{"meta":{"query_hash":"5319959a2030","filters":{"venue":"Teaching and Teacher Education"},"cohort_total":110,"direct_labels_cover":0,"predictions_cover":110,"exported":110,"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/5319959a2030","api":"https://metacan.xera.ac/api/v1/cohort?venue=Teaching+and+Teacher+Education"},"results":[{"id":"W1965541145","doi":"10.1016/j.tate.2014.11.001","title":"Dialogic understanding of teachers' online transformative learning: A qualitative case study of teacher discussions in a graduate-level online course","year":2014,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Adult and Continuing Education Topics","field":"Social Sciences","cited_by":69,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Transformative learning; Dialogic; Context (archaeology); Perspective (graphical); Pedagogy; Mathematics education; Qualitative research; Teacher education; Psychology; Sociology; Computer science","score_opus":0.16508607806585385,"score_gpt":0.4460557527587036,"score_spread":0.2809696746928498,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1965541145","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":[0.9937487,0.000055758737,0.0014000081,0.0021726128,0.00014990623,0.00041109096,0.000006376209,0.000041426807,0.0020141085],"genre_scores_gemma":[0.9966872,0.000009879253,0.00072410255,0.000024759482,0.00015641563,0.000024590294,0.00003430964,0.000014832287,0.0023239362],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9955629,0.0032199465,0.00048021524,0.0002404313,0.00028157496,0.00021491511],"domain_scores_gemma":[0.9988876,0.00044025978,0.00033297695,0.00014807607,0.00008688106,0.00010419522],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0032510506,0.00015782319,0.0003082654,0.00020564583,0.00043649616,0.00002755853,0.00012808808,0.00010453026,0.000020122157],"category_scores_gemma":[0.0012091415,0.00013475462,0.000050986466,0.00025464228,0.00023095685,0.00023843907,0.000019815989,0.00080804294,4.6279266e-7],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010304763,0.005782682,0.030771697,0.000021976693,0.000021151252,7.5973674e-7,0.8986799,0.000009883036,0.000012498423,0.005799354,0.000066868524,0.058822922],"study_design_scores_gemma":[0.000587677,0.00021653355,0.040710248,0.00009239447,0.00006932084,0.0000043811015,0.9551932,0.00019734736,0.0000013750213,0.0025306288,0.0002386665,0.0001582233],"about_ca_topic_score_codex":0.03771605,"about_ca_topic_score_gemma":0.022965357,"teacher_disagreement_score":0.0586647,"about_ca_system_score_codex":0.00017166077,"about_ca_system_score_gemma":0.00027032165,"threshold_uncertainty_score":0.994863},"labels":[],"label_agreement":null},{"id":"W1967104539","doi":"10.1016/j.tate.2004.11.006","title":"What the teaching perspectives of cooperating teachers tell us about their advisory practices","year":2004,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":76,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada; University of British Columbia","keywords":"Perspective (graphical); Psychology; Mathematics education; Cohort; Pedagogy; Computer science; Medicine","score_opus":0.046854386236338745,"score_gpt":0.38367027728953973,"score_spread":0.336815891053201,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1967104539","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":[0.9655068,0.0057181953,0.0001172342,0.007264015,0.00092214544,0.00041346878,0.0000012050687,0.000096192314,0.019960755],"genre_scores_gemma":[0.99360514,0.0007437496,0.001366118,0.00036192872,0.00078680116,0.00005649385,0.000018201206,0.00002264825,0.0030389463],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99722934,0.0014808342,0.00031225424,0.00035452336,0.00032789985,0.00029517632],"domain_scores_gemma":[0.99849015,0.00041126666,0.0006019183,0.00029633168,0.00009828735,0.00010204544],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0045101237,0.00018862837,0.00017023453,0.00010849222,0.0020405264,0.00046919176,0.00033137805,0.000108350956,0.00004486027],"category_scores_gemma":[0.0021529482,0.00014667278,0.00006402534,0.00013427631,0.0003960933,0.0018423192,0.000049095644,0.0009767872,0.000008152197],"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":[0.000006527472,0.0012842314,0.018202655,0.00001800468,0.000034138666,7.25824e-8,0.8906846,0.000040862426,0.0019031286,0.018530037,0.00044149644,0.06885423],"study_design_scores_gemma":[0.00017712469,0.00004845473,0.042856388,0.00024672528,0.000051758143,0.0000027880324,0.92969215,0.00002475155,0.00026795504,0.0016476599,0.024775138,0.00020913118],"about_ca_topic_score_codex":0.0328928,"about_ca_topic_score_gemma":0.0014957932,"teacher_disagreement_score":0.0686451,"about_ca_system_score_codex":0.00041985174,"about_ca_system_score_gemma":0.00070268457,"threshold_uncertainty_score":0.9992587},"labels":[],"label_agreement":null},{"id":"W1969310250","doi":"10.1016/j.tate.2011.02.001","title":"Becoming researchers in the field of teaching and teacher education","year":2011,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Teacher education; Scholarship; Pedagogy; Sociocultural evolution; Narrative inquiry; Narrative; Identity (music); Sociology; Field (mathematics); Mathematics education; Value (mathematics); Psychology; Political science; Computer science","score_opus":0.23185918453795273,"score_gpt":0.4619185887612479,"score_spread":0.23005940422329518,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1969310250","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":[0.8345581,0.0017439389,0.0000465625,0.03837227,0.0003067759,0.00034949594,3.5154275e-7,0.000044789904,0.12457769],"genre_scores_gemma":[0.9899555,0.000080997444,0.0018513172,0.0013008707,0.00040829493,0.00007680753,0.0000044095873,0.000014988196,0.006306816],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9961144,0.002698752,0.00029542,0.00029926258,0.00028319375,0.0003089848],"domain_scores_gemma":[0.99878025,0.00067129935,0.00014447581,0.00024696067,0.00005079084,0.00010619969],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0073343124,0.00015090645,0.0001757118,0.00024735695,0.0007771362,0.000091456706,0.00027405715,0.00013473799,0.0001281677],"category_scores_gemma":[0.002908713,0.0001270816,0.000040465347,0.00016680988,0.00026606856,0.00034796988,0.000040611503,0.0013685757,0.000004652391],"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":[0.0000099570825,0.00068647065,0.08181247,0.000024831474,0.000007796702,7.1247165e-8,0.62428147,2.3164226e-8,0.000019741714,0.011228659,0.004810559,0.27711794],"study_design_scores_gemma":[0.00013043411,0.000044538374,0.23990063,0.000090211295,0.00002554963,0.0000020361554,0.72815734,0.00000441275,0.000009344436,0.003360552,0.02812604,0.00014892407],"about_ca_topic_score_codex":0.056004107,"about_ca_topic_score_gemma":0.0017587238,"teacher_disagreement_score":0.27696902,"about_ca_system_score_codex":0.00011493832,"about_ca_system_score_gemma":0.0005098261,"threshold_uncertainty_score":0.95028204},"labels":[],"label_agreement":null},{"id":"W1976795862","doi":"10.1016/j.tate.2012.07.009","title":"Collaborative inquiry in teacher professional development","year":2012,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":320,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia, Okanagan Campus; University of British Columbia","funders":"Johns Hopkins University; American Educational Research Association","keywords":"Situated; Professional learning community; Pedagogy; Professional development; Reading (process); Faculty development; Mathematics education; Community of practice; Teacher education; Community of inquiry; Psychology; Computer science; Political science","score_opus":0.051570374385119556,"score_gpt":0.4395006380303246,"score_spread":0.387930263645205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1976795862","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":[0.9566533,0.0012036818,0.00094415585,0.0005645504,0.0032318202,0.00023839355,4.1874293e-7,0.0001124303,0.037051257],"genre_scores_gemma":[0.933355,0.0000010309016,0.013437299,0.00039827722,0.00087970926,0.00016940788,0.000036470916,0.000033408127,0.051689416],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99512255,0.003579973,0.0003516951,0.00032768142,0.0001678935,0.000450215],"domain_scores_gemma":[0.99927104,0.0001910528,0.000159084,0.00021552444,0.000047217913,0.00011607655],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0071651028,0.00021850989,0.00021427144,0.0003008601,0.0003853984,0.00003227779,0.00011144016,0.00018684789,0.00046336566],"category_scores_gemma":[0.00043202576,0.00019610261,0.000021535463,0.00025774378,0.00007932948,0.00023302209,0.000047159436,0.0015965586,0.00010451984],"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":[0.000029190176,0.0014620991,0.30105537,0.000010610396,0.000020562356,2.8499645e-7,0.3146916,4.5787968e-7,0.00017813031,0.005655607,0.006822869,0.3700732],"study_design_scores_gemma":[0.00030450395,0.000022869099,0.79086965,0.00006328115,0.0000087314975,0.000009892812,0.03054058,0.000004464913,0.000021899885,0.00013052752,0.17779897,0.00022462105],"about_ca_topic_score_codex":0.00026492737,"about_ca_topic_score_gemma":0.000005098891,"teacher_disagreement_score":0.48981428,"about_ca_system_score_codex":0.00019010852,"about_ca_system_score_gemma":0.00024563467,"threshold_uncertainty_score":0.7996833},"labels":[],"label_agreement":null},{"id":"W1979109923","doi":"10.1016/j.tate.2014.12.005","title":"Self-efficacy and causal attributions in teachers: Effects on burnout, job satisfaction, illness, and quitting intentions","year":2015,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Job Satisfaction and Organizational Behavior","field":"Business, Management and Accounting","cited_by":411,"is_retracted":false,"has_abstract":false,"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; McMaster University","keywords":"Attribution; Psychology; Self-efficacy; Burnout; Mediation; Attrition; Intervention (counseling); Occupational burnout; Social psychology; Occupational stress; Clinical psychology; Emotional exhaustion; Medicine","score_opus":0.01731230043371948,"score_gpt":0.2807156016830445,"score_spread":0.263403301249325,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1979109923","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":[0.994826,0.00036714596,0.00019021191,0.0021116768,0.00042206602,0.00031665745,0.0000010904389,0.0001929005,0.0015722166],"genre_scores_gemma":[0.99796027,0.00001597674,0.0004979531,0.0005718712,0.0005718447,0.000038191083,0.000040200848,0.00002656143,0.00027713377],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9989517,0.00009672342,0.00023631504,0.00032700677,0.00019765583,0.00019064134],"domain_scores_gemma":[0.99950933,0.000104580264,0.00010875231,0.00012482451,0.00009743669,0.00005507606],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080321607,0.00018556834,0.00016344564,0.00033018316,0.00051626464,0.00032358273,0.00004648622,0.00009693297,0.000017787472],"category_scores_gemma":[0.0007854674,0.00018320388,0.000017114517,0.0002289262,0.000043127024,0.00083132833,0.00006294675,0.0004805958,0.000024181507],"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":[0.00000907006,0.00024190561,0.88658154,0.00005683384,0.000012373031,7.9271933e-7,0.0038401552,0.000003197032,0.00016472655,0.012158885,0.0015260373,0.09540449],"study_design_scores_gemma":[0.00087083195,0.000021183261,0.98420554,0.000108635046,0.00008080395,0.000013575614,0.0031358304,0.00015788533,0.000009035459,0.0008851011,0.010276352,0.00023519252],"about_ca_topic_score_codex":0.0032456003,"about_ca_topic_score_gemma":0.00041726322,"teacher_disagreement_score":0.09762403,"about_ca_system_score_codex":0.00013163434,"about_ca_system_score_gemma":0.00007844711,"threshold_uncertainty_score":0.7470837},"labels":[],"label_agreement":null},{"id":"W1979517367","doi":"10.1016/j.tate.2010.06.019","title":"Ethical matters or the matter of ethics","year":2010,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Legal Education and Practice Innovations","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Sociology; Pedagogy; Psychology; Engineering ethics","score_opus":0.06264461585091227,"score_gpt":0.45137447738927383,"score_spread":0.38872986153836153,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1979517367","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.2768407,0.0000089395835,0.00009199692,0.6921016,0.0007051252,0.00009106424,4.336782e-7,0.000022257813,0.030137915],"genre_scores_gemma":[0.94390595,0.000006281349,0.0016130693,0.034549236,0.00042925982,0.000016534374,0.000004051271,0.00000645096,0.019469151],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99868315,0.0007761848,0.00014722747,0.00010150367,0.00019018422,0.00010176046],"domain_scores_gemma":[0.9985753,0.0010086532,0.00010653431,0.00016232669,0.000097794255,0.000049365324],"candidate_categories":["research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0046097427,0.000052223408,0.000055435867,0.000048922462,0.0009117698,0.00012768524,0.00013744137,0.00020732287,0.0011861583],"category_scores_gemma":[0.0027867022,0.000031122516,0.000017543269,0.00012692604,0.00028011345,0.00020969089,0.000012727281,0.00380037,0.000041178828],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012410334,0.00031780096,0.017611567,0.000022415416,0.000011908577,4.507151e-8,0.41696462,1.9767685e-7,0.0007266677,0.32109225,0.1854457,0.057794437],"study_design_scores_gemma":[0.000040876617,0.0000061710684,0.03254235,0.000010707155,0.000015701144,0.0000030905503,0.026248291,0.0000036522788,0.000015651987,0.0029422126,0.938109,0.0000622902],"about_ca_topic_score_codex":0.019209625,"about_ca_topic_score_gemma":0.0016002451,"teacher_disagreement_score":0.7526633,"about_ca_system_score_codex":0.000017540433,"about_ca_system_score_gemma":0.0011078914,"threshold_uncertainty_score":0.9997269},"labels":[],"label_agreement":null},{"id":"W1982128472","doi":"10.1016/j.tate.2010.10.003","title":"Standing on the shoulders of giants","year":2010,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Commit; Scholarship; Professional development; Teacher education; Presentation (obstetrics); Pedagogy; Psychology; Mathematics education; Teacher preparation; Faculty development; Practitioner research; Medicine; Political science; Computer science","score_opus":0.11128571984996062,"score_gpt":0.41685142996619323,"score_spread":0.3055657101162326,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1982128472","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":[0.8668174,0.000100195095,0.00002571894,0.08068915,0.0007214329,0.00012984723,5.083615e-7,0.00004453942,0.05147121],"genre_scores_gemma":[0.99471295,0.00001410877,0.0002395152,0.0005876197,0.00041263978,0.000016282354,0.0000014080085,0.000007569028,0.004007935],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9990292,0.00039369016,0.000114269504,0.00013171464,0.00018488223,0.0001461994],"domain_scores_gemma":[0.99937505,0.00029921148,0.00007988585,0.00015121467,0.0000345164,0.000060110575],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020932322,0.00007307954,0.00007781679,0.00006501496,0.0006740759,0.00005131745,0.00012933064,0.00006211192,0.00019094498],"category_scores_gemma":[0.0010917261,0.000053360916,0.000027424501,0.00008226787,0.00026754703,0.00008768793,0.000010378617,0.00065452536,0.000007736376],"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":[0.000005374821,0.00031920025,0.035239063,0.000008822955,0.000014700068,2.5076343e-8,0.6209894,1.5717444e-7,0.0005713207,0.19629276,0.011366942,0.13519226],"study_design_scores_gemma":[0.000106849286,0.00002720136,0.10978607,0.000043393844,0.00002492744,6.591111e-7,0.7525618,0.000006148944,0.00010575504,0.0034820125,0.13369827,0.00015687876],"about_ca_topic_score_codex":0.002181801,"about_ca_topic_score_gemma":0.00041478878,"teacher_disagreement_score":0.19281074,"about_ca_system_score_codex":0.000034321063,"about_ca_system_score_gemma":0.00019670444,"threshold_uncertainty_score":0.5184515},"labels":[],"label_agreement":null},{"id":"W1986727800","doi":"10.1016/s0742-051x(01)00031-2","title":"Lifting a corner of the research rug: a case for meta-interviews in qualitative studies","year":2001,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Educational Assessment and Improvement","field":"Decision Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Credibility; Criticism; Situated; Psychology; Context (archaeology); Qualitative research; Educational research; Social psychology; Applied psychology; Pedagogy; Sociology; Epistemology; Computer science; Social science; Political science","score_opus":0.763657791782971,"score_gpt":0.661344570532484,"score_spread":0.10231322125048703,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1986727800","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":[0.98189974,0.0021345753,0.00022124796,0.013601854,0.00027394653,0.00045855262,0.0000026825383,0.000005121277,0.0014022831],"genre_scores_gemma":[0.9861015,0.0000173314,0.0019021608,0.0002093654,0.00011332199,0.00043675877,0.0000018629759,0.0000062348736,0.011211481],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99612796,0.0023904634,0.00054199167,0.00028953815,0.0004844539,0.00016560918],"domain_scores_gemma":[0.9947965,0.0042137476,0.00023512785,0.00028519283,0.0004331922,0.000036237405],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.025800258,0.00009143982,0.000246894,0.00024026842,0.000358008,0.000084718784,0.00022982125,0.000029143359,0.00004278865],"category_scores_gemma":[0.008783201,0.00004988046,0.000093496965,0.00039189914,0.00011164803,0.00021041009,0.00009839464,0.0003290491,0.0000027752808],"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":[0.00003227512,0.0011710186,0.021946713,0.000050143768,0.0002010562,7.736472e-7,0.65394026,0.0000054127545,0.00030622064,0.015842848,0.027824918,0.27867836],"study_design_scores_gemma":[0.00029000195,0.00011961221,0.011873944,0.00008080268,0.00010606689,0.000029605484,0.85321206,0.00032358742,0.000074316544,0.100705504,0.033061143,0.0001233488],"about_ca_topic_score_codex":0.0013274592,"about_ca_topic_score_gemma":0.00053684093,"teacher_disagreement_score":0.278555,"about_ca_system_score_codex":0.00009233362,"about_ca_system_score_gemma":0.00020573348,"threshold_uncertainty_score":0.99956626},"labels":[],"label_agreement":null},{"id":"W1987231558","doi":"10.1016/j.tate.2008.07.012","title":"HIV/AIDS educators: The challenges and issues for Namibian bachelor of education students","year":2008,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Adolescent Sexual and Reproductive Health","field":"Health Professions","cited_by":13,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Bachelor; Human immunodeficiency virus (HIV); Pedagogy; Sociology; Mathematics education; Higher education; Medical education; Psychology; Political science; Medicine; Virology","score_opus":0.1316549466519264,"score_gpt":0.4817580481377075,"score_spread":0.3501031014857811,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1987231558","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":[0.9665257,0.014766376,0.00006727259,0.013929046,0.0010829121,0.001136641,0.0000032892501,0.000045455876,0.0024433408],"genre_scores_gemma":[0.97144115,0.0013150128,0.0015622103,0.00052985694,0.0016844858,0.00026318702,0.00002545995,0.000026146165,0.02315249],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9980981,0.000778136,0.00035101225,0.00036035018,0.00016867652,0.0002437583],"domain_scores_gemma":[0.9989855,0.00022739267,0.00024184996,0.00030559278,0.00012938309,0.000110230816],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.001696374,0.00015319434,0.00022140637,0.00009983931,0.0013269064,0.0000070841375,0.00013562308,0.00011607437,0.000013539532],"category_scores_gemma":[0.00038897045,0.00010527037,0.000028434026,0.000050558185,0.00013594287,0.0001353079,0.00005926868,0.00061049365,0.000007830346],"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":[0.00005598516,0.0026327472,0.2743353,0.0010205103,0.000038351063,3.3549604e-8,0.32397974,9.0545434e-8,0.00016141582,0.015505799,0.01893681,0.36333323],"study_design_scores_gemma":[0.00031651673,0.00012877514,0.77289283,0.00030507488,0.00003643943,0.000007578505,0.16352557,0.0000039089546,0.00001329074,0.0021874122,0.06043898,0.00014364209],"about_ca_topic_score_codex":0.00046380708,"about_ca_topic_score_gemma":0.000014196157,"teacher_disagreement_score":0.4985575,"about_ca_system_score_codex":0.000080768405,"about_ca_system_score_gemma":0.00067009346,"threshold_uncertainty_score":0.99997324},"labels":[],"label_agreement":null},{"id":"W1995918600","doi":"10.1016/j.tate.2004.04.003","title":"Collaboration and self-regulation in teachers’ professional development","year":2004,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":417,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"General partnership; Professional development; Situated learning; Situated; Pedagogy; Community of practice; Professional learning community; Faculty development; Psychology; Sociology; Mathematics education; Computer science; Political science","score_opus":0.020956843476055066,"score_gpt":0.38542205974850857,"score_spread":0.3644652162724535,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1995918600","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":[0.9877852,0.0003364369,0.0029251773,0.0017024559,0.0007883388,0.00025787574,3.0643446e-7,0.00015152639,0.006052688],"genre_scores_gemma":[0.95806926,0.0000017899129,0.03439311,0.00022813404,0.00017772807,0.00008302225,0.000039028015,0.000022426137,0.006985472],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9977494,0.0012381085,0.00029569102,0.00036793458,0.0001381262,0.00021075003],"domain_scores_gemma":[0.9995264,0.000088973036,0.0001340267,0.00014525917,0.000043732565,0.00006162095],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0034338185,0.00016664293,0.0001515851,0.00027153172,0.00039527306,0.00006434366,0.000058557,0.0001571918,0.00005091052],"category_scores_gemma":[0.00019760143,0.00016045728,0.000011655712,0.0001977124,0.000041931275,0.00020987741,0.00002519897,0.00082893024,0.0000168911],"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":[0.00002752291,0.0015333623,0.086924925,0.000022399103,0.000027237047,7.009973e-7,0.44252563,0.000019036748,0.0010079227,0.023421736,0.00070503907,0.4437845],"study_design_scores_gemma":[0.0007933043,0.00004955966,0.9550071,0.00009456736,0.000012458425,0.000016271855,0.010309582,0.000023424689,0.000053510787,0.0022024454,0.031221716,0.0002160884],"about_ca_topic_score_codex":0.0006829851,"about_ca_topic_score_gemma":0.000045074346,"teacher_disagreement_score":0.86808217,"about_ca_system_score_codex":0.0002502774,"about_ca_system_score_gemma":0.00030285207,"threshold_uncertainty_score":0.6543258},"labels":[],"label_agreement":null},{"id":"W1998544201","doi":"10.1016/j.tate.2011.12.001","title":"Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations","year":2011,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":126,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Windsor","funders":"","keywords":"Information and Communications Technology; Exploratory research; Focus group; Psychology; Teacher education; Higher education; Medical education; Pedagogy; Mathematics education; Perception; Tertiary level; Sociology; Political science; Medicine; Social science","score_opus":0.07665111688990203,"score_gpt":0.37462305486930986,"score_spread":0.2979719379794078,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W1998544201","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":[0.8115941,0.0019160797,0.00017620802,0.008878343,0.00053086405,0.000825883,2.8733834e-7,0.0002612242,0.17581697],"genre_scores_gemma":[0.9894396,0.00014507407,0.0070852293,0.00029383824,0.00046149342,0.00074180565,0.000024370383,0.000016799664,0.0017918029],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99795705,0.0009434641,0.0002924616,0.00031529224,0.00021811422,0.00027364254],"domain_scores_gemma":[0.9992621,0.00015691313,0.00016848303,0.00026589574,0.00007797252,0.00006864475],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022809329,0.00015124487,0.00012197523,0.00026888534,0.0010316807,0.00012336175,0.0002626238,0.00018173076,0.0000999626],"category_scores_gemma":[0.00088662363,0.00013085923,0.000042026113,0.00024765127,0.00014447712,0.00044621102,0.000016573957,0.0008032997,0.000018110091],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000022543318,0.0011163973,0.011590659,0.000007075677,0.000004010385,8.044614e-8,0.35575494,8.938927e-8,0.000021058766,0.0807989,0.00053557556,0.55016893],"study_design_scores_gemma":[0.00013322823,0.00005193376,0.08801747,0.00010930108,0.00003499943,0.0000068609033,0.8559189,0.000078826495,0.000019290175,0.014356327,0.04102814,0.0002447269],"about_ca_topic_score_codex":0.008353601,"about_ca_topic_score_gemma":0.0031361808,"teacher_disagreement_score":0.5499242,"about_ca_system_score_codex":0.0001904335,"about_ca_system_score_gemma":0.0005919821,"threshold_uncertainty_score":0.9982498},"labels":[],"label_agreement":null},{"id":"W2001767659","doi":"10.1016/j.tate.2011.06.004","title":"Additive and disruptive pedagogies: The use of slowmation as an example of digital technology implementation","year":2011,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Education and Digital Technologies","field":"Social Sciences","cited_by":39,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Australian Research Council","keywords":"Practicum; Mathematics education; Psychology; Pedagogy; Teacher education; Animation; Technology integration; Teaching method; Computer science","score_opus":0.19033022299249028,"score_gpt":0.4167823804498204,"score_spread":0.22645215745733013,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2001767659","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":[0.992736,0.00006926911,0.00014013254,0.0008479565,0.000058125373,0.00021391478,0.000008176786,0.00007702482,0.005849434],"genre_scores_gemma":[0.9982396,0.000047842917,0.0011562333,0.000029718794,0.000025615487,0.000029537294,0.000028648617,0.000005310144,0.00043749347],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.99936473,0.00012110446,0.00016736209,0.00014593254,0.00010370533,0.000097159784],"domain_scores_gemma":[0.99941134,0.0001414277,0.00018059931,0.00014604973,0.000089743895,0.000030834537],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00036467437,0.00006752843,0.00008446683,0.0001354733,0.00025327766,0.00006535817,0.00009581875,0.000069933514,0.000042074942],"category_scores_gemma":[0.0005776689,0.0000538905,0.000014606063,0.00013242148,0.00044731548,0.0009235543,0.000033050837,0.0001285866,0.0000011366855],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000006281065,0.00018854554,0.030682446,0.000005358581,0.000008344913,1.8626787e-8,0.24196781,3.7470436e-8,0.00004634344,0.17509402,0.00016990985,0.5518309],"study_design_scores_gemma":[0.00010012004,0.00016113276,0.06903454,0.000021627802,0.00002365636,0.0000019574359,0.86912864,0.0000055713194,0.0005922868,0.049117867,0.011712957,0.000099612065],"about_ca_topic_score_codex":0.016463976,"about_ca_topic_score_gemma":0.00045067118,"teacher_disagreement_score":0.62716085,"about_ca_system_score_codex":0.000028448787,"about_ca_system_score_gemma":0.00015725491,"threshold_uncertainty_score":0.9900855},"labels":[],"label_agreement":null},{"id":"W2007584872","doi":"10.1016/j.tate.2010.06.023","title":"Encountering the philosopher as teacher: The pedagogical postures of Emmanuel Levinas","year":2010,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Philosophy, Ethics, and Existentialism","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"","keywords":"Pedagogy; Mathematics education; Psychology; Sociology; Philosophy","score_opus":0.08550188628991935,"score_gpt":0.3438866168881575,"score_spread":0.2583847305982382,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2007584872","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":[0.77934575,0.00061332714,0.0000043738387,0.016089428,0.0013244505,0.00015181034,0.000003462356,0.00005168833,0.2024157],"genre_scores_gemma":[0.97894263,0.000016315704,0.000030459061,0.0012085184,0.004254848,0.000026210191,0.00001168578,0.000021813074,0.015487529],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9988774,0.0002632314,0.00024359422,0.000215837,0.0002248869,0.00017504588],"domain_scores_gemma":[0.99920315,0.000141427,0.00014289327,0.00038511038,0.00007547152,0.000051975287],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001231868,0.00016924512,0.00015195114,0.000045311368,0.0010788039,0.0002464248,0.0003164375,0.00009183385,0.0004648442],"category_scores_gemma":[0.00024385673,0.00009432802,0.000088905654,0.000016241733,0.0005718741,0.00018630762,0.000067540364,0.001462356,0.00002675235],"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":[0.000020018719,0.0003396997,0.0006104167,0.000037564212,0.00003718093,3.111879e-7,0.34964547,4.6518852e-7,0.0008051964,0.62675047,0.004182391,0.017570814],"study_design_scores_gemma":[0.0002613639,0.00012418642,0.007132236,0.0000770889,0.0001569181,0.000044579916,0.05667519,0.00005083667,0.00006279506,0.211351,0.7237151,0.0003486407],"about_ca_topic_score_codex":0.0038865472,"about_ca_topic_score_gemma":0.0006924494,"teacher_disagreement_score":0.7195328,"about_ca_system_score_codex":0.000013682557,"about_ca_system_score_gemma":0.00008900117,"threshold_uncertainty_score":0.82973963},"labels":[],"label_agreement":null},{"id":"W2014979796","doi":"10.1016/j.tate.2014.07.009","title":"Encouraging and being encouraged: Development of an epistemic community and teacher professional growth in a Singapore classroom","year":2014,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":16,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University; University of Calgary","funders":"National Research Foundation Singapore","keywords":"Professional development; Context (archaeology); Pedagogy; Process (computing); Mathematics education; Faculty development; Sociology; Teacher education; Psychology; Computer science","score_opus":0.029232678781981554,"score_gpt":0.37204836343326236,"score_spread":0.3428156846512808,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2014979796","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":[0.9884889,0.00018933856,0.0030795073,0.0005991183,0.0002682499,0.0001684708,4.557415e-7,0.00007082955,0.0071351216],"genre_scores_gemma":[0.96987796,0.0000014863153,0.02835138,0.00015937671,0.000112437396,0.000032784294,0.000030762065,0.000031719166,0.0014021049],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99152404,0.0072196713,0.000466593,0.0003600592,0.00015351057,0.00027612402],"domain_scores_gemma":[0.9988109,0.00052431074,0.00026484657,0.00024843734,0.00005291662,0.00009859756],"candidate_categories":["research_integrity"],"consensus_categories":[],"category_scores_codex":[0.013194328,0.00022994915,0.00031215863,0.00032448748,0.0007945141,0.00004722879,0.0001361393,0.00017576595,0.00002182996],"category_scores_gemma":[0.00077262917,0.00021505951,0.000018065435,0.00012349056,0.00015010452,0.0001964923,0.00008214609,0.0024608609,0.0000011351206],"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":[0.000030374022,0.0006222207,0.26470354,0.00008573764,0.00001820141,3.1249718e-7,0.2251382,5.277994e-7,0.0019557874,0.0038597055,0.00005674733,0.50352865],"study_design_scores_gemma":[0.00064283045,0.00011288247,0.9537323,0.00042342045,0.000022639619,0.000043121716,0.037349705,0.00035421562,0.000084110245,0.005831625,0.0011026502,0.00030048317],"about_ca_topic_score_codex":0.0020870995,"about_ca_topic_score_gemma":0.00005892209,"teacher_disagreement_score":0.68902874,"about_ca_system_score_codex":0.000084954096,"about_ca_system_score_gemma":0.00012037923,"threshold_uncertainty_score":0.9998405},"labels":[],"label_agreement":null},{"id":"W2015622399","doi":"10.1016/j.tate.2014.05.002","title":"The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis","year":2014,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Mental