{"meta":{"query_hash":"b10ad00a506f","filters":{"venue":"Journal of Disability Studies in Education"},"cohort_total":7,"direct_labels_cover":0,"predictions_cover":7,"exported":7,"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/b10ad00a506f","api":"https://metacan.xera.ac/api/v1/cohort?venue=Journal+of+Disability+Studies+in+Education"},"results":[{"id":"W3023972035","doi":"10.1163/25888803-bja10003","title":"University Managed Minds: The Colonial Reproduction of Students as Mental Health Problems","year":2020,"lang":"en","type":"article","venue":"Journal of Disability Studies in Education","topic":"Youth Education and Societal Dynamics","field":"Social Sciences","cited_by":3,"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 Toronto","funders":"","keywords":"Colonialism; Mental health; Task (project management); Power (physics); Orientation (vector space); Reproduction; Sociology; Psychology; Gender studies; Political science; Psychiatry; Law; Management; Ecology","score_opus":0.06539024998701423,"score_gpt":0.43306351882419264,"score_spread":0.36767326883717844,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3023972035","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":[0.87395376,0.00054385624,0.0000029396288,0.123274446,0.0015591359,0.00035382208,0.0000021884798,0.0000036475765,0.00030617617],"genre_scores_gemma":[0.9975552,0.0015351321,0.00012291184,0.0002997857,0.00027907276,0.0000014714838,0.0000015603454,0.0000023728683,0.00020250982],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99852496,0.0005054824,0.00035410447,0.00012276617,0.0003920759,0.00010062744],"domain_scores_gemma":[0.99902874,0.00009978597,0.00045201616,0.00010276884,0.00024773373,0.00006895491],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019821455,0.000052729654,0.00017390115,0.000023894312,0.00033118183,0.000014082667,0.00025877074,0.000028123897,0.000012171529],"category_scores_gemma":[0.0012322363,0.00004351861,0.000073381874,0.00041689412,0.0006893003,0.00018597669,0.000045202487,0.00015389611,0.0000013779011],"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":[0.000058356978,0.0009410029,0.31221527,0.00008699785,0.000062710365,7.94363e-8,0.6765983,0.00003245327,0.0000043922164,0.0017619822,0.0045974823,0.0036409313],"study_design_scores_gemma":[0.00023382781,0.00014922899,0.1887957,0.00005278788,0.00001763014,9.151432e-7,0.79655516,0.000003822707,0.0000020989214,0.00084146584,0.013302832,0.000044517725],"about_ca_topic_score_codex":0.00090745743,"about_ca_topic_score_gemma":0.0016190319,"teacher_disagreement_score":0.1236014,"about_ca_system_score_codex":0.0011037975,"about_ca_system_score_gemma":0.0006329468,"threshold_uncertainty_score":0.28863922},"labels":[],"label_agreement":null},{"id":"W3128214056","doi":"10.1163/25888803-bja10006","title":"The Tripartite Intervention: Breaking Down Attitudinal Barriers in Education","year":2021,"lang":"en","type":"article","venue":"Journal of Disability Studies in Education","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor; St. Clair College","funders":"","keywords":"Intervention (counseling); Friendship; Psychological intervention; Psychology; Inclusion (mineral); Cognitive disabilities; Cognition; Face (sociological concept); Medical education; Pedagogy; Social psychology; Medicine; Sociology","score_opus":0.043404303284468114,"score_gpt":0.4533706677293558,"score_spread":0.4099663644448877,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3128214056","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":[0.9404141,0.00582174,0.0000040821797,0.038057137,0.009342463,0.00020046244,7.7411033e-7,0.0000062304125,0.006153063],"genre_scores_gemma":[0.9954373,0.0021556616,0.00014375916,0.00040405523,0.0008372965,0.000037197588,0.000002554014,0.000004263214,0.0009779118],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9975034,0.0007258912,0.00093677774,0.00018133756,0.00042636148,0.00022621306],"domain_scores_gemma":[0.99784636,0.0005198074,0.00037089447,0.00023386901,0.00090226467,0.00012682469],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004373828,0.00010096727,0.0002477536,0.00008203348,0.00064575154,0.00009019