{"meta":{"query_hash":"f4fb3475e196","filters":{"venue":"Journal of Educational Research and Practice"},"cohort_total":14,"direct_labels_cover":0,"predictions_cover":14,"exported":14,"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/f4fb3475e196","api":"https://metacan.xera.ac/api/v1/cohort?venue=Journal+of+Educational+Research+and+Practice"},"results":[{"id":"W2214112168","doi":"10.5590/jerap.2015.05.1.02","title":"The Learning Experience: Training Teachers Using Online Synchronous Environments","year":2015,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":65,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Thematic analysis; Psychology; Subject matter; Mathematics education; Blended learning; Qualitative property; Computer science; Statistical analysis; Medical education; Qualitative research; Educational technology; Pedagogy; Medicine","score_opus":0.3328070623244843,"score_gpt":0.5505969052669468,"score_spread":0.2177898429424625,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2214112168","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":[0.99218893,0.00015576293,0.0016335377,0.00024750546,0.00003442835,0.000065898654,0.000009263429,0.000039853006,0.005624827],"genre_scores_gemma":[0.9968129,0.00015291042,0.0013887578,0.00009668518,0.000019217394,0.00003146995,0.000008532742,0.000005619858,0.0014838512],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9985677,0.0008042389,0.00005476334,0.00013504435,0.00023250094,0.00020578042],"domain_scores_gemma":[0.9951336,0.0024993957,0.0006368504,0.0002747248,0.00027529965,0.0011801695],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017999806,0.0001756886,0.00017778751,0.00029629364,0.00074404594,0.0013846977,0.0004538813,0.00045659178,0.0031788326],"category_scores_gemma":[0.008157336,0.00016383766,0.00021853816,0.00016875024,0.0005509676,0.0014526077,0.0018231994,0.00049860054,0.0004933084],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0012014857,0.016066935,0.11077568,0.0012250346,0.00007814195,0.0019161642,0.118097685,0.00094852614,0.035564095,0.0020037869,0.0042269495,0.7078955],"study_design_scores_gemma":[0.0011546216,0.040162534,0.4228017,0.0014822178,0.00047307462,0.006172342,0.37412304,0.0047567408,0.039021794,0.003503578,0.10615951,0.00018883368],"about_ca_topic_score_codex":0.00032579096,"about_ca_topic_score_gemma":0.00086989405,"teacher_disagreement_score":0.0031788326,"about_ca_system_score_codex":0.0002521461,"about_ca_system_score_gemma":0.0009053076,"threshold_uncertainty_score":0.0106342435},"labels":[],"label_agreement":null},{"id":"W2810049749","doi":"10.5590/jerap.2018.08.1.07","title":"Transforming Inclusive Education: Nine Tips to Enhance School Leaders’ Ability to Effectively Lead Inclusive Special Education Programs","year":2018,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Inclusion (mineral); Transformational leadership; Special education; Least restrictive environment; Pedagogy; Quality (philosophy); Special needs; Public relations; Mainstreaming; Political science; Psychology; Medical education; Medicine","score_opus":0.07525279278849413,"score_gpt":0.5189640538717137,"score_spread":0.4437112610832196,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2810049749","genre_codex":"empirical","genre_gemma":"other","domain_codex":null,"domain_gemma":null,"model_version":"metacan-v3-hybrid-931329e0061c","genre_candidate":"other","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.44367546,0.008334975,0.17460054,0.23675497,0.005042035,0.006124505,0.00023505517,0.0039561684,0.12127636],"genre_scores_gemma":[0.5929618,0.008931494,0.37442943,0.009849096,0.0005796764,0.0024283098,0.0002306618,0.00013121661,0.0104583185],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99297696,0.004027997,0.0005125049,0.00032220775,0.0013367782,0.00082347635],"domain_scores_gemma":[0.9867864,0.0048747594,0.0011987973,0.000658488,0.0020085613,0.0044729295],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008462867,0.0009044666,0.00051