Health Research Topics","field":"Psychology","cited_by":441,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Psychology; Anger; Multilevel model; Experience sampling method; Social psychology; Class (philosophy); Anxiety; Mathematics education","score_opus":0.08483341023150143,"score_gpt":0.48578916934983385,"score_spread":0.4009557591183324,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2015622399","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":[0.9922544,0.00018865177,0.006039344,0.00047262522,0.00026228803,0.00038598783,0.0000104364035,0.000026592901,0.00035969238],"genre_scores_gemma":[0.9939655,0.000011539139,0.0041110455,0.00007069679,0.0001812263,0.00031447285,0.000054973625,0.000011403815,0.0012791154],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9986482,0.00043195838,0.0002750603,0.00028365914,0.00015717698,0.00020393501],"domain_scores_gemma":[0.99912184,0.0002278723,0.0001364788,0.0003353894,0.000054717224,0.00012370934],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016056496,0.000100380006,0.00013804578,0.00012635534,0.00088107365,0.000066856366,0.00016794329,0.000064416214,0.00004955557],"category_scores_gemma":[0.00018756755,0.00007852718,0.000045211087,0.00013029088,0.00014889566,0.00012780173,0.000034835273,0.00031619036,6.74083e-7],"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":[0.000009247128,0.0004642969,0.59300005,0.0000097544735,0.00004848375,1.3353881e-8,0.021920523,0.0000013391267,0.00006758517,0.008010395,0.000047502384,0.3764208],"study_design_scores_gemma":[0.00019592051,0.000092596594,0.9759547,0.000009013506,0.00007650618,0.0000057141006,0.019880041,0.00018448314,0.0000033137635,0.0008076983,0.0027145727,0.00007540777],"about_ca_topic_score_codex":0.0006511762,"about_ca_topic_score_gemma":0.0002301106,"teacher_disagreement_score":0.38295466,"about_ca_system_score_codex":0.00005442097,"about_ca_system_score_gemma":0.00004639899,"threshold_uncertainty_score":0.6776595},"labels":[],"label_agreement":null},{"id":"W2016902139","doi":"10.1016/j.tate.2010.10.012","title":"Investigating pre-service teacher motivation across cultures using the Teachers’ Ten Statements Test","year":2010,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Professional Development and Motivation","field":"Social Sciences","cited_by":159,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Test (biology); Context (archaeology); Value (mathematics); Motivation theory; Motivation to learn; Work motivation; Social psychology; Pedagogy; Mathematics education","score_opus":0.05336269492112092,"score_gpt":0.4228135931660558,"score_spread":0.36945089824493493,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2016902139","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":[0.98639107,0.00006681914,0.00030119257,0.00774295,0.00076164736,0.0005476722,0.000002910271,0.00019390843,0.003991843],"genre_scores_gemma":[0.98131645,0.000007160952,0.0047376473,0.00101376,0.0010235637,0.000069848575,0.00006905434,0.00003408524,0.011728427],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99745625,0.0007840366,0.00038056148,0.000410345,0.00051475916,0.000454073],"domain_scores_gemma":[0.99872875,0.00034205182,0.00032109796,0.00026744217,0.00016403466,0.00017664388],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0043575764,0.00024174378,0.00015717947,0.00007463994,0.003485156,0.00037487832,0.00034968584,0.00024562108,0.000085538544],"category_scores_gemma":[0.0031867304,0.00018433765,0.000041176234,0.00028378726,0.00023055731,0.0010602749,0.00010844362,0.0016071305,0.000008924299],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000030234403,0.0003142704,0.48016632,0.000014732783,0.000018675917,6.548978e-8,0.42031878,0.000004703586,0.010387272,0.00144153,0.0019495874,0.08538107],"study_design_scores_gemma":[0.00031758434,0.000015814643,0.8502039,0.00011784318,0.00004119273,0.0000028290688,0.09927759,0.0003160404,0.00015849313,0.0028555328,0.046318527,0.0003746566],"about_ca_topic_score_codex":0.0148813035,"about_ca_topic_score_gemma":0.0022151787,"teacher_disagreement_score":0.3700376,"about_ca_system_score_codex":0.00018911227,"about_ca_system_score_gemma":0.0005348013,"threshold_uncertainty_score":0.99781215},"labels":[],"label_agreement":null},{"id":"W2019923327","doi":"10.1016/j.tate.2009.02.010","title":"Preparing teachers for inclusive classrooms","year":2009,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":501,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria; University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Inclusion (mineral); Set (abstract data type); Psychology; Mathematics education; Pedagogy; Special education; Special needs; Learning disability; Teaching method; Developmental psychology; Social psychology","score_opus":0.02496950161091465,"score_gpt":0.381185245985428,"score_spread":0.35621574437451337,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2019923327","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":[0.8317068,0.0010465384,0.0009550977,0.005233359,0.000742117,0.0003111938,0.0000018094655,0.00013934511,0.15986373],"genre_scores_gemma":[0.9720184,0.0000063729753,0.0032238155,0.0008438957,0.0006802209,0.00011815096,0.000047919228,0.000013726541,0.02304749],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9990152,0.00014829804,0.00019600558,0.00032027188,0.00007468342,0.0002455382],"domain_scores_gemma":[0.99942684,0.00014613586,0.000101744634,0.00021712294,0.00003295197,0.000075189244],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006496795,0.00014084441,0.00013627211,0.00007451454,0.0004197324,0.000073286414,0.00012351519,0.000114920615,0.000078094636],"category_scores_gemma":[0.00016994112,0.00013243967,0.000050847713,0.000045360262,0.000040763214,0.00013174547,0.000016973174,0.00033460307,0.000014894598],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000047645135,0.0008100038,0.011388453,0.000016091615,0.000040438827,1.7137693e-7,0.053184498,0.00000563105,0.00018308609,0.16022712,0.07555515,0.6985417],"study_design_scores_gemma":[0.0005461548,0.00038060607,0.61014503,0.000052402964,0.000073927455,0.00004370821,0.0571923,0.00005763817,0.000013103685,0.047572583,0.28350335,0.00041915828],"about_ca_topic_score_codex":0.0006859476,"about_ca_topic_score_gemma":0.0000144432215,"teacher_disagreement_score":0.69812256,"about_ca_system_score_codex":0.00010314188,"about_ca_system_score_gemma":0.000112221605,"threshold_uncertainty_score":0.54007334},"labels":[],"label_agreement":null},{"id":"W2027588845","doi":"10.1016/j.tate.2009.03.009","title":"Pedagogical beliefs, activity choice and structure, and adult–child interaction in nursery classrooms","year":2009,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Toronto Metropolitan University","funders":"","keywords":"Psychology; Structuring; Session (web analytics); Intervention (counseling); Developmental psychology; Grounded theory; Qualitative research; Pedagogy; Mathematics education; Social psychology; Sociology","score_opus":0.030202939756707577,"score_gpt":0.3760786849527982,"score_spread":0.34587574519609066,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2027588845","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":[0.97679585,0.00034313413,0.00002197439,0.013299484,0.00026409587,0.00016234304,6.196505e-7,0.00004780445,0.0090646865],"genre_scores_gemma":[0.9963503,0.00013853697,0.00045241154,0.0008500981,0.00041119516,0.0000051329166,0.000009916725,0.0000054474094,0.0017769792],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9989786,0.00031554318,0.00013203299,0.00026531637,0.00013730227,0.0001711917],"domain_scores_gemma":[0.99960476,0.000085866755,0.00006927509,0.00007929566,0.00002674933,0.0001340773],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004905454,0.00010931542,0.00011006444,0.0001159676,0.000522808,0.00015834367,0.000048770133,0.00010376466,0.00003690091],"category_scores_gemma":[0.00038939016,0.00010562582,0.000011907192,0.00008553211,0.000064670225,0.00042040137,0.000012232761,0.0005583236,0.0000014494166],"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":[0.000007548028,0.00028793083,0.17752294,0.000006666644,0.0000039139663,8.72881e-8,0.13080767,4.1016702e-7,0.000050354614,0.008302413,0.0005367476,0.6824733],"study_design_scores_gemma":[0.00017282041,0.000030906234,0.96386325,0.000052262236,0.0000070002347,0.0000060392626,0.015587348,0.000011066795,0.000007855641,0.0022638352,0.01786292,0.00013469484],"about_ca_topic_score_codex":0.0055064578,"about_ca_topic_score_gemma":0.0015094206,"teacher_disagreement_score":0.7863403,"about_ca_system_score_codex":0.00010896506,"about_ca_system_score_gemma":0.00018025059,"threshold_uncertainty_score":0.8324154},"labels":[],"label_agreement":null},{"id":"W2027782622","doi":"10.1016/j.tate.2011.01.010","title":"The power of the ‘object’ to influence teacher induction outcomes","year":2011,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":49,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"New Zealand Council for Educational Research; Teaching and Learning Research Initiative","keywords":"Teacher induction; Object (grammar); Context (archaeology); Mathematics education; Power (physics); Psychology; Orientation (vector space); Pedagogy; Computer science; Professional development; Artificial intelligence; Mathematics; Geography; Physics","score_opus":0.08417824759796536,"score_gpt":0.376840344390304,"score_spread":0.2926620967923387,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2027782622","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":[0.9354345,0.00027791312,0.000019556182,0.04009135,0.0009107474,0.00029715523,3.6139025e-7,0.000057426965,0.022910992],"genre_scores_gemma":[0.986041,0.000012943145,0.00031047998,0.0007131159,0.00015152579,0.000055418783,4.0973856e-7,0.000011205782,0.012703884],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9982236,0.00085926737,0.00022115596,0.00019751502,0.00026598398,0.0002324639],"domain_scores_gemma":[0.99921316,0.00013713678,0.00014570949,0.00031955005,0.00009252669,0.00009192424],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0021559221,0.00011898143,0.00011512437,0.000063195956,0.0013115744,0.00006301212,0.00032314172,0.00007918683,0.00006122449],"category_scores_gemma":[0.0016462366,0.000072172865,0.00005796914,0.0001972735,0.0003444236,0.00018553183,0.000051036666,0.00049220497,0.000015015924],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000052585365,0.00021391449,0.2836408,0.0000032900862,0.00001807589,9.28227e-9,0.6604034,2.2503794e-7,0.000038825503,0.009615111,0.00275982,0.0433013],"study_design_scores_gemma":[0.000041027717,0.00001394031,0.6998459,0.000017058936,0.000016548958,4.349752e-7,0.26753762,1.9452544e-7,0.000024184941,0.0010459053,0.03137594,0.00008126417],"about_ca_topic_score_codex":0.011241544,"about_ca_topic_score_gemma":0.0009140749,"teacher_disagreement_score":0.41620508,"about_ca_system_score_codex":0.000101985635,"about_ca_system_score_gemma":0.000292497,"threshold_uncertainty_score":0.99998856},"labels":[],"label_agreement":null},{"id":"W2036226121","doi":"10.1016/j.tate.2010.04.001","title":"Acknowledging the international breadth and depth of research on teaching and teacher education","year":2010,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Cultural Differences and Values","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Competence (human resources); Psychology; Dimension (graph theory); Mathematics education; Teacher education; Emotional competence; sort; Pedagogy; Social psychology; Emotional intelligence; Computer science; Mathematics","score_opus":0.11361121393103805,"score_gpt":0.4750784217238897,"score_spread":0.36146720779285163,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2036226121","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":[0.9307267,0.0005470044,0.00001589693,0.0040042545,0.0011639552,0.00020292724,0.0000016321528,0.000035604196,0.063302],"genre_scores_gemma":[0.9774177,0.000022326154,0.0004412599,0.00019617412,0.0009504289,0.000049093513,0.000022291002,0.000017617342,0.020883115],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9983122,0.0006883446,0.00021136201,0.00036846686,0.00021591317,0.00020373068],"domain_scores_gemma":[0.99909455,0.00034649277,0.00010669316,0.00027336215,0.000089525056,0.00008938518],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0028207686,0.0001494921,0.00013592378,0.00018142367,0.00061591837,0.0001691193,0.00020039818,0.00012271594,0.00020194353],"category_scores_gemma":[0.000505338,0.00010203011,0.000028031096,0.000062095845,0.00020322969,0.00015803492,0.00008327465,0.0019501194,0.000015406416],"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":[0.000029818288,0.0006962015,0.10675705,0.00002294776,0.000029182636,9.124485e-8,0.04057275,9.996649e-8,0.0024856625,0.04279614,0.009775949,0.7968341],"study_design_scores_gemma":[0.0002474863,0.00009542481,0.9387909,0.00012641257,0.00003193244,0.000042062955,0.03219374,0.00014009465,0.000043179294,0.0038631295,0.024262045,0.0001635554],"about_ca_topic_score_codex":0.0032865773,"about_ca_topic_score_gemma":0.00020875696,"teacher_disagreement_score":0.8320339,"about_ca_system_score_codex":0.000033894583,"about_ca_system_score_gemma":0.00009372251,"threshold_uncertainty_score":0.8472407},"labels":[],"label_agreement":null},{"id":"W2037361555","doi":"10.1016/j.tate.2014.05.005","title":"Identity expectations in early childhood teacher education: Pre-service teachers' memories of prior experiences and reasons for entry into the profession","year":2014,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":124,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Attrition; Psychology; Identity (music); Narrative; Context (archaeology); Teacher education; Early childhood teacher; Early childhood education; Pedagogy; Early childhood; Developmental psychology; Medicine","score_opus":0.028526342622772236,"score_gpt":0.37796108944707707,"score_spread":0.3494347468243048,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2037361555","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":[0.9568167,0.0023173194,0.00022140582,0.036950152,0.0006570614,0.0008131373,6.9406417e-7,0.000066146466,0.0021573817],"genre_scores_gemma":[0.9928898,0.000052077412,0.0020278334,0.00034937562,0.0006954033,0.0008642279,0.000012928045,0.000018955046,0.0030893958],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9974638,0.0012365615,0.0003577448,0.0003850178,0.00028521253,0.00027162014],"domain_scores_gemma":[0.9987855,0.00044174318,0.00025197782,0.00026810792,0.00013343379,0.00011922542],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0024445064,0.00018907436,0.00022670245,0.00015989636,0.0013083679,0.00017083538,0.00028224595,0.00014128521,0.00002629005],"category_scores_gemma":[0.0018395813,0.00015578535,0.00004774235,0.00028951693,0.00036306158,0.0007010566,0.000051857693,0.0004938853,0.0000021399358],"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":[0.00000858412,0.00064235803,0.080783926,0.000034074776,0.0000101315945,4.896407e-9,0.78427917,1.8406281e-7,0.000016526463,0.0055414992,0.00070595474,0.1279776],"study_design_scores_gemma":[0.00017506247,0.000028581713,0.33102173,0.00009987874,0.00003186617,5.0715715e-7,0.65996146,0.000007078494,0.000013430299,0.002076765,0.0064539155,0.00012974624],"about_ca_topic_score_codex":0.011723908,"about_ca_topic_score_gemma":0.005432894,"teacher_disagreement_score":0.2502378,"about_ca_system_score_codex":0.00012114838,"about_ca_system_score_gemma":0.0007886899,"threshold_uncertainty_score":0.9999918},"labels":[],"label_agreement":null},{"id":"W2042848171","doi":"10.1016/s0742-051x(01)00065-8","title":"The pathic principle of pedagogical language","year":2002,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":96,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Alberta Advanced Education; University of Alberta","funders":"","keywords":"Tact; Psychology; Epistemology; Cognition; Pedagogy; Mathematics education; Philosophy; Developmental psychology","score_opus":0.1924102263600197,"score_gpt":0.4512486143716808,"score_spread":0.2588383880116611,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2042848171","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":[0.92231107,0.005170384,0.000019936278,0.04015891,0.0003036506,0.00012307991,3.6292775e-7,0.00006455326,0.031848047],"genre_scores_gemma":[0.96731347,0.00016318915,0.00016053773,0.00019170328,0.00038045878,0.000019376297,0.0000012649054,0.000005843194,0.031764142],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99876434,0.00063792313,0.00013725547,0.00012299976,0.00017549173,0.00016201253],"domain_scores_gemma":[0.9994602,0.00022297374,0.00007920783,0.00013965517,0.000032610365,0.000065308996],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015949941,0.000065675165,0.000077576005,0.000032730328,0.0008426608,0.00005485632,0.0001242578,0.000053095755,0.00013491866],"category_scores_gemma":[0.00086957455,0.00004757454,0.000030474683,0.00007104385,0.00024053239,0.00007848534,0.000016478944,0.0003396763,0.000016364565],"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":[0.0000013814812,0.00021894823,0.01637312,0.0000066169223,0.000006813891,4.2362856e-8,0.7463693,6.952463e-8,0.000024437155,0.030456167,0.0025691933,0.20397393],"study_design_scores_gemma":[0.00007229891,0.000016521128,0.032544494,0.000016604725,0.000014619421,9.095625e-7,0.6285354,0.000018405373,0.00000626348,0.00046724346,0.33821964,0.00008762066],"about_ca_topic_score_codex":0.0018331738,"about_ca_topic_score_gemma":0.00027600603,"teacher_disagreement_score":0.33565044,"about_ca_system_score_codex":0.000044425,"about_ca_system_score_gemma":0.00007390452,"threshold_uncertainty_score":0.64811504},"labels":[],"label_agreement":null},{"id":"W2043282647","doi":"10.1016/j.tate.2011.08.009","title":"Border work: Teachers’ expressions of their literacy-related professional development needs in a First Nations school","year":2011,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Indigenous Health, Education, and Rights","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Western University","funders":"","keywords":"Literacy; Work (physics); Pedagogy; Compensation (psychology); Professional development; Sociology; Colonialism; Mathematics education; Political science; Psychology; Social psychology; Law; Engineering","score_opus":0.021929565485280456,"score_gpt":0.3322213782549087,"score_spread":0.31029181276962825,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2043282647","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":[0.89649594,0.00046784218,0.00004015371,0.00059462135,0.00077396544,0.00046970844,9.446303e-7,0.00005607034,0.10110073],"genre_scores_gemma":[0.9525027,0.00022345579,0.0028916153,0.000029855233,0.00014291873,0.000041528743,0.00003056343,0.000014772748,0.044122543],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99818546,0.0006690561,0.00042149457,0.0002088929,0.000202147,0.0003129281],"domain_scores_gemma":[0.9991429,0.00019919442,0.00019529488,0.00016999948,0.00011205483,0.00018057128],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0018680404,0.00013709268,0.00015157223,0.0004954293,0.004474672,0.0000343328,0.00017894844,0.00018691873,0.0003948991],"category_scores_gemma":[0.0000914402,0.000110214336,0.00003185833,0.0004761627,0.000120804645,0.0003736167,0.000004826597,0.0005792788,0.000014115726],"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":[0.0000071211093,0.0013123788,0.055274546,0.000022323913,0.000010278795,6.603545e-8,0.91017896,4.6672903e-7,0.000003694827,0.02089972,0.00018041296,0.01211004],"study_design_scores_gemma":[0.00030227168,0.00002155073,0.38083088,0.0007356341,0.000015506093,0.0000014237208,0.121201806,0.000004846598,0.000049913393,0.002044204,0.49451634,0.00027561185],"about_ca_topic_score_codex":0.043420557,"about_ca_topic_score_gemma":0.07987125,"teacher_disagreement_score":0.78897715,"about_ca_system_score_codex":0.0002584069,"about_ca_system_score_gemma":0.009337466,"threshold_uncertainty_score":0.99682134},"labels":[],"label_agreement":null},{"id":"W2047425221","doi":"10.1016/j.tate.2013.11.005","title":"Self-efficacy of early childhood special education teachers: Links to classroom quality and children's learning for children with language impairment","year":2013,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":63,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Institute of Education Sciences; McMaster University","keywords":"Self-efficacy; Psychology; Literacy; Quality (philosophy); Mathematics education; Early childhood education; Early childhood; Developmental psychology; Special education; Pedagogy; Social psychology","score_opus":0.018295942804681088,"score_gpt":0.33808744369322846,"score_spread":0.31979150088854735,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2047425221","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":[0.9937119,0.00024411333,0.00012750656,0.001711295,0.00025605338,0.0019975852,0.0000038508438,0.000115225266,0.0018324555],"genre_scores_gemma":[0.9894219,0.00002215928,0.0067809764,0.00021441015,0.0020140687,0.0002604739,0.00016773822,0.000027450156,0.0010907939],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9981494,0.0005483189,0.00031637138,0.0004063764,0.00028045214,0.00029908153],"domain_scores_gemma":[0.99907273,0.00012863305,0.0002680054,0.00020115526,0.000100034296,0.00022944776],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013298284,0.0001923303,0.00020584017,0.00016709194,0.00067112927,0.00019959292,0.00016217006,0.00015794364,0.000044801083],"category_scores_gemma":[0.000349309,0.00018454868,0.00004547028,0.0001470728,0.00009212848,0.00045300066,0.000036431695,0.0005423239,0.000009350453],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010484554,0.0029959974,0.42793784,0.000013747983,0.00005033368,3.714194e-9,0.32080948,0.0000019236086,0.000098403776,0.0010392051,0.0011426279,0.24589995],"study_design_scores_gemma":[0.00039155598,0.00024262325,0.954225,0.000069419824,0.00006593596,0.0000012725615,0.04354383,0.0000028981135,0.000044617445,0.00032724603,0.00085698726,0.00022860256],"about_ca_topic_score_codex":0.02821875,"about_ca_topic_score_gemma":0.00036032218,"teacher_disagreement_score":0.5262872,"about_ca_system_score_codex":0.00023990194,"about_ca_system_score_gemma":0.000601957,"threshold_uncertainty_score":0.9782524},"labels":[],"label_agreement":null},{"id":"W2050916702","doi":"10.1016/j.tate.2009.03.005","title":"The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disability and ability, and about their roles as teachers","year":2009,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":197,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Victoria; University of Toronto","funders":"","keywords":"Set (abstract data type); Inclusion (mineral); Mathematics education; Psychology; Teaching method; Pedagogy; Learning disability; Developmental psychology; Computer science; Social psychology","score_opus":0.05333710196075626,"score_gpt":0.44193303862494415,"score_spread":0.3885959366641879,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2050916702","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":[0.8645851,0.003131483,0.0000619613,0.12194391,0.00022368951,0.0017601779,0.000003895269,0.00015070666,0.008139067],"genre_scores_gemma":[0.99584013,0.00010404504,0.000766091,0.0009641795,0.000744537,0.00021661354,0.0000111255995,0.00003227532,0.0013209833],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99015707,0.0070906794,0.0007317597,0.000816172,0.0005421367,0.00066216674],"domain_scores_gemma":[0.9913739,0.0066740173,0.0009788082,0.00057793374,0.00012558901,0.00026973546],"candidate_categories":["metaresearch","metaepi_narrow","sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.020678382,0.00043449714,0.00043512895,0.00014927628,0.007036645,0.0006478789,0.00048276043,0.00023964046,0.000006829834],"category_scores_gemma":[0.03013352,0.0002955186,0.00010899261,0.00023699384,0.0013340242,0.0008181033,0.00020034729,0.002758675,0.0000028008583],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000020797437,0.00026208605,0.19845082,0.000021106676,0.000034382825,6.77346e-8,0.49922585,8.051312e-7,0.00006516617,0.011646722,0.00050147524,0.28977072],"study_design_scores_gemma":[0.00017268072,0.00011660824,0.51106495,0.00013053475,0.00007782896,0.0000060078264,0.4654453,0.000011650098,0.000007667762,0.005352789,0.017377378,0.00023657901],"about_ca_topic_score_codex":0.020067275,"about_ca_topic_score_gemma":0.0028305936,"teacher_disagreement_score":0.31261414,"about_ca_system_score_codex":0.0004317047,"about_ca_system_score_gemma":0.0005424448,"threshold_uncertainty_score":0.9999497},"labels":[],"label_agreement":null},{"id":"W2052853844","doi":"10.1016/j.tate.2007.11.005","title":"Becoming a health and physical education (HPE) teacher: Student teacher ‘performances’ in the physical education subject department office","year":2008,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Physical Education and Pedagogy","field":"Health Professions","cited_by":32,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Douglas College","funders":"","keywords":"Practicum; Coursework; Ethos; Physical education; Subject (documents); Teacher education; Psychology; Pedagogy; Mathematics education; Computer science; Political science","score_opus":0.07529287928962637,"score_gpt":0.4830930424345172,"score_spread":0.4078001631448908,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2052853844","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":[0.97319543,0.0012576495,0.000025536638,0.009146448,0.0008591683,0.0013696398,0.0000032827597,0.00010117591,0.014041693],"genre_scores_gemma":[0.9846872,0.00016496755,0.0002407451,0.0054893224,0.003098222,0.0010065433,0.00020442226,0.000046088364,0.005062457],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99513793,0.0026225345,0.00058860896,0.00063331565,0.00041938006,0.00059822405],"domain_scores_gemma":[0.9982036,0.00045687894,0.00039187353,0.0005105081,0.00009219438,0.0003449604],"candidate_categories":["metaepi_narrow","sts"],"consensus_categories":[],"category_scores_codex":[0.0017466727,0.0003742392,0.00046111466,0.00023501969,0.001906605,0.00005772104,0.00028074917,0.00013928201,0.00004540202],"category_scores_gemma":[0.0002849519,0.00029505018,0.000082541526,0.0002838179,0.00014502826,0.00044654633,0.00008302622,0.0022248875,0.00006738409],"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":[0.00006141456,0.012625065,0.16691348,0.00020035298,0.000025196017,1.8526173e-7,0.51853997,0.000002257924,0.00007463619,0.004203865,0.02338484,0.27396876],"study_design_scores_gemma":[0.00073522265,0.00025442924,0.6958503,0.00031778376,0.00005611335,0.000028228613,0.20623136,0.00053441594,0.0000050671624,0.0011199384,0.09442102,0.0004461185],"about_ca_topic_score_codex":0.0053344537,"about_ca_topic_score_gemma":0.00020799441,"teacher_disagreement_score":0.5289368,"about_ca_system_score_codex":0.0006010444,"about_ca_system_score_gemma":0.0050127334,"threshold_uncertainty_score":0.9999502},"labels":[],"label_agreement":null},{"id":"W2058053418","doi":"10.1016/j.tate.2007.11.014","title":"Home-based school teachers in Afghanistan: Teaching for tarbia and student well-being","year":2008,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Politics and Conflicts in Afghanistan, Pakistan, and Middle East","field":"Social Sciences","cited_by":55,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Context (archaeology); Government (linguistics); Pedagogy; Psychology; Professional development; Faith; Values education; Medical education; Mathematics education; Medicine","score_opus":0.019158055130763553,"score_gpt":0.33398336060923217,"score_spread":0.3148253054784686,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2058053418","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":[0.7829703,0.00094530795,0.0014326713,0.00044289895,0.00045554258,0.0005522392,0.0000043256337,0.00011638759,0.21308033],"genre_scores_gemma":[0.89900947,0.00006582616,0.0026918072,0.00060247624,0.0005477114,0.000087815446,0.00001854258,0.00002980828,0.09694655],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.9977788,0.00059844076,0.00036546684,0.00044289496,0.00030294879,0.00051148894],"domain_scores_gemma":[0.99905735,0.00023494662,0.00013787845,0.00020469217,0.00004671032,0.0003184418],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0029995115,0.00023082853,0.00030522695,0.00020951827,0.0019635223,0.00023448699,0.00019446822,0.00015401862,0.000030601717],"category_scores_gemma":[0.000503039,0.00023809423,0.00007289831,0.00008157818,0.0002447101,0.00023988409,0.00003132481,0.0007213606,0.0000039740735],"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":[0.00005595168,0.0013038614,0.24852936,0.00009951472,0.00005084595,0.00000537082,0.10410373,0.000008397084,0.00024599038,0.58869076,0.00047966433,0.056426574],"study_design_scores_gemma":[0.0013744932,0.00015025129,0.08970936,0.00026228096,0.00007955647,0.000012139054,0.034466464,0.0002693064,0.000018215444,0.008012569,0.8649249,0.0007204846],"about_ca_topic_score_codex":0.006562427,"about_ca_topic_score_gemma":0.00078395096,"teacher_disagreement_score":0.8644452,"about_ca_system_score_codex":0.0003501993,"about_ca_system_score_gemma":0.000642785,"threshold_uncertainty_score":0.99933577},"labels":[],"label_agreement":null},{"id":"W2060024700","doi":"10.1016/j.tate.2009.10.016","title":"“Relocating the Personal” to engender critically reflective practice in pre-service literacy teachers","year":2009,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Literacy; Critical literacy; Critical reflection; Psychology; Frame (networking); Pedagogy; Reflection (computer programming); Qualitative research; Mathematics education; Unconscious mind; Power (physics); Sociology; Computer science; Social