{"meta":{"query_hash":"6209e1850387","filters":{"venue":"Professional Development in Education"},"cohort_total":19,"direct_labels_cover":0,"predictions_cover":19,"exported":19,"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/6209e1850387","api":"https://metacan.xera.ac/api/v1/cohort?venue=Professional+Development+in+Education"},"results":[{"id":"W2002427544","doi":"10.1080/19415257.2014.933120","title":"Collaborative inquiry as a professional learning structure for educators: a scoping review","year":2014,"lang":"en","type":"review","venue":"Professional Development in Education","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":84,"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":"Professional learning community; Professional development; Faculty development; Pedagogy; Focus group; Sociology; Psychology","score_opus":0.0804948223236351,"score_gpt":0.5442637776766986,"score_spread":0.46376895535306356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2002427544","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":[0.00023464522,0.9677407,0.00019659751,0.00027857377,0.024208643,0.0064168205,0.000008318964,0.00008453446,0.00083114137],"genre_scores_gemma":[0.000025459003,0.92874575,0.02107476,0.0013076474,0.0017287572,0.014031078,0.00328235,0.00018792556,0.029616276],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.98992676,0.005979068,0.0018799849,0.0010931032,0.00048549788,0.0006355721],"domain_scores_gemma":[0.9950266,0.002005396,0.0018460475,0.00037734097,0.0006117373,0.00013289407],"candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.005482928,0.00075092074,0.0020685175,0.00082470407,0.0006001447,0.000042163632,0.00049307995,0.0007405137,0.0011872986],"category_scores_gemma":[0.0031556296,0.0006015403,0.00020292496,0.0014356337,0.00008709084,0.0001284839,0.0001487161,0.0022824223,0.00023792469],"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":[0.000027879976,0.00043103643,0.000101338745,0.10691562,0.00010713692,9.1182704e-7,0.015761033,3.7336676e-7,5.142573e-7,0.0021596055,0.018172568,0.856322],"study_design_scores_gemma":[0.00015213326,0.000031414038,0.0001529471,0.39564455,0.00007310198,0.000016938115,0.0014031887,1.62194e-7,6.1641146e-7,0.00018105493,0.6019075,0.00043637183],"about_ca_topic_score_codex":0.000007491472,"about_ca_topic_score_gemma":0.000004786894,"teacher_disagreement_score":0.8558856,"about_ca_system_score_codex":0.0007322891,"about_ca_system_score_gemma":0.01974712,"threshold_uncertainty_score":0.99972576},"labels":[],"label_agreement":null},{"id":"W2027654573","doi":"10.1080/19415257.2014.940627","title":"Interrogating the continuing professional development policy framework in Ethiopia: a critical discourse analysis","year":2014,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Global Educational Policies and Reforms","field":"Social Sciences","cited_by":19,"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 Alberta","funders":"","keywords":"Underpinning; Argument (complex analysis); Blame; Professional development; Pedagogy; Centrality; Sociology; Faculty development; Continuing professional development; Teacher education; Critical discourse analysis; Political science; Psychology; Politics; Engineering; Medicine; Law","score_opus":0.015062185642811424,"score_gpt":0.4229272709407808,"score_spread":0.4078650852979694,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2027654573","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":[0.9445594,0.00013902516,0.00019435366,0.046893198,0.0047686393,0.00044258844,0.0000010507567,0.000027815833,0.0029739277],"genre_scores_gemma":[0.98315793,0.00001493527,0.0065638646,0.0017943995,0.00059382635,0.00042843586,0.000050270613,0.000011538377,0.0073848087],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99699986,0.0005229173,0.0007196141,0.00034825673,0.0008108595,0.0005985034],"domain_scores_gemma":[0.99838114,0.00085029,0.00019234032,0.00016779275,0.00023869492,0.00016972797],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0026672364,0.00019151827,0.00024906488,0.0005417928,0.0007291297,0.00008569788,0.0004490338,0.0002213796,0.0001456136],"category_scores_gemma":[0.0034571344,0.00012708336,0.00006782901,0.0018584542,0.0002760203,0.0002646155,0.00016457998,0.00061826064,0.000045284247],"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":[0.000021964956,0.0011273777,0.15337056,0.000045583656,0.00004541318,3.594126e-7,0.4567641,0.000066870554,0.0000125424285,0.31482074,0.0007701355,0.07295436],"study_design_scores_gemma":[0.00014387953,0.0000059277863,0.75750625,0.0009734763,0.000015782227,6.524381e-7,0.13295949,0.00009446975,0.00003733227,0.02046009,0.087523766,0.00027887477],"about_ca_topic_score_codex":0.0013966003,"about_ca_topic_score_gemma":0.0067677945,"teacher_disagreement_score":0.6041357,"about_ca_system_score_codex":0.0010667857,"about_ca_system_score_gemma":0.005534807,"threshold_uncertainty_score":0.98185104},"labels":[],"label_agreement":null},{"id":"W2029114045","doi":"10.1080/19415257.2010.531625","title":"Can mentoring and reflection cause change in teaching practice? A professional development journey of a Canadian teacher educator","year":2010,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":35,"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 Ottawa","funders":"University of Guelph; University of Ottawa","keywords":"Professional development; Teacher education; Pedagogy; Context (archaeology); Faculty development; Peer mentoring; Psychology; Sociology; Medical