{"meta":{"query_hash":"b910e0408f27","filters":{"venue":"IOE EPrints"},"cohort_total":5,"direct_labels_cover":0,"predictions_cover":5,"exported":5,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/b910e0408f27","api":"https://metacan.xera.ac/api/v1/cohort?venue=IOE+EPrints"},"results":[{"id":"W1536458656","doi":"","title":"Reading tween franchises : cross-media practices and the discourses of tween girlhood","year":2010,"lang":"en","type":"dissertation","venue":"IOE EPrints","topic":"Digital Games and Media","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Context (archaeology); Articulation (sociology); Clothing; Reading (process); Advertising; Media studies; Sociology; Cross-cultural; Art; Political science; Politics; History; Anthropology","score_opus":0.021392785273909566,"score_gpt":0.3775614396427751,"score_spread":0.3561686543688655,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1536458656","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.86622626,0.0076718284,0.0016080749,0.008445689,0.00017732849,0.000027461992,0.00008681961,0.00002592873,0.11573073],"genre_scores_gemma":[0.98938555,0.0020202738,0.0001842579,0.00026762977,0.00003192214,0.000018799234,0.000020091344,0.00001628739,0.008055146],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9958032,0.002993194,0.000112153284,0.00032958403,0.00040240196,0.00035943888],"domain_scores_gemma":[0.9910501,0.0068099382,0.0009410333,0.00023530623,0.00046857412,0.0004951218],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0044179186,0.000432163,0.00037496808,0.0014700853,0.007852296,0.008088518,0.00073766825,0.0017363235,0.006164009],"category_scores_gemma":[0.006882102,0.00025369663,0.00019094438,0.0016077904,0.012411552,0.0059375837,0.004064214,0.0018489328,0.0005106009],"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":[0.000020092031,0.00001760119,0.0035117532,0.00010077691,0.000004254373,0.00051772466,0.9693684,0.000013796308,0.000331935,0.017970057,0.0010126648,0.007130924],"study_design_scores_gemma":[0.0000028280938,0.00002844617,0.0062498404,0.0004562726,0.000006890285,0.00026081616,0.9320135,0.00003958394,0.00025062356,0.0011330558,0.05954659,0.000011597439],"about_ca_topic_score_codex":0.018289972,"about_ca_topic_score_gemma":0.03090598,"teacher_disagreement_score":0.018289972,"about_ca_system_score_codex":0.00583214,"about_ca_system_score_gemma":0.0024657298,"threshold_uncertainty_score":0.042315304},"labels":[],"label_agreement":null},{"id":"W170435512","doi":"","title":"Exploring Teaching Styles and Cognitive Styles: Evidence from School Teachers in Canada","year":2008,"lang":"en","type":"article","venue":"IOE EPrints","topic":"Learning Styles and Cognitive Differences","field":"Psychology","cited_by":31,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Psychology; Variety (cybernetics); Mathematics education; Learning styles; Style (visual arts); Perception; Diversity (politics); Cognitive style; Pedagogy; Process (computing); Cognition; Sociology","score_opus":0.156412795407448,"score_gpt":0.3163387610084757,"score_spread":0.15992596560102768,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W170435512","genre_codex":"empirical","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":"empirical","domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.9966839,0.0004323851,0.00005631306,0.00010622207,0.000005456719,0.00001893,0.00014711189,0.0000020165116,0.0025476697],"genre_scores_gemma":[0.9979249,0.00084400043,0.000116424686,0.000074740106,0.0000032307178,0.000011915807,0.00014726727,0.000004924166,0.00087250513],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.997959,0.00019955987,0.000094334486,0.00022891548,0.0010430962,0.00047502553],"domain_scores_gemma":[0.9906544,0.001941535,0.0012917147,0.00031413586,0.0044200346,0.0013781405],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021065231,0.00031628128,0.0005448436,0.0019737592,0.004964209,0.002439291,0.0006902605,0.00031987228,0.0020580767],"category_scores_gemma":[0.007677527,0.00045053003,0.00030808183,0.0043234583,0.0021081453,0.0005033473,0.0010435808,0.00076414313,0.00016435431],"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":[0.00010581594,0.000109652065,0.90403426,0.00011833385,0.00005589024,0.00018362126,0.06928975,0.00007780888,0.0005809604,0.00029240802,0.0007294803,0.02442203],"study_design_scores_gemma":[0.000011149928,0.00003533754,0.9664338,0.000080807564,0.000018309935,0.000059102258,0.031123282,0.00006861025,0.0001480515,0.000060803515,0.0019466963,0.000013994081],"about_ca_topic_score_codex":0.9787147,"about_ca_topic_score_gemma":0.9919235,"teacher_disagreement_score":0.021285295,"about_ca_system_score_codex":0.012901252,"about_ca_system_score_gemma":0.024991231,"threshold_uncertainty_score":0.09360558},"labels":[],"label_agreement":null},{"id":"W2943519036","doi":"","title":"Education and State Formation Revisited","year":2000,"lang":"en","type":"book-chapter","venue":"IOE EPrints","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Miller; Historiography; State (computer science); History; Political science; Public administration; Social science; Geography; Economic