science","score_opus":0.024421720588287205,"score_gpt":0.3474643075252908,"score_spread":0.3230425869370036,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2060024700","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":[0.9129009,0.00084542035,0.00007845632,0.061738327,0.00063711917,0.0003376325,0.0000014547757,0.00007589691,0.023384789],"genre_scores_gemma":[0.9671048,0.000011033688,0.0018011848,0.024640013,0.0018305734,0.000082600585,0.000025883437,0.000019375922,0.004484528],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99830914,0.0005560876,0.00028976725,0.0003452282,0.00020539426,0.00029439927],"domain_scores_gemma":[0.99876106,0.0005353014,0.000091429894,0.0002246905,0.00026440254,0.00012313183],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0014943749,0.00018516276,0.00013961103,0.00015492838,0.00063849625,0.0005189064,0.00015876918,0.000057154622,0.000103453574],"category_scores_gemma":[0.001987197,0.00014484543,0.000032039003,0.00009812563,0.00004456087,0.00096673315,0.000019586209,0.0008374262,0.000034067565],"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":[0.00002003407,0.00043313828,0.0002184453,0.0000129754935,0.000007724819,2.2063215e-7,0.753185,0.0000012848884,0.000026827382,0.004487683,0.002315893,0.23929077],"study_design_scores_gemma":[0.0002478878,0.00015692828,0.054089613,0.00021352625,0.00007735714,0.000016642844,0.74968284,0.00030700074,0.000010804952,0.0047078123,0.19012628,0.0003633132],"about_ca_topic_score_codex":0.0047143116,"about_ca_topic_score_gemma":0.00032807703,"teacher_disagreement_score":0.23892745,"about_ca_system_score_codex":0.00016113823,"about_ca_system_score_gemma":0.00022800629,"threshold_uncertainty_score":0.71266603},"labels":[],"label_agreement":null},{"id":"W2060094373","doi":"10.1016/j.tate.2014.11.004","title":"Content knowledge and pedagogical content knowledge in Taiwanese and German mathematics teachers","year":2014,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Mathematics Education and Teaching Techniques","field":"Social Sciences","cited_by":66,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Max-Planck-Gesellschaft; Deutsche Forschungsgemeinschaft; Strategic Innovation Fund","keywords":"German; Mathematics education; Subject matter; Teacher education; Selection (genetic algorithm); Pedagogy; Psychology; Subject (documents); Computer science; Curriculum; Philosophy","score_opus":0.1855020227082781,"score_gpt":0.44359692284483787,"score_spread":0.2580949001365598,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2060094373","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":[0.9425268,0.0013359849,0.0017693596,0.0021887966,0.00018440887,0.00041844335,6.80337e-7,0.00019192137,0.051383592],"genre_scores_gemma":[0.9825889,0.00012778502,0.006307579,0.00013860702,0.0002456474,0.00007802133,0.0000070821043,0.000022913737,0.010483464],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99786764,0.00097120285,0.0003659692,0.00034936375,0.00015857018,0.0002872454],"domain_scores_gemma":[0.9988974,0.00042938473,0.00014442675,0.00021883241,0.000063702886,0.00024630857],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0047075436,0.0002090002,0.00029665144,0.00020726852,0.00059031165,0.00019151473,0.00014914195,0.00016596667,0.00003423245],"category_scores_gemma":[0.0011480583,0.0001877388,0.00003447201,0.00008832209,0.0002815672,0.00020339743,0.00007308246,0.00063426717,0.000008424909],"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":[0.000003286255,0.0011064202,0.013431041,0.00010769333,0.000009032727,1.3872207e-7,0.5009591,2.0835062e-8,0.00016423766,0.32812104,0.0011940412,0.15490393],"study_design_scores_gemma":[0.0018745266,0.00030566144,0.1306274,0.0012549903,0.00019220907,0.00006536674,0.35826823,0.002096411,0.00007369196,0.14286973,0.36070076,0.0016710408],"about_ca_topic_score_codex":0.0025964119,"about_ca_topic_score_gemma":0.000860896,"teacher_disagreement_score":0.3595067,"about_ca_system_score_codex":0.00013739668,"about_ca_system_score_gemma":0.0001731079,"threshold_uncertainty_score":0.7655766},"labels":[],"label_agreement":null},{"id":"W2060265078","doi":"10.1016/j.tate.2010.09.013","title":"Hidden labor in the mentoring of pre-service teachers: Notes from a mentor teacher advisory council","year":2010,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"McGill University","keywords":"Work (physics); Service (business); Sociology; Intersection (aeronautics); Public relations; Teacher education; Pedagogy; Political science; Business; Engineering","score_opus":0.0923011602157845,"score_gpt":0.3685148396314316,"score_spread":0.2762136794156471,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2060265078","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":[0.93848425,0.0012717713,0.0000114063205,0.04884937,0.0007099055,0.00037215342,0.000003958032,0.000079399084,0.010217795],"genre_scores_gemma":[0.9929914,0.000041028656,0.0011573186,0.00095233717,0.0011707267,0.00012649882,0.000015058489,0.00002169906,0.0035239276],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99708533,0.0011968146,0.0003493955,0.00036395702,0.00065592077,0.00034858126],"domain_scores_gemma":[0.99859416,0.0005609676,0.00020979595,0.00037770567,0.0001447015,0.00011265832],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005472524,0.00020249865,0.00022637789,0.00010229279,0.00047225732,0.00014317893,0.00044352564,0.00018087776,0.0002165617],"category_scores_gemma":[0.0021110117,0.00016751158,0.00005154231,0.0002635341,0.00020907015,0.00035128449,0.000039453156,0.0012843519,0.00001265352],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011645108,0.00067813415,0.13626578,0.000014150113,0.000022238344,9.31804e-8,0.78131485,1.9360853e-7,0.0007463826,0.0015401412,0.0016197417,0.077786624],"study_design_scores_gemma":[0.00027893618,0.000017718348,0.3581898,0.0000557289,0.000053778305,5.4778036e-7,0.50769347,0.000009744323,0.00002708917,0.0009953456,0.13247702,0.00020079988],"about_ca_topic_score_codex":0.10224283,"about_ca_topic_score_gemma":0.028097343,"teacher_disagreement_score":0.27362138,"about_ca_system_score_codex":0.00027528775,"about_ca_system_score_gemma":0.0009813644,"threshold_uncertainty_score":0.9896374},"labels":[],"label_agreement":null},{"id":"W2061104479","doi":"10.1016/j.tate.2010.11.008","title":"Unpacking our assumptions about teacher educators around the world","year":2011,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"","keywords":"Unpacking; General partnership; Pedagogy; Sociology; Teacher education; Psychology; Political science","score_opus":0.061414682348826695,"score_gpt":0.3819158312112415,"score_spread":0.3205011488624148,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2061104479","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":[0.7676141,0.00048788614,0.000014477905,0.015350546,0.0021553417,0.00028018755,9.5125944e-7,0.00015223397,0.21394429],"genre_scores_gemma":[0.9039456,0.0000343392,0.0009540074,0.00091825606,0.0012856091,0.000062972125,0.000011280811,0.000014613656,0.09277331],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981698,0.0007919162,0.00021051631,0.0002728123,0.00022915745,0.00032584416],"domain_scores_gemma":[0.9992475,0.000057073885,0.00013541167,0.0002550759,0.00009901881,0.00020593211],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0016649193,0.00015827609,0.00011648441,0.00011714932,0.0019247542,0.00024526438,0.00026060408,0.00008683308,0.00028213867],"category_scores_gemma":[0.00055599026,0.00011707006,0.00006430894,0.00022322146,0.00014335284,0.00036555546,0.000029822393,0.0006249949,0.00009444177],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000054167663,0.00091051334,0.035140973,0.00000929955,0.000034792247,1.5271623e-7,0.6935294,7.0068813e-7,0.000033954835,0.07900585,0.09923088,0.09209804],"study_design_scores_gemma":[0.00008439392,0.0000065287513,0.16222689,0.00003919499,0.00005515028,0.0000031869338,0.30779907,0.000009602172,0.0000056794365,0.0010911152,0.52848357,0.00019562276],"about_ca_topic_score_codex":0.03499499,"about_ca_topic_score_gemma":0.004120845,"teacher_disagreement_score":0.4292527,"about_ca_system_score_codex":0.00021430016,"about_ca_system_score_gemma":0.00038780502,"threshold_uncertainty_score":0.9993746},"labels":[],"label_agreement":null},{"id":"W2061747267","doi":"10.1016/j.tate.2010.11.004","title":"Internationally educated female teachers in the neoliberal context: Their labour market and teacher certification experiences in Canada","year":2010,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":46,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Mount Saint Vincent University","funders":"","keywords":"Certification; Context (archaeology); Neoliberalism (international relations); Ethnic group; Race (biology); Teacher education; Gender studies; Sociology; Political science; Pedagogy; Labour economics; Demographic economics; Economics; Social science; Geography","score_opus":0.019366204243108493,"score_gpt":0.30876270382795384,"score_spread":0.28939649958484537,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2061747267","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":[0.9698168,0.00027520812,8.1477435e-7,0.0188823,0.00091349956,0.0003164871,0.000001916252,0.000023119896,0.009769852],"genre_scores_gemma":[0.990572,0.000025692088,0.00012661409,0.0015093328,0.00025025642,0.00015545821,0.000020612666,0.000008250313,0.007331828],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9981899,0.000772692,0.0002601866,0.00028823558,0.00023401373,0.00025495212],"domain_scores_gemma":[0.9993756,0.00017168421,0.000111846035,0.00015924676,0.000068505804,0.00011312696],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017569432,0.00014532573,0.00012445814,0.000095905205,0.00036605514,0.00020751913,0.0002683749,0.00009012752,0.0002126177],"category_scores_gemma":[0.0008129367,0.00010909178,0.000018791641,0.00017326538,0.00016148058,0.00032386743,0.000019870395,0.0007500232,0.0000018611134],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000007128364,0.00024019019,0.08564841,0.000004320373,0.00000420113,2.5594176e-7,0.81779337,3.7623178e-7,0.0001274128,0.0028950546,0.006029817,0.087249465],"study_design_scores_gemma":[0.00012059394,0.0000036831696,0.45912027,0.000015865775,0.0000031441537,0.000003872678,0.47927755,0.000049919214,0.000005127653,0.00025865875,0.06103447,0.00010683303],"about_ca_topic_score_codex":0.9656253,"about_ca_topic_score_gemma":0.94292754,"teacher_disagreement_score":0.37347186,"about_ca_system_score_codex":0.00032512555,"about_ca_system_score_gemma":0.0013881362,"threshold_uncertainty_score":0.44486338},"labels":[],"label_agreement":null},{"id":"W2063595623","doi":"10.1016/s0742-051x(01)00023-3","title":"Opportunities and challenges in the development of teachers’ knowledge: the development of narrative authority through knowledge communities","year":2001,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":208,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Francis Xavier University","funders":"","keywords":"Narrative; Situational ethics; Interpersonal communication; Professional development; Pedagogy; Sociology; Narrative inquiry; Generative grammar; Psychology; Social psychology; Computer science; Social science","score_opus":0.44353570261573083,"score_gpt":0.4437715365067236,"score_spread":0.00023583389099274266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2063595623","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":[0.9103607,0.019217502,0.00004308113,0.02842415,0.00018510286,0.0002856603,3.9718947e-7,0.000027849184,0.04145556],"genre_scores_gemma":[0.99497586,0.0013896642,0.0017730013,0.0000524605,0.00012651908,0.00010082155,0.0000065215736,0.000009183646,0.0015659363],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99659145,0.0024138694,0.00042195895,0.00015578845,0.00020139238,0.00021552341],"domain_scores_gemma":[0.99883235,0.0006319009,0.00019220021,0.00019526103,0.00010394153,0.000044367676],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.006007642,0.00016147333,0.0002190087,0.00010472582,0.0013678875,0.000045282584,0.00029685366,0.000090217596,0.000021782567],"category_scores_gemma":[0.00022958641,0.000111178175,0.000026831196,0.00013884877,0.00065769535,0.00020292377,0.00006348317,0.0005320223,0.0000011983483],"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":[0.0000036427098,0.0005018803,0.0070675416,0.000044568787,0.000021929412,1.7485094e-8,0.7180433,4.5503658e-8,0.0000026824887,0.009403982,0.0001806854,0.26472968],"study_design_scores_gemma":[0.0000956033,0.000012513125,0.10509755,0.00009905844,0.000013485675,9.973418e-7,0.7543597,0.0000012409732,0.0000076052843,0.0004981822,0.13971457,0.00009947896],"about_ca_topic_score_codex":0.0014986867,"about_ca_topic_score_gemma":0.018318338,"teacher_disagreement_score":0.2646302,"about_ca_system_score_codex":0.00011985326,"about_ca_system_score_gemma":0.0011023246,"threshold_uncertainty_score":0.99993217},"labels":[],"label_agreement":null},{"id":"W2064448574","doi":"10.1016/j.tate.2011.06.002","title":"Disorienting experiences during study abroad: Reflections of pre-service teacher candidates","year":2011,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":193,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"York University; Vanier College","funders":"","keywords":"Transformative learning; Study abroad; Pedagogy; Consciousness raising; Sociology; Perspective (graphical); Power (physics); Variety (cybernetics); Consciousness; Reflection (computer programming); Teacher education; Service (business); Service-learning; Mathematics education; Frame (networking); Psychology; Higher education; Critical reflection; Political science; Engineering; Computer science","score_opus":0.0388884270060766,"score_gpt":0.3929415827106005,"score_spread":0.3540531557045239,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2064448574","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":[0.95773965,0.00013577318,0.000005150757,0.00032959922,0.00061176537,0.00030106204,5.156552e-7,0.000089688365,0.040786766],"genre_scores_gemma":[0.989219,0.000009717552,0.0006289176,0.00005440601,0.00020078252,0.00011240126,0.000004882261,0.000008353838,0.009761549],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99869287,0.0004403069,0.0002306857,0.0002437186,0.00019093357,0.0002015012],"domain_scores_gemma":[0.99943024,0.000026880132,0.0001503682,0.0001588354,0.000117814445,0.00011583652],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00071310526,0.00010987726,0.0001196913,0.0000849302,0.0010209071,0.00006435044,0.00015652446,0.000059154732,0.00028389736],"category_scores_gemma":[0.0004032682,0.00009798553,0.00002843178,0.00020586413,0.00009437315,0.0003501209,0.000031674175,0.00023634141,0.0000057369016],"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":[0.0000109139855,0.0010487948,0.07485793,0.000010041117,0.000012293117,5.3212318e-8,0.9196028,2.2229618e-7,0.00019741389,0.00046313019,0.0002645579,0.0035318548],"study_design_scores_gemma":[0.00011984119,0.000024027573,0.29075858,0.000022807057,0.000028985974,0.0000010704417,0.7027762,0.000004510138,0.000083627594,0.00007241667,0.005998351,0.000109574445],"about_ca_topic_score_codex":0.13927379,"about_ca_topic_score_gemma":0.0070626703,"teacher_disagreement_score":0.21682659,"about_ca_system_score_codex":0.00008113074,"about_ca_system_score_gemma":0.00014862882,"threshold_uncertainty_score":0.8664579},"labels":[],"label_agreement":null},{"id":"W2067990586","doi":"10.1016/j.tate.2010.03.002","title":"Writing and becoming [a teacher]: Teacher candidates’ literacy narratives over four years","year":2010,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":46,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"","keywords":"Narrative; Teacher education; Literacy; Mathematics education; Pedagogy; Psychology; Teacher preparation; Sociology; Literature; Art","score_opus":0.05056214890869239,"score_gpt":0.39442982491110484,"score_spread":0.34386767600241247,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2067990586","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":[0.96100426,0.0010640419,0.000036602945,0.022486916,0.0007569287,0.00026362686,0.000001632312,0.00020042498,0.014185577],"genre_scores_gemma":[0.97728866,0.00005222809,0.0028703886,0.00057380594,0.0018649386,0.000059473783,0.000014753866,0.000037953363,0.017237807],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9975718,0.0008478909,0.00032081205,0.0005073971,0.00028725975,0.00046482604],"domain_scores_gemma":[0.9989981,0.00021799965,0.00018271962,0.00025269433,0.00006689215,0.00028157127],"candidate_categories":["metaepi_narrow","sts"],"consensus_categories":[],"category_scores_codex":[0.0027862818,0.00025509862,0.0002489794,0.00020255068,0.0013080835,0.00050606305,0.00019429304,0.00021471722,0.0004188926],"category_scores_gemma":[0.0008483232,0.00026494975,0.000057892503,0.00015128819,0.0004037501,0.0007265493,0.00006166384,0.0016625094,0.00001780632],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000067564683,0.00025936984,0.21460913,0.000016513588,0.00002416234,4.5466305e-7,0.5639589,4.442689e-8,0.00036765824,0.0032907473,0.0034087882,0.2140575],"study_design_scores_gemma":[0.00035669413,0.000025084391,0.48983133,0.000087323264,0.000042867236,0.000010377302,0.35272473,0.00003551667,0.0000060578914,0.0019283817,0.15450695,0.00044468202],"about_ca_topic_score_codex":0.0073085777,"about_ca_topic_score_gemma":0.0014460378,"teacher_disagreement_score":0.2752222,"about_ca_system_score_codex":0.00011041231,"about_ca_system_score_gemma":0.00033389984,"threshold_uncertainty_score":0.9999921},"labels":[],"label_agreement":null},{"id":"W2068530064","doi":"10.1016/s0742-051x(01)00016-6","title":"The recent landscape of teacher education: critical points and possible conjectures","year":2001,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":41,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University of Cincinnati","keywords":"Teacher education; Argument (complex analysis); Field (mathematics); Pedagogy; Sociology; Mathematics education; Chart; Psychology; Mathematics; Medicine","score_opus":0.05738106478079034,"score_gpt":0.4000191106676821,"score_spread":0.34263804588689173,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2068530064","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":[0.63136005,0.020424595,0.000041871543,0.26287282,0.0012093263,0.00030726197,9.747878e-7,0.000099741694,0.08368334],"genre_scores_gemma":[0.9845453,0.0013566284,0.0005465713,0.00086742255,0.0008246354,0.000046303652,0.0000062144672,0.000013948072,0.0117929885],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9981038,0.00087699434,0.00024304661,0.00025962567,0.00024046286,0.000276093],"domain_scores_gemma":[0.9989119,0.00047171282,0.00010375029,0.00020364634,0.00014735294,0.00016162034],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0020077387,0.00014125618,0.00015391012,0.00008903733,0.0012814528,0.00017970432,0.00015308481,0.00010560793,0.00020485908],"category_scores_gemma":[0.0020431436,0.000109271634,0.0000337259,0.00015582578,0.00053301087,0.00018727624,0.000029986379,0.00047450498,0.000006904598],"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":[0.000021095077,0.0007422162,0.13990796,0.000023990084,0.000021188813,8.7282665e-8,0.24223709,7.975579e-8,0.000015800035,0.06639755,0.029553916,0.52107906],"study_design_scores_gemma":[0.00012374943,0.000030139556,0.15883544,0.000048424594,0.000042142427,0.00000782657,0.31050235,0.0000042982665,0.0000057993266,0.0059244144,0.5243196,0.00015583874],"about_ca_topic_score_codex":0.0024489847,"about_ca_topic_score_gemma":0.0004974962,"teacher_disagreement_score":0.5209232,"about_ca_system_score_codex":0.00007014291,"about_ca_system_score_gemma":0.00070949894,"threshold_uncertainty_score":0.98560286},"labels":[],"label_agreement":null},{"id":"W2099837914","doi":"10.1016/j.tate.2010.01.001","title":"Narrative inquiry in service learning contexts: Possibilities for learning about diversity in teacher education","year":2010,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Service-Learning and Community Engagement","field":"Social Sciences","cited_by":62,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Tyndale University; University of Alberta","funders":"University of Alberta","keywords":"Diversity (politics); Narrative; Pedagogy; Narrative inquiry; Situated; Service-learning; Sociology; Teacher education; Situated learning; Service (business); Mathematics education; Psychology; Computer science; Anthropology","score_opus":0.043724130764987386,"score_gpt":0.36529696355940994,"score_spread":0.32157283279442256,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2099837914","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":[0.98212075,0.0002485588,0.000049203405,0.0032470613,0.00062244234,0.00041459865,2.1404331e-7,0.000116419964,0.013180722],"genre_scores_gemma":[0.9846921,0.000022330556,0.000642717,0.00039223893,0.00042189108,0.0001077581,0.000042993644,0.00001807262,0.013659923],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9966228,0.0023178773,0.00024381337,0.0003087746,0.0001949803,0.00031172537],"domain_scores_gemma":[0.99899006,0.00045273162,0.00015584138,0.00017611089,0.00012784258,0.00009742932],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.0054332768,0.0001585135,0.00018517442,0.00024632315,0.0024945599,0.00016098758,0.00025817557,0.00018357023,0.0000974035],"category_scores_gemma":[0.0014959498,0.0001787737,0.000036805526,0.00022567982,0.00010803731,0.00045724897,0.0001287498,0.0026873674,0.000005908078],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000018456454,0.00041665728,0.20717832,0.000031043295,0.000004362008,4.8280604e-8,0.64637166,0.00003712025,0.00006629434,0.001969783,0.00010854001,0.14379773],"study_design_scores_gemma":[0.00031945467,0.00004213891,0.20956987,0.00012359768,0.000012099852,5.1942317e-7,0.76027954,0.00020269175,0.0000037433467,0.0011730538,0.0280816,0.0001916677],"about_ca_topic_score_codex":0.12687266,"about_ca_topic_score_gemma":0.04751408,"teacher_disagreement_score":0.14360607,"about_ca_system_score_codex":0.00025304794,"about_ca_system_score_gemma":0.0005385169,"threshold_uncertainty_score":0.99961346},"labels":[],"label_agreement":null},{"id":"W2100405031","doi":"10.1016/j.tate.2011.11.013","title":"Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors","year":2012,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":613,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Burnout; Emotional exhaustion; Psychology; Depersonalization; Perception; Social psychology; Developmental psychology; Clinical psychology","score_opus":0.01968711992776935,"score_gpt":0.28368840386373195,"score_spread":0.2640012839359626,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2100405031","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":[0.9909421,0.0008377652,0.000020375084,0.00060155673,0.00018586371,0.00022555843,0.0000032118835,0.000024995572,0.0071585644],"genre_scores_gemma":[0.9973278,0.00001200939,0.00018495132,0.00013958702,0.000354016,0.00004884931,0.000044022825,0.000014870662,0.0018738798],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99887156,0.00035140893,0.00022142557,0.00019650509,0.00015191226,0.00020719832],"domain_scores_gemma":[0.9994639,0.00012893534,0.00014313501,0.00016037423,0.000009499304,0.00009413648],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0010745209,0.00013303614,0.00012971676,0.00010742286,0.00016226973,0.000020849748,0.00007465438,0.000101027385,0.0011335526],"category_scores_gemma":[0.00014879623,0.00010099692,0.000018975792,0.00004390499,0.0000870977,0.00013933044,0.000030241297,0.000502722,0.0000050228196],"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":[0.0000046656382,0.0003397128,0.8042803,0.000004204933,0.000015905,2.3749404e-8,0.13546228,0.000001010874,0.00018601293,0.001372191,0.000096187825,0.058237493],"study_design_scores_gemma":[0.00017271907,0.000023496474,0.9179838,0.000020169064,0.000017656193,0.0000046179794,0.07620001,0.000013463265,0.000011216029,0.00019520643,0.005267595,0.00009008623],"about_ca_topic_score_codex":0.0008868194,"about_ca_topic_score_gemma":0.000012560305,"teacher_disagreement_score":0.11370346,"about_ca_system_score_codex":0.00005641614,"about_ca_system_score_gemma":0.00002616088,"threshold_uncertainty_score":0.9997795},"labels":[],"label_agreement":null},{"id":"W2106347655","doi":"10.1016/j.tate.2005.05.004","title":"The flight from experience to representation: Seeing relational complexity in teacher education","year":2005,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"","keywords":"Discernment; Situated; Certainty; Representation (politics); Mathematics education; Psychology; Pedagogy; Situated learning; Epistemology; Computer science; Artificial intelligence; Political science; Philosophy","score_opus":0.17420356773331397,"score_gpt":0.4423047572552307,"score_spread":0.26810118952191675,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2106347655","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":[0.80288327,0.0016316818,0.00023964663,0.16582188,0.0008096821,0.00038620175,0.0000010545701,0.00010010938,0.028126497],"genre_scores_gemma":[0.97157925,0.00004699325,0.0045954655,0.001426135,0.0019376635,0.0002199225,0.000029961999,0.000015502412,0.020149104],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.997473,0.0010769927,0.00035076626,0.00042070093,0.00036462094,0.00031392302],"domain_scores_gemma":[0.99894565,0.00037525498,0.00013056316,0.0002854586,0.00008619913,0.00017684704],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0016512446,0.00015859999,0.00014160656,0.00013764489,0.0015891644,0.00023038649,0.00024177108,0.00009874815,0.00021713706],"category_scores_gemma":[0.0012027217,0.00014320861,0.000040049323,0.0002878277,0.00025624296,0.00050798286,0.00004265742,0.0005967279,0.00006744532],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000104572755,0.0004159581,0.13226162,0.0000018832498,0.0000062450395,3.531429e-8,0.52348226,0.0000059835047,0.000029348219,0.018294398,0.008253432,0.31723836],"study_design_scores_gemma":[0.00009018508,0.0000059064478,0.40523762,0.00003371927,0.000008231599,6.0051286e-7,0.28364673,0.000040218787,0.000007872199,0.0019166997,0.308863,0.00014919613],"about_ca_topic_score_codex":0.0198486,"about_ca_topic_score_gemma":0.007900683,"teacher_disagreement_score":0.31708917,"about_ca_system_score_codex":0.0004865591,"about_ca_system_score_gemma":0.00064771273,"threshold_uncertainty_score":0.9997106},"labels":[],"label_agreement":null},{"id":"W2126865987","doi":"10.1016/j.tate.2006.04.022","title":"Developing fundamental principles for teacher education programs and practices","year":2006,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":1035,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Restructuring; Teacher education; Pedagogy; Mathematics education; Teacher preparation; Sociology; Psychology; Political science","score_opus":0.18108707763026308,"score_gpt":0.449627330011884,"score_spread":0.26854025238162094,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2126865987","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":[0.917983,0.0030656552,0.00043425322,0.06187898,0.0006057657,0.00086439593,7.491315e-7,0.00020311846,0.014964091],"genre_scores_gemma":[0.9615825,0.00006034152,0.0138060665,0.00038282233,0.0017681535,0.00039352477,0.000062854175,0.00002460759,0.02191916],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99832606,0.00047586954,0.0002718677,0.00039868345,0.0002014378,0.00032605117],"domain_scores_gemma":[0.9991541,0.00015236875,0.00037008635,0.00011675001,0.00009766972,0.000109062436],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.001974734,0.00018338511,0.0001587469,0.00012645707,0.0013183622,0.00039097975,0.0001183121,0.00012231054,0.000021297292],"category_scores_gemma":[0.0007087239,0.00018335834,0.00003874629,0.00011128741,0.00023039897,0.0004998157,0.000028955941,0.0003418258,0.0000048397824],"study_design_candidate":"not_applicable","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000121898465,0.0011185618,0.2829986,0.00007255174,0.000019226227,3.015167e-8,0.13231586,1.609849e-7,0.000041803858,0.09066892,0.004381975,0.48837012],"study_design_scores_gemma":[0.0001742656,0.000031096428,0.20231408,0.00007507858,0.000054080272,0.0000034571988,0.27748194,0.000013494671,0.000005791699,0.0037279758,0.51585734,0.0002613945],"about_ca_topic_score_codex":0.011458508,"about_ca_topic_score_gemma":0.0019947852,"teacher_disagreement_score":0.5114754,"about_ca_system_score_codex":0.0002957929,"about_ca_system_score_gemma":0.0010971078,"threshold_uncertainty_score":0.99998176},"labels":[],"label_agreement":null},{"id":"W2128784815","doi":"10.1016/j.tate.2005.05.018","title":"Collaborative teacher learning: Findings from two professional development projects","year":2005,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":140,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"","keywords":"Professional learning community; Professional development; Nature versus nurture; Pedagogy; Faculty development; Mathematics education; Psychology; Scale (ratio); Control (management); Teacher education; Atmosphere (unit); Sociology; Computer science","score_opus":0.018721999331215277,"score_gpt":0.3579514672357724,"score_spread":0.33922946790455716,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2128784815","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":[0.9504439,0.0006729276,0.00010513217,0.0065171346,0.0005904085,0.00042525615,0.0000018583108,0.00026512067,0.040978268],"genre_scores_gemma":[0.9147308,0.000024166427,0.006990458,0.0002826697,0.0013211165,0.000073513474,0.00007465029,0.00002483449,0.07647782],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9965034,0.0018924009,0.00029761856,0.0004737965,0.0004755516,0.00035723683],"domain_scores_gemma":[0.9991276,0.00021422002,0.00015824164,0.00014612474,0.00015859929,0.0001951726],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0028459334,0.00022725834,0.00020698587,0.00016314434,0.0035023403,0.00022082622,0.00019210624,0.00015283043,0.0003343884],"category_scores_gemma":[0.0009937327,0.00021020626,0.00003236906,0.00028208332,0.00015579577,0.00055687746,0.000101227866,0.0011742123,0.00006925629],"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":[0.00003265265,0.00063189346,0.08312704,0.0000056392987,0.000023969136,2.7157168e-7,0.49305746,0.000008306312,0.0005551901,0.0043633142,0.008269974,0.4099243],"study_design_scores_gemma":[0.00046168585,0.000037874994,0.06933379,0.00012749575,0.000024266692,6.869436e-7,0.08158069,0.00018548581,0.0001598541,0.00041308728,0.84730667,0.0003683946],"about_ca_topic_score_codex":0.0057329214,"about_ca_topic_score_gemma":0.00209159,"teacher_disagreement_score":0.8390367,"about_ca_system_score_codex":0.00077955954,"about_ca_system_score_gemma":0.0019728765,"threshold_uncertainty_score":0.997795},"labels":[],"label_agreement":null},{"id":"W2145935276","doi":"10.1016/j.tate.2009.06.016","title":"Whatever it takes: How beginning teachers learn to survive","year":2009,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":234,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"","keywords":"Satisficing; Attrition; Repertoire; Coping (psychology); Psychology; Mathematics education; Pedagogy; Computer