{"meta":{"query_hash":"05c4e0d780df","filters":{"venue":"International Journal of Educational Research Open"},"cohort_total":18,"direct_labels_cover":0,"predictions_cover":18,"exported":18,"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/05c4e0d780df","api":"https://metacan.xera.ac/api/v1/cohort?venue=International+Journal+of+Educational+Research+Open"},"results":[{"id":"W3130267900","doi":"10.1016/j.ijedro.2021.100036","title":"Student input on the effectiveness of the shift to emergency remote teaching due to the COVID crisis: Structural equation modeling creates a more complete picture","year":2021,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":29,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Burman University","funders":"","keywords":"Structural equation modeling; Schedule; Coronavirus disease 2019 (COVID-19); Affect (linguistics); Psychology; Presentation (obstetrics); Quality (philosophy); Variable (mathematics); Medical education; Applied psychology; Mathematics education; Computer science; Statistics; Medicine; Mathematics; Disease","score_opus":0.24485881492498146,"score_gpt":0.5778248201922207,"score_spread":0.33296600526723924,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3130267900","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":[0.7533352,0.00012515647,0.0014626752,0.24086629,0.0018156172,0.00080741645,0.00005599032,0.0000012019965,0.0015304809],"genre_scores_gemma":[0.9947557,0.00001077291,0.0002287421,0.0037987127,0.0006513394,0.00005644891,0.000016619872,0.000013913178,0.00046779148],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9946935,0.0025531652,0.0005473505,0.00025560355,0.0017028537,0.00024748364],"domain_scores_gemma":[0.9935136,0.0041794823,0.00021132476,0.00039626512,0.0015318665,0.00016750582],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.006139306,0.00012194747,0.00018834125,0.00020223635,0.00048356966,0.00017607311,0.0024532785,0.00004135856,0.0012910606],"category_scores_gemma":[0.0043852357,0.00006483997,0.00012926519,0.0003438535,0.0000453241,0.00014478105,0.00070570275,0.0007394435,0.000040070106],"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":[0.009682967,0.0018415508,0.07817431,0.00018330161,0.0022590247,0.000068041125,0.12641963,0.10509434,0.0052562905,0.6045928,0.05560146,0.010826259],"study_design_scores_gemma":[0.0011774161,0.0005717831,0.899187,0.00080142997,0.000038393948,0.00018923962,0.02250482,0.0015759647,0.00059332035,0.06326912,0.009878919,0.00021254492],"about_ca_topic_score_codex":0.0031406565,"about_ca_topic_score_gemma":0.00054575916,"teacher_disagreement_score":0.82101274,"about_ca_system_score_codex":0.0008335477,"about_ca_system_score_gemma":0.0015117674,"threshold_uncertainty_score":0.99962187},"labels":[],"label_agreement":null},{"id":"W3164301095","doi":"10.1016/j.ijedro.2021.100052","title":"Protocol: A randomized controlled trial of the Fluency into Comprehension program in primary schools","year":2021,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"Reading and Literacy Development","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Economic and Social Research Council; Queen's University","keywords":"Fluency; Protocol (science); Randomized controlled trial; Fidelity; Disadvantage; Comprehension; Psychology; Reading (process); Reading comprehension; Medical education; Computer science; Mathematics education; Medicine; Artificial intelligence","score_opus":0.08672703606564626,"score_gpt":0.5272471453379108,"score_spread":0.4405201092722646,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3164301095","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":[0.68558025,0.0002712595,0.000015689851,0.057781752,0.004999366,0.14274351,0.0000065205777,0.000003895159,0.10859777],"genre_scores_gemma":[0.8227866,0.00003508791,0.008464182,0.00050623994,0.0011542585,0.1452247,0.000029292898,0.000029507832,0.021770075],"study_design_codex":"randomized_trial","study_design_gemma":"randomized_trial","domain_scores_codex":[0.9938173,0.0026327407,0.0014844451,0.00020410122,0.0016574239,0.00020397037],"domain_scores_gemma":[0.99109006,0.0040695905,0.00071396254,0.00024996334,0.0037828756,0.00009357429],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0069305566,0.000107913154,0.0006883603,0.0004196947,0.000074733005,0.00024719062,0.0015717758,0.000066468725,0.002165828],"category_scores_gemma":[0.008276315,0.00006555075,0.0003018845,0.00042305826,0.00016847892,0.0002743873,0.00040465937,0.00066325534,0.000033277836],"study_design_candidate":"randomized_trial","study_design_consensus":"randomized_trial","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.9461193,0.0045491164,0.0040016067,0.00002110412,0.0006685634,0.000024718709,0.0017739125,0.00001551204,0.00055171124,0.022226753,0.009115168,0.01093253],"study_design_scores_gemma":[0.92243636,0.00023784995,0.025897069,0.00067748677,0.000014003531,0.00007454428,0.00039080583,0.000016161024,0.00016343221,0.01997326,0.030031566,0.00008749206],"about_ca_topic_score_codex":0.00018316874,"about_ca_topic_score_gemma":0.000017349117,"teacher_disagreement_score":0.13720642,"about_ca_system_score_codex":0.00038383814,"about_ca_system_score_gemma":0.0045543043,"threshold_uncertainty_score":0.99874634},"labels":[],"label_agreement":null},{"id":"W3198307394","doi":"10.1016/j.ijedro.2021.100073","title":"Better