096,0.00023956341,0.00006947342,0.0002344777],"category_scores_gemma":[0.006563148,0.000080613,0.00016941449,0.0007359637,0.0008811559,0.00039085056,0.00005994805,0.00028187444,0.0000050533645],"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":[0.00007556225,0.003957735,0.7340871,0.0000795833,0.000034482746,0.0000012243536,0.09208128,0.00001956175,0.0000075582316,0.021311007,0.00964049,0.13870442],"study_design_scores_gemma":[0.0002610342,0.000024659641,0.18321054,0.00021485909,0.000016852657,0.0000082446995,0.6857542,0.0000022851436,0.000015080543,0.01210322,0.11830068,0.00008835808],"about_ca_topic_score_codex":0.0007224267,"about_ca_topic_score_gemma":0.021327343,"teacher_disagreement_score":0.59367293,"about_ca_system_score_codex":0.0021463833,"about_ca_system_score_gemma":0.003249661,"threshold_uncertainty_score":0.9965309},"labels":[],"label_agreement":null},{"id":"W4200431296","doi":"10.1163/25888803-bja10011","title":"De-Linking the Elementary Curriculum from the Colonizing Forces of Ableism","year":2021,"lang":"en","type":"article","venue":"Journal of Disability Studies in Education","topic":"Disability Rights and Representation","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Ableism; Racism; Sociology; Inclusion (mineral); Resistance (ecology); Curriculum; Disability studies; Gender studies; Race (biology); Colonialism; Epistemology; Pedagogy; Political science; Law; Philosophy","score_opus":0.05431719950437922,"score_gpt":0.42016637786291705,"score_spread":0.3658491783585378,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4200431296","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":[0.95849466,0.0035327722,0.000015511849,0.035655573,0.0013279687,0.00015120469,0.000002015972,0.000002138259,0.0008181394],"genre_scores_gemma":[0.99759203,0.0011367643,0.0004234602,0.00019501778,0.00059862953,0.00000812353,0.0000020835103,0.0000023684538,0.000041530526],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.9983372,0.0006475923,0.0004644021,0.00009579551,0.00033151332,0.00012347182],"domain_scores_gemma":[0.9977458,0.0013341109,0.0003263161,0.00015963153,0.000409471,0.000024640196],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022011192,0.00005460869,0.00016040073,0.00001147954,0.0004083371,0.000045412988,0.00023167022,0.00003080387,0.00004838359],"category_scores_gemma":[0.001594229,0.00002844573,0.00009644793,0.00026763708,0.001224314,0.00023005411,0.00005179764,0.0001521599,3.6173003e-7],"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":[0.000008690624,0.00059651636,0.84710723,0.000027664357,0.000078519064,3.1903423e-7,0.12871385,0.000094362586,0.00004415181,0.007041494,0.0010746754,0.01521251],"study_design_scores_gemma":[0.0001160392,0.00002021098,0.195048,0.00013969652,0.000058106063,0.0000012176768,0.7057747,0.000015413743,0.00013442534,0.09260987,0.00604034,0.000041925392],"about_ca_topic_score_codex":0.004595263,"about_ca_topic_score_gemma":0.013972379,"teacher_disagreement_score":0.65205926,"about_ca_system_score_codex":0.0004833399,"about_ca_system_score_gemma":0.00048627646,"threshold_uncertainty_score":0.7796916},"labels":[],"label_agreement":null},{"id":"W4296211007","doi":"10.1163/25888803-bja10017","title":"University Inclusion Practices – Re-Encountering the Status Quo: An Interpretive Approach","year":2022,"lang":"en","type":"article","venue":"Journal of Disability Studies in Education","topic":"Disability Rights and Representation","field":"Social Sciences","cited_by":2,"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 Toronto","funders":"Council of Ontario Universities","keywords":"Status quo; Inclusion (mineral); Wonder; Meaning (existential); Context (archaeology); Sociology; Bureaucracy; Politics; Pedagogy; Epistemology; Public relations; Psychology; Social psychology; Gender studies; Political