education; Medicine","score_opus":0.0715732594273075,"score_gpt":0.45451807010501644,"score_spread":0.3829448106777089,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2029114045","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":[0.9566208,0.00015091691,0.00000113224,0.014818897,0.012748466,0.0010524133,8.0636016e-7,0.00001889638,0.014587678],"genre_scores_gemma":[0.9711979,0.00008974167,0.021414638,0.00040643176,0.00050866115,0.0011123657,0.0000358959,0.000024159792,0.0052102054],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99690974,0.0008096003,0.0006658991,0.000430857,0.0006535447,0.0005303894],"domain_scores_gemma":[0.99834365,0.00034025405,0.00047960764,0.0001561562,0.00033827036,0.000342054],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050784843,0.00020301467,0.0002001785,0.0018418599,0.0008130044,0.00006950996,0.00023476842,0.00025692035,0.00013395921],"category_scores_gemma":[0.0030797042,0.00020809284,0.000017688722,0.0009846571,0.00009282901,0.0012806718,0.00007442603,0.0011762753,0.000009187133],"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":[0.00003698451,0.001335802,0.514035,0.00004721166,0.000017455075,9.807796e-7,0.3640148,3.3122623e-7,0.0009970261,0.0062453477,0.0003687313,0.11290036],"study_design_scores_gemma":[0.00021309826,0.000009370457,0.6033686,0.00040640263,0.000008206587,0.0000063593416,0.05097166,0.0000045143993,0.00048714515,0.0008102397,0.3434682,0.00024625787],"about_ca_topic_score_codex":0.12943356,"about_ca_topic_score_gemma":0.6205391,"teacher_disagreement_score":0.49110556,"about_ca_system_score_codex":0.0023550147,"about_ca_system_score_gemma":0.021688906,"threshold_uncertainty_score":0.9838572},"labels":[],"label_agreement":null},{"id":"W2080539556","doi":"10.1080/19415251003633458","title":"Pragmatic leadership development in Canada: investigating a mentoring approach","year":2010,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":35,"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 Calgary","funders":"","keywords":"Enculturation; Enthusiasm; Documentation; Professional development; Collegiality; Psychology; Medical education; Peer mentoring; Principal (computer security); Facilitator; Pedagogy; Faculty development; Medicine","score_opus":0.16350650010271653,"score_gpt":0.3755614213358467,"score_spread":0.21205492123313016,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2080539556","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":[0.97131807,0.00018771715,0.0000085550455,0.016829245,0.0043438133,0.0005857363,1.949759e-7,0.00003085316,0.006695805],"genre_scores_gemma":[0.97299546,0.0000047111025,0.021220548,0.00068602693,0.00017509687,0.0007062962,0.00003401046,0.000012396261,0.004165466],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99776596,0.00027069746,0.00052613346,0.00030210975,0.0006262988,0.0005088234],"domain_scores_gemma":[0.9992831,0.00018283556,0.0001619127,0.00010361359,0.0001001423,0.00016842384],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019293338,0.00015576571,0.00016232222,0.00024128688,0.000381251,0.000037083515,0.00025814242,0.000093043636,0.000112204965],"category_scores_gemma":[0.00081202004,0.00015819102,0.000012162583,0.0005749923,0.00007792514,0.00022698636,0.000045267134,0.0005901665,0.000017511862],"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":[0.0000020840537,0.0003176279,0.5020329,0.000091246526,0.0000061044448,2.1088822e-7,0.46450612,0.0000033528286,0.00008724355,0.0026388923,0.0008944861,0.029419754],"study_design_scores_gemma":[0.00013118875,7.7839974e-7,0.5528202,0.000208503,0.0000012773904,3.5244514e-7,0.39821714,0.00000794972,0.00016107813,0.00018088544,0.048077665,0.0001929446],"about_ca_topic_score_codex":0.20000537,"about_ca_topic_score_gemma":0.91377985,"teacher_disagreement_score":0.7137745,"about_ca_system_score_codex":0.002485508,"about_ca_system_score_gemma":0.04016462,"threshold_uncertainty_score":0.9652768},"labels":[],"label_agreement":null},{"id":"W2081858983","doi":"10.1080/19415257.2014.938357","title":"Reframing pedagogy while teaching about teaching online: a collaborative self-study","year":2014,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":72,"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; Brock University","funders":"","keywords":"Cognitive reframing; Online teaching; Pedagogy; Teaching method; Teaching and learning center; Computer-mediated communication; Teacher education; Psychology; Professional development; Educational technology; Mathematics education; The Internet; Computer science; World Wide Web","score_opus":0.015735180434116276,"score_gpt":0.39975411815744943,"score_spread":0.3840189377233332,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2081858983","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":[0.9784879,0.00007294236,0.00006980792,0.0028035278,0.0022162157,0.000606042,9.232474e-7,0.00011611975,0.01562652],"genre_scores_gemma":[0.93623513,0.000012303201,0.056412835,0.0002586056,0.0007054178,0.00014576965,0.00006362382,0.000017609143,0.0061487295],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99656755,0.0017218733,0.00043707044,0.0003619668,0.0005472413,0.00036429663],"domain_scores_gemma":[0.99899495,0.00036924222,0.00021751368,0.00012468945,0.00018662235,0.00010695833],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.003774127,0.00015690515,0.00018732653,0.00025461547,0.0015394558,0.000078471574,0.00024601936,0.00011538361,0.000072708164],"category_scores_gemma":[0.0011794936,0.00014879295,0.00002133845,0.0003094177,0.000028765415,0.0004128446,0.00008652378,0.00081572786,0.000039656716],"study_design_candidate":"not_applicable","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":[0.000015446818,0.0038835576,0.23108861,0.000029518022,0.000018628229,7.56047e-7,0.29597974,0.000014508977,0.00006140922,0.010116129,0.0011672955,0.4576244],"study_design_scores_gemma":[0.00026028175,0.000033286422,0.17052796,0.00024108199,0.0000071154655,2.9819842e-7,0.19478975,0.00008197713,0.00000941292,0.00031304295,0.63351965,0.00021615364],"about_ca_topic_score_codex":0.000326317,"about_ca_topic_score_gemma":0.0022039067,"teacher_disagreement_score":0.63235235,"about_ca_system_score_codex":0.0004961887,"about_ca_system_score_gemma":0.0062181046,"threshold_uncertainty_score":0.9997604},"labels":[],"label_agreement":null},{"id":"W2397116264","doi":"10.1080/19415257.2016.1182937","title":"Investigating