{"meta":{"query_hash":"2fd8f6c6bfb5","filters":{"venue":"Research and Advances in Education"},"cohort_total":5,"direct_labels_cover":0,"predictions_cover":5,"exported":5,"export_cap":100000,"truncated":false,"label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"permalink":"https://metacan.xera.ac/q/2fd8f6c6bfb5","api":"https://metacan.xera.ac/api/v1/cohort?venue=Research+and+Advances+in+Education"},"results":[{"id":"W4392917951","doi":"10.56397/rae.2024.03.06","title":"Exploring the Impact of Teacher Role Changes in the Flipped Classroom Model on the Critical Thinking Abilities of University Students","year":2024,"lang":"en","type":"article","venue":"Research and Advances in Education","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Manitoba","funders":"","keywords":"Critical thinking; Mathematics education; Psychology; Flipped classroom; Qualitative property; Qualitative research; Pedagogy; Sociology; Computer science","score_opus":0.16034597408405443,"score_gpt":0.4886299881978675,"score_spread":0.3282840141138131,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392917951","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":[0.9719742,0.0012058057,0.000008226509,0.019883836,0.000113426875,0.000199132,0.0000013833505,0.0000048126644,0.006609187],"genre_scores_gemma":[0.9964652,0.0030665128,0.00005317402,0.000031436994,0.000062926265,0.000027316413,6.33442e-7,0.0000022903826,0.00029049147],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","domain_scores_codex":[0.99847424,0.0006376373,0.00008542695,0.0001063884,0.0005216615,0.00017467061],"domain_scores_gemma":[0.9974788,0.0022908773,0.000010507599,0.000100986515,0.00009253199,0.000026289801],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004007664,0.00003994081,0.00005572053,0.000112978196,0.00028469818,0.00007155053,0.00032098216,0.000018950741,0.000021047954],"category_scores_gemma":[0.0010361106,0.000020913823,0.00001836408,0.00045180108,0.0004914568,0.0002397221,0.00004005181,0.00027205396,9.753602e-7],"study_design_candidate":"theoretical_or_conceptual","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":[0.000023505412,0.0003479627,0.011663368,0.00004785211,0.0000047058465,2.3125281e-7,0.26128343,0.000057630474,0.00002547458,0.7039452,0.000105410385,0.022495203],"study_design_scores_gemma":[0.000037268957,0.00006485378,0.024293564,0.00030011922,0.0000018305408,1.3004217e-7,0.62181497,0.00027272425,0.000047245132,0.34990066,0.0032265228,0.000040092786],"about_ca_topic_score_codex":0.000663275,"about_ca_topic_score_gemma":0.0009238176,"teacher_disagreement_score":0.36053157,"about_ca_system_score_codex":0.00017688017,"about_ca_system_score_gemma":0.000497007,"threshold_uncertainty_score":0.21896969},"labels":[],"label_agreement":null},{"id":"W4403876399","doi":"10.56397/rae.2024.10.06","title":"The Integration of Pre-Service Training and In-Service Support Models in Canada and Their Impact on Multicultural Education","year":2024,"lang":"en","type":"article","venue":"Research and Advances in Education","topic":"Higher Education Learning Practices","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":"Lakehead University","funders":"","keywords":"Multiculturalism; Training (meteorology); Service (business); Psychology; Business; Pedagogy; Marketing; Geography","score_opus":0.07458946523506452,"score_gpt":0.4803681752903898,"score_spread":0.4057787100553253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403876399","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":[0.98392445,0.0057685347,0.0000021042156,0.008410064,0.00026730855,0.00030199304,0.0000022570666,0.000004533462,0.0013187849],"genre_scores_gemma":[0.99352956,0.0059201266,0.00008856734,0.00006849648,0.0000746179,0.00008393347,0.000010216865,0.000005078086,0.00021940829],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99879515,0.00036971102,0.0001859086,0.00019883928,0.00023322998,0.00021715266],"domain_scores_gemma":[0.99817824,0.001425078,0.000051357896,0.00007930306,0.00018900142,0.000