understanding the professional and personal factors that influence beginning teacher retention in one Canadian province","year":2021,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"Teacher Professional Development and Motivation","field":"Social Sciences","cited_by":16,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Psychology; Professional development; Pedagogy; Medical education; Medicine","score_opus":0.32116315205136853,"score_gpt":0.47913566089550413,"score_spread":0.1579725088441356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3198307394","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":[0.81705874,0.00012580592,0.000020325142,0.17272207,0.0006302068,0.0002414545,0.0000049147125,0.0000012050107,0.009195264],"genre_scores_gemma":[0.9877243,0.00007009102,0.00034063167,0.00042688684,0.0002829826,0.000015988988,0.00002711069,0.000007808666,0.011104208],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9967366,0.00079921616,0.0003003901,0.00018585901,0.0016770841,0.00030083762],"domain_scores_gemma":[0.9973041,0.0011035756,0.00017797181,0.00006349448,0.0011511061,0.00019978863],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0043183994,0.00007990211,0.00010988679,0.00040695805,0.00073564396,0.00051271403,0.0007855778,0.00008322574,0.0013072916],"category_scores_gemma":[0.003360194,0.00006283191,0.000036519632,0.00032014883,0.0002826422,0.0012962425,0.00023079748,0.00071619765,0.0000067274214],"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":[0.000058624366,0.00016240962,0.90497893,0.0000059043728,0.00007115143,0.000015345013,0.025482865,0.0000038896487,0.00032915547,0.06332927,0.00360711,0.0019553395],"study_design_scores_gemma":[0.0002995034,0.000012430615,0.92397237,0.0003858479,0.0000034312866,0.000009354391,0.03915412,0.0000115757175,0.000044868713,0.02539211,0.010630836,0.00008354524],"about_ca_topic_score_codex":0.034925338,"about_ca_topic_score_gemma":0.1105761,"teacher_disagreement_score":0.17229518,"about_ca_system_score_codex":0.001918924,"about_ca_system_score_gemma":0.010438905,"threshold_uncertainty_score":0.99960566},"labels":[],"label_agreement":null},{"id":"W4200240183","doi":"10.1016/j.ijedro.2021.100106","title":"“It opened up a whole new world”: An innovative interprofessional learning activity for students caring for children and families","year":2021,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"Interprofessional Education and Collaboration","field":"Health Professions","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Mount Royal University","funders":"Mount Royal University","keywords":"Perception; Active learning (machine learning); Psychology; Interprofessional education; Team-based learning; Student engagement; Learning styles; Medical education; Pedagogy; Experiential learning; Medicine; Computer science; Health care; Political science","score_opus":0.1685608449009008,"score_gpt":0.6277330539479286,"score_spread":0.4591722090470277,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200240183","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":[0.8966222,0.00012166548,0.0011865392,0.09302498,0.00486157,0.0018849442,0.00014919527,0.000005534823,0.0021434021],"genre_scores_gemma":[0.866769,0.000056497272,0.008165496,0.0021487584,0.002598474,0.00054959353,0.0005948101,0.000041793766,0.11907557],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9960459,0.0010173456,0.0008522032,0.00040928833,0.001266559,0.0004087356],"domain_scores_gemma":[0.98178995,0.0045340722,0.0006447531,0.0001796628,0.012541594,0.0003099441],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0036680596,0.00017903824,0.00033886748,0.0007125362,0.0011328325,0.0004252421,0.0014118032,0.0001264512,0.0014436352],"category_scores_gemma":[0.0076236045,0.00016210467,0.00008048192,0.00068262004,0.00009780589,0.0016142466,0.00089895853,0.0011160452,0.000027381573],"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":[0.015814241,0.002433435,0.43137586,0.00014263019,0.0013970212,0.000004947169,0.040650524,0.00010645799,0.014360107,0.07023458,0.3855282,0.03795198],"study_design_scores_gemma":[0.0080074575,0.00069405005,0.79536545,0.0023407813,0.00004160609,0.000048931954,0.03246004,0.0002652614,0.0017775317,0.020342896,0.1382247,0.00043126586],"about_ca_topic_score_codex":0.0004906968,"about_ca_topic_score_gemma":0.0020852783,"teacher_disagreement_score":0.3639896,"about_ca_system_score_codex":0.00073396915,"about_ca_system_score_gemma":0.019236041,"threshold_uncertainty_score":0.99946916},"labels":[],"label_agreement":null},{"id":"W4205368574","doi":"10.1016/j.ijedro.2021.100118","title":"What makes a maker teacher? Examining key characteristics of two maker educators","year":2021,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"Teaching and Learning Programming","field":"Computer Science","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa; University of Ontario Institute of Technology","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Thematic analysis; Identification (biology); Mathematics education; Qualitative research; Key (lock); Pedagogy; Decision maker; Field (mathematics); Sociology; Computer science; Psychology; Engineering; Management science; Mathematics; Social