{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":274,"total_is_capped":false,"direct_labels_cover":2,"predictions_cover":274,"direct_label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline (scores rank; they never assert a category)","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"query_hash":"034f66432d44","filters":{"topic":"Education Practices and Challenges"}},"results":[{"id":"W2907507347","doi":"10.5539/ies.v12n1p37","title":"The Relationship between School Principals’ Leadership Behaviours and Teachers’ Job Satisfaction: A Systematic Review","year":2018,"lang":"en","type":"review","venue":"International Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":112,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Psychology; Job satisfaction; Leadership style; Transformational leadership; Servant leadership; Shared leadership; Leadership studies; Educational leadership; Social psychology; Pedagogy","retraction":null,"screen_n_in":null,"score":{"opus":0.5807066958480716,"gpt":0.4891888831384529,"spread":0.09151781270961862,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.001265915,0.0003997211,0.001066744,0.0001953768,0.001070775,0.0005462062,0.000429526,0.0001122363,0.0002811242],"category_scores_gemma":[0.006778349,0.0002575879,0.0002665827,0.00008389755,0.0004636795,0.0004635055,0.0001090148,0.0005227193,0.0004249441],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003677869,"about_ca_system_score_gemma":0.0005636122,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00008271684,"about_ca_topic_score_gemma":0.0006799853,"domain_scores_codex":[0.9972094,0.0005018932,0.001175779,0.0004197418,0.0004781517,0.0002150192],"domain_scores_gemma":[0.9927539,0.003792169,0.001427131,0.0004650565,0.001451372,0.0001103528],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"systematic_review","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000002559675,0.00009075882,0.005295936,0.6154667,0.003494099,7.182686e-7,0.04483094,7.708317e-9,9.75378e-10,0.08737945,0.1733504,0.07008839],"study_design_scores_gemma":[0.00003171515,0.00001668033,0.0005296787,0.1986621,0.002463046,0.00001541016,0.03407618,1.273959e-8,3.889655e-9,0.0005583662,0.7634199,0.0002268165],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.00006559255,0.9825248,6.581884e-7,0.008082814,0.005150375,0.00120826,0.00004507552,0.00005839104,0.002864003],"genre_scores_gemma":[0.0002789668,0.9438763,0.00002369367,0.0004300342,0.002590585,0.001516208,0.00009648599,0.00004182354,0.0511459],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.5900695,"threshold_uncertainty_score":0.9999877,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2752024678","doi":"10.5539/jel.v7n1p29","title":"Teachers’ Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)","year":2017,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":87,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Turkish; Psychology; Context (archaeology); Mathematics education; Constructivist teaching methods; Teacher education; Pedagogy; Teaching method; Data collection","retraction":null,"screen_n_in":null,"score":{"opus":0.05775616479581717,"gpt":0.3382927397018309,"spread":0.2805365749060137,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001544642,0.0001454111,0.0001984412,0.0002046578,0.001130781,0.0009602195,0.00010216,0.00006786486,0.0001629276],"category_scores_gemma":[0.005363097,0.0001369546,0.00003211504,0.00001498723,0.0001625803,0.003110989,0.00003906924,0.001240521,0.000004245768],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007219623,"about_ca_system_score_gemma":0.0002075582,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002458376,"about_ca_topic_score_gemma":0.000117157,"domain_scores_codex":[0.9984922,0.0005342838,0.0003948421,0.0002090417,0.0002194508,0.0001501978],"domain_scores_gemma":[0.9975234,0.0008942939,0.001043743,0.0001154072,0.0002526065,0.0001705602],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0002050936,0.000795,0.01011976,0.00003606089,0.00009408141,0.000005843134,0.7123337,0.00001007057,0.0001420675,0.02014516,0.001442133,0.2546711],"study_design_scores_gemma":[0.0006812087,0.0002861,0.1321512,0.0002386686,0.00009370833,0.0004008886,0.4166288,0.00005099248,7.993174e-7,0.0002946679,0.4490184,0.0001545465],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9251046,0.001194398,0.00003967574,0.04004852,0.0007268254,0.0001155789,0.000001558664,0.00000895275,0.03275995],"genre_scores_gemma":[0.992144,0.0009516136,0.002926186,0.0006384847,0.001005452,0.000004359574,0.000005516372,0.00001686649,0.002307513],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4475763,"threshold_uncertainty_score":0.9259419,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3037485830","doi":"10.5430/wje.v10n3p113","title":"Students’ Opinions about the Distance Education to Art and Design Courses in the Pandemic Process","year":2020,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":73,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Distance education; Context (archaeology); Focus group; Socialization; Psychology; Visual arts education; Qualitative research; Mathematics education; Higher education; Perception; Pedagogy; Medical education; Sociology; Social science; The arts; Social psychology; Geography; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.1060322187242919,"gpt":0.3823192698439727,"spread":0.2762870511196809,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005252454,0.00007364681,0.00008941042,0.00007990532,0.0002015819,0.0002872011,0.0002905079,0.0000104393,0.0001624494],"category_scores_gemma":[0.0001329566,0.00004307684,0.00002323653,0.0001151822,0.00006759308,0.0003458843,0.00000948837,0.0002010477,0.00001329103],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002923659,"about_ca_system_score_gemma":0.0004351306,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001305859,"about_ca_topic_score_gemma":0.0005358857,"domain_scores_codex":[0.9992095,0.0001367117,0.0002651856,0.00008577325,0.0002193906,0.00008339111],"domain_scores_gemma":[0.9990908,0.0002622193,0.0002768346,0.0000907077,0.000216321,0.00006312098],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00007802163,0.0008836389,0.01957559,0.00006102307,0.00003208039,2.622591e-7,0.7027517,0.00006470796,0.000007077154,0.07370202,0.1731952,0.02964863],"study_design_scores_gemma":[0.0000911487,0.00007736729,0.02291775,0.0001252504,0.00003231593,0.000008433612,0.2775435,0.000004240836,0.000002985409,0.001935136,0.6971961,0.00006577406],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5369968,0.01027011,0.0004042549,0.4339444,0.003419983,0.0008679921,0.000005021639,0.00001383588,0.01407753],"genre_scores_gemma":[0.9898661,0.0005996518,0.00007083076,0.006052641,0.001440438,0.00004834377,0.000003284954,0.000006856104,0.001911815],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5240009,"threshold_uncertainty_score":0.2769487,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3035909150","doi":"10.1108/jea-04-2019-0076","title":"Positive leadership: animating purpose, presence, passion and play for flourishing in schools","year":2020,"lang":"en","type":"article","venue":"Journal of Educational Administration","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":59,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Saskatchewan; Queen's University; Okanagan University College; University of British Columbia, Okanagan Campus; University of British Columbia","funders":"","keywords":"Flourishing; Passion; Perspective (graphical); Psychology; Qualitative research; Positive psychology; Appreciative inquiry; Well-being; Focus group; Value (mathematics); Educational leadership; Accountability; Social psychology; Pedagogy; Sociology; Social science; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.1392012213042043,"gpt":0.3378587289660555,"spread":0.1986575076618511,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002719293,0.00007508432,0.0001137317,0.00007261932,0.0001470916,0.0002526136,0.00007418064,0.00003133977,0.0002057474],"category_scores_gemma":[0.0007841096,0.00006701776,0.00003839177,0.00003454544,0.00003277072,0.001073412,0.000006935227,0.0001917384,0.000002770254],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002451756,"about_ca_system_score_gemma":0.0004093478,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000006689905,"about_ca_topic_score_gemma":0.00006957402,"domain_scores_codex":[0.9992182,0.00004889079,0.0003762351,0.0001026404,0.0001568368,0.00009721118],"domain_scores_gemma":[0.9985572,0.0005970505,0.0004296048,0.00003134552,0.0002878977,0.00009691587],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.001027628,0.001114855,0.007661526,0.0005117819,0.0001295991,0.000006149568,0.395,0.00008536338,0.001412654,0.515