","title":"Inclusive Education as Exclusive Practice: One Parent’s Experience Advocating for Children with Fetal Alcohol Spectrum Disorders Within the School System","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Prenatal Substance Exposure Effects","field":"Medicine","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"","keywords":"Narrative; Context (archaeology); Psychology; Developmental psychology; Fetal alcohol; Active listening; Medical education; Pedagogy; Medicine; Psychotherapist","score_opus":0.01593412683319693,"score_gpt":0.33704920499194846,"score_spread":0.3211150781587515,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2993998223","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":[0.838479,0.00036803624,0.010881296,0.13972524,0.002197051,0.003953511,0.000082560655,0.0002014674,0.004111864],"genre_scores_gemma":[0.98008955,0.0000131798915,0.0062477477,0.0054330407,0.0044592503,0.0018905343,0.001366737,0.000042638356,0.0004573034],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9974211,0.00016106563,0.000542156,0.0006336539,0.0010019975,0.00024006663],"domain_scores_gemma":[0.9978124,0.00031346406,0.00064435357,0.00035337135,0.00056911056,0.00030729352],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00034808984,0.00027502823,0.000244688,0.000102710095,0.0004039486,0.00013280752,0.00041882932,0.000092334085,0.00031717916],"category_scores_gemma":[0.0020390623,0.000226034,0.00012225556,0.00034487652,0.00018109912,0.000764609,0.00011656148,0.0003650817,0.00012914043],"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":[0.0054977164,0.0053429673,0.68410987,0.00062973116,0.0022594968,0.000003559518,0.042478297,0.0010134407,0.005046935,0.21944398,0.016809432,0.017364554],"study_design_scores_gemma":[0.004034932,0.0008974346,0.9231257,0.001002961,0.00042704507,0.00057153095,0.05502868,0.0017521164,0.002977288,0.0036028163,0.005735745,0.00084378856],"about_ca_topic_score_codex":0.00025163076,"about_ca_topic_score_gemma":0.000041298936,"teacher_disagreement_score":0.23901577,"about_ca_system_score_codex":0.0007506188,"about_ca_system_score_gemma":0.0028221367,"threshold_uncertainty_score":0.9217399},"labels":[],"label_agreement":null},{"id":"W2994512730","doi":"10.5206/eei.v26i2.7737","title":"Exploring and Promoting Mental Health Literacy and Outcomes: Introduction to the Special Issue","year":2016,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Health Literacy and Information Accessibility","field":"Health Professions","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Mental health; Literacy; Psychology; Mathematics education; Special education; Pedagogy; Medical education; Medicine; Psychiatry","score_opus":0.08175316577433651,"score_gpt":0.47231321061630976,"score_spread":0.39056004484197326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2994512730","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":[0.4490468,0.000023347455,0.001436126,0.5402764,0.0074077416,0.0008210317,0.00010641747,0.000046195873,0.00083590776],"genre_scores_gemma":[0.78340435,0.0005815406,0.008346582,0.05640459,0.13025843,0.002007302,0.0005925023,0.000040767623,0.018363915],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99755424,0.00039235386,0.0010542332,0.00034714054,0.00038355068,0.00026848278],"domain_scores_gemma":[0.9984774,0.0002849356,0.00040391117,0.00023393877,0.00037475582,0.00022505317],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0022723002,0.00013764537,0.00015646206,0.00015842577,0.0010507212,0.00007354619,0.00016668091,0.000045453267,0.0039032598],"category_scores_gemma":[0.0007401409,0.00008479144,0.000030670933,0.00014223374,0.00006668581,0.0021836783,0.00014966678,0.00022648224,0.00046202744],"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":[0.00005021439,0.00010041127,0.31325233,0.00010334613,0.000016578508,1.6908187e-8,0.03040086,3.740029e-7,0.000022041693,0.011696094,0.15214114,0.49221662],"study_design_scores_gemma":[0.00020603124,0.00001467983,0.4383433,0.00009709564,0.0000010169466,0.0000024417193,0.0010809179,0.000025427182,0.0000026368757,0.0006420801,0.55952364,0.000060728176],"about_ca_topic_score_codex":0.00014391943,"about_ca_topic_score_gemma":0.000046286583,"teacher_disagreement_score":0.49215588,"about_ca_system_score_codex":0.00051705993,"about_ca_system_score_gemma":0.00043558064,"threshold_uncertainty_score":0.9970073},"labels":[],"label_agreement":null},{"id":"W2994681602","doi":"10.5206/eei.v29i3.9386","title":"The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Reading (process); Longitudinal study; Vocabulary; Developmental psychology; Logistic regression; Mathematics education; Medicine","score_opus":0.015399754389047006,"score_gpt":0.35113286583019004,"score_spread":0.33573311144114304,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2994681602","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":[0.98845565,0.000027032547,0.00006698525,0.0018193441,0.0027336085,0.0011889816,0.000044715165,0.000027632286,0.005636019],"genre_scores_gemma":[0.99002963,0.00010356271,0.00019911776,0.000051025185,0.0020292155,0.0002812705,0.00083928485,0.000014486977,0.006452375],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99788266,0.00039250226,0.0004861786,0.0003489207,0.0006623388,0.00022739192],"domain_scores_gemma":[0.99808925,0.00065572467,0.000589169,0.00018226079,0.00039645276,0.00008712358],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014961199,0.00016587657,0.00015482533,0.0002291536,0.0005139568,0.000120418954,0.00026536838,0.00010566012,0.0012752946],"category_scores_gemma":[0.00051313534,0.00014525733,0.00013545349,0.00017737898,0.00015075307,0.0004227076,0.00004777843,0.00016237755,0.000054875047],"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":[0.00007675498,0.001030415,0.969661,0.0000049746586,0.000100458405,4.1864006e-9,0.0068736463,0.0013827453,0.00009594785,0.012381696,0.0053182687,0.0030740984],"study_design_scores_gemma":[0.00047662796,0.0000778605,0.98559564,0.000035170207,0.000015356682,4.8526516e-7,0.0032705744,0.0003582814,0.00002452503,0.0053261593,0.0046728775,0.0001464601],"about_ca_topic_score_codex":0.003219546,"about_ca_topic_score_gemma":0.0029076503,"teacher_disagreement_score":0.015934631,"about_ca_system_score_codex":0.0018516957,"about_ca_system_score_gemma":0.0009518068,"threshold_uncertainty_score":0.99963766},"labels":[],"label_agreement":null},{"id":"W2995098718","doi":"10.5206/eei.v29i3.9387","title":"The Role of Quality ECE in Facilitating Mental Health and Well-Being in Children","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Mental health; Psychology; Early childhood; Conversation; Early childhood education; Developmental psychology; Quality (philosophy); Social emotional learning; Psychiatry","score_opus":0.008411389672519629,"score_gpt":0.3463279193726151,"score_spread":0.33791652970009545,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995098718","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":[0.96409005,0.00021808212,0.0000049742403,0.017081495,0.0005974684,0.00032384702,0.000006651608,0.000008478031,0.01766896],"genre_scores_gemma":[0.9971022,0.00018519726,0.0004415968,0.0005024965,0.0001642771,0.000024500085,0.000102656406,0.0000032119556,0.0014738634],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99851894,0.00029667342,0.0004319713,0.0001818797,0.0004259089,0.00014460033],"domain_scores_gemma":[0.9993442,0.00021926788,0.00017494815,0.00008606687,0.00010721046,0.00006829105],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017361103,0.00006200644,0.000091444366,0.000114413066,0.00017745983,0.000052661497,0.000174786,0.00003353247,0.0004216861],"category_scores_gemma":[0.00027790788,0.000060553877,0.000026137677,0.0001712499,0.000102331345,0.00020976148,0.000034204564,0.00010821572,0.000038182974],"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":[0.0000060435304,0.00009130155,0.8202157,0.000002486393,0.0000057272314,1.6699517e-9,0.040994108,0.0000052639907,0.000009897322,0.124918625,0.00019087619,0.013559988],"study_design_scores_gemma":[0.00016566938,0.0000052807177,0.92428935,0.00003162161,2.1583253e-7,4.2002029e-7,0.04055309,0.000011473292,0.0000054245284,0.022174047,0.012704895,0.00005850241],"about_ca_topic_score_codex":0.0071400115,"about_ca_topic_score_gemma":0.0020571435,"teacher_disagreement_score":0.10407368,"about_ca_system_score_codex":0.00039043493,"about_ca_system_score_gemma":0.0014531205,"threshold_uncertainty_score":0.99947155},"labels":[],"label_agreement":null},{"id":"W2995326314","doi":"10.5206/eei.v29i3.9390","title":"Co-constructed Pedagogical Documentation in Early Learning Settings","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Mount Saint Vincent University","funders":"","keywords":"Documentation; Psychology; Perspective (graphical); Qualitative research; Early childhood; Developmental psychology; Medical education; Pedagogy; Medicine; Sociology; Social science","score_opus":0.029356615720480192,"score_gpt":0.4228963169773421,"score_spread":0.3935397012568619,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995326314","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":[0.8948863,0.000011882245,0.00014153725,0.006118209,0.001344962,0.00022812087,0.000007454961,0.00006484296,0.097196646],"genre_scores_gemma":[0.9814502,0.000017377757,0.00048451195,0.00037193776,0.00090610824,0.00003566096,0.00028571824,0.000006522044,0.016441992],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981917,0.0004364634,0.0002846646,0.00026296228,0.0006657047,0.00015850484],"domain_scores_gemma":[0.99918216,0.00016849765,0.0001545581,0.000078011704,0.00035007327,0.00006669087],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010359085,0.00008739377,0.00009439258,0.00020245557,0.0002983232,0.00017343121,0.00020128512,0.000081634,0.011291724],"category_scores_gemma":[0.00044158282,0.000098435885,0.00004504278,0.0002852592,0.00010387317,0.000705186,0.00002566912,0.00026606914,0.0006679811],"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":[0.000024142579,0.00013039804,0.867692,0.0000033567358,0.0000071706313,1.5880727e-7,0.021082206,0.000048795035,0.00074322725,0.10442587,0.0019474437,0.0038952634],"study_design_scores_gemma":[0.00038907,0.000023602694,0.83324814,0.00004324168,0.0000023365135,0.0000012000694,0.02480756,0.00007010741,0.000037147354,0.0071738786,0.13405035,0.00015335952],"about_ca_topic_score_codex":0.0022726909,"about_ca_topic_score_gemma":0.0002658871,"teacher_disagreement_score":0.1321029,"about_ca_system_score_codex":0.00085077976,"about_ca_system_score_gemma":0.0006670402,"threshold_uncertainty_score":0.9896121},"labels":[],"label_agreement":null},{"id":"W2995489669","doi":"10.5206/eei.v29i3.9391","title":"Transitioning Work of Families","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Children's Rights and Participation","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"McMaster University; York University; Toronto Metropolitan University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Flexibility (engineering); Context (archaeology); Fallacy; Work (physics); Conversation; Documentation; Ethnography; Sociology; Transition (genetics); Psychology; Developmental psychology; Pedagogy; Social psychology; Epistemology; Geography","score_opus":0.020161241946285564,"score_gpt":0.3465517250325426,"score_spread":0.32639048308625707,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995489669","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":[0.91353965,0.000021806385,0.0006547308,0.005436034,0.0021353804,0.00016647065,0.000016729087,0.000029787678,0.077999435],"genre_scores_gemma":[0.9905587,0.00002442759,0.00061071786,0.00020668817,0.0010324827,0.000021858887,0.00019251468,0.0000046504547,0.007347994],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99894834,0.00009356554,0.00023982885,0.00014490358,0.00047360425,0.00009974751],"domain_scores_gemma":[0.99928814,0.0000948307,0.0001206844,0.00009910151,0.00034917056,0.000048066602],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00037912908,0.000057643374,0.000078397265,0.000107346146,0.00013075276,0.000041172287,0.00015536514,0.000051242154,0.010289022],"category_scores_gemma":[0.00006928359,0.00005910044,0.00006916964,0.00019605362,0.00011657455,0.00029912934,0.00000928324,0.000061753795,0.0002646762],"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":[0.000030134483,0.00028721977,0.43557528,0.000008783603,0.000033883225,3.4064392e-8,0.013764048,0.00021894512,0.00019564392,0.53811437,0.004195669,0.007576007],"study_design_scores_gemma":[0.00022003568,0.000011899897,0.82763106,0.00006084831,0.000009156216,4.773677e-7,0.0033281646,0.000027289505,0.00011919626,0.0154770585,0.15298599,0.00012882953],"about_ca_topic_score_codex":0.000866695,"about_ca_topic_score_gemma":0.00016774276,"teacher_disagreement_score":0.5226373,"about_ca_system_score_codex":0.00011154871,"about_ca_system_score_gemma":0.0003881213,"threshold_uncertainty_score":0.9906157},"labels":[],"label_agreement":null},{"id":"W2995510681","doi":"10.5206/eei.v29i3.9383","title":"Linking Quality Early Child Education and Special Education Needs","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Toronto; Memorial University of Newfoundland","funders":"","keywords":"Special education; Quality (philosophy); Special needs; Early childhood education; Psychology; Mainstreaming; Pedagogy; Medical education; Medicine","score_opus":0.034685319785505944,"score_gpt":0.41892903277537824,"score_spread":0.3842437129898723,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995510681","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":[0.67418534,0.00022728952,0.00008378559,0.008138022,0.0239478,0.00041604435,0.000039076538,0.00005863023,0.29290405],"genre_scores_gemma":[0.90960675,0.000028033372,0.0009035563,0.0048081554,0.0174447,0.00040136976,0.0014334008,0.000026905567,0.06534715],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99733806,0.00028203073,0.0007260368,0.0006936756,0.0006723243,0.00028785729],"domain_scores_gemma":[0.99802196,0.00019080532,0.00042420943,0.00045712825,0.00068155007,0.00022432816],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0006147574,0.00028674238,0.00023724519,0.00045263636,0.00021817982,0.00020594119,0.00044986437,0.00022882805,0.030563677],"category_scores_gemma":[0.00008756602,0.00030056367,0.0001367148,0.00040192413,0.000121770216,0.0005421413,0.00007953442,0.00041485383,0.003137528],"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":[0.000057136298,0.002666934,0.52288336,0.000020883419,0.00006225453,4.927947e-8,0.0025010016,0.000001193187,0.00006565966,0.38098362,0.022444732,0.0683132],"study_design_scores_gemma":[0.0003006318,0.00004197454,0.76651657,0.000077144774,0.000013247845,0.000034188884,0.004322509,0.0000015059119,0.0000045403544,0.03704637,0.19136824,0.000273089],"about_ca_topic_score_codex":0.0003565056,"about_ca_topic_score_gemma":0.000013390984,"teacher_disagreement_score":0.34393728,"about_ca_system_score_codex":0.00031905403,"about_ca_system_score_gemma":0.0010862837,"threshold_uncertainty_score":0.9999446},"labels":[],"label_agreement":null},{"id":"W2995630310","doi":"10.5206/eei.v29i3.9389","title":"Assessing Inclusion Quality","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland; University of Guelph","funders":"Canadian Council on Learning","keywords":"Inclusion (mineral); Psychology; Quality (philosophy); Scale (ratio); Reliability (semiconductor); Early childhood education; Medical education; Early childhood; Exploratory factor analysis; Clinical psychology; Exploratory research; Consistency (knowledge bases); Confirmatory factor analysis; Applied psychology; Psychometrics; Nursing; Developmental psychology; Medicine; Social psychology; Computer science","score_opus":0.09176782715996044,"score_gpt":0.5181517100918369,"score_spread":0.42638388293187646,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2995630310","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":[0.7745778,0.00003745465,0.00048066632,0.0072041014,0.0055723013,0.00021548539,0.000021301026,0.000061885155,0.21182902],"genre_scores_gemma":[0.96632177,0.0000014970118,0.00045989468,0.001510351,0.0012407191,0.00009577195,0.00067486556,0.000012366323,0.029682787],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977259,0.00029809657,0.0004551773,0.00046874332,0.00082950556,0.00022260046],"domain_scores_gemma":[0.99859446,0.0002886469,0.00014308479,0.0004440282,0.0004166674,0.00011311818],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.001329977,0.00012536933,0.00013457607,0.00015749018,0.00020786618,0.00013533125,0.0004280504,0.00011705487,0.11154774],"category_scores_gemma":[0.00022198579,0.00013025841,0.00012051599,0.00018011071,0.00010020832,0.0006260206,0.00034777028,0.00023663847,0.00739848],"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":[0.00005522183,0.001135924,0.78253394,0.000018172523,0.000042987835,3.3545783e-7,0.0014273959,0.000007432502,0.0025903487,0.17304796,0.016575009,0.022565251],"study_design_scores_gemma":[0.00031838447,0.000015578245,0.93056273,0.0000152421935,0.000002853056,0.0000075983735,0.005475607,0.000021572072,0.0000642391,0.024392182,0.03897297,0.00015106749],"about_ca_topic_score_codex":0.000834124,"about_ca_topic_score_gemma":0.000019190304,"teacher_disagreement_score":0.19174396,"about_ca_system_score_codex":0.00031269016,"about_ca_system_score_gemma":0.00043837744,"threshold_uncertainty_score":0.99337435},"labels":[],"label_agreement":null},{"id":"W2996313652","doi":"10.5206/eei.v29i3.9384","title":"Exploring the Impact of Quality Early Child Education on Special Education","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Early childhood education; Quality (philosophy); Workforce; Special education; Early childhood; Psychology; Professional development; Pedagogy; Medical education; Mathematics education; Public relations; Political science; Developmental psychology; Medicine","score_opus":0.07234125710282471,"score_gpt":0.40452161153309846,"score_spread":0.3321803544302737,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2996313652","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":[0.7746274,0.000029127781,0.000014269055,0.012113452,0.01207415,0.0005337037,0.000019822628,0.000035864363,0.20055221],"genre_scores_gemma":[0.97192377,0.00008571191,0.00023870193,0.0009861848,0.012806631,0.00023017303,0.0002830084,0.00001620446,0.013429597],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9973004,0.00038421465,0.0006055606,0.0003824119,0.0010951601,0.00023226741],"domain_scores_gemma":[0.99763435,0.00023599649,0.00045193115,0.0004048972,0.001106683,0.00016615103],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0011595002,0.00018763739,0.0001760082,0.00031117786,0.00043090142,0.00017557458,0.00059037725,0.00007597807,0.008061637],"category_scores_gemma":[0.0005382458,0.00016176552,0.00024848498,0.00045721247,0.00016876923,0.0008361812,0.0000418254,0.00026485207,0.0010059779],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000684937,0.0023136719,0.3613966,0.000012915593,0.00009350537,1.2085871e-8,0.027791247,0.000088476634,0.000048534333,0.49122992,0.036833607,0.080122985],"study_design_scores_gemma":[0.00013358185,0.00003426794,0.92231464,0.00008636816,0.000005708593,0.000001227768,0.008676402,0.0000010447023,0.000035954403,0.008821326,0.059713997,0.00017545014],"about_ca_topic_score_codex":0.008211214,"about_ca_topic_score_gemma":0.00019308632,"teacher_disagreement_score":0.56091803,"about_ca_system_score_codex":0.0011675882,"about_ca_system_score_gemma":0.010459708,"threshold_uncertainty_score":0.99977183},"labels":[],"label_agreement":null},{"id":"W2996348109","doi":"10.5206/eei.v29i3.9388","title":"Young Children with Autism Spectrum Disorder in Early Education and Care","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Guelph; Memorial University of Newfoundland","funders":"","keywords":"Autism spectrum disorder; Intervention (counseling); Early childhood education; Psychology; Psychological intervention; Autism; Conversation; Early childhood; Mainstreaming; Special education; Developmental psychology; Pedagogy; Psychiatry","score_opus":0.01072243713889764,"score_gpt":0.33542924835076215,"score_spread":0.3247068112118645,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2996348109","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":[0.96104336,0.00022901989,0.00005052786,0.004038189,0.0017811639,0.0005183273,0.000041214746,0.000028984296,0.03226921],"genre_scores_gemma":[0.9878719,0.0000070717556,0.00017703506,0.00022473112,0.0004026136,0.00023839381,0.0008739819,0.00001549114,0.0101887835],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99855214,0.00010190715,0.000260003,0.00047683105,0.0004006075,0.00020850336],"domain_scores_gemma":[0.9993778,0.00005072226,0.00007762618,0.0002908781,0.000113509624,0.00008948377],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00019632427,0.00013899073,0.00011707034,0.00024380206,0.000059514754,0.00007927162,0.00020913154,0.0000934408,0.008534151],"category_scores_gemma":[0.00002403342,0.00013748146,0.000038545037,0.00019248779,0.00011463181,0.00031590185,0.000046439032,0.00022148597,0.0007120442],"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":[0.000055909302,0.00077063305,0.9265172,0.000011132346,0.00003380814,1.444427e-7,0.0041951793,0.0000056220606,0.000013526856,0.061363418,0.0010235445,0.0060099093],"study_design_scores_gemma":[0.0005208454,0.000060203085,0.9821895,0.000028088474,0.000005001307,0.000033775243,0.010424902,0.000004386947,0.000003819844,0.0047549815,0.001816532,0.00015800113],"about_ca_topic_score_codex":0.006795406,"about_ca_topic_score_gemma":0.0010228119,"teacher_disagreement_score":0.05660844,"about_ca_system_score_codex":0.00024566601,"about_ca_system_score_gemma":0.00056828326,"threshold_uncertainty_score":0.99981844},"labels":[],"label_agreement":null},{"id":"W2996364705","doi":"10.5206/eei.v29i3.9385","title":"A Study of the Long-Term Influence of Early Childhood Education and Care on the Risk for Developing Special Educational Needs","year":2019,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Early childhood education; Psychology; Numeracy; Early childhood; Developmental psychology; Cognitive development; Cognition; Literacy; Pedagogy","score_opus":0.017419217047717563,"score_gpt":0.32647353202697055,"score_spread":0.309054314979253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2996364705","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":[0.98360074,0.0000449371,0.000011406205,0.007714998,0.003388872,0.0015398692,0.000031327,0.000009062891,0.0036587988],"genre_scores_gemma":[0.9948259,0.000027624917,0.00024779193,0.00041754567,0.0022788849,0.00025819507,0.000057820605,0.000010127077,0.0018760997],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981378,0.00024852072,0.00045784132,0.00025644133,0.0007620726,0.00013737055],"domain_scores_gemma":[0.9974141,0.0004885457,0.00052842015,0.00027404013,0.0012393276,0.00005553516],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00058300834,0.00013201265,0.00013275778,0.0001955197,0.00046070028,0.00008132145,0.0005257528,0.00006540312,0.00046604007],"category_scores_gemma":[0.00058766647,0.000101546335,0.00008581811,0.0003789845,0.00018013224,0.0002410894,0.00006418356,0.00015027117,0.000023486922],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011993851,0.00072941964,0.7438704,0.000010319079,0.000046157307,1.909894e-9,0.14423043,0.000030851035,0.0000071665263,0.10639005,0.0007881548,0.0038850906],"study_design_scores_gemma":[0.00025649124,0.000049348055,0.94517237,0.00010433805,0.000017732542,6.9865365e-7,0.047460806,2.0474837e-7,0.000031531723,0.0054066516,0.0013910171,0.00010880048],"about_ca_topic_score_codex":0.00109389,"about_ca_topic_score_gemma":0.00049104827,"teacher_disagreement_score":0.201302,"about_ca_system_score_codex":0.00032042712,"about_ca_system_score_gemma":0.006528751,"threshold_uncertainty_score":0.9991033},"labels":[],"label_agreement":null},{"id":"W3022153637","doi":"10.5206/eei.v30i1.10914","title":"Enhancing Classroom-Based Communication Instruction for Students with Signifificant Disabilities and Limited Language","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Assistive Technology in Communication and Mobility","field":"Health Professions","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"U.S. Department of Education","keywords":"Augmentative and alternative communication; Vocabulary; Sign language; Sign system; Psychology; Mathematics education; Manual communication; Meaning (existential); Symbolic communication; Teaching method; Computer science; Pedagogy; Multimedia; Communication; Linguistics","score_opus":0.06817128934818975,"score_gpt":0.4560752198935955,"score_spread":0.38790393054540573,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3022153637","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":[0.92809784,0.00006471197,0.029199421,0.039701164,0.00035350194,0.0011487587,0.00013869225,0.00021745598,0.0010784768],"genre_scores_gemma":[0.9787253,0.000021226655,0.014759063,0.003188768,0.00036041162,0.0013188906,0.0011005853,0.000017900004,0.0005078455],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.998338,0.00035207154,0.0004962152,0.0003318999,0.00031950438,0.00016230659],"domain_scores_gemma":[0.99750507,0.0009977801,0.00031829154,0.00039405204,0.0006782047,0.000106625725],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005733216,0.000143549,0.00016620976,0.00008763692,0.0005954872,0.00003112275,0.00042857515,0.00013941331,0.0006301373],"category_scores_gemma":[0.0011181947,0.00013562743,0.000045402463,0.00014563641,0.00030526024,0.00020468622,0.00012787952,0.00037744577,0.00003509997],"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":[0.00046008936,0.0004926185,0.9609865,0.00015537428,0.000084358595,4.8922544e-8,0.0057476875,0.000024537083,0.0017343389,0.020588499,0.004281313,0.0054446342],"study_design_scores_gemma":[0.0026800963,0.00015918787,0.9138348,0.0002121853,0.000047177742,0.000001695083,0.046202436,0.0010643202,0.00047757232,0.003143241,0.03186127,0.0003160133],"about_ca_topic_score_codex":0.0001035873,"about_ca_topic_score_gemma":0.0002115291,"teacher_disagreement_score":0.050627492,"about_ca_system_score_codex":0.00032442145,"about_ca_system_score_gemma":0.000473391,"threshold_uncertainty_score":0.6899561},"labels":[],"label_agreement":null},{"id":"W3022214039","doi":"10.5206/eei.v30i1.10912","title":"Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"British