science; Medicine","score_opus":0.0884056799200916,"score_gpt":0.3970090222848442,"score_spread":0.3086033423647526,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2145935276","genre_codex":"commentary","genre_gemma":"empirical","domain_codex":null,"domain_gemma":null,"model_version":"codex-gemma-dda1882f352a","genre_candidate":"empirical","genre_consensus":null,"domain_candidate":null,"domain_consensus":null,"prediction_status":"machine_predicted_unvalidated","genre_scores_codex":[0.4287585,0.0007335873,0.00051891204,0.5168763,0.00073527574,0.0003556142,7.0812143e-7,0.00028813496,0.05173297],"genre_scores_gemma":[0.93607414,0.000031367505,0.002075199,0.0063324645,0.0010386973,0.000032161308,0.000010832708,0.000018650782,0.054386493],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99758404,0.0009443811,0.00018188694,0.00043455843,0.00034212082,0.00051298103],"domain_scores_gemma":[0.99908924,0.0001415968,0.000105559906,0.00023197876,0.000085481464,0.00034612918],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002617572,0.00021275421,0.00020875061,0.00020975297,0.0011529943,0.00040190553,0.0002306788,0.00013795443,0.00010457082],"category_scores_gemma":[0.0013375505,0.00021752437,0.000060061073,0.00024743294,0.00013693645,0.00051224465,0.000014834754,0.00075174647,0.000060467835],"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":[0.0000044300364,0.00022198848,0.009129689,0.0000037926995,0.000012341435,1.6513593e-7,0.6544559,0.0000013556855,0.00005451309,0.0030504686,0.047841486,0.2852239],"study_design_scores_gemma":[0.000099596415,0.000040715393,0.062893964,0.0000461159,0.00002272015,9.123592e-7,0.5498612,0.000002754019,0.000004995403,0.00035168367,0.38644356,0.00023182937],"about_ca_topic_score_codex":0.0039233426,"about_ca_topic_score_gemma":0.0005955668,"teacher_disagreement_score":0.5105438,"about_ca_system_score_codex":0.00029331568,"about_ca_system_score_gemma":0.00038676278,"threshold_uncertainty_score":0.88703865},"labels":[],"label_agreement":null},{"id":"W2512660852","doi":"10.1016/j.tate.2018.11.006","title":"From experienced teachers to newcomers to the profession: The capital conversion of internationally educated teachers in Canada","year":2018,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":28,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Kwantlen Polytechnic University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Diversification (marketing strategy); Capital (architecture); Face (sociological concept); Pedagogy; Cultural capital; Sociology; Work (physics); Professional development; Political science; Public relations; Social science; Business; Marketing; Engineering; Geography","score_opus":0.017742878546541576,"score_gpt":0.34690023421756977,"score_spread":0.3291573556710282,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2512660852","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":[0.913009,0.00006283155,0.000007596825,0.08178197,0.002138908,0.00043876015,0.0000031408717,0.000016895212,0.0025409332],"genre_scores_gemma":[0.9922792,0.000003834791,0.00033274485,0.0030800563,0.0005355655,0.00006714654,0.000015791318,0.000007343922,0.0036783398],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9983505,0.0006081346,0.00022883149,0.00024388859,0.00034558825,0.00022308153],"domain_scores_gemma":[0.99922734,0.00014121391,0.00010440051,0.0002009419,0.00014386146,0.00018223321],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009190372,0.00011523737,0.00011066032,0.000066565,0.00057833135,0.000063826184,0.00040424068,0.00005058621,0.00015114028],"category_scores_gemma":[0.00096404855,0.00007387204,0.000023883182,0.000249973,0.00014992905,0.0001443893,0.000055549368,0.00031558532,0.000016376365],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000011365677,0.00008926963,0.011340828,0.0000012643036,0.00000842707,5.751838e-8,0.91995996,0.0000030501003,0.00035922913,0.00044866663,0.04169526,0.026082603],"study_design_scores_gemma":[0.00010181767,0.000015742098,0.13658991,0.000043813332,0.000008019782,3.7029292e-7,0.68156683,0.000013707815,0.00008549847,0.00003415454,0.1814416,0.00009853451],"about_ca_topic_score_codex":0.98068696,"about_ca_topic_score_gemma":0.8447067,"teacher_disagreement_score":0.23839317,"about_ca_system_score_codex":0.0007998794,"about_ca_system_score_gemma":0.002112997,"threshold_uncertainty_score":0.44481155},"labels":[],"label_agreement":null},{"id":"W2531559805","doi":"10.1016/j.tate.2016.10.007","title":"Self-directed online learning: A theoretical model for understanding elementary teachers' online learning experiences","year":2016,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":140,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Think aloud protocol; Coding (social sciences); Mathematics education; Professional development; Psychology; Protocol analysis; Online learning; Qualitative research; Educational technology; Cognition; Computer science; Pedagogy; Multimedia; Human–computer interaction; Cognitive science; Sociology","score_opus":0.03627672721967637,"score_gpt":0.3589117969559906,"score_spread":0.3226350697363143,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2531559805","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":[0.9641317,0.0002105774,0.023522567,0.008345124,0.00020813657,0.00033224135,0.0000041486887,0.001031897,0.002213606],"genre_scores_gemma":[0.9430518,0.00010940761,0.045564022,0.00012719905,0.00087147165,0.000056661545,0.00008092424,0.000035834903,0.010102668],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9974277,0.0010167138,0.0002993042,0.00045692432,0.00030845977,0.0004909228],"domain_scores_gemma":[0.9988709,0.000575922,0.00017004462,0.00012239859,0.00006356465,0.00019715587],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0021349858,0.0002090832,0.0002175439,0.00015519303,0.0017280343,0.0001231551,0.00018761384,0.00016143294,0.00014452942],"category_scores_gemma":[0.0015526554,0.00016317988,0.00007995951,0.0001258732,0.000269336,0.00039497903,0.00004624243,0.00080456986,0.0000028235213],"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":[0.000055021865,0.0013169672,0.018693188,0.00003159282,0.00006393739,4.610291e-7,0.41122523,0.00006653284,0.00029217618,0.07748382,0.0012060069,0.48956507],"study_design_scores_gemma":[0.0009879546,0.0002695432,0.00065865053,0.00021404795,0.00013471939,0.0000037827674,0.79440767,0.088216275,0.000011133376,0.018448358,0.09604624,0.00060160056],"about_ca_topic_score_codex":0.0002612881,"about_ca_topic_score_gemma":0.00018127282,"teacher_disagreement_score":0.48896348,"about_ca_system_score_codex":0.0004077658,"about_ca_system_score_gemma":0.00050406455,"threshold_uncertainty_score":0.99957156},"labels":[],"label_agreement":null},{"id":"W2586158223","doi":"10.1016/j.tate.2017.01.019","title":"Constructing the image of the teacher on Reddit: Best and worst teachers","year":2017,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":43,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Relevance (law); Social media; Psychology; Teacher education; Mathematics education; Pedagogy; Best practice; Teacher preparation; Computer science; Political science; World Wide Web","score_opus":0.026898770736381764,"score_gpt":0.28930059780661277,"score_spread":0.262401827070231,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2586158223","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":[0.9339095,0.0002703203,0.0000026587716,0.0073455772,0.0016130958,0.00019342409,0.000005136126,0.000024569117,0.056635723],"genre_scores_gemma":[0.9764749,0.000012721524,0.00013038857,0.00021520244,0.0017799917,0.000024677152,0.000009499132,0.00001952743,0.021333124],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9989597,0.00026145056,0.00022053471,0.00022846548,0.00015744964,0.00017239535],"domain_scores_gemma":[0.99884856,0.0001474121,0.0003262432,0.00056830375,0.00005230659,0.000057157984],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0009780771,0.0001580341,0.00014304975,0.000051087518,0.0022917613,0.0005723796,0.0002777846,0.0000532149,0.00013973318],"category_scores_gemma":[0.0006551147,0.00009303839,0.000049650786,0.000013166306,0.0007717632,0.00039126797,0.00006282455,0.00065718225,0.000008520524],"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":[0.00000775349,0.00022801328,0.029914208,0.000030522322,0.000022194106,6.302606e-8,0.67041314,7.3064456e-8,0.000028059574,0.015566352,0.007217594,0.27657205],"study_design_scores_gemma":[0.0004195751,0.0000802624,0.095637545,0.0004389079,0.00017443177,0.000018216242,0.81819373,0.000074002164,0.00013318293,0.004698283,0.079786524,0.0003453272],"about_ca_topic_score_codex":0.00396751,"about_ca_topic_score_gemma":0.00031142263,"teacher_disagreement_score":0.27622673,"about_ca_system_score_codex":0.000051059687,"about_ca_system_score_gemma":0.00010524666,"threshold_uncertainty_score":0.9990071},"labels":[],"label_agreement":null},{"id":"W2781668998","doi":"10.1016/j.tate.2017.12.020","title":"Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions","year":2018,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":95,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; McGill University","funders":"","keywords":"Psychology; Construct (python library); Job satisfaction; Social psychology; Occupational stress; Scale (ratio); Life satisfaction; Construct validity; Applied psychology; School teachers; Clinical psychology; Psychometrics; Pedagogy","score_opus":0.03582488065228908,"score_gpt":0.35509640073692794,"score_spread":0.3192715200846389,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2781668998","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":[0.9874692,0.00052945013,0.0029342438,0.0011283107,0.0008603898,0.00027881638,0.000013378783,0.00024488513,0.0065413583],"genre_scores_gemma":[0.99166894,0.000016466227,0.004112024,0.00094796,0.0009422843,0.00006991634,0.00011042283,0.00002534565,0.002106644],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99796915,0.0004673233,0.00043449746,0.00064543274,0.00019223533,0.00029133752],"domain_scores_gemma":[0.99893594,0.00024781626,0.00023148023,0.0002594117,0.00014609582,0.0001792639],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010919839,0.00027075098,0.00022662658,0.00018767705,0.0009148556,0.00014410919,0.00009250729,0.00022720559,0.000882437],"category_scores_gemma":[0.0002969939,0.00023804464,0.000048297556,0.00012912473,0.00032247978,0.00030460063,0.000054377888,0.000631244,0.000023914585],"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":[0.00002209781,0.00025305903,0.78032863,0.000005163022,0.00005094383,2.467442e-7,0.0639855,1.8079896e-7,0.000090995294,0.009449726,0.009754824,0.13605861],"study_design_scores_gemma":[0.00048629523,0.00012913739,0.97454846,0.000035260484,0.000035778656,0.00009393292,0.00969256,0.000027587324,0.0000072786966,0.0014335128,0.013252568,0.00025763374],"about_ca_topic_score_codex":0.0006655902,"about_ca_topic_score_gemma":0.000055787474,"teacher_disagreement_score":0.1942198,"about_ca_system_score_codex":0.000071499955,"about_ca_system_score_gemma":0.000080989834,"threshold_uncertainty_score":0.97071785},"labels":[],"label_agreement":null},{"id":"W2781958120","doi":"10.1016/j.tate.2017.12.010","title":"Changing approaches to classroom assessment: An empirical study across teacher career stages","year":2018,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":87,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Set (abstract data type); Psychology; Mathematics education; Empirical research; Pedagogy; Computer science","score_opus":0.15926321810963798,"score_gpt":0.45656737289959937,"score_spread":0.2973041547899614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2781958120","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":[0.96887755,0.000046320984,0.0005988568,0.0033001415,0.0006548404,0.00068279676,0.000002266191,0.00020599857,0.025631227],"genre_scores_gemma":[0.97734374,0.0000016318885,0.0022360429,0.0003491013,0.0025668312,0.000117585776,0.000022323473,0.000031848438,0.017330918],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99688745,0.0011631366,0.00023844077,0.0005680025,0.0005395712,0.000603416],"domain_scores_gemma":[0.9991355,0.000081144535,0.000094932715,0.00032387354,0.00006987972,0.000294665],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.004514802,0.00021839792,0.00021761323,0.00017235307,0.0023461243,0.0005697726,0.00034038824,0.00012760538,0.0001248514],"category_scores_gemma":[0.00016022177,0.0002065777,0.00004335192,0.00031300535,0.00016707189,0.0005481593,0.0001442375,0.0005521157,0.000038285965],"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":[0.0000065705385,0.0011139038,0.5245724,0.0000029785979,0.000020422623,2.1234705e-7,0.4029814,2.9458099e-7,0.000023265005,0.00040857162,0.0011917636,0.06967823],"study_design_scores_gemma":[0.00021383287,0.00024238124,0.50883776,0.000014270472,0.000035073605,4.5348224e-7,0.46823597,0.0000576681,0.0000027502042,0.00015231328,0.021972125,0.00023538877],"about_ca_topic_score_codex":0.0026818456,"about_ca_topic_score_gemma":0.0017971841,"teacher_disagreement_score":0.06944284,"about_ca_system_score_codex":0.00026027643,"about_ca_system_score_gemma":0.00025605827,"threshold_uncertainty_score":0.9989527},"labels":[],"label_agreement":null},{"id":"W2783757633","doi":"10.1016/j.tate.2017.12.019","title":"The activation of epistemological resources in epistemic communities: District educators’ professional learning as policy enactment","year":2018,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Educational Assessment and Improvement","field":"Decision Sciences","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Lakehead University","funders":"","keywords":"Professional learning community; Epistemic community; Policy learning; Sociology; Professional development; School district; Pedagogy; Epistemology; Political science; Law; Politics","score_opus":0.0610135229848603,"score_gpt":0.4336320185336468,"score_spread":0.3726184955487865,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2783757633","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":[0.9711127,0.00012115123,0.000061003517,0.019914946,0.000409105,0.00022934405,7.7270874e-7,0.000016223814,0.008134727],"genre_scores_gemma":[0.98473984,0.000015977554,0.00022413854,0.0003256676,0.00048110588,0.000070620146,0.00001866065,0.00000780807,0.014116196],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99685335,0.0015511446,0.00057120976,0.00022684515,0.0005973416,0.00020009573],"domain_scores_gemma":[0.99680907,0.0022261015,0.0004143854,0.0003119963,0.00016743534,0.00007101973],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0050517973,0.00012961289,0.00016580029,0.0002773026,0.0009306029,0.00017242547,0.0003908683,0.00006903568,0.00008454003],"category_scores_gemma":[0.0028460727,0.0000793822,0.000041796262,0.00033686383,0.000259423,0.00024053435,0.000118340395,0.00056110154,0.00001716731],"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":[0.00007911011,0.0013991582,0.37119344,0.000016126078,0.000018025496,6.527197e-8,0.080205664,0.0000048449597,0.00084661646,0.04291841,0.005368134,0.4979504],"study_design_scores_gemma":[0.00024803227,0.00032513257,0.67784214,0.00015101298,0.0000081035105,0.000005408464,0.19915146,0.00022395873,0.00022443225,0.063990355,0.057659253,0.00017068497],"about_ca_topic_score_codex":0.0048406506,"about_ca_topic_score_gemma":0.00006937109,"teacher_disagreement_score":0.49777973,"about_ca_system_score_codex":0.0002460708,"about_ca_system_score_gemma":0.0006678146,"threshold_uncertainty_score":0.7317648},"labels":[],"label_agreement":null},{"id":"W2790987508","doi":"10.1016/j.tate.2018.02.004","title":"Chinese pre-service teachers' beliefs about hypothetical children's social withdrawal and aggression: Comparisons across years of teacher education","year":2018,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Shyness; Aggression; Psychology; Social withdrawal; Developmental psychology; Context (archaeology); Social environment; Social psychology; Service (business); Anxiety","score_opus":0.011370244785020888,"score_gpt":0.35005455939924623,"score_spread":0.3386843146142253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2790987508","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":[0.9865256,0.0011808294,0.00007284427,0.0049801036,0.0006752342,0.00037240682,0.000004617396,0.00010618617,0.006082178],"genre_scores_gemma":[0.9913362,0.00009999214,0.0026297735,0.0006624327,0.0018918824,0.00003776853,0.00004802919,0.000030240752,0.0032636707],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9978099,0.00059955206,0.000374326,0.00044408665,0.0003940529,0.00037806883],"domain_scores_gemma":[0.9989817,0.00009186048,0.00026750547,0.00023261606,0.0001657747,0.00026054078],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0015257823,0.00022267927,0.00026953695,0.00011885849,0.0014798885,0.00018952183,0.00023739216,0.0002322783,0.00013709972],"category_scores_gemma":[0.0004412356,0.00022117184,0.000051209474,0.00027163044,0.0005598863,0.0003112459,0.000087466346,0.00061454193,0.000022308597],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014884218,0.00085318467,0.3089119,0.000012777135,0.000020038584,3.000381e-8,0.35869193,1.1963478e-7,0.000032150136,0.0013082718,0.006201238,0.32395348],"study_design_scores_gemma":[0.000299498,0.00004363735,0.9500049,0.00018678166,0.00003193612,0.0000061857054,0.023592483,0.000006749815,0.000008582417,0.0006584708,0.02489927,0.00026154664],"about_ca_topic_score_codex":0.010328705,"about_ca_topic_score_gemma":0.0012742251,"teacher_disagreement_score":0.64109296,"about_ca_system_score_codex":0.0001322537,"about_ca_system_score_gemma":0.0013612375,"threshold_uncertainty_score":0.99982005},"labels":[],"label_agreement":null},{"id":"W2803505843","doi":"10.1016/j.tate.2018.05.010","title":"Student-teacher agreement on classroom goal structures and potential predictors","year":2018,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":27,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Concordia University","keywords":"Autonomy; Psychology; Mathematics education; Perception; Multilevel model; Structural equation modeling; Task (project management); Goal orientation; Social psychology; Mathematics; Statistics","score_opus":0.015550178515098313,"score_gpt":0.3296100050969203,"score_spread":0.31405982658182197,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2803505843","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":[0.9574045,0.00017917805,0.0002568795,0.000688279,0.0018321471,0.00025142994,0.0000023028185,0.000096210606,0.039289095],"genre_scores_gemma":[0.97506535,0.0000049991877,0.000343144,0.0007741862,0.0015687137,0.000030785362,0.000041153216,0.000022905822,0.022148736],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99852186,0.0003227729,0.00025094606,0.00044516305,0.0002259162,0.00023334876],"domain_scores_gemma":[0.99938345,0.000030522668,0.00012710158,0.0002872991,0.00003710755,0.0001345434],"candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005606418,0.00019559491,0.00015246545,0.00012516734,0.00035373316,0.00008701772,0.00010635667,0.00014590238,0.0022596878],"category_scores_gemma":[0.000042073803,0.00017178273,0.000032190703,0.000048931746,0.00013451139,0.000095519936,0.000036557023,0.000502736,0.0000529495],"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":[0.00007704161,0.0010323861,0.57462436,0.000010701055,0.000101579455,0.0000015324051,0.06958873,9.608059e-7,0.00011113708,0.012896278,0.041661594,0.2998937],"study_design_scores_gemma":[0.00054529274,0.00026867568,0.95067006,0.000020385667,0.000048309514,0.000016759906,0.011776092,0.00000937588,0.00000873957,0.0007744682,0.035668496,0.00019332125],"about_ca_topic_score_codex":0.00036267875,"about_ca_topic_score_gemma":0.0000132775085,"teacher_disagreement_score":0.37604573,"about_ca_system_score_codex":0.000059516457,"about_ca_system_score_gemma":0.00004201038,"threshold_uncertainty_score":0.9986524},"labels":[],"label_agreement":null},{"id":"W2890541227","doi":"10.1016/j.tate.2018.08.014","title":"Twitter, cyber-violence, and the need for a critical social media literacy in teacher education: A review of the literature","year":2018,"lang":"en","type":"review","venue":"Teaching and Teacher Education","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":138,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Western University","funders":"","keywords":"Media literacy; Social media; Literacy; Pedagogy; Sociology; Perspective (graphical); Discipline; Critical literacy; Digital literacy; Public relations; Engineering ethics; Political science; Social science; Engineering; Computer science","score_opus":0.035178200781316865,"score_gpt":0.3996666841188664,"score_spread":0.3644884833375496,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2890541227","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":[0.00054783287,0.9824285,0.0000052077417,0.008864213,0.0007131903,0.0012236423,0.0000069040757,0.000028205895,0.006182299],"genre_scores_gemma":[0.0020918846,0.99199134,0.0003316948,0.000843813,0.0013278722,0.00045019828,0.00006835355,0.000021378783,0.0028734922],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.9974466,0.0011839609,0.0005565864,0.00035502834,0.00021993938,0.00023787757],"domain_scores_gemma":[0.99822575,0.0010095461,0.00031187994,0.00025741247,0.00013915989,0.00005626901],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00292985,0.00024950606,0.0007147577,0.00016386402,0.0005646613,0.00019465502,0.0004019468,0.0003491171,0.000020965621],"category_scores_gemma":[0.005378006,0.00014592576,0.00020326524,0.00043198225,0.00080324034,0.00020045861,0.00010371814,0.0008799495,0.0000019323222],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00000437084,0.00017955311,0.00006438311,0.006309026,0.000010717678,3.8761634e-8,0.03552205,7.723372e-11,8.088676e-9,0.028373089,0.012914105,0.91662264],"study_design_scores_gemma":[0.00015359925,0.0000065833956,0.00017949179,0.07591842,0.00018179903,0.000009556165,0.0018490443,2.198954e-7,2.0762522e-8,0.018979935,0.90254766,0.00017365921],"about_ca_topic_score_codex":0.00021005003,"about_ca_topic_score_gemma":0.000047862686,"teacher_disagreement_score":0.916449,"about_ca_system_score_codex":0.000112506255,"about_ca_system_score_gemma":0.0014322663,"threshold_uncertainty_score":0.6438364},"labels":[],"label_agreement":null},{"id":"W2895514708","doi":"10.1016/j.tate.2018.09.009","title":"Teachers' dual commitment to the organization and occupation: A person-centered investigation","year":2018,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":59,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; Western University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Dual (grammatical number); Psychology; Mathematics education; Pedagogy; Organizational commitment; Social psychology; Sociology; Art","score_opus":0.11157545130746631,"score_gpt":0.3714541015694483,"score_spread":0.259878650261982,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2895514708","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":[0.83148,0.00028705157,0.00038315845,0.16344443,0.00062849134,0.000409625,0.0000011651696,0.00012368543,0.0032423425],"genre_scores_gemma":[0.9894817,0.000019394329,0.0010898024,0.0030067875,0.0017982326,0.00004588483,0.000023845243,0.000015766502,0.0045186034],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99827456,0.00085266115,0.00015187169,0.00028628664,0.00022474672,0.00020988152],"domain_scores_gemma":[0.99931073,0.000105066196,0.000089501955,0.0001772572,0.00014519272,0.00017223904],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0016558737,0.00013231317,0.00010165878,0.00010102666,0.0018676467,0.00024368167,0.00011037503,0.00007660985,0.00009029671],"category_scores_gemma":[0.0009967438,0.00011017776,0.000015808586,0.00026089544,0.00032598164,0.00023472389,0.000032520227,0.0002949502,0.00004480489],"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":[0.000003907268,0.00009504321,0.09375348,0.000004833594,0.000013411957,2.8812085e-8,0.8033639,1.14410575e-7,0.00003527836,0.0041990094,0.030080527,0.068450466],"study_design_scores_gemma":[0.00017612196,0.00006187005,0.34517655,0.000035743582,0.00004330944,0.0000038402854,0.4990375,0.000013394375,0.000022591414,0.0002376166,0.15500344,0.00018802805],"about_ca_topic_score_codex":0.0032626097,"about_ca_topic_score_gemma":0.0009992163,"teacher_disagreement_score":0.3043264,"about_ca_system_score_codex":0.00017134246,"about_ca_system_score_gemma":0.00027544872,"threshold_uncertainty_score":0.9994318},"labels":[],"label_agreement":null},{"id":"W2901440290","doi":"10.1016/j.tate.2018.11.008","title":"Sensemaking, sense-breaking, sense-giving, and sense-taking: How educators construct meaning in complex policy environments","year":2018,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":55,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Azrieli Foundation; Spencer Foundation","keywords":"Sensemaking; Meaning (existential); Construct (python library); Identity (music); Psychology of self; Psychology; Pedagogy; Qualitative research; Sociology; Social psychology; Aesthetics; Public relations; Political science; Psychotherapist; Social science; Philosophy","score_opus":0.08074867385692185,"score_gpt":0.3875196652706126,"score_spread":0.30677099141369074,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2901440290","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":[0.92888105,0.00040927163,0.00007631993,0.037020095,0.0006123145,0.0003536601,0.0000028507536,0.00015489002,0.03248955],"genre_scores_gemma":[0.9882653,0.00006475686,0.0018150721,0.0014543515,0.0021929215,0.000022639293,0.000014678898,0.00004675133,0.0061235763],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99640167,0.0015145419,0.00034270843,0.000670628,0.000387335,0.00068309123],"domain_scores_gemma":[0.9987018,0.00026194917,0.00039443938,0.00030462936,0.000050558516,0.00028659022],"candidate_categories":["metaepi_narrow","sts"],"consensus_categories":[],"category_scores_codex":[0.0020977692,0.00035153996,0.00034913007,0.00049499265,0.0014928238,0.0003511937,0.00010129396,0.00020602232,0.00012262566],"category_scores_gemma":[0.0014379527,0.0003774729,0.000056395078,0.00030359012,0.0011648424,0.00034813606,0.00008411825,0.0007843572,0.000018717656],"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":[0.000011941008,0.00034308183,0.15537706,0.000040692117,0.000044767177,0.0000030553829,0.7253387,3.2881061e-7,0.0005792141,0.019493433,0.004937657,0.09383004],"study_design_scores_gemma":[0.0004135036,0.000052626026,0.27784297,0.0001450471,0.000046847494,0.00010380594,0.4754841,0.000055360968,0.000035680634,0.0012349895,0.2440122,0.00057285785],"about_ca_topic_score_codex":0.017959604,"about_ca_topic_score_gemma":0.0026374813,"teacher_disagreement_score":0.24985462,"about_ca_system_score_codex":0.0004786456,"about_ca_system_score_gemma":0.0005451483,"threshold_uncertainty_score":0.99986774},"labels":[],"label_agreement":null},{"id":"W2927204866","doi":"10.1016/j.tate.2019.103002","title":"[Not] speaking truth to power: Ethical dilemmas of teacher candidates during practicum","year":2019,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Kwantlen Polytechnic University","funders":"Kwantlen Polytechnic University","keywords":"Practicum; Teacher education; Context (archaeology); Power (physics); Identity (music); Pedagogy; Certification; Psychology; Space (punctuation); Intersection (aeronautics); Sociology; Political science; Computer science; Law","score_opus":0.047853938950830066,"score_gpt":0.38633838640234824,"score_spread":0.3384844474515182,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2927204866","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":[0.91713893,0.00021395202,0.000019593812,0.048695207,0.0008193185,0.00033358505,0.0000013037087,0.00011125136,0.032666862],"genre_scores_gemma":[0.9883778,0.000014216252,0.000796621,0.0007203898,0.00039078243,0.000029899638,0.0000059417666,0.00002578781,0.009638525],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.99753004,0.0009897773,0.00031525092,0.00039991314,0.00039397544,0.0003710462],"domain_scores_gemma":[0.9988755,0.00035433946,0.00020004548,0.00027326003,0.00008572471,0.00021116095],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025787908,0.00018231745,0.00025970466,0.00019816107,0.00048498556,0.00011292322,0.00020129702,0.00021843439,0.00047465702],"category_scores_gemma":[0.0020203209,0.00017749624,0.00006270217,0.00019173171,0.00013984427,0.00027517037,0.000055697656,0.0012075581,0.00008962757],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00005919101,0.00051490276,0.1792022,0.00006902726,0.00004916623,2.45181e-7,0.7718594,0.0000019996764,0.0015714796,0.02545383,0.0020225702,0.01919597],"study_design_scores_gemma":[0.00032669463,0.000080575795,0.47862518,0.00016520912,0.00005228558,0.0000039563965,0.4267171,0.000004972222,0.00018898014,0.0003095585,0.0931408,0.00038469597],"about_ca_topic_score_codex":0.008469019,"about_ca_topic_score_gemma":0.00034735713,"teacher_disagreement_score":0.34514233,"about_ca_system_score_codex":0.00021358235,"about_ca_system_score_gemma":0.00039447547,"threshold_uncertainty_score":0.99813366},"labels":[],"label_agreement":null},{"id":"W2933810394","doi":"10.1016/j.tate.2019.03.011","title":"“I'm me and that is enough”: Reconfiguring the family photo album to explore gender constructions with Foundation Phase preservice teachers","year":2019,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Education in Rural Contexts","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"International Development Research Centre","keywords":"Foundation (evidence); Phase (matter); Psychology; Mathematics education; Sociology; Pedagogy; Political science; Physics","score_opus":0.08519870679529135,"score_gpt":0.37963243221052084,"score_spread":0.2944337254152295,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2933810394","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":[0.9509865,0.00033180698,0.00017478329,0.014472455,0.0005678782,0.00076306023,0.0000015657823,0.00009026128,0.03261167],"genre_scores_gemma":[0.9864159,0.000036068715,0.0010330809,0.0017296101,0.0003151708,0.00014534147,0.000015223145,0.000021810205,0.0102877775],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9984072,0.0005088087,0.00017391906,0.0003768561,0.0002765455,0.0002567119],"domain_scores_gemma":[0.99911374,0.00019254074,0.00012932642,0.00030182436,0.00009231525,0.00017028357],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012153452,0.00015912997,0.0001331483,0.00010618206,0.001211141,0.00034001932,0.00018860432,0.000081640865,0.0003266828],"category_scores_gemma":[0.00013538361,0.00012619335,0.000024761483,0.00015595116,0.0001429521,0.0006265179,0.00003320672,0.00043774687,0.000048985563],"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":[0.000028284583,0.00022073247,0.035657045,0.000029435449,0.00005461055,7.560521e-8,0.8071156,0.0000027936787,0.0013575939,0.006725833,0.0047622337,0.14404577],"study_design_scores_gemma":[0.00060532306,0.000090240836,0.056668412,0.000112890935,0.00009252886,0.0000110173405,0.700517,0.00004820707,0.00015967074,0.0018464198,0.23947737,0.0003709352],"about_ca_topic_score_codex":0.008651367,"about_ca_topic_score_gemma":0.00039680634,"teacher_disagreement_score":0.23471513,"about_ca_system_score_codex":0.00014971205,"about_ca_system_score_gemma":0.00036841922,"threshold_uncertainty_score":0.99795014},"labels":[],"label_agreement":null},{"id":"W2943226894","doi":"10.1016/j.tate.2019.04.012","title":"Teaching critical literacy in inquiry-based classrooms: Teachers’ understanding of practice and pedagogy in elementary schools","year":2019,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University; University of Toronto; Institute for Christian Studies","funders":"","keywords":"Mathematics education; Pedagogy; Literacy; Critical literacy; Frame (networking); Work (physics); School teachers; Sociology; Frame work; Psychology; Computer