043,0.06616982,0.01183773],"study_design_scores_gemma":[0.001944284,0.003545589,0.03116187,0.0009930523,0.0001258416,0.0001199343,0.7778963,0.001205334,0.002029592,0.0309154,0.1494374,0.0006253592],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6279804,0.0008310699,0.00009741144,0.3668691,0.0005622542,0.0002480862,0.00001990617,0.000004490534,0.003387331],"genre_scores_gemma":[0.9953044,0.00005510753,0.001304038,0.0008420495,0.001996579,0.00001303279,0.00001843398,0.000007396427,0.0004589499],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4841276,"threshold_uncertainty_score":0.2732905,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3041159632","doi":"10.1080/15348458.2020.1777872","title":"EFL Student Teachers’ Professional Identity Construction: A Study of Student-Generated Metaphors Before and After Student Teaching","year":2020,"lang":"en","type":"article","venue":"Journal of Language Identity & Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":44,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Practicum; Transformative learning; Identity (music); Pedagogy; Student teaching; Psychology; Student teacher; Professional development; Mathematics education; Perception; Teaching method; Teacher education; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.03379261742905919,"gpt":0.3662103019707985,"spread":0.3324176845417393,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009250362,0.0001847455,0.0003694977,0.0002092919,0.0003160883,0.0004830327,0.0003264618,0.00004898055,0.0008348909],"category_scores_gemma":[0.00007875471,0.0001537743,0.0001122747,0.00008961068,0.0001192481,0.002533353,0.0001076029,0.0005073971,0.000007532531],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000922045,"about_ca_system_score_gemma":0.0002607432,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004036287,"about_ca_topic_score_gemma":0.005603073,"domain_scores_codex":[0.9975079,0.000415608,0.0008197207,0.0002228767,0.0008891216,0.0001447275],"domain_scores_gemma":[0.998029,0.00005458067,0.00106408,0.0001678549,0.0005209778,0.0001634978],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003919183,0.003133171,0.1565444,0.0000614914,0.0004021568,0.00001032534,0.8336215,0.000003048032,0.0001570678,0.002767502,0.0003509757,0.002909217],"study_design_scores_gemma":[0.0005975754,0.0004780019,0.2086073,0.00007554913,0.0003883682,0.00001988527,0.788498,9.475613e-7,0.00002034218,0.0001108264,0.001089537,0.000113703],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9926214,0.002108044,0.00001813733,0.001701812,0.002735908,0.0003909544,0.000007203326,0.00001517131,0.0004013442],"genre_scores_gemma":[0.9969943,0.0001212807,0.0001867842,0.0002293208,0.001676965,0.00002261242,0.00000623774,0.00001855979,0.0007439618],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.05206291,"threshold_uncertainty_score":0.914147,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2429589098","doi":"10.5539/jel.v5n3p193","title":"Relation between Democratic Leadership and Organizational Cynicism","year":2016,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":36,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Cynicism; Seniority; Psychology; Social psychology; Leadership style; Democracy; Scale (ratio); Political science; Politics","retraction":null,"screen_n_in":null,"score":{"opus":0.08705180078651625,"gpt":0.2924404614299079,"spread":0.2053886606433916,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003473362,0.000052405,0.00008238461,0.0001021967,0.0002327365,0.00008536023,0.00003182849,0.00002668622,0.0008743769],"category_scores_gemma":[0.0003844429,0.00003504741,0.00001503857,0.00002198895,0.00005947533,0.0004980452,0.000006327667,0.0001532269,0.000009549028],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001805436,"about_ca_system_score_gemma":0.0001097484,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000004425113,"about_ca_topic_score_gemma":0.000006621569,"domain_scores_codex":[0.9994735,0.00009400502,0.000209162,0.00006097298,0.0001005724,0.00006185417],"domain_scores_gemma":[0.9990003,0.0003692938,0.0003155274,0.00002977032,0.0002228563,0.00006230513],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00002808676,0.0002048748,0.2122506,0.0001075997,0.0001311983,7.20556e-7,0.2928843,0.000003562666,0.0004029493,0.1880785,0.009245859,0.2966618],"study_design_scores_gemma":[0.0006416212,0.0003087056,0.1904862,0.0003789566,0.0001386888,0.00008056681,0.2930489,0.00001047295,0.00003874553,0.01356091,0.5010783,0.0002279556],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9566357,0.002008201,0.000191587,0.0317941,0.0006630555,0.00003555513,3.620439e-7,0.000009556695,0.008661858],"genre_scores_gemma":[0.9815527,0.0003481947,0.0001863966,0.0002128989,0.001149759,6.551693e-7,0.000001547337,0.000007501016,0.0165404],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4918324,"threshold_uncertainty_score":0.9573814,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3036732630","doi":"10.5539/jel.v9n4p1","title":"The