science","score_opus":0.14953025239234227,"score_gpt":0.4748856303957103,"score_spread":0.325355378003368,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4205368574","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":[0.89235663,0.0017518112,0.0069930255,0.08224234,0.009304152,0.00028836174,0.000009241889,0.0000136224335,0.0070407838],"genre_scores_gemma":[0.9317026,0.00015951523,0.058087602,0.00025641517,0.0011076886,0.000015841542,0.000019460302,0.00001836518,0.008632492],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99621385,0.00070283434,0.0007035761,0.0003076204,0.0017522759,0.00031984676],"domain_scores_gemma":[0.99364215,0.0017081448,0.00052063144,0.00036921122,0.0035482398,0.00021159738],"candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.0041059447,0.00012907635,0.0002626073,0.0004898808,0.00016023955,0.0021913585,0.0031895505,0.000053860662,0.00080760993],"category_scores_gemma":[0.004472807,0.00012084194,0.00010880723,0.0004644499,0.00012415109,0.0020160994,0.0010198321,0.0008811685,0.000052072617],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00015167339,0.0023927784,0.085315876,0.000042619697,0.0007016736,0.00020694529,0.015562353,0.00011045299,0.0023147305,0.19004431,0.013873936,0.68928266],"study_design_scores_gemma":[0.002555044,0.0005504276,0.38454917,0.0027052127,0.00003680025,0.0024127425,0.011206082,0.0008721144,0.0023887835,0.017081669,0.5749757,0.00066619273],"about_ca_topic_score_codex":0.000107218744,"about_ca_topic_score_gemma":0.000015854124,"teacher_disagreement_score":0.68861645,"about_ca_system_score_codex":0.00027093306,"about_ca_system_score_gemma":0.0033143144,"threshold_uncertainty_score":0.99884444},"labels":[],"label_agreement":null},{"id":"W4312531377","doi":"10.1016/j.ijedro.2022.100212","title":"Indigenous students’ experiences regarding the utility of university resources during medical training","year":2022,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"Indigenous Health, Education, and Rights","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Université de Sherbrooke","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Indigenous; Medical education; Representation (politics); Traditional knowledge; Psychology; Sociology; Medicine; Political science; Ecology; Law","score_opus":0.11304584799679541,"score_gpt":0.4752882706449204,"score_spread":0.362242422648125,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4312531377","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":[0.9293878,0.00020643085,0.0000026482726,0.009039456,0.0012604136,0.00033565608,0.000012256349,0.0000017270304,0.059753627],"genre_scores_gemma":[0.98922163,0.0008965473,0.00006934732,0.000035744364,0.0009248782,0.0000054461316,0.0000046883656,0.0000054125067,0.008836316],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9916476,0.0024392328,0.00044407957,0.00016246158,0.0049759285,0.0003306874],"domain_scores_gemma":[0.99494916,0.0026114746,0.00041444396,0.00013906005,0.0016559399,0.00022990518],"candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.016083274,0.00006283796,0.00015154076,0.00039220115,0.0075433613,0.00019998371,0.0052075093,0.00004355694,0.0090707205],"category_scores_gemma":[0.0008028304,0.00004890138,0.00008409266,0.00051540916,0.0006731271,0.00048687958,0.00012185009,0.00064259715,0.0000047451576],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00031380152,0.00048496586,0.017954625,0.000005264337,0.00010394422,0.00001618999,0.9521282,0.000012184638,0.0000031603815,0.027565787,0.0009715453,0.00044034485],"study_design_scores_gemma":[0.0003288166,0.00007162654,0.037468858,0.00004758461,0.0000040489376,0.00005162683,0.4891527,0.0000035478733,0.000023650195,0.0016590477,0.4711321,0.00005640085],"about_ca_topic_score_codex":0.03988053,"about_ca_topic_score_gemma":0.04414101,"teacher_disagreement_score":0.47016057,"about_ca_system_score_codex":0.0007803053,"about_ca_system_score_gemma":0.040576857,"threshold_uncertainty_score":0.99374866},"labels":[],"label_agreement":null},{"id":"W4362653413","doi":"10.1016/j.ijedro.2023.100233","title":"Factors that influence beginning teacher retention during the COVID-19 pandemic: Findings from one Canadian province","year":2023,"lang":"en","type":"review","venue":"International Journal of Educational Research Open","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Alberta; University of Lethbridge","funders":"","keywords":"Attrition; Pandemic; Coronavirus disease 2019 (COVID-19); Passion; Psychology; 2019-20 coronavirus outbreak; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Perception; Medical education; Pedagogy; Medicine; Social