professional learning communities in Turkish schools: the effects of contextual factors","year":2016,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":50,"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 Alberta","funders":"","keywords":"Turkish; Professional learning community; Professional development; Socioeconomic status; Faculty development; Construct (python library); Psychology; Pedagogy; Medical education; Sociology; Medicine; Population","score_opus":0.05010869060229907,"score_gpt":0.36532771474810377,"score_spread":0.3152190241458047,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2397116264","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":[0.9917728,0.00024253802,0.0000063036327,0.0020216282,0.0045797178,0.0007017253,0.000001033742,0.00002476586,0.0006495201],"genre_scores_gemma":[0.9941125,0.00009597953,0.00038997454,0.00017691565,0.000089909714,0.00044809317,0.00006641212,0.000011199042,0.0046090237],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9971795,0.0012430617,0.00052963896,0.00016449373,0.00057114457,0.00031212936],"domain_scores_gemma":[0.9973341,0.001981839,0.00031402326,0.0001230835,0.00017137777,0.00007555749],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016933384,0.00013852715,0.00015641935,0.00023492081,0.0005624612,0.000023605233,0.00037196142,0.00011208584,0.000103422724],"category_scores_gemma":[0.002275592,0.00008720561,0.000026037636,0.00043449714,0.00026794284,0.00046702265,0.00011480547,0.00038444003,0.000015234806],"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":[0.000004639307,0.00061916996,0.8181193,0.000070615635,0.0000060518096,7.613624e-8,0.16082902,0.0000015996129,0.0021235906,0.0045665433,0.00076905935,0.012890343],"study_design_scores_gemma":[0.0002490618,0.000012344701,0.78314817,0.0028339115,0.0000023546588,1.16284184e-7,0.19917683,0.0000026405667,0.0035569582,0.003017049,0.007862789,0.00013778389],"about_ca_topic_score_codex":0.0020779062,"about_ca_topic_score_gemma":0.0035813504,"teacher_disagreement_score":0.038347814,"about_ca_system_score_codex":0.00075126474,"about_ca_system_score_gemma":0.0034542342,"threshold_uncertainty_score":0.6127663},"labels":[],"label_agreement":null},{"id":"W2585610251","doi":"10.1080/19415257.2017.1280523","title":"Professional learning of instructors in vocational and professional education","year":2017,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":35,"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 Saskatchewan; NorQuest College; Northern Alberta Institute of Technology","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Professional development; Professional learning community; Vocational education; Psychology; Faculty development; Pedagogy; Active learning (machine learning); Medical education; Mathematics education; Medicine; Computer science","score_opus":0.05164833675648662,"score_gpt":0.45185417760936003,"score_spread":0.4002058408528734,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2585610251","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":[0.96669364,0.00015116426,0.0000044904546,0.00826273,0.009288073,0.00052581733,6.898002e-7,0.000016313934,0.015057077],"genre_scores_gemma":[0.9613142,0.000059335835,0.0032436661,0.00022716644,0.0002596281,0.00031330742,0.000082109465,0.000012842725,0.034487735],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99756575,0.00059723377,0.00060020917,0.0003400164,0.00062299706,0.0002737796],"domain_scores_gemma":[0.9980605,0.00032910163,0.0008233915,0.00016032888,0.00053090026,0.000095781994],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0023881565,0.00015282953,0.00018864973,0.00051758974,0.0014193126,0.00007641064,0.00033329506,0.00018078106,0.00038544985],"category_scores_gemma":[0.0029988457,0.00014905824,0.00002058853,0.00034294443,0.00030693435,0.0010386489,0.00012275738,0.00060338783,0.000018737086],"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":[0.0000465891,0.0011709708,0.7168171,0.00007680255,0.000005838415,1.8415977e-7,0.045713115,0.000001982196,0.0001802278,0.08016685,0.0008582607,0.15496211],"study_design_scores_gemma":[0.00024737814,0.000007741146,0.85630465,0.0006997098,0.0000020450032,9.965285e-7,0.030432457,0.000009464837,0.00016474143,0.0023159485,0.109654784,0.00016008064],"about_ca_topic_score_codex":0.0006444058,"about_ca_topic_score_gemma":0.00057925505,"teacher_disagreement_score":0.15480202,"about_ca_system_score_codex":0.0003622906,"about_ca_system_score_gemma":0.015404706,"threshold_uncertainty_score":0.99988073},"labels":[],"label_agreement":null},{"id":"W2793085520","doi":"10.1080/19415257.2018.1449005","title":"Teacher interactive and reflexive positionings in accommodating international students: implications for teacher professional development","year":2018,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":9,"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":"Australian Research Council","keywords":"Professional development; Reflexivity; Globe; Pedagogy; International education; Faculty