Effect of Coronavirus (Covid19) Outbreak on Education Systems: Evaluation of Distance Learning System in Turkey","year":2020,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":35,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Distance education; Psychology; Viewpoints; Test (biology); Statistics; Normality; Normality test; Social distance; Mathematics education; Interpersonal communication; Sample (material); Coronavirus disease 2019 (COVID-19); Social psychology; Mathematics; Statistical hypothesis testing; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.07486070542283543,"gpt":0.3485127519139114,"spread":0.273652046491076,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002363648,0.00009117775,0.0002178774,0.0001026772,0.0002084619,0.00009495079,0.00009323491,0.00003208123,0.00004992549],"category_scores_gemma":[0.001073063,0.00006277845,0.00005027719,0.00006337871,0.00005563496,0.0002411293,0.000008592443,0.0003987846,0.000003135791],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00009493861,"about_ca_system_score_gemma":0.0004094254,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002217682,"about_ca_topic_score_gemma":0.00002652882,"domain_scores_codex":[0.9979309,0.0009974237,0.0005285903,0.00009430812,0.0003697909,0.00007901223],"domain_scores_gemma":[0.9972568,0.0007681504,0.001282214,0.0000676515,0.0005687078,0.00005647241],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.0008891528,0.0005241361,0.03574757,0.002405703,0.0001858362,5.602208e-7,0.4274348,0.02550478,0.0003142662,0.07501338,0.00128725,0.4306926],"study_design_scores_gemma":[0.0006672399,0.001299619,0.004088817,0.001397857,0.0001694807,0.00001179127,0.7165417,0.004942636,0.00008639957,0.00002603751,0.2706506,0.0001178457],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.976501,0.01144519,0.00001195521,0.00141615,0.001401546,0.0001998366,6.611077e-7,0.000006005232,0.009017623],"genre_scores_gemma":[0.9985384,0.0003159662,0.000007124661,0.00002771564,0.0005350247,0.00001505933,0.000003067937,0.000009744791,0.000547889],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4305747,"threshold_uncertainty_score":0.2560031,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4281713414","doi":"10.5539/jel.v11n4p84","title":"Pre-Service Teachers’ Teaching Anxiety, Teaching Self-Efficacy, and Problems Encountered During the Practice Teaching Course","year":2022,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":32,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Practicum; Psychology; Internship; Anxiety; Self-efficacy; Teaching method; Experiential learning; Medical education; Student teaching; Pedagogy; Teacher education; Mathematics education; Student teacher; Medicine; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.0198538630743467,"gpt":0.3012017040769343,"spread":0.2813478410025875,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","research_integrity"],"consensus_categories":[],"category_scores_codex":[0.004546799,0.000163804,0.0001822087,0.0001292217,0.004424251,0.0006710124,0.0002257195,0.00003184028,0.0003100383],"category_scores_gemma":[0.0006851215,0.0001280058,0.00005068201,0.00003202484,0.00004531567,0.001301443,0.000122943,0.003429273,0.000002117544],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001115351,"about_ca_system_score_gemma":0.0002487961,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004453338,"about_ca_topic_score_gemma":0.0000825825,"domain_scores_codex":[0.9972444,0.001545034,0.0004452487,0.0001958262,0.0003698741,0.0001996539],"domain_scores_gemma":[0.9977019,0.0008006615,0.001082335,0.0001407481,0.0001679597,0.0001063949],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00004248705,0.001174477,0.001975272,0.00007892995,0.00014516,0.000