psychology","score_opus":0.7091227546849126,"score_gpt":0.544802566614996,"score_spread":0.16432018806991655,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4362653413","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":[0.036084004,0.87438196,8.8926964e-7,0.06987206,0.0043204725,0.001722196,0.00083408074,0.00001802937,0.012766299],"genre_scores_gemma":[0.013353801,0.93374175,0.000021297745,0.0002819893,0.0026688287,0.00014827502,0.00036127327,0.00006499184,0.049357805],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9961084,0.00065686065,0.0008252039,0.00035147704,0.0016724782,0.00038559153],"domain_scores_gemma":[0.9910964,0.0056142383,0.0009737701,0.00029380343,0.0015448357,0.0004769785],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0031587218,0.00025450563,0.00051937054,0.0009896614,0.0010082319,0.0024671974,0.0036365045,0.0001370678,0.011651917],"category_scores_gemma":[0.0059890677,0.00017261469,0.00026095627,0.00015064699,0.00034168962,0.0014993077,0.00043456772,0.001596008,0.0002714195],"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":[0.0003789382,0.0020162403,0.06218926,0.007652673,0.01445551,0.00016488523,0.23488899,0.00006592397,0.000006900907,0.27197376,0.24871792,0.15748902],"study_design_scores_gemma":[0.000130844,0.000025523575,0.0025764687,0.0028223875,0.00009109326,0.000031332187,0.011122077,5.757652e-7,1.9395978e-7,0.0026321933,0.9803867,0.00018064868],"about_ca_topic_score_codex":0.14157413,"about_ca_topic_score_gemma":0.22059855,"teacher_disagreement_score":0.7316688,"about_ca_system_score_codex":0.0026994806,"about_ca_system_score_gemma":0.013326764,"threshold_uncertainty_score":0.99856836},"labels":[],"label_agreement":null},{"id":"W4362710622","doi":"10.1016/j.ijedro.2023.100241","title":"Dynamic perspectives on education during the COVID-19 pandemic and implications for teacher well-being","year":2023,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":11,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Winnipeg","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Pandemic; Coronavirus disease 2019 (COVID-19); 2019-20 coronavirus outbreak; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Betacoronavirus; Virology; Medicine; Outbreak; Infectious disease (medical specialty)","score_opus":0.21830515075655738,"score_gpt":0.6203922457768127,"score_spread":0.40208709502025536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4362710622","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":[0.7303494,0.0005173877,0.00005872516,0.2549168,0.0010669903,0.0008993546,0.000040055762,0.000007927297,0.012143389],"genre_scores_gemma":[0.96713233,0.00056991057,0.000134393,0.0014176383,0.00068148616,0.00042760235,0.000043202235,0.000018774284,0.02957464],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.9983776,0.00027061746,0.00034901607,0.00026753335,0.00047128243,0.00026391976],"domain_scores_gemma":[0.99451214,0.004014464,0.00019692787,0.00020792516,0.00082267175,0.00024586928],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002749828,0.000090945745,0.00011298276,0.0006202719,0.0005188029,0.00020412794,0.0010793125,0.00005046977,0.001183554],"category_scores_gemma":[0.0026257795,0.00007046027,0.000067775116,0.0003336345,0.00015921352,0.00022624314,0.00020161914,0.0003916103,0.00011922463],"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":[0.001711016,0.0015717421,0.29256982,0.000073290896,0.00041548273,0.0000033274496,0.026747946,0.000088054614,0.0011040907,0.5312518,0.12341429,0.021049162],"study_design_scores_gemma":[0.0009872107,0.00017190253,0.7811465,0.000059636594,0.000009432176,0.00022560277,0.020343654,0.000030089188,0.0000048910033,0.065176465,0.13174994,0.000094658404],"about_ca_topic_score_codex":0.0006662609,"about_ca_topic_score_gemma":0.00017956128,"teacher_disagreement_score":0.48857668,"about_ca_system_score_codex":0.0019527235,"about_ca_system_score_gemma":0.0039236452,"threshold_uncertainty_score":0.9997295},"labels":[],"label_agreement":null},{"id":"W4385780286","doi":"10.1016/j.ijedro.2023.100275","title":"Teachers’ beliefs and attitudes towards students’ self assessment: A latent profile analysis","year":2023,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Lifelong learning; Psychology; Context (archaeology); Mathematics education; Self-assessment; Self-efficacy; Pedagogy; Social psychology","score_opus":0.17298423100958948,"score_gpt":0.5825242070376433,"score_spread":0.4095399760280538,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385780286","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":[0.8971917,0.00013364808,0.0000120440955,0.056929912,0.00080813456,0.0005049283,0.00002059288,0.000012100037,0.044386946],"genre_scores_gemma":[0.9781216,0.0010348362,0.0017997774,0.00009543074,0.0010105665,0.000057142493,0.00004058298,0.000010357295,0.0178297],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.994622,0.0005215403,0.0004220115,0.00022997013,0.0038672166,0.00033725414],"domain_scores_gemma":[0.99625975,0.001097556,0.0002290446,0.00011949175,0.0020430295,0.000251129],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.007676366,0.0000976086,0.00022354301,0.0010954143,0.0004916678,0.0015375867,0.0025332542,0.000061288854,0.0032975483],"category_scores_gemma":[0.0008955293,0.000086719236,0.00012800207,0.0014568863,0.00020948236,0.00087024225,0.0008789912,0.00039241338,0.000121936035],"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":[0.000031959782,0.0005916589,0.9398472,0.0000032369696,0.0019889933,0.000012383448,0.013251515,0.000013158425,0.000043303065,0.021864763,0.0207594,0.0015924859],"study_design_scores_gemma":[0.00050732715,0.00007149228,0.9719688,0.000040172294,0.00006345976,0.0000025493696,0.0047130343,0.000029089477,0.000004507492,0.002227881,0.020281928,0.0000897217],"about_ca_topic_score_codex":0.0015692298,"about_ca_topic_score_gemma":0.0005806658,"teacher_disagreement_score":0.08092991,"about_ca_system_score_codex":0.0007167241,"about_ca_system_score_gemma":0.0024272215,"threshold_uncertainty_score":0.9994989},"labels":[],"label_agreement":null},{"id":"W4387083511","doi":"10.1016/j.ijedro.2023.100279","title":"A