583844,0.0011841169,0.003403997,0.0043945075,0.0014196445,0.002494145,0.003223532],"category_scores_gemma":[0.017105773,0.00044762294,0.0004912466,0.0007893596,0.0022265806,0.004345665,0.007895824,0.004482223,0.0009985137],"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":[0.0001157107,0.0021914386,0.0061687604,0.0013958741,0.00002756844,0.0005824401,0.031496804,0.00044761115,0.0031952607,0.009275803,0.029373115,0.91572964],"study_design_scores_gemma":[0.0006513766,0.0056409086,0.060004685,0.009844747,0.0003928849,0.0038643412,0.27366996,0.0051457984,0.018718965,0.09747497,0.52414143,0.00045003297],"about_ca_topic_score_codex":0.0004240527,"about_ca_topic_score_gemma":0.0026593439,"teacher_disagreement_score":0.008462867,"about_ca_system_score_codex":0.0014633713,"about_ca_system_score_gemma":0.00836198,"threshold_uncertainty_score":0.044756413},"labels":[],"label_agreement":null},{"id":"W2923871446","doi":"10.5590/jerap.2019.09.1.03","title":"Hidden Curriculum in a Special Education Context: The Case of Individuals With Autism","year":2019,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Autism; Curriculum; Special education; Context (archaeology); Psychology; Pedagogy; Developmental psychology; History","score_opus":0.06667905336538826,"score_gpt":0.4303131574078169,"score_spread":0.36363410404242863,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2923871446","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":[0.8954995,0.00071354554,0.0029503526,0.047490284,0.00068739924,0.00008936361,0.000042631385,0.0000801446,0.052446783],"genre_scores_gemma":[0.9846428,0.00062653713,0.0025942558,0.0031784836,0.00013123378,0.000054879973,0.000018825578,0.000037538663,0.008715493],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99594706,0.0018660644,0.00013973784,0.00025493148,0.0005254178,0.0012668022],"domain_scores_gemma":[0.99624974,0.0010910339,0.00044791293,0.00012195064,0.00021375385,0.0018755893],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002397195,0.0006476621,0.0005585002,0.0014405396,0.021206556,0.004042823,0.0017715936,0.005175314,0.0055875876],"category_scores_gemma":[0.007477852,0.000567907,0.00072067074,0.0009860398,0.011593782,0.0041149817,0.011520311,0.008482869,0.00052573043],"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":[0.000039163147,0.0004073366,0.015653884,0.0001617801,0.000018620802,0.08834583,0.8317909,0.00042860984,0.0010884526,0.032653082,0.01090058,0.018511746],"study_design_scores_gemma":[0.000012701302,0.00010920076,0.0047437,0.00032492515,0.000015241169,0.05489911,0.8823922,0.00042915554,0.00029007808,0.0076224287,0.04910471,0.000056604495],"about_ca_topic_score_codex":0.017648084,"about_ca_topic_score_gemma":0.06287261,"teacher_disagreement_score":0.021206556,"about_ca_system_score_codex":0.0066172355,"about_ca_system_score_gemma":0.007622703,"threshold_uncertainty_score":0.0480116},"labels":[],"label_agreement":null},{"id":"W2974854758","doi":"10.5590/jerap.2019.09.1.16","title":"Evaluation of an Afterschool Mentorship Program for Self-Efficacy","year":2019,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"Youth Development and Social Support","field":"Social Sciences","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":"","keywords":"Self-efficacy; Mentorship; Curriculum; Medical education; Psychology; Social cognitive theory; Perspective (graphical); Scale (ratio); Descriptive statistics; Medicine; Pedagogy; Social psychology; Computer