001275464,0.9550991,0.0003425597,0.0001241576,0.007048878,0.001760237,0.03220745],"study_design_scores_gemma":[0.0002496045,0.0001257568,0.002606527,0.00005706576,0.0001059004,0.0003518049,0.4553544,0.0001078612,5.342465e-7,0.00004157096,0.5409021,0.00009692041],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9493001,0.003482357,0.0000102376,0.02454065,0.0008614475,0.000172857,9.64927e-7,0.00003835198,0.02159308],"genre_scores_gemma":[0.9907256,0.0003952714,0.0006466991,0.001203637,0.001180433,0.00001939134,0.000003304327,0.00002890289,0.00579679],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5391418,"threshold_uncertainty_score":0.9988698,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2588486367","doi":"10.5539/jel.v6n2p220","title":"Metaphoric Perception of Gifted Students about Physical Education Course and Physical Education Teachers","year":2017,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":31,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Physical education; Nonprobability sampling; Psychology; Metaphor; Perception; Mathematics education; Physical science; Content analysis; Pedagogy; Qualitative research; Sociology; Population; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.03461484295366221,"gpt":0.3819693856604641,"spread":0.3473545427068019,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004167484,0.0001214665,0.000225662,0.0001394356,0.0006058015,0.0003923551,0.0001645649,0.00003617473,0.0001478698],"category_scores_gemma":[0.0002275992,0.0001041949,0.00007256146,0.00002378351,0.0001782314,0.0009681367,0.00002654339,0.0003900162,0.000005763351],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004289844,"about_ca_system_score_gemma":0.0005693568,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000139437,"about_ca_topic_score_gemma":0.00001623587,"domain_scores_codex":[0.9990996,0.0001268624,0.0002748573,0.0001380455,0.0002625201,0.00009812613],"domain_scores_gemma":[0.9979674,0.00009769124,0.001128222,0.0001500039,0.0005411895,0.000115488],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003354073,0.00391628,0.01950296,0.00009556,0.0001093472,9.943099e-8,0.5450088,0.000003083617,0.0005672147,0.008570598,0.002992979,0.4191996],"study_design_scores_gemma":[0.0002642803,0.0002581765,0.2446007,0.0002044305,0.0002749049,0.00001811766,0.666447,0.00004245321,0.00001928879,0.001283558,0.08644395,0.000143065],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9860724,0.001440508,0.000002507506,0.002404606,0.00145486,0.00009226937,6.245418e-7,0.000006104303,0.008526152],"genre_scores_gemma":[0.9881244,0.0007069429,0.0001220164,0.0001158319,0.002368361,0.000009496534,0.000006301522,0.00001364777,0.008532971],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4190565,"threshold_uncertainty_score":0.4659396,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2559933062","doi":"10.4000/rfp.4886","title":"Perceptions d’enseignants du secondaire concernant leurs inducteurs émotionnels en situation de classe","year":2015,"lang":"fr","type":"article","venue":"Revue française de pédagogie","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université de Sherbrooke","funders":"","keywords":"Humanities; Art","retraction":null,"screen_n_in":null,"score":{"opus":0.1777697683079456,"gpt":0.3211337699050419,"spread":0.1433640015970963,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0009858324,0.000373239,0.0003858494,0.0001638552,0.0007210825,0.0003090901,0.0003457437,0.0003674092,0.004625177],"category_scores_gemma":[0.0005907744,0.0004068037,0.00020679,0.0001057332,0.0003903705,0.001183714,0.00007543471,0.0006705956,0.001226139],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005447072,"about_ca_system_score_gemma":0.0013588,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00213917,"about_ca_topic_score_gemma":0.002844427,"domain_scores_codex":[0.9974326,0.0005407386,0.0005593364,0.0004814811,0.000292365,0.0006934704],"domain_scores_gemma":[0.9977258,0.0003761353,0.0003749561,0.0004524003,0.0005539957,0.0005166724],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00003932004,0.0006675363,0.001834609,0.0003206811,0.0001234893,0.0000716263,0.8723391,0.0004549263,0.0001434372,0.03874616,0.05086394,0.03439515],"study_design_scores_gemma":[0.0006041689,0.0001756815,0.003290664,0.0003065139,0.0002043614,0.0001402414,0.354504,0.0008338831,0.00003799447,0.001850587,0.637674,0.0003780045],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8715965,0.02713672,0.0003261076,0.07402399,0.004770668,0.00036065,0.0002280801,0.0001465377,0.02141072],"genre_scores_gemma":[0.9117886,0.01459053,0.0003039861,0.0008701289,0.006493408,0.0000774501,0.00009956492,0.00008312202,0.06569322],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.58681,"threshold_uncertainty_score":0.9998384,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2344847813","doi":"10.5539/jel.v5n3p83","title":"Implementation