development; Teacher education; Sociology; Population; Psychology; Mathematics education; Higher education; Political science; Social science","score_opus":0.03931335567557492,"score_gpt":0.4712764831408972,"score_spread":0.4319631274653223,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2793085520","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":[0.97338253,0.00004424455,0.000026171721,0.014778883,0.004618483,0.0011032715,0.0000035168748,0.000034724995,0.006008154],"genre_scores_gemma":[0.963396,0.000013135558,0.012856617,0.0010656368,0.0003363172,0.0015767419,0.00029830929,0.000012653721,0.02044456],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982408,0.00018453308,0.0005203401,0.00038774003,0.00035823294,0.00030832127],"domain_scores_gemma":[0.9987537,0.00015887766,0.00022678857,0.00008684931,0.00065538514,0.00011837058],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010309388,0.00015841874,0.00013742986,0.000265753,0.0007072188,0.00010368538,0.0003291823,0.00013517785,0.00024095322],"category_scores_gemma":[0.0007392476,0.000147651,0.000021137308,0.00029395116,0.00012109663,0.00058488257,0.00014778224,0.00022778694,0.000029547988],"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":[0.00013300667,0.0031594133,0.44471657,0.000027135025,0.000042286843,1.4491636e-7,0.44208375,8.732713e-7,0.00045259664,0.010328452,0.012302501,0.086753264],"study_design_scores_gemma":[0.00041263108,0.0000075460084,0.7553802,0.00034080315,0.0000029885923,9.2750867e-7,0.040541466,0.000008463421,0.00012669759,0.0009604708,0.20203847,0.00017931894],"about_ca_topic_score_codex":0.00027681,"about_ca_topic_score_gemma":0.001890656,"teacher_disagreement_score":0.4015423,"about_ca_system_score_codex":0.0013165163,"about_ca_system_score_gemma":0.002094512,"threshold_uncertainty_score":0.6021033},"labels":[],"label_agreement":null},{"id":"W2794272162","doi":"10.1080/19415257.2018.1452783","title":"The professional learning process of enhancing mental health literacy and its application to youth work practice: a grounded theory study","year":2018,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Resilience and Mental Health","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"Concordia University; Microsoft Research","keywords":"Grounded theory; Professional development; Mental health; Process (computing); Pedagogy; Work (physics); Literacy; Psychology; Medical education; Faculty development; Qualitative research; Sociology; Medicine; Psychotherapist; Computer science; Engineering","score_opus":0.01955538332575775,"score_gpt":0.470002358095338,"score_spread":0.4504469747695803,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2794272162","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":[0.99135154,0.0006713656,0.00010386267,0.002315481,0.0024110556,0.0026001679,0.0000010598924,0.000017914192,0.0005275624],"genre_scores_gemma":[0.993609,0.000025615078,0.0004383289,0.0007066266,0.00011827338,0.0011486707,0.000048786787,0.000014335037,0.00389033],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9975608,0.0007259235,0.00061660085,0.0003771188,0.0004020975,0.0003174337],"domain_scores_gemma":[0.9988169,0.0003000499,0.0004055627,0.00013881603,0.00021744751,0.00012119313],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002715209,0.0001369544,0.00015122454,0.00014961521,0.0007931036,0.000021139149,0.0001726736,0.00005510914,0.00003119958],"category_scores_gemma":[0.000153594,0.00009878066,0.000011081667,0.00052032963,0.00004352475,0.00026587315,0.0000905538,0.00026711015,0.000052706233],"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":[0.0010899948,0.0026472681,0.04086338,0.00008242608,0.000018456043,1.5751867e-7,0.5472332,7.2852833e-7,0.00010304695,0.00270002,0.00015595983,0.40510535],"study_design_scores_gemma":[0.0006260837,0.0004137193,0.48650524,0.001026374,0.0000062300983,0.0000071577,0.5049647,0.000009403723,0.00048484336,0.0007523889,0.0050130244,0.00019081676],"about_ca_topic_score_codex":0.000039777122,"about_ca_topic_score_gemma":0.000057431036,"teacher_disagreement_score":0.44564188,"about_ca_system_score_codex":0.0002680477,"about_ca_system_score_gemma":0.0015332309,"threshold_uncertainty_score":0.6099992},"labels":[],"label_agreement":null},{"id":"W2806229007","doi":"10.1080/19415257.2018.1474490","title":"A pilot study on interprofessional education: how prepared are faculty to teach?","year":2018,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Interprofessional Education and Collaboration","field":"Health Professions","cited_by":16,"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 British Columbia; Thompson Rivers University","funders":"","keywords":"Preparedness; Faculty development; Medical education; Interprofessional education; Professional development; Psychology; Teaching method; Qualitative research; Medicine; Pedagogy; Health