scoping review protocol of anti-racism programs and practices in higher education: Implications for developing interventions to advance equity","year":2023,"lang":"en","type":"review","venue":"International Journal of Educational Research Open","topic":"Youth Development and Social Support","field":"Social Sciences","cited_by":7,"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":"University of Utah","keywords":"PsycINFO; Racism; Psychological intervention; Systematic review; Scopus; Psychology; MEDLINE; Medical education; Applied psychology; Public relations; Medicine; Political science; Nursing","score_opus":0.7860440347194849,"score_gpt":0.7496164356027059,"score_spread":0.036427599116779064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387083511","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":[0.000018720324,0.69469726,0.000027891463,0.09081073,0.0017134914,0.20327187,0.000062731684,0.000008148391,0.0093891835],"genre_scores_gemma":[0.00002486818,0.8575721,0.0061996486,0.00012523503,0.00087215874,0.12963083,0.0000887992,0.00002862355,0.005457766],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99593055,0.0006168056,0.0017081705,0.00032564308,0.0010791246,0.00033969886],"domain_scores_gemma":[0.9902138,0.0028984363,0.0022918629,0.00016101681,0.0042317826,0.00020307329],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.008950134,0.00016627593,0.00083261786,0.0008446351,0.00030833547,0.00045758512,0.0023529623,0.00012553754,0.00032557797],"category_scores_gemma":[0.015018533,0.00015492199,0.00025695967,0.0013316248,0.00018451961,0.0009260413,0.0007965468,0.00039505653,0.000019722405],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000039669856,0.00079118385,0.0036430855,0.07127503,0.000272386,0.0000016601589,0.0011258654,1.778216e-7,3.8972465e-7,0.19251879,0.008298736,0.722033],"study_design_scores_gemma":[0.00014666654,0.000044889406,0.0030486858,0.31549472,0.000043342745,0.000006054155,0.00019025867,1.34556215e-8,1.4765898e-7,0.0068768444,0.6740056,0.0001427789],"about_ca_topic_score_codex":0.00033769815,"about_ca_topic_score_gemma":0.0012189732,"teacher_disagreement_score":0.7218903,"about_ca_system_score_codex":0.0009835485,"about_ca_system_score_gemma":0.027991595,"threshold_uncertainty_score":0.9932784},"labels":[],"label_agreement":null},{"id":"W4388442816","doi":"10.1016/j.ijedro.2023.100303","title":"Reducing barriers to post-secondary education among former youth in care: A scoping review","year":2023,"lang":"en","type":"review","venue":"International Journal of Educational Research Open","topic":"Child Welfare and Adoption","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Lethbridge; Izaak Walton Killam Health Centre; Saint Mary's University; Mount Saint Vincent University; Memorial University of Newfoundland; Dalhousie University; University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Waiver; Psychological intervention; Medical education; Political science; Inclusion (mineral); Population; Educational attainment; Public relations; Psychology; Medicine; Nursing; Environmental health; Social psychology","score_opus":0.20664333183725933,"score_gpt":0.5674960522387816,"score_spread":0.3608527204015223,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4388442816","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":[0.00019924312,0.963992,9.5107646e-7,0.013568975,0.0026061519,0.003086476,0.00008351565,0.000004392663,0.016458277],"genre_scores_gemma":[0.00022620609,0.9939904,0.00017269934,0.00052732835,0.0023902268,0.00029572562,0.00031748923,0.00004508574,0.0020348302],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9943307,0.0011515734,0.0014480009,0.00041058008,0.0022017134,0.00045741338],"domain_scores_gemma":[0.9924888,0.0016339243,0.0007953206,0.0002479168,0.004169856,0.0006641896],"candidate_categories":["metaresearch","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.006880434,0.00022314698,0.00084948173,0.0019117561,0.00042110236,0.0007483636,0.003153522,0.00017480247,0.0025900803],"category_scores_gemma":[0.020183146,0.00020859271,0.0003557466,0.0014944038,0.00016608289,0.0012628654,0.0005336841,0.0011220253,0.00023112187],"study_design_candidate":"design_other","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":[0.000038090704,0.0001779697,0.00022615718,0.014722612,0.00021076556,0.000012443531,0.013704699,0.0000050300564,2.2848047e-7,0.004505188,0.022323307,0.9440735],"study_design_scores_gemma":[0.00012811038,0.0000526459,0.0001978632,0.473935,0.00007901417,0.000011544961,0.012119342,5.8364446e-8,2.1485174e-7,0.00044580997,0.51281035,0.00022002272],"about_ca_topic_score_codex":0.0076967734,"about_ca_topic_score_gemma":0.00652597,"teacher_disagreement_score":0.9438535,"about_ca_system_score_codex":0.0026571848,"about_ca_system_score_gemma":0.06790748,"threshold_uncertainty_score":0.9989111},"labels":[],"label_agreement":null},{"id":"W4391461020","doi":"10.1016/j.ijedro.2024.100326","title":"Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs","year":2024,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"Educational Practices and Policies","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Western University; McGill University","funders":"","keywords":"Diversity (politics); Inclusion (mineral); Service (business); Sociology; Public relations; Political science; Business; Marketing; Social science; Anthropology","score_opus":0.35224803753911027,"score_gpt":0.5938586345789816,"score_spread":0.2416105970398713,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391461020","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":[0.6600421,0.00030458902,0.0000011621231,0.3340273,0.000906128,0.0002835484,0.0000064668084,0.0000014494574,0.0044272826],"genre_scores_gemma":[0.9925095,0.00012309536,0.00068715797,0.0012142133,0.0012257636,0.000030490568,0.0000058191604,0.000008578442,0.0041954154],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9967745,0.0007793247,0.00027936714,0.0001529231,0.0016597664,0.00035411175],"domain_scores_gemma":[0.9939348,0.0035693177,0.00008073639,0.00007923985,0.0018557166,0.00048015462],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.015449386,0.00007084745,0.000097571385,0.002209151,0.0024195735,0.00081138365,0.00151546,0.000052006668,0.00075959484],"category_scores_gemma":[0.0072574806,0.00006938702,0.0000267613,0.0015130084,0.0000947625,0.0012387526,0.00441726,0.00042669964,0.000039214738],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0010175552,0.00028596175,0.05012935,0.000025304267,0.00009947377,0.000016283902,0.8087936,0.00009820451,0.0003580773,0.0981542,0.008362633,0.03265933],"study_design_scores_gemma":[0.00033467074,0.00027132826,0.16853647,0.0010788859,0.000012850922,0.000046519057,0.096717335,0.00017213679,0.0000125800525,0.032410063,0.70020056,0.00020657701],"about_ca_topic_score_codex":0.35863173,"about_ca_topic_score_gemma":0.19294034,"teacher_disagreement_score":0.7120763,"about_ca_system_score_codex":0.0015394461,"about_ca_system_score_gemma":0.012246946,"threshold_uncertainty_score":0.99887913},"labels":[],"label_agreement":null},{"id":"W4392337973","doi":"10.1016/j.ijedro.2024.100340","title":"Assessing the effect of home-to-school distance on student dropout rate in Adi-Keyih sub-zone, Eritrea","year":2024,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"Poverty, Education, and Child Welfare","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Università degli Studi di Pavia; Research and Development Corporation of Newfoundland and Labrador","keywords":"Dropout (neural networks); Simple random sample; Logistic regression; School dropout; Demography; Population; Psychology; Mathematics education; Test (biology); Statistics; Mathematics; Computer science; Sociology; Socioeconomics","score_opus":0.04928214083261566,"score_gpt":0.5052016678138506,"score_spread":0.4559195269812349,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392337973","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":[0.8688164,0.0011832542,0.000031268395,0.09324809,0.0025317557,0.00052062253,0.000024308272,0.0000028175539,0.033641495],"genre_scores_gemma":[0.9932926,0.0005660621,0.000051512638,0.00018766361,0.0015739703,0.000047816648,0.000011106882,0.000013867316,0.004255344],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9957466,0.0012393792,0.00049303414,0.0002195854,0.002019178,0.00028222497],"domain_scores_gemma":[0.9937078,0.0046723937,0.00016191175,0.00016583504,0.0010650541,0.00022704425],"candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.007709611,0.0001072677,0.0001894856,0.0005343847,0.00031910182,0.0014285509,0.0022764443,0.000046600428,0.0012334335],"category_scores_gemma":[0.0033403852,0.00007499985,0.00010075594,0.00071777153,0.00021757076,0.001024403,0.00014189765,0.0005442258,0.000108098415],"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":[0.0009189661,0.0017622027,0.52099574,0.000078217505,0.00076192076,0.00006640194,0.03665746,0.00056160963,0.0012022619,0.2595371,0.14315952,0.034298588],"study_design_scores_gemma":[0.000618518,0.00033505354,0.7720673,0.0013529168,0.000015149868,0.0000108335125,0.006874693,0.000036941474,0.00069309736,0.009425157,0.20840551,0.00016482688],"about_ca_topic_score_codex":0.0017032579,"about_ca_topic_score_gemma":0.0021553277,"teacher_disagreement_score":0.25107154,"about_ca_system_score_codex":0.001123797,"about_ca_system_score_gemma":0.0041836244,"threshold_uncertainty_score":0.99967957},"labels":[],"label_agreement":null},{"id":"W4404657385","doi":"10.1016/j.ijedro.2024.100392","title":"Resilience in higher education during the COVID-19 pandemic: A scoping literature review with implications for evidence-informed policymaking","year":2024,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"Resilience and Mental Health","field":"Psychology","cited_by":18,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Coronavirus disease 2019 (COVID-19); Pandemic; Resilience (materials science); 2019-20 coronavirus outbreak; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Political science; Psychological resilience; Psychology; Sociology; Medicine; Virology; Social