of Cooperative Learning Model in Preschool","year":2016,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Jigsaw; Mathematics education; Christian ministry; Psychology; Class (philosophy); Data collection; Teaching method; Test (biology); Sample (material); Subject (documents); Pedagogy; Computer science; Mathematics; Artificial intelligence","retraction":null,"screen_n_in":null,"score":{"opus":0.04864318801622933,"gpt":0.3529217301957521,"spread":0.3042785421795227,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003967465,0.00004551497,0.00009238481,0.0001333105,0.00008830618,0.00003744031,0.00003502842,0.00001494125,0.0008828277],"category_scores_gemma":[0.0001492044,0.00003079978,0.00002085,0.00002044866,0.00003109477,0.0005161301,0.000006604788,0.0001794005,0.000002376592],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000238558,"about_ca_system_score_gemma":0.0002142847,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00005959395,"about_ca_topic_score_gemma":0.0001357293,"domain_scores_codex":[0.9994426,0.0001177242,0.0002440113,0.00005101219,0.0000863662,0.00005824535],"domain_scores_gemma":[0.9991232,0.0001344652,0.0004168538,0.00002503659,0.0002677588,0.00003270283],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00006551961,0.0003181044,0.05371898,0.00006445292,0.00005702549,4.256391e-7,0.567333,0.001076133,0.002637238,0.05079524,0.002430175,0.3215037],"study_design_scores_gemma":[0.0007284662,0.0003556227,0.009738076,0.0002244541,0.00002740976,0.000008805761,0.8502913,0.0003157662,0.0003448715,0.0006967801,0.13716,0.0001084787],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.989843,0.000565287,0.0001485093,0.003874975,0.0002004271,0.00003879218,3.351046e-7,0.000002701694,0.005325973],"genre_scores_gemma":[0.9913189,0.0005885244,0.0002021406,0.00005093689,0.0001947146,0.000002622478,6.022858e-7,0.000005001256,0.007636504],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3213952,"threshold_uncertainty_score":0.9666345,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2163364210","doi":"10.5539/ies.v6n11p35","title":"The Study of Relations between Life Satisfaction, Burnout, Work Engagement and Hopelessness of High School Students","year":2013,"lang":"en","type":"article","venue":"International Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":29,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Burnout; Psychology; Cynicism; Life satisfaction; Scale (ratio); Work engagement; Beck Hopelessness Scale; Clinical psychology; Confirmatory factor analysis; Student engagement; Social psychology; Work (physics); Structural equation modeling; Beck Depression Inventory; Psychiatry; Pedagogy; Anxiety","retraction":null,"screen_n_in":null,"score":{"opus":0.1043014604265059,"gpt":0.3788393298681856,"spread":0.2745378694416797,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003446175,0.000101449,0.0001701424,0.0001087052,0.0004301204,0.0001534164,0.0001989683,0.00001747279,0.0006700408],"category_scores_gemma":[0.0006002242,0.00007271576,0.00002664149,0.00005557731,0.000165328,0.0003946902,0.0001111522,0.0001158513,0.00003766749],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004636768,"about_ca_system_score_gemma":0.00009256918,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001860257,"about_ca_topic_score_gemma":0.0007532228,"domain_scores_codex":[0.9987786,0.0001193037,0.0004802038,0.0001493038,0.0003937906,0.0000788342],"domain_scores_gemma":[0.9965167,0.0006895199,0.0004533453,0.0001659377,0.002128167,0.00004630885],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00001239994,0.0006515995,0.8247703,0.00002298798,0.001108271,2.622869e-8,0.1241068,0.00001041755,0.000001473181,0.0249789,0.01225301,0.01208388],"study_design_scores_gemma":[0.0001717754,0.00004845353,0.5773516,0.00003459456,0.00005503298,7.421761e-8,0.4054115,3.348715e-7,0.000002535835,0.001921773,0.01495004,0.00005227814],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.98755,0.002056119,0.000004127142,0.00581869,0.002242259,0.0003896736,0.000007247159,0.00001245924,0.00191938],"genre_scores_gemma":[0.9926757,0.0007842247,0.00004789664,0.0000649499,0.0004365153,0.0002814906,0.000006212919,0.000008471445,0.005694536],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2813047,"threshold_uncertainty_score":0.7336476,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2557175228","doi":"10.5539/jel.v6n1p175","title":"Middle