science","score_opus":0.26084206490887424,"score_gpt":0.5736348361448117,"score_spread":0.31279277123593746,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2974854758","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":[0.9971961,0.000054953285,0.00011382601,0.00009959337,0.000021626774,0.0014595909,0.00004893355,0.000021877635,0.0009836064],"genre_scores_gemma":[0.99368095,0.0001999106,0.002046254,0.000095900235,0.000028003204,0.0016960492,0.00016755662,0.000004564767,0.002080832],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99799454,0.0008070448,0.000079070516,0.00012998734,0.00036263163,0.0006266555],"domain_scores_gemma":[0.99469334,0.0007488772,0.00036599243,0.00026719732,0.00085230975,0.0030722695],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0035475686,0.00057369785,0.0004983047,0.00054397935,0.002000936,0.00064964185,0.0017102682,0.00068385515,0.0018278282],"category_scores_gemma":[0.0036163363,0.00022616464,0.0006248474,0.00032579002,0.0004564523,0.00027419077,0.0010024417,0.0008173843,0.00019124468],"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":[0.015725797,0.38186467,0.08447542,0.001014841,0.00035221156,0.0008320323,0.008745102,0.0022152343,0.011766505,0.00054490706,0.0031474952,0.4893158],"study_design_scores_gemma":[0.007691795,0.29030076,0.6730288,0.00042053565,0.00032907218,0.00014753302,0.005647612,0.0022403076,0.010300453,0.00014479928,0.009661594,0.00008665826],"about_ca_topic_score_codex":0.08317409,"about_ca_topic_score_gemma":0.23109335,"teacher_disagreement_score":0.08317409,"about_ca_system_score_codex":0.0055332067,"about_ca_system_score_gemma":0.0134870745,"threshold_uncertainty_score":0.16537988},"labels":[],"label_agreement":null},{"id":"W3091983779","doi":"10.5590/jerap.2020.10.1.20","title":"Spatial Training and Calculus Ability: Investigating Impacts on Student Performance and Cognitive Style","year":2020,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"Spatial Cognition and Navigation","field":"Engineering","cited_by":6,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Vancouver Island University","funders":"","keywords":"Sophistication; Spatial ability; Calculus (dental); Cognition; Spatial intelligence; Cognitive style; Mathematics education; Computer science; Psychology; Artificial intelligence; Medicine","score_opus":0.15328971875441144,"score_gpt":0.42944874089924956,"score_spread":0.2761590221448381,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3091983779","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":[0.9991202,0.000031225954,0.000055201486,0.000021603775,0.0000044268777,0.000012708661,0.000047060028,0.000004303262,0.0007033399],"genre_scores_gemma":[0.99832433,0.000059841466,0.00018767768,0.000020027566,0.000006047948,0.000034373734,0.00010064881,0.0000036669505,0.0012632515],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989349,0.00020905996,0.00009065355,0.00019765049,0.0003338753,0.00023380872],"domain_scores_gemma":[0.9953033,0.0012145254,0.0012041187,0.00025705106,0.00056721235,0.0014537462],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012577167,0.00044678274,0.00047153223,0.0007960496,0.00053481286,0.0013426911,0.0004702624,0.000541238,0.005965987],"category_scores_gemma":[0.0055985195,0.00016822392,0.00087247073,0.00070219784,0.0005751451,0.0007361826,0.0009941738,0.00088652683,0.0010148344],"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":[0.0014623441,0.011315126,0.9327648,0.00011635952,0.00022595898,0.00012863771,0.002941086,0.0005110746,0.0022265755,0.000226331,0.0005385336,0.047543056],"study_design_scores_gemma":[0.00003569052,0.0056145834,0.9904321,0.000026316213,0.000075005744,0.000035927962,0.0014010753,0.00044958235,0.0011214521,0.00018317522,0.0006064314,0.00001870507],"about_ca_topic_score_codex":0.0026918165,"about_ca_topic_score_gemma":0.0037046685,"teacher_disagreement_score":0.005965987,"about_ca_system_score_codex":0.0004695898,"about_ca_system_score_gemma":0.000901035,"threshold_uncertainty_score":0.019958198},"labels":[],"label_agreement":null},{"id":"W3133594004","doi":"10.5590/jerap.2021.11.1.02","title":"Linkages Between Grade Point Average and Student Ratings","year":2021,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","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":"","keywords":"Quarter (Canadian coin); Psychology; Mathematics education; School