science; Physics","score_opus":0.04855261886058908,"score_gpt":0.44408122134342193,"score_spread":0.39552860248283284,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2943226894","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":[0.95091045,0.00041194633,0.00087184383,0.034961257,0.0004346032,0.00030909866,6.302466e-7,0.00003780553,0.012062339],"genre_scores_gemma":[0.98458797,0.000026977898,0.01287061,0.0016604965,0.00014411709,0.00002476211,0.000011515593,0.000014424041,0.0006591098],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99693334,0.0016921847,0.0004042172,0.00034587504,0.0003077315,0.00031666065],"domain_scores_gemma":[0.9984302,0.0011445669,0.00009475417,0.00014835091,0.000045393852,0.00013674506],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0054828855,0.00013809383,0.00020756685,0.00033243804,0.00028849178,0.00014251747,0.00011950212,0.00012811857,0.000110081004],"category_scores_gemma":[0.0029614002,0.00014994084,0.000024515122,0.00015391024,0.00016185678,0.00073821744,0.000035423203,0.0011767551,0.0000055966016],"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":[0.000023132017,0.00093456643,0.29074675,0.00008590158,0.000007662654,8.672221e-7,0.4448243,0.0000021299736,0.00008686653,0.19779322,0.00019112583,0.065303475],"study_design_scores_gemma":[0.00089746,0.00010200853,0.09353499,0.0007835716,0.000038551767,0.000004573631,0.83014476,0.00020005216,0.0000076383685,0.03837911,0.035503723,0.00040354714],"about_ca_topic_score_codex":0.009789627,"about_ca_topic_score_gemma":0.00037269856,"teacher_disagreement_score":0.38532045,"about_ca_system_score_codex":0.00059544336,"about_ca_system_score_gemma":0.00076847966,"threshold_uncertainty_score":0.9968043},"labels":[],"label_agreement":null},{"id":"W2988143489","doi":"10.1016/j.tate.2019.102966","title":"The role of technology in supporting classroom assessment in play-based kindergarten","year":2019,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":68,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University; University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada; FURTHERMORE grants in publishing","keywords":"Technology integration; Psychology; Mathematics education; Educational technology; Pedagogy","score_opus":0.008266005202565643,"score_gpt":0.31647788602225957,"score_spread":0.3082118808196939,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2988143489","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":[0.9396565,0.00016426909,0.000012913691,0.006404758,0.00008856763,0.00018485656,1.6622413e-7,0.000041301246,0.053446643],"genre_scores_gemma":[0.9985974,0.000007591116,0.0005536134,0.000041789426,0.000017357042,0.00001914936,0.00000394805,0.000004781174,0.00075441034],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9992132,0.00012272022,0.00021435549,0.00014592933,0.000112371155,0.00019141432],"domain_scores_gemma":[0.9996089,0.00013157679,0.00010774862,0.00011763871,0.000015204586,0.000018976052],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001423672,0.00005881281,0.000101013604,0.00023966072,0.00014272612,0.000032549306,0.00014189769,0.00011485519,0.000011826196],"category_scores_gemma":[0.00024880783,0.000049708146,0.000014063545,0.00021113692,0.00008781182,0.00009472815,0.000028858587,0.00042061033,0.0000030584204],"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":[0.000002330225,0.00010447726,0.68121976,0.000002247966,0.0000013563573,7.472612e-8,0.0032497228,0.0000012041904,0.00013818804,0.08636112,0.000019859115,0.22889964],"study_design_scores_gemma":[0.00048290554,0.00005020137,0.74626803,0.00009055864,0.0000041401217,9.16475e-7,0.082671255,0.00033964825,0.00020119546,0.11723477,0.052472144,0.00018426032],"about_ca_topic_score_codex":0.0017608528,"about_ca_topic_score_gemma":0.00136186,"teacher_disagreement_score":0.22871538,"about_ca_system_score_codex":0.0001210884,"about_ca_system_score_gemma":0.0004926282,"threshold_uncertainty_score":0.26618946},"labels":[],"label_agreement":null},{"id":"W2999535697","doi":"10.1016/j.tate.2019.102979","title":"Pre-service teachers and study abroad experiences: Don’t forget about them when they come home","year":2020,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Calgary","funders":"University of Calgary","keywords":"Facilitation; Psychology; Reflection (computer programming); Service (business); Professional development; Pedagogy; Critical reflection; Mathematics education; Reflective practice; Computer science; Business; Marketing","score_opus":0.04502539943155812,"score_gpt":0.3947090335681469,"score_spread":0.34968363413658876,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W2999535697","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":[0.959296,0.00042840655,0.0001283802,0.010767954,0.00047092277,0.0006720212,8.3162837e-7,0.00016092516,0.028074544],"genre_scores_gemma":[0.994201,0.000049326085,0.001958534,0.0012607529,0.0007564374,0.00022648493,0.000007786464,0.000025410005,0.0015142817],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9970758,0.0015165567,0.00025546394,0.0005053482,0.00035895067,0.0002878618],"domain_scores_gemma":[0.99892783,0.00028303187,0.00021930836,0.00023194686,0.000077838275,0.00026005984],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021720887,0.00019461567,0.00020011119,0.00006237042,0.0011787361,0.00038037097,0.00031210668,0.00010812613,0.000105716994],"category_scores_gemma":[0.00095491635,0.00018182439,0.000027879312,0.00015258731,0.00013289231,0.0010344695,0.000077793666,0.00067359884,0.000012664642],"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":[0.000015933134,0.00041876998,0.2344429,0.000011819831,0.000018498891,1.00066636e-7,0.6882401,7.8553416e-7,0.000034547837,0.0005547189,0.0005982863,0.07566355],"study_design_scores_gemma":[0.00026888677,0.00010899174,0.13969468,0.000024814928,0.00006165828,0.0000020604596,0.79713094,0.00006613809,0.0000045580855,0.0031226429,0.059254225,0.0002604002],"about_ca_topic_score_codex":0.025985142,"about_ca_topic_score_gemma":0.0015813445,"teacher_disagreement_score":0.10889087,"about_ca_system_score_codex":0.00016398486,"about_ca_system_score_gemma":0.00032325299,"threshold_uncertainty_score":0.9805009},"labels":[],"label_agreement":null},{"id":"W3017704770","doi":"10.1016/j.tate.2020.103101","title":"Can models of distributed leadership be used to mobilise networked generated innovation in schools? A case study from England","year":2020,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":44,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"","keywords":"Distributed leadership; Shared leadership; Mobilization; Public relations; Focus (optics); Knowledge management; Educational leadership; Political science; Sociology; Computer science; Pedagogy; Leadership style","score_opus":0.2929197846945426,"score_gpt":0.3970586189606777,"score_spread":0.10413883426613507,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3017704770","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":[0.91984195,0.00019592234,0.00034155764,0.07859493,0.00015638165,0.0006603934,0.000013213908,0.000083135485,0.00011254331],"genre_scores_gemma":[0.99764574,0.0000031930283,0.00039451584,0.0011246623,0.0004846003,0.00010096174,0.0000984108,0.00001666569,0.00013128038],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99734664,0.0013399528,0.0004326167,0.0003778972,0.0002453692,0.00025752682],"domain_scores_gemma":[0.99921274,0.00015813098,0.00015827898,0.00016344531,0.00012983111,0.00017757561],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001669257,0.00016212075,0.00025137592,0.00014758194,0.00031057053,0.000094724295,0.0001344952,0.00009865404,0.000024457077],"category_scores_gemma":[0.0011129638,0.00016936063,0.000022717133,0.0009124904,0.00006478986,0.00022727739,0.000027417505,0.0005943221,0.0000013945198],"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":[0.0000273531,0.00067263376,0.14163083,0.00001048481,0.00002454722,0.0000031706254,0.84252125,0.00024756236,0.00010343063,0.0003061732,0.0009968042,0.013455743],"study_design_scores_gemma":[0.0007127184,0.00008239807,0.023593178,0.000035418805,0.00003909096,0.0000014556607,0.9732112,0.00076165557,0.000012173963,0.00026442838,0.0010775295,0.00020874706],"about_ca_topic_score_codex":0.08692913,"about_ca_topic_score_gemma":0.015783975,"teacher_disagreement_score":0.13068993,"about_ca_system_score_codex":0.00017816291,"about_ca_system_score_gemma":0.0004466141,"threshold_uncertainty_score":0.91915107},"labels":[],"label_agreement":null},{"id":"W3035164178","doi":"10.1016/j.tate.2020.103129","title":"Classroom peace circles: Teachers’ professional learning and implementation of restorative dialogue","year":2020,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Peace and Human Rights Education","field":"Social Sciences","cited_by":76,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Toronto; University of Waterloo","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Peacemaking; Pedagogy; Citizenship; Democracy; Element (criminal law); Professional development; Restorative justice; Mathematics education; Faculty development; Sociology; Psychology; Political science; Social science","score_opus":0.030106994344912156,"score_gpt":0.38149321424293686,"score_spread":0.3513862198980247,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3035164178","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":[0.98618406,0.0005371537,0.00013111038,0.009190305,0.00018336451,0.00023922976,0.0000014771052,0.000059215992,0.0034740944],"genre_scores_gemma":[0.9959613,0.0000870755,0.0005499807,0.00020566267,0.00053898885,0.000024737332,0.000049126484,0.000010300193,0.0025727933],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99842185,0.00081290567,0.00019248683,0.00023050292,0.00019205145,0.00015019474],"domain_scores_gemma":[0.9994694,0.00010501467,0.0001813001,0.000054267202,0.000054569697,0.00013543869],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009572542,0.000094493524,0.00012480012,0.00006696158,0.0008298173,0.000063088024,0.00006959113,0.00007539367,0.000092075374],"category_scores_gemma":[0.00024406488,0.00009186871,0.000021936992,0.00007671852,0.00014594503,0.00033954388,0.000023444196,0.00045012392,0.000004102901],"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":[0.000007940053,0.000109949746,0.069623224,0.000024903562,0.000011598773,9.902328e-8,0.7774363,3.5905808e-7,0.0007629936,0.014002309,0.004015874,0.13400444],"study_design_scores_gemma":[0.00038595285,0.00013526778,0.20713954,0.0000712725,0.00005839376,0.000001175038,0.6546557,0.000023945266,0.00008482226,0.0025533033,0.13464577,0.0002448363],"about_ca_topic_score_codex":0.004376276,"about_ca_topic_score_gemma":0.00062477175,"teacher_disagreement_score":0.13751632,"about_ca_system_score_codex":0.00007879777,"about_ca_system_score_gemma":0.0004934953,"threshold_uncertainty_score":0.6615649},"labels":[],"label_agreement":null},{"id":"W3135578950","doi":"10.1016/j.tate.2021.103316","title":"Toward a pedagogy for slow and significant learning about assessment in teacher education","year":2021,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Coursework; Mathematics education; Teacher preparation; Teacher education; Psychology; Pedagogy; Higher education; Institution; Taxonomy (biology); Sociology; Political science","score_opus":0.04098595074252736,"score_gpt":0.4212046423058825,"score_spread":0.38021869156335514,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3135578950","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":[0.95202076,0.0012279731,0.0007690315,0.0074495086,0.0005378296,0.0004161969,6.729316e-7,0.000061362734,0.037516646],"genre_scores_gemma":[0.9593176,0.00020637721,0.0043912795,0.0001925589,0.00062224845,0.00016960337,0.000050177572,0.000017445149,0.035032663],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99824727,0.0006792753,0.00022357576,0.00037062494,0.00020929438,0.00026995112],"domain_scores_gemma":[0.99941313,0.00018084665,0.00010735526,0.000106862055,0.0000813958,0.00011039002],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0019249637,0.00013517689,0.00017728949,0.00011590812,0.00060047786,0.00025872726,0.0000883876,0.00011247695,0.000083951185],"category_scores_gemma":[0.00043864228,0.00014416524,0.00003905476,0.0001195278,0.000071068476,0.00025428683,0.0000358508,0.0005613336,0.0000023965065],"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":[0.000008608307,0.0008891659,0.3909735,0.00004571,0.000013553976,3.3779372e-7,0.10560159,0.0000018391016,0.00047395262,0.015808173,0.0015127638,0.48467082],"study_design_scores_gemma":[0.0004527539,0.000053369262,0.6444274,0.00010406709,0.000054478205,0.0000023516186,0.23667412,0.00023239083,0.000011241434,0.0021717222,0.11553568,0.00028042376],"about_ca_topic_score_codex":0.004211286,"about_ca_topic_score_gemma":0.00043700682,"teacher_disagreement_score":0.48439038,"about_ca_system_score_codex":0.00022393095,"about_ca_system_score_gemma":0.0016763286,"threshold_uncertainty_score":0.63662326},"labels":[],"label_agreement":null},{"id":"W3174831534","doi":"10.1016/j.tate.2021.103417","title":"Associations between problem framing and teacher agency in school-based workgroup discussions of problems of practice","year":2021,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Azrieli Foundation","keywords":"Workgroup; Framing (construction); Cognitive reframing; Attribution; Agency (philosophy); Realisation; Pedagogy; Psychology; Mathematics education; Sociology; Social psychology; Computer science; Social science","score_opus":0.07163457269298053,"score_gpt":0.3956381350069229,"score_spread":0.3240035623139424,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3174831534","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":[0.90309274,0.003535164,0.0004783869,0.07556406,0.00018181054,0.0004529243,0.000008612344,0.00006456755,0.016621748],"genre_scores_gemma":[0.9900081,0.00008858827,0.007729339,0.00013212189,0.00019992648,0.000039344748,0.00003918979,0.000014934636,0.0017484195],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99699837,0.0017344265,0.00045606948,0.0002903573,0.00028509277,0.00023566402],"domain_scores_gemma":[0.99859774,0.0006227339,0.00036815272,0.00017296908,0.00010969249,0.00012870887],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031322679,0.00013205102,0.0002785379,0.00017068398,0.00039738248,0.000060584007,0.00010130054,0.0001492824,0.000055192475],"category_scores_gemma":[0.0038782998,0.00012729087,0.00004630631,0.00038416215,0.00018528801,0.00035814344,0.00003422101,0.0006959799,0.0000012670829],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000031626935,0.0010731153,0.55436397,0.00006751204,0.000037757265,1.3336687e-7,0.3708369,0.0000053288245,0.00014029209,0.0035353256,0.0004879432,0.069448575],"study_design_scores_gemma":[0.00026153,0.000024074232,0.7734512,0.00030938166,0.00010071039,4.2273976e-7,0.21616496,0.00000982782,0.000021366712,0.0017006537,0.007782352,0.00017353022],"about_ca_topic_score_codex":0.00836502,"about_ca_topic_score_gemma":0.0009524462,"teacher_disagreement_score":0.21908726,"about_ca_system_score_codex":0.00015767552,"about_ca_system_score_gemma":0.0008454402,"threshold_uncertainty_score":0.9982384},"labels":[],"label_agreement":null},{"id":"W3177433891","doi":"10.1016/j.tate.2021.103416","title":"Fostering creativity in science learning: The potential of open-ended student drawing","year":2021,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Creativity in Education and Neuroscience","field":"Psychology","cited_by":36,"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 Ottawa","funders":"","keywords":"Creativity; Mathematics education; Psychology; Science education; Pedagogy; Science learning; Social psychology","score_opus":0.06372451563757005,"score_gpt":0.43802775934410904,"score_spread":0.374303243706539,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3177433891","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":[0.95508575,0.00015614313,0.00020191143,0.0016766691,0.0007133093,0.000147415,3.218862e-7,0.00001650673,0.042001978],"genre_scores_gemma":[0.9938679,0.0000070986375,0.00020603037,0.00015895252,0.00006291614,0.000029667764,0.0000020606835,0.000006466475,0.0056589367],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99838203,0.000712194,0.00018594327,0.0003519224,0.00019054733,0.0001773327],"domain_scores_gemma":[0.9993455,0.00016159534,0.00010910105,0.00028310696,0.000049617633,0.000051104973],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002261156,0.00008287375,0.00011827223,0.00011507735,0.00048451984,0.00024053548,0.00035540402,0.00002879256,0.000099804885],"category_scores_gemma":[0.0005890232,0.00006993249,0.000019983208,0.00033474594,0.000235085,0.0002925131,0.0004288275,0.0004887485,0.0000035935764],"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":[0.000025549467,0.0033890596,0.28133145,0.000017677537,0.000010190121,0.0000030406025,0.15363364,0.000045572433,0.13126336,0.013331048,0.0003180259,0.4166314],"study_design_scores_gemma":[0.00022138792,0.000035868925,0.94732827,0.000039481598,0.000010991784,0.00003667234,0.049532726,0.000098051256,0.0010571372,0.0005178896,0.0010302356,0.000091288086],"about_ca_topic_score_codex":0.0010189826,"about_ca_topic_score_gemma":0.00003377831,"teacher_disagreement_score":0.66599685,"about_ca_system_score_codex":0.000062520085,"about_ca_system_score_gemma":0.00037102174,"threshold_uncertainty_score":0.37265837},"labels":[],"label_agreement":null},{"id":"W3185857706","doi":"10.1016/j.tate.2021.103462","title":"Single-sex education in the 21st century: A 20-year scoping review of the literature","year":2021,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"St. Francis Xavier University","funders":"","keywords":"Single sex; Secondary education; Sex education; Primary education; Relationship education; Pedagogy; Psychology; Sociology; Mathematics education; Gender studies; Developmental psychology; Human sexuality","score_opus":0.039478313135379764,"score_gpt":0.37320097273770114,"score_spread":0.3337226596023214,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3185857706","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":[0.72515947,0.1422296,0.0000036708466,0.024601977,0.0019541814,0.0010732026,0.0000037263205,0.00003031617,0.104943834],"genre_scores_gemma":[0.97881955,0.01338374,0.00039146625,0.003114658,0.00061534526,0.000083253464,0.00011439204,0.000010321806,0.003467302],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9976879,0.0014986891,0.00022623787,0.00018283837,0.00026731807,0.00013706047],"domain_scores_gemma":[0.9993233,0.00011728356,0.00015889561,0.00027668165,0.000090008376,0.00003382278],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018484382,0.00008380876,0.000107281616,0.0000471935,0.00038748252,0.0001148589,0.0002105278,0.000059189195,0.00005457638],"category_scores_gemma":[0.0008381241,0.00006021796,0.00004464345,0.00037668718,0.00007669224,0.0002169063,0.000028794988,0.00036734308,0.000002402042],"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":[0.0000034758652,0.0051553966,0.04824232,0.0045462376,0.000014334301,1.4887877e-7,0.4953027,5.11067e-7,0.0013483088,0.041894343,0.015493732,0.3879985],"study_design_scores_gemma":[0.0002474012,0.00003571085,0.05541419,0.1540165,0.00012389821,0.000012690162,0.6099581,0.000002922905,0.00053622643,0.0052418634,0.17396408,0.0004464267],"about_ca_topic_score_codex":0.0013502247,"about_ca_topic_score_gemma":0.00080075173,"teacher_disagreement_score":0.38755205,"about_ca_system_score_codex":0.00016002987,"about_ca_system_score_gemma":0.0015459185,"threshold_uncertainty_score":0.29802415},"labels":[],"label_agreement":null},{"id":"W3196186015","doi":"10.1016/j.tate.2021.103474","title":"When seekers reap rewards and providers pay a price: The role of relationships and discussion in improving practice in a community of learning","year":2021,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Perception; Seekers; Resource (disambiguation); Psychology; Community of practice; Professional learning community; Public relations; Professional development; Social psychology; Pedagogy; Political science","score_opus":0.047256510158858435,"score_gpt":0.36479786392165015,"score_spread":0.3175413537627917,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3196186015","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":[0.9395762,0.0027952495,0.000020866517,0.05361387,0.00004730299,0.00019014024,2.9178304e-7,0.000014961099,0.0037410972],"genre_scores_gemma":[0.99794364,0.00014573016,0.0009774389,0.000058377464,0.00003489357,0.000020438642,0.0000037773748,0.0000064838246,0.00080920046],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.994534,0.004832646,0.00022691183,0.00014200222,0.0001402995,0.0001241287],"domain_scores_gemma":[0.99851936,0.0010604047,0.00019522506,0.00012211812,0.000060368682,0.00004253111],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0059588086,0.00007381209,0.00012912194,0.00009648301,0.0005548163,0.00005004447,0.00006246331,0.00007330484,0.0000042160277],"category_scores_gemma":[0.00832545,0.00004986812,0.000013835372,0.0001711735,0.00022065593,0.00033579182,0.000049350667,0.0012763992,1.11816284e-7],"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":[0.0000067105343,0.00017241407,0.32625812,0.000032539683,0.0000045562474,4.1283606e-8,0.5907591,0.0000010477012,0.00012678425,0.00090262474,0.00002013867,0.08171596],"study_design_scores_gemma":[0.000108783206,0.000014106788,0.29181284,0.00009848857,0.000015590758,0.0000014740549,0.7021699,0.000028357243,0.000010040421,0.0015121858,0.004178028,0.000050193914],"about_ca_topic_score_codex":0.027937055,"about_ca_topic_score_gemma":0.005493458,"teacher_disagreement_score":0.11141083,"about_ca_system_score_codex":0.00007365305,"about_ca_system_score_gemma":0.0004040289,"threshold_uncertainty_score":0.99669427},"labels":[],"label_agreement":null},{"id":"W3198983339","doi":"10.1016/j.tate.2021.103509","title":"Journey to the West: The overseas learning experiences of Chinese teacher educators in Canada","year":2021,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":7,"is_retracted":false,"has_abstract":false,"route_ca_aff":false,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Beijing Normal University","keywords":"Pedagogy; Psychology; Professional development; Qualitative research; Faculty development; Teacher preparation; Teacher education; Mathematics education; Sociology; Social science","score_opus":0.020033954715848012,"score_gpt":0.34493489634656416,"score_spread":0.32490094163071614,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3198983339","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":[0.95818245,0.00062319095,0.0000014075046,0.026302893,0.0011966635,0.00014094332,3.5246373e-7,0.000011078558,0.013541029],"genre_scores_gemma":[0.99056727,0.000031930773,0.000077810255,0.0010418268,0.00033146824,0.00004623506,0.0000043656037,0.0000053335775,0.007893783],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99825394,0.0009346687,0.00017874657,0.00017049207,0.00026683224,0.00019534207],"domain_scores_gemma":[0.9994116,0.00013982698,0.00008865894,0.0001477773,0.00009159191,0.000120540826],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0010510415,0.00009193099,0.000102773614,0.000033100485,0.00071776094,0.00009317771,0.0001965669,0.000034256194,0.00026423085],"category_scores_gemma":[0.002317178,0.000054564967,0.000028055316,0.0002915078,0.000076262244,0.000119679455,0.00003234446,0.00044748516,0.0000033165265],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000018490994,0.000101226964,0.06929337,0.0000031090512,0.0000048342226,1.7518141e-7,0.90573615,0.000027710319,0.000021836093,0.0009346973,0.0075209257,0.016354134],"study_design_scores_gemma":[0.00003777718,0.0000029676069,0.17000735,0.00001653651,0.0000048180036,0.0000021071548,0.6817208,0.000013503098,0.00000499883,0.000035977428,0.14809307,0.00006013189],"about_ca_topic_score_codex":0.9209053,"about_ca_topic_score_gemma":0.8261374,"teacher_disagreement_score":0.22401537,"about_ca_system_score_codex":0.00033562118,"about_ca_system_score_gemma":0.0032756468,"threshold_uncertainty_score":0.5810857},"labels":[],"label_agreement":null},{"id":"W3216527827","doi":"10.1016/j.tate.2021.103574","title":"Understanding the roles of expert teacher workshops in building teachers' capacity in Shanghai turnaround primary schools: A Teacher's perspective","year":2021,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Manitoba","funders":"","keywords":"Perspective (graphical); Audit; Professional development; Professional learning community; Reading (process); Pedagogy; Class (philosophy); Faculty development; Teacher education; Capacity building; Mathematics education; Psychology; Medical education; Sociology; Political science; Medicine; Management; Computer science","score_opus":0.16618308974318968,"score_gpt":0.3839270190445993,"score_spread":0.21774392930140962,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W3216527827","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":[0.9098238,0.008361693,0.0006670743,0.061064634,0.00042328285,0.0004349631,0.0000013265002,0.000095824886,0.019127408],"genre_scores_gemma":[0.99415016,0.00024362224,0.001345456,0.00060924,0.00067183416,0.00010312173,0.000007534942,0.00003698997,0.0028320344],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99449116,0.00325409,0.0005360387,0.00063710444,0.0004974381,0.0005841631],"domain_scores_gemma":[0.9985922,0.0005029414,0.0002543639,0.0003834351,0.00011201482,0.00015503632],"candidate_categories":["metaepi_narrow","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.005189704,0.00031275043,0.0004376988,0.000369117,0.0007214895,0.00023488108,0.00035658941,0.00028023226,0.00010632844],"category_scores_gemma":[0.0026520826,0.0002841533,0.00011689832,0.00070030754,0.00047561375,0.0005972975,0.00009322365,0.0023404844,0.0000031157776],"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":[0.000018018041,0.0010982966,0.13914795,0.000023276147,0.000046157144,0.0000013808547,0.8224029,0.00001250026,0.00035432965,0.018772695,0.0010906791,0.017031843],"study_design_scores_gemma":[0.00040048518,0.000015326188,0.12658279,0.00031316179,0.000029694173,0.000004504978,0.86100763,0.000034723154,0.00001835824,0.007854234,0.0034411584,0.00029795858],"about_ca_topic_score_codex":0.016544266,"about_ca_topic_score_gemma":0.01057785,"teacher_disagreement_score":0.08432637,"about_ca_system_score_codex":0.0028990584,"about_ca_system_score_gemma":0.0011958753,"threshold_uncertainty_score":0.99996114},"labels":[],"label_agreement":null},{"id":"W4225307961","doi":"10.1016/j.tate.2022.103735","title":"Family responsibilities and mental health of kindergarten educators during the first COVID-19 pandemic lockdown in Ontario, Canada","year":2022,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"COVID-19 and Mental Health","field":"Psychology","cited_by":16,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McMaster University","funders":"","keywords":"Mental health; Pandemic; Anxiety; Coronavirus disease 2019 (COVID-19); Psychology; Depression (economics); 2019-20 coronavirus outbreak; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Developmental psychology; Clinical psychology; Psychiatry; Medicine; Virology","score_opus":0.040698344095175955,"score_gpt":0.36602654152494984,"score_spread":0.32532819742977387,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4225307961","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":[0.98442024,0.0021288039,0.0000012700048,0.011560655,0.0007499841,0.0004046148,0.000016696913,0.000019602456,0.00069815153],"genre_scores_gemma":[0.9874738,0.000019499359,0.000015138595,0.0052548377,0.000043518903,0.000110186695,0.000030712254,0.0000125031975,0.0070398045],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99826515,0.0006997282,0.00030481245,0.00030189505,0.00017403506,0.00025438733],"domain_scores_gemma":[0.99923056,0.00023316711,0.00014170447,0.00023374903,0.000005680562,0.00015514765],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015969925,0.000120862,0.00017140734,0.00013144982,0.00095615996,0.000012283949,0.00011079725,0.000030298972,0.00025749797],"category_scores_gemma":[0.000053605647,0.00010885816,0.000018939412,0.00008542364,0.00006335526,0.000042938816,0.000081409584,0.00074034213,3.4164114e-7],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":true,"about_ca_system_consensus":true,"study_design_scores_codex":[0.00012511268,0.00026627327,0.83182055,0.00008680728,0.000009995211,5.115086e-7,0.15101518,0.0000049918212,0.000013393161,0.0003010443,0.010684779,0.00567139],"study_design_scores_gemma":[0.00037017494,0.00007654018,0.7452613,0.00001358364,0.0000035352637,0.00004485471,0.11062861,0.0000031886575,3.4423417e-7,0.00011706567,0.14339781,0.00008297678],"about_ca_topic_score_codex":0.9968249,"about_ca_topic_score_gemma":0.987485,"teacher_disagreement_score":0.13271303,"about_ca_system_score_codex":0.004911797,"about_ca_system_score_gemma":0.00836764,"threshold_uncertainty_score":0.99890816},"labels":[],"label_agreement":null},{"id":"W4281291499","doi":"10.1016/j.tate.2022.103755","title":"Teaching and learning with power and privilege: Student and teacher identity in education about gender-based violence","year":2022,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Gender Roles and Identity Studies","field":"Social Sciences","cited_by":20,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"McGill University; University of Windsor","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Privilege (computing); Identity (music); Curriculum; Participatory action research; Power (physics); Pedagogy; Qualitative research; Sociology; Citizen journalism; Action (physics); Psychology; Gender studies; Political science; Social science","score_opus":0.016785226416371715,"score_gpt":0.3376704094072964,"score_spread":0.3208851829909247,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281291499","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":[0.9883564,0.00544199,0.00010430231,0.002697753,0.00019332646,0.0003429431,9.328663e-7,0.000055969882,0.002806382],"genre_scores_gemma":[0.99680734,0.00020843463,0.0005821561,0.00025602835,0.0001217922,0.000100482794,0.00000777086,0.000018273064,0.0018977431],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99708706,0.0015799494,0.00020685655,0.00046948917,0.0003831518,0.00027348884],"domain_scores_gemma":[0.99950427,0.00007667388,0.00013790211,0.00012498617,0.000033649743,0.0001224997],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0036325217,0.00017499021,0.00018932317,0.00020295873,0.0031768961,0.00034910662,0.00011894682,0.00005657061,0.000018433393],"category_scores_gemma":[0.00023708491,0.00017723197,0.00001843996,0.00012689045,0.00011623847,0.00052921503,0.00016693735,0.0013256645,6.5019213e-7],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000013278349,0.00054298795,0.6755779,0.000045493554,0.000017603346,4.8259227e-7,0.1899192,0.000011894325,0.00003543588,0.0030503029,0.00020755714,0.13057789],"study_design_scores_gemma":[0.00027450515,0.00007676214,0.66833305,0.00007384834,0.000036372712,0.000006066752,0.32316542,0.00006168494,4.847162e-7,0.0009881821,0.0067847827,0.00019886925],"about_ca_topic_score_codex":0.028222036,"about_ca_topic_score_gemma":0.0034319616,"teacher_disagreement_score":0.1332462,"about_ca_system_score_codex":0.00020590896,"about_ca_system_score_gemma":0.00030271139,"threshold_uncertainty_score":0.99812084},"labels":[],"label_agreement":null},{"id":"W4281606590","doi":"10.1016/j.tate.2022.103781","title":"Predictors and outcomes of teachers’ burnout trajectories over a seven-year