care; Sociology","score_opus":0.07060697285775949,"score_gpt":0.4785946462770615,"score_spread":0.407987673419302,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2806229007","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":[0.9294168,0.000028187835,0.00006397003,0.020315822,0.036211435,0.004859446,0.000017894305,0.00015406898,0.008932396],"genre_scores_gemma":[0.854087,0.0000012170648,0.0034422176,0.0119607,0.0016108466,0.008541839,0.0004220747,0.000059060567,0.11987504],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9945944,0.0013328341,0.0011944992,0.0010419355,0.0010988729,0.0007374514],"domain_scores_gemma":[0.9960807,0.00037671495,0.0006618809,0.0006140669,0.0018377015,0.00042896342],"candidate_categories":["metaepi_narrow","sts","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0014696077,0.00049305544,0.0004391384,0.0010153872,0.0017757863,0.000055236425,0.00060935627,0.00018563957,0.0015509642],"category_scores_gemma":[0.0010336109,0.00041686484,0.00004458872,0.0014230182,0.000068081434,0.00045399618,0.00034991978,0.0010939488,0.0032843188],"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":[0.0028449597,0.018228317,0.45620626,0.00012513244,0.000042346594,0.0000010772989,0.06091482,0.0000011080391,0.0012741176,0.0026643784,0.44067967,0.017017832],"study_design_scores_gemma":[0.00080623216,0.00076710526,0.7420711,0.0032581051,0.000009253494,0.0000012732997,0.1222481,0.000009944664,0.00022897893,0.0006239444,0.12951095,0.00046501533],"about_ca_topic_score_codex":0.00015780961,"about_ca_topic_score_gemma":0.0021405108,"teacher_disagreement_score":0.3111687,"about_ca_system_score_codex":0.0020581929,"about_ca_system_score_gemma":0.030971333,"threshold_uncertainty_score":0.99982834},"labels":[],"label_agreement":null},{"id":"W2903337922","doi":"10.1080/19415257.2018.1550099","title":"Developing deep understanding of teacher education practice through accessing and responding to pre-service teacher engagement with their learning","year":2018,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Physical Education and Pedagogy","field":"Health Professions","cited_by":20,"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":"Irish Research Council for the Humanities and Social Sciences","keywords":"Teacher education; Pedagogy; Professional development; Student engagement; Psychology; Set (abstract data type); Action research; Reflective practice; Faculty development; Critical reflection; Professional learning community; Value (mathematics); Mathematics education; Computer science","score_opus":0.1833935927493644,"score_gpt":0.5103696250954994,"score_spread":0.32697603234613504,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2903337922","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":[0.95527714,0.00014781026,0.008981633,0.012100004,0.0020144894,0.0012051325,5.6175884e-7,0.00005267422,0.020220522],"genre_scores_gemma":[0.948656,0.000019770543,0.041326277,0.004089936,0.00039565001,0.00057507324,0.000053012198,0.000037237536,0.0048470115],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9970397,0.0010770146,0.0006833453,0.0004366491,0.00035661456,0.00040668764],"domain_scores_gemma":[0.9978199,0.0007543354,0.0005071109,0.00018406076,0.0006066459,0.00012793171],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0017656686,0.00022459748,0.00024398163,0.0005205437,0.0013506538,0.000037417558,0.000188305,0.00014570478,0.0002736042],"category_scores_gemma":[0.00091179385,0.00018470846,0.000013705138,0.0012703617,0.00006678199,0.0007574966,0.00019928729,0.00074080937,0.00003400524],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00085171155,0.0015975077,0.2033637,0.0007471618,0.000057837533,1.9852315e-7,0.63956916,0.00002317943,0.0015942848,0.070133016,0.0016064554,0.08045575],"study_design_scores_gemma":[0.00046408028,0.00006693866,0.2809827,0.0035470128,0.00002035189,0.0000024529688,0.37578553,0.0000933434,0.00064937444,0.0030696522,0.33493578,0.00038275914],"about_ca_topic_score_codex":0.00020274837,"about_ca_topic_score_gemma":0.00033689875,"teacher_disagreement_score":0.33332935,"about_ca_system_score_codex":0.0013767615,"about_ca_system_score_gemma":0.01075581,"threshold_uncertainty_score":0.99994946},"labels":[],"label_agreement":null},{"id":"W2982963611","doi":"10.1080/19415257.2019.1689522","title":"Teachers learning to apply neuroscience to classroom instruction: case of professional development in British Columbia","year":2019,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Neuroscience, Education and Cognitive Function","field":"Neuroscience","cited_by":52,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Earl Haig Secondary School; University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada; University of British Columbia","keywords":"Professional development; Faculty development; Psychology; Mathematics education; Professional learning community; Pedagogy","score_opus":0.021418588045965792,"score_gpt":0.3017893396402258,"score_spread":0.28037075159426,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2982963611","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":[0.9849456,0.000008139191,0.000048412432,0.00050582195,0.012393414,0.0015094653,0.0000022442725,0.00004210115,0.00054481486],"genre_scores_gemma":[0.9659119,0.0000051913885,0.0020649103,0.0026206088,0.000053199714,0.00078131387,0.000012956515,0.000022209131,0.028527694],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9966994,0.00033522552,0.00078560994,0.000976599,0.0007307512,0.0004724143],"domain_scores_gemma":[0.99897873,0.00015825768,0.00024172646,0.00017143857,0.00020282986,0.00024704152],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0007904677,0.00018131196,0.00022982474,0.00055546814,0.00041878445,0.00013379932,0.00033087196,0.000097433374,0.0002683281],"category_scores_gemma":[0.001052512,0.00025126923,0.000027756407,0.0022991626,0.00006924811,0.000492736,0.0002177731,0.0004852837,0.00016728221],"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":[0.000069930524,0.0028260048,0.5221269,0.0000877268,0.0000012325764,0.000028376513,0.01721245,0.00025550157,0.11021052,0.00011951233,0.0017817324,0.34528008],"study_design_scores_gemma":[0.00051077316,0.000073850715,0.89957416,0.0006036987,0.0000011230941,0.00020105887,0.006896301,0.00006201095,0.016230792,0.00008166739,0.07539102,0.00037357328],"about_ca_topic_score_codex":0.000468434,"about_ca_topic_score_gemma":0.0035952947,"teacher_disagreement_score":0.3774472,"about_ca_system_score_codex":0.0005512512,"about_ca_system_score_gemma":0.0038163324,"threshold_uncertainty_score":0.999994},"labels":[],"label_agreement":null},{"id":"W3109656157","doi":"10.1080/19415257.2020.1853591","title":"Transformative