district; Geography","score_opus":0.44743666477512084,"score_gpt":0.5922384224153276,"score_spread":0.1448017576402068,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3133594004","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":[0.9964335,0.00007832134,0.00040536688,0.000048997423,0.000009697878,0.000013463258,0.0008587343,0.000029673583,0.0021221805],"genre_scores_gemma":[0.9987914,0.000023968105,0.00011790722,0.000005806326,0.0000038592766,0.000009760306,0.0006632775,0.0000047298827,0.00037931371],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9972121,0.0009277356,0.00028871966,0.00048218432,0.0008070637,0.0002821824],"domain_scores_gemma":[0.973127,0.011146197,0.0070593017,0.0015665247,0.005194823,0.0019060422],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023591388,0.00019736352,0.00034473898,0.0024674207,0.00033096928,0.0012745375,0.0005465973,0.00038265836,0.003495404],"category_scores_gemma":[0.022144493,0.00019579899,0.00031692328,0.0019535257,0.00025847496,0.00047568037,0.00081120204,0.00075374136,0.00059884397],"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":[0.000029898436,0.00001902134,0.997092,0.0000043467403,0.000033469558,0.000013336297,0.00019668996,0.000051426523,0.00005695036,0.000029986471,0.0001156296,0.0023571572],"study_design_scores_gemma":[7.3239886e-7,0.000044285403,0.99930334,0.0000024034389,0.000005605772,0.000022042444,0.00025187514,0.00015332595,0.000037088786,0.000023283346,0.00015230986,0.0000036222245],"about_ca_topic_score_codex":0.0066951406,"about_ca_topic_score_gemma":0.008999397,"teacher_disagreement_score":0.0066951406,"about_ca_system_score_codex":0.00031179254,"about_ca_system_score_gemma":0.0001814719,"threshold_uncertainty_score":0.01331234},"labels":[],"label_agreement":null},{"id":"W4241469339","doi":"10.5590/jerap.2020.11.1.02","title":"Linkages Between Grade Point Average and Student Ratings","year":2021,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"School Choice and Performance","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":"Quarter (Canadian coin); Psychology; Mathematics education; School district; Geography","score_opus":0.19333179791319383,"score_gpt":0.5439141392114412,"score_spread":0.35058234129824734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4241469339","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":[0.9965089,0.0000787298,0.0003960114,0.00004807697,0.000008856926,0.000012782685,0.0008512572,0.000027441729,0.0020678742],"genre_scores_gemma":[0.9987948,0.000024460925,0.00011703827,0.00000551292,0.0000038821877,0.00000950868,0.0006704896,0.00000459765,0.00036970244],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99704427,0.0010207521,0.0003004571,0.0005029205,0.00085026294,0.00028128002],"domain_scores_gemma":[0.97191894,0.012012078,0.00721658,0.0016422063,0.005267064,0.0019431887],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025276043,0.00019776853,0.00035767833,0.002637243,0.0003319381,0.0012878948,0.0005554881,0.00038363613,0.0035374374],"category_scores_gemma":[0.02363,0.00019352513,0.0003176317,0.002133237,0.00026505408,0.00048789012,0.00082967465,0.00074503646,0.0005757817],"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":[0.000029729785,0.000018348177,0.99724364,0.000004212264,0.000033241435,0.000012488739,0.00018973979,0.00005334918,0.000052377418,0.00003173254,0.00010584435,0.0022253823],"study_design_scores_gemma":[7.1820847e-7,0.000041220752,0.99933785,0.0000022034997,0.000005412305,0.000020053385,0.00023245314,0.00015649566,0.00003393881,0.000024248475,0.00014185921,0.000003526055],"about_ca_topic_score_codex":0.007152196,"about_ca_topic_score_gemma":0.009409353,"teacher_disagreement_score":0.007152196,"about_ca_system_score_codex":0.00032491627,"about_ca_system_score_gemma":0.0001882153,"threshold_uncertainty_score":0.014221132},"labels":[],"label_agreement":null},{"id":"W4316083225","doi":"10.5590/jerap.2022.12.1.16","title":"Improving a Culture of Knowledge Transfer in a School of Nursing","year":2022,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"Nursing education and management","field":"Nursing","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":"SickKids