Columbia Institute of Technology; University of Regina","funders":"Social Sciences and Humanities Research Council of Canada; University of Regina","keywords":"Bootstrapping (finance); Mathematics education; Categorization; Psychology; Educational technology; Workload; Learning disability; Technology integration; Computer science; Developmental psychology; Mathematics; Artificial intelligence","score_opus":0.10283457251450735,"score_gpt":0.4553534958495431,"score_spread":0.35251892333503576,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3022214039","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":[0.94611543,0.00005925931,0.012884851,0.027246125,0.00057466945,0.00020823802,0.000015909287,0.00009085417,0.012804665],"genre_scores_gemma":[0.99254566,0.0000037526554,0.0028277112,0.0008397897,0.0005583513,0.00009502423,0.00011099356,0.000013447899,0.0030052569],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980336,0.000595975,0.00041561344,0.00027203377,0.00055701146,0.00012578294],"domain_scores_gemma":[0.99792725,0.0006587673,0.0007286182,0.00017968207,0.00046399722,0.000041702322],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0013760881,0.00012954554,0.00014571862,0.000070703456,0.00016355736,0.000049935545,0.0005062262,0.00007276009,0.008632724],"category_scores_gemma":[0.002857563,0.000090040885,0.00006584644,0.0002115411,0.00036224368,0.00012862876,0.000076910415,0.0006598567,0.0001016512],"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":[0.00021683403,0.0018347676,0.7372977,0.00007735852,0.00052476884,6.9680544e-7,0.04273782,0.0003088705,0.0012198348,0.20123084,0.0044896263,0.0100609],"study_design_scores_gemma":[0.0003285089,0.00021995358,0.84855694,0.000038957627,0.000030450721,0.000022814591,0.07715484,0.00010516993,0.000060422557,0.0025533324,0.07076002,0.00016860222],"about_ca_topic_score_codex":0.000098664554,"about_ca_topic_score_gemma":0.000002240174,"teacher_disagreement_score":0.19867751,"about_ca_system_score_codex":0.000053795542,"about_ca_system_score_gemma":0.00017351446,"threshold_uncertainty_score":0.9922735},"labels":[],"label_agreement":null},{"id":"W3023479771","doi":"10.5206/eei.v30i1.10913","title":"A Bully and a Victim: The Bullying Experiences of Youth with Emotional and Behavioural Disorders","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Bullying, Victimization, and Aggression","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Psychology; Journaling file system; Aggression; Coping (psychology); Intimidation; Impulsivity; Clinical psychology; Population; Developmental psychology; Normative; Intervention (counseling); Social psychology; Psychiatry; Medicine","score_opus":0.030932782150709583,"score_gpt":0.3073877211970087,"score_spread":0.2764549390462991,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3023479771","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":[0.97937894,0.00018358759,0.0028737779,0.015306982,0.00065472,0.0001997025,0.0000369956,0.000028402028,0.0013369204],"genre_scores_gemma":[0.9971719,0.000037952803,0.0007871307,0.0009824298,0.00044563605,0.0001063141,0.00015374334,0.000010720065,0.00030420767],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989153,0.00008529222,0.00026039625,0.0002966636,0.00033604866,0.0001062912],"domain_scores_gemma":[0.9993284,0.00007670515,0.00021584281,0.000101100246,0.0001918718,0.00008612914],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00014208822,0.00012252279,0.00010390707,0.00006015157,0.00020235445,0.00006132,0.00015905628,0.000052316875,0.002352892],"category_scores_gemma":[0.00005446911,0.00009004352,0.00003199699,0.00013313779,0.000302089,0.0001904967,0.00004753218,0.000117653275,0.000007879799],"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":[0.0001913918,0.00032356905,0.74786586,0.000019121295,0.000086243046,3.166721e-7,0.23144242,0.000044855235,0.00005958165,0.01311647,0.0028900139,0.003960148],"study_design_scores_gemma":[0.0006684023,0.000106299085,0.84221435,0.000075445845,0.000035183355,0.00003315168,0.15390748,0.00030364876,0.0000135311,0.0006121764,0.0018484147,0.00018192834],"about_ca_topic_score_codex":0.0002193973,"about_ca_topic_score_gemma":0.000018327204,"teacher_disagreement_score":0.09434848,"about_ca_system_score_codex":0.00002052312,"about_ca_system_score_gemma":0.000115150986,"threshold_uncertainty_score":0.9985591},"labels":[],"label_agreement":null},{"id":"W3036975346","doi":"10.5206/eei.v30i1.10915","title":"Showing the Way to Inclusive Outdoor Education: Impact of Hands-On Training in Adapting a Kayak","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Recreation, Leisure, Wilderness Management","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"St. Francis Xavier University","funders":"","keywords":"Training (meteorology); Inclusion (mineral); Test (biology); Psychology; Medical education; Transfer of training; Service (business); Control (management); Outdoor education; Mathematics education; Pedagogy; Computer science; Medicine; Social psychology; Business; Marketing; Cognitive psychology","score_opus":0.07840549569979005,"score_gpt":0.42203657291826374,"score_spread":0.3436310772184737,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3036975346","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":[0.91443735,0.000037843867,0.0021643923,0.041695703,0.0021555037,0.0007159708,0.000032333308,0.000041422536,0.038719498],"genre_scores_gemma":[0.9925688,0.0000031712732,0.00045793707,0.0014968581,0.0027103417,0.00050918455,0.00023999589,0.000025719559,0.0019880082],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977477,0.0002513445,0.0006702813,0.0004924854,0.0006094047,0.00022878991],"domain_scores_gemma":[0.9984725,0.00030379978,0.00033379573,0.00031806083,0.00042474267,0.00014709086],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006341771,0.0002130625,0.00022743588,0.00030819754,0.000111729016,0.000078239034,0.0005779443,0.000077034616,0.004941452],"category_scores_gemma":[0.00047786912,0.00018672302,0.00018229304,0.0005229807,0.000066449364,0.0002334597,0.0001113164,0.00023538273,0.0003130512],"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":[0.00037747328,0.0011428873,0.59578425,0.000028198341,0.0003190709,0.0000010295782,0.079210386,0.007824657,0.00018046708,0.18159467,0.044613674,0.08892326],"study_design_scores_gemma":[0.00066647714,0.00017047496,0.96993566,0.00012760854,0.000017829443,0.0000055366245,0.015214033,0.00036478048,0.000026675078,0.0045677586,0.008687988,0.00021517159],"about_ca_topic_score_codex":0.0010473657,"about_ca_topic_score_gemma":0.00008718794,"teacher_disagreement_score":0.37415144,"about_ca_system_score_codex":0.00060206285,"about_ca_system_score_gemma":0.00086229463,"threshold_uncertainty_score":0.99596816},"labels":[],"label_agreement":null},{"id":"W3041763534","doi":"10.5206/eei.v30i3.13443","title":"The Psychosocial Effects of Having a Sibling with Autism Spectrum Disorder","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Sibling; Developmental psychology; Typically developing; Sibling relationship; Embarrassment; Autism; Psychosocial; Autism spectrum disorder; Feeling; Anger; Perception; Coping (psychology); Clinical psychology; Social psychology; Psychotherapist","score_opus":0.02258792079567793,"score_gpt":0.36642248395699334,"score_spread":0.3438345631613154,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3041763534","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":[0.8652855,0.00018745763,0.004047931,0.11306747,0.0024253447,0.00040561683,0.000023558023,0.00004701073,0.014510116],"genre_scores_gemma":[0.9955863,0.000009542119,0.00021683244,0.00088317844,0.0011985303,0.00016868663,0.00009171329,0.000012747579,0.001832487],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9984886,0.00014976662,0.0003079969,0.0003029963,0.00055525516,0.00019539395],"domain_scores_gemma":[0.99892616,0.00049666385,0.0001401115,0.00020702748,0.0001269254,0.00010309545],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00028397783,0.00010989657,0.000110801215,0.00005892491,0.00019506089,0.00006114461,0.00036774843,0.000061006875,0.003316624],"category_scores_gemma":[0.00025879228,0.000085081316,0.000087934466,0.00025805636,0.00026559606,0.00013505998,0.000047440284,0.00020913195,0.00023247914],"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":[0.00041797396,0.0010851807,0.5934143,0.00006659766,0.00022657381,0.000001368189,0.0074110604,0.000025358171,0.00048053628,0.3548497,0.030787578,0.0112337945],"study_design_scores_gemma":[0.0006476623,0.000121597725,0.94981784,0.00003134301,0.000014163637,0.0000059101853,0.003729972,0.00006205128,0.00008663916,0.0145784225,0.030766899,0.00013752574],"about_ca_topic_score_codex":0.00053352397,"about_ca_topic_score_gemma":0.00011566324,"teacher_disagreement_score":0.35640353,"about_ca_system_score_codex":0.00007234488,"about_ca_system_score_gemma":0.0003037129,"threshold_uncertainty_score":0.9975945},"labels":[],"label_agreement":null},{"id":"W3043515094","doi":"10.5206/eei.v30i1.10916","title":"An Examination of the Social Acceptance Levels of Gifted Students Toward Students with Disabilities","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Children's Physical and Motor Development","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Social acceptance; Autism; Qualitative research; Special education; Desk; Learning disability; Developmental psychology; Autism spectrum disorder; Mathematics education; Social psychology","score_opus":0.05735172586088369,"score_gpt":0.39709632362895436,"score_spread":0.33974459776807064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3043515094","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":[0.99344325,0.000005948526,0.00043463864,0.003465776,0.0007922242,0.00030915238,0.00019175764,0.000018343386,0.0013389231],"genre_scores_gemma":[0.9974048,7.3367784e-7,0.00019573652,0.000521361,0.00077569246,0.00009169612,0.00013333856,0.000010423222,0.00086622057],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980195,0.00017472755,0.0003838276,0.00027418908,0.0010499848,0.00009777926],"domain_scores_gemma":[0.9990029,0.00006306823,0.00028695125,0.00016172779,0.0004300629,0.000055305172],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0001956305,0.000118362565,0.0001520415,0.000038331164,0.00007167548,0.000028718636,0.0007580819,0.000047566933,0.0029060044],"category_scores_gemma":[0.00006309983,0.00009271899,0.00007722282,0.00018644222,0.00021401321,0.00017982024,0.000093680836,0.00010523448,0.000021460857],"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":[0.00016724798,0.0032916472,0.9095316,0.000037686932,0.00026224586,6.967697e-8,0.046228945,0.000014448374,0.0011703091,0.024971073,0.0021576744,0.01216703],"study_design_scores_gemma":[0.0005318416,0.00006392544,0.99232316,0.000022396149,0.0000157093,8.094147e-7,0.005279355,0.000003759729,0.00037485073,0.0009294605,0.00035788972,0.00009681675],"about_ca_topic_score_codex":0.00003089916,"about_ca_topic_score_gemma":0.0000058420583,"teacher_disagreement_score":0.08279156,"about_ca_system_score_codex":0.00010983995,"about_ca_system_score_gemma":0.00015414169,"threshold_uncertainty_score":0.99800545},"labels":[],"label_agreement":null},{"id":"W3081846746","doi":"10.5206/eei.v30i2.11079","title":"Rethinking the Familiar: It Is Not About Changing Our Actions, It Is About Changing Our Thinking","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Brock University","funders":"","keywords":"Inclusion (mineral); Theme (computing); Set (abstract data type); Pedagogy; Work (physics); Sociology; Public relations; Psychology; Mathematics education; Political science; Social science; Computer science","score_opus":0.2518497866558921,"score_gpt":0.4475396591454045,"score_spread":0.19568987248951242,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3081846746","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.018176023,0.00018148858,0.0015854863,0.9612143,0.006407079,0.00038623094,0.000057890622,0.00019338937,0.0117980875],"genre_scores_gemma":[0.8116099,0.00018359181,0.000668711,0.1507853,0.012542637,0.00016942699,0.000106808824,0.000026437341,0.02390717],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99627787,0.00039721013,0.0005640693,0.00060141494,0.001606003,0.0005534379],"domain_scores_gemma":[0.9981482,0.000176618,0.00042643156,0.0002786917,0.0007590972,0.000210951],"candidate_categories":["metaepi_narrow","sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0020750882,0.00027098015,0.0002173292,0.0003127457,0.0022522998,0.00055827555,0.0009392171,0.0001745759,0.0020046004],"category_scores_gemma":[0.00091637834,0.0002637958,0.00025277812,0.00082454935,0.00013253494,0.0007321302,0.0001611046,0.00063301646,0.0006705926],"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":[0.000011095325,0.00010352972,0.007785205,0.000017787435,0.000099130324,1.9802798e-7,0.6226609,0.000009900405,0.000031007854,0.02043108,0.34543118,0.0034190519],"study_design_scores_gemma":[0.00012793812,0.0000055613486,0.013514923,0.000089328845,0.000024870194,0.0000018571636,0.51729643,0.0000961404,0.000035027988,0.0027173639,0.46587333,0.00021725782],"about_ca_topic_score_codex":0.000669715,"about_ca_topic_score_gemma":0.00027631098,"teacher_disagreement_score":0.81042904,"about_ca_system_score_codex":0.0006763404,"about_ca_system_score_gemma":0.0010292338,"threshold_uncertainty_score":0.9999814},"labels":[],"label_agreement":null},{"id":"W3081929203","doi":"10.5206/eei.v30i2.11082","title":"Making the Unknown or Invisible Accessible: The Collaborative Development of Inclusion-Focused Open-Access Case Studies for Principals and Other School Leaders","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University; Wilfrid Laurier University; Memorial University of Newfoundland","funders":"","keywords":"Bridging (networking); Inclusion (mineral); Pedagogy; Process (computing); Psychology; Sociology; Public relations; Mathematics education; Political science; Computer science; Social psychology","score_opus":0.6375253426322521,"score_gpt":0.6038003033990841,"score_spread":0.03372503923316805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3081929203","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":[0.28448045,0.0011697967,0.0013466555,0.7059561,0.001592325,0.0021850143,0.00006821368,0.000046286877,0.0031551654],"genre_scores_gemma":[0.9827755,0.00005869926,0.0032106738,0.010105223,0.0011866618,0.00081277644,0.00001408883,0.000011335654,0.0018250177],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983174,0.00034929163,0.00043901795,0.00027756058,0.00046307454,0.0001536617],"domain_scores_gemma":[0.99758595,0.0008441291,0.00036875557,0.0001243397,0.0009943617,0.00008248306],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0013527281,0.00012857863,0.00016548196,0.00006504136,0.0019058146,0.0004266346,0.001040496,0.000047387868,0.0008786914],"category_scores_gemma":[0.002857247,0.0000799501,0.000035949954,0.0004946384,0.0007057942,0.00065649167,0.0008328889,0.00012761592,0.000007170728],"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":[0.00014273431,0.0002286159,0.030880675,0.00007171617,0.00032801204,4.2257e-7,0.8605737,0.000020925545,0.000023985724,0.046179645,0.052443933,0.009105648],"study_design_scores_gemma":[0.00034447285,0.000014719418,0.013745421,0.00006410697,0.000022851,0.0000032275263,0.52165556,0.000018354162,0.00005540167,0.00259591,0.46134752,0.00013241396],"about_ca_topic_score_codex":0.00022342085,"about_ca_topic_score_gemma":0.00229301,"teacher_disagreement_score":0.69829506,"about_ca_system_score_codex":0.00025174682,"about_ca_system_score_gemma":0.003115058,"threshold_uncertainty_score":0.9993936},"labels":[],"label_agreement":null},{"id":"W3082354079","doi":"10.5206/eei.v30i2.11080","title":"Collaborating for Inclusion: The Intersecting Roles of Teachers, Teacher Education, and School Leaders in Translating Research into Practice","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Victoria","funders":"","keywords":"Inclusion (mineral); Pedagogy; Psychology; Teacher education; Mathematics education; Faculty development; Empirical research; Teacher leadership; Professional development; Educational leadership","score_opus":0.20721670638330353,"score_gpt":0.5194870740583349,"score_spread":0.3122703676750314,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3082354079","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":[0.18479155,0.0015660953,0.0006985701,0.8033077,0.00089237053,0.0008084625,0.0000068533327,0.00003634019,0.007892042],"genre_scores_gemma":[0.98791647,0.00004725184,0.00517513,0.002643236,0.0027981251,0.0003193682,0.000037271453,0.0000133963185,0.001049765],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.997242,0.0010059905,0.00048889243,0.00033276938,0.0007183222,0.00021202369],"domain_scores_gemma":[0.99682415,0.0012337001,0.0002472997,0.00011384209,0.0014477723,0.00013323095],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.004280254,0.00011270262,0.0001366892,0.00018345362,0.0009551431,0.00012488512,0.00040075046,0.00009362299,0.00037098088],"category_scores_gemma":[0.014177895,0.00010884265,0.00005176714,0.00063682685,0.000607347,0.0005902218,0.00012113555,0.00045750657,0.000009599412],"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":[0.000044037246,0.0004210847,0.075445436,0.000038625796,0.00003180833,2.904349e-8,0.8652515,0.00002125844,0.00023677542,0.017764455,0.019319545,0.021425452],"study_design_scores_gemma":[0.00020920606,0.000020405632,0.017329382,0.000078044686,0.00000974603,7.087154e-7,0.8372475,0.00007984434,0.000018094823,0.0037885902,0.14111945,0.000099032404],"about_ca_topic_score_codex":0.0022322906,"about_ca_topic_score_gemma":0.0025663415,"teacher_disagreement_score":0.8031249,"about_ca_system_score_codex":0.00048350648,"about_ca_system_score_gemma":0.0031941305,"threshold_uncertainty_score":0.9941261},"labels":[],"label_agreement":null},{"id":"W3082440710","doi":"10.5206/eei.v30i2.11083","title":"Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Praxis; Sociology; Pedagogy; Inclusion (mineral); Intersectionality; General partnership; Educational leadership; Public relations; Political science; Social science; Gender studies","score_opus":0.46795014510329846,"score_gpt":0.553770745258048,"score_spread":0.08582060015474957,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3082440710","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":[0.13624753,0.00015259554,0.0004905302,0.8385839,0.006742081,0.00034312156,0.000028626886,0.00024114866,0.01717046],"genre_scores_gemma":[0.95728564,0.00001704575,0.0009746819,0.027111351,0.012545765,0.00016828119,0.00016514267,0.000019045221,0.0017130338],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99607015,0.0008202132,0.00064972235,0.00059401075,0.0015018455,0.00036408077],"domain_scores_gemma":[0.99528885,0.0013125935,0.00078701583,0.00017054382,0.0020164473,0.0004245228],"candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.002067047,0.00020994108,0.0001935718,0.00014719965,0.00084367505,0.00032927262,0.0005365396,0.00015568013,0.009672562],"category_scores_gemma":[0.053830225,0.0002399537,0.00012969728,0.00043456675,0.0009581845,0.001270427,0.00011476744,0.0004959192,0.00078590965],"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":[0.00012773447,0.0008692818,0.053956278,0.00007487721,0.00014935885,0.0000051068214,0.60053873,0.000012265089,0.00008854343,0.21427333,0.12645297,0.003451529],"study_design_scores_gemma":[0.00017606429,0.00004648529,0.026890684,0.000043602737,0.00003121079,0.000023920767,0.7839483,0.000019046654,0.000040871968,0.0075028287,0.18098965,0.0002873433],"about_ca_topic_score_codex":0.002774542,"about_ca_topic_score_gemma":0.0008408066,"teacher_disagreement_score":0.8210381,"about_ca_system_score_codex":0.0008520984,"about_ca_system_score_gemma":0.0034377538,"threshold_uncertainty_score":0.9999921},"labels":[],"label_agreement":null},{"id":"W3082925886","doi":"10.5206/eei.v30i2.11076","title":"Intersectionalities in Leadership Conference: An Introduction to the Special Issue","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Inclusion (mineral); Special section; Work (physics); Sociology; Educational leadership; Pedagogy; Library science; Political science; Mathematics education; Management; Psychology; Engineering; Social science; Engineering physics; Computer science","score_opus":0.1056736208657881,"score_gpt":0.3901106496457007,"score_spread":0.2844370287799126,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3082925886","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":[0.13970628,0.000010646979,0.0010565955,0.82627195,0.006505821,0.00031082533,0.000029524004,0.00006477073,0.026043579],"genre_scores_gemma":[0.85537934,0.000009091382,0.00031082967,0.0077035935,0.12946583,0.00007615459,0.00019090317,0.0000070864226,0.006857168],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9980381,0.0005472962,0.00027302807,0.00033260797,0.00064292987,0.00016600096],"domain_scores_gemma":[0.99903,0.00007440475,0.000084220716,0.00012185105,0.00053795776,0.00015158797],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010157628,0.000100082616,0.00009066473,0.0001276976,0.0004582662,0.00022138268,0.00042560033,0.00006196078,0.016957514],"category_scores_gemma":[0.0010817876,0.00009424489,0.000041274543,0.00045729245,0.00016319919,0.0006054369,0.000059347934,0.00024400116,0.00039253788],"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":[0.00010109157,0.00023921048,0.011925302,0.0000047281237,0.0000119880415,1.7310968e-7,0.1427685,0.00026785396,0.00013167043,0.30604973,0.5207547,0.017745035],"study_design_scores_gemma":[0.000098301185,0.00003286551,0.042755004,0.00000887672,0.0000022598924,6.779364e-7,0.09889935,0.00010309793,0.000012820383,0.0031081073,0.85487366,0.00010495674],"about_ca_topic_score_codex":0.0014612045,"about_ca_topic_score_gemma":0.0070782388,"teacher_disagreement_score":0.81856835,"about_ca_system_score_codex":0.0006951745,"about_ca_system_score_gemma":0.0007767278,"threshold_uncertainty_score":0.98394114},"labels":[],"label_agreement":null},{"id":"W3083008518","doi":"10.5206/eei.v30i2.11077","title":"Setting the Context for a Conference to Explore Intersectionalities for School Leadership and Inclusion","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Inclusion (mineral); Educational leadership; Context (archaeology); Deliverable; Government (linguistics); Pedagogy; Indigenous; Sociology; Political science; Special education; Public relations; Management; Social science","score_opus":0.19999277149479586,"score_gpt":0.4184389577166907,"score_spread":0.21844618622189485,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3083008518","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":[0.2303016,0.000101827805,0.051186126,0.7124528,0.0017156389,0.0013656635,0.00015702701,0.00008402868,0.0026352212],"genre_scores_gemma":[0.97345614,0.000010943711,0.0021689525,0.017197812,0.0038504845,0.0006474245,0.00015780542,0.000009003722,0.0025014072],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987603,0.00017613827,0.00023264397,0.00027080067,0.00040761547,0.00015253833],"domain_scores_gemma":[0.9980798,0.0006004534,0.00011095002,0.000069130474,0.00097257167,0.00016712926],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0010709371,0.00009765829,0.00009201032,0.00006004098,0.0026451054,0.00018041418,0.00031329627,0.000052589967,0.00051050144],"category_scores_gemma":[0.0036616032,0.00008696532,0.000062231156,0.00013126322,0.00015924177,0.00030159325,0.0003902343,0.0001092102,0.00001335563],"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":[0.0002737559,0.00010105698,0.0059415554,0.000044015942,0.0000423347,2.8249122e-8,0.384984,0.00002018103,0.0007581761,0.42702422,0.14778224,0.033028454],"study_design_scores_gemma":[0.0003655972,0.000078330115,0.006041651,0.00007264002,0.000010537549,6.495239e-7,0.2923411,0.00058090757,0.00006880727,0.032817416,0.66746026,0.00016209141],"about_ca_topic_score_codex":0.00036772087,"about_ca_topic_score_gemma":0.00054449664,"teacher_disagreement_score":0.7431546,"about_ca_system_score_codex":0.00034699313,"about_ca_system_score_gemma":0.0008215473,"threshold_uncertainty_score":0.9986533},"labels":[],"label_agreement":null},{"id":"W3083618185","doi":"10.5206/eei.v30i2.11081","title":"K–12 Administration of Inclusive Schools in Canada: A Literature Review of Expectations and Qualifications of Formal School Leaders","year":2020,"lang":"en","type":"review","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Inclusion (mineral); Educational leadership; Pedagogy; Graduation (instrument); Mentorship; Leadership style; Professional development; Political science; Teacher leadership; Instructional leadership; Psychology; Sociology; Medical education; Public relations; Medicine","score_opus":0.04848325334090836,"score_gpt":0.43657490332126947,"score_spread":0.3880916499803611,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3083618185","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00041755618,0.9888744,0.0001102404,0.006044492,0.0004901449,0.0009235347,0.00093857804,0.000008543452,0.002192538],"genre_scores_gemma":[0.02399155,0.97287536,0.0005270652,0.00011862242,0.0003961459,0.00018246529,0.0017064924,0.000010941434,0.00019133299],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9965278,0.0008348891,0.0013795249,0.00028903023,0.00084062887,0.00012812398],"domain_scores_gemma":[0.996686,0.0003603983,0.0014087898,0.00018421192,0.00123596,0.00012465935],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008816102,0.00019142864,0.00073867035,0.00032750767,0.00014809475,0.000023594948,0.0003831435,0.00013393164,0.0003553189],"category_scores_gemma":[0.0028677396,0.00019800024,0.0001598447,0.0007310411,0.0001989067,0.00045575466,0.00009011169,0.0003673225,0.000002987282],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000103408805,0.0014557822,0.0065606767,0.09446122,0.00054195954,0.0000031179188,0.05472397,0.000006267501,0.00002392527,0.19060302,0.03331514,0.6182015],"study_design_scores_gemma":[0.00027735648,0.000050105133,0.0040225163,0.1057601,0.00018442233,0.000008804001,0.032362282,0.000008827928,0.0000054504303,0.00091953314,0.8560376,0.00036300963],"about_ca_topic_score_codex":0.09082639,"about_ca_topic_score_gemma":0.24352984,"teacher_disagreement_score":0.82272243,"about_ca_system_score_codex":0.0017547593,"about_ca_system_score_gemma":0.03125342,"threshold_uncertainty_score":0.97423846},"labels":[],"label_agreement":null},{"id":"W3083738193","doi":"10.5206/eei.v30i2.11078","title":"Intersectionality, Indigeneity, and