learning for university level students and advisors: a self study","year":2020,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Adult and Continuing Education Topics","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":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Transformative learning; Praxis; Professional development; Pedagogy; Identity (music); Psychology; Sociology; Qualitative research; Medical education; Medicine; Epistemology","score_opus":0.05034248556606929,"score_gpt":0.37256606182492974,"score_spread":0.32222357625886044,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3109656157","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":[0.99414134,0.000020655718,0.00023833974,0.0037653253,0.0004412458,0.00078591803,5.5345737e-7,0.000031233216,0.0005754141],"genre_scores_gemma":[0.99158,0.000019578893,0.0021091625,0.00018218896,0.000075739874,0.000052797062,0.000012281093,0.0000036938086,0.0059645777],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9992762,0.0001467436,0.00012834433,0.00013718095,0.00020026593,0.00011121717],"domain_scores_gemma":[0.99966186,0.00007992663,0.000056247016,0.000020155027,0.000106906184,0.00007487392],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003855159,0.000055601507,0.000070110575,0.000054177257,0.0004077219,0.00002299393,0.00011438512,0.000036560785,0.000019337243],"category_scores_gemma":[0.00012674856,0.000058236485,0.000009917651,0.0001830303,0.000017586179,0.00019872656,0.00002344339,0.00009879494,0.0000054085276],"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":[0.00002533667,0.000497906,0.34224528,0.000020064512,0.000008491166,7.363402e-8,0.6251991,7.466997e-7,0.000002204353,0.00093549513,0.00032324795,0.030742085],"study_design_scores_gemma":[0.0003876977,0.000024883266,0.48424774,0.000035373312,0.000004894098,2.799325e-8,0.3800636,0.000012766372,0.0000075009016,0.00010853802,0.1350284,0.000078583245],"about_ca_topic_score_codex":0.0000638017,"about_ca_topic_score_gemma":0.0002148877,"teacher_disagreement_score":0.24513547,"about_ca_system_score_codex":0.00013394916,"about_ca_system_score_gemma":0.0011162282,"threshold_uncertainty_score":0.31359085},"labels":[],"label_agreement":null},{"id":"W3126141155","doi":"10.1080/19415257.2021.1876149","title":"Feedback for teaching development: moving from a fixed to growth mindset","year":2021,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Evaluation of Teaching Practices","field":"Social Sciences","cited_by":19,"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 Calgary","funders":"","keywords":"Mindset; Thematic analysis; Distress; Psychology; Professional development; Event (particle physics); Mathematics education; Medical education; Computer science; Pedagogy; Qualitative research; Medicine; Sociology","score_opus":0.07960665123284384,"score_gpt":0.44339317415320956,"score_spread":0.36378652292036573,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3126141155","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":[0.9635226,0.00014107977,0.0011431676,0.025071306,0.00418089,0.00072105275,0.000004180935,0.000058139747,0.005157579],"genre_scores_gemma":[0.5864474,0.0000075549833,0.39047715,0.0019366276,0.00034919044,0.0007196122,0.0004125346,0.000020901556,0.019629035],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974591,0.00062277325,0.0004913214,0.0004264626,0.0006685269,0.00033179883],"domain_scores_gemma":[0.9980617,0.001055182,0.0002065064,0.00012066726,0.00040218316,0.00015372073],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032547738,0.00014054323,0.00015518836,0.00020126396,0.0011543581,0.00011399335,0.00027765377,0.00011543877,0.00034208564],"category_scores_gemma":[0.006559616,0.00015326482,0.000029072955,0.00029752348,0.000025152753,0.00055976893,0.000117258875,0.00026757116,0.00014429106],"study_design_candidate":"not_applicable","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":[0.00008556857,0.0015643485,0.10908963,0.00009069504,0.000057044745,0.0000014482016,0.4963534,0.000018850422,0.0019608513,0.020482725,0.026864383,0.34343106],"study_design_scores_gemma":[0.00035003794,0.0000055738706,0.274601,0.0005755743,0.000008759216,4.1545505e-7,0.040075973,0.000016564345,0.0037594251,0.0037925332,0.6764775,0.00033661365],"about_ca_topic_score_codex":0.00045485763,"about_ca_topic_score_gemma":0.002338739,"teacher_disagreement_score":0.64961314,"about_ca_system_score_codex":0.0008300943,"about_ca_system_score_gemma":0.009269364,"threshold_uncertainty_score":0.9963471},"labels":[],"label_agreement":null},{"id":"W3126816724","doi":"10.1080/19415257.2021.1886155","title":"What does making produce? Posthuman insights into documenting relationalities in maker education for teachers","year":2021,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Innovative Education and Learning Practices","field":"Social Sciences","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":"Mount Saint Vincent University","funders":"Mount Saint Vincent University","keywords":"Posthuman; Professional development; Pedagogy; Sociology; Faculty development; Mathematics education; Engineering