Foundation; Toronto Metropolitan University; Hospital for Sick Children","funders":"","keywords":"Context (archaeology); Attendance; Medical education; Nursing; Knowledge transfer; Psychology; Medicine","score_opus":0.11089345090696573,"score_gpt":0.4882416531769165,"score_spread":0.37734820226995075,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4316083225","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":[0.93032163,0.00078031555,0.008603448,0.015974173,0.00020800061,0.0006210316,0.000035036297,0.00017761871,0.043278698],"genre_scores_gemma":[0.99096113,0.0002528628,0.0051119043,0.0009430613,0.000029633464,0.00020348757,0.00002059183,0.000022513614,0.002454819],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.97577447,0.014400704,0.00093519327,0.0018769819,0.005119168,0.0018934369],"domain_scores_gemma":[0.9662121,0.011727569,0.0040545673,0.0044364966,0.00531281,0.008256397],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.033068806,0.00040892512,0.00037106074,0.0019233685,0.012905843,0.00973666,0.0026297634,0.0017468958,0.0058631673],"category_scores_gemma":[0.028939545,0.00043748974,0.00044565514,0.0011189252,0.015002701,0.0052571953,0.018722411,0.0035412228,0.0008250802],"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":[0.00009524333,0.0011944226,0.047917344,0.0008196278,0.00003176672,0.000490302,0.72826016,0.0004281324,0.0027849677,0.0111375395,0.004193748,0.2026467],"study_design_scores_gemma":[0.00008265903,0.0014572319,0.09627256,0.0020064062,0.000042036427,0.00074059016,0.73033506,0.0008665248,0.0038291821,0.015109447,0.14911047,0.00014790348],"about_ca_topic_score_codex":0.004771829,"about_ca_topic_score_gemma":0.0064946506,"teacher_disagreement_score":0.033068806,"about_ca_system_score_codex":0.010510151,"about_ca_system_score_gemma":0.024343023,"threshold_uncertainty_score":0.17488664},"labels":[],"label_agreement":null},{"id":"W4316083278","doi":"10.5590/jerap.2022.12.1.18","title":"Introducing Interdisciplinary Curricula Into Conservation Biology: Exploring Changes in Students’ Perceived Proenvironmental Attitudes and Behaviors","year":2022,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"Environmental Education and Sustainability","field":"Environmental Science","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":"Vancouver Island University","funders":"","keywords":"Curriculum; Conservation biology; Perception; Multidisciplinary approach; Intervention (counseling); Sustainability; Psychology; Conservation psychology; Biodiversity conservation; Environmental education; Discipline; Medical education; Pedagogy; Engineering ethics; Ecology; Biodiversity; Sociology; Biology; Social science; Medicine; Engineering","score_opus":0.08109431963433086,"score_gpt":0.4511719359456625,"score_spread":0.3700776163113316,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4316083278","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":[0.9992619,0.00002197965,0.00012500185,0.000068397385,0.00000975248,0.000043117787,0.00001062911,0.00000570364,0.00045333072],"genre_scores_gemma":[0.99727577,0.00010658977,0.00079698657,0.00016089955,0.000013709904,0.00017133173,0.00004604814,0.0000025781628,0.0014261404],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99939704,0.00013109716,0.0000322399,0.00008402589,0.00015578419,0.00019967007],"domain_scores_gemma":[0.9976252,0.0004544053,0.00043296724,0.00009978343,0.000286205,0.0011013239],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015689005,0.00039506546,0.0004738306,0.00047727025,0.0009330662,0.0011714497,0.00046360146,0.00091687834,0.00400574],"category_scores_gemma":[0.0029700284,0.0002604473,0.0005208116,0.00031875537,0.0005888307,0.00067550055,0.0009818424,0.0016539122,0.0007259539],"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":[0.0023129943,0.14880273,0.502772,0.0006256474,0.00014370866,0.00046998277,0.039431024,0.0007178495,0.031586263,0.00048722932,0.0022058312,0.2704447],"study_design_scores_gemma":[0.00021702723,0.040001087,0.9148433,0.00017486191,0.00012766942,0.00015006066,0.027868446,0.0009011844,0.009467576,0.00047872498,0.0056990916,0.00007100115],"about_ca_topic_score_codex":0.0014541488,"about_ca_topic_score_gemma":0.0027916846,"teacher_disagreement_score":0.00400574,"about_ca_system_score_codex":0.00065159664,"about_ca_system_score_gemma":0.0014629582,"threshold_uncertainty_score":0.013400495},"labels":[],"label_agreement":null},{"id":"W4386724449","doi":"10.5590/jerap.2023.13.1.22","title":"Critical