Inclusive Education: Reimagining Intersectionality, Indigeneity, and Inclusive Education: Reimagining Business as Usual Business as Usu","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of British Columbia; University of Winnipeg","funders":"","keywords":"Intersectionality; Inclusion (mineral); Indigenous; Diversity (politics); Sociology; Gender studies; Pedagogy; Anthropology; Ecology","score_opus":0.020743027952380533,"score_gpt":0.37694734931241447,"score_spread":0.35620432136003394,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3083738193","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":[0.69635373,0.0005387944,0.0014295495,0.2302011,0.010220417,0.0010046674,0.00014910968,0.00027472523,0.0598279],"genre_scores_gemma":[0.9661515,0.0004928119,0.0017467239,0.0124904,0.012891757,0.0003122457,0.0013810113,0.00006255185,0.004471024],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99415857,0.00096915115,0.0010931352,0.0014017705,0.0018572033,0.0005201722],"domain_scores_gemma":[0.99198616,0.00048698467,0.00085334363,0.0003735701,0.0055847433,0.0007151788],"candidate_categories":["metaepi_narrow","sts","scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0017589502,0.00058593455,0.00050856767,0.0006922292,0.00307339,0.0010736582,0.00088247244,0.0003328295,0.0027680513],"category_scores_gemma":[0.0038633943,0.0005976368,0.00013822461,0.0019185531,0.0011431872,0.002515302,0.0016016893,0.0010004012,0.00018952432],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0004687753,0.002693314,0.445644,0.00027170562,0.0004288651,0.00000549967,0.123569734,0.000080812984,0.0006687349,0.26192278,0.045512516,0.11873329],"study_design_scores_gemma":[0.0008553231,0.00011114606,0.43629628,0.00048820762,0.00010319257,0.00018456804,0.069545366,0.00007160422,0.000080426806,0.12515731,0.36604783,0.0010587665],"about_ca_topic_score_codex":0.025174651,"about_ca_topic_score_gemma":0.0030138032,"teacher_disagreement_score":0.3205353,"about_ca_system_score_codex":0.0023196025,"about_ca_system_score_gemma":0.021471681,"threshold_uncertainty_score":0.99996334},"labels":[],"label_agreement":null},{"id":"W3110761237","doi":"10.5206/eei.v30i3.13380","title":"Parents’ Perspectives on the Transition from Early Intensive Behavioural Intervention to School: Barriers, Facilitators, and Experience of Partnership","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"General partnership; Dyad; Openness to experience; Intervention (counseling); Psychology; Qualitative research; Grounded theory; Autism; Developmental psychology; Special education; Pedagogy; Nursing; Medical education; Medicine; Social psychology; Sociology; Psychiatry","score_opus":0.09136961203576732,"score_gpt":0.3968824285533311,"score_spread":0.3055128165175638,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3110761237","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":[0.9699561,0.000065745306,0.00069240417,0.02731115,0.0005265275,0.00033593748,0.0003108397,0.000024834422,0.0007764693],"genre_scores_gemma":[0.9964905,0.0000031160291,0.000060305767,0.002296871,0.00042160918,0.0002648575,0.00019190647,0.000008200861,0.0002626732],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982591,0.00030289183,0.000360104,0.0004526823,0.00048165213,0.00014356013],"domain_scores_gemma":[0.99857026,0.00024391271,0.000096761265,0.00021298598,0.00059987267,0.00027618388],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0002761654,0.00013054839,0.00012851374,0.00008074175,0.000098125456,0.000058042122,0.00027690848,0.00006688763,0.014957085],"category_scores_gemma":[0.0012449602,0.00011435089,0.000112429676,0.00015454936,0.00028129545,0.00020494997,0.00004958083,0.00021901513,0.00024191767],"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":[0.00067853474,0.0002695892,0.7883987,0.000008217942,0.00009623985,6.062663e-7,0.1746977,0.0000056373124,0.00062224094,0.021214463,0.012495304,0.0015127979],"study_design_scores_gemma":[0.00023537195,0.00013201103,0.7197839,0.00002799382,0.000007690996,9.675053e-7,0.27792254,0.000016329786,0.00015414432,0.0012062434,0.00042654105,0.00008627192],"about_ca_topic_score_codex":0.0025360095,"about_ca_topic_score_gemma":0.00003701991,"teacher_disagreement_score":0.10322485,"about_ca_system_score_codex":0.000119019234,"about_ca_system_score_gemma":0.00010480456,"threshold_uncertainty_score":0.9859434},"labels":[],"label_agreement":null},{"id":"W3110840642","doi":"10.5206/eei.v30i3.13427","title":"Students with Disabilities Transitioning from High School to University in Canada: Identifying Changing Accommodations","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Psychology; Medical education; Accommodation; Inclusion (mineral); Learning disability; Higher education; Mathematics education; Medicine; Developmental psychology; Political science","score_opus":0.04804321957755815,"score_gpt":0.3378908807015938,"score_spread":0.28984766112403565,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3110840642","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":[0.89704794,0.000003488458,0.0019395911,0.097726464,0.0008446971,0.00028879737,0.00011972262,0.00003589736,0.001993415],"genre_scores_gemma":[0.99374604,0.000006749588,0.00095020625,0.0029397942,0.0009222065,0.00004066011,0.0004120845,0.000007683717,0.00097459025],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99823296,0.00017341728,0.00023589855,0.0003256424,0.00083172636,0.00020034837],"domain_scores_gemma":[0.999093,0.00016655568,0.00006818415,0.00011731149,0.00024689728,0.00030803026],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003111536,0.0001000274,0.00011451191,0.00012951286,0.000338668,0.00015223844,0.00044217656,0.00003001208,0.006368136],"category_scores_gemma":[0.00036130185,0.00012212922,0.000031667172,0.00051149045,0.00007671277,0.0005331518,0.000054236658,0.00012291332,0.000104169376],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005188857,0.0002470052,0.9403673,0.00000594964,0.00003198241,3.6266945e-7,0.03654106,0.00079516886,0.000015017319,0.017360019,0.0034774207,0.0011068239],"study_design_scores_gemma":[0.00022914048,0.0000075475023,0.776917,0.00004759636,0.000008018503,1.540994e-7,0.20490904,0.000025230405,0.000009067612,0.0008557163,0.01684523,0.0001462634],"about_ca_topic_score_codex":0.8357594,"about_ca_topic_score_gemma":0.8845379,"teacher_disagreement_score":0.16836798,"about_ca_system_score_codex":0.0032691017,"about_ca_system_score_gemma":0.0040749577,"threshold_uncertainty_score":0.99454015},"labels":[],"label_agreement":null},{"id":"W3110970041","doi":"10.5206/eei.v30i3.13379","title":"Newcomer Families’ Participation in Early Childhood Education Programs","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"York University; University of Regina","funders":"","keywords":"Socialization; Social capital; Context (archaeology); Qualitative research; Cultural capital; Focus group; Early childhood education; Sociology; Early childhood; Public relations; Pedagogy; Economic growth; Psychology; Political science; Developmental psychology; Social science","score_opus":0.035387894191129116,"score_gpt":0.3614592731307811,"score_spread":0.326071378939652,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3110970041","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":[0.9002084,0.00006732017,0.00024057522,0.053272594,0.0029683448,0.00060443755,0.000006244443,0.00012950806,0.042502545],"genre_scores_gemma":[0.98635364,0.000079506215,0.0016686965,0.005091116,0.0037374634,0.0003583476,0.0005082449,0.00001650084,0.0021864746],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9977395,0.00022510899,0.0005296641,0.00042126465,0.0008032909,0.00028114897],"domain_scores_gemma":[0.99876803,0.000053158034,0.00019592143,0.0001486844,0.00050031394,0.0003338713],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00046390732,0.00015816049,0.00013904678,0.00022938475,0.00025130907,0.00023210191,0.00038706328,0.000112487694,0.0022572903],"category_scores_gemma":[0.0005641251,0.00018790906,0.00008321454,0.0006709367,0.00012936734,0.00074179855,0.000041336905,0.00021716164,0.0007220094],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012287397,0.0014644216,0.6999307,0.000005768603,0.000021415357,1.2378534e-7,0.10638659,0.00002032453,0.000009984469,0.06282353,0.009534548,0.1197903],"study_design_scores_gemma":[0.00022128916,0.000017860168,0.85657805,0.000033173543,0.0000051167785,4.836161e-7,0.01085093,0.000012021369,0.0000067579263,0.0041095116,0.12797582,0.00018897282],"about_ca_topic_score_codex":0.0028763853,"about_ca_topic_score_gemma":0.0006428673,"teacher_disagreement_score":0.15664735,"about_ca_system_score_codex":0.00051079167,"about_ca_system_score_gemma":0.005812922,"threshold_uncertainty_score":0.9998232},"labels":[],"label_agreement":null},{"id":"W3112505475","doi":"10.5206/eei.v30i3.13413","title":"Welcome to Ducks on the Moon, an Afternoon of Music Theatre as Professional Development about Families and Autism Spectrum Disorder","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Regina","funders":"","keywords":"Curriculum; Drama; Service (business); Psychology; Autism spectrum disorder; Autism; Pedagogy; Medical education; Sociology; Medicine; Developmental psychology; Literature","score_opus":0.026405767654612892,"score_gpt":0.3215412731324375,"score_spread":0.29513550547782463,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3112505475","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":[0.8404246,0.000018785271,0.00013739332,0.13669524,0.0012945881,0.00027933906,0.000017702765,0.000049097238,0.02108327],"genre_scores_gemma":[0.99211645,0.000010133556,0.00035925364,0.0028378682,0.0007703739,0.00008986735,0.0001260224,0.000007659317,0.0036823587],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9986398,0.00007749572,0.00028405935,0.0002772811,0.0005793831,0.00014193013],"domain_scores_gemma":[0.9994771,0.00011411578,0.00010482765,0.00010717198,0.00009133727,0.00010546741],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00026939253,0.00011265355,0.000101675556,0.00011305283,0.00028404137,0.00007039041,0.00033508491,0.00006880388,0.0019040576],"category_scores_gemma":[0.00015710514,0.00009177184,0.00003346336,0.00020745043,0.00019307158,0.00020705005,0.000103900784,0.00010912761,0.00015217777],"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":[0.00007219917,0.0005897637,0.14722487,0.000011061955,0.00003785625,3.1830655e-7,0.031248316,0.000013313102,0.00010062236,0.7789647,0.01935411,0.022382861],"study_design_scores_gemma":[0.00012326526,0.000034511453,0.6873076,0.000034833927,0.0000022817026,7.955362e-7,0.005419622,0.0000064676924,0.00011223705,0.033967614,0.27285817,0.00013258138],"about_ca_topic_score_codex":0.00037925626,"about_ca_topic_score_gemma":0.000791857,"teacher_disagreement_score":0.7449971,"about_ca_system_score_codex":0.00011972272,"about_ca_system_score_gemma":0.0006876594,"threshold_uncertainty_score":0.99900836},"labels":[],"label_agreement":null},{"id":"W3120313036","doi":"10.5206/eei.v30i3.13510","title":"An Examination of Inclusive Practices for Students with Learning Disabilities in Botswana: A Literature Review","year":2020,"lang":"en","type":"review","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Human rights; Inclusion (mineral); Political science; Special education; Coping (psychology); Economic growth; Pedagogy; Sociology; Public administration; Psychology; Social science; Law","score_opus":0.05616571982096805,"score_gpt":0.5194624484084011,"score_spread":0.463296728587433,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3120313036","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.00036130642,0.99059856,0.00015707882,0.0030874172,0.0006049177,0.001984726,0.00019399893,0.00003979951,0.0029721914],"genre_scores_gemma":[0.0021709325,0.9901854,0.0007078442,0.00013917402,0.0015906248,0.00082054676,0.0028493605,0.00002246521,0.0015136772],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99560297,0.0019832123,0.0007129643,0.00047401217,0.0010817403,0.00014513408],"domain_scores_gemma":[0.99572635,0.0009754208,0.0016934662,0.0001686761,0.0013456427,0.0000904757],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002767476,0.00023775556,0.00067491824,0.00026863394,0.00032827826,0.00018266158,0.0006643354,0.00017133403,0.00024931165],"category_scores_gemma":[0.0060822195,0.0002098123,0.00015691607,0.00078019244,0.00017563674,0.0008958509,0.00009423582,0.00044210607,0.0000073549027],"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":[0.000033172422,0.0010084013,0.0019475037,0.013303986,0.00011491672,6.078939e-7,0.030735353,0.0000043353184,4.4892664e-7,0.019808004,0.0013425786,0.9317007],"study_design_scores_gemma":[0.00013792115,0.000101356636,0.001100449,0.034609567,0.00011861199,0.0000024110652,0.0076262224,0.000005908949,6.812224e-8,0.00037718882,0.955714,0.0002063302],"about_ca_topic_score_codex":0.00034689243,"about_ca_topic_score_gemma":0.00080389396,"teacher_disagreement_score":0.9543714,"about_ca_system_score_codex":0.0014177029,"about_ca_system_score_gemma":0.002721465,"threshold_uncertainty_score":0.8555897},"labels":[],"label_agreement":null},{"id":"W3120380214","doi":"10.5206/eei.v30i3.13509","title":"Representations of Inclusion: How Pre-service Teachers Understand and Apply Inclusion Across Situations","year":2020,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Calgary","funders":"","keywords":"Inclusion (mineral); Practicum; Sophistication; Pedagogy; Bachelor; Mathematics education; Service (business); Psychology; Mainstreaming; Teacher education; Special education; Sociology; Social psychology; Social science; Political science","score_opus":0.14491283592802306,"score_gpt":0.4497093796986071,"score_spread":0.304796543770584,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3120380214","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":[0.36941847,0.00018257923,0.003387275,0.62285876,0.00064861093,0.00031150112,0.000060533243,0.00006717502,0.0030651016],"genre_scores_gemma":[0.9910502,0.000108814114,0.0015600136,0.0039736587,0.0014881311,0.000065268454,0.0002187267,0.000011063966,0.0015241546],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99802876,0.000269218,0.00031899646,0.00034491363,0.0008603005,0.00017784366],"domain_scores_gemma":[0.99841595,0.00025694811,0.00026406316,0.00014646328,0.0007132324,0.00020332875],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0006815866,0.00012823778,0.0001463324,0.00008283162,0.0015878207,0.00010768586,0.0003759318,0.00009897968,0.000780227],"category_scores_gemma":[0.0010172529,0.00014436002,0.00006585416,0.0004579572,0.00039856668,0.0005344805,0.00070787064,0.00018432194,0.000017139737],"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":[0.000023060966,0.00027691468,0.05104173,0.000025251393,0.000057021818,7.835864e-8,0.8993491,0.000035146346,0.00035429248,0.02846435,0.0133867,0.0069863885],"study_design_scores_gemma":[0.00045955298,0.00002116724,0.21294186,0.00004007644,0.000027141641,0.0000012427791,0.644558,0.00011908667,0.00005280934,0.015707767,0.12583919,0.00023206841],"about_ca_topic_score_codex":0.0014925222,"about_ca_topic_score_gemma":0.0019099839,"teacher_disagreement_score":0.6216317,"about_ca_system_score_codex":0.0002659257,"about_ca_system_score_gemma":0.0008419678,"threshold_uncertainty_score":0.999712},"labels":[],"label_agreement":null},{"id":"W3158094974","doi":"10.5206/eei.v31i1.13923","title":"Service Animals and Pet Therapy in Schools: Synthesizing a Review of the Literature","year":2021,"lang":"en","type":"review","venue":"Exceptionality Education International","topic":"Human-Animal Interaction Studies","field":"Biochemistry, Genetics and Molecular Biology","cited_by":19,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Animal welfare; Psychology; Inclusion (mineral); Context (archaeology); Social emotional learning; Medical education; Intervention (counseling); Animal-assisted therapy; Cognition; Applied psychology; Pedagogy; Pet therapy; Developmental psychology; Medicine; Social psychology; Psychiatry","score_opus":0.04907311420228351,"score_gpt":0.44121449504048793,"score_spread":0.39214138083820443,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3158094974","genre_codex":"review","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":"review","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0015290941,0.9950212,0.0000025228603,0.0018018471,0.00065879157,0.00040847875,0.0001489006,0.0000040442555,0.00042509165],"genre_scores_gemma":[0.0007231279,0.9952529,0.0001698561,0.0013134932,0.0008638673,0.00027703543,0.00073766196,0.000020843478,0.000641191],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982164,0.00035297152,0.00063791376,0.00041338673,0.00027973627,0.000099585806],"domain_scores_gemma":[0.99830616,0.00006936522,0.0004811606,0.0003276323,0.00078335946,0.000032324653],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003502255,0.00023685112,0.0005149212,0.0000964411,0.000054605774,0.000055669636,0.0003510869,0.00011541757,0.00036171934],"category_scores_gemma":[0.00059003866,0.00018128591,0.0002843705,0.00028083642,0.000047176552,0.000013135908,0.00020640105,0.00028953963,0.000010450787],"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":[0.00006775327,0.0014585989,0.00408794,0.093859866,0.0022348019,0.000005121122,0.0007041829,0.0000018414576,0.0013030717,0.0050156633,0.11670083,0.77456033],"study_design_scores_gemma":[0.0000661985,0.000011886285,0.0012402502,0.06773388,0.000042659456,0.00011493347,0.00012184189,2.3053533e-7,0.000028872279,0.00004378565,0.93044066,0.0001547759],"about_ca_topic_score_codex":0.000026227823,"about_ca_topic_score_gemma":0.000040167535,"teacher_disagreement_score":0.81373984,"about_ca_system_score_codex":0.000090396985,"about_ca_system_score_gemma":0.0007025227,"threshold_uncertainty_score":0.73926246},"labels":[],"label_agreement":null},{"id":"W3177344751","doi":"10.5206/eei.v31i1.14051","title":"Attitudes of Abu Dhabi Educators Toward Gifted Education and Twice-Exceptional Students","year":2021,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Abu dhabi; Psychology; Mathematics education; Gifted education; Medical education; Pedagogy; Medicine","score_opus":0.03200919668209816,"score_gpt":0.4289343170029782,"score_spread":0.39692512032088,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3177344751","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":[0.9659953,0.0009182001,0.00038325062,0.006080974,0.013498028,0.00033084597,0.00014387933,0.00005953523,0.012590004],"genre_scores_gemma":[0.96759844,0.00014428768,0.0019868303,0.0017045718,0.0033932556,0.0004162608,0.0024952083,0.00003540483,0.022225771],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99679714,0.00031076893,0.0008641422,0.000766204,0.0009778141,0.00028395318],"domain_scores_gemma":[0.9968259,0.00022146277,0.000483989,0.0004976894,0.0017388521,0.0002321479],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005951663,0.0002988773,0.00029429127,0.00039789232,0.000181918,0.00014040711,0.00052046706,0.00018589734,0.02089155],"category_scores_gemma":[0.00025837772,0.00034703885,0.000158863,0.00044447018,0.0002878909,0.0004341599,0.00013738318,0.0002591589,0.00024363514],"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":[0.000049850096,0.008130527,0.8702833,0.00007650989,0.00028215628,4.3734778e-7,0.0037836954,0.0000024446697,0.00064078654,0.055536374,0.053774346,0.007439551],"study_design_scores_gemma":[0.00053674576,0.00004129152,0.95760065,0.00010850757,0.000054686338,0.000048456306,0.008462781,0.0000018234413,0.00015689878,0.006975617,0.025711503,0.00030103145],"about_ca_topic_score_codex":0.00035716174,"about_ca_topic_score_gemma":0.000052625834,"teacher_disagreement_score":0.08731733,"about_ca_system_score_codex":0.00032093414,"about_ca_system_score_gemma":0.0023859465,"threshold_uncertainty_score":0.99989814},"labels":[],"label_agreement":null},{"id":"W318839425","doi":"10.5206/eei.v19i1.7638","title":"Perspectives on Inclusion: Students with LD, their Parents, and their Teachers","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Athabasca University","funders":"","keywords":"Inclusion (mineral); Pedagogy; Special education; Mathematics education; Psychology; Developmental psychology; Social psychology","score_opus":0.02550937743515318,"score_gpt":0.3772742029935473,"score_spread":0.3517648255583941,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W318839425","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":[0.9033291,0.00007203217,0.000110084846,0.07110968,0.0007207675,0.00028151003,0.00001950546,0.00006678339,0.024290549],"genre_scores_gemma":[0.99154747,0.000102927304,0.00019579825,0.0023347365,0.0012677953,0.000059365182,0.00010307453,0.0000068037334,0.004382031],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9983636,0.00018507034,0.00020232589,0.00036642925,0.0007139637,0.0001686112],"domain_scores_gemma":[0.9991119,0.00010874704,0.00010389358,0.00018026211,0.0003301955,0.00016502356],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006591855,0.00014770358,0.00010707261,0.00011216841,0.0007532819,0.00019580449,0.0003927141,0.000058716043,0.0015166736],"category_scores_gemma":[0.0001776362,0.000117431715,0.000051220508,0.00015122692,0.00028205663,0.0003097707,0.00007545592,0.00013601921,0.00004511208],"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":[0.00009806659,0.0045850524,0.30803555,0.0000033425301,0.00008415753,1.263827e-7,0.4218412,0.000015712689,0.0000390145,0.18874934,0.01300397,0.063544475],"study_design_scores_gemma":[0.00031201882,0.00010564405,0.6406696,0.000043477026,0.0000051148113,0.000001689211,0.22109874,0.0000037229895,0.000015074049,0.022034459,0.11552369,0.0001867731],"about_ca_topic_score_codex":0.00034712494,"about_ca_topic_score_gemma":0.00020651177,"teacher_disagreement_score":0.33263406,"about_ca_system_score_codex":0.00061315007,"about_ca_system_score_gemma":0.0004931084,"threshold_uncertainty_score":0.9993961},"labels":[],"label_agreement":null},{"id":"W3214200690","doi":"10.5206/eei.v31i1.13879","title":"A Computerized Syllable-Based Intervention for French-Speaking Children with Down Syndrome: What Effects on Reading Skills?","year":2021,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Syllable; Syllabic verse; Phonological awareness; Reading (process); Psychology; Phonology; Intervention (counseling); Literacy; Word recognition; Multiple baseline design; Phonemic awareness; Learning to read; Linguistics; Computer science; Speech recognition; Pedagogy","score_opus":0.011043556291311023,"score_gpt":0.3216426773711664,"score_spread":0.3105991210798554,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3214200690","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":[0.94166577,0.0001325698,0.043259982,0.0044803857,0.008017065,0.00067164714,0.0000599111,0.000116208874,0.0015964329],"genre_scores_gemma":[0.9704416,0.000006490155,0.013664796,0.0024681962,0.0011671269,0.00083450525,0.0045777145,0.0000342792,0.0068053114],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9979907,0.00021096984,0.00045950644,0.0006371616,0.00044906515,0.00025259133],"domain_scores_gemma":[0.99814785,0.000419355,0.00028464207,0.0003258126,0.00072145945,0.00010087463],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004074419,0.0002351441,0.00022692414,0.0002606412,0.00017711692,0.0004185154,0.0002454116,0.000099808734,0.0024307126],"category_scores_gemma":[0.0001417618,0.00022963945,0.00016888339,0.00022446223,0.00004493659,0.00041938038,0.00003322988,0.00017227697,0.00020083871],"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":[0.0008907269,0.011322028,0.32524964,0.00037885996,0.0028961084,0.000040014642,0.008394208,0.0007625195,0.0008255008,0.06100338,0.067735165,0.52050185],"study_design_scores_gemma":[0.003427374,0.00020338653,0.9723989,0.0015362911,0.000046141322,0.00025704526,0.00032917276,0.00015817562,0.0006288997,0.0013391792,0.019286808,0.00038866414],"about_ca_topic_score_codex":0.00009284054,"about_ca_topic_score_gemma":0.000012582082,"teacher_disagreement_score":0.6471492,"about_ca_system_score_codex":0.00040406606,"about_ca_system_score_gemma":0.00029418335,"threshold_uncertainty_score":0.9984812},"labels":[],"label_agreement":null},{"id":"W350580486","doi":"10.5206/eei.v19i2.7641","title":"Parent Perspectives on Inclusive Education in Rural Alberta, Canada","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Alberta; University of Victoria; Concordia University of Edmonton","funders":"","keywords":"Inclusion (mineral); Special education; Pedagogy; Psychology; Sociology; School education; Developmental psychology; Mathematics education; Gender studies","score_opus":0.010369172464056282,"score_gpt":0.36505632251156506,"score_spread":0.3546871500475088,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W350580486","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":[0.7779315,0.00007568034,0.000033596225,0.07369008,0.0024791053,0.00023949669,0.000015664267,0.000022504497,0.14551234],"genre_scores_gemma":[0.98149455,0.00005544268,0.00015348179,0.0025495538,0.0023251441,0.000043995446,0.00021958788,0.0000049846626,0.013153257],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99825376,0.000282444,0.0002679289,0.00025926405,0.0007611467,0.00017545318],"domain_scores_gemma":[0.9988643,0.0001626182,0.00013734987,0.00013307767,0.0005934449,0.0001092086],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004210812,0.00012044212,0.00010119946,0.0001948055,0.00045939375,0.00008506639,0.00028983116,0.000059606802,0.0016771788],"category_scores_gemma":[0.0007714963,0.00013127514,0.00004190581,0.00028966254,0.00007474757,0.00032220013,0.000028688806,0.0001909921,0.000041872834],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.00006593697,0.0018450755,0.10210824,0.0000021528388,0.000013230604,3.1428706e-7,0.04478955,0.00010004721,0.000056840534,0.691912,0.08491547,0.07419117],"study_design_scores_gemma":[0.00018203715,0.00003124291,0.7102437,0.00007265282,0.000002817129,8.793084e-7,0.10024033,0.000030750565,0.0000071667914,0.0154296635,0.17357342,0.0001853231],"about_ca_topic_score_codex":0.7695884,"about_ca_topic_score_gemma":0.8420169,"teacher_disagreement_score":0.6764823,"about_ca_system_score_codex":0.005427097,"about_ca_system_score_gemma":0.012056828,"threshold_uncertainty_score":0.99923545},"labels":[],"label_agreement":null},{"id":"W358730257","doi":"10.5206/eei.v25i1.7714","title":"Supporting