ethics; Psychology; Epistemology; Philosophy; Engineering","score_opus":0.050119596049348784,"score_gpt":0.4427496185869253,"score_spread":0.3926300225375765,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3126816724","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":[0.94918317,0.0011910652,0.000027585053,0.028629089,0.013143801,0.00072268874,1.6910188e-7,0.000029835148,0.007072621],"genre_scores_gemma":[0.9233738,0.00011437774,0.014485863,0.0013441746,0.0005076125,0.0009092327,0.00024098916,0.0000167507,0.059007205],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978551,0.0005844194,0.0005126434,0.00038812903,0.00040352295,0.00025615483],"domain_scores_gemma":[0.9984339,0.00040499427,0.00031005734,0.00011586537,0.0006927048,0.000042464002],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018860896,0.00013007809,0.0001271246,0.00038832604,0.0007563738,0.0002602669,0.0001399801,0.000116878604,0.00036845746],"category_scores_gemma":[0.0019266205,0.00012122617,0.000024863999,0.0007238388,0.000066669665,0.0019088574,0.00004197331,0.00028960448,0.000022792232],"study_design_candidate":"qualitative","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":[0.000019813187,0.0009838379,0.10594863,0.00009410173,0.00001114844,2.4371002e-7,0.61410093,0.0000062281024,0.00018620862,0.18065357,0.0014847915,0.09651048],"study_design_scores_gemma":[0.000120630866,0.0000027048527,0.15371802,0.0007529666,0.0000027058636,3.4575984e-7,0.31547102,0.0000027261394,0.00034503793,0.02527233,0.50415146,0.00016004108],"about_ca_topic_score_codex":0.00014518692,"about_ca_topic_score_gemma":0.0031382137,"teacher_disagreement_score":0.50266665,"about_ca_system_score_codex":0.0009667564,"about_ca_system_score_gemma":0.01167334,"threshold_uncertainty_score":0.99392956},"labels":[],"label_agreement":null},{"id":"W4309329303","doi":"10.1080/19415257.2022.2143863","title":"Transprofessional competencies across clinical, organisational, and educational professions: the case of mindfulness-based teaching and learning (MBTL)","year":2022,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Interprofessional Education and Collaboration","field":"Health Professions","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":"University of British Columbia; University of Toronto; University of the Fraser Valley","funders":"","keywords":"Mindfulness; Psychology; Autonomy; Delphi method; Construct (python library); Psychological intervention; Professional development; Medical education; Process (computing); Pedagogy; Medicine; Computer science; Psychotherapist; Political science","score_opus":0.0422688069818706,"score_gpt":0.46340843799130815,"score_spread":0.4211396310094376,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4309329303","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":[0.97156703,0.00047488435,0.00014629436,0.019300034,0.0064039705,0.0015575318,0.00003479119,0.00003446533,0.0004809897],"genre_scores_gemma":[0.97680396,0.000008365904,0.0048337444,0.0029657024,0.00024554637,0.0036173654,0.0004245404,0.00003752095,0.011063243],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99092066,0.005773249,0.0016733443,0.0005698608,0.00060227764,0.00046058657],"domain_scores_gemma":[0.9929619,0.005233906,0.0009025606,0.00024735928,0.00049413374,0.00016016273],"candidate_categories":["sts","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0074780397,0.00028915022,0.0003802643,0.00030474545,0.008906713,0.0000228538,0.0002893183,0.00020216846,0.0013247813],"category_scores_gemma":[0.0013507863,0.00022432744,0.000053473188,0.00058519596,0.00028228475,0.00030033608,0.0004113323,0.0032363385,0.000014256108],"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":[0.0010276395,0.0045026513,0.6027532,0.0010713422,0.000087073524,0.000011007669,0.1451723,0.00014895429,0.0005658126,0.1068203,0.019373173,0.11846651],"study_design_scores_gemma":[0.0018119537,0.000118250005,0.5254094,0.001237943,0.000029460296,0.000090569585,0.38354117,0.0009738497,0.000107477,0.0078028217,0.07836288,0.00051423325],"about_ca_topic_score_codex":0.00034229763,"about_ca_topic_score_gemma":0.00042303881,"teacher_disagreement_score":0.23836888,"about_ca_system_score_codex":0.00044040743,"about_ca_system_score_gemma":0.013056729,"threshold_uncertainty_score":0.99958813},"labels":[],"label_agreement":null},{"id":"W4376644056","doi":"10.1080/19415257.2023.2212682","title":"Professional learning communities: the journey from <i>‘do we HAVE to go there’</i> to <i>‘teachers getting together and being colleagues</i>","year":2023,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":8,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Professional learning community; Professional development; Scholarship; Agency (philosophy); Pedagogy; Faculty development; Sociology; Identity (music); Scholarship of Teaching and Learning; Process (computing); Work (physics); Learning community; Community of practice; Psychology; Public relations; Teaching method; Political science; Teaching and learning center; Engineering","score_opus":0.056818517696419775,"score_gpt":0.4108211476760301,"score_spread":0.35400262997961035,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4376644056","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":[0.97234374,0.0003027809,0.00031861794,0.016090028,0.0045682406,0.00069313846,0.0000031931997,0.00012548792,0.0055547627],"genre_scores_gemma":[0.88840353,0.000023105758,0.011629421,0.0039176014,0.00035911903,0.0008578794,0.00011625567,0.000069459114,0.094623595],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9949063,0.0032204192,0.0005626009,0.00039833583,0.00041542546,0.0004968889],"domain_scores_gemma":[0.9974324,0.0018135364,0.00020721067,0.00026414424,0.00015553208,0.00012719406],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0058736578,0.00026051988,0.00025280128,0.0004247679,0.0011406408,0.0000789478,0.00038194796,0.00017