076996774],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001478592,0.0000738441,0.00008938745,0.00016238543,0.00016699747,0.0001482919,0.00010099224,0.000034926423,0.000008219059],"category_scores_gemma":[0.00044866197,0.00004852675,0.000005579337,0.0008267618,0.00009673768,0.0011006325,0.000017459797,0.00031516358,5.212939e-7],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000823258,0.0001447205,0.026279014,0.00014118821,0.0000044262424,2.7738452e-7,0.36039573,0.0007841867,0.00019633691,0.0054572774,0.000105948704,0.60640854],"study_design_scores_gemma":[0.00015143327,0.000090902526,0.28124326,0.0007501993,0.0000024105727,0.0000027894216,0.6720399,0.0063964664,0.000092167735,0.011021048,0.028061766,0.00014762132],"about_ca_topic_score_codex":0.73540205,"about_ca_topic_score_gemma":0.9721961,"teacher_disagreement_score":0.60626096,"about_ca_system_score_codex":0.0005102773,"about_ca_system_score_gemma":0.0056956667,"threshold_uncertainty_score":0.9999411},"labels":[],"label_agreement":null},{"id":"W4405999422","doi":"10.56397/rae.2024.12.08","title":"The Dual Impact of Cooperative Learning Models in Bilingual Classrooms on Students’ Language Skills and Academic Achievement","year":2024,"lang":"en","type":"article","venue":"Research and Advances in Education","topic":"Educational Practices and Challenges","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Laurentian University; Nipissing University","funders":"","keywords":"Dual language; Mathematics education; Dual (grammatical number); Academic achievement; Psychology; Computer science; Linguistics","score_opus":0.07755654208639824,"score_gpt":0.5495409637872357,"score_spread":0.4719844217008375,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405999422","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":[0.9533908,0.04073375,0.0000020284215,0.003573376,0.00010914516,0.0002021992,0.0000014993694,0.000004197189,0.0019830281],"genre_scores_gemma":[0.89279693,0.10585629,0.00001678319,0.0000072285206,0.000138619,0.000028493409,0.0000027831074,0.0000034450961,0.0011494479],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99877864,0.00037936808,0.000113466784,0.00015615115,0.00038294276,0.00018944543],"domain_scores_gemma":[0.99825186,0.0015502902,0.000027539963,0.000045465036,0.00007374612,0.00005111472],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002295412,0.00004773643,0.000060370832,0.00013591263,0.00022563107,0.000096119584,0.00009143966,0.000039196995,0.000008548767],"category_scores_gemma":[0.00056884,0.00003231005,0.000010058923,0.00029781368,0.00023052451,0.0004681013,0.000034493358,0.00051013194,0.0000014181039],"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":[0.00010038285,0.0009286005,0.07871255,0.000090835834,0.000024650835,0.0000020327864,0.2678983,0.0020152044,0.00020931932,0.16544741,0.00014863863,0.48442206],"study_design_scores_gemma":[0.00028180954,0.0007753452,0.06576343,0.00064704596,0.000003672029,0.000001180883,0.8683348,0.0008020457,0.00007289985,0.04058693,0.02258001,0.00015086055],"about_ca_topic_score_codex":0.0005987376,"about_ca_topic_score_gemma":0.0023170142,"teacher_disagreement_score":0.60043645,"about_ca_system_score_codex":0.00016699484,"about_ca_system_score_gemma":0.0007087879,"threshold_uncertainty_score":0.2216298},"labels":[],"label_agreement":null},{"id":"W4406824487","doi":"10.56397/rae.2025.01.03","title":"The Impact of Group Collaboration Habits on Team Task Outcomes in PBL Business Courses","year":2025,"lang":"en","type":"article","venue":"Research and Advances in Education","topic":"Education and Learning Interventions","field":"Computer Science","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":"University of Winnipeg","funders":"","keywords":"Task (project management); Task group; Group (periodic table); Medical education; Psychology; Knowledge management; Mathematics education; Computer science; Medicine; Engineering