At-Risk Learners: Introduction","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Mathematics education; Psychology; At-risk students; Pedagogy","score_opus":0.033841772521995474,"score_gpt":0.3866475211678295,"score_spread":0.352805748645834,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W358730257","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":[0.77242804,0.00009780707,0.0010753482,0.10785556,0.015484662,0.00031266868,0.00002054196,0.00022037694,0.10250499],"genre_scores_gemma":[0.88486516,0.000061073515,0.003698368,0.0011273039,0.017852826,0.000067954395,0.0005946882,0.000013377136,0.091719255],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9979006,0.0002604674,0.00036606583,0.0003231187,0.0009134019,0.00023635515],"domain_scores_gemma":[0.9983413,0.00006659208,0.00029260217,0.00016795826,0.00082521455,0.0003063173],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0018923625,0.0001040373,0.00008641533,0.00016551312,0.000491701,0.00014868702,0.00026471002,0.00008031639,0.008793517],"category_scores_gemma":[0.0020915528,0.0001192135,0.00006673398,0.00023663249,0.00015379315,0.00051970885,0.000056872395,0.0001557515,0.0017637236],"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":[0.000017799635,0.00022950787,0.42709646,0.0000016753468,0.000029556155,1.16538274e-7,0.023179112,0.00007378131,0.000011756459,0.05345252,0.48456487,0.01134287],"study_design_scores_gemma":[0.00017607419,0.000008037923,0.15186295,0.000004760798,0.0000063244397,0.0000037077025,0.017962748,0.0000107861915,0.000020331485,0.012696407,0.8171086,0.00013928783],"about_ca_topic_score_codex":0.001491893,"about_ca_topic_score_gemma":0.0005231772,"teacher_disagreement_score":0.33254373,"about_ca_system_score_codex":0.0014802099,"about_ca_system_score_gemma":0.0031385343,"threshold_uncertainty_score":0.99901354},"labels":[],"label_agreement":null},{"id":"W412688351","doi":"10.5206/eei.v25i1.7717","title":"Self-Regulatory Efficacy and Mindset of At-Risk Students: An Exploratory Study","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Mindset; Psychology; Exploratory research; Mathematics education; Self-efficacy; Academic achievement; Developmental psychology; Social psychology","score_opus":0.05281840593024069,"score_gpt":0.4169726235907817,"score_spread":0.364154217660541,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W412688351","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":[0.99212074,0.00018032604,0.000058665795,0.00039518904,0.0047182315,0.0005333524,0.00008384118,0.000064698186,0.0018449336],"genre_scores_gemma":[0.9941196,0.0000116695555,0.00045449982,0.00019493377,0.0015019885,0.00027001652,0.00054691,0.000022424643,0.002877972],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99736273,0.00056843075,0.0005636703,0.00050211186,0.0008390382,0.0001639976],"domain_scores_gemma":[0.99792004,0.0001293676,0.0004294106,0.00049916183,0.0007712149,0.0002507856],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014297228,0.0001885086,0.00018662945,0.0002504916,0.00012887717,0.00005304214,0.00045536572,0.000088701105,0.0017665646],"category_scores_gemma":[0.00014066804,0.0002031441,0.000045610734,0.00016468951,0.00013731724,0.00038540942,0.0001171861,0.00013966473,0.00016416534],"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":[0.000121465055,0.011043419,0.9205007,0.00000850346,0.00026066988,3.0227164e-7,0.05022343,0.0000051391803,0.000018764467,0.003736191,0.012851697,0.0012297324],"study_design_scores_gemma":[0.0017863951,0.00022412713,0.94922936,0.000010794916,0.000061921324,0.0000052895807,0.040500265,0.000004002336,0.000013248707,0.0011142357,0.0068688802,0.00018147276],"about_ca_topic_score_codex":0.0002541246,"about_ca_topic_score_gemma":0.00033675882,"teacher_disagreement_score":0.028728683,"about_ca_system_score_codex":0.00031404244,"about_ca_system_score_gemma":0.00041228277,"threshold_uncertainty_score":0.999146},"labels":[],"label_agreement":null},{"id":"W4206231918","doi":"10.5206/eei.v31i1.14089","title":"State of the Research on Artificial Intelligence Based Apps for Post-Secondary Students with Disabilities","year":2022,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Online Learning and Analytics","field":"Computer Science","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University; Dawson College; Jewish General Hospital","funders":"","keywords":"Computer science; Inclusion (mineral); Web application; State (computer science); Psychology; Data science; Mathematics education; World Wide Web; Multimedia; Artificial intelligence","score_opus":0.09002521570017723,"score_gpt":0.4298818629113618,"score_spread":0.3398566472111846,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4206231918","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":[0.8745295,0.000012722943,0.053961344,0.06855608,0.0016611966,0.00045521202,0.00028811322,0.000035959743,0.00049991714],"genre_scores_gemma":[0.9934059,6.455591e-7,0.0033493664,0.0006693539,0.00021394543,0.00020672393,0.000106839,0.000006494348,0.002040766],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99770534,0.00026597315,0.00027075715,0.0002791882,0.0013462532,0.00013251281],"domain_scores_gemma":[0.9980582,0.0006397957,0.00013314559,0.00033582412,0.00079827884,0.00003474653],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012484561,0.00007418316,0.00007356955,0.00017066882,0.0003936443,0.00010541445,0.0013322618,0.000012737899,0.00035045116],"category_scores_gemma":[0.00030837362,0.00005913533,0.000073857685,0.0003482887,0.00016405192,0.00012852684,0.00024354816,0.00029926025,0.000010942458],"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":[0.00028611804,0.003967183,0.05135251,0.00005601311,0.000083744395,2.2618892e-7,0.0032674272,0.06818767,0.0001851898,0.7983394,0.0046309335,0.069643535],"study_design_scores_gemma":[0.00039608174,0.000992715,0.32061264,0.00010403271,0.000011224526,0.000008924098,0.00847188,0.067574665,0.0010547247,0.5770054,0.023389062,0.00037867157],"about_ca_topic_score_codex":0.00006267682,"about_ca_topic_score_gemma":0.000019501711,"teacher_disagreement_score":0.26926014,"about_ca_system_score_codex":0.00022753615,"about_ca_system_score_gemma":0.001132511,"threshold_uncertainty_score":0.38371944},"labels":[],"label_agreement":null},{"id":"W4206644259","doi":"10.5206/eei.v31i1.14097","title":"Perspectives of Parents of Children with Special Educational Needs: Self-Efficacy and School Supports During COVID-19","year":2022,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Lethbridge; Western University; Queen's University; University of Ottawa","funders":"","keywords":"Psychology; Feeling; Perception; Self-efficacy; Medical education; Developmental psychology; Social psychology; Medicine","score_opus":0.022079150994626387,"score_gpt":0.37137931012988645,"score_spread":0.3493001591352601,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4206644259","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":[0.98790306,0.000108320295,0.000037947655,0.004433058,0.00082872936,0.00044486267,0.00044830918,0.000023096876,0.0057726344],"genre_scores_gemma":[0.99367243,0.000008614149,0.00041146865,0.00016408144,0.001538944,0.00028048147,0.0010799767,0.000013732952,0.0028302518],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99782854,0.00024063692,0.00046461134,0.00041361598,0.00087026646,0.00018230628],"domain_scores_gemma":[0.998607,0.00021283995,0.00029107893,0.00029401516,0.00036106125,0.00023402015],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004813199,0.00014130362,0.00017727399,0.00041944682,0.00025453445,0.00002297861,0.0003280598,0.00004616581,0.092177175],"category_scores_gemma":[0.00028168858,0.00015184733,0.000074382406,0.0003398965,0.00032453163,0.00018197505,0.00015219212,0.00023710093,0.000038572045],"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":[0.0004218145,0.0055881026,0.93963313,0.000032941225,0.00028710137,3.9294656e-7,0.014357754,0.00011792823,0.00008022867,0.023294747,0.015880557,0.00030530783],"study_design_scores_gemma":[0.0011216929,0.00010517226,0.9528702,0.0000070409983,0.000020855132,0.000103430495,0.04161973,0.000003762673,0.000018863699,0.002069813,0.0019248534,0.00013457943],"about_ca_topic_score_codex":0.00094860303,"about_ca_topic_score_gemma":0.000023415494,"teacher_disagreement_score":0.0921386,"about_ca_system_score_codex":0.0005047342,"about_ca_system_score_gemma":0.0019859218,"threshold_uncertainty_score":0.9086527},"labels":[],"label_agreement":null},{"id":"W4206706621","doi":"10.5206/eei.v31i1.13454","title":"A Cross-National Study of the Effects of Education on Pre-Service Teachers’ Attitudes, Intentions, Concerns, and Self-Efficacy Regarding Inclusive Education","year":2022,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Winnipeg","funders":"","keywords":"Inclusion (mineral); Scale (ratio); Context (archaeology); Psychology; German; Teacher education; Pedagogy; Self-efficacy; Special education; Mainstreaming; Mathematics education; Medical education; Social psychology; Medicine; Geography","score_opus":0.02266693759814778,"score_gpt":0.4176260607904895,"score_spread":0.3949591231923417,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4206706621","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":[0.9702918,0.000083325416,0.000010574892,0.007831233,0.0070714913,0.0013083481,0.000036775098,0.000040576826,0.013325852],"genre_scores_gemma":[0.9907159,0.000028325805,0.0001407336,0.0018762519,0.0013546263,0.0006400729,0.00017305468,0.000012928716,0.0050581056],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99609303,0.000706535,0.00065309025,0.00040716506,0.0019894931,0.00015069303],"domain_scores_gemma":[0.99650514,0.0004349182,0.00064891746,0.00031924763,0.0019829895,0.00010880579],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0014398324,0.00016197666,0.00018811607,0.00026941687,0.0013577748,0.00008009973,0.00065978663,0.000075363496,0.0011982941],"category_scores_gemma":[0.0017520305,0.00016031943,0.00012238765,0.00059565844,0.00025301735,0.00031656196,0.0003231828,0.00029183424,0.000006587772],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000092370465,0.052975792,0.6732954,0.0001056963,0.00013240887,4.4358842e-8,0.09973121,0.0002046968,0.00017283906,0.14399604,0.019182485,0.0101110265],"study_design_scores_gemma":[0.0006540593,0.00010262525,0.875486,0.00008148022,0.00003753335,0.000002714513,0.052728113,0.000016203494,0.00003621879,0.0037336699,0.0669558,0.00016556484],"about_ca_topic_score_codex":0.0035681068,"about_ca_topic_score_gemma":0.0006995291,"teacher_disagreement_score":0.20219064,"about_ca_system_score_codex":0.00143204,"about_ca_system_score_gemma":0.0076961108,"threshold_uncertainty_score":0.9999423},"labels":[],"label_agreement":null},{"id":"W4221122760","doi":"10.5206/eei.v32i1.14092","title":"Neurocognitive Profiles of Children With High Intellectual Ability: A Pilot Study","year":2022,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Neuroscience, Education and Cognitive Function","field":"Neuroscience","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Neurocognitive; Cognition; Intellectual ability; Academic achievement; Developmental psychology; Borderline intellectual functioning; Consistency (knowledge bases); Intellectual development; Intelligence quotient; Psychiatry","score_opus":0.04313923641333862,"score_gpt":0.3074539521600317,"score_spread":0.2643147157466931,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4221122760","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":[0.99239516,0.0000029902913,0.0004309177,0.0014043396,0.002172185,0.0011160864,0.00025877779,0.00007225499,0.002147276],"genre_scores_gemma":[0.9948783,0.0000027527626,0.000083171435,0.0014987203,0.00044183902,0.0011083169,0.00017467739,0.000019793824,0.0017924521],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9968219,0.0006067298,0.00041963966,0.0007316385,0.001240246,0.00017984064],"domain_scores_gemma":[0.99842066,0.0004377354,0.00032127765,0.00024859357,0.0004864293,0.000085326676],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000385505,0.00018131583,0.00015297641,0.00037193074,0.00048592838,0.00006690518,0.0004938844,0.000012593091,0.008000559],"category_scores_gemma":[0.0012220691,0.00017994289,0.000050028153,0.00078660663,0.00029507608,0.00035196045,0.00018109397,0.00030206415,0.00007022757],"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":[0.002331655,0.054087304,0.74920547,0.000019789144,0.00011688726,0.00000280039,0.006803979,0.0004797981,0.14055276,0.027332723,0.00785018,0.011216659],"study_design_scores_gemma":[0.0010388461,0.0033166634,0.9720903,0.000009079475,0.000030111312,0.00011573451,0.0050853374,0.000049069215,0.014351555,0.002250424,0.0013734039,0.00028949263],"about_ca_topic_score_codex":0.00017144656,"about_ca_topic_score_gemma":0.000010352893,"teacher_disagreement_score":0.22288482,"about_ca_system_score_codex":0.000216942,"about_ca_system_score_gemma":0.00083511113,"threshold_uncertainty_score":0.9929063},"labels":[],"label_agreement":null},{"id":"W4238169057","doi":"10.5206/eei.v23i1.7700","title":"Table of Contents","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Mathematics education; Table (database); Psychology; Computer science; Database","score_opus":0.04749327197299351,"score_gpt":0.2557823161713532,"score_spread":0.2082890441983597,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4238169057","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.07689858,0.00013090375,0.004409308,0.0020674167,0.010242223,0.00009300195,0.00044731575,0.000021950693,0.9056893],"genre_scores_gemma":[0.8445448,0.000015778052,0.00074892165,0.00032141843,0.00046587706,0.000018934274,0.00008651804,0.000004288627,0.15379344],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99926513,0.000007632283,0.0003841203,0.00021229517,0.000047513033,0.00008332039],"domain_scores_gemma":[0.9994086,0.000029307734,0.0002638995,0.00014032694,0.00012358121,0.00003427189],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00038404437,0.000057766727,0.0001370299,0.000119669174,0.00004784387,0.000028712504,0.00019490194,0.000027127695,0.024220996],"category_scores_gemma":[0.00019230526,0.00007065748,0.00006130651,0.00007129511,0.0000776546,0.00019357876,0.00004112449,0.000034400935,0.0053928774],"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":[0.0000040673026,0.00013611189,0.10985083,0.0000049944592,0.00003410383,6.9240564e-9,0.00013956576,0.000024824123,0.000020599124,0.70747674,0.18188164,0.0004265185],"study_design_scores_gemma":[0.00023764739,0.000007806656,0.14496362,0.000008170788,0.0000018015136,7.9236054e-7,0.00021230176,0.00040572215,0.00004412019,0.061854843,0.79217,0.00009315713],"about_ca_topic_score_codex":0.00016468515,"about_ca_topic_score_gemma":0.0000032203668,"teacher_disagreement_score":0.76764625,"about_ca_system_score_codex":0.000055792574,"about_ca_system_score_gemma":0.000023290533,"threshold_uncertainty_score":0.99538153},"labels":[],"label_agreement":null},{"id":"W4238691472","doi":"10.5206/eei.v21i3.7680","title":"Practices Adopted by Parents of Children with Dysphasia in Inclusive Primary School","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Typology; Psychology; Variety (cybernetics); Context (archaeology); Developmental psychology; Interdependence; Inclusion (mineral); Primary education; Pedagogy; Social psychology; Sociology","score_opus":0.04564489890143963,"score_gpt":0.3944194685034218,"score_spread":0.34877456960198217,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4238691472","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":[0.9374241,0.000092498594,0.000120646546,0.00088576454,0.00050688663,0.0003664768,0.00016696086,0.000020159396,0.06041646],"genre_scores_gemma":[0.994855,0.000008337146,0.0008726376,0.00043554543,0.00023057319,0.00023206686,0.0017192103,0.000011582086,0.0016350659],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982253,0.00020139583,0.0004389971,0.00037468434,0.00057550456,0.00018411745],"domain_scores_gemma":[0.9986311,0.00011245426,0.00044425114,0.00028944595,0.00040794263,0.00011475693],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00047781438,0.00012795489,0.00014603075,0.00019128712,0.00004622135,0.000018552346,0.00039876258,0.00009572155,0.022171123],"category_scores_gemma":[0.00032496708,0.00012264225,0.00004555758,0.00023957422,0.00021005084,0.00041316383,0.00007445166,0.00024125137,0.00027799513],"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":[0.00042501563,0.0036661408,0.96926,0.000011965062,0.00013088128,5.99823e-7,0.0014593937,9.3551427e-7,0.00019517049,0.003802804,0.018645547,0.002401568],"study_design_scores_gemma":[0.00070603174,0.00008007219,0.9933264,0.000025652831,0.0000099513045,0.000015854093,0.0031722973,0.000001755153,0.00013419021,0.0013033178,0.0011034207,0.00012103746],"about_ca_topic_score_codex":0.004466879,"about_ca_topic_score_gemma":0.0001627316,"teacher_disagreement_score":0.058781393,"about_ca_system_score_codex":0.00025412833,"about_ca_system_score_gemma":0.0006855361,"threshold_uncertainty_score":0.97872275},"labels":[],"label_agreement":null},{"id":"W4240271374","doi":"10.5206/eei.v24i1.7708","title":"Teachers’ Self-Efficacy, Sentiments, Attitudes, and Concerns about the Inclusion of Students with Developmental Disabilities","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":48,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia; Abbotsford Veterinary Clinic","funders":"","keywords":"Psychology; Inclusion (mineral); Special education; Self-efficacy; Developmental psychology; Mathematics education; Social psychology","score_opus":0.03814020309087145,"score_gpt":0.4077908155924421,"score_spread":0.36965061250157066,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4240271374","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":[0.9850219,0.00005265344,0.00019274889,0.001971164,0.0005830512,0.00034184256,0.000033919638,0.000031191157,0.011771532],"genre_scores_gemma":[0.99402434,0.0000071155305,0.000576647,0.0003666227,0.00041084804,0.00013419702,0.0002387529,0.0000104275605,0.004231082],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980538,0.0002558668,0.00034369508,0.00032869406,0.0008574941,0.00016046331],"domain_scores_gemma":[0.9988658,0.00047429156,0.00011981509,0.00023131607,0.00022709358,0.0000816949],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00089488877,0.00013125363,0.00012809937,0.00006526256,0.00027310813,0.000059295307,0.0004463877,0.000061679,0.005091966],"category_scores_gemma":[0.00019439212,0.00009677503,0.000046291774,0.000095416515,0.00051041215,0.00015259105,0.0004046662,0.00015783601,0.00010931544],"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":[0.00006319388,0.0024470896,0.945466,0.000018279887,0.00017262997,8.154272e-8,0.022291806,0.0000029568168,0.000073537645,0.019116394,0.0062471484,0.004100909],"study_design_scores_gemma":[0.0006466594,0.000054142976,0.97032005,0.000032160828,0.000013221198,0.000013533098,0.01125722,0.0000069350313,0.00003455108,0.0010709554,0.016442949,0.00010760296],"about_ca_topic_score_codex":0.00066008425,"about_ca_topic_score_gemma":0.000099944795,"teacher_disagreement_score":0.024854094,"about_ca_system_score_codex":0.00020999373,"about_ca_system_score_gemma":0.00022785626,"threshold_uncertainty_score":0.99581754},"labels":[],"label_agreement":null},{"id":"W4246237570","doi":"10.5206/eei.v17i3.7607","title":"Table of Contents","year":2007,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Diverse Scientific and Economic Studies","field":"Economics, Econometrics and Finance","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Table (database); Mathematics education; Psychology; Pedagogy; Computer science; Database","score_opus":0.058363840533898946,"score_gpt":0.2797008583619848,"score_spread":0.22133701782808587,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4246237570","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.14287405,0.0002669938,0.0054269973,0.0010865141,0.01141136,0.00010846112,0.000504363,0.00002076802,0.83830047],"genre_scores_gemma":[0.83633965,0.000018990131,0.0009336046,0.00024589946,0.00045175018,0.000007990172,0.000081998594,0.0000042929696,0.1619158],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99914396,0.0000031164257,0.00048187497,0.00020665317,0.00005458841,0.00010981413],"domain_scores_gemma":[0.99936867,0.000032288863,0.0002863352,0.00012390851,0.00014689805,0.000041923322],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0006537558,0.000058673326,0.00012574522,0.00017053357,0.000048669306,0.000022793072,0.00018561239,0.000031679992,0.024740841],"category_scores_gemma":[0.00012629131,0.00007301967,0.000063803025,0.000100691446,0.000084556654,0.00020940344,0.000040330688,0.000039863684,0.0040146727],"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":[0.000011562267,0.00021576865,0.21892612,0.000005071091,0.000051932457,6.786165e-8,0.00026713745,0.000009039956,0.000050954874,0.6192493,0.16070518,0.00050790224],"study_design_scores_gemma":[0.00024890012,0.0000067385286,0.35895893,0.000008167598,0.0000018567308,0.0000016429516,0.000739716,0.000040535506,0.00014278303,0.031111352,0.60863656,0.00010281709],"about_ca_topic_score_codex":0.00020897984,"about_ca_topic_score_gemma":0.0000092425635,"teacher_disagreement_score":0.69346565,"about_ca_system_score_codex":0.00009376705,"about_ca_system_score_gemma":0.000031169006,"threshold_uncertainty_score":0.99676085},"labels":[],"label_agreement":null},{"id":"W4293186266","doi":"10.5206/eei.v32i1.14871","title":"Parental Involvement and the Achievement of Students With Special Education Needs in Indonesia","year":2022,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Academic achievement; Moderation; Affect (linguistics); Developmental psychology; Inclusion (mineral); Perception; Multilevel model; Socioeconomic status; Social psychology; Demography; Sociology","score_opus":0.025021904610030003,"score_gpt":0.35248064783015987,"score_spread":0.32745874322012986,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4293186266","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":[0.97889555,0.000089465546,0.000026146086,0.01127617,0.00313843,0.0007707106,0.000033296314,0.000011727734,0.005758503],"genre_scores_gemma":[0.9938919,0.00006960952,0.00014749725,0.0008387586,0.001788612,0.0010501263,0.00049150136,0.00000805976,0.0017139583],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99727356,0.0004821,0.00041971248,0.00021813689,0.0014555237,0.00015097983],"domain_scores_gemma":[0.99913174,0.00011776229,0.00031295957,0.00015258255,0.00022103394,0.00006392259],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0015294596,0.000110133435,0.00012408032,0.0003276947,0.0004574322,0.00008130136,0.00052064954,0.000027108814,0.0017116951],"category_scores_gemma":[0.000054391974,0.00010023094,0.000043271946,0.00047579827,0.00043219613,0.00029029677,0.00017463646,0.0001714379,0.0000061056585],"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":[0.0001659824,0.0028448112,0.7621074,0.0000072437233,0.00003411324,5.2211316e-8,0.035436507,0.000052694628,0.000029506247,0.19407742,0.0033543913,0.0018898998],"study_design_scores_gemma":[0.0010444446,0.00003788415,0.814798,0.000027291982,0.000014811635,0.0000017670992,0.14082472,0.000009734516,0.000018382558,0.008522931,0.0345794,0.000120655815],"about_ca_topic_score_codex":0.0052639903,"about_ca_topic_score_gemma":0.0021501342,"teacher_disagreement_score":0.18555449,"about_ca_system_score_codex":0.0011375158,"about_ca_system_score_gemma":0.0014688052,"threshold_uncertainty_score":0.9992009},"labels":[],"label_agreement":null},{"id":"W4386538560","doi":"10.5206/eei.v33i1.16749","title":"Evaluation of the Effects of Pyramid Model Training on the Attitudes and Practices of Early Childhood Educators","year":2023,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Software Engineering Techniques and Practices","field":"Computer Science","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Early childhood; Psychology; Inclusion (mineral); Competence (human resources); Early childhood education; Perception; Medical education; Session (web analytics); Developmental psychology; Pedagogy; Medicine; Social psychology","score_opus":0.06521354094087178,"score_gpt":0.38428578126977636,"score_spread":0.3190722403289046,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386538560","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":[0.9868596,0.00005664886,0.0058107963,0.0057537174,0.00092792464,0.00024455725,0.000006987105,0.000039226277,0.00030055235],"genre_scores_gemma":[0.9964036,0.00003104414,0.0032347,0.000081348975,0.00011513647,0.00007737864,0.0000059326917,0.000004460292,0.00004639584],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9985364,0.00016967433,0.00022593795,0.00014869626,0.00085954164,0.000059713955],"domain_scores_gemma":[0.9974832,0.0011645638,0.0005654294,0.00027309777,0.0004960314,0.000017679458],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018087977,0.00006802096,0.00007852152,0.00011199542,0.00005504304,0.00003088331,0.00050808396,0.000041678813,0.000019672883],"category_scores_gemma":[0.00306426,0.000047736394,0.00005083742,0.00028140724,0.00007468653,0.00033654924,0.00009481471,0.000121465724,0.0000016442008],"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":[0.000018275594,0.0011972592,0.072768584,0.00021919044,0.00036795138,6.425811e-8,0.027517678,0.012161735,0.0047076694,0.78897065,0.005096998,0.08697393],"study_design_scores_gemma":[0.00009244292,0.000033067372,0.9454687,0.00014130792,0.00002477295,0.0000018249569,0.00015774218,0.018684223,0.001926534,0.033309065,0.00010447155,0.000055818193],"about_ca_topic_score_codex":0.000053286425,"about_ca_topic_score_gemma":0.0000021746398,"teacher_disagreement_score":0.87270015,"about_ca_system_score_codex":0.000040720483,"about_ca_system_score_gemma":0.00057251175,"threshold_uncertainty_score":0.36684266},"labels":[],"label_agreement":null},{"id":"W4389274041","doi":"10.5206/eei.v33i1.16706","title":"Learning