Education in Community Health Literacy for Brazilian Nurses: A Course Evaluation","year":2023,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"Health Literacy and Information Accessibility","field":"Health Professions","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":"Toronto Metropolitan University; Government of Canada; Global Affairs Canada","funders":"","keywords":"Health literacy; Empowerment; Literacy; Health care; Community health; Thematic analysis; Professional development; Sociology; Medical education; Nursing; Public relations; Public health; Psychology; Medicine; Pedagogy; Political science; Qualitative research; Social science","score_opus":0.35115898669753115,"score_gpt":0.7294327282989129,"score_spread":0.3782737416013818,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386724449","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":[0.975004,0.00039419215,0.001562737,0.00059383916,0.00014433182,0.015791139,0.00017678643,0.0000664256,0.006266523],"genre_scores_gemma":[0.95782465,0.0008513841,0.012878972,0.00049939536,0.00010882231,0.023084821,0.00025490203,0.000023921759,0.0044731856],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99150014,0.0052112127,0.00043015575,0.00044901422,0.0013822812,0.0010271664],"domain_scores_gemma":[0.9829668,0.0077292877,0.00097273156,0.0008228246,0.004016436,0.0034919805],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.016748268,0.00087799097,0.0010397226,0.0010357724,0.002334706,0.0013378469,0.0015018629,0.001401746,0.004368083],"category_scores_gemma":[0.031081678,0.0004591971,0.0009103739,0.00057639304,0.0012842721,0.000831869,0.002827146,0.0016403103,0.0003719479],"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":[0.01762669,0.25024512,0.015070991,0.0057125455,0.00024829077,0.00070921634,0.04652492,0.002003324,0.0071810456,0.0019131474,0.0052953167,0.6474694],"study_design_scores_gemma":[0.047402132,0.5892103,0.16855854,0.005940872,0.0013699565,0.0007662257,0.05248807,0.0053190896,0.028540866,0.0033424336,0.096649356,0.0004121704],"about_ca_topic_score_codex":0.0051229633,"about_ca_topic_score_gemma":0.010234102,"teacher_disagreement_score":0.016748268,"about_ca_system_score_codex":0.0048766695,"about_ca_system_score_gemma":0.010256272,"threshold_uncertainty_score":0.08857435},"labels":[],"label_agreement":null},{"id":"W4390599901","doi":"10.5590/jerap.2023.13.1.32","title":"How to deliver an effective course: A student's perspective","year":2023,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"Academic and Historical Perspectives in Psychology","field":"Psychology","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":"Ontario Tech University; Durham College","funders":"","keywords":"Perspective (graphical); Course (navigation); Class (philosophy); Student engagement; Test (biology); Psychology; Mathematics education; Pedagogy; Computer science; Medical education; Engineering; Medicine; Artificial