management; Engineering; Management; Economics","score_opus":0.023009214844337024,"score_gpt":0.4701071925122434,"score_spread":0.4470979776679064,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406824487","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":[0.97621167,0.0042832824,0.0014982835,0.011161124,0.0008335991,0.0004488893,0.0000024160665,0.000016391206,0.0055443267],"genre_scores_gemma":[0.99675936,0.0015894441,0.0003581369,0.000023309907,0.000018642766,0.00008416269,0.00000470417,0.000002011338,0.0011602071],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.999117,0.00020759903,0.00018234785,0.00016294028,0.00017270542,0.00015737579],"domain_scores_gemma":[0.9987683,0.0005862286,0.000053914137,0.00021438875,0.0003486361,0.00002850008],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00076772814,0.000053593416,0.00008154346,0.00045559878,0.000147662,0.000112025424,0.00026235034,0.000024110137,0.000003055806],"category_scores_gemma":[0.0009093832,0.000037114885,0.000018220771,0.0018098042,0.00010132237,0.00046031937,0.000041009913,0.00016408974,0.0000027707335],"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":[0.00003404923,0.0015457231,0.6236227,0.000060066206,0.000008300401,1.6102285e-7,0.0014305526,0.0008983533,0.00015660086,0.1758186,0.00360029,0.19282457],"study_design_scores_gemma":[0.00017968153,0.00014783452,0.9723466,0.00022657322,4.3060712e-7,2.9480674e-7,0.0017824396,0.0009410819,0.000054126067,0.013537532,0.010740113,0.00004330267],"about_ca_topic_score_codex":0.00029293192,"about_ca_topic_score_gemma":0.00069093826,"teacher_disagreement_score":0.34872386,"about_ca_system_score_codex":0.00015489383,"about_ca_system_score_gemma":0.0006663286,"threshold_uncertainty_score":0.15135011},"labels":[],"label_agreement":null},{"id":"W4406824681","doi":"10.56397/rae.2025.01.06","title":"The Role of Faculty in Designing Multicultural Curricula to Support International Student Adaptation","year":2025,"lang":"en","type":"article","venue":"Research and Advances in Education","topic":"International Student and Expatriate Challenges","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":"Laurentian University","funders":"","keywords":"Curriculum; Adaptation (eye); Multiculturalism; Pedagogy; Engineering ethics; Psychology; Mathematics education; Medical education; Sociology; Engineering; Medicine","score_opus":0.05937578215821951,"score_gpt":0.517063616304705,"score_spread":0.4576878341464855,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406824681","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":[0.97578734,0.002833552,0.00002357425,0.003219954,0.00043988583,0.00034793085,0.0000017445458,0.0000041501858,0.01734189],"genre_scores_gemma":[0.9933299,0.0055408333,0.00023140867,0.000012042667,0.00007891082,0.00006170645,0.000009601394,0.0000012608562,0.00073434203],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99906415,0.00011186212,0.00015004765,0.00011261104,0.00040987183,0.00015145582],"domain_scores_gemma":[0.99936366,0.00023581042,0.000029808327,0.000034944267,0.0003072901,0.000028491855],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010353301,0.000035398007,0.000049114107,0.00016997433,0.00018923567,0.00006107506,0.00021041422,0.000022048142,0.000007103769],"category_scores_gemma":[0.00041876824,0.0000267207,0.000010675455,0.00030942884,0.00009128111,0.0002443838,0.00005133203,0.00009297688,0.0000025404795],"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":[0.00008052406,0.0003763674,0.11334015,0.000010414123,0.0000089949,4.1777395e-7,0.18346451,0.00032525248,0.00037540306,0.10754213,0.00016222057,0.5943136],"study_design_scores_gemma":[0.0002120312,0.00005063167,0.05387403,0.000118206015,8.3238183e-7,7.152831e-8,0.8373188,0.000112065616,0.00042650924,0.014529087,0.09330751,0.000050227998],"about_ca_topic_score_codex":0.0013089535,"about_ca_topic_score_gemma":0.010918494,"teacher_disagreement_score":0.6538543,"about_ca_system_score_codex":0.00021713691,"about_ca_system_score_gemma":0.00014989458,"threshold_uncertainty_score":0.60927767},"labels":[],"label_agreement":null}]}