the Learning Stages: An Examination of an Online Module for Training Pre-service Teachers","year":2023,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Medical education; Psychology; Identification (biology); Set (abstract data type); Scope (computer science); Computer science; Mathematics education; Pedagogy; Medicine","score_opus":0.13797950536007844,"score_gpt":0.435513835971777,"score_spread":0.29753433061169854,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389274041","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":[0.98199594,0.0000043059467,0.00062732084,0.013948933,0.0012093235,0.0004156139,0.000039063216,0.0001603951,0.0015991083],"genre_scores_gemma":[0.98352647,0.0000145486565,0.00083567516,0.00035835613,0.0018116137,0.00025557893,0.002911985,0.000016971668,0.0102688065],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99776506,0.00066278677,0.00037317423,0.00030566452,0.00068566814,0.00020766599],"domain_scores_gemma":[0.99826765,0.0004069166,0.00024401571,0.0001722702,0.0007924026,0.0001167536],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0031274625,0.000105520754,0.00010733726,0.00016028812,0.0006561641,0.00012878625,0.00044057306,0.0000781388,0.0009709797],"category_scores_gemma":[0.0015296875,0.00010485049,0.000071806055,0.00042637967,0.00017288195,0.0007037545,0.00002973437,0.00019068964,0.00002687755],"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":[0.000043238717,0.0017324372,0.07026396,0.00003945698,0.00007004351,4.037964e-8,0.51580364,0.021083841,0.00040420066,0.048134573,0.0015304586,0.3408941],"study_design_scores_gemma":[0.00019960046,0.000083247396,0.6704282,0.000021558762,0.000012139471,3.7597684e-7,0.24805419,0.0062621306,0.00001527799,0.0037475799,0.07104628,0.00012939503],"about_ca_topic_score_codex":0.0013726685,"about_ca_topic_score_gemma":0.00221211,"teacher_disagreement_score":0.60016423,"about_ca_system_score_codex":0.0002977451,"about_ca_system_score_gemma":0.00078265753,"threshold_uncertainty_score":0.99994224},"labels":[],"label_agreement":null},{"id":"W4389476843","doi":"10.5206/eei.v33i1.16669","title":"Evaluation of Multimedia-Based Intervention for Students With Autism Spectrum Disorder: A Pilot Study","year":2023,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Intervention (counseling); Autism; Autism spectrum disorder; Special education; Descriptive statistics; Social skills; Relevance (law); Medical education; Applied psychology; Multimedia; Mathematics education; Developmental psychology; Computer science; Medicine","score_opus":0.10931694949523105,"score_gpt":0.45778116603492913,"score_spread":0.34846421653969806,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4389476843","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":[0.97942734,0.000012456734,0.0057806834,0.010217455,0.0010674328,0.0028625864,0.00014508351,0.00013401822,0.00035293796],"genre_scores_gemma":[0.9956262,0.000004781539,0.0002825069,0.00007801971,0.00021088292,0.0024627734,0.00039757628,0.00003269476,0.0009045535],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99447775,0.0005603116,0.0005329651,0.00061566837,0.003541629,0.00027165673],"domain_scores_gemma":[0.99857146,0.00040213476,0.0003273263,0.00034020917,0.0002771721,0.00008171407],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0028118694,0.00018410485,0.00017598816,0.0006345609,0.00018828145,0.00010235585,0.00066374213,0.000034569348,0.0015259382],"category_scores_gemma":[0.0010760556,0.00018177806,0.00009239661,0.0007378695,0.00014657059,0.00033119126,0.00010742022,0.00014013387,0.000170619],"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":[0.0019253644,0.049776435,0.8384373,0.00016183873,0.00034369974,0.0000019127008,0.0027389962,0.009239479,0.008278196,0.0546442,0.0025282076,0.031924337],"study_design_scores_gemma":[0.006355732,0.0016637794,0.91538787,0.000070894246,0.000081506056,0.000002991889,0.00073616486,0.035542037,0.0019741277,0.03756636,0.0003744665,0.00024409834],"about_ca_topic_score_codex":0.00031972546,"about_ca_topic_score_gemma":0.00044481485,"teacher_disagreement_score":0.076950505,"about_ca_system_score_codex":0.00043846658,"about_ca_system_score_gemma":0.0007779243,"threshold_uncertainty_score":0.9993868},"labels":[],"label_agreement":null},{"id":"W4391324359","doi":"10.5206/eei.v33i1.16594","title":"“Maybe We Have to Create Something Different”: Fostering Inclusion in Montessori Education","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Education Methods and Practices","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Niagara College; Brock University","funders":"","keywords":"Inclusion (mineral); Montessori method; Pedagogy; Mathematics education; Psychology; Mainstreaming; Special education; Sociology; Early childhood education; Social psychology","score_opus":0.1004974104338953,"score_gpt":0.5053082170587507,"score_spread":0.4048108066248554,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391324359","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":[0.59237814,0.0014837068,0.0062173973,0.26436716,0.020787518,0.0007264949,0.000035563957,0.00020243232,0.1138016],"genre_scores_gemma":[0.95698863,0.0005181742,0.009161868,0.0019380951,0.0055995253,0.0003840556,0.00016503064,0.000024749406,0.025219865],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9972283,0.000615327,0.0004961524,0.0004989128,0.00090327446,0.00025799297],"domain_scores_gemma":[0.998256,0.0008094908,0.00013391078,0.00019889289,0.00039132286,0.00021035579],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0024407308,0.00017455453,0.00015301861,0.00071550655,0.0006179296,0.000643835,0.00049672095,0.00012654357,0.0027191953],"category_scores_gemma":[0.0013214889,0.0001854422,0.00009774432,0.0004965616,0.00007728631,0.0012837492,0.00045291267,0.0003212462,0.00021226653],"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":[0.00003799116,0.00088345644,0.02135056,0.000079530255,0.000041654082,8.084404e-7,0.16301562,0.00006784646,0.001556759,0.3242812,0.015753608,0.47293097],"study_design_scores_gemma":[0.000116332056,0.000019074776,0.056463055,0.0006266442,0.00001747392,0.000004487574,0.038446374,0.00019083911,0.00020519727,0.18771784,0.7158473,0.0003453458],"about_ca_topic_score_codex":0.0038063806,"about_ca_topic_score_gemma":0.0009845062,"teacher_disagreement_score":0.70009375,"about_ca_system_score_codex":0.0011543462,"about_ca_system_score_gemma":0.0018993261,"threshold_uncertainty_score":0.9981924},"labels":[],"label_agreement":null},{"id":"W4393067887","doi":"10.5206/eei.v33i1.14405","title":"What Are Picture Books About Autism Telling Our Children?","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Windsor; Memorial University of Newfoundland","funders":"","keywords":"Picture books; Autism; Psychology; Developmental psychology; Visual arts; Art","score_opus":0.021726972494119326,"score_gpt":0.3518814742685791,"score_spread":0.33015450177445976,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393067887","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":[0.56585664,0.0038239534,0.0026698408,0.30336845,0.043038316,0.0006543068,0.000094014904,0.0012826015,0.07921189],"genre_scores_gemma":[0.95386666,0.0004404012,0.00038416972,0.0010943068,0.0034435878,0.000048002214,0.00034391118,0.000012576838,0.040366385],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985772,0.000047293277,0.0002622451,0.0003455474,0.0005748387,0.00019292595],"domain_scores_gemma":[0.999488,0.0000544447,0.00008128252,0.00012590273,0.00016206487,0.0000883129],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003414529,0.00012272973,0.00009347367,0.0002425928,0.00028565826,0.00096800673,0.00035528367,0.0001493003,0.0013605178],"category_scores_gemma":[0.00014509629,0.00012928287,0.0000996864,0.00021997247,0.00010403741,0.0011738003,0.000054955206,0.00022094653,0.0006210543],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000049784826,0.0001563642,0.04841138,0.000009301636,0.00008086334,0.000001401275,0.004244353,0.000008116659,0.000015887863,0.8166073,0.08271273,0.047747318],"study_design_scores_gemma":[0.00008204968,0.0000045813413,0.28529218,0.00020697796,0.000008415476,0.000012054216,0.006073965,0.000021501877,0.000024495888,0.14194483,0.5661114,0.0002175884],"about_ca_topic_score_codex":0.0001232201,"about_ca_topic_score_gemma":0.00017021065,"teacher_disagreement_score":0.6746625,"about_ca_system_score_codex":0.00038916763,"about_ca_system_score_gemma":0.000845927,"threshold_uncertainty_score":0.99955237},"labels":[],"label_agreement":null},{"id":"W4393541807","doi":"10.5206/eei.v34i1.16931","title":"Considering inclusive education through international research partnerships involving organizations from Ghana and Canada","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Global Educational Policies and Reforms","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Western University; Memorial University of Newfoundland; Wilfrid Laurier University","funders":"","keywords":"Political science; Economic growth; Pedagogy; Sociology; Economics","score_opus":0.06717452811912232,"score_gpt":0.43418605372669794,"score_spread":0.3670115256075756,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393541807","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":[0.36668155,0.0040817126,0.0006929938,0.47869736,0.03437063,0.00070792635,0.0004161648,0.0002338314,0.11411782],"genre_scores_gemma":[0.96698827,0.0008040345,0.0018880176,0.0032018458,0.009429539,0.00013835229,0.0014896903,0.000025955609,0.016034316],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99722034,0.00024535187,0.00042638095,0.00050874124,0.0012722607,0.0003269147],"domain_scores_gemma":[0.9968347,0.000577764,0.00010167714,0.0001886288,0.0020692819,0.00022793944],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007744223,0.00016797501,0.00012584086,0.00025453375,0.0010558475,0.00071143016,0.00049813575,0.0001298437,0.003545068],"category_scores_gemma":[0.00174798,0.00017209037,0.000047891517,0.0005995113,0.00044129396,0.0010262245,0.00019532404,0.00037058035,0.000109415356],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000005485674,0.0001677714,0.010950827,0.000014262958,0.00009316978,7.020555e-7,0.011366147,0.000013977318,0.00007708532,0.707908,0.2638342,0.0055683614],"study_design_scores_gemma":[0.00006579856,0.0000042225406,0.014349066,0.0001394528,0.00001124289,0.000007420694,0.0496407,0.000118845805,0.000026241263,0.095690295,0.83976096,0.00018573736],"about_ca_topic_score_codex":0.7730587,"about_ca_topic_score_gemma":0.5053088,"teacher_disagreement_score":0.6122177,"about_ca_system_score_codex":0.0028014677,"about_ca_system_score_gemma":0.019603208,"threshold_uncertainty_score":0.99736583},"labels":[],"label_agreement":null},{"id":"W4393543400","doi":"10.5206/eei.v34i1.17519","title":"Inclusive Education: Canada’s Connection to the World: Introduction to the Special Issue","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Educational Practices and Policies","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Western University; Wilfrid Laurier University","funders":"","keywords":"Connection (principal bundle); Special education; Mainstreaming; Pedagogy; Sociology; Mathematics education; Political science; Psychology","score_opus":0.01600331761760253,"score_gpt":0.3951946817373404,"score_spread":0.37919136411973786,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393543400","genre_codex":"commentary","genre_gemma":"editorial","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.0048390394,0.00013809906,0.00017903012,0.8313714,0.060276307,0.00057560595,0.0000781223,0.000047642327,0.1024947],"genre_scores_gemma":[0.20198545,0.000056613917,0.00030434484,0.03185806,0.4480446,0.0005578736,0.0003969349,0.000018827823,0.3167773],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99757457,0.00033187875,0.00035431425,0.00039794497,0.0011034987,0.00023779136],"domain_scores_gemma":[0.99789095,0.0005572278,0.00010910185,0.0002946952,0.0009502077,0.000197844],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0012776214,0.00014888546,0.00008985205,0.00027141417,0.0013908729,0.000690247,0.0006650285,0.00004781426,0.018135782],"category_scores_gemma":[0.0012260214,0.00011489153,0.00007321263,0.0010797252,0.00011458352,0.0005268928,0.000095961805,0.00030677734,0.0018112707],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010105196,0.0000752765,0.00024798827,0.000004034819,0.000026654645,5.984208e-8,0.008534112,0.00024413054,0.0000053316126,0.28810734,0.68126106,0.02148393],"study_design_scores_gemma":[0.000021801816,0.000008408296,0.013793079,0.00002791728,0.00001696869,0.000007292425,0.018405493,0.0000148264135,0.000009332342,0.004379311,0.96317387,0.00014172892],"about_ca_topic_score_codex":0.37018377,"about_ca_topic_score_gemma":0.866259,"teacher_disagreement_score":0.7995134,"about_ca_system_score_codex":0.0021033632,"about_ca_system_score_gemma":0.012209151,"threshold_uncertainty_score":0.99990916},"labels":[],"label_agreement":null},{"id":"W4393547296","doi":"10.5206/eei.v34i1.16803","title":"How Do Attitudes and Self-Efficacy Predict Teachers’ Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Concordia University of Edmonton","funders":"","keywords":"Psychology; Self-efficacy; Cross-cultural; Political science; Pedagogy; Social psychology","score_opus":0.046094923219203714,"score_gpt":0.42921981977352014,"score_spread":0.3831248965543164,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393547296","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":[0.9282052,0.00025163748,0.0007699386,0.06457469,0.0014855189,0.0004276534,0.00036933806,0.00012512138,0.0037909173],"genre_scores_gemma":[0.99006414,0.00006442615,0.0011186696,0.00043368147,0.0022250304,0.00007496995,0.00031447664,0.00001444683,0.0056901732],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99717563,0.0003702188,0.00034263922,0.00050522113,0.0014033281,0.00020297396],"domain_scores_gemma":[0.99688125,0.0013311205,0.00025447723,0.00011547606,0.0011512426,0.00026642613],"candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.0015280226,0.00017570665,0.00016382003,0.00026811587,0.0010173268,0.0020884397,0.00025361124,0.00010267967,0.00017696044],"category_scores_gemma":[0.0045266817,0.00018250303,0.000046035908,0.0003678153,0.0002178111,0.001640599,0.00024589105,0.00031853217,0.000011993664],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019497951,0.00046015243,0.87975466,0.000027853219,0.0001945792,0.0000011228911,0.018326402,0.000016954984,0.00006190734,0.038857188,0.056069348,0.0062103523],"study_design_scores_gemma":[0.00012866124,0.000018685332,0.6785421,0.00007255935,0.00002167478,0.0000037595373,0.0017558893,0.0001270485,0.0000022768297,0.0009936087,0.3181909,0.00014282991],"about_ca_topic_score_codex":0.10213322,"about_ca_topic_score_gemma":0.19261216,"teacher_disagreement_score":0.26212156,"about_ca_system_score_codex":0.0017621224,"about_ca_system_score_gemma":0.0037782907,"threshold_uncertainty_score":0.9989475},"labels":[],"label_agreement":null},{"id":"W4393548168","doi":"10.5206/eei.v34i1.16915","title":"Inclusive Education in England, Australia, the United States, and Canada: Quo Vadis?","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Status quo; Political science; Economic growth; Sociology; Law","score_opus":0.06497579116662605,"score_gpt":0.4177787832777472,"score_spread":0.35280299211112115,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393548168","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":[0.6466411,0.0006139626,0.000040023027,0.3450216,0.0049857637,0.00022453474,0.000034801735,0.000035997626,0.0024022593],"genre_scores_gemma":[0.97454023,0.00032184497,0.00007317339,0.0026134471,0.0025323643,0.00013775006,0.00057694444,0.00000779424,0.019196438],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985482,0.0002875139,0.00025527153,0.00024956616,0.00048642178,0.00017303134],"domain_scores_gemma":[0.99909574,0.0003451346,0.00006260608,0.00010351811,0.00029935245,0.000093662034],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0007338203,0.00010760468,0.00007596107,0.0002258693,0.0002773809,0.0002125299,0.00023312595,0.000056614495,0.0014269274],"category_scores_gemma":[0.00031795562,0.00009524652,0.000028410921,0.00035218472,0.00023253565,0.00024907448,0.000035147874,0.00024373404,0.00004171107],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012967998,0.00035420238,0.27346966,0.000037555772,0.00007604901,7.464971e-7,0.21464987,0.000049204617,0.0000045303937,0.23668627,0.24664482,0.028014116],"study_design_scores_gemma":[0.00005639392,0.000002286439,0.26615673,0.000037138314,0.0000058203746,0.0000021938854,0.08172674,0.000034147615,8.1681765e-7,0.0051245033,0.6467707,0.000082526785],"about_ca_topic_score_codex":0.88469994,"about_ca_topic_score_gemma":0.91239476,"teacher_disagreement_score":0.40012586,"about_ca_system_score_codex":0.0012947283,"about_ca_system_score_gemma":0.0071499683,"threshold_uncertainty_score":0.9994859},"labels":[],"label_agreement":null},{"id":"W4393899667","doi":"10.5206/eei.v34i1.16920","title":"Predictors of Self-Efficacy for Inclusive Education: A Comparison of Canada and Germany","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Victoria; Mount Saint Vincent University; Western University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Self-efficacy; Psychology; Special education; Mainstreaming; Mathematics education; Political science; Pedagogy; Sociology; Social psychology","score_opus":0.0232064301202658,"score_gpt":0.39677284224888865,"score_spread":0.37356641212862285,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393899667","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":[0.9500056,0.00032445724,0.00022575617,0.026683906,0.008408932,0.0005731933,0.0001458161,0.000045275563,0.013587053],"genre_scores_gemma":[0.99273586,0.00002791236,0.0008358548,0.00020466275,0.0015101775,0.00014706986,0.00017910932,0.000007265111,0.0043520746],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99861765,0.00007702883,0.00044440172,0.00021272613,0.0005360179,0.0001121688],"domain_scores_gemma":[0.99851674,0.00039042564,0.00015244065,0.000111856236,0.0007177137,0.00011085005],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004778451,0.00008226905,0.00013004846,0.00011722143,0.0001533467,0.000048258902,0.00019346515,0.000050108483,0.00090136967],"category_scores_gemma":[0.00041523966,0.00009065975,0.000062285115,0.00017375877,0.00018404482,0.00019262572,0.000031724117,0.00006116396,0.0000029293403],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024498817,0.0032625957,0.15952872,0.0002497779,0.00018613288,2.0570518e-8,0.04665716,0.00002540294,0.00006619601,0.5572327,0.21118821,0.021578588],"study_design_scores_gemma":[0.00014544328,0.000035200366,0.27710658,0.000115403964,0.00003872787,9.2535197e-7,0.016724385,0.00013024935,0.000103343984,0.009327154,0.69613457,0.0001380396],"about_ca_topic_score_codex":0.08529131,"about_ca_topic_score_gemma":0.07291475,"teacher_disagreement_score":0.54790556,"about_ca_system_score_codex":0.00064462324,"about_ca_system_score_gemma":0.012482422,"threshold_uncertainty_score":0.9931159},"labels":[],"label_agreement":null},{"id":"W4396834428","doi":"10.5206/eei.v34i1.16941","title":"Whereto From Here? A Discussion Among International Scholars of Inclusive Education","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa; University of Lethbridge; Queen's University","funders":"","keywords":"Pedagogy; Mainstreaming; Mathematics education; Sociology; Inclusion (mineral); Political science; Psychology; Special education; Social science","score_opus":0.01388786729996767,"score_gpt":0.38546915264630555,"score_spread":0.3715812853463379,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396834428","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":[0.8395161,0.000512116,0.001895632,0.049448784,0.020027852,0.0003838468,0.0002958544,0.00019170732,0.08772812],"genre_scores_gemma":[0.9724127,0.00016659759,0.0015265225,0.00036918873,0.00590585,0.0001051998,0.0012441693,0.000019955172,0.018249836],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.997249,0.00038035857,0.000520269,0.00046601004,0.0012174821,0.00016687237],"domain_scores_gemma":[0.99808234,0.00020585542,0.00023216764,0.00021540985,0.0011167557,0.0001474457],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009691155,0.00016964751,0.00015409455,0.0003969463,0.00045070378,0.00037446883,0.0006240987,0.00015669185,0.007945828],"category_scores_gemma":[0.0008204234,0.00014867767,0.00014896272,0.0004707903,0.0003102257,0.0015333978,0.00019488348,0.00032492823,0.00018391768],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000086816915,0.0017000675,0.2741628,0.000036466936,0.0002591274,0.00000120382,0.048172787,0.000044175886,0.003648333,0.37258095,0.09297616,0.20633113],"study_design_scores_gemma":[0.00022559696,0.000021257818,0.22647613,0.00067232177,0.000032770127,0.0000016817894,0.032829918,0.00034468918,0.00020239987,0.084319055,0.6545554,0.00031880243],"about_ca_topic_score_codex":0.008021655,"about_ca_topic_score_gemma":0.001708377,"teacher_disagreement_score":0.5615792,"about_ca_system_score_codex":0.0016443875,"about_ca_system_score_gemma":0.003631328,"threshold_uncertainty_score":0.99858403},"labels":[],"label_agreement":null},{"id":"W4396845318","doi":"10.5206/eei.v34i1.16932","title":"Inclusive Change in Saint Vincent and the Grenadines: A Collaborative Autoethnography","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Tourism, Volunteerism, and Development","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Windsor; St. Clair College; Brock University","funders":"","keywords":"Autoethnography; Sociology; SAINT; Pedagogy; Psychology; Gender studies; History; Art history","score_opus":0.018885258386388576,"score_gpt":0.3585012253039516,"score_spread":0.339615966917563,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396845318","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":[0.75706625,0.006098831,0.0005077806,0.21936898,0.007755813,0.0011505983,0.00008886165,0.00013626601,0.007826628],"genre_scores_gemma":[0.99317896,0.0010178881,0.0003700712,0.001594931,0.0024455998,0.0005484764,0.00007542896,0.0000072398634,0.0007613727],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9985305,0.00025947025,0.00026617278,0.00026253558,0.0005241892,0.00015710083],"domain_scores_gemma":[0.99921554,0.00027258016,0.000066867615,0.00008170008,0.00028779177,0.00007553987],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010972301,0.00010466958,0.00010397077,0.0002623846,0.0002902802,0.00022900515,0.00020852442,0.00006640107,0.00080710324],"category_scores_gemma":[0.00019579157,0.00008412646,0.000067186535,0.0005562119,0.00049333775,0.00038131204,0.00007428216,0.00015460457,0.000046398018],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000040183426,0.000116728464,0.019816656,0.000012140509,0.000055570246,0.0000016876448,0.20583403,0.0000028360676,0.0000026965624,0.7477473,0.009289156,0.017081024],"study_design_scores_gemma":[0.00035969797,0.000007177266,0.31340116,0.000109029956,0.000008442421,0.0000026683904,0.028405152,0.00029533744,0.0000017509789,0.045947414,0.61132216,0.00013998384],"about_ca_topic_score_codex":0.023754736,"about_ca_topic_score_gemma":0.007530668,"teacher_disagreement_score":0.70179987,"about_ca_system_score_codex":0.0015012344,"about_ca_system_score_gemma":0.0010775181,"threshold_uncertainty_score":0.9827462},"labels":[],"label_agreement":null},{"id":"W4399429034","doi":"10.5206/eei.v34i1.16826","title":"“We Need Structures in Place”: Educators’ Experiences With Special Education at International Schools","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Expatriate; Pedagogy; Exploratory research; Context (archaeology); Qualitative research; Acculturation; Collegiality; Sociology; Psychology; Political science; Ethnic group; Social science","score_opus":0.019260628719744446,"score_gpt":0.3730320225957411,"score_spread":0.35377139387599665,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4399429034","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":[0.8125928,0.0004906222,0.000021134345,0.08232168,0.037490297,0.0004844013,0.000042971737,0.00014454016,0.06641152],"genre_scores_gemma":[0.9401143,0.00021060288,0.0011001606,0.001089343,0.017207326,0.0005581466,0.00065970886,0.00002012493,0.03904026],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9971738,0.00019812433,0.00049878255,0.0006164921,0.0011889505,0.00032389257],"domain_scores_gemma":[0.9985497,0.00012704544,0.00015756108,0.00019865528,0.00070746336,0.00025958358],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00044716639,0.00024863682,0.0001625822,0.00053776306,0.00036650803,0.0007037597,0.0006459096,0.0001572327,0.019802999],"category_scores_gemma":[0.00047154608,0.00022951767,0.000108703694,0.00061618246,0.0003044186,0.0012216443,0.00007097649,0.00031401264,0.00053538644],"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":[0.00010047153,0.0007610884,0.018987583,0.000024602088,0.00008326302,0.0000018783829,0.30706823,0.000052527474,0.00006929194,0.2735145,0.38437492,0.014961643],"study_design_scores_gemma":[0.00018467063,0.0000102066015,0.024173563,0.00014122073,0.00000932998,0.00001974971,0.26845324,0.00002673829,0.00003876083,0.0030547103,0.70362735,0.00026049183],"about_ca_topic_score_codex":0.0025455724,"about_ca_topic_score_gemma":0.0029685502,"teacher_disagreement_score":0.3192524,"about_ca_system_score_codex":0.0026221895,"about_ca_system_score_gemma":0.004904597,"threshold_uncertainty_score":0.98109305},"labels":[],"label_agreement":null},{"id":"W4401635481","doi":"10.5206/eei.v34i1.16799","title":"Building Bridges Between Policy and Praxis: A Comparative Environmental and Policy Scan of Inclusive Education in Ethiopia and Canada","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Peace and Human Rights Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Education policy; Political science; Economic growth; Comparative education; Politics; International education; Environmental education; Public administration; Sociology; Higher