psychology","score_opus":0.3833502545316908,"score_gpt":0.6680450419797883,"score_spread":0.2846947874480975,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404657385","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":[0.11103357,0.15834256,0.00007115553,0.70810986,0.0026071134,0.004087812,0.00006093489,0.000010237266,0.015676783],"genre_scores_gemma":[0.9390722,0.028315809,0.00052454043,0.0077668265,0.0016823839,0.0016481772,0.000034821795,0.000023483211,0.020931737],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99783444,0.00027801283,0.0006112401,0.00027853047,0.00067753094,0.00032021853],"domain_scores_gemma":[0.99371326,0.004496114,0.00022680007,0.0002532538,0.0010918204,0.00021875018],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002971648,0.00010698998,0.00016348095,0.0006116779,0.00024296198,0.00053970475,0.0017114892,0.000051872474,0.0011455718],"category_scores_gemma":[0.0025136922,0.00006865747,0.00007043185,0.0009637762,0.0001463486,0.0011691096,0.00014696113,0.0005288686,0.000027548445],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0024108246,0.0009865488,0.26386073,0.0065594874,0.00034536058,0.000042974345,0.011306764,0.00011709349,0.00061932387,0.48584,0.17067131,0.05723958],"study_design_scores_gemma":[0.0011638687,0.00045461857,0.6421216,0.12458396,0.000035197318,0.004919116,0.0021397762,0.000008109679,0.000020734271,0.02325903,0.20098215,0.000311853],"about_ca_topic_score_codex":0.00043934965,"about_ca_topic_score_gemma":0.0004011788,"teacher_disagreement_score":0.82803863,"about_ca_system_score_codex":0.0016166521,"about_ca_system_score_gemma":0.011090479,"threshold_uncertainty_score":0.99976754},"labels":[],"label_agreement":null},{"id":"W4411013050","doi":"10.1016/j.ijedro.2025.100487","title":"The impact of executive function on stress, difficulties, and teaching behaviours of pre-service teachers on their first practicum placement","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"Neuroscience, Education and Cognitive Function","field":"Neuroscience","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"Government of Alberta","keywords":"Practicum; Function (biology); Psychology; Service (business); Stress (linguistics); Mathematics education; Pedagogy; Business; Marketing; Linguistics","score_opus":0.09504766259870488,"score_gpt":0.4597512469183619,"score_spread":0.364703584319657,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411013050","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":[0.9672295,0.000030149457,0.000030203208,0.018085744,0.0010811572,0.00044018636,0.000068808265,0.0000016046512,0.013032691],"genre_scores_gemma":[0.9965456,0.00009106421,0.000019169995,0.0002904174,0.000118511816,0.00003445231,0.000007644378,0.000006994067,0.0028861284],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","domain_scores_codex":[0.99750096,0.00055706507,0.00043209718,0.00023914596,0.0010962127,0.00017453576],"domain_scores_gemma":[0.991629,0.006212644,0.0005339963,0.00016311003,0.0013740716,0.00008716856],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0016436634,0.00011444423,0.00013620548,0.00043801236,0.00042875932,0.0002733206,0.000973408,0.00003439407,0.000117512354],"category_scores_gemma":[0.008523513,0.00007279494,0.00007860259,0.00028375819,0.0002606182,0.00049136754,0.00020580228,0.0005753344,0.000003376752],"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":[0.030536303,0.021262912,0.15465406,0.00007576443,0.00093095703,0.0000082252245,0.016383538,0.006960487,0.21074028,0.40419754,0.113876425,0.040373508],"study_design_scores_gemma":[0.0015282017,0.0023798554,0.9125677,0.00083731086,0.00002738454,0.000029783228,0.009098889,0.0002698521,0.06051814,0.00551987,0.007070147,0.00015291269],"about_ca_topic_score_codex":0.0004972811,"about_ca_topic_score_gemma":0.00008834511,"teacher_disagreement_score":0.7579136,"about_ca_system_score_codex":0.0003380464,"about_ca_system_score_gemma":0.0013634545,"threshold_uncertainty_score":0.9998281},"labels":[],"label_agreement":null},{"id":"W4411080454","doi":"10.1016/j.ijedro.2025.100489","title":"The impact of the pandemic and school closures on non-cognitive characteristics: Evidence from PISA","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"Youth Substance Use and School Attendance","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Brock University","funders":"HORIZON EUROPE Framework Programme; Social Sciences and Humanities Research Council of Canada; Fonds Wetenschappelijk Onderzoek","keywords":"Pandemic; Cognition; Psychology; Coronavirus disease 2019 (COVID-19); Mathematics education; Medicine; Psychiatry","score_opus":0.1391422660825688,"score_gpt":0.545221861916966,"score_spread":0.4060795958343972,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411080454","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":[0.95975345,0.0007313946,0.000009111042,0.02716517,0.0006426044,0.000275341,0.00004743903,6.5929436e-7,0.011374816],"genre_scores_gemma":[0.993406,0.0022198057,0.000040564613,0.00016620937,0.00062516425,0.000016662729,0.0000018006594,0.000003618012,0.0035201793],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99761003,0.00053523167,0.00035746652,0.00012941458,0.001188543,0.00017929552],"domain_scores_gemma":[0.9877587,0.009043524,0.00030190367,0.0001269881,0.0026617332,0.000107130465],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.0033063036,0.00006774984,0.00012898594,0.00012998526,0.0005361548,0.0004960931,0.0020104684,0.000042338124,0.0005326432],"category_scores_gemma":[0.018416874,0.000037630547,0.00009629667,0.0002699954,0.0005125289,0.0004978165,0.00024009138,0.00050626457,0.00002217474],"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":[0.0006976411,0.00009942678,0.96689063,0.0000019346076,0.0002626077,0.0000012503144,0.0026446993,0.000005125704,0.00036909472,0.0051108636,0.016823169,0.0070935753],"study_design_scores_gemma":[0.00024394447,0.000051796036,0.9715672,0.0010998106,0.000008061205,0.0000013027391,0.0024205714,0.0000079566535,0.000091209615,0.023034822,0.0014351553,0.000038168004],"about_ca_topic_score_codex":0.005452462,"about_ca_topic_score_gemma":0.0012958333,"teacher_disagreement_score":0.03365253,"about_ca_system_score_codex":0.00040201587,"about_ca_system_score_gemma":0.004667856,"threshold_uncertainty_score":0.9898514},"labels":[],"label_agreement":null},{"id":"W4411589768","doi":"10.1016/j.ijedro.2025.100502","title":"High