science; Law; History","score_opus":0.08050120682686046,"score_gpt":0.4463405459696507,"score_spread":0.36583933914279027,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4296211007","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":[0.98093605,0.0004454346,0.00002067044,0.008707346,0.0014898219,0.00027983962,0.0000034966283,0.000006908756,0.008110415],"genre_scores_gemma":[0.99884963,0.0004795844,0.00024695435,0.00006204031,0.00021276464,0.000006414192,0.0000018825795,0.0000031012141,0.00013761393],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99710023,0.00174595,0.00029756463,0.00015997274,0.0005286368,0.00016765857],"domain_scores_gemma":[0.99817705,0.0006422776,0.0006726123,0.0001794052,0.00026545709,0.0000631885],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0033971877,0.000065608,0.0001462481,0.000055569177,0.0017777769,0.000037963506,0.00037220452,0.000023543058,0.00006686766],"category_scores_gemma":[0.0023899605,0.000045538436,0.0000642088,0.00038653542,0.0011377583,0.0009264754,0.00043979406,0.00029858705,2.8234814e-7],"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":[0.00020518008,0.0021870425,0.13406183,0.000033318953,0.000039469345,6.4793227e-7,0.8491706,0.0005903157,0.000021515354,0.004279826,0.00049973937,0.008910468],"study_design_scores_gemma":[0.00009531281,0.000116431336,0.033899255,0.000018438684,0.000024779496,0.0000019111465,0.93532246,0.000053497162,0.0000019536371,0.0071265004,0.023283541,0.000055891946],"about_ca_topic_score_codex":0.004728073,"about_ca_topic_score_gemma":0.0059825447,"teacher_disagreement_score":0.10016258,"about_ca_system_score_codex":0.003607535,"about_ca_system_score_gemma":0.0006235696,"threshold_uncertainty_score":0.9995218},"labels":[],"label_agreement":null},{"id":"W4382281861","doi":"10.1163/25888803-bja10019","title":"Review and Analysis of Dolmage’s “Academic Ableism”","year":2023,"lang":"en","type":"article","venue":"Journal of Disability Studies in Education","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":false,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Ableism; Metaphor; Aesthetics; Sociology; Perception; Epistemology; Gender studies; Linguistics; Philosophy","score_opus":0.12984546473299285,"score_gpt":0.503948585522531,"score_spread":0.3741031207895381,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4382281861","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":[0.93331677,0.029909112,0.0000012529821,0.03486231,0.00084603357,0.00022650072,0.000003152808,0.000008149445,0.000826732],"genre_scores_gemma":[0.88292104,0.11616039,0.00008570861,0.00046655038,0.00011113667,0.000017403316,0.0000029262635,0.0000028951197,0.00023197116],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99844277,0.00032801504,0.0007056353,0.00012155224,0.0002687513,0.00013328095],"domain_scores_gemma":[0.9985473,0.00052505214,0.00034350678,0.00014818677,0.0003614766,0.000074458076],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0040984266,0.00006524106,0.0004373922,0.00020501732,0.00008906036,0.000007743331,0.00014977583,0.000040034236,0.0000754254],"category_scores_gemma":[0.004533656,0.00005636858,0.00011834271,0.0021731704,0.0007973343,0.00020691799,0.00003552574,0.00013360524,0.000002752791],"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":[0.000007203867,0.00048388258,0.9021919,0.0008092485,0.00032404697,5.9219534e-8,0.052156117,0.000022417293,0.00000495285,0.0019631793,0.018770622,0.023266407],"study_design_scores_gemma":[0.00009134634,0.000034967485,0.77974474,0.00052465074,0.0009817777,4.1081185e-7,0.19067357,0.0000042020943,0.0000034009936,0.006179105,0.02167706,0.00008476442],"about_ca_topic_score_codex":0.00038546143,"about_ca_topic_score_gemma":0.0009927213,"teacher_disagreement_score":0.13851747,"about_ca_system_score_codex":0.00048171383,"about_ca_system_score_gemma":0.00031478543,"threshold_uncertainty_score":0.54275376},"labels":[],"label_agreement":null},{"id":"W4390982474","doi":"10.1163/25888803-bja10027","title":"The School of No Fun and No Play: Learning How to Create Supportive Environments from Children with Osteogenesis Imperfecta","year":2024,"lang":"en","type":"article","venue":"Journal of Disability Studies in Education","topic":"Child and Adolescent Health","field":"Health Professions","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; McGill University; Shriners Hospitals for Children - Canada","funders":"","keywords":"Operationalization; Osteogenesis imperfecta; Solidarity; Transformational