education; Pedagogy; Economics","score_opus":0.02035819579748651,"score_gpt":0.3995486175940823,"score_spread":0.3791904217965958,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401635481","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":[0.9718741,0.0005759644,0.000034741326,0.024053983,0.00041467696,0.00019971929,0.000094412615,0.000010740178,0.0027416418],"genre_scores_gemma":[0.9949816,0.0002809673,0.00030397985,0.00027020258,0.0024142999,0.000036666217,0.00014791726,0.000005535232,0.0015588319],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99889153,0.00013241194,0.00025309718,0.00025479583,0.000345485,0.00012267314],"domain_scores_gemma":[0.999425,0.00022997528,0.00009935296,0.000058074398,0.0000787555,0.00010885761],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003438396,0.00009865323,0.0001200815,0.00039386522,0.00021136556,0.000115024945,0.00010046262,0.000058323563,0.00011707562],"category_scores_gemma":[0.00011749456,0.00010710247,0.000015873382,0.000117942174,0.000350981,0.00040438777,0.00005581984,0.00012185975,0.0000019036243],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000055501055,0.00010141911,0.1833021,0.000033662483,0.000029428758,1.1334733e-7,0.026076129,0.0000016250791,0.00024166532,0.7693064,0.0015399712,0.019361895],"study_design_scores_gemma":[0.00008455165,0.000009048723,0.9032732,0.000101677746,0.000008671059,0.0000036602687,0.0100330915,0.000017855049,0.000037596783,0.038983043,0.047341555,0.0001060175],"about_ca_topic_score_codex":0.6904017,"about_ca_topic_score_gemma":0.37019587,"teacher_disagreement_score":0.7303234,"about_ca_system_score_codex":0.001829955,"about_ca_system_score_gemma":0.010053624,"threshold_uncertainty_score":0.99555844},"labels":[],"label_agreement":null},{"id":"W4402714837","doi":"10.5206/eei.v34i1.16938","title":"A Ghanaian Approach to Disability Literature in Picture Books","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Rights and Representation","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Western University; Wilfrid Laurier University; Memorial University of Newfoundland","funders":"","keywords":"Psychology; Picture books; Mathematics education; Pedagogy; Sociology; Visual arts; Art","score_opus":0.024438715713958076,"score_gpt":0.3853518237643907,"score_spread":0.36091310805043264,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402714837","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":[0.4484666,0.00032354926,0.002937498,0.1293859,0.008359939,0.0012403667,0.0001510049,0.00028279706,0.40885234],"genre_scores_gemma":[0.9750937,0.000015727166,0.0011999964,0.00063365395,0.0032054074,0.00021708176,0.00042988374,0.000009436289,0.019195076],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99819326,0.00021336375,0.0003005905,0.00047094893,0.00063533365,0.00018647364],"domain_scores_gemma":[0.99929667,0.000106651205,0.00003149815,0.00018511241,0.00023282794,0.00014725552],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00078622624,0.0001156093,0.00009886384,0.00016790141,0.0001661227,0.00057726837,0.00030541868,0.000116730494,0.0013734278],"category_scores_gemma":[0.0002654956,0.00010077069,0.00010064823,0.00053900114,0.00029386114,0.00061908003,0.00003685291,0.00021338508,0.000144543],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000019575156,0.00092435675,0.03735686,0.00005432967,0.000023621655,5.569686e-7,0.046377208,0.00011575098,0.00003261914,0.8773425,0.023108453,0.014644157],"study_design_scores_gemma":[0.000117346885,0.00000988874,0.28400978,0.00015899709,0.0000071703007,0.0000037569002,0.009417108,0.0002655699,0.000007950909,0.14892268,0.55683607,0.00024364676],"about_ca_topic_score_codex":0.0013406614,"about_ca_topic_score_gemma":0.0012386455,"teacher_disagreement_score":0.72841984,"about_ca_system_score_codex":0.0007524908,"about_ca_system_score_gemma":0.0005247666,"threshold_uncertainty_score":0.99953943},"labels":[],"label_agreement":null},{"id":"W4402967388","doi":"10.5206/eei.v34i1.16705","title":"A Document Analysis on the Use of Assistive Technology in School-Based Instruction for Children with Specific Learning Disorders in Cameroon and Canada","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Assistive Technology in Communication and Mobility","field":"Health Professions","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Assistive technology; Psychology; Mathematics education; Special education; Learning disability; Pedagogy; Developmental psychology; Computer science; Human–computer interaction","score_opus":0.036598329748121675,"score_gpt":0.3816833867483504,"score_spread":0.34508505700022873,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402967388","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":[0.9630355,0.0000450338,0.0030626727,0.032695152,0.00025280932,0.0006753899,0.00006244823,0.000031969656,0.00013902881],"genre_scores_gemma":[0.99711716,0.000042204065,0.0011664156,0.00021693333,0.000053093903,0.00085922016,0.00030240722,0.0000071783306,0.00023537915],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9987751,0.0002530766,0.00038447525,0.00027246994,0.00019728727,0.00011759124],"domain_scores_gemma":[0.99847436,0.00090788276,0.00016868005,0.00022100552,0.0002031936,0.000024849662],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00046342533,0.000096109114,0.00013933676,0.0006591423,0.00016243783,0.000014136259,0.00015544516,0.00009796088,0.00031210313],"category_scores_gemma":[0.0004417062,0.000076026234,0.00003369367,0.0006567381,0.00017734626,0.00009499237,0.000039125327,0.00054848054,0.0000024002368],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000069490736,0.000094561095,0.96932006,0.000012796809,0.000104099745,3.446564e-8,0.00006125884,0.0010261198,0.00000829893,0.02321838,0.0008596368,0.005225243],"study_design_scores_gemma":[0.00032502768,0.00002888491,0.9862872,0.00011815022,0.000020613732,3.2582201e-7,0.0011170439,0.00089173764,0.000006848691,0.001293722,0.009841874,0.00006861343],"about_ca_topic_score_codex":0.07385458,"about_ca_topic_score_gemma":0.4474536,"teacher_disagreement_score":0.373599,"about_ca_system_score_codex":0.0010112408,"about_ca_system_score_gemma":0.0011926797,"threshold_uncertainty_score":0.9323127},"labels":[],"label_agreement":null},{"id":"W4403011054","doi":"10.5206/eei.v34i1.17022","title":"Inclusive Education in Mauritius and Ontario, Canada: An Exploration of Policies and Practices","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Political science; Economic growth; Socioeconomics; Pedagogy; Sociology; Geography; Economics","score_opus":0.13049742659776392,"score_gpt":0.473281038999562,"score_spread":0.34278361240179805,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403011054","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":[0.854289,0.0008910567,0.000042347885,0.13573301,0.0020189895,0.0001960971,0.000015268151,0.000022873575,0.00679134],"genre_scores_gemma":[0.9936337,0.00021450667,0.00038403802,0.0005458147,0.0010701912,0.00007789684,0.00012225728,0.0000058610512,0.003945728],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99885833,0.00018110496,0.00025555998,0.00023124335,0.00037012115,0.00010366159],"domain_scores_gemma":[0.9992097,0.00017856779,0.0001599086,0.00007239259,0.00029769554,0.00008172251],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00054452696,0.00008393012,0.00008868395,0.00021895555,0.00013566113,0.0001379115,0.00010487389,0.00005243713,0.0005301661],"category_scores_gemma":[0.00037961142,0.00009475584,0.000014934513,0.00016302582,0.00019666461,0.0017053466,0.000028091448,0.00013558792,0.0000024062506],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013871194,0.00039249883,0.30079997,0.00005315907,0.000031167576,2.2524752e-7,0.3368862,0.0000046286223,0.000042532476,0.32483682,0.00873274,0.028206192],"study_design_scores_gemma":[0.00006047881,0.000009973299,0.5991942,0.00007393047,0.000009081671,0.000002571217,0.2596741,0.000013335874,0.000007014852,0.018026276,0.12282657,0.00010241711],"about_ca_topic_score_codex":0.94673353,"about_ca_topic_score_gemma":0.985956,"teacher_disagreement_score":0.30681056,"about_ca_system_score_codex":0.001013116,"about_ca_system_score_gemma":0.012894269,"threshold_uncertainty_score":0.9927017},"labels":[],"label_agreement":null},{"id":"W4403219601","doi":"10.5206/eei.v34i1.17030","title":"Who We Are, Where We Come From, and Where We Hope to Go in Educational Inclusivity","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Brock University","funders":"","keywords":"Conversation; Status quo; Inclusion (mineral); Sociology; Pedagogy; Hegemony; Political science; Mainstreaming; Public relations; Law; Special education; Gender studies; Politics","score_opus":0.02405385628203962,"score_gpt":0.37638091111562466,"score_spread":0.35232705483358506,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403219601","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":[0.386759,0.0060172062,0.00044788796,0.58493364,0.0048088315,0.0003999119,0.0003366672,0.00010178162,0.016195023],"genre_scores_gemma":[0.9441562,0.0053913807,0.0013467387,0.0012612507,0.005835229,0.00020223956,0.00025194208,0.0000255365,0.041529473],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.99733603,0.00046297366,0.00043195978,0.00060243654,0.000923708,0.00024286393],"domain_scores_gemma":[0.9983815,0.0006081212,0.0001256359,0.0001898641,0.00046725365,0.00022762567],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010658059,0.00019937175,0.00020305942,0.0004106698,0.0005521733,0.00049354957,0.00041593943,0.0001453812,0.0070007476],"category_scores_gemma":[0.0005029413,0.00021932967,0.000072505645,0.00070537947,0.00020320226,0.000839281,0.00025691782,0.00036271027,0.0005746049],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000524238,0.00074427633,0.23190491,0.00010123036,0.00006328853,0.0000017577753,0.048734184,0.00004981341,0.00032633755,0.23189765,0.45369133,0.03243278],"study_design_scores_gemma":[0.00013555352,0.000012621809,0.25440276,0.00088442466,0.0000068940744,0.0000015031363,0.004154859,0.00014559845,0.0000045988127,0.049512725,0.69052505,0.00021337511],"about_ca_topic_score_codex":0.004729975,"about_ca_topic_score_gemma":0.030838927,"teacher_disagreement_score":0.5836724,"about_ca_system_score_codex":0.0017292526,"about_ca_system_score_gemma":0.0019491748,"threshold_uncertainty_score":0.993907},"labels":[],"label_agreement":null},{"id":"W4403219697","doi":"10.5206/eei.v34i1.20155","title":"Inclusive Education: Canada’s Connection to the World: What Have We Learned?","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Educational Practices and Policies","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Wilfrid Laurier University; Western University","funders":"","keywords":"Connection (principal bundle); Pedagogy; Mainstreaming; Sociology; Mathematics education; Psychology; Special education; Political science","score_opus":0.03626696460693686,"score_gpt":0.43315777791316973,"score_spread":0.3968908133062329,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403219697","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"commentary","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008939054,0.0018093913,0.00014270876,0.84303564,0.02990728,0.00039171675,0.000041520907,0.00007014708,0.11566256],"genre_scores_gemma":[0.6184537,0.0011092441,0.00028745414,0.020651244,0.022616852,0.00039284825,0.00035108853,0.000020715635,0.33611688],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9976967,0.00029808914,0.00034040687,0.0003698697,0.0010568921,0.00023804055],"domain_scores_gemma":[0.997777,0.0008159899,0.00012211087,0.00022784957,0.0008448561,0.00021222171],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0009272413,0.00015019072,0.00009520098,0.0002924274,0.0009840748,0.0013232946,0.0005393375,0.00006011869,0.009178308],"category_scores_gemma":[0.0006323227,0.00013602915,0.00008449201,0.00057940575,0.00015166898,0.0014983668,0.00007991811,0.00031218483,0.00062415993],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006783513,0.000102696766,0.0007909212,0.000008894494,0.000034637073,1.4950712e-7,0.009230292,0.00008902473,0.0000049739997,0.39371276,0.55984163,0.036177218],"study_design_scores_gemma":[0.000026971702,0.000005611771,0.0076436573,0.00013300315,0.000014850118,0.0000068692266,0.05675263,0.000034324534,0.000009556898,0.016236233,0.91898364,0.00015266374],"about_ca_topic_score_codex":0.4667835,"about_ca_topic_score_gemma":0.8713562,"teacher_disagreement_score":0.82238436,"about_ca_system_score_codex":0.002219579,"about_ca_system_score_gemma":0.024291396,"threshold_uncertainty_score":0.9997134},"labels":[],"label_agreement":null},{"id":"W4403319839","doi":"10.5206/eei.v34i2.17155","title":"Safely Navigating the \"Dangerous Space Between Good Intentions and Meaningful Interventions\": A Study on the Use of School Suspensions in Manitoba, Canada","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Education Discipline and Inequality","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Winnipeg","funders":"","keywords":"Psychological intervention; Space (punctuation); Psychology; Pedagogy; Sociology; Social psychology; Criminology; Computer science; Psychiatry","score_opus":0.26766819085546334,"score_gpt":0.4395369698764425,"score_spread":0.17186877902097913,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403319839","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":[0.89190865,0.00007284913,0.00017807423,0.1039004,0.001510157,0.0005622528,0.00007136406,0.00002369373,0.0017725878],"genre_scores_gemma":[0.9964565,0.000021142205,0.00012314887,0.00037199756,0.00092575786,0.00017735339,0.00007786497,0.000009171156,0.0018370514],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9975078,0.00068343396,0.0005603619,0.0002738394,0.00082331797,0.00015126346],"domain_scores_gemma":[0.9974168,0.00162172,0.00017679934,0.00023284694,0.00046884178,0.00008300021],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017616799,0.000114613955,0.00012096657,0.000110235495,0.00049048156,0.0002927117,0.0003352166,0.00004173065,0.00087526],"category_scores_gemma":[0.002237906,0.000084572814,0.000093515344,0.000476337,0.00021015442,0.0003763271,0.000093299015,0.00043818742,0.000019203486],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006400013,0.0005376232,0.7310461,0.00001748633,0.000102541795,5.6575993e-7,0.013145599,0.000036620953,0.000024411962,0.235759,0.016500615,0.002823077],"study_design_scores_gemma":[0.00007903672,0.000021895648,0.89210784,0.00039398094,0.00002748081,0.0000011932545,0.08366037,0.000030297206,0.000006729542,0.0043573366,0.019217458,0.00009637539],"about_ca_topic_score_codex":0.40980884,"about_ca_topic_score_gemma":0.7467934,"teacher_disagreement_score":0.33698454,"about_ca_system_score_codex":0.00062426383,"about_ca_system_score_gemma":0.0022611618,"threshold_uncertainty_score":0.95834833},"labels":[],"label_agreement":null},{"id":"W4403319869","doi":"10.5206/eei.v34i2.16364","title":"A Mixed-Methods Study to Investigate the Effect of Person-Centred Videos on Students’ Attitudes Toward Individuals with Disabilities","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Psychology; Multimethodology; Developmental psychology; Special education; Mathematics education; Social psychology","score_opus":0.06618784138446702,"score_gpt":0.4599477285610643,"score_spread":0.39375988717659727,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403319869","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":[0.9547041,0.000042874613,0.00013688966,0.03634925,0.0035945,0.0010711695,0.000044737102,0.000077963006,0.003978523],"genre_scores_gemma":[0.9914689,0.0000057506554,0.0006055305,0.00082861376,0.0013680193,0.00042493377,0.00006988436,0.000012251366,0.0052161054],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9964333,0.0011394914,0.0003673983,0.00040262647,0.0014684703,0.00018872261],"domain_scores_gemma":[0.99773437,0.0014195568,0.000093641924,0.00027272245,0.00030739684,0.00017232678],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0031721792,0.00017436032,0.00019399644,0.00018767965,0.0004189136,0.00033418357,0.0006598563,0.000049564227,0.0032387027],"category_scores_gemma":[0.0015996979,0.00011730553,0.00012202702,0.00043687964,0.00050710683,0.00021844829,0.000088407665,0.00018314461,0.00016462414],"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":[0.00006379421,0.0017973878,0.81061804,0.000038890532,0.00013112527,1.6063879e-7,0.13703169,0.00004949372,0.0000103553275,0.026673887,0.017647907,0.0059372806],"study_design_scores_gemma":[0.00026160057,0.00034405664,0.73956347,0.00012779709,0.000045356057,0.000001439671,0.21419363,0.000008815955,0.00007698418,0.0011872373,0.044009235,0.00018040217],"about_ca_topic_score_codex":0.0013725614,"about_ca_topic_score_gemma":0.00040445387,"teacher_disagreement_score":0.07716194,"about_ca_system_score_codex":0.000431646,"about_ca_system_score_gemma":0.0008341364,"threshold_uncertainty_score":0.9976725},"labels":[],"label_agreement":null},{"id":"W4403852464","doi":"10.5206/eei.v34i2.15599","title":"What Is Known About Curriculum Modifications? A Scoping Literature Review","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"York University","funders":"","keywords":"Curriculum; Mathematics education; Pedagogy; Psychology; Sociology","score_opus":0.044021450650357875,"score_gpt":0.45288517563867103,"score_spread":0.40886372498831314,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403852464","genre_codex":"commentary","genre_gemma":"review","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"review","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.008575066,0.41863328,0.0008906442,0.46532717,0.042841457,0.0015209385,0.0001677423,0.00043532928,0.061608378],"genre_scores_gemma":[0.27822524,0.49457276,0.0012852917,0.028256336,0.03817973,0.0019786877,0.0018785432,0.000062899635,0.15556051],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977519,0.0002602171,0.00053350965,0.00044476552,0.00078789727,0.00022174664],"domain_scores_gemma":[0.998206,0.00014252675,0.00015158248,0.0002833743,0.0010368818,0.00017962504],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0010909665,0.00015858833,0.0001553858,0.00027383617,0.00041911064,0.0015994675,0.0004231663,0.0001191701,0.009253078],"category_scores_gemma":[0.00028153165,0.00016102109,0.00023067856,0.0008240127,0.00014144309,0.0021390044,0.000032452903,0.00022568475,0.0015756169],"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":[0.0000010580902,0.00021675605,0.00182571,0.0009584158,0.000060707724,4.6965891e-7,0.024493948,0.000001096654,0.000014583494,0.449611,0.502787,0.020029241],"study_design_scores_gemma":[0.000041361236,0.000003564703,0.002199534,0.028783524,0.00001997414,0.000013203539,0.005201166,0.00002498014,0.0000048186175,0.006177442,0.9573314,0.00019900854],"about_ca_topic_score_codex":0.00050221675,"about_ca_topic_score_gemma":0.00008519785,"teacher_disagreement_score":0.45454443,"about_ca_system_score_codex":0.00048258284,"about_ca_system_score_gemma":0.0023302217,"threshold_uncertainty_score":0.999437},"labels":[],"label_agreement":null},{"id":"W4404645658","doi":"10.5206/eei.v34i2.17262","title":"Teacher Confidence in Meeting Students’ Needs in French as a Second Language Classes","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Ottawa","funders":"","keywords":"Mathematics education; Psychology; Pedagogy","score_opus":0.024441598656086323,"score_gpt":0.3511627532382238,"score_spread":0.3267211545821375,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404645658","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":[0.87862784,0.00044848176,0.000022877726,0.0026839264,0.0020033552,0.000091667,0.000013573971,0.00007180337,0.11603646],"genre_scores_gemma":[0.90011126,0.000007985936,0.000045963752,0.0005021114,0.0023381382,0.00006969158,0.00015020347,0.0000129327,0.09676169],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99872524,0.0001423734,0.00033917284,0.0002410499,0.00040862313,0.00014356924],"domain_scores_gemma":[0.99951,0.00021010633,0.000060646253,0.00009992161,0.00008248473,0.000036823614],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008022062,0.00011522425,0.00010178987,0.0005070535,0.000083270774,0.00051587104,0.00025510346,0.000045409462,0.03366116],"category_scores_gemma":[0.00025078945,0.00011901017,0.000053435622,0.00009853982,0.000073720796,0.0004179647,0.00004440008,0.00042849183,0.00050019217],"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":[0.0000103506645,0.00056550157,0.3208936,0.000078649115,0.000052765205,0.00000851487,0.2792178,0.00007979863,0.0002672385,0.3704448,0.023342332,0.0050386656],"study_design_scores_gemma":[0.00035555536,0.000028412067,0.33496946,0.0008668331,0.000009859176,0.000017826815,0.0981968,0.0006406605,0.00002558422,0.016819805,0.54769176,0.0003774008],"about_ca_topic_score_codex":0.00425102,"about_ca_topic_score_gemma":0.005069907,"teacher_disagreement_score":0.52434945,"about_ca_system_score_codex":0.000264718,"about_ca_system_score_gemma":0.00025186257,"threshold_uncertainty_score":0.9672222},"labels":[],"label_agreement":null},{"id":"W4404646097","doi":"10.5206/eei.v34i2.16687","title":"Sleep and Well-Being During the COVID-19 Pandemic: Remote and In-Person Learning for College Students With and Without Disabilities","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"McGill University; Dawson College; Jewish General Hospital","funders":"","keywords":"Coronavirus disease 2019 (COVID-19); Pandemic; Psychology; 2019-20 coronavirus outbreak; Learning disability; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Mathematics education; Pedagogy; Developmental psychology; Medicine; Virology","score_opus":0.05810173235449369,"score_gpt":0.44831843027201596,"score_spread":0.3902166979175223,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404646097","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":[0.98917675,0.00033665603,0.00061995105,0.007971854,0.0006764625,0.00048379405,0.000024589965,0.000040791812,0.00066915684],"genre_scores_gemma":[0.9900388,0.00005550936,0.00015409329,0.0009550396,0.00043356893,0.00013161784,0.000052837775,0.000013233163,0.008165272],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99899256,0.00010502437,0.00018562682,0.00035710758,0.00022172883,0.00013792931],"domain_scores_gemma":[0.999203,0.0005248327,0.000050042712,0.00008091375,0.000042975767,0.00009821432],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005912217,0.000109612796,0.00009887829,0.000116261544,0.00023656046,0.00009913989,0.00008496135,0.00004614539,0.00027636712],"category_scores_gemma":[0.00012548112,0.000087598986,0.000019387453,0.000077270204,0.0001719095,0.00014336487,0.000040322473,0.0001702963,0.0000055709984],"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":[0.00028307308,0.00007705149,0.9732316,0.0002159575,0.000049899456,3.7492038e-7,0.013170748,0.000012048242,0.000017384296,0.010200706,0.0002248196,0.0025163486],"study_design_scores_gemma":[0.0010421348,0.00005489981,0.9586321,0.00007410936,0.000015102575,0.00011194143,0.015447067,0.00043664037,0.0000012218267,0.0033198914,0.020751797,0.000113081755],"about_ca_topic_score_codex":0.0007585597,"about_ca_topic_score_gemma":0.00047437838,"teacher_disagreement_score":0.020526977,"about_ca_system_score_codex":0.00050391856,"about_ca_system_score_gemma":0.00019850109,"threshold_uncertainty_score":0.3572183},"labels":[],"label_agreement":null},{"id":"W4405516269","doi":"10.5206/eei.v34i2.17529","title":"Factors of Career Development Impacting Transition for Young Adults with Autism Spectrum Disorder","year":2024,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Autism spectrum disorder; Psychology; Transition (genetics); Developmental psychology; Career development; Autism; Pedagogy","score_opus":0.04108639907258974,"score_gpt":0.35656563020629184,"score_spread":0.3154792311337021,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405516269","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":[0.9566598,0.000055887434,0.01098851,0.024539828,0.0032762974,0.00050433254,0.00008263992,0.000087893495,0.0038048415],"genre_scores_gemma":[0.99444515,0.000009185044,0.0011859714,0.00008052744,0.00074639486,0.00020610279,0.0007338861,0.000013119366,0.0025796888],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99860775,0.000054624743,0.0003209714,0.0002703313,0.0005738633,0.00017245866],"domain_scores_gemma":[0.9993622,0.00014955667,0.000085621665,0.00009320314,0.00021616889,0.000093265255],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00046584694,0.000115200375,0.000100216435,0.00015035947,0.00024256099,0.00012318099,0.00016068219,0.0000576924,0.0023920746],"category_scores_gemma":[0.000099002915,0.00010447598,0.0000884316,0.0001917587,0.00013932122,0.00040508204,0.0000092134605,0.00007183732,0.00002003125],"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":[0.00013085145,0.0016402275,0.20651673,0.00028935543,0.00029326865,1.2358612e-7,0.36505145,0.00019835445,0.000063734995,0.38924327,0.008388057,0.028184574],"study_design_scores_gemma":[0.00049009843,0.0000911016,0.6380876,0.00046098177,0.00004728154,0.0000024228598,0.10932925,0.00023163226,0.00025542115,0.0143580865,0.23619868,0.0004474559],"about_ca_topic_score_codex":0.002183336,"about_ca_topic_score_gemma":0.003280859,"teacher_disagreement_score":0.43157086,"about_ca_system_score_codex":0.00061331404,"about_ca_system_score_gemma":0.0017027799,"threshold_uncertainty_score":0.9985199},"labels":[],"label_agreement":null},{"id":"W4411204087","doi":"10.5206/eei.v35i1.18549","title":"Training Pre-service Teachers to Fulfill Special Education Responsibilities in Ontario, Canada: A Content Analysis","year":2025,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Content analysis; Training (meteorology); Pedagogy; Service (business); Teacher education; Psychology; Professional development; Special education; Content (measure theory); Mathematics education; Medical education; Sociology; Business; Medicine; Mathematics; Social