128486,0.00044785003],"category_scores_gemma":[0.00057179265,0.00019622118,0.00003215333,0.0008210707,0.000057996163,0.00010075654,0.00033357405,0.0014873012,0.0004683468],"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":[0.00007970712,0.00019474518,0.24130438,0.000015588756,0.00004575162,0.0000020826212,0.5499898,0.00008990104,0.0007392631,0.0009147695,0.031597145,0.17502682],"study_design_scores_gemma":[0.00029753562,0.00002957932,0.47332332,0.0012172692,0.0000060134366,0.0000030656743,0.19227937,0.000027625945,0.00011819827,0.0015260505,0.3308841,0.00028786346],"about_ca_topic_score_codex":0.00030664273,"about_ca_topic_score_gemma":0.00008749542,"teacher_disagreement_score":0.35771048,"about_ca_system_score_codex":0.00023615388,"about_ca_system_score_gemma":0.000571249,"threshold_uncertainty_score":0.8773002},"labels":[],"label_agreement":null},{"id":"W4401673209","doi":"10.1080/19415257.2024.2374334","title":"Priorities and possibilities for teacher professional learning in a (post)COVID-19 era","year":2024,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","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":"Memorial University of Newfoundland","funders":"","keywords":"Professional learning community; Professional development; Coronavirus disease 2019 (COVID-19); Faculty development; Modalities; Psychology; Pedagogy; Quality (philosophy); Educational technology; Sociology; Medicine; Social science","score_opus":0.05643846601179922,"score_gpt":0.3735598876855312,"score_spread":0.31712142167373203,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401673209","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":[0.9590929,0.005715398,0.0000065127942,0.025399495,0.0058785155,0.0006404534,0.00000532755,0.00007799146,0.0031834147],"genre_scores_gemma":[0.81747043,0.00018472296,0.0007828829,0.0008549858,0.0004952379,0.0012735705,0.00014059368,0.000022615086,0.17877498],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9987375,0.00012762487,0.00038997285,0.00032944375,0.00019520476,0.0002202414],"domain_scores_gemma":[0.999071,0.0005888421,0.000076890996,0.00006557239,0.00011574129,0.00008197944],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00083933066,0.00015129075,0.000133841,0.0003642457,0.00036386237,0.00017729055,0.000082857274,0.00007580672,0.0011355234],"category_scores_gemma":[0.00034426275,0.00012656904,0.000025491227,0.00006488843,0.00009913148,0.00061404804,0.000049004993,0.0003786246,0.000018500908],"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":[0.000079376936,0.0006037749,0.00942249,0.0013813552,0.00002098124,0.0000012780091,0.73047364,0.0000034506675,0.000026493486,0.18270494,0.0063586948,0.06892354],"study_design_scores_gemma":[0.00020568207,0.000027775273,0.016819289,0.0006157238,0.0000055564997,0.0000034595457,0.33680132,0.00006367381,0.000012095191,0.014839352,0.6304041,0.000201952],"about_ca_topic_score_codex":0.00011899866,"about_ca_topic_score_gemma":0.0012384568,"teacher_disagreement_score":0.62404543,"about_ca_system_score_codex":0.00030397048,"about_ca_system_score_gemma":0.0049107545,"threshold_uncertainty_score":0.99977756},"labels":[],"label_agreement":null},{"id":"W4413158767","doi":"10.1080/19415257.2025.2546466","title":"Designing transformational professional learning opportunities: understanding participants’ experiences in an on-line and in-place imagination-focused self-study","year":2025,"lang":"en","type":"article","venue":"Professional Development in Education","topic":"Attention Economy in Education and Business","field":"Business, Management and Accounting","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":"Surrey Place Centre; Surrey Memorial Hospital; Simon Fraser University","funders":"","keywords":"Transformational leadership; Professional development; Psychology; Pedagogy; Professional learning community; Medical education; Sociology; Social psychology; Medicine","score_opus":0.11673558782846088,"score_gpt":0.3505673116489056,"score_spread":0.2338317238204447,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4413158767","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":[0.9915481,0.00003525294,0.00035801626,0.0037774043,0.0020636218,0.00077710924,2.128123e-7,0.000048907616,0.0013913783],"genre_scores_gemma":[0.9961619,0.000008419339,0.0006061139,0.0010476635,0.00009132016,0.0010797122,0.000107701984,0.000011692896,0.00088549586],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9982946,0.000099506535,0.0006913822,0.00034918886,0.0002784877,0.00028683848],"domain_scores_gemma":[0.9994062,0.00014271174,0.00020381881,0.00008023887,0.00014306762,0.000023945702],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012727944,0.00018944027,0.00018791665,0.0013189572,0.00034827495,0.00015926638,0.00014860075,0.000069717484,0.00019254205],"category_scores_gemma":[0.00011469348,0.00018421371,0.000013904549,0.00078449445,0.000039833907,0.002058555,0.000051869574,0.0002725203,0.000012403424],"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":[0.00015016351,0.0044035898,0.9299736,0.00022963337,0.000011566172,0.0000027230953,0.042844024,0.0007954952,0.000023793033,0.010245442,0.00022545889,0.011094516],"study_design_scores_gemma":[0.001365421,0.000013076343,0.61826223,0.0008541729,0.0000073498236,5.5305446e-7,0.36737174,0.0071196053,0.000033446144,0.0021795752,0.002486662,0.0003061454],"about_ca_topic_score_codex":0.00003294813,"about_ca_topic_score_gemma":0.0002625839,"teacher_disagreement_score":0.3245277,"about_ca_system_score_codex":0.00048180996,"about_ca_system_score_gemma":0.001197435,"threshold_uncertainty_score":0.75120175},"labels":[],"label_agreement":null}]}