School Students’ Perceptions of the Quality of School Life in Ankara","year":2016,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":24,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Perception; Psychology; Feeling; Quality (philosophy); Quality of life (healthcare); Dimension (graph theory); Class (philosophy); Mathematics education; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.1207950760841671,"gpt":0.3849490569447205,"spread":0.2641539808605534,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008321255,0.00004614371,0.000129781,0.0001020744,0.0001039562,0.00003758059,0.0001178405,0.00002149568,0.002924964],"category_scores_gemma":[0.001190244,0.00002608943,0.00005447618,0.00003472468,0.00007912637,0.0003105874,0.00001766665,0.0002185028,0.00000616762],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002687834,"about_ca_system_score_gemma":0.0003114589,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001547454,"about_ca_topic_score_gemma":0.0001808703,"domain_scores_codex":[0.9990094,0.0002555186,0.000441374,0.00005025589,0.0001881426,0.00005532513],"domain_scores_gemma":[0.9986215,0.0002111292,0.0007227192,0.00007847114,0.0002985723,0.00006767325],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0000336474,0.0006274678,0.8865732,0.00007041963,0.00003881047,3.862351e-8,0.09652051,0.000007583884,0.0008438356,0.007961736,0.001348933,0.005973818],"study_design_scores_gemma":[0.0002504803,0.00005588946,0.6525171,0.000228211,0.0000139447,0.00000178433,0.3257011,4.589779e-7,0.00001190302,0.0002104483,0.02097307,0.00003557625],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9896331,0.0007845195,0.000004133068,0.005576816,0.0004402812,0.00004148185,7.701133e-7,0.000001499584,0.00351737],"genre_scores_gemma":[0.9922118,0.0005431355,0.00004079996,0.0001434504,0.0003261936,0.00000185188,1.891788e-7,0.000003891408,0.006728694],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2340561,"threshold_uncertainty_score":0.9979865,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2617731470","doi":"10.5539/ies.v10n6p36","title":"Effectiveness of Lesson Study Approach on Preservice Science Teachers’ Beliefs","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Microteaching; Psychology; Mathematics education; Teaching method; Teacher education; Science education; Faculty development; Pedagogy; Professional development","retraction":null,"screen_n_in":null,"score":{"opus":0.2305592406452428,"gpt":0.4652854512878556,"spread":0.2347262106426128,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009390397,0.0001094492,0.0001531308,0.000162418,0.001020221,0.0003008322,0.0007169574,0.00001441854,0.0001007561],"category_scores_gemma":[0.0009641777,0.00008985929,0.00003607185,0.00002535018,0.0005274313,0.0008137917,0.0001590248,0.00010147,0.00002689249],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001010002,"about_ca_system_score_gemma":0.0001948437,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005964566,"about_ca_topic_score_gemma":0.0001332088,"domain_scores_codex":[0.9988902,0.00007541725,0.0001935325,0.0002805922,0.0004568853,0.0001033333],"domain_scores_gemma":[0.996752,0.0002475595,0.0003643151,0.0004147136,0.002189583,0.00003188618],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00009915035,0.006403712,0.01960843,0.000191302,0.0005687516,3.134023e-7,0.5934979,0.00002593632,0.0001444635,0.3679608,0.001852163,0.009647074],"study_design_scores_gemma":[0.0005677587,0.0002819948,0.2215294,0.0002547043,0.00005952637,0.000001242291,0.7173738,0.00001570714,0.0005525863,0.004357563,0.05477879,0.0002269308],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8335524,0.0004091391,0.000002492672,0.001954379,0.004662053,0.0002371128,0.000006097932,0.0000161887,0.1591602],"genre_scores_gemma":[0.9934477,0.0001002221,0.00006666902,0.00005679371,0.0004680221,0.0001735286,0.00000473935,0.000008461361,0.00567392],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3636033,"threshold_uncertainty_score":0.7846816,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2909760162","doi":"10.5430/ijhe.v8n1p23","title":"An