science","score_opus":0.18787633618079647,"score_gpt":0.4169238484948355,"score_spread":0.22904751231403903,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411204087","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":[0.7548893,0.00004979955,0.00016797113,0.19323465,0.005799574,0.00040518283,0.000019411642,0.00003251114,0.04540161],"genre_scores_gemma":[0.909531,0.000004369886,0.0006607482,0.0087133795,0.0019909313,0.0003521326,0.00021728195,0.0000061593537,0.078524016],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9976496,0.0003847044,0.0005401214,0.00044507888,0.00069869537,0.00028178925],"domain_scores_gemma":[0.9983544,0.000283952,0.0001430056,0.00022374452,0.0008343584,0.00016059143],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011318845,0.0001598166,0.0002277036,0.0007915442,0.00027057,0.00013387637,0.00043087077,0.00008978204,0.0056132246],"category_scores_gemma":[0.001238263,0.00019178286,0.00010430029,0.0013191616,0.00010632224,0.00027092444,0.000044158245,0.0002764371,0.00002596722],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.00005696946,0.00043083035,0.52485025,0.0000053940166,0.00019930274,9.8289945e-8,0.3741112,0.00010864113,0.00000798006,0.037642483,0.051718112,0.01086871],"study_design_scores_gemma":[0.00007419445,0.0000023908037,0.50171185,0.000024595302,0.000027026399,1.16557544e-7,0.23472016,0.000002046126,0.0000013288378,0.0011204666,0.26222396,0.00009188816],"about_ca_topic_score_codex":0.9799932,"about_ca_topic_score_gemma":0.99951667,"teacher_disagreement_score":0.21050584,"about_ca_system_score_codex":0.006874869,"about_ca_system_score_gemma":0.03332727,"threshold_uncertainty_score":0.9969376},"labels":[],"label_agreement":null},{"id":"W4411205492","doi":"10.5206/eei.v35i1.22438","title":"The Impact of Multisensory Storytelling on Science Concept Acquisition Among Students With Severe Intellectual Disability","year":2025,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Digital Storytelling and Education","field":"Health Professions","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Storytelling; Psychology; Intellectual disability; Pedagogy; Developmental psychology; Mathematics education; Narrative","score_opus":0.031948705041077684,"score_gpt":0.4532503672646763,"score_spread":0.42130166222359866,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411205492","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":[0.980597,0.000035882702,0.0008816575,0.00087082235,0.0029748785,0.0005560087,0.000048090154,0.00004519514,0.013990472],"genre_scores_gemma":[0.99207276,0.00001628924,0.0001111367,0.00017092976,0.0006519179,0.0001589337,0.00014215581,0.000010034556,0.00666583],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99769604,0.00024510393,0.000550925,0.0003817385,0.000850063,0.00027612396],"domain_scores_gemma":[0.9962956,0.00156607,0.0003431237,0.0003704086,0.0013246331,0.00010017413],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0011888219,0.00016309666,0.00015090454,0.00016463308,0.0011652125,0.0000784068,0.00059619296,0.0000814415,0.00079403893],"category_scores_gemma":[0.000952435,0.00011469286,0.000101828315,0.00046113675,0.001244588,0.00038460482,0.0000819745,0.00036195663,0.00008620652],"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":[0.00035639468,0.0011170658,0.9626749,0.000023865676,0.00010353317,4.8088705e-8,0.0047865473,0.0021811733,0.00010076368,0.0075785383,0.012172068,0.008905069],"study_design_scores_gemma":[0.0003583383,0.000077672776,0.9897684,0.0002905273,0.00001062087,7.235012e-7,0.005309522,0.00028026334,0.0000833581,0.0020005708,0.0017024613,0.00011753717],"about_ca_topic_score_codex":0.0007019914,"about_ca_topic_score_gemma":0.000052086085,"teacher_disagreement_score":0.02709347,"about_ca_system_score_codex":0.0021997443,"about_ca_system_score_gemma":0.0022496162,"threshold_uncertainty_score":0.89619905},"labels":[],"label_agreement":null},{"id":"W4411234787","doi":"10.5206/eei.v35i1.18120","title":"Examining What Motivates Postsecondary Students with Dyslexia When It Comes to Assessment: It’s About More Than Getting Good Grades","year":2025,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Thompson Rivers University; University of Alberta; University of Manitoba","funders":"","keywords":"Dyslexia; Psychology; Mathematics education; Postsecondary education; Pedagogy; Higher education; Reading (process); Linguistics","score_opus":0.04687218473238117,"score_gpt":0.4449888600300106,"score_spread":0.3981166752976294,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411234787","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":[0.77073795,0.00009941884,0.0005985452,0.18794571,0.004090899,0.0005356051,0.000046132387,0.00007855556,0.0358672],"genre_scores_gemma":[0.9416288,0.000056966015,0.0020655391,0.01178363,0.0021899822,0.00032254655,0.0003237829,0.000017121423,0.041611623],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9971661,0.0003174986,0.00054642843,0.00047410314,0.0011839747,0.0003119153],"domain_scores_gemma":[0.9979557,0.00042496726,0.00028811055,0.00026796435,0.0008614879,0.0002018088],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0012619428,0.00021080999,0.0002120848,0.0004193016,0.0007343404,0.0012653128,0.0007944149,0.00010538612,0.0025953064],"category_scores_gemma":[0.0003070429,0.00021228513,0.00007297251,0.00041578963,0.00019426124,0.0013501057,0.00011879448,0.00021409009,0.00009650941],"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":[0.000011638562,0.0003704948,0.8033339,0.00002560668,0.00014110467,2.4285802e-7,0.05078587,0.000025012003,0.000039709288,0.09328083,0.047107805,0.004877839],"study_design_scores_gemma":[0.00021195972,0.000018113078,0.69724965,0.00046979083,0.0000135621885,0.0000017449582,0.13779831,0.0000040123164,0.000014540648,0.0028492443,0.16118293,0.00018614432],"about_ca_topic_score_codex":0.0025696778,"about_ca_topic_score_gemma":0.0009935003,"teacher_disagreement_score":0.17616208,"about_ca_system_score_codex":0.00081184955,"about_ca_system_score_gemma":0.0021732093,"threshold_uncertainty_score":0.9997715},"labels":[],"label_agreement":null},{"id":"W4411933228","doi":"10.5206/eei.v35i1.21088","title":"Use of the Copy-Cover-Compare Intervention to Support Grade 5 Arabic-Speaking Deaf and Hard of Hearing Students With Spelling Challenges in Saudi Arabia","year":2025,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Hearing Impairment and Communication","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Spelling; Arabic; Psychology; Intervention (counseling); Cover (algebra); Mathematics education; Linguistics; Audiology; Medicine; Engineering","score_opus":0.14822806058406982,"score_gpt":0.42014971054026634,"score_spread":0.2719216499561965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411933228","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":[0.99208194,0.0001251683,0.0008961444,0.0042283293,0.0007298983,0.00035317361,0.000011034383,0.000011632056,0.001562694],"genre_scores_gemma":[0.9972359,0.000047068046,0.0008169252,0.00015301099,0.00007358459,0.0000717815,0.000040457086,0.000007564285,0.0015537036],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985996,0.00019785884,0.00048888684,0.00024789615,0.0003523217,0.00011343449],"domain_scores_gemma":[0.9990019,0.00015062068,0.00023246165,0.00034794785,0.0002351766,0.000031848896],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005684483,0.00010516364,0.0001570389,0.00025659372,0.00004830918,0.000042576023,0.00037251477,0.00004512026,0.00030266287],"category_scores_gemma":[0.000100922516,0.0000941423,0.00006108895,0.00021349317,0.00007276623,0.00021393175,0.00014873483,0.00015307694,0.000012770976],"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":[0.00013029117,0.00093878567,0.9664046,0.00005598,0.000087781016,1.0433181e-7,0.003653421,0.0002341285,0.0002686777,0.017731301,0.000522492,0.00997243],"study_design_scores_gemma":[0.00052610657,0.000045263267,0.99337274,0.00048614934,0.000014536651,0.000003756147,0.0012976626,0.000046326728,0.00022015542,0.0011098766,0.002800309,0.00007711713],"about_ca_topic_score_codex":0.0008403544,"about_ca_topic_score_gemma":0.0004793437,"teacher_disagreement_score":0.026968135,"about_ca_system_score_codex":0.00015859019,"about_ca_system_score_gemma":0.000103500075,"threshold_uncertainty_score":0.38390115},"labels":[],"label_agreement":null},{"id":"W4412991201","doi":"10.5206/eei.v35i1.19793","title":"The Experience of a Classroom-Based Mental Health Literacy and Dialectical Behaviour Therapy Skills Program From the Perspective of Youth With Developmental Disabilities","year":2025,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Child and Adolescent Psychosocial and Emotional Development","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Psychology; Mental health; Perspective (graphical); Literacy; Developmental psychology; Mental health literacy; Dialectic; Pedagogy; Clinical psychology; Psychotherapist; Mental illness","score_opus":0.01829282327910834,"score_gpt":0.3734470807140855,"score_spread":0.35515425743497714,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4412991201","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":[0.9655553,0.00040509892,0.00023089595,0.02984982,0.0013987976,0.00048738392,0.000225549,0.000014331048,0.0018327998],"genre_scores_gemma":[0.9967233,0.000068752495,0.00079754187,0.00078991964,0.00022302246,0.00013833855,0.00026321958,0.000004640574,0.0009912953],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988859,0.00012391139,0.00033160343,0.00023458655,0.00031199586,0.00011196731],"domain_scores_gemma":[0.99918294,0.00028416372,0.00014621973,0.00010575981,0.00024456382,0.00003632519],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00017752919,0.00010700587,0.00011110225,0.00003780201,0.0002593088,0.000047936694,0.00019059803,0.000030622097,0.00041839495],"category_scores_gemma":[0.000047417645,0.00006540947,0.000057412683,0.00013294232,0.0005148237,0.00007070075,0.000027617845,0.00010047776,0.0000030764909],"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":[0.00034659926,0.002616436,0.8155112,0.0000063242787,0.0001482613,2.6100821e-8,0.06639377,5.6335534e-7,0.000012599069,0.0748362,0.002303811,0.03782421],"study_design_scores_gemma":[0.0005728964,0.000052847376,0.9426417,0.00013473765,0.0000045275065,0.0000011757292,0.047125015,0.0000031142108,0.000026593372,0.0043265126,0.0050443695,0.00006655833],"about_ca_topic_score_codex":0.00096741045,"about_ca_topic_score_gemma":0.00008766246,"teacher_disagreement_score":0.12713045,"about_ca_system_score_codex":0.00019540613,"about_ca_system_score_gemma":0.0006351973,"threshold_uncertainty_score":0.45811313},"labels":[],"label_agreement":null},{"id":"W50115358","doi":"10.5206/eei.v19i1.7635","title":"The Characteristics and Experiences of Canadian Students Receiving Special Education Services for Emotional/Behavioural Difficulties","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Calgary; University of Alberta; University of Ottawa","funders":"","keywords":"Psychology; Special education; Developmental psychology; Inclusion (mineral); Sample (material); Learning disability; Medical education; Mathematics education; Social psychology; Medicine","score_opus":0.04419915337680264,"score_gpt":0.3767963116852497,"score_spread":0.33259715830844705,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W50115358","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":[0.9783312,0.00008412818,0.000023096747,0.011029686,0.0065268055,0.0004368832,0.00006418309,0.000016132679,0.0034878647],"genre_scores_gemma":[0.98765844,0.00019749046,0.0005192575,0.00051710074,0.005032878,0.00022652271,0.0007352468,0.000005200469,0.005107848],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99851936,0.00009049879,0.00037724903,0.00021052134,0.00061181694,0.00019057955],"domain_scores_gemma":[0.9985465,0.0001431273,0.00028111532,0.00011331549,0.00077335123,0.00014263534],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00060235185,0.00010611689,0.0000932337,0.00025008092,0.00091707014,0.00029631847,0.00045665624,0.00006563191,0.00039461043],"category_scores_gemma":[0.00021103682,0.00010096625,0.000053925996,0.00020731143,0.00023844313,0.00045017592,0.000019524,0.00006690198,0.000005930903],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000050386185,0.0017159714,0.4908524,0.000026011181,0.000051938834,4.394893e-8,0.25814256,0.0000026529613,0.0001643585,0.14986587,0.054572474,0.04455536],"study_design_scores_gemma":[0.00007737974,0.000016994576,0.8231985,0.000054035077,0.000009085405,7.7560827e-7,0.12719785,0.0000072557846,0.000023917377,0.0043521705,0.04496197,0.00010007179],"about_ca_topic_score_codex":0.019603372,"about_ca_topic_score_gemma":0.04560735,"teacher_disagreement_score":0.3323461,"about_ca_system_score_codex":0.00045725892,"about_ca_system_score_gemma":0.0013596218,"threshold_uncertainty_score":0.9869252},"labels":[],"label_agreement":null},{"id":"W5351536","doi":"10.5206/eei.v25i1.7720","title":"Youth Unemployment and Localized Impact: A Career Studies Teacher's Story","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Queen's University","funders":"","keywords":"Unemployment; Youth unemployment; Context (archaeology); Recession; Work (physics); School-to-work transition; Psychology; Pedagogy; Economic growth; Vocational education; Economics; Engineering","score_opus":0.19744825398399113,"score_gpt":0.47190011425252315,"score_spread":0.274451860268532,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W5351536","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":[0.9471781,0.0012502245,0.000108733875,0.030895932,0.004663674,0.0002806416,0.000061022358,0.00007570112,0.015485953],"genre_scores_gemma":[0.97857004,0.0000921275,0.00025780365,0.00066650385,0.0050505553,0.00010494968,0.00013634433,0.000010274371,0.015111413],"study_design_codex":"observational","study_design_gemma":"not_applicable","domain_scores_codex":[0.99823445,0.00038830945,0.00026342942,0.00023855049,0.00069872633,0.00017650869],"domain_scores_gemma":[0.998234,0.000100814024,0.00016184078,0.00014325714,0.0010570437,0.00030304902],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015642603,0.0001216056,0.00014322643,0.00014767666,0.00027679012,0.000119356264,0.00019192132,0.000074158845,0.0007079417],"category_scores_gemma":[0.0008400414,0.000115675655,0.00006708344,0.00014945622,0.00029546887,0.00033630943,0.000044995537,0.00012128887,0.00011433937],"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":[0.000027490965,0.00035131688,0.39308903,0.000010217086,0.00018190703,1.6333847e-7,0.31390357,0.000038615162,0.000005560149,0.08109839,0.20707193,0.0042218035],"study_design_scores_gemma":[0.00047976547,0.00002814147,0.06725655,0.00004744396,0.000024886012,0.0000042698352,0.3892625,0.00001753644,0.0000025592424,0.009072316,0.5335697,0.00023432293],"about_ca_topic_score_codex":0.0049755876,"about_ca_topic_score_gemma":0.00041239482,"teacher_disagreement_score":0.32649776,"about_ca_system_score_codex":0.0011752084,"about_ca_system_score_gemma":0.0021719895,"threshold_uncertainty_score":0.7751465},"labels":[],"label_agreement":null},{"id":"W606609640","doi":"10.5206/eei.v23i1.7702","title":"Mild Intellectual Disability at the Postsecondary Level: Results of a Survey of Disability Service Offices","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Down syndrome and intellectual disability research","field":"Medicine","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Cambrian College; Queen's University","funders":"","keywords":"Documentation; Medical education; Postsecondary education; Consistency (knowledge bases); Intellectual disability; Service (business); Psychology; Identification (biology); Higher education; Medicine; Business; Psychiatry; Marketing; Political science; Computer science","score_opus":0.12931751807650743,"score_gpt":0.3896419724624471,"score_spread":0.26032445438593965,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W606609640","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":[0.97210073,0.000044607645,0.00011074631,0.015118682,0.00058524625,0.0005208047,0.00140665,0.000022099648,0.0100904275],"genre_scores_gemma":[0.99232924,0.000015287309,0.00015908165,0.0005235346,0.00033933736,0.000052677246,0.0028609205,0.000015953967,0.0037039823],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99616456,0.0007709919,0.0011727596,0.00053195964,0.0011396833,0.00022005143],"domain_scores_gemma":[0.9930682,0.003145932,0.0003023008,0.0009191708,0.0024135388,0.00015082605],"candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0035176433,0.00020286672,0.00040540576,0.0000721835,0.00011995362,0.000024635428,0.00053119176,0.00012463838,0.015979195],"category_scores_gemma":[0.012940914,0.00015377138,0.00022298559,0.0005717824,0.0016738334,0.00017997305,0.00026770565,0.00029864095,0.00030246362],"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":[0.003112389,0.0041552302,0.9237831,0.0003229457,0.00020057244,1.9587404e-8,0.0021139067,0.000022170914,0.0015520774,0.0005662347,0.05410961,0.0100616915],"study_design_scores_gemma":[0.00077589933,0.00021378684,0.9832728,0.00007957395,0.000025427133,0.000015360727,0.00044404267,0.00033621505,0.0019066464,0.00071457616,0.012088606,0.00012708876],"about_ca_topic_score_codex":0.009394363,"about_ca_topic_score_gemma":0.0051765484,"teacher_disagreement_score":0.059489626,"about_ca_system_score_codex":0.00056656625,"about_ca_system_score_gemma":0.00064871676,"threshold_uncertainty_score":0.99720216},"labels":[],"label_agreement":null},{"id":"W617401849","doi":"10.5206/eei.v18i3.7629","title":"Family Literacy Environment and Early Literacy Development","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":62,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Literacy; Reading (process); Psychology; Developmental psychology; Family literacy; Mathematics education; Pedagogy; Political science","score_opus":0.026749138196092665,"score_gpt":0.3315533569820248,"score_spread":0.30480421878593217,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W617401849","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":[0.9782806,0.00046098215,0.0018109756,0.0012843469,0.0026108578,0.00018981769,0.000016119098,0.00006407736,0.015282214],"genre_scores_gemma":[0.9291725,0.00006544186,0.0137615325,0.0009744412,0.0010338676,0.0002966792,0.0003114552,0.00001998827,0.054364096],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981127,0.00009318071,0.000568765,0.0005046736,0.0004913413,0.00022936094],"domain_scores_gemma":[0.9991137,0.00009986477,0.00017354966,0.00024840006,0.00020280844,0.00016167387],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00027374708,0.00020477315,0.00015026936,0.00024044515,0.0002574326,0.000108025575,0.00023034858,0.000082095845,0.004709488],"category_scores_gemma":[0.00002951825,0.00021337616,0.000059322585,0.00009024177,0.00011668549,0.00044387465,0.00007666521,0.00017120535,0.0015567084],"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":[0.000065707056,0.00095568015,0.7780481,0.0000111385325,0.0001644463,0.00000802663,0.0410889,0.0000041390967,0.00018916577,0.011562768,0.025245441,0.14265652],"study_design_scores_gemma":[0.00022608461,0.0000110306355,0.6185387,0.000020989653,0.0000029018222,0.000076285476,0.00011247234,0.0000043482273,0.000016058419,0.00049329305,0.38034868,0.00014920386],"about_ca_topic_score_codex":0.000121234116,"about_ca_topic_score_gemma":3.2411398e-7,"teacher_disagreement_score":0.35510325,"about_ca_system_score_codex":0.0002621061,"about_ca_system_score_gemma":0.0002530544,"threshold_uncertainty_score":0.99922067},"labels":[],"label_agreement":null},{"id":"W68300306","doi":"10.5206/eei.v23i1.7705","title":"Summer Learning Loss among Elementary School Children with Reading Disabilities","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":27,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Mount Allison University; University of Windsor","funders":"","keywords":"Reading (process); Psychology; Learning disability; Phonological awareness; Vocabulary; Literacy; Primary education; Mathematics education; Vocabulary development; Developmental psychology; Teaching method; Pedagogy; Linguistics","score_opus":0.013188646726617756,"score_gpt":0.32178745191353886,"score_spread":0.3085988051869211,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W68300306","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":[0.9590985,0.000014898585,0.0020894872,0.0019024977,0.0016889081,0.00019021062,0.000015749409,0.00009921016,0.034900535],"genre_scores_gemma":[0.95793444,0.000003369768,0.0014159433,0.0006218309,0.002235804,0.00023454954,0.0013389487,0.000023663104,0.03619145],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99827987,0.00020532092,0.0003831552,0.00044187135,0.00045438315,0.00023540558],"domain_scores_gemma":[0.99902624,0.00017508281,0.00017954138,0.00023825905,0.00024229656,0.0001385758],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00054058334,0.00017929683,0.00013383389,0.0001676806,0.00019763647,0.00012277355,0.0002649524,0.00006325589,0.017827405],"category_scores_gemma":[0.00021403607,0.00016731159,0.000063984735,0.000119273056,0.0001588629,0.00034477597,0.000041284275,0.00027224046,0.0008838712],"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":[0.000035749246,0.00024788454,0.95541286,0.000005282367,0.00016693733,1.3327998e-7,0.0020369103,0.000051085593,0.000009499147,0.01976605,0.01418512,0.008082454],"study_design_scores_gemma":[0.00036560072,0.000035041267,0.95888144,0.00006334034,0.000013601227,0.00002764542,0.0019090051,0.000029291798,0.000013910525,0.0014884978,0.03695951,0.00021310788],"about_ca_topic_score_codex":0.0007901855,"about_ca_topic_score_gemma":0.000027572782,"teacher_disagreement_score":0.02277439,"about_ca_system_score_codex":0.00029102652,"about_ca_system_score_gemma":0.00013040415,"threshold_uncertainty_score":0.9998941},"labels":[],"label_agreement":null},{"id":"W72835959","doi":"10.5206/eei.v18i1.7614","title":"An Exploratory Study of EmergentLiteracy Intervention for Preschool Childrenwith Language Impairments","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Reading and Literacy Development","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Intervention (counseling); Literacy; Psychology; Exploratory research; Developmental psychology; Emergent literacy; Phonological awareness; Response to intervention; Pedagogy","score_opus":0.027382267782946886,"score_gpt":0.3949311359627171,"score_spread":0.3675488681797702,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W72835959","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":[0.9931932,0.000078971134,0.0015727095,0.00012521654,0.0032668228,0.00071991095,0.00009467374,0.000052521955,0.00089596666],"genre_scores_gemma":[0.9899466,0.0000041492517,0.0009757793,0.00011777926,0.0010126762,0.000945242,0.0012952819,0.000019653184,0.005682841],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982895,0.00019296675,0.0006125094,0.0003762377,0.00038294596,0.00014582051],"domain_scores_gemma":[0.9987726,0.000055229415,0.00030816774,0.00032765346,0.0004443072,0.00009203296],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00039148648,0.00014409042,0.00014862459,0.00024592644,0.00012216363,0.000026691749,0.00030801428,0.000050229723,0.0039294125],"category_scores_gemma":[0.000065759996,0.00014789062,0.00010391719,0.00011811106,0.000038551203,0.00043227302,0.000028135999,0.00009198241,0.00008009755],"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":[0.0004140074,0.022220679,0.70612264,0.000027389504,0.00048459525,0.0000023956281,0.2146147,0.00004322,0.00044115566,0.0018831787,0.033396326,0.0203497],"study_design_scores_gemma":[0.0018555912,0.00040196592,0.96934754,0.00003563082,0.000018560631,0.000027797756,0.023322456,0.000034817207,0.00006987409,0.00034779118,0.0043623555,0.00017562418],"about_ca_topic_score_codex":0.0002177601,"about_ca_topic_score_gemma":0.000021945405,"teacher_disagreement_score":0.2632249,"about_ca_system_score_codex":0.000114277995,"about_ca_system_score_gemma":0.00012434414,"threshold_uncertainty_score":0.99698114},"labels":[],"label_agreement":null},{"id":"W7923823","doi":"10.5206/eei.v18i1.7615","title":"Relations Between Working Memoryand Emergent Writing AmongPreschool-aged Children","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Working memory; Psychology; Copying; Developmental psychology; Short-term memory; Association (psychology); Cognition; Cognitive psychology","score_opus":0.05447051120409186,"score_gpt":0.3581995436265839,"score_spread":0.30372903242249205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7923823","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":[0.93692535,0.00010630497,0.0007751044,0.011227874,0.0019206887,0.0002571133,0.000031170264,0.00019767004,0.0485587],"genre_scores_gemma":[0.9710211,0.00007266884,0.0021786024,0.000282569,0.012420685,0.00009718661,0.00080527936,0.000019490168,0.0131024085],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99756837,0.0003265969,0.00053951837,0.0003843104,0.0008848742,0.00029630642],"domain_scores_gemma":[0.9985697,0.00027602183,0.0002736374,0.00019487749,0.00047919352,0.00020651947],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011865833,0.00014802087,0.00014297092,0.00024316066,0.0019223143,0.00014997069,0.00039164387,0.00013237624,0.0035320122],"category_scores_gemma":[0.0008930622,0.00018534448,0.00012971787,0.00033709637,0.00026403207,0.00048892834,0.000044919052,0.00031072373,0.00033892354],"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":[0.0000037023144,0.00016622225,0.9505444,0.0000020758425,0.00004203664,1.922242e-7,0.0043694014,0.000019868978,0.000035171033,0.00827578,0.034281455,0.002259682],"study_design_scores_gemma":[0.00019060694,0.0000053151266,0.9742637,0.000063377556,0.000016868058,0.0000066728808,0.0025795267,0.0000056272324,0.000018665873,0.0030789098,0.019571045,0.00019968332],"about_ca_topic_score_codex":0.0015712775,"about_ca_topic_score_gemma":0.00022631929,"teacher_disagreement_score":0.035456296,"about_ca_system_score_codex":0.00048811844,"about_ca_system_score_gemma":0.0010568537,"threshold_uncertainty_score":0.9993771},"labels":[],"label_agreement":null},{"id":"W834525358","doi":"10.5206/eei.v25i1.7716","title":"Goal Setting Support in Alternative Math Classes: Effects on Motivation and Engagement","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Wilfrid Laurier University","funders":"","keywords":"Psychology; Mathematics education; Intervention (counseling); Self-efficacy; Student engagement; Mastery learning; Academic achievement; Goal theory; Goal orientation; Pedagogy; Social