period","year":2022,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Healthcare professionals’ stress and burnout","field":"Health Professions","cited_by":39,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université du Québec à Trois-Rivières; Concordia University","funders":"","keywords":"Burnout; Somatization; Psychology; Pill; Clinical psychology; Intervention (counseling); Period (music); Demography; Medicine; Psychiatry; Anxiety; Nursing","score_opus":0.029392229813205883,"score_gpt":0.3957590808002449,"score_spread":0.366366850987039,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4281606590","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":[0.990337,0.0020481437,0.000021182206,0.0038904562,0.0010028445,0.0005018704,0.00004239998,0.000089784495,0.0020662965],"genre_scores_gemma":[0.9884505,0.00006540033,0.00047471104,0.00054492726,0.00027600594,0.00027431056,0.00005335785,0.000032290623,0.009828489],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9967298,0.0017610351,0.0004999055,0.0003313326,0.00033643417,0.0003415068],"domain_scores_gemma":[0.99890167,0.00033376162,0.0002895183,0.0002521499,0.00005291168,0.00017002103],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.001983259,0.00018917555,0.00035388657,0.00015638022,0.0019872976,0.000013214041,0.00012507908,0.00013571275,0.0006140651],"category_scores_gemma":[0.0003064002,0.00015952974,0.00005237039,0.0000965574,0.0000767623,0.0001444918,0.00015176008,0.0018304295,0.0000028110285],"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":[0.000026433776,0.00026341877,0.8116968,0.00014110394,0.000031676132,3.0067216e-7,0.14938739,4.468372e-7,0.000081649414,0.0013752399,0.002014304,0.03498124],"study_design_scores_gemma":[0.000537584,0.00010391291,0.8702285,0.00022175773,0.00004177774,0.000003767793,0.10645398,0.000027950957,0.0000019933268,0.00053260825,0.021678297,0.00016784116],"about_ca_topic_score_codex":0.00418116,"about_ca_topic_score_gemma":0.000067136505,"teacher_disagreement_score":0.05853173,"about_ca_system_score_codex":0.00017008024,"about_ca_system_score_gemma":0.00064514665,"threshold_uncertainty_score":0.999312},"labels":[],"label_agreement":null},{"id":"W4283832009","doi":"10.1016/j.tate.2022.103806","title":"‘It's not a linear thing; there are a lot of intersecting circles': Factors influencing teachers' implementation of Meaningful Physical Education","year":2022,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Physical Education and Pedagogy","field":"Health Professions","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Brock University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mathematics education; Perception; Process (computing); Qualitative research; Psychology; Physical education; Pedagogy; Sociology; Computer science; Social science","score_opus":0.0714998942712387,"score_gpt":0.4748078318249758,"score_spread":0.4033079375537371,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4283832009","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":[0.9937468,0.000067087174,0.00009284324,0.0019069593,0.0007429955,0.0004843604,0.000019582576,0.00006626643,0.002873065],"genre_scores_gemma":[0.9972944,0.000002910325,0.00025744372,0.0010646943,0.0004903949,0.00017044481,0.000101059595,0.000037020283,0.0005816279],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9969302,0.0015283604,0.0006137909,0.00033254427,0.00032393498,0.00027119974],"domain_scores_gemma":[0.9980433,0.00044963512,0.0009545455,0.00029192067,0.0001492131,0.000111383575],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0013082313,0.00019210075,0.0003399551,0.00022871516,0.0009630648,0.000011196377,0.00019408696,0.00007288706,0.00034912876],"category_scores_gemma":[0.00040057307,0.00019322983,0.000095171265,0.00020643171,0.000052323587,0.000251251,0.00013529645,0.0015210616,0.000004378514],"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":[0.000036304235,0.0011418748,0.15862,0.00022472546,0.000041769297,4.097816e-8,0.77220476,0.00001711424,0.0072726863,0.0015669472,0.0014785127,0.057395246],"study_design_scores_gemma":[0.00031640116,0.00013660899,0.18476596,0.00018192152,0.000067582325,0.0000012672633,0.8081473,0.00014323663,0.0004777325,0.00044095286,0.005147448,0.00017357062],"about_ca_topic_score_codex":0.012685041,"about_ca_topic_score_gemma":0.00015361112,"teacher_disagreement_score":0.057221673,"about_ca_system_score_codex":0.0003755836,"about_ca_system_score_gemma":0.0015506968,"threshold_uncertainty_score":0.9938896},"labels":[],"label_agreement":null},{"id":"W4289201282","doi":"10.1016/j.tate.2022.103805","title":"Intention to intervene in weight-related bullying in elementary school: A qualitative study of the perspectives of teachers and school counselors","year":2022,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Obesity and Health Practices","field":"Health Professions","cited_by":10,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University; Université du Québec en Outaouais","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Qualitative research; Mathematics education; Pedagogy; Sociology","score_opus":0.04602814409071539,"score_gpt":0.47102284739103,"score_spread":0.42499470330031464,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4289201282","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":[0.9934274,0.00087380473,0.0000068044797,0.003492461,0.00023383585,0.0013341892,0.0000033095823,0.00001434497,0.0006138687],"genre_scores_gemma":[0.9982537,0.00003830745,0.00017027899,0.00022572478,0.000023338429,0.000283542,0.000004935878,0.000012140153,0.0009880143],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99163765,0.007052234,0.0006546511,0.00025867476,0.0002098717,0.00018690327],"domain_scores_gemma":[0.9988086,0.0004591884,0.00043270818,0.00017106935,0.000053176762,0.0000752177],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007024031,0.0001050889,0.00023328251,0.00035238752,0.0006308807,0.000006552988,0.00012774566,0.000055012573,0.00033642128],"category_scores_gemma":[0.00091527536,0.00009190829,0.000022989814,0.00030329466,0.000037529906,0.00022252736,0.00016252974,0.0020531528,0.0000030933759],"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":[0.00007273718,0.0010994137,0.42386323,0.00009446938,0.000016113429,1.0155624e-7,0.5718812,0.000005061048,0.00008366333,0.00017593954,0.00026921177,0.002438904],"study_design_scores_gemma":[0.00060736237,0.00019101103,0.40953225,0.00025315746,0.000016961205,4.658848e-7,0.5887261,0.000020139027,0.0000011342106,0.0003745868,0.0002281136,0.00004871922],"about_ca_topic_score_codex":0.045584902,"about_ca_topic_score_gemma":0.005919049,"teacher_disagreement_score":0.039665855,"about_ca_system_score_codex":0.0005028294,"about_ca_system_score_gemma":0.00034086022,"threshold_uncertainty_score":0.9607706},"labels":[],"label_agreement":null},{"id":"W4290694528","doi":"10.1016/j.tate.2022.103828","title":"Understanding self perceptions of wellbeing and resilience of preservice teachers","year":2022,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Resilience and Mental Health","field":"Psychology","cited_by":48,"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":"Psychology; Attrition; Psychological resilience; Bachelor; Distress; Population; Promotion (chess); Workload; Perception; Feeling; Medical education; Burnout; Social psychology; Pedagogy; Clinical psychology; Medicine","score_opus":0.044383754799831095,"score_gpt":0.38552913180606707,"score_spread":0.341145377006236,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4290694528","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":[0.9846016,0.0005587351,0.00029684082,0.0004216357,0.00018224226,0.00017568555,0.0000024389524,0.000027362876,0.013733464],"genre_scores_gemma":[0.9970011,0.000025716583,0.0007559462,0.00008981598,0.000035122353,0.00003380082,0.000007281489,0.000009787034,0.0020414377],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9988112,0.0004653029,0.0002120809,0.0002181603,0.00014615511,0.0001471416],"domain_scores_gemma":[0.99951005,0.00009497237,0.00013524783,0.00018549322,0.000010301147,0.00006393141],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00096536835,0.00007681874,0.0001215874,0.000129694,0.00041499356,0.000008527408,0.00010463009,0.000034129385,0.0001659042],"category_scores_gemma":[0.000023501743,0.00008033764,0.000020700429,0.00010667676,0.00007108746,0.00010549201,0.000066505476,0.0003811851,9.541977e-7],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000057421097,0.0014265467,0.44559637,0.00017852735,0.000034576515,4.2902195e-7,0.45486355,0.0000346654,0.00610552,0.022067355,0.0024771641,0.06715789],"study_design_scores_gemma":[0.00040029478,0.00031949911,0.54834616,0.00006355408,0.000054864755,0.000050445262,0.4464994,0.00022752973,0.000044755583,0.001957059,0.0018761479,0.00016027999],"about_ca_topic_score_codex":0.0032660016,"about_ca_topic_score_gemma":0.000019967803,"teacher_disagreement_score":0.10274978,"about_ca_system_score_codex":0.00013278867,"about_ca_system_score_gemma":0.00008949227,"threshold_uncertainty_score":0.49372393},"labels":[],"label_agreement":null},{"id":"W4297144030","doi":"10.1016/j.tate.2022.103855","title":"Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices","year":2022,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Queen's University; University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Popularity; Thematic analysis; Psychology; Mathematics education; Observational study; Qualitative property; Alternative assessment; Assessment for learning; Qualitative research; Pedagogy; Focus group; Sociology; Computer science; Formative assessment; Social science; Social psychology","score_opus":0.03308407933095289,"score_gpt":0.37125556697846285,"score_spread":0.3381714876475099,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4297144030","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":[0.9613183,0.00032508228,0.000844616,0.023559824,0.00035121842,0.0002862043,0.0000013053262,0.0002842309,0.013029222],"genre_scores_gemma":[0.9929918,0.000014444658,0.0038025656,0.0003552479,0.00019171729,0.00017633804,0.000054984484,0.000016548047,0.0023963603],"study_design_codex":"design_other","study_design_gemma":"qualitative","domain_scores_codex":[0.9975428,0.0015815623,0.00017345764,0.00030870966,0.00018988339,0.00020359033],"domain_scores_gemma":[0.9989643,0.0003916511,0.00040139336,0.00012175176,0.0000431876,0.000077725184],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0031812035,0.00012639961,0.00011993336,0.00017082316,0.003719277,0.00019012236,0.00012675776,0.00009363565,0.00020993725],"category_scores_gemma":[0.001219752,0.000121769444,0.000026237609,0.00012949707,0.0000885496,0.0002793815,0.00004516852,0.0014746144,0.0000018172531],"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":[0.000008777652,0.00065226003,0.2254667,0.000013694231,0.000032876324,2.919655e-7,0.27584654,0.000032896984,0.0012717051,0.033642385,0.0018625222,0.46116936],"study_design_scores_gemma":[0.00022981502,0.000110582514,0.021173976,0.000020646388,0.000030586016,0.000008792176,0.6854514,0.000936334,0.0000668285,0.0020133937,0.28973714,0.00022053407],"about_ca_topic_score_codex":0.003969513,"about_ca_topic_score_gemma":0.00031231134,"teacher_disagreement_score":0.46094882,"about_ca_system_score_codex":0.0002557147,"about_ca_system_score_gemma":0.0006441742,"threshold_uncertainty_score":0.9975777},"labels":[],"label_agreement":null},{"id":"W4306666926","doi":"10.1016/j.tate.2022.103907","title":"Professional vision in the classroom: Teachers’ knowledge-based reasoning explaining their visual focus of attention to students","year":2022,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Suomen Kulttuurirahasto; York University; Academy of Finland; New York University Abu Dhabi","keywords":"Focus (optics); Psychology; Mathematics education; Pedagogy","score_opus":0.05986430178142036,"score_gpt":0.4374503275119704,"score_spread":0.37758602573055,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4306666926","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":[0.97330815,0.00066548056,0.00013609751,0.022204446,0.000570442,0.0004972258,0.0000012047991,0.000051920313,0.0025650267],"genre_scores_gemma":[0.9967777,0.0000036484469,0.00030241697,0.0004746718,0.00027037106,0.00032679294,0.000016288395,0.000015982956,0.0018121118],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9946556,0.0038968453,0.00030092406,0.00031358644,0.00055060524,0.0002824393],"domain_scores_gemma":[0.9992031,0.00032745718,0.00016780944,0.00016784099,0.00005080321,0.000083009],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.007528446,0.0001465096,0.00017259881,0.00027802435,0.0015075931,0.000086225205,0.0003762829,0.000060911007,0.000060733015],"category_scores_gemma":[0.00049959746,0.00012151801,0.00005798828,0.0004060933,0.00010125494,0.00016249581,0.000099174074,0.0008943979,0.000004324764],"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":[0.000021264465,0.0018179818,0.20289856,0.000010008185,0.000008890304,1.1628311e-7,0.6932446,0.0000067945152,0.00012431224,0.0012253453,0.0021350428,0.09850711],"study_design_scores_gemma":[0.00024120587,0.000089056586,0.35528094,0.00009622916,0.000012854454,6.459142e-7,0.63001657,0.00003947532,0.0000044843205,0.00015227796,0.013950663,0.00011563451],"about_ca_topic_score_codex":0.0024809933,"about_ca_topic_score_gemma":0.0005000703,"teacher_disagreement_score":0.15238237,"about_ca_system_score_codex":0.0003459571,"about_ca_system_score_gemma":0.0005060468,"threshold_uncertainty_score":0.99979234},"labels":[],"label_agreement":null},{"id":"W4311749371","doi":"10.1016/j.tate.2022.103930","title":"Chinese and Canadian preservice teachers in face-to-face dialogues: Situating teaching in cultural practices for West-East Reciprocal Learning","year":2022,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Windsor","funders":"","keywords":"Reciprocal; General partnership; Face (sociological concept); Pedagogy; Teacher education; Face-to-face; Psychology; Higher education; Mathematics education; Sociology; Political science; Epistemology; Social science; Linguistics","score_opus":0.045420348072350215,"score_gpt":0.39313467978887107,"score_spread":0.34771433171652083,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4311749371","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":[0.9656083,0.00034112195,0.000009703103,0.02569366,0.00044758135,0.00080613757,0.000006067154,0.000060726125,0.0070266756],"genre_scores_gemma":[0.9925648,0.000014170459,0.0015442669,0.00094156346,0.00026527542,0.0003417014,0.000103267885,0.000017241739,0.0042077405],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99695015,0.0016441934,0.0002754739,0.00043493765,0.00023707177,0.00045820084],"domain_scores_gemma":[0.99900097,0.00030201048,0.00021740179,0.000108278524,0.000044673776,0.00032667624],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.003958642,0.00017915168,0.00018758545,0.00026129963,0.002094613,0.00028284325,0.00022191055,0.000090415866,0.00002794716],"category_scores_gemma":[0.0074211373,0.00017557899,0.000029249166,0.0002706352,0.000049974595,0.0006550122,0.000078079436,0.0013025894,0.0000028453749],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000015548585,0.00017526007,0.086356714,0.00001720475,0.0000058398227,3.8008795e-7,0.8664412,0.0004304071,0.00011738922,0.000591661,0.00069669785,0.045151692],"study_design_scores_gemma":[0.00035600647,0.00004537388,0.12699923,0.000049523424,0.000013444433,0.000005400034,0.7188992,0.0010130885,3.9071728e-7,0.00012927265,0.15222451,0.00026455594],"about_ca_topic_score_codex":0.75180334,"about_ca_topic_score_gemma":0.5810347,"teacher_disagreement_score":0.17076863,"about_ca_system_score_codex":0.0008178844,"about_ca_system_score_gemma":0.0005159029,"threshold_uncertainty_score":0.9992045},"labels":[],"label_agreement":null},{"id":"W4327756847","doi":"10.1016/j.tate.2023.104109","title":"Longitudinal relationships between teachers’ utility values and quitting intentions: A person-organization fit perspective","year":2023,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Motivation and Self-Concept in Sports","field":"Psychology","cited_by":35,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"","funders":"Social Sciences and Humanities Research Council of Canada; Education University of Hong Kong","keywords":"Psychology; Structural equation modeling; Perspective (graphical); Perception; Social psychology; Sample (material); Longitudinal study; Developmental psychology; Statistics","score_opus":0.10576149306808515,"score_gpt":0.3718670825373321,"score_spread":0.26610558946924695,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4327756847","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":[0.9814017,0.00034757511,0.0011578413,0.002995095,0.00038377446,0.00028002472,0.000004862449,0.0004322321,0.012996934],"genre_scores_gemma":[0.9871371,0.00001007647,0.0006058457,0.0000707296,0.00042145408,0.000037302838,0.00013958033,0.00003290254,0.011545027],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99800944,0.00073682447,0.00028426692,0.0005322082,0.0001972389,0.0002400107],"domain_scores_gemma":[0.99899733,0.00030165876,0.00017149176,0.0002540443,0.00014935299,0.00012613912],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0022879404,0.0001829561,0.00018796248,0.0002749112,0.0009623714,0.000113934344,0.00008687711,0.00017652787,0.00034187137],"category_scores_gemma":[0.0013490224,0.00019024465,0.000039793045,0.00039852984,0.00011972881,0.00028628428,0.000039089526,0.0008923632,0.000065163666],"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":[0.0000031820355,0.000121272285,0.7658395,0.000009199339,0.000039325656,4.2760573e-7,0.1960656,4.9911074e-7,0.000008804872,0.0051481714,0.00481957,0.027944429],"study_design_scores_gemma":[0.00018020015,0.00002291298,0.7772517,0.00003739028,0.000061676816,0.00001109744,0.21954519,0.000030992564,0.0000015007993,0.0021075686,0.0006026092,0.00014713695],"about_ca_topic_score_codex":0.0011375829,"about_ca_topic_score_gemma":0.000014512712,"teacher_disagreement_score":0.027797293,"about_ca_system_score_codex":0.00012723533,"about_ca_system_score_gemma":0.000080666425,"threshold_uncertainty_score":0.77579516},"labels":[],"label_agreement":null},{"id":"W4362719232","doi":"10.1016/j.tate.2023.104135","title":"Developing teacher identity through purposeful dialogue","year":2023,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"University of British Columbia","keywords":"Identity (music); Pedagogy; Psychology; Mathematics education; Sociology; Art; Aesthetics","score_opus":0.17191583039656655,"score_gpt":0.4397034032914017,"score_spread":0.2677875728948351,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4362719232","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":[0.83312136,0.0009826226,0.0011174559,0.12121807,0.0018639638,0.0003822516,0.0000015131529,0.00094280124,0.04036999],"genre_scores_gemma":[0.9717716,0.00019246046,0.0016239234,0.00093916943,0.0014282388,0.00010000769,0.00004274932,0.00002722208,0.02387461],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9975884,0.0009780154,0.00024764944,0.00038519877,0.00034906514,0.0004516748],"domain_scores_gemma":[0.99931204,0.00017162148,0.00011091581,0.00021273553,0.000067482106,0.00012517715],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0029021434,0.00017899352,0.00018479083,0.00016918693,0.001541456,0.00025531778,0.0002452027,0.00014736033,0.00012914611],"category_scores_gemma":[0.0012067574,0.00018446919,0.00005918754,0.00047003882,0.00024270001,0.0008783198,0.00006599756,0.0006297857,0.0002752549],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000037121079,0.00021052035,0.056907576,0.000030366844,0.000031185402,4.6558944e-7,0.6669384,5.542533e-7,0.000023351473,0.13558322,0.030345604,0.10992504],"study_design_scores_gemma":[0.00014963654,0.000011474773,0.18916872,0.000055645327,0.000034364595,0.0000017549254,0.38163224,0.0000063665993,0.0000064486667,0.024339866,0.40426186,0.00033164112],"about_ca_topic_score_codex":0.011036126,"about_ca_topic_score_gemma":0.0015887052,"teacher_disagreement_score":0.37391624,"about_ca_system_score_codex":0.00029127704,"about_ca_system_score_gemma":0.00060466415,"threshold_uncertainty_score":0.9997584},"labels":[],"label_agreement":null},{"id":"W4379779763","doi":"10.1016/j.tate.2023.104198","title":"Data-driven decision making using local multi-source data: Analysis of a teacher-researcher’s professional practice","year":2023,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Educational Assessment and Improvement","field":"Decision Sciences","cited_by":7,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université Laval","funders":"","keywords":"Reflection (computer programming); Process (computing); Thematic analysis; Interpersonal communication; Psychology; Professional development; Pedagogy; Mathematics education; Computer science; Sociology; Qualitative research; Social psychology","score_opus":0.36320301212407397,"score_gpt":0.5738225458294774,"score_spread":0.21061953370540348,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4379779763","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":[0.83375365,0.0002717812,0.16081774,0.0034563357,0.000677013,0.00036346487,0.00012498382,0.00007853019,0.00045648264],"genre_scores_gemma":[0.92727697,0.00001268576,0.06630199,0.0002342202,0.00027302242,0.00001709348,0.0011783296,0.000023427348,0.0046822773],"study_design_codex":"design_other","study_design_gemma":"simulation_or_modeling","domain_scores_codex":[0.9941805,0.0015425414,0.000894097,0.0011335644,0.001907033,0.00034228197],"domain_scores_gemma":[0.9928446,0.0038804777,0.000637208,0.0020957077,0.00038746756,0.00015454889],"candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.018184463,0.00020754056,0.00039505606,0.0012392964,0.0005952366,0.0003394493,0.0017602748,0.000117406234,0.00019119441],"category_scores_gemma":[0.013228543,0.00016410406,0.00007387954,0.0020521886,0.00014366719,0.0019184727,0.0016295852,0.00074984285,0.000036809175],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00006503798,0.0018637669,0.06366812,0.000017401202,0.00035128114,7.9749816e-7,0.006346392,0.0017543867,0.0004574324,0.00047561427,0.030933341,0.89406645],"study_design_scores_gemma":[0.00024583002,0.00003337979,0.21679331,0.00010354832,0.0005084603,0.0000042585484,0.03903132,0.69861996,0.000003629944,0.0006873231,0.043758027,0.0002109786],"about_ca_topic_score_codex":0.0015013154,"about_ca_topic_score_gemma":0.00023155623,"teacher_disagreement_score":0.89385545,"about_ca_system_score_codex":0.00016972091,"about_ca_system_score_gemma":0.0009781934,"threshold_uncertainty_score":0.99508345},"labels":[],"label_agreement":null},{"id":"W4383702813","doi":"10.1016/j.tate.2023.104237","title":"“The power of open dialogue”: Using normative case studies to facilitate ethical dilemmas discussions among school teachers","year":2023,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"","keywords":"Normative; Perspective (graphical); Power (physics); Pedagogy; Face (sociological concept); Professional development; Psychology; Engineering ethics; Reflection (computer programming); Sociology; Political science; Social science","score_opus":0.266563185070162,"score_gpt":0.4787147115793875,"score_spread":0.21215152650922547,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4383702813","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":[0.9172002,0.00042804336,0.00006620629,0.07794606,0.00074102165,0.00065568456,0.0000064881365,0.00011735664,0.002838946],"genre_scores_gemma":[0.988866,0.00006086339,0.0006072254,0.00042751108,0.00019923257,0.00014563736,0.0000072575767,0.000017952529,0.009668338],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99609673,0.0024686186,0.00038554336,0.00032957355,0.0003154899,0.00040403218],"domain_scores_gemma":[0.99808544,0.0010059205,0.0001739968,0.00028516696,0.00015466198,0.00029478976],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.006645556,0.00018313485,0.00026505903,0.00018254247,0.00308886,0.00026563354,0.0003732374,0.0001444884,0.00003120623],"category_scores_gemma":[0.00720939,0.00013021856,0.00006490368,0.0004960712,0.00072979846,0.0003930948,0.00025687952,0.001101316,0.00003496362],"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":[0.000009063202,0.00011251621,0.023765672,0.000012876139,0.00007354102,0.0000019882439,0.9267091,0.000009359015,0.000022657705,0.002567765,0.024308017,0.022407416],"study_design_scores_gemma":[0.00012130661,0.000029249079,0.044280697,0.00008860104,0.000045860066,0.0000059066047,0.92795175,0.000017803917,0.0000026835785,0.0011502057,0.02611717,0.00018878505],"about_ca_topic_score_codex":0.0198016,"about_ca_topic_score_gemma":0.0035701944,"teacher_disagreement_score":0.077518545,"about_ca_system_score_codex":0.00027233237,"about_ca_system_score_gemma":0.0004595457,"threshold_uncertainty_score":0.998209},"labels":[],"label_agreement":null},{"id":"W4385226534","doi":"10.1016/j.tate.2023.104260","title":"Listening to Emilce and Pedro: Exploring the subjective constitutions of teachers amid violence","year":2023,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Peace and Human Rights Education","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Concordia University","funders":"","keywords":"Active listening; Conversation; Perception; Pedagogy; Psychology","score_opus":0.050883014303648055,"score_gpt":0.35771481570314395,"score_spread":0.3068318013994959,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385226534","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":[0.98620105,0.000202197,0.00010043,0.0032607738,0.00037241506,0.00021878703,0.0000013262649,0.000100323065,0.009542716],"genre_scores_gemma":[0.99554574,0.00014282388,0.0002335419,0.0001025324,0.00031159294,0.00008574497,0.0000064185488,0.0000069998596,0.0035646118],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9989962,0.00032668523,0.0001387089,0.00020002977,0.00015534634,0.0001830079],"domain_scores_gemma":[0.9994417,0.0002102631,0.00006659463,0.00013600079,0.000049846643,0.00009559103],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0016046973,0.000082130915,0.00009351872,0.0001459129,0.0014580718,0.00008590186,0.00011682051,0.000036931597,0.000010680644],"category_scores_gemma":[0.0004911088,0.00006615155,0.000021882777,0.00021556523,0.0002844541,0.00027910658,0.000032942167,0.0002759907,0.000010620011],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000047237068,0.00008384063,0.025311565,0.000013682628,0.000012593008,1.3856385e-7,0.708635,0.000008510062,0.000435469,0.08547272,0.0012889798,0.17873278],"study_design_scores_gemma":[0.00014188646,0.000050116087,0.5157572,0.00035558405,0.000070130656,0.0000037772427,0.4316875,0.000047825237,0.00009622626,0.011537273,0.039971855,0.00028062463],"about_ca_topic_score_codex":0.0106353415,"about_ca_topic_score_gemma":0.0008628383,"teacher_disagreement_score":0.4904456,"about_ca_system_score_codex":0.00008425578,"about_ca_system_score_gemma":0.00029346315,"threshold_uncertainty_score":0.99984187},"labels":[],"label_agreement":null},{"id":"W4385249707","doi":"10.1016/j.tate.2023.104266","title":"Why the learning styles myth appeals and how to persuade believers otherwise","year":2023,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Neuroscience, Education and Cognitive Function","field":"Neuroscience","cited_by":11,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"McGill University","funders":"American Educational Research Association","keywords":"Reverence; Mythology; Appeal; Psychology; Feeling; Learning styles; Natural (archaeology); Social psychology; Epistemology; Aesthetics; Pedagogy; Philosophy; Literature; Law; Art","score_opus":0.03969260594405518,"score_gpt":0.31265616660254,"score_spread":0.2729635606584848,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4385249707","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":[0.94053364,0.000049436574,0.0004265776,0.054329354,0.00046514615,0.00024901083,0.0000013031625,0.00020770764,0.0037378406],"genre_scores_gemma":[0.9658121,0.000052054787,0.000037991507,0.011497826,0.00021129445,0.00005930828,0.0000034134773,0.00001866499,0.022307375],"study_design_codex":"design_other","study_design_gemma":"not_applicable","domain_scores_codex":[0.99853003,0.0005381095,0.00008359201,0.0004277924,0.00019946723,0.00022099244],"domain_scores_gemma":[0.99941945,0.0002478418,0.00006367981,0.0001265129,0.000022099397,0.000120389355],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00080188905,0.0001247672,0.000080079204,0.00017701396,0.0010868416,0.00029510807,0.000108670865,0.000034166856,0.00001945691],"category_scores_gemma":[0.0017086592,0.000096530355,0.000022029624,0.00035711343,0.000111097695,0.00023294392,0.00005028156,0.00042403137,0.00004570832],"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":[0.000035118097,0.00030425188,0.010803719,0.00004144275,0.000005853385,0.0000010275941,0.04960907,0.000035198045,0.2633568,0.004773619,0.078308366,0.5927255],"study_design_scores_gemma":[0.00030981298,0.00020660943,0.08278627,0.00007515473,0.000033694705,0.00004336627,0.070445366,0.0013860693,0.0053920173,0.0005520337,0.83834594,0.00042367002],"about_ca_topic_score_codex":0.00011495461,"about_ca_topic_score_gemma":0.0000045585894,"teacher_disagreement_score":0.76003754,"about_ca_system_score_codex":0.00003076491,"about_ca_system_score_gemma":0.00006896169,"threshold_uncertainty_score":0.83592165},"labels":[],"label_agreement":null},{"id":"W4386434152","doi":"10.1016/j.tate.2023.104305","title":"Reflection on teaching action and student learning","year":2023,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":23,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Cegep Edouard Montpetit; Université de Montréal; Université du Québec à Montréal","funders":"","keywords":"Reflection (computer programming); Reflective practice; Psychology; Mathematics education; Action (physics); Qualitative research; Student teacher; Pedagogy; Teaching method; Action research; Teacher education; Computer science; Sociology","score_opus":0.080961221830558,"score_gpt":0.49767704271905844,"score_spread":0.41671582088850045,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4386434152","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":[0.87316513,0.000077755045,0.00011765219,0.004855989,0.0010403529,0.00020272254,1.1491567e-7,0.0003567623,0.12018352],"genre_scores_gemma":[0.979459,0.00020035826,0.00058486074,0.00017495244,0.0010456485,0.00005855416,0.000013770838,0.000020983445,0.018441899],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9970048,0.0019530212,0.0001551113,0.00034759016,0.0003044112,0.00023508022],"domain_scores_gemma":[0.9991559,0.00042511863,0.00015196468,0.00012211833,0.000040834533,0.00010405942],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0046363245,0.000120694014,0.00010042494,0.00029169943,0.002637086,0.0002867425,0.00007948015,0.00010690228,0.000023949946],"category_scores_gemma":[0.0020531504,0.00012697662,0.000022310796,0.00019538258,0.000075170065,0.0006246911,0.000031109586,0.0011896519,0.000059477876],"study_design_candidate":"design_other","study_design_consensus":null,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000014412896,0.0002451478,0.06683066,0.000012407316,0.0000138395235,1.4971526e-7,0.13226543,0.00002231891,0.0007824919,0.014932218,0.0014425155,0.7834384],"study_design_scores_gemma":[0.00020264485,0.00016866438,0.42131427,0.00008850165,0.00005299766,0.0000058141673,0.15990646,0.00025290932,0.000042818232,0.0066055073,0.4110581,0.00030129842],"about_ca_topic_score_codex":0.0030947404,"about_ca_topic_score_gemma":0.00013820796,"teacher_disagreement_score":0.78313714,"about_ca_system_score_codex":0.00035203766,"about_ca_system_score_gemma":0.00015388933,"threshold_uncertainty_score":0.99866134},"labels":[],"label_agreement":null},{"id":"W4387630890","doi":"10.1016/j.tate.2023.104362","title":"Inservice