school completion of students across multiple inclusive education categories: A longitudinal, population-based analysis from British Columbia, Canada","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","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":false,"route_about_ca":true,"ca_institutions":"University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mathematics education; Longitudinal study; Population; Geography; Medical education; Pedagogy; Psychology; Sociology; Demography; Medicine","score_opus":0.06132544232105268,"score_gpt":0.49532866509411033,"score_spread":0.43400322277305764,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4411589768","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":[0.96512175,0.00011172205,0.00006739275,0.030068705,0.002253132,0.0005184929,0.00030182194,0.0000023581783,0.0015546296],"genre_scores_gemma":[0.99146485,0.00004335493,0.0006755613,0.000585876,0.00049995474,0.00008403022,0.0006014884,0.0000075485696,0.0060373065],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9952862,0.00061309786,0.00088724965,0.0002911625,0.0026461412,0.00027614753],"domain_scores_gemma":[0.98863393,0.002686787,0.0005418481,0.00023786326,0.0076195,0.00028007396],"candidate_categories":["metaresearch","scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0026563539,0.000090270565,0.00033346054,0.00035263805,0.0007160193,0.0017024828,0.0024176943,0.00007094595,0.0064709675],"category_scores_gemma":[0.01023569,0.00012773978,0.0001383249,0.0014039974,0.0002581736,0.0005992992,0.0003380339,0.0002851773,0.000008166484],"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":[0.00008531693,0.0013722464,0.9391608,0.000008021482,0.0006701246,7.515403e-7,0.00084927585,0.00038610733,0.00000857131,0.0021385527,0.054099962,0.0012202391],"study_design_scores_gemma":[0.00057085534,0.000023931263,0.9597913,0.00014272286,0.000061219594,5.177668e-7,0.008884004,0.000018587016,0.000014076118,0.0089238575,0.021473385,0.00009555363],"about_ca_topic_score_codex":0.9968832,"about_ca_topic_score_gemma":0.9965782,"teacher_disagreement_score":0.032626577,"about_ca_system_score_codex":0.0044631143,"about_ca_system_score_gemma":0.028975012,"threshold_uncertainty_score":0.9993586},"labels":[],"label_agreement":null},{"id":"W7108494445","doi":"10.1016/j.ijedro.2025.100562","title":"Executive functions and mathematics performance in primary school students: A systematic review","year":2025,"lang":"en","type":"article","venue":"International Journal of Educational Research Open","topic":"Cognitive and developmental aspects of mathematical skills","field":"Mathematics","cited_by":2,"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":"Universidad de Cuenca","keywords":"Numeracy; Flexibility (engineering); Cognition; Cognitive flexibility; Executive functions; Working memory; Intervention (counseling); Quality (philosophy); Disadvantage","score_opus":0.08097284432726376,"score_gpt":0.47892349085164504,"score_spread":0.3979506465243813,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7108494445","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":[0.41254738,0.016547054,0.0007547355,0.061646085,0.0012309188,0.008820472,0.000050435337,0.00001479856,0.49838814],"genre_scores_gemma":[0.80874634,0.019679906,0.030703051,0.0046382886,0.00044932117,0.00145566,0.000046237117,0.000075234435,0.13420598],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","domain_scores_codex":[0.9970527,0.00021316661,0.0010572586,0.00014968353,0.0013302553,0.00019690066],"domain_scores_gemma":[0.9921057,0.0053186775,0.0003221703,0.00016464274,0.0019642953,0.00012447384],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.004282499,0.00012755292,0.0005102099,0.0005800583,0.00009721249,0.00028617374,0.0013995044,0.000040467203,0.00056795124],"category_scores_gemma":[0.018723914,0.00009803825,0.00006744315,0.00045812817,0.000106621126,0.0005936712,0.0007854823,0.00042066234,0.00007615449],"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":[0.0006578984,0.013634508,0.057682067,0.25414893,0.0033462492,0.00008303517,0.0028314977,0.0000020814673,0.00024144584,0.4954686,0.17009883,0.0018048506],"study_design_scores_gemma":[0.0021362347,0.00019732905,0.043315735,0.41702384,0.00019035942,0.00031028246,0.0035677282,0.00001883102,0.0001138017,0.53210354,0.00071299716,0.00030932867],"about_ca_topic_score_codex":0.0000096301865,"about_ca_topic_score_gemma":0.000012260478,"teacher_disagreement_score":0.39619896,"about_ca_system_score_codex":0.00066062907,"about_ca_system_score_gemma":0.0010436188,"threshold_uncertainty_score":0.98954177},"labels":[],"label_agreement":null}]}