intelligence","score_opus":0.15268833659780406,"score_gpt":0.594870135869689,"score_spread":0.4421817992718849,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390599901","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":[0.069388375,0.01818657,0.01882164,0.7976449,0.0046212086,0.0000645141,0.00005690917,0.0001248684,0.09109103],"genre_scores_gemma":[0.8035115,0.034430157,0.012477972,0.110123746,0.0038882182,0.00007764583,0.000040746854,0.00016602098,0.03528398],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9947667,0.0032457646,0.00020364892,0.0003167004,0.0010023281,0.00046496],"domain_scores_gemma":[0.9931009,0.0022886973,0.00034020856,0.00016821944,0.0021175311,0.0019843404],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006066653,0.00044173983,0.00035958405,0.0007558618,0.005998595,0.009440806,0.0011258068,0.005180084,0.0029730136],"category_scores_gemma":[0.00889716,0.00024118656,0.00024857564,0.00055358297,0.0064583654,0.007829372,0.0034592473,0.010196592,0.0012306918],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00014381969,0.00094449107,0.0088182585,0.000977422,0.0000406632,0.002413094,0.22865774,0.0012330698,0.0044328473,0.26304543,0.20122573,0.28806743],"study_design_scores_gemma":[0.000022216647,0.0007831687,0.0026893017,0.0014000577,0.000030349674,0.0030871406,0.19338895,0.0015403412,0.0022555902,0.032731462,0.76197875,0.00009272682],"about_ca_topic_score_codex":0.001996232,"about_ca_topic_score_gemma":0.0028008376,"teacher_disagreement_score":0.009440806,"about_ca_system_score_codex":0.002706709,"about_ca_system_score_gemma":0.004352568,"threshold_uncertainty_score":0.03208387},"labels":[],"label_agreement":null},{"id":"W4390600421","doi":"10.5590/jerap.2023.13.1.27","title":"The perspective of university students on the availability and effectiveness of cyberbullying prevention and response initiatives on campus: Virtual semi-structured interviews on resources, barriers, and solutions","year":2023,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"Bullying, Victimization, and Aggression","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Perspective (graphical); Psychological intervention; Psychology; Intervention (counseling); Medical education; Vulnerability (computing); Taboo; Public relations; Sociology; Medicine; Computer science; Political science","score_opus":0.07668697101763053,"score_gpt":0.4391319538148485,"score_spread":0.36244498279721793,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4390600421","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":[0.9965737,0.00013029702,0.00062813226,0.0007146237,0.000019481791,0.000032944652,0.000019491456,0.000015146211,0.0018662184],"genre_scores_gemma":[0.9989409,0.00008564062,0.0002822285,0.00021067841,0.0000056091926,0.000032916007,0.0000073008373,0.0000056353956,0.00042917547],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99125755,0.0065032374,0.00032935356,0.00030375403,0.00037159497,0.0012345618],"domain_scores_gemma":[0.98757243,0.0056399596,0.0015068073,0.000552923,0.0011652876,0.0035626169],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007724982,0.00054871326,0.0005813124,0.0010101502,0.0071026566,0.0057458864,0.0010893579,0.0021048337,0.0027523194],"category_scores_gemma":[0.015497149,0.00058063853,0.00049935223,0.0007883139,0.005907805,0.0032163544,0.0058926498,0.002773552,0.0005495905],"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":[0.00012711593,0.00042868438,0.046365686,0.00010714805,0.00001774386,0.0007749124,0.92932725,0.00017598901,0.00422562,0.0015938254,0.0006949112,0.01616117],"study_design_scores_gemma":[0.0000084335115,0.0002607184,0.018114956,0.000092151975,0.000015214033,0.00024051902,0.9723838,0.00032693698,0.0017366207,0.00035103242,0.006411807,0.000057698475],"about_ca_topic_score_codex":0.0041593695,"about_ca_topic_score_gemma":0.004818525,"teacher_disagreement_score":0.007724982,"about_ca_system_score_codex":0.002529749,"about_ca_system_score_gemma":0.0028913908,"threshold_uncertainty_score":0.040854096},"labels":[],"label_agreement":null},{"id":"W4402356516","doi":"10.5590/jerap.2024.14.1.10","title":"Impactful Digital Technology Coaches: Identifying their Characteristics and Competencies while Delineating their Role","year":2024,"lang":"en","type":"article","venue":"Journal of Educational Research and Practice","topic":"Motivation and Self-Concept in Sports","field":"Psychology","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":"Brock University","funders":"","keywords":"Psychology; Knowledge