teachers’ experiences within a university/school district teacher education partnership: Collaborative inquiry, generative tensions, and emergent praxis","year":2023,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia, Okanagan Campus; University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Praxis; Pedagogy; General partnership; Teacher education; Professional development; Action research; Literacy; Faculty development; Sociology; School district; Equity (law); Professional learning community; Mathematics education; Psychology; Political science","score_opus":0.08648540299984861,"score_gpt":0.38548713463048423,"score_spread":0.2990017316306356,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4387630890","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":[0.9517243,0.0015926413,0.000045993256,0.038724437,0.0010949045,0.0006433762,0.000003056962,0.00037162966,0.0057996963],"genre_scores_gemma":[0.9653362,0.00042905958,0.0010989939,0.0007564062,0.0010270614,0.00017697302,0.000081808364,0.000030285657,0.031063182],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9957263,0.0023577055,0.00034190484,0.0006990606,0.0004173614,0.00045769094],"domain_scores_gemma":[0.99851286,0.0002131313,0.0002757465,0.00028708563,0.00023789902,0.00047328958],"candidate_categories":["metaepi_narrow","sts"],"consensus_categories":[],"category_scores_codex":[0.0022300216,0.0003227184,0.00029212536,0.00038876606,0.0021286216,0.0002537828,0.00025232122,0.00021981187,0.00015399187],"category_scores_gemma":[0.0014915626,0.00032323276,0.00005540448,0.0010109317,0.0005439325,0.00083681877,0.00009083551,0.0007712295,0.000050007842],"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":[0.000017935074,0.00049201073,0.046210356,0.000016931699,0.000040818268,5.888269e-7,0.85936177,0.0000018104203,0.000045868623,0.0033117193,0.05301831,0.037481878],"study_design_scores_gemma":[0.00019163679,0.000054722448,0.089460984,0.000056397712,0.000060769995,0.0000018879277,0.7868286,0.000031210016,0.00000770619,0.0002664965,0.12272137,0.00031826744],"about_ca_topic_score_codex":0.0074835275,"about_ca_topic_score_gemma":0.0015868497,"teacher_disagreement_score":0.07253323,"about_ca_system_score_codex":0.0004207893,"about_ca_system_score_gemma":0.0020836452,"threshold_uncertainty_score":0.999922},"labels":[],"label_agreement":null},{"id":"W4391731495","doi":"10.1016/j.tate.2024.104518","title":"Evidence of teacher assessment work and its relationship to their assessment identity","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Student Assessment and Feedback","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":"Queen's University","funders":"Australian Research Council; University of Western Australia; Department of Education and Training, Queensland Government; Australian Catholic University","keywords":"Identity (music); Psychology; Work (physics); Pedagogy; Mathematics education; Social psychology; Engineering; Philosophy; Aesthetics","score_opus":0.09114490559044283,"score_gpt":0.4525132888131091,"score_spread":0.3613683832226663,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4391731495","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":[0.96380055,0.0037905169,0.0010664852,0.008904476,0.0006307235,0.00042089482,0.0000010478046,0.000115507246,0.021269828],"genre_scores_gemma":[0.98902863,0.00015380452,0.0022020156,0.00008789853,0.0003827284,0.00006199743,0.000005078616,0.000015481557,0.008062338],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9980709,0.0007062689,0.0002575842,0.0003473275,0.00040717164,0.00021074532],"domain_scores_gemma":[0.9990462,0.000514848,0.000077354685,0.00015545158,0.00006068384,0.00014548449],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0041115265,0.00014250328,0.0001644689,0.00017774968,0.0005822184,0.0004021241,0.00017556269,0.00009423719,0.00012283893],"category_scores_gemma":[0.00037484342,0.00012922242,0.00004568989,0.0003362682,0.00006822232,0.0009180116,0.00008664792,0.00055926683,0.00000946019],"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":[0.0000073616734,0.0002820712,0.6216629,0.00009827359,0.000041416046,3.5579052e-7,0.070980415,0.0000020406126,0.00032647842,0.22573492,0.0025770047,0.078286745],"study_design_scores_gemma":[0.000066735774,0.000048768627,0.9711759,0.00057309924,0.00006636546,6.3136326e-7,0.016099382,0.00008716182,0.0000052245173,0.0031390286,0.008554916,0.0001828065],"about_ca_topic_score_codex":0.0010587042,"about_ca_topic_score_gemma":0.00018286661,"teacher_disagreement_score":0.34951296,"about_ca_system_score_codex":0.00024493388,"about_ca_system_score_gemma":0.00046725347,"threshold_uncertainty_score":0.52695376},"labels":[],"label_agreement":null},{"id":"W4392266924","doi":"10.1016/j.tate.2024.104513","title":"Weaving stories of strength: Ethically integrating Indigenous content in Teacher education and professional development programmes","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Indigenous Health, Education, and Rights","field":"Social Sciences","cited_by":22,"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":"National Medical Research Council; National Health and Medical Research Council; Griffith University; Australian Institute of Aboriginal and Torres Strait Islander Studies","keywords":"Weaving; Indigenous; Professional development; Content (measure theory); Pedagogy; Teacher education; Sociology; Psychology; Mathematics education; Engineering ethics; Engineering; Mathematics; Ecology","score_opus":0.029014988663206624,"score_gpt":0.36298292115037445,"score_spread":0.33396793248716783,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392266924","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":[0.9821954,0.0045860745,0.000042825464,0.0010120907,0.0017710401,0.0006448299,8.550156e-7,0.00008547702,0.009661405],"genre_scores_gemma":[0.9643482,0.00039660986,0.004379635,0.00004313114,0.0005298046,0.00005206681,0.000037868736,0.0000182917,0.030194389],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9978932,0.0007462184,0.00043135035,0.00032751396,0.0002837455,0.000317943],"domain_scores_gemma":[0.99927795,0.0002254198,0.00013600144,0.00010379828,0.00012363933,0.00013318013],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.003304798,0.0001580102,0.00018227247,0.00026178415,0.002310707,0.000160581,0.00010751822,0.00020932929,0.00002427342],"category_scores_gemma":[0.00011489887,0.00012932582,0.000024783145,0.0001720253,0.00017381272,0.00027121633,0.000004938338,0.0008958906,0.000002175454],"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":[0.0000041097965,0.0007604662,0.021990914,0.00015176422,0.000007723226,1.1142313e-7,0.6233309,6.4972994e-8,0.000013660431,0.034615684,0.00005978935,0.3190648],"study_design_scores_gemma":[0.00014171173,0.000072445946,0.106658585,0.0015384844,0.00003173649,0.000007046998,0.39658424,0.000022288094,0.00006721023,0.0017102185,0.4928318,0.00033422487],"about_ca_topic_score_codex":0.1610313,"about_ca_topic_score_gemma":0.18162659,"teacher_disagreement_score":0.492772,"about_ca_system_score_codex":0.0004528911,"about_ca_system_score_gemma":0.023115808,"threshold_uncertainty_score":0.99898815},"labels":[],"label_agreement":null},{"id":"W4392434778","doi":"10.1016/j.tate.2024.104544","title":"There are many communities here: Teaching in complex rural geographies","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Indigenous and Place-Based Education","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":"Acadia University","funders":"Norges Forskningsråd","keywords":"Rurality; Vision; Globalization; Sociology; Phenomenon; Standardization; Corporate governance; Inclusion (mineral); Identity (music); Diversity (politics); Consolidation (business); Rural area; Political science; Economic growth; Economic geography; Gender studies; Geography; Anthropology; Management","score_opus":0.030842716370790432,"score_gpt":0.334118749557244,"score_spread":0.3032760331864536,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392434778","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":[0.9494419,0.0033594389,0.00004728163,0.00501773,0.0006015502,0.00022140943,0.000004918374,0.00020905091,0.041096684],"genre_scores_gemma":[0.9936046,0.00020663135,0.00033040319,0.00028072533,0.00065201643,0.000038520437,0.00010958564,0.000021612599,0.0047559165],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9978885,0.0012458105,0.00019829994,0.00015905702,0.00018913756,0.00031916902],"domain_scores_gemma":[0.9994105,0.0002534793,0.000063740474,0.00017273436,0.000020996988,0.00007855382],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0026929954,0.00014849787,0.00014336391,0.0003052264,0.0018625293,0.00048395077,0.00017386202,0.000114500275,0.00015381195],"category_scores_gemma":[0.00007142943,0.00014392029,0.000049134476,0.00016598638,0.00016094146,0.000372736,0.00002150388,0.0010175215,0.000017225104],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000062052172,0.00028645078,0.15873869,0.00007882618,0.000015932364,8.1137887e-7,0.63794255,0.0000045012916,0.000023943501,0.04511612,0.0059222155,0.15186378],"study_design_scores_gemma":[0.00008174685,0.00002367817,0.13057533,0.00035536205,0.00002284994,0.0000046693,0.7037024,0.00019761828,0.0000011510853,0.006166761,0.15862513,0.00024332],"about_ca_topic_score_codex":0.17294349,"about_ca_topic_score_gemma":0.025328891,"teacher_disagreement_score":0.15270291,"about_ca_system_score_codex":0.000300617,"about_ca_system_score_gemma":0.00046670498,"threshold_uncertainty_score":0.9994369},"labels":[],"label_agreement":null},{"id":"W4392671472","doi":"10.1016/j.tate.2024.104545","title":"Improving queer history knowledge and perspective-taking toward LGBTQ+ people: There's an app for that","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":0,"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 Victoria; McGill University Health Centre; University of Alberta","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Queer; Perspective (graphical); Queer theory; Sociology; Gender studies; Homosexuality; Heteronormativity; Psychology; Art; Visual arts","score_opus":0.11535798511513977,"score_gpt":0.41236419674762714,"score_spread":0.29700621163248736,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4392671472","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":[0.77591646,0.093366146,0.0029385875,0.007792835,0.00549362,0.0005034589,0.0000032288851,0.0007731034,0.11321254],"genre_scores_gemma":[0.98080474,0.00007522275,0.0011741314,0.000102563135,0.0017800803,0.00009869604,0.00000638792,0.000032262735,0.015925944],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.99873513,0.00033216123,0.00011992927,0.00043229683,0.000122004894,0.0002584804],"domain_scores_gemma":[0.9993176,0.00026084617,0.00006797829,0.0001237594,0.00005431881,0.00017554009],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017012275,0.00013957484,0.00014957864,0.0001423573,0.0007372375,0.00017554907,0.00010840113,0.00012484462,0.00007635409],"category_scores_gemma":[0.00043643758,0.00013752171,0.000047933707,0.00006274393,0.00013838292,0.00035090317,0.000017339493,0.00046213798,0.0000043616274],"study_design_candidate":"qualitative","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000004929661,0.00014325375,0.003465669,0.00008300612,0.000011445435,1.2864145e-7,0.63292027,7.9887705e-8,0.00005724619,0.07899124,0.0057160277,0.2786067],"study_design_scores_gemma":[0.00012559278,0.00008577014,0.011818575,0.00009309835,0.00008843376,0.0000042802926,0.32846764,0.00035997655,0.00000184787,0.0039625354,0.65467554,0.0003167469],"about_ca_topic_score_codex":0.031810842,"about_ca_topic_score_gemma":0.0020502487,"teacher_disagreement_score":0.64895946,"about_ca_system_score_codex":0.0010903511,"about_ca_system_score_gemma":0.0010719247,"threshold_uncertainty_score":0.97463644},"labels":[],"label_agreement":null},{"id":"W4393102954","doi":"10.1016/j.tate.2024.104553","title":"The unsung heroes of practicum mentorship: Moving toward a triad model inclusive of student voice to support student teachers’ professional learning","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Bishop's University","funders":"","keywords":"Practicum; Mentorship; Triad (sociology); Psychology; Pedagogy; Student teacher; Mathematics education; Teacher education; Medical education; Medicine","score_opus":0.03355975178720454,"score_gpt":0.43379722485561223,"score_spread":0.4002374730684077,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4393102954","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":[0.98076063,0.0012288975,0.00065970595,0.009020467,0.000850016,0.0006283899,0.000002787298,0.00010577669,0.0067433272],"genre_scores_gemma":[0.982022,0.00008938338,0.0007342293,0.00007768292,0.0003310408,0.00007474079,0.0000092430355,0.000023324432,0.016638344],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9958597,0.0021559647,0.00048465788,0.00036223087,0.0008399297,0.00029751332],"domain_scores_gemma":[0.99836886,0.0008327092,0.00027654233,0.0001865154,0.00018646248,0.00014889314],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.008858274,0.00018370697,0.0002479839,0.00018309496,0.001731048,0.00022157963,0.00033114877,0.00010709832,0.000019573663],"category_scores_gemma":[0.0015527476,0.0001362828,0.00007473367,0.00031470243,0.0001401785,0.00039899486,0.0003148452,0.0009984812,0.0000045440806],"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":[0.00003773832,0.000596172,0.012876851,0.00004623228,0.000069383124,5.721613e-7,0.8604843,0.0001833433,0.0017980324,0.0114313,0.0018656976,0.11061036],"study_design_scores_gemma":[0.00039913718,0.00046088357,0.02295264,0.0007435113,0.00019279553,0.0000025236461,0.8812895,0.0016807467,0.0001722702,0.0016204689,0.09009428,0.00039127492],"about_ca_topic_score_codex":0.0034039214,"about_ca_topic_score_gemma":0.00051699235,"teacher_disagreement_score":0.110219084,"about_ca_system_score_codex":0.0006240164,"about_ca_system_score_gemma":0.0014722378,"threshold_uncertainty_score":0.9995686},"labels":[],"label_agreement":null},{"id":"W4394018477","doi":"10.1016/j.tate.2024.104578","title":"Pre-service teachers’ relationship skills and beliefs about social-emotional learning","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":13,"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":"Social emotional learning; Psychology; Social psychology; Mathematics education; Pedagogy; Developmental psychology","score_opus":0.017386844856815624,"score_gpt":0.3352706477878695,"score_spread":0.3178838029310539,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4394018477","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":[0.95159054,0.0018847415,0.00026206422,0.021864846,0.00057126145,0.00018552868,0.0000010094377,0.00030481382,0.023335215],"genre_scores_gemma":[0.9584443,0.00008453443,0.0012334627,0.0006046706,0.0010554631,0.000028167655,0.000049269183,0.000020005287,0.038480144],"study_design_codex":"qualitative","study_design_gemma":"observational","domain_scores_codex":[0.9984223,0.00059151166,0.00019644531,0.00031725483,0.00025382263,0.00021861613],"domain_scores_gemma":[0.9993991,0.00027679448,0.000057834124,0.0000720736,0.00005183744,0.00014235605],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0019255365,0.00012772207,0.000100743004,0.00015597201,0.0019450197,0.00045348352,0.000081879276,0.00013977941,0.00013334426],"category_scores_gemma":[0.00053915865,0.00013344995,0.000029913514,0.00021008054,0.000090048874,0.00040580356,0.000028484572,0.0008255112,0.000051709365],"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":[8.1031783e-7,0.00015069272,0.12816022,0.000033244793,0.000015994625,1.2136249e-7,0.5653376,0.0000020284067,0.000008066029,0.04138151,0.0050919475,0.25981775],"study_design_scores_gemma":[0.00006764453,0.000008555266,0.8269775,0.0001275483,0.00001943982,0.000003345249,0.017860653,0.000025382784,7.7359664e-7,0.00429362,0.15045185,0.00016369224],"about_ca_topic_score_codex":0.0025860644,"about_ca_topic_score_gemma":0.0002354897,"teacher_disagreement_score":0.69881725,"about_ca_system_score_codex":0.00017664932,"about_ca_system_score_gemma":0.0008910536,"threshold_uncertainty_score":0.9993543},"labels":[],"label_agreement":null},{"id":"W4396881195","doi":"10.1016/j.tate.2024.104634","title":"Assessment practices of teachers in Myanmar: Are we there yet?","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Lethbridge","funders":"","keywords":"Mathematics education; Pedagogy; Psychology; Sociology; Political science","score_opus":0.0511862017902367,"score_gpt":0.4463976810256406,"score_spread":0.3952114792354039,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4396881195","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":[0.89633584,0.0038282212,0.00007228437,0.014166434,0.00063600537,0.00020370918,9.604719e-7,0.00008450375,0.08467204],"genre_scores_gemma":[0.987555,0.00045776184,0.0014806136,0.00004674709,0.0002898053,0.000028193983,0.0000049796126,0.000012897696,0.010123955],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9985055,0.00060830964,0.0001937615,0.0002381443,0.00028073863,0.00017360215],"domain_scores_gemma":[0.99925613,0.00035847025,0.00018969672,0.00011855978,0.000021490458,0.00005566639],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002437931,0.00010148388,0.00013635319,0.00015189545,0.00021131997,0.00018618483,0.00014117252,0.00008798301,0.00014346161],"category_scores_gemma":[0.00029545894,0.00009260346,0.0000383151,0.00017868908,0.00008250766,0.00043406175,0.000028140503,0.00055264425,0.0000067478445],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000040756904,0.0005576299,0.5193158,0.00008465308,0.000035234123,0.0000013599507,0.20877416,0.0000010699181,0.00016499188,0.054045215,0.005137855,0.21187797],"study_design_scores_gemma":[0.00012142545,0.00003144487,0.56543875,0.00052905356,0.0000528595,8.8314675e-7,0.26901665,0.00009592082,0.0000045794654,0.005318592,0.15920977,0.00018004408],"about_ca_topic_score_codex":0.008193015,"about_ca_topic_score_gemma":0.0008886138,"teacher_disagreement_score":0.21169794,"about_ca_system_score_codex":0.00017947242,"about_ca_system_score_gemma":0.00042154305,"threshold_uncertainty_score":0.99841154},"labels":[],"label_agreement":null},{"id":"W4401918567","doi":"10.1016/j.tate.2024.104745","title":"What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Educational Theory and Curriculum Studies","field":"Social Sciences","cited_by":8,"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":"Vetenskapsrådet","keywords":"Rubric; Practicum; Multinational corporation; Context (archaeology); Legitimation; Pedagogy; Credibility; Mathematics education; Psychology; Sociology; Political science; Politics; Geography; Law","score_opus":0.04306588415300873,"score_gpt":0.45643656124515347,"score_spread":0.41337067709214476,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4401918567","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":[0.8635164,0.0046796845,0.01263909,0.08577813,0.0065019154,0.0011231942,0.000014114919,0.00029743806,0.02545001],"genre_scores_gemma":[0.9769996,0.000056285382,0.016291557,0.00048249937,0.0008750546,0.00016012657,0.00007586703,0.000020955556,0.005038084],"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","domain_scores_codex":[0.99756896,0.0010847831,0.00037415675,0.00034219012,0.00038411433,0.00024576872],"domain_scores_gemma":[0.99800324,0.0014626767,0.00020157728,0.00013132795,0.00010430016,0.00009687955],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0052639116,0.00016792203,0.0002272089,0.00016368002,0.0017420746,0.000439994,0.00016102452,0.0000830316,0.00003729471],"category_scores_gemma":[0.0008931124,0.00015938097,0.000095795236,0.000074789954,0.00015922474,0.0009329572,0.00004137572,0.00084491767,0.00000455401],"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":[0.000008968838,0.0013281818,0.016244166,0.00017470782,0.00008345977,1.0458419e-7,0.15298739,0.000013312162,0.00015891221,0.68356425,0.019427354,0.12600917],"study_design_scores_gemma":[0.00025004058,0.00011993832,0.013551179,0.0007965815,0.00020806823,0.0000051688644,0.46755168,0.0028797681,0.000017560085,0.027114134,0.48709357,0.0004123311],"about_ca_topic_score_codex":0.0010627144,"about_ca_topic_score_gemma":0.000059305916,"teacher_disagreement_score":0.65645015,"about_ca_system_score_codex":0.0002764612,"about_ca_system_score_gemma":0.0004990041,"threshold_uncertainty_score":0.9995575},"labels":[],"label_agreement":null},{"id":"W4402508443","doi":"10.1016/j.tate.2024.104790","title":"Teachers’ experiences of being unsettled within their relationships with parents: Shifting professional knowledge landscapes","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Alberta","funders":"Oulun Yliopisto; KU Leuven; Academy of Finland","keywords":"Pedagogy; Professional development; Psychology; Sociology; Mathematics education","score_opus":0.04473665721336938,"score_gpt":0.3597079624087734,"score_spread":0.314971305195404,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4402508443","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":[0.98455507,0.0015743338,0.00017739083,0.0008516042,0.0011944855,0.00024459753,0.0000015392144,0.0001577433,0.0112432325],"genre_scores_gemma":[0.9950483,0.000019008176,0.0011239026,0.00002483602,0.00043467857,0.00014191751,0.00006107044,0.000018180213,0.003128119],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9980706,0.0009323937,0.00027179762,0.00029192868,0.00023754925,0.00019576093],"domain_scores_gemma":[0.99921453,0.00038206138,0.00012850254,0.00012764808,0.000053039148,0.000094234834],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025908654,0.00014032659,0.00013057861,0.0001693971,0.0009860557,0.00014972918,0.0001479575,0.00009578927,0.000048541082],"category_scores_gemma":[0.00036066768,0.00010864534,0.000031251366,0.00025743604,0.00016650463,0.00068891223,0.00002580548,0.0005835655,0.000006867227],"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":[0.0000055469177,0.0004430932,0.06858703,0.000046023906,0.000021409613,9.5455476e-8,0.9008335,0.0000023386856,0.00015658641,0.015539247,0.0005523744,0.013812752],"study_design_scores_gemma":[0.000085034975,0.000032915734,0.019154841,0.0007873038,0.000038287642,0.0000018333573,0.969943,0.0002660763,0.00016767191,0.0034972592,0.005837765,0.00018804756],"about_ca_topic_score_codex":0.0012459701,"about_ca_topic_score_gemma":0.0008757627,"teacher_disagreement_score":0.069109455,"about_ca_system_score_codex":0.00015161825,"about_ca_system_score_gemma":0.0007013031,"threshold_uncertainty_score":0.75840425},"labels":[],"label_agreement":null},{"id":"W4403315428","doi":"10.1016/j.tate.2024.104805","title":"Exploring the stress management and well-being needs of pre-service teachers","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Early Childhood Education and Development","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":true,"ca_institutions":"McGill University","funders":"Rossy Foundation","keywords":"Stress management; Psychology; Service (business); Stress (linguistics); Well-being; Pedagogy; Process management; Business; Clinical psychology; Marketing; Psychotherapist; Philosophy","score_opus":0.02968019770226461,"score_gpt":0.3070119909146853,"score_spread":0.2773317932124207,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403315428","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":[0.9435489,0.0010690049,0.00009474723,0.008099617,0.0006298158,0.00019843128,2.4718838e-7,0.00008736207,0.046271835],"genre_scores_gemma":[0.9894514,0.0003493956,0.0006448807,0.0002609217,0.00029277898,0.00004815119,0.000004953845,0.000011237984,0.008936262],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9991375,0.00023996827,0.00015173781,0.00014526692,0.00017791112,0.00014759465],"domain_scores_gemma":[0.999633,0.000111104826,0.000037993865,0.00012233458,0.000021460863,0.00007408224],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012920556,0.00008775484,0.00007309234,0.00014557416,0.0005314711,0.00020028114,0.00011310859,0.000029610477,0.000028708306],"category_scores_gemma":[0.000046386973,0.00007014335,0.000019125495,0.00022781936,0.000063964704,0.00031786587,0.00004048404,0.00028229385,0.000006463014],"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":[0.0000013460469,0.000053078675,0.010277051,0.000057682588,0.00002270272,6.5474204e-8,0.6165651,0.0000019003719,0.0000054431634,0.03064222,0.0007050414,0.34166834],"study_design_scores_gemma":[0.00008004811,0.00001229886,0.3627989,0.00039482437,0.00006675938,0.0000017087266,0.48302668,0.000036325193,0.00002548902,0.0026702066,0.15071374,0.00017302674],"about_ca_topic_score_codex":0.005176796,"about_ca_topic_score_gemma":0.00018455174,"teacher_disagreement_score":0.35252184,"about_ca_system_score_codex":0.00006621446,"about_ca_system_score_gemma":0.00017981838,"threshold_uncertainty_score":0.7825802},"labels":[],"label_agreement":null},{"id":"W4403596677","doi":"10.1016/j.tate.2024.104806","title":"Kindergarten teachers’ changes in practice in interactive book reading following professional development primarily using in-class modeling: A mixed methods study","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Institut National de Santé Publique du Québec; Université du Québec à Trois-Rivières; Université de Montréal; Centre Intégré Universitaire de Santé et de Services Sociaux du Centre-Sud-de-l'Île-de-Montréal; Centre for Interdisciplinary Research in Rehabilitation","funders":"","keywords":"Class (philosophy); Mathematics education; Reading (process); Professional development; Psychology; Pedagogy; Computer science; Philosophy; Artificial intelligence; Linguistics","score_opus":0.04997676849401115,"score_gpt":0.465247321906154,"score_spread":0.4152705534121428,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403596677","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":[0.9837522,0.00086346426,0.001129787,0.007596185,0.0016340404,0.00065076206,1.15950066e-7,0.000109520304,0.004263929],"genre_scores_gemma":[0.98044074,0.000019415731,0.017054612,0.00024672892,0.00011080692,0.00022129629,0.00000864358,0.00001960435,0.0018781715],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99616736,0.0025139153,0.00036977758,0.00044150618,0.00022767967,0.00027973656],"domain_scores_gemma":[0.9991128,0.0005767048,0.000096567506,0.00011839863,0.000040117066,0.000055432283],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0076332674,0.00016112739,0.00019872918,0.0008608056,0.00032845215,0.00016020029,0.0001291786,0.00019040295,0.000014883885],"category_scores_gemma":[0.0020420605,0.00016137642,0.000024773148,0.0004474109,0.000035209894,0.0008875023,0.00004804328,0.0013697334,0.0000027320593],"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":[0.0000114619315,0.0011792933,0.023480345,0.000010483471,0.000027624747,0.0000037754412,0.69951016,0.000020757112,0.00030143987,0.0016701337,0.00009551135,0.27368903],"study_design_scores_gemma":[0.000343934,0.00003834274,0.017777953,0.0007698425,0.00004817321,0.0000052825,0.94693464,0.011127569,0.000051391115,0.001165657,0.021427063,0.0003101608],"about_ca_topic_score_codex":0.01037893,"about_ca_topic_score_gemma":0.011351966,"teacher_disagreement_score":0.27337888,"about_ca_system_score_codex":0.0013652438,"about_ca_system_score_gemma":0.0013994178,"threshold_uncertainty_score":0.99621105},"labels":[],"label_agreement":null},{"id":"W4403902623","doi":"10.1016/j.tate.2024.104808","title":"How early pedagogical experiences relate to teachers’ career motivations","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Professional Development and Motivation","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Ottawa","funders":"","keywords":"Pedagogy; Psychology; Mathematics education; Career education; Career development; Sociology; Vocational education","score_opus":0.09028473636529326,"score_gpt":0.3876964911132186,"score_spread":0.2974117547479253,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4403902623","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":[0.94337577,0.00055560964,0.0013481347,0.032831334,0.0011475767,0.00030017644,8.0529844e-7,0.0003573035,0.020083265],"genre_scores_gemma":[0.85931593,0.000013173588,0.0016316405,0.0002670292,0.0006596527,0.00015921981,0.000016822672,0.000017327928,0.13791917],"study_design_codex":"qualitative","study_design_gemma":"not_applicable","domain_scores_codex":[0.9982644,0.00050962274,0.000166034,0.000396429,0.0003788564,0.00028471166],"domain_scores_gemma":[0.99941623,0.00015078191,0.00003875721,0.00012493508,0.00005449294,0.00021478745],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0015207872,0.00015012763,0.00011359142,0.0002130783,0.0010678202,0.0006419826,0.00016181827,0.00014943047,0.000098378405],"category_scores_gemma":[0.00069977425,0.00013194002,0.000043785854,0.00027007464,0.00009495456,0.0007630434,0.000045115976,0.0006311814,0.000037149763],"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":[0.000002524994,0.00007654092,0.012391967,0.000006877946,0.000010660285,4.786715e-7,0.7453805,2.5312414e-7,0.00017755297,0.031123381,0.007870085,0.20295914],"study_design_scores_gemma":[0.000065114116,0.00002973395,0.13104482,0.000160461,0.000020560943,0.0000015247393,0.29636827,0.000009001344,0.000022035023,0.0022037819,0.56980884,0.0002658555],"about_ca_topic_score_codex":0.002148116,"about_ca_topic_score_gemma":0.00010224146,"teacher_disagreement_score":0.56193876,"about_ca_system_score_codex":0.00020430986,"about_ca_system_score_gemma":0.0004523843,"threshold_uncertainty_score":0.8212918},"labels":[],"label_agreement":null},{"id":"W4404199542","doi":"10.1016/j.tate.2024.104851","title":"Teaching and AI in the postdigital age: Learning from teachers’ perspectives","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Digital Education and Society","field":"Computer Science","cited_by":23,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of British Columbia","funders":"Social Sciences and Humanities Research Council; Social Sciences and Humanities Research Council of Canada","keywords":"Mathematics education; Psychology; Pedagogy; Teaching