leadership; Psychology; Context (archaeology); Psychological intervention; Pedagogy; Medical education; Developmental psychology; Social psychology; Medicine; Politics; Political science","score_opus":0.026544981623321296,"score_gpt":0.39207172563311193,"score_spread":0.3655267440097906,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390982474","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":[0.98947114,0.0038006569,0.0000048559846,0.005126335,0.00093026843,0.00054820953,0.000018247407,0.000004623203,0.000095636875],"genre_scores_gemma":[0.99550825,0.0031725895,0.00012893624,0.0001456983,0.00071057834,0.000010405019,0.0000051721217,0.0000116356905,0.00030670624],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99845076,0.00043597902,0.000512584,0.0001837644,0.00021562981,0.00020127228],"domain_scores_gemma":[0.9984099,0.0008949681,0.00029822096,0.00015237293,0.00012484861,0.00011966639],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00097512547,0.00011561207,0.0002826536,0.000046131707,0.00033658592,0.000014846258,0.000092079936,0.000046843677,0.000037902963],"category_scores_gemma":[0.0014224481,0.0000674179,0.000043669326,0.00012230244,0.00018552007,0.00014023799,0.00008408748,0.00052415766,0.000020889469],"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":[0.00018607284,0.00016442467,0.97788864,0.0001705013,0.00013106408,2.1180674e-7,0.011735006,0.0000063059756,0.00018427864,0.0000070432707,0.0029142457,0.006612212],"study_design_scores_gemma":[0.00029213837,0.0003255955,0.94898576,0.0012221917,0.000056826913,0.0000019388015,0.0465531,0.0000037501025,0.00003276286,0.000079927384,0.0023816947,0.00006433125],"about_ca_topic_score_codex":0.00016165682,"about_ca_topic_score_gemma":0.00022058115,"teacher_disagreement_score":0.034818094,"about_ca_system_score_codex":0.0005713604,"about_ca_system_score_gemma":0.00037688494,"threshold_uncertainty_score":0.27492225},"labels":[],"label_agreement":null},{"id":"W4409204276","doi":"10.1163/25888803-bja10035","title":"Going Against the Institutional Grain: The Identity Development of Disabled Students in Higher Education","year":2025,"lang":"en","type":"article","venue":"Journal of Disability Studies in Education","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":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Identity (music); Pedagogy; Psychology; Sociology; Gender studies; Art; Aesthetics","score_opus":0.09000209282489195,"score_gpt":0.46043912990288105,"score_spread":0.3704370370779891,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4409204276","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":[0.9529448,0.0011851403,0.0000072785388,0.033575673,0.0060521374,0.00048342397,5.844209e-7,0.0000037797624,0.005747191],"genre_scores_gemma":[0.99774706,0.00031537027,0.00019726102,0.0005867194,0.0002236042,0.00009169238,0.0000019450636,0.0000027884464,0.0008335655],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99750125,0.0005461501,0.00097205903,0.00015255001,0.0006552588,0.00017270917],"domain_scores_gemma":[0.9983914,0.00051667617,0.0003612608,0.00023517103,0.00045510777,0.00004036801],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046643857,0.000103511324,0.00023145834,0.00010994089,0.00048081813,0.00006590926,0.00061727804,0.00004679275,0.000042118158],"category_scores_gemma":[0.0021210935,0.000067623616,0.00008480773,0.00092706364,0.0012782128,0.0004732516,0.00011082416,0.00021883183,0.000002799064],"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":[0.000029475048,0.0040330333,0.8517071,0.000106556596,0.00006636057,4.2751747e-8,0.066948324,0.000060915478,0.0000070217206,0.049868084,0.0018544552,0.02531861],"study_design_scores_gemma":[0.00018752766,0.000008295772,0.7894848,0.000302683,0.000018612658,1.865002e-7,0.16026483,6.97577e-7,0.000011252326,0.019309865,0.030353175,0.00005807624],"about_ca_topic_score_codex":0.0003311054,"about_ca_topic_score_gemma":0.009797979,"teacher_disagreement_score":0.09331651,"about_ca_system_score_codex":0.003036631,"about_ca_system_score_gemma":0.0035854145,"threshold_uncertainty_score":0.79406846},"labels":[],"label_agreement":null}]}