history; Sociology; Law","score_opus":0.08141233658396979,"score_gpt":0.3639585050205604,"score_spread":0.2825461684365906,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2943519036","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.09079549,0.010908324,0.0058518103,0.06516703,0.00047304286,0.00002568361,0.00007453036,0.000044209184,0.82665986],"genre_scores_gemma":[0.9666199,0.002714481,0.0005331656,0.0017415142,0.000196889,0.000021011849,0.00002164376,0.000015839036,0.028135486],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.99864346,0.00059141,0.000033809723,0.00023196288,0.00014551141,0.0003538793],"domain_scores_gemma":[0.9988016,0.00071582966,0.00014239829,0.0001081516,0.000108130975,0.00012393671],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017824213,0.00021794678,0.00028216856,0.0012350355,0.0051364084,0.0071081333,0.000649814,0.0024311335,0.009563675],"category_scores_gemma":[0.0031439776,0.00017725212,0.00037169625,0.0017994924,0.021130418,0.008598755,0.0050294492,0.004543029,0.00050775346],"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":[0.0000019312577,0.000003214013,0.00011846244,0.0000046859104,4.3292042e-7,0.000016284244,0.0015981103,0.000076521,0.000008138036,0.9955544,0.00043821076,0.0021796091],"study_design_scores_gemma":[0.000013942135,0.000014565184,0.0012183415,0.00012083872,0.0000052458363,0.000075018805,0.004588995,0.0007226865,0.00013475648,0.89198077,0.10111483,0.000009951858],"about_ca_topic_score_codex":0.016671503,"about_ca_topic_score_gemma":0.01554297,"teacher_disagreement_score":0.016671503,"about_ca_system_score_codex":0.008083209,"about_ca_system_score_gemma":0.004635281,"threshold_uncertainty_score":0.05864805},"labels":[],"label_agreement":null},{"id":"W6983582497","doi":"","title":"Multimodality in the poetry of Lillian Allen & Dionne Brand : a social semiotic analysis","year":2002,"lang":"en","type":"dissertation","venue":"IOE EPrints","topic":"Prenatal Screening and Diagnostics","field":"Medicine","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"Semiotics; Poetry; Sign (mathematics); Multimodality; Social semiotics; Deconstruction (building); Orality; Sociolinguistics; Contextualization","score_opus":0.04031054741720565,"score_gpt":0.335603190990843,"score_spread":0.2952926435736374,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W6983582497","genre_codex":"other","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.43428335,0.0039778594,0.013789629,0.010978363,0.00028395434,0.00008799684,0.00011809039,0.00009694359,0.53638387],"genre_scores_gemma":[0.9846001,0.00054072234,0.001170593,0.00018529192,0.000030700456,0.000025442592,0.000013137354,0.000031938067,0.013402012],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9988393,0.0007180991,0.000019149438,0.00009385391,0.00021489644,0.00011463428],"domain_scores_gemma":[0.99882644,0.00075821724,0.000091870716,0.00007516706,0.00015420365,0.000094003815],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013841058,0.0003857242,0.00018727173,0.0015433148,0.007306042,0.005515404,0.00039717354,0.0007959092,0.0027636033],"category_scores_gemma":[0.002646474,0.00016303726,0.00013932446,0.0013995063,0.026300067,0.0030196013,0.002265711,0.0013519994,0.0002150513],"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":[0.000034940767,0.000009513482,0.0005236906,0.00007511583,0.000003098476,0.00034663946,0.5199273,0.00014720253,0.0012852065,0.4649391,0.0019758702,0.010732338],"study_design_scores_gemma":[0.000013170896,0.000052549203,0.0033935516,0.0003355353,0.000016071892,0.0009091806,0.44569355,0.0009963898,0.0021044454,0.07413326,0.47229862,0.000053694246],"about_ca_topic_score_codex":0.055687517,"about_ca_topic_score_gemma":0.08986076,"teacher_disagreement_score":0.055687517,"about_ca_system_score_codex":0.0076146815,"about_ca_system_score_gemma":0.0037122103,"threshold_uncertainty_score":0.110726774},"labels":[],"label_agreement":null},{"id":"W90649412","doi":"","title":"Class and Education: What Is to Be Done?.","year":2013,"lang":"en","type":"article","venue":"IOE EPrints","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"","keywords":"CONTEST; Quarter (Canadian coin); Social justice; Economic Justice; Sociology; Class (philosophy); Inequality; Social class; Economic growth; Education policy; Political science; Higher education; Economics; Social science; Law; Epistemology","score_opus":0.0498652560438383,"score_gpt":0.3876480020047467,"score_spread":0.3377827459609084,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W90649412","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.003121991,0.07751694,0.0003111031,0.88872313,0.0032718605,0.000007643227,0.00008129196,0.000011075117,0.026954947],"genre_scores_gemma":[0.4985984,0.16858685,0.0011820233,0.28213495,0.022785654,0.000091080285,0.00020535842,0.000053476182,0.026362251],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9949687,0.0025505212,0.00010968561,0.00050215336,0.0008547576,0.0010142438],"domain_scores_gemma":[0.9907749,0.00390812,0.0012124677,0.0004689889,0.0011426036,0.002492794],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007596948,0.0004948968,0.0010900877,0.0017737149,0.0046636327,0.013864242,0.0021010502,0.008374024,0.018315906],"category_scores_gemma":[0.013274988,0.00022878441,0.0005580577,0.002649727,0.021980684,0.017428957,0.0047314535,0.0076883603,0.0021784387],"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":[0.0000933335,0.00014727637,0.007956746,0.0007634586,0.000067611945,0.00012013931,0.005965272,0.00013602289,0.000052689444,0.56234866,0.19266209,0.22968666],"study_design_scores_gemma":[0.00005214868,0.00008820504,0.026574962,0.0052918936,0.00007423692,0.00021693978,0.02008583,0.00021376982,0.000106409076,0.46999598,0.47722438,0.00007527443],"about_ca_topic_score_codex":0.03617844,"about_ca_topic_score_gemma":0.047436602,"teacher_disagreement_score":0.03617844,"about_ca_system_score_codex":0.007125135,"about_ca_system_score_gemma":0.009507804,"threshold_uncertainty_score":0.07193571},"labels":[],"label_agreement":null}]}