psychology","score_opus":0.06841517237051466,"score_gpt":0.40510238758644307,"score_spread":0.3366872152159284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W834525358","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":[0.90940756,0.000008413792,0.00021385068,0.037118368,0.0033753733,0.0004529207,0.000012148603,0.0000494296,0.049361967],"genre_scores_gemma":[0.99184847,0.000015396821,0.0006968748,0.0020968337,0.0018160292,0.00022062793,0.00021365023,0.00000900602,0.003083141],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99796563,0.0004104833,0.00031606917,0.00033017006,0.00079287944,0.00018477824],"domain_scores_gemma":[0.99880713,0.0004056584,0.00013532137,0.00012535311,0.00034208037,0.00018446696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018368526,0.0001191533,0.00010244153,0.00020328761,0.00016543739,0.00014971268,0.00019554509,0.00006255204,0.00050686114],"category_scores_gemma":[0.0018785624,0.00013107828,0.000036235462,0.00016883922,0.00013036377,0.00044803086,0.00004559104,0.00015923189,0.00015156936],"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":[0.000043874195,0.001156094,0.45122927,0.000018790615,0.000027771266,5.5681653e-7,0.04495543,0.00007770017,0.00002445979,0.45342937,0.022955865,0.026080804],"study_design_scores_gemma":[0.0007518977,0.00009311371,0.7361442,0.00007958926,0.0000072214225,0.0000015756212,0.025256583,0.00013983282,0.00005147237,0.063608214,0.17363207,0.00023424774],"about_ca_topic_score_codex":0.0009814736,"about_ca_topic_score_gemma":0.00028014404,"teacher_disagreement_score":0.38982117,"about_ca_system_score_codex":0.0012178977,"about_ca_system_score_gemma":0.0009282969,"threshold_uncertainty_score":0.5549774},"labels":[],"label_agreement":null},{"id":"W835370299","doi":"10.5206/eei.v25i2.7722","title":"Developing Social Skills of Summer Campers with Autism Spectrum Disorder: A Case Study of Camps on TRACKS Implementation in an Inclusive Day-Camp Setting","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Guelph; Fanshawe College; Brock University","funders":"","keywords":"Autism spectrum disorder; Social skills; Psychology; Autism; Developmental psychology; Inclusion (mineral); Exploratory research; Medical education; Medicine; Social psychology; Sociology","score_opus":0.061231455176154574,"score_gpt":0.47210712876180105,"score_spread":0.4108756735856465,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W835370299","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":[0.9939245,0.0000073191122,0.00035690735,0.0034143561,0.0005702336,0.00068305695,0.00010969901,0.000014480324,0.000919456],"genre_scores_gemma":[0.9983867,5.9988696e-7,0.0002723304,0.00014738832,0.00025260117,0.0002212814,0.0005932012,0.000015168309,0.00011076078],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9974635,0.0005168743,0.00065822754,0.00040488594,0.0007419793,0.00021449168],"domain_scores_gemma":[0.99882954,0.00019952201,0.0003161161,0.00021313428,0.00035369198,0.000087994],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0011424733,0.00015390269,0.00020383165,0.00036419329,0.00010891396,0.000025586876,0.00022210661,0.00007858058,0.0015790649],"category_scores_gemma":[0.000082514394,0.00015436573,0.000043073684,0.00031762884,0.0001446082,0.00029986273,0.000060596612,0.00019714078,0.000016141239],"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":[0.0001808038,0.005045626,0.8716584,0.000014621679,0.00008405219,0.000015024922,0.09945494,0.00011063354,0.000029877032,0.017349876,0.0005929025,0.005463286],"study_design_scores_gemma":[0.0014430273,0.00029303588,0.646512,0.000015709853,0.000009300492,0.00004204171,0.34880793,0.0000119076985,0.000026960939,0.0026200581,0.000098586956,0.00011945753],"about_ca_topic_score_codex":0.013971973,"about_ca_topic_score_gemma":0.017676076,"teacher_disagreement_score":0.24935298,"about_ca_system_score_codex":0.00058733474,"about_ca_system_score_gemma":0.001041476,"threshold_uncertainty_score":0.9993336},"labels":[],"label_agreement":null},{"id":"W885998260","doi":"10.5206/eei.v25i2.7726","title":"The Transition Process for Adolescents with Learning Disabilities: Perspectives of Five Families","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Transition (genetics); Psychology; Special education; Qualitative research; Inclusion (mineral); Process (computing); Learning disability; Developmental psychology; Self-advocacy; Perspective (graphical); Mathematics education; Pedagogy; Medical education; Social psychology; Sociology; Medicine; Social science","score_opus":0.04357745860851064,"score_gpt":0.3890922535148827,"score_spread":0.34551479490637205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W885998260","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":[0.9646782,0.000042425767,0.001496124,0.02430997,0.0010748757,0.0005642999,0.00002498076,0.000042222408,0.007766886],"genre_scores_gemma":[0.99422073,0.000027374394,0.00015994007,0.000102794984,0.00094009336,0.00035963714,0.00008176522,0.000007291907,0.0041003576],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99862975,0.0001594913,0.00023832679,0.0001988089,0.0006360499,0.00013755722],"domain_scores_gemma":[0.9977374,0.00020430158,0.00013543521,0.00010276386,0.0017233246,0.00009679312],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008470282,0.00008129666,0.00008182761,0.000051707124,0.00041095595,0.000079951154,0.00023543776,0.000038064012,0.00013044554],"category_scores_gemma":[0.001407791,0.0000653472,0.0000623944,0.00013963779,0.00065848755,0.00031265104,0.000008452774,0.000076328775,0.0000113463],"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":[0.00043390307,0.001697589,0.16915832,0.00007215406,0.00005862493,1.0816472e-8,0.6840068,0.0016092565,0.0000076802,0.13402292,0.004845921,0.004086801],"study_design_scores_gemma":[0.00034144652,0.00006621825,0.028820874,0.000066743436,0.000010918304,4.55876e-7,0.9258044,0.00007031172,0.000013538379,0.018719537,0.025986936,0.00009865434],"about_ca_topic_score_codex":0.0007698153,"about_ca_topic_score_gemma":0.0006380155,"teacher_disagreement_score":0.24179755,"about_ca_system_score_codex":0.00044423266,"about_ca_system_score_gemma":0.0015102517,"threshold_uncertainty_score":0.31607825},"labels":[],"label_agreement":null},{"id":"W907569203","doi":"10.5206/eei.v25i2.7723","title":"Universal Design for Learning and Instruction: Perspectives of Students with Disabilities in Higher Education","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":189,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Universal Design for Learning; Universal design; Learning disability; Variety (cybernetics); Mathematics education; Special education; Psychology; Inclusion (mineral); Teaching method; Pedagogy; Computer science; Developmental psychology; Artificial intelligence","score_opus":0.09961388684280055,"score_gpt":0.41402571654750936,"score_spread":0.3144118297047088,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W907569203","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":[0.9740552,0.000065018874,0.00049501326,0.013507193,0.0015312934,0.00047311885,0.0000068638983,0.000025472087,0.009840851],"genre_scores_gemma":[0.97827667,0.00002419522,0.0034625267,0.000068673915,0.00073949696,0.00018836408,0.00005708668,0.00000683684,0.017176172],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9987672,0.00020070854,0.000215013,0.00022453813,0.00048798393,0.00010456742],"domain_scores_gemma":[0.99876845,0.00019135955,0.00011632974,0.000070490896,0.0007477967,0.00010554839],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007194315,0.0000804557,0.000096735275,0.00014417045,0.000115293726,0.000071400435,0.00015141675,0.000047715374,0.0008337155],"category_scores_gemma":[0.0004547141,0.00008449623,0.000026668056,0.00016733538,0.00039166055,0.0004210471,0.000021245542,0.000070355214,0.0000046903574],"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":[0.00013304231,0.0011063111,0.6917627,0.000013504488,0.000022586828,8.72861e-9,0.049866118,0.0001152209,0.0000051156967,0.2521241,0.0017968718,0.003054444],"study_design_scores_gemma":[0.0007795647,0.00011213084,0.35240072,0.000051952662,0.0000120604045,0.0000011879396,0.55091906,0.0000108917975,0.000008771041,0.026833965,0.06872218,0.00014753206],"about_ca_topic_score_codex":0.0010796998,"about_ca_topic_score_gemma":0.0002554717,"teacher_disagreement_score":0.5010529,"about_ca_system_score_codex":0.0007753647,"about_ca_system_score_gemma":0.0018939483,"threshold_uncertainty_score":0.91286},"labels":[],"label_agreement":null},{"id":"W921068789","doi":"10.5206/eei.v25i2.7725","title":"Assessment, Intervention, and Training Needs of Service Providers for Children with Intellectual Disabilities or Autism Spectrum Disorders and Concurrent Problem Behaviours","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Family and Disability Support Research","field":"Psychology","cited_by":10,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Université du Québec à Trois-Rivières; Université du Québec à Montréal","funders":"McGill University","keywords":"Autism; Service provider; Intervention (counseling); Psychology; Psychological intervention; Intellectual disability; Autism spectrum disorder; Perception; Population; Needs assessment; Service (business); Clinical psychology; Medical education; Medicine; Psychiatry","score_opus":0.07970983784130976,"score_gpt":0.4108071432994723,"score_spread":0.33109730545816257,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W921068789","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":[0.978438,0.00007333555,0.0041999323,0.014255076,0.00060891977,0.00094522134,0.0002443407,0.000031120217,0.0012040475],"genre_scores_gemma":[0.99569905,0.0000056511903,0.0009105062,0.00014642245,0.00017686043,0.00053070585,0.00092543085,0.00001608871,0.001589279],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99860406,0.00013191548,0.00041077225,0.00031290317,0.00034026534,0.00020006366],"domain_scores_gemma":[0.9988772,0.00045177032,0.00015505413,0.00015460068,0.00021001516,0.00015131934],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00063379784,0.00015790889,0.00017931809,0.0001894853,0.00008393695,0.00007536177,0.0001709314,0.000071054026,0.0014653569],"category_scores_gemma":[0.00025657297,0.00013669032,0.000053419397,0.0001790754,0.00045876479,0.0003127466,0.00006514844,0.00015037565,0.0000045855027],"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":[0.00031743626,0.0013342444,0.8157201,0.000085056745,0.00021593945,3.729528e-8,0.037194423,0.000008762696,0.0000059841177,0.1194389,0.004447815,0.021231329],"study_design_scores_gemma":[0.0016528615,0.0004398045,0.8542781,0.00006260842,0.000039406626,0.000033456083,0.11970995,0.00006112833,0.000005294524,0.02258225,0.0009559946,0.00017913726],"about_ca_topic_score_codex":0.0021190846,"about_ca_topic_score_gemma":0.0016061821,"teacher_disagreement_score":0.09685665,"about_ca_system_score_codex":0.00014501359,"about_ca_system_score_gemma":0.0006221487,"threshold_uncertainty_score":0.99944746},"labels":[],"label_agreement":null},{"id":"W9265582","doi":"10.5206/eei.v20i1.7655","title":"Involving and Engaging Parents of Children with IEPs","year":2010,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":40,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"Government of Ontario; Society for Research in Child Development","keywords":"Psychology; Thematic analysis; Qualitative research; Developmental psychology; Inclusion (mineral); Pedagogy; Social psychology; Sociology","score_opus":0.0253096031377598,"score_gpt":0.3544367278741659,"score_spread":0.3291271247364061,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W9265582","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":[0.98966914,0.00003472043,0.00011817912,0.0025800942,0.0017947996,0.00017725938,0.000030350224,0.000029717681,0.0055657485],"genre_scores_gemma":[0.995072,0.000045166278,0.0023974692,0.00016988274,0.001270842,0.000048775084,0.00033166035,0.000007125003,0.0006570552],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9988911,0.000078592675,0.00020941166,0.000198133,0.00050402683,0.00011872738],"domain_scores_gemma":[0.99915594,0.000080675316,0.00018098608,0.0001195861,0.0003730253,0.00008980961],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005306572,0.000079414946,0.00007171694,0.00012268183,0.00025585503,0.00006990371,0.00022347854,0.00005183097,0.0010546792],"category_scores_gemma":[0.00023841774,0.00008263295,0.000024874176,0.00013211736,0.00033068823,0.00045417156,0.000033624132,0.00016142325,0.000014742362],"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":[0.000005574778,0.00035139156,0.9000501,0.0000039734323,0.000029310044,1.4916996e-8,0.005365793,0.000002057412,0.0019612142,0.088592,0.0009761874,0.002662365],"study_design_scores_gemma":[0.00014449905,0.000008357618,0.9829819,0.000027720289,0.000009748662,0.00000263541,0.0052428977,0.000011957036,0.00044374252,0.00572161,0.0052987263,0.00010621464],"about_ca_topic_score_codex":0.0028778182,"about_ca_topic_score_gemma":0.002217853,"teacher_disagreement_score":0.08293177,"about_ca_system_score_codex":0.00009815193,"about_ca_system_score_gemma":0.0005198073,"threshold_uncertainty_score":0.9998585},"labels":[],"label_agreement":null},{"id":"W92792538","doi":"10.5206/eei.v22i2.7698","title":"Accommodations in Teacher Education: Perspectives of Teacher Candidates with Learning Disabilities and their Faculty Advisors","year":2012,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Teacher education; Psychology; Teacher preparation; Learning disability; Pedagogy; Special education; Mathematics education; Reading (process); Medical education; Medicine; Developmental psychology","score_opus":0.024724359727601345,"score_gpt":0.37039284301817715,"score_spread":0.3456684832905758,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W92792538","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":[0.95136946,0.0003284673,0.00014151644,0.0062265075,0.00032752528,0.00023334673,0.000022943172,0.000031009742,0.041319225],"genre_scores_gemma":[0.9845406,0.00004840879,0.00046663082,0.000042205014,0.000999859,0.00013630607,0.00022917111,0.000008242027,0.013528574],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99874914,0.00038322769,0.00022675101,0.00018681514,0.00030123704,0.00015285272],"domain_scores_gemma":[0.99909693,0.00017383143,0.00014759328,0.0000951222,0.00040109598,0.000085443084],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000811731,0.00011215048,0.000119044285,0.00016833638,0.00035277742,0.000058467074,0.00014937538,0.0000592171,0.0017141708],"category_scores_gemma":[0.0007613237,0.00009603837,0.000032009255,0.00025432667,0.00038053063,0.00080541254,0.000048428352,0.00020707886,0.000009542181],"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":[0.00001864701,0.0009841587,0.7696197,0.0000045520633,0.000013723642,3.3037364e-9,0.15336446,0.000014893609,0.000036105754,0.06782677,0.00097556814,0.0071413917],"study_design_scores_gemma":[0.00010317134,0.0000128050515,0.5773477,0.000037346417,0.0000039220868,8.748794e-7,0.36762306,0.000023956309,0.000010665787,0.0013832542,0.053357903,0.00009532109],"about_ca_topic_score_codex":0.004394287,"about_ca_topic_score_gemma":0.0021269352,"teacher_disagreement_score":0.2142586,"about_ca_system_score_codex":0.00059627776,"about_ca_system_score_gemma":0.0009109564,"threshold_uncertainty_score":0.9991984},"labels":[],"label_agreement":null},{"id":"W945623579","doi":"10.5206/eei.v25i2.7724","title":"Perspectives of Canadian Teacher Candidates on Inclusion of Children with Developmental Disabilities: A Mixed-Methods Study","year":2015,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"University of Toronto; University of Alberta Hospital; Queen's University","funders":"","keywords":"Feeling; Psychology; Competence (human resources); Inclusion (mineral); Developmental psychology; Qualitative research; Demographics; Special education; Pedagogy; Social psychology","score_opus":0.03130060267288353,"score_gpt":0.401266204236856,"score_spread":0.36996560156397246,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W945623579","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":[0.9605627,0.000027804193,0.000100831494,0.0026850756,0.0003973581,0.00033970422,0.00006178473,0.00001599666,0.035808764],"genre_scores_gemma":[0.99358475,0.000005715852,0.003935238,0.00004211404,0.00039184006,0.000041940686,0.000107623426,0.0000070508477,0.0018837204],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99796844,0.0006695187,0.00026190898,0.00022067786,0.0007630894,0.00011638823],"domain_scores_gemma":[0.9985381,0.00015221907,0.00015623686,0.00010803639,0.00088708353,0.00015833168],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0017981426,0.00009914826,0.00013534252,0.00043392638,0.00040777703,0.000025558189,0.00027830523,0.00004596153,0.0009744676],"category_scores_gemma":[0.0015187155,0.00008817894,0.000032249503,0.0004786849,0.0003212389,0.00020910907,0.00012318656,0.00010720732,0.000009986653],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006407858,0.0012878601,0.6506657,0.0000017003817,0.000061232015,3.5316035e-8,0.3235258,0.000019473971,0.000034246943,0.016142078,0.0042348183,0.0039629643],"study_design_scores_gemma":[0.00030873934,0.00014756396,0.5180755,0.000030410345,0.0000085686925,9.859012e-7,0.47362614,0.000006914471,0.00006234702,0.0020153662,0.0056122895,0.00010514129],"about_ca_topic_score_codex":0.3238791,"about_ca_topic_score_gemma":0.2389314,"teacher_disagreement_score":0.15010035,"about_ca_system_score_codex":0.0017444079,"about_ca_system_score_gemma":0.0038979044,"threshold_uncertainty_score":0.9999388},"labels":[],"label_agreement":null},{"id":"W95749829","doi":"10.5206/eei.v19i1.7634","title":"An Update on the Use of Peer Tutoring and Students with Emotional and Behavioural Disorders","year":2009,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"","funders":"","keywords":"Peer tutor; Psychology; Mathematics education; Reading (process); Emotional and behavioral disorders; Intervention (counseling); Social studies; Special education; General education; Peer group; Pedagogy; Medical education; Developmental psychology; Dyslexia; Medicine","score_opus":0.10075677053843278,"score_gpt":0.4098544701409671,"score_spread":0.3090976996025343,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W95749829","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":[0.97141254,0.000009395977,0.00012648203,0.027155425,0.0005313638,0.00019896337,0.000032387597,0.00001653791,0.00051693193],"genre_scores_gemma":[0.99676865,0.000056958765,0.0006969901,0.0008026972,0.00038826157,0.000028026878,0.00023724222,0.0000042595375,0.0010169008],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985008,0.00012877455,0.00016952079,0.0001914259,0.0009113365,0.0000981354],"domain_scores_gemma":[0.99926126,0.00010123011,0.00012457398,0.00011169063,0.00032720077,0.00007402986],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00045107267,0.000082134604,0.000058062746,0.00008063463,0.00029099945,0.0001928353,0.00019577077,0.000033985023,0.0003787489],"category_scores_gemma":[0.0001229862,0.00006759191,0.000018624756,0.00009097269,0.00024981363,0.0006693706,0.000016348955,0.00008401096,0.0000046523314],"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":[0.000026499929,0.0010556151,0.80870014,0.0000016234651,0.000018140565,3.2156425e-8,0.005101538,0.000036727804,0.0000856545,0.1788152,0.0022065062,0.003952298],"study_design_scores_gemma":[0.000114378854,0.000048507573,0.98175526,0.000028380931,0.000008037092,7.947543e-7,0.0024108745,0.000029911831,0.000018546023,0.006709317,0.0087978225,0.000078156685],"about_ca_topic_score_codex":0.0010228864,"about_ca_topic_score_gemma":0.00056859973,"teacher_disagreement_score":0.17305511,"about_ca_system_score_codex":0.00013818068,"about_ca_system_score_gemma":0.00016239921,"threshold_uncertainty_score":0.41470346},"labels":[],"label_agreement":null},{"id":"W97642637","doi":"10.5206/eei.v24i2.7711","title":"WWW.com: A Brief Intervention to Bolster a 5th Grader's Regrouping Skills in Math","year":2014,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Victoria; University of British Columbia","funders":"","keywords":"Subtraction; Intervention (counseling); Mnemonic; Fluency; Response to intervention; Session (web analytics); Metacognition; Mathematics education; Psychology; Curriculum; Cognition; Medical education; Computer science; Mathematics; Pedagogy; Medicine; Special education; Cognitive psychology; Arithmetic","score_opus":0.030045822598839523,"score_gpt":0.3649997478322107,"score_spread":0.33495392523337114,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W97642637","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":[0.88024676,0.000011189615,0.07889713,0.012325314,0.0013601058,0.000619894,0.000026731714,0.00011438842,0.026398461],"genre_scores_gemma":[0.96625835,0.000003030965,0.020658521,0.0021499165,0.0007833097,0.0002723557,0.00016782086,0.000027340044,0.009679338],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99790484,0.0001341071,0.0006945351,0.00042100737,0.0006054635,0.00024003674],"domain_scores_gemma":[0.998661,0.00047272857,0.0001894137,0.00022733455,0.00030649456,0.00014302123],"candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.00089762127,0.00020730367,0.00023958282,0.00030964182,0.000075480595,0.00012734975,0.00031396703,0.00007945283,0.0021458215],"category_scores_gemma":[0.001810335,0.00020656403,0.00014317919,0.00024253872,0.000047289544,0.00034286515,0.00014937948,0.0001775251,0.00081844325],"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":[0.00005854488,0.0040452834,0.02748832,0.0001357716,0.00007736896,0.0000016309958,0.0018671721,0.0000052624696,0.0002200153,0.8899112,0.029164778,0.04702468],"study_design_scores_gemma":[0.0008218407,0.000049050803,0.3534811,0.00066605234,0.000011789179,0.00002668257,0.0004604822,0.0003008188,0.00020002012,0.629706,0.01394161,0.00033452993],"about_ca_topic_score_codex":0.00008200734,"about_ca_topic_score_gemma":0.00009825779,"teacher_disagreement_score":0.3259928,"about_ca_system_score_codex":0.00039170895,"about_ca_system_score_gemma":0.0000874393,"threshold_uncertainty_score":0.9999595},"labels":[],"label_agreement":null},{"id":"W98113677","doi":"10.5206/eei.v18i3.7627","title":"Identified Teacher Supports for Inclusive Practice","year":2008,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":false,"ca_institutions":"University of Prince Edward Island","funders":"","keywords":"Inclusion (mineral); Curriculum; Acknowledgement; Class (philosophy); Government (linguistics); Psychology; Incentive; Pedagogy; Mathematics education; Class size; Scale (ratio); Special education; Medical education; Medicine; Social psychology; Computer science","score_opus":0.034400510953571384,"score_gpt":0.4310624014673742,"score_spread":0.3966618905138028,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W98113677","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":[0.4916033,0.00012981231,0.014344056,0.14453942,0.01091327,0.0011148863,0.00011940673,0.00023993205,0.3369959],"genre_scores_gemma":[0.92320526,0.00006616852,0.0042162547,0.0014435621,0.0056052627,0.00020333868,0.00047115865,0.000011154259,0.064777814],"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982697,0.00029794627,0.0002800157,0.00027111982,0.0007165588,0.00016470884],"domain_scores_gemma":[0.99749994,0.00036568302,0.00021735096,0.00013356561,0.0016786397,0.000104803126],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0013635631,0.00009467674,0.000090631285,0.00012584892,0.0014671506,0.000082778366,0.0002746262,0.00008306478,0.0033383197],"category_scores_gemma":[0.0035636814,0.00010578286,0.00008376701,0.00018691202,0.00021727152,0.0008642858,0.00006883279,0.00012814054,0.00013315187],"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":[0.00012133593,0.0013653248,0.039571498,0.000006530681,0.00007136003,0.0000013007568,0.048012,0.000017013925,0.00028688496,0.31437847,0.58783126,0.00833704],"study_design_scores_gemma":[0.0002353266,0.00001561858,0.036489345,0.00001131588,0.0000103014145,0.000009602349,0.011779746,0.00002937503,0.00002475293,0.012948135,0.9383077,0.00013876069],"about_ca_topic_score_codex":0.0014597647,"about_ca_topic_score_gemma":0.00034526217,"teacher_disagreement_score":0.43160197,"about_ca_system_score_codex":0.000939853,"about_ca_system_score_gemma":0.002087814,"threshold_uncertainty_score":0.9998328},"labels":[],"label_agreement":null},{"id":"W99258980","doi":"10.5206/eei.v21i2.7677","title":"Parent and Child Perceptions of Grade One Children's Out of School Play","year":2011,"lang":"en","type":"article","venue":"Exceptionality Education International","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":true,"route_about_ca":true,"ca_institutions":"Concordia University","funders":"","keywords":"Psychology; Perception; Developmental psychology; Preference; Social psychology; Neighbourhood (mathematics)","score_opus":0.05641287571633312,"score_gpt":0.34164544664744895,"score_spread":0.2852325709311158,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W99258980","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":[0.9290002,0.000043693846,0.00037293806,0.003190762,0.000676093,0.00018287438,0.000060573417,0.00003771916,0.06643517],"genre_scores_gemma":[0.9964542,0.000121824974,0.0016909086,0.000104334555,0.0003715704,0.000025015035,0.00015459394,0.000004851704,0.0010727197],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99896586,0.00004459021,0.00032681425,0.00017890453,0.0003817652,0.0001020919],"domain_scores_gemma":[0.9993029,0.000036454298,0.00019004199,0.000115229624,0.0002731953,0.00008212941],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00023682712,0.000075462805,0.00011474117,0.00018781002,0.00012621487,0.00001683313,0.00023472018,0.00007973546,0.003854327],"category_scores_gemma":[0.00025878986,0.00008424034,0.00005704637,0.0001144734,0.00042718623,0.00025205046,0.000057961446,0.00009084412,0.000037668382],"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":[0.000008803215,0.00056630484,0.7382565,0.0000044119465,0.00004343031,1.8816229e-8,0.0052601937,2.4854853e-7,0.000049991704,0.25250626,0.0012676099,0.0020362288],"study_design_scores_gemma":[0.00014478067,0.000013909479,0.96819144,0.00003655917,0.000008192269,0.0000014352989,0.0016714208,5.613939e-7,0.000098696706,0.027603071,0.002148659,0.00008127164],"about_ca_topic_score_codex":0.00059840636,"about_ca_topic_score_gemma":0.00028316837,"teacher_disagreement_score":0.22993495,"about_ca_system_score_codex":0.00008953201,"about_ca_system_score_gemma":0.00035482223,"threshold_uncertainty_score":0.9970563},"labels":[],"label_agreement":null}]}