method","score_opus":0.014855559723788946,"score_gpt":0.3032713212498508,"score_spread":0.28841576152606185,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404199542","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":[0.9465337,0.0034398385,0.0045590675,0.021611381,0.00034170636,0.00014324808,6.742469e-7,0.0002577168,0.023112679],"genre_scores_gemma":[0.99083704,0.000020863044,0.00267052,0.0011745188,0.00026680305,0.000021840855,0.000016928501,0.000014101746,0.00497738],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.998401,0.0005818558,0.00016820009,0.00047037372,0.00018420604,0.00019435272],"domain_scores_gemma":[0.99930316,0.00033935433,0.000035612,0.00023276413,0.000015399217,0.00007368829],"candidate_categories":["scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.0015311874,0.00015973841,0.000116693045,0.00011780135,0.00042350084,0.0019534864,0.00030199008,0.00007031985,0.000005000048],"category_scores_gemma":[0.00032432762,0.00012466694,0.00004685206,0.00013818764,0.00007050481,0.0013064164,0.000087943765,0.0017748431,0.00001047661],"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":[6.5816397e-7,0.0001786293,0.0016011621,0.000008869454,0.000011010979,0.0000017758049,0.5015687,0.0000013892616,0.00005861871,0.04225867,0.0019947242,0.45231584],"study_design_scores_gemma":[0.00038088256,0.00014960991,0.24871413,0.00034936497,0.000046816465,0.00011211297,0.4894934,0.014037308,0.000006644835,0.04317479,0.2027146,0.0008203364],"about_ca_topic_score_codex":0.0025334328,"about_ca_topic_score_gemma":0.000021311685,"teacher_disagreement_score":0.4514955,"about_ca_system_score_codex":0.000095257754,"about_ca_system_score_gemma":0.00016629357,"threshold_uncertainty_score":0.99908257},"labels":[],"label_agreement":null},{"id":"W4404572193","doi":"10.1016/j.tate.2024.104873","title":"Canadian educators' post-pandemic recovery and students’ unmet needs: Who is left behind?","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Resilience and Mental Health","field":"Psychology","cited_by":5,"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 Winnipeg","funders":"Canadian Mental Health Association","keywords":"Pandemic; Coronavirus disease 2019 (COVID-19); Left behind; 2019-20 coronavirus outbreak; Psychology; Medical education; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Pedagogy; Mathematics education; Medicine; Virology; Internal medicine; Psychotherapist; Mental health","score_opus":0.014871932314452165,"score_gpt":0.3886895712523171,"score_spread":0.37381763893786496,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4404572193","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":[0.9749648,0.006848976,0.0000073852934,0.004334465,0.0018644884,0.00023516457,0.000013589186,0.000074361655,0.011656748],"genre_scores_gemma":[0.9308357,0.00017952606,0.000054168562,0.003334326,0.0004261877,0.000024074467,0.000040549476,0.000026057416,0.0650794],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9987543,0.00021631087,0.0001952097,0.0003676842,0.0001320141,0.00033445386],"domain_scores_gemma":[0.9993087,0.000073995114,0.000035788915,0.00021968294,0.000015480964,0.00034633893],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008074294,0.00015790238,0.00014272075,0.00040924596,0.0003098136,0.0002013672,0.00012675482,0.00013364507,0.00041728443],"category_scores_gemma":[0.00003027003,0.0001493276,0.00003227866,0.00006366825,0.000042310614,0.00023609062,0.00002522228,0.00062768284,0.00012131174],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000010083461,0.00016455515,0.31945437,0.000056431392,0.000035494337,0.000001477158,0.14293261,4.5709815e-8,0.000043083783,0.0006017687,0.042253684,0.4944464],"study_design_scores_gemma":[0.00022962416,0.00024353217,0.74831814,0.00031536483,0.00008800461,0.00027627035,0.06932803,0.000012338062,0.000010931278,0.0011371721,0.17966333,0.00037723378],"about_ca_topic_score_codex":0.30394882,"about_ca_topic_score_gemma":0.017117707,"teacher_disagreement_score":0.49406916,"about_ca_system_score_codex":0.00032164235,"about_ca_system_score_gemma":0.000746103,"threshold_uncertainty_score":0.95520824},"labels":[],"label_agreement":null},{"id":"W4405433578","doi":"10.1016/j.tate.2024.104909","title":"Embodied knowing: Toward a teacher education pedagogy of relational witnessing","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","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":"Saint Paul University","funders":"","keywords":"Embodied cognition; Pedagogy; Teacher preparation; Teacher education; Psychology; Mathematics education; Sociology; Epistemology; Philosophy","score_opus":0.11839329356874341,"score_gpt":0.43729353158366924,"score_spread":0.31890023801492584,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405433578","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":[0.6225083,0.021579674,0.0014303516,0.10046148,0.004235346,0.0005873252,0.0000029328605,0.00058079086,0.24861382],"genre_scores_gemma":[0.9629911,0.00008077162,0.0020342127,0.0002552904,0.0016589563,0.00007160921,0.000036020745,0.00003092187,0.03284108],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.99776775,0.00082236866,0.0003629841,0.00041039084,0.00035246072,0.00028407163],"domain_scores_gemma":[0.99918056,0.00023624788,0.00012898646,0.00018633275,0.000118681986,0.0001491808],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0021738668,0.00019326934,0.00021388725,0.00033096343,0.00060234667,0.00018362414,0.00014783748,0.00017191954,0.00025904673],"category_scores_gemma":[0.0007103131,0.0001938068,0.000088514375,0.0002695549,0.00030418212,0.0005232575,0.000028835786,0.0007403293,0.0000328368],"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":[0.000006460075,0.0005646661,0.016088864,0.00011180486,0.00003137159,1.1110238e-7,0.43910038,9.591562e-7,0.00008044899,0.13736324,0.007946498,0.39870518],"study_design_scores_gemma":[0.00014644129,0.000034670808,0.06974933,0.00046004352,0.0001453398,0.000007435715,0.47126952,0.00009404375,0.000014718145,0.008172934,0.44951373,0.00039180432],"about_ca_topic_score_codex":0.004775191,"about_ca_topic_score_gemma":0.00014497842,"teacher_disagreement_score":0.44156724,"about_ca_system_score_codex":0.0002905197,"about_ca_system_score_gemma":0.0029560244,"threshold_uncertainty_score":0.79032123},"labels":[],"label_agreement":null},{"id":"W4405650479","doi":"10.1016/j.tate.2024.104915","title":"Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games","year":2024,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Educational Games and Gamification","field":"Psychology","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":"McGill University","funders":"Mitacs","keywords":"Curriculum; Game based learning; Mathematics education; Psychology; Educational game; Pedagogy; Multimedia; Computer science","score_opus":0.02168794194756457,"score_gpt":0.34827371278047736,"score_spread":0.3265857708329128,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4405650479","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":[0.9829186,0.0065391148,0.00058741437,0.004817262,0.0005780505,0.00031983294,0.0000070629458,0.00011373891,0.0041188984],"genre_scores_gemma":[0.9817728,0.000050043178,0.0025595129,0.000062323634,0.000364763,0.00011211992,0.00009626028,0.000045448487,0.014936749],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99805844,0.00030245286,0.00047820032,0.0006023828,0.00027072968,0.00028779206],"domain_scores_gemma":[0.99854296,0.00050269545,0.00031346167,0.00035315723,0.00012347031,0.00016423366],"candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.00077917386,0.00027767936,0.0002821497,0.00031079797,0.00014181096,0.00023944674,0.00020556805,0.00016131188,0.00020384385],"category_scores_gemma":[0.0008981842,0.0002637943,0.00008854977,0.00026734275,0.0001865549,0.00054333743,0.00003874974,0.0005119427,0.000010526579],"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":[0.000021446223,0.003338168,0.36660063,0.00021932821,0.00017267572,4.717448e-7,0.36572805,0.000015367568,0.0026629856,0.0196052,0.014227455,0.22740822],"study_design_scores_gemma":[0.00069902913,0.00025822737,0.7810451,0.00063999626,0.00019439618,0.00005120019,0.06386031,0.00045505748,0.00026419424,0.0006263522,0.15131031,0.0005958329],"about_ca_topic_score_codex":0.00052517565,"about_ca_topic_score_gemma":0.0000040316527,"teacher_disagreement_score":0.41444445,"about_ca_system_score_codex":0.00013811671,"about_ca_system_score_gemma":0.00046824903,"threshold_uncertainty_score":0.9999814},"labels":[],"label_agreement":null},{"id":"W4406063826","doi":"10.1016/j.tate.2024.104916","title":"A longitudinal study of Head Start teacher turnover trends and factors","year":2025,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Professional Development and Motivation","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Education and Early Childhood Development","funders":"Administration for Children and Families; U.S. Department of Health and Human Services","keywords":"Head start; Psychology; Head (geology); Longitudinal study; Turnover; Mathematics education; Demographic economics; Pedagogy; Developmental psychology; Economics; Statistics; Mathematics; Management; Biology","score_opus":0.05696063703793194,"score_gpt":0.39363055955758086,"score_spread":0.33666992251964895,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406063826","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":[0.9790346,0.00023881652,0.00006395705,0.0018198127,0.00033750298,0.0001977536,6.070815e-7,0.000056419358,0.018250521],"genre_scores_gemma":[0.95820296,0.000007472317,0.0002013673,0.00004314432,0.000093310264,0.000019080248,0.000013147048,0.000007372476,0.041412152],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99856585,0.0005553989,0.00022558671,0.00026270127,0.00022520614,0.0001652619],"domain_scores_gemma":[0.9995578,0.00010614329,0.00010275082,0.00011686611,0.000047695856,0.00006876063],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0012742112,0.00012749189,0.00016542911,0.00027430127,0.00062003656,0.00005651302,0.00009036119,0.00009367599,0.00007617881],"category_scores_gemma":[0.00024692938,0.00011202721,0.00002294617,0.00021552655,0.0000885582,0.0002592848,0.00004650406,0.00038131996,6.41725e-7],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000012426071,0.0008327753,0.74453014,0.000010320805,0.000024593875,5.3827584e-8,0.10451095,1.3982851e-7,0.000035442066,0.0031205749,0.0015892733,0.14533332],"study_design_scores_gemma":[0.0003163741,0.000045268167,0.93527097,0.00005809157,0.000037382764,1.4437464e-7,0.052070886,0.0000048596007,0.0000053124436,0.0007478715,0.01133819,0.00010467782],"about_ca_topic_score_codex":0.011433577,"about_ca_topic_score_gemma":0.0017922748,"teacher_disagreement_score":0.19074081,"about_ca_system_score_codex":0.00010025535,"about_ca_system_score_gemma":0.00024217475,"threshold_uncertainty_score":0.9951494},"labels":[],"label_agreement":null},{"id":"W4406640136","doi":"10.1016/j.tate.2025.104938","title":"Upward responsibility and downward accountability: Characteristics and causes of non-teaching workload on Chinese rural teachers","year":2025,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Institute on Governance","funders":"","keywords":"Workload; Accountability; Psychology; Mathematics education; Pedagogy; Political science; Economics; Management; Law","score_opus":0.015482959232897907,"score_gpt":0.3776918918789184,"score_spread":0.3622089326460205,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4406640136","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":[0.9865495,0.00043002787,0.000013996458,0.0047145123,0.00061965553,0.00034835725,0.000006046117,0.00006446315,0.007253419],"genre_scores_gemma":[0.9957689,0.00012900417,0.00063499546,0.00055393385,0.00017028172,0.000023043798,0.000014554621,0.000007909734,0.0026973975],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.99811816,0.0008172998,0.00031045682,0.0003355579,0.00019378096,0.00022476858],"domain_scores_gemma":[0.99903893,0.0003240421,0.0001477885,0.00023451478,0.00010390259,0.00015083066],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0025575773,0.00019188329,0.00026656865,0.00013659832,0.0008328871,0.00017360464,0.00011435481,0.00014836434,0.000014869431],"category_scores_gemma":[0.0032526103,0.00016146601,0.000039958086,0.00012712543,0.00034367488,0.0002779305,0.000055342145,0.0006110831,0.000001584188],"study_design_candidate":"observational","study_design_consensus":null,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000075477874,0.0005393933,0.34196076,0.00007437828,0.000026285281,1.1153974e-7,0.29721612,4.4254742e-7,0.0007374969,0.0030788793,0.0010818535,0.35520878],"study_design_scores_gemma":[0.00025752521,0.000030604242,0.91360927,0.00021665567,0.000051998282,0.0000014892493,0.07018309,0.000021435902,0.000009671912,0.0007387476,0.014705132,0.0001743931],"about_ca_topic_score_codex":0.015954373,"about_ca_topic_score_gemma":0.0005526735,"teacher_disagreement_score":0.5716485,"about_ca_system_score_codex":0.00017259085,"about_ca_system_score_gemma":0.0003068057,"threshold_uncertainty_score":0.9905985},"labels":[],"label_agreement":null},{"id":"W4408366958","doi":"10.1016/j.tate.2025.104997","title":"Starting teaching as a millennial: A generational view on early career teaching in Canada","year":2025,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"University of Saskatchewan; Queen's University","funders":"Social Sciences and Humanities Research Council","keywords":"Pedagogy; Psychology; Mathematics education; Sociology","score_opus":0.06059123770272546,"score_gpt":0.3710474079878414,"score_spread":0.31045617028511596,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4408366958","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":[0.878819,0.0013002438,0.00006009746,0.064524345,0.00088611495,0.00033675527,0.0000020415275,0.00009256876,0.05397885],"genre_scores_gemma":[0.98488146,0.000029314295,0.00077894644,0.006142885,0.00062178535,0.00010309451,0.000018441988,0.000021092175,0.007402974],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9960819,0.0020892147,0.00042085315,0.00048348028,0.0004395922,0.00048497552],"domain_scores_gemma":[0.9989644,0.0004641294,0.00013889214,0.00022910653,0.000045533954,0.0001579065],"candidate_categories":["metaepi_narrow","sts"],"consensus_categories":[],"category_scores_codex":[0.003490967,0.00024241293,0.00026424802,0.00029743699,0.0016939968,0.00021327732,0.00023348794,0.00010825118,0.00005756895],"category_scores_gemma":[0.0018657087,0.00025228344,0.000050928327,0.00016541034,0.000086142405,0.00027295065,0.00004260458,0.001703578,0.000008830034],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.00001908303,0.00044924818,0.17622715,0.000043870594,0.00004181169,0.0000012088534,0.43410552,0.000020433123,0.000048380065,0.08367,0.021880206,0.2834931],"study_design_scores_gemma":[0.00051441765,0.000046383968,0.19507481,0.00056312187,0.00005495199,0.0000011318613,0.6162742,0.00010144966,0.000009896717,0.004449514,0.18234117,0.0005689659],"about_ca_topic_score_codex":0.96407557,"about_ca_topic_score_gemma":0.83103204,"teacher_disagreement_score":0.28292415,"about_ca_system_score_codex":0.001676421,"about_ca_system_score_gemma":0.00418641,"threshold_uncertainty_score":0.99999297},"labels":[],"label_agreement":null},{"id":"W4410586791","doi":"10.1016/j.tate.2025.105068","title":"Finnish teacher students’ career choice motivations: A mixed methods study","year":2025,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Professional Development and Motivation","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":false,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"","funders":"Jyväskylän Yliopisto; Academy of Finland; Canada Foundation for Innovation","keywords":"Psychology; Mathematics education; Pedagogy; Sociology","score_opus":0.048315576251382046,"score_gpt":0.45897958604376804,"score_spread":0.410664009792386,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4410586791","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":[0.96447194,0.00036448363,0.0021824671,0.0041321656,0.0013587247,0.00085496216,5.7491917e-7,0.00023074959,0.026403934],"genre_scores_gemma":[0.88245755,0.000011103488,0.005847624,0.00047005792,0.00033595384,0.00023678273,0.000026935204,0.000016633681,0.11059733],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9951091,0.003326697,0.00036125892,0.00045245967,0.00044877347,0.0003017453],"domain_scores_gemma":[0.9988856,0.0004696383,0.00013974414,0.00025694238,0.0001378656,0.000110240195],"candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.006445182,0.00020072503,0.0002128063,0.00030364975,0.0017009085,0.00025843966,0.00035479842,0.00016442283,0.00011306617],"category_scores_gemma":[0.0026233327,0.00019559407,0.000047812806,0.00039215529,0.00009339739,0.00043088238,0.00013723085,0.0007669257,0.000009608513],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000053653393,0.0013214871,0.5456233,0.000009502393,0.000047351037,8.4457234e-8,0.07221196,2.7420202e-7,0.000052050636,0.0025931764,0.010719126,0.36741632],"study_design_scores_gemma":[0.00034917533,0.000018915722,0.80768734,0.00007492618,0.00006043207,1.4867894e-7,0.0654396,0.000005298295,0.000011614744,0.0015869592,0.12458687,0.00017873776],"about_ca_topic_score_codex":0.008260581,"about_ca_topic_score_gemma":0.00066399307,"teacher_disagreement_score":0.36723757,"about_ca_system_score_codex":0.00029394138,"about_ca_system_score_gemma":0.00064915634,"threshold_uncertainty_score":0.99959874},"labels":[],"label_agreement":null},{"id":"W4415758609","doi":"10.1016/j.tate.2025.105284","title":"Virtues, engagement, and well-being in teachers: Associations with burnout and self-efficacy in a path analysis model","year":2025,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Psychological Well-being and Life Satisfaction","field":"Psychology","cited_by":3,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Université de Montréal","funders":"Ministero dell'Istruzione e del Merito; Ministero dell'Università e della Ricerca","keywords":"Burnout; Path analysis (statistics); Work engagement; Psychological intervention; Association (psychology); Career path","score_opus":0.01573236111365064,"score_gpt":0.3343697825756766,"score_spread":0.318637421462026,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4415758609","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":[0.9377651,0.0006376966,0.0017377364,0.0011118334,0.0000814346,0.00024947673,0.0000012439115,0.00009380802,0.058321666],"genre_scores_gemma":[0.99505377,0.000111430294,0.0018034157,0.0003836571,0.000041455874,0.000071957045,0.000030053925,0.000012572315,0.0024917063],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.99799204,0.00085329264,0.00029670526,0.0005174576,0.00009844961,0.00024206884],"domain_scores_gemma":[0.99933696,0.0002526633,0.000112289585,0.00021325935,0.000015533235,0.00006928085],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0017801162,0.00018376933,0.0002736227,0.00061229384,0.00023709,0.000091955604,0.00006510673,0.00016520565,0.000017900456],"category_scores_gemma":[0.00013632032,0.00016680606,0.000029869216,0.00046758325,0.000042625365,0.00014728433,0.00002999686,0.0009113941,0.0000024627427],"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":[0.000025901514,0.0018384273,0.80716187,0.00001417156,0.00019083185,0.0000013347357,0.062325817,0.00015279333,0.000028827577,0.011098552,0.00025729864,0.116904184],"study_design_scores_gemma":[0.0009465857,0.000052175386,0.9853475,0.000082865736,0.00025951117,0.00000237963,0.0048120357,0.0037446315,8.020773e-7,0.0036893813,0.000872424,0.00018972112],"about_ca_topic_score_codex":0.0023956178,"about_ca_topic_score_gemma":0.00028925776,"teacher_disagreement_score":0.17818563,"about_ca_system_score_codex":0.00013826182,"about_ca_system_score_gemma":0.0000512797,"threshold_uncertainty_score":0.68021536},"labels":[],"label_agreement":null},{"id":"W4416934519","doi":"10.1016/j.tate.2025.105343","title":"“How should I assess their writing? It’s a headache for me.”: Understanding teacher assessment literacy in the collaborative writing context","year":2025,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Student Assessment and Feedback","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Simon Fraser University","funders":"National Social Science Fund of China","keywords":"Literacy; Context (archaeology); Writing assessment; Collaborative learning; Collaborative writing; Mainland China; Teacher education","score_opus":0.10887334018280642,"score_gpt":0.4503753852886655,"score_spread":0.3415020451058591,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W4416934519","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":[0.62952745,0.0016408213,0.019137157,0.17638525,0.00086961983,0.00272845,0.000011613575,0.00016896453,0.16953069],"genre_scores_gemma":[0.9879573,0.0000467827,0.0017740075,0.0021209884,0.00052128115,0.00037764394,0.000035872283,0.000017744987,0.0071483757],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9967767,0.0016534814,0.00035011375,0.0004123061,0.00038356343,0.00042383728],"domain_scores_gemma":[0.99790055,0.0015016422,0.00018340247,0.00020978083,0.00014112402,0.00006352909],"candidate_categories":["sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.0072111646,0.00023225367,0.00027426358,0.00020460931,0.0018348448,0.0016142536,0.00034618424,0.0001706038,0.000018167639],"category_scores_gemma":[0.0005621026,0.00018329981,0.000079514124,0.0004355242,0.00015408854,0.0006897158,0.000050232884,0.0009168153,5.18228e-7],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000027707321,0.0008779151,0.16644457,0.000069268615,0.00007722577,4.7170278e-7,0.37067735,9.2470907e-7,0.00011945037,0.34436214,0.016849197,0.10049377],"study_design_scores_gemma":[0.00061862863,0.000044496846,0.027962198,0.0002743236,0.0000601769,6.24431e-7,0.89698386,0.000394785,0.0000052914475,0.008494516,0.06492588,0.00023521944],"about_ca_topic_score_codex":0.0014016789,"about_ca_topic_score_gemma":0.0012831008,"teacher_disagreement_score":0.5263065,"about_ca_system_score_codex":0.0007364441,"about_ca_system_score_gemma":0.0008361411,"threshold_uncertainty_score":0.99946463},"labels":[],"label_agreement":null},{"id":"W7081239014","doi":"10.1016/j.tate.2025.105196","title":"“I had to prove myself a hundred times more than the other Teachers”: The experiences of internationally educated teachers in the Canadian school system","year":2025,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Geochemistry and Geologic Mapping","field":"Computer Science","cited_by":2,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Queen's University; Simon Fraser University","funders":"Center for Makroøkologi, Evolution og Klima; Social Sciences and Humanities Research Council; Social Sciences and Humanities Research Council of Canada","keywords":"Negotiation; Economic shortage; Work (physics); Capital (architecture); Professional development; Race (biology); Cultural capital","score_opus":0.00938673053736611,"score_gpt":0.2697519081614927,"score_spread":0.2603651776241266,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7081239014","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":[0.8787751,0.000291968,0.00067742507,0.080430485,0.000426829,0.0006155215,7.1279493e-7,0.00005634311,0.03872561],"genre_scores_gemma":[0.9885527,7.2555355e-7,0.00060268043,0.0017821112,0.00010331416,0.00031371933,0.0000040905,0.0000038117676,0.008636833],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9982789,0.0006175067,0.00027724606,0.0003409613,0.00022887702,0.00025650678],"domain_scores_gemma":[0.99893606,0.00019609688,0.00012441387,0.0005875382,0.0000763419,0.000079543424],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0024708058,0.00015802776,0.00013776893,0.00015162074,0.0005916226,0.0002984178,0.0013527517,0.000084271625,0.000011267811],"category_scores_gemma":[0.00059809367,0.000091120695,0.000046789555,0.00038592078,0.00012087644,0.00016559432,0.00009983475,0.00063103455,0.000005125047],"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":[0.0000045450556,0.00016377846,0.010292715,0.000026970742,0.000038395614,4.893959e-7,0.92816234,0.00004783922,0.00015362208,0.02576819,0.008266032,0.027075075],"study_design_scores_gemma":[0.00021976384,0.00004147268,0.124104,0.00034258305,0.00003150481,0.000027686232,0.83170295,0.0030742644,0.00018775072,0.001917443,0.038073275,0.00027729594],"about_ca_topic_score_codex":0.076737285,"about_ca_topic_score_gemma":0.009611976,"teacher_disagreement_score":0.113811284,"about_ca_system_score_codex":0.00020864008,"about_ca_system_score_gemma":0.000950257,"threshold_uncertainty_score":0.9294108},"labels":[],"label_agreement":null},{"id":"W7083298994","doi":"10.1016/j.tate.2025.105200","title":"“And then there are the realities of the field”: Teacher insights on the implementation of a targeted instruction program in rural Côte d’Ivoire","year":2025,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Agriculture Sustainability and Environmental Impact","field":"Environmental Science","cited_by":1,"is_retracted":false,"has_abstract":true,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"University of Toronto","funders":"Jacobs Foundation; International Development Research Centre","keywords":"Qualitative research; Qualitative property; Program evaluation; Teacher education; Qualitative analysis; Teacher preparation; Primary education; School teachers","score_opus":0.005343692900278972,"score_gpt":0.2735451466575615,"score_spread":0.26820145375728255,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7083298994","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":[0.9889866,0.0001332986,0.000004359831,0.0077408496,0.000053457945,0.0005293094,0.0000011474049,0.0000098680985,0.002541079],"genre_scores_gemma":[0.9991022,0.000016655888,0.000030023108,0.00026014695,0.00001936904,0.00006325321,0.0000037731404,0.0000036704612,0.0005009622],"study_design_codex":"observational","study_design_gemma":"observational","domain_scores_codex":[0.9990522,0.00043366296,0.00017191985,0.00012122267,0.00012324678,0.000097712385],"domain_scores_gemma":[0.99956316,0.00010420685,0.0001265481,0.00018753229,0.000004003407,0.000014522574],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004235105,0.00009569355,0.0000851769,0.000020547786,0.00026514387,0.000024358618,0.00012418446,0.00005206055,0.00005743241],"category_scores_gemma":[0.00008664121,0.00004285319,0.000031040323,0.00011683475,0.00020433271,0.000113796006,0.000079258134,0.0003131847,4.15473e-7],"study_design_candidate":"observational","study_design_consensus":"observational","about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.000024162124,0.000316841,0.6553118,0.00003102154,0.000016916165,3.170847e-8,0.054430876,0.00002780901,0.0005656526,0.0029855263,0.0010253534,0.28526402],"study_design_scores_gemma":[0.00011468909,0.00004829228,0.84486765,0.00004711721,0.000016476542,6.907898e-7,0.1485317,0.00003590767,0.00041841232,0.0045713135,0.0013021289,0.00004562918],"about_ca_topic_score_codex":0.008464052,"about_ca_topic_score_gemma":0.0006075412,"teacher_disagreement_score":0.2852184,"about_ca_system_score_codex":0.000115363604,"about_ca_system_score_gemma":0.000019533294,"threshold_uncertainty_score":0.99813867},"labels":[],"label_agreement":null},{"id":"W7114989260","doi":"10.1016/j.tate.2025.105348","title":"Peruvian elementary teachers evaluation of bullying behaviors: Perceptions of severity, empathy, and intent to intervene","year":2025,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Bullying, Victimization, and Aggression","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":false,"route_ca_venue":false,"route_about_ca":false,"ca_institutions":"Carleton University","funders":"","keywords":"Empathy; Perception; Intervention (counseling); Limiting; School teachers; Human factors and ergonomics; Aggression","score_opus":0.02936675461880806,"score_gpt":0.38555527894917585,"score_spread":0.3561885243303678,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7114989260","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":[0.99399865,0.00065632875,0.0014916124,0.00086746697,0.00045396326,0.0004557139,0.0000072151884,0.000032468215,0.002036564],"genre_scores_gemma":[0.99644464,0.000016495014,0.0017914629,0.00016280761,0.00006242436,0.000101718346,0.000072550225,0.000013631723,0.0013342496],"study_design_codex":"design_other","study_design_gemma":"observational","domain_scores_codex":[0.9983798,0.00061115425,0.000384736,0.00029806644,0.00018992096,0.00013632354],"domain_scores_gemma":[0.99932796,0.000044367098,0.00017249283,0.00024118682,0.00014566148,0.00006833355],"candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0018461051,0.0001355881,0.00018772813,0.0003173076,0.00019354145,0.00002376059,0.00009801531,0.00009420224,0.00041097277],"category_scores_gemma":[0.0001504335,0.0001349822,0.000045891575,0.00013530847,0.000060885097,0.00010762935,0.00006858288,0.00028579333,0.0000024018098],"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":[0.000026205196,0.0008702888,0.38254502,0.000057549532,0.00004660586,6.2958236e-8,0.1115148,0.000013277018,0.002462268,0.00036760228,0.0026551208,0.4994412],"study_design_scores_gemma":[0.00060405076,0.00012694664,0.9051602,0.0005991459,0.00033273193,0.000006015755,0.09155688,0.00035742903,0.00014171358,0.00036080007,0.0005972298,0.00015687138],"about_ca_topic_score_codex":0.0039437367,"about_ca_topic_score_gemma":0.00011009956,"teacher_disagreement_score":0.5226152,"about_ca_system_score_codex":0.000108062195,"about_ca_system_score_gemma":0.000102886304,"threshold_uncertainty_score":0.59617764},"labels":[],"label_agreement":null},{"id":"W7117291356","doi":"10.1016/j.tate.2025.105367","title":"Student teachers' expressions of transformative agency in a Canadian community-engaged teacher education program","year":2025,"lang":"en","type":"article","venue":"Teaching and Teacher Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":false,"route_ca_aff":true,"route_ca_fund":true,"route_ca_venue":false,"route_about_ca":true,"ca_institutions":"Simon Fraser University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Transformative learning; Agency (philosophy); Teacher education; Action research; Sense of agency; Qualitative research; Grounded theory; Action (physics)","score_opus":0.07115269113692818,"score_gpt":0.4348174493931262,"score_spread":0.36366475825619804,"validation_status":"score_only:v0-immature-baseline","prediction":{"id":"W7117291356","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":[0.85747266,0.0014445642,0.000051563402,0.01620219,0.0005648255,0.0012761693,0.0000025006148,0.00011998445,0.12286552],"genre_scores_gemma":[0.9860052,0.00008140538,0.00085347757,0.00045991177,0.00013424963,0.00068772596,0.000037750728,0.000016318241,0.011724],"study_design_codex":"qualitative","study_design_gemma":"qualitative","domain_scores_codex":[0.9887539,0.00981736,0.00046050362,0.00026038603,0.00023895736,0.00046886632],"domain_scores_gemma":[0.99868006,0.0004757661,0.00014667038,0.0003208374,0.00011128266,0.0002653862],"candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.008706079,0.00021760381,0.0002820089,0.0006939686,0.0026306377,0.00010637594,0.00036712555,0.00020293197,0.00009829835],"category_scores_gemma":[0.0018599415,0.00022422064,0.00007201583,0.0004987539,0.00031207709,0.0003660918,0.000030316185,0.003574211,0.000005138466],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_system_candidate":false,"about_ca_system_consensus":false,"study_design_scores_codex":[0.0000038639328,0.002420018,0.09239578,0.00003625956,0.000019494206,4.0449404e-8,0.6415862,5.8861684e-7,0.000037813432,0.004062182,0.0020599414,0.2573778],"study_design_scores_gemma":[0.00017994878,0.000024745495,0.34778738,0.00021114074,0.000034915825,2.6882464e-7,0.5999847,0.000004078572,0.000008378478,0.0006608727,0.05096083,0.00014274618],"about_ca_topic_score_codex":0.6458111,"about_ca_topic_score_gemma":0.3709943,"teacher_disagreement_score":0.2748168,"about_ca_system_score_codex":0.0007827897,"about_ca_system_score_gemma":0.00413896,"threshold_uncertainty_score":0.9987246},"labels":[],"label_agreement":null}]}