management; Computer science; Business","score_opus":0.14843881636588915,"score_gpt":0.44023311187269976,"score_spread":0.2917942955068106,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402356516","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":[0.99472296,0.00013084515,0.0011261484,0.0002377525,0.0000040483887,0.000058824473,0.000026691454,0.0000063882994,0.0036863957],"genre_scores_gemma":[0.9974602,0.0001305066,0.001336784,0.000052867803,0.000001553966,0.000042371958,0.00003689092,0.0000025926654,0.0009362882],"study_design_codex":"observational","study_design_gemma":"qualitative","domain_scores_codex":[0.99847275,0.00058080675,0.00012305057,0.00019555427,0.00035376416,0.00027407857],"domain_scores_gemma":[0.9950335,0.0015302562,0.0010206344,0.00034523616,0.00094664603,0.0011236919],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0023590645,0.00017175455,0.00016039831,0.0018723579,0.0016214611,0.0025400368,0.00044611524,0.00063329743,0.0015535984],"category_scores_gemma":[0.007993536,0.0002341644,0.00011037853,0.0010539106,0.001516971,0.0016767349,0.0021654717,0.0007652438,0.00031835993],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075078955,0.0006348477,0.76345414,0.00021759546,0.000016832484,0.00046881675,0.1437793,0.00016204549,0.003733444,0.002770659,0.00068668445,0.084000595],"study_design_scores_gemma":[0.000011763041,0.0003103856,0.6510438,0.000338985,0.000023099767,0.0013122427,0.32890826,0.0008509625,0.0021917755,0.0018494042,0.013121292,0.000038033388],"about_ca_topic_score_codex":0.0035711434,"about_ca_topic_score_gemma":0.012846157,"teacher_disagreement_score":0.0035711434,"about_ca_system_score_codex":0.0010734694,"about_ca_system_score_gemma":0.0028915312,"threshold_uncertainty_score":0.012476087},"labels":[],"label_agreement":null},{"id":"W4416557858","doi":"10.5590/jerap.2025.15.2165","title":"Tensions and Transformations: Equity, Diversity, and Inclusion in a Diverse Urban School Division","year":2025,"lang":"","type":"article","venue":"Journal of Educational Research and Practice","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Winnipeg","funders":"","keywords":"Inclusion (mineral); Race (biology); Focus group; Resource (disambiguation); Diversity (politics); Division (mathematics); Professional development; Grounded theory","score_opus":0.4087910510254533,"score_gpt":0.5618940142862343,"score_spread":0.153102963260781,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416557858","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":[0.9876814,0.00024800433,0.0005999488,0.0044461046,0.0000190086,0.00003780729,0.000018560846,0.000008279119,0.00694088],"genre_scores_gemma":[0.9987092,0.000099091616,0.00030959325,0.00032110643,0.0000036286222,0.000014876469,0.000008296831,0.0000036715319,0.0005306254],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.98694766,0.0057839137,0.0002789273,0.0012306274,0.0023007893,0.0034580086],"domain_scores_gemma":[0.9903499,0.0026183848,0.0013783142,0.00059078645,0.0014578919,0.0036047264],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00815562,0.0002687479,0.0005917219,0.0018963513,0.036051326,0.009603518,0.0022558835,0.0010608824,0.0018362908],"category_scores_gemma":[0.012687908,0.00034537207,0.0002487907,0.0031399673,0.0268005,0.0039865486,0.017143928,0.0028751583,0.0000977552],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00004487131,0.00015759208,0.1100998,0.00007967983,0.000017142722,0.00045311247,0.8321756,0.00017140555,0.0004858999,0.011642035,0.0012329218,0.04343998],"study_design_scores_gemma":[0.000005874165,0.00004460086,0.05633434,0.00010005189,0.000009124673,0.000054869466,0.9285236,0.00016824422,0.00022861865,0.0030644375,0.011445207,0.000021110613],"about_ca_topic_score_codex":0.7387125,"about_ca_topic_score_gemma":0.8738542,"teacher_disagreement_score":0.7387125,"about_ca_system_score_codex":0.05698844,"about_ca_system_score_gemma":0.08446708,"threshold_uncertainty_score":0.5256525},"labels":[],"label_agreement":null}]}