Evaluation of an Innovative In-Service Teacher Training Model in Turkey","year":2019,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":23,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Formative assessment; Focus group; Scope (computer science); Teacher education; Mathematics education; Christian ministry; Service (business); Medical education; Pedagogy; Psychology; Computer science; Political science; Sociology; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.148553371347428,"gpt":0.4155704991064716,"spread":0.2670171277590436,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001053018,0.00007901327,0.0001306152,0.000461787,0.00001445806,0.00006881177,0.0002737894,0.00003927413,0.002376824],"category_scores_gemma":[0.00003106052,0.00007328621,0.00002353055,0.00009096878,0.00002514563,0.001770439,0.000008703723,0.0001924373,0.000008256431],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001873476,"about_ca_system_score_gemma":0.0007505883,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003442684,"about_ca_topic_score_gemma":0.0004762836,"domain_scores_codex":[0.9986183,0.0001462518,0.0004974078,0.0001100195,0.000552076,0.00007591269],"domain_scores_gemma":[0.9966651,0.00004368675,0.0005826729,0.0001050652,0.002572138,0.0000312979],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002508262,0.003695907,0.008971564,0.00002997144,0.0001077949,0.000001015277,0.7401721,0.03780964,0.001750953,0.1526655,0.0003461549,0.05419857],"study_design_scores_gemma":[0.005558915,0.0007994342,0.1896231,0.0009029488,0.0001266258,0.00003054629,0.5845003,0.1067702,0.0005768079,0.07547557,0.03491472,0.0007208427],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9731146,0.0001813728,0.000003286845,0.003122562,0.002128788,0.00009964739,0.000002977483,0.000003044678,0.02134375],"genre_scores_gemma":[0.9976115,0.00001293769,0.0002886431,0.0003611111,0.0008082481,0.000009394348,0.00002765721,0.00001063779,0.0008698583],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1806516,"threshold_uncertainty_score":0.9985352,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3110501256","doi":"10.5539/jel.v9n6p196","title":"The Views of Physical Education and Sports Teaching Instructors on Education in the COVID-19 Period","year":2020,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Distance education; Physical education; Psychology; Higher education; Medical education; Qualitative research; Duty; Mathematics education; Pedagogy; Sociology; Medicine; Political science; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.0629878078267661,"gpt":0.3585984737665187,"spread":0.2956106659397525,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007816345,0.00007990705,0.0001213167,0.00008607578,0.0004861891,0.0001822111,0.0001003505,0.00002006428,0.00007204437],"category_scores_gemma":[0.0008267708,0.00004762146,0.00003877455,0.00004061332,0.00008561798,0.0002868592,0.000009345506,0.0005280933,0.000001069517],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003010568,"about_ca_system_score_gemma":0.001088957,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00007768452,"about_ca_topic_score_gemma":0.00004887693,"domain_scores_codex":[0.9990346,0.0003344164,0.0002911952,0.00008993338,0.0001813324,0.00006856267],"domain_scores_gemma":[0.9987732,0.0003852023,0.0005679814,0.00006850208,0.0001137104,0.00009145178],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00002689887,0.0004169348,0.004126331,0.00006072145,0.000008794437,1.128432e-7,0.7073298,0.00001356269,0.00002179166,0.05610733,0.003415628,0.2284722],"study_design_scores_gemma":[0.00006081448,0.0001175874,0.004082814,0.00004105563,0.0000151352,0.00001826987,0.4893304,0.00001444726,0.000001535072,0.0004530151,0.5058287,0.00003621608],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9391489,0.002101847,0.000002077951,0.04668399,0.0006189657,0.00009214716,2.448889e-7,0.000003075897,0.01134874],"genre_scores_gemma":[0.9944406,0.0004979938,0.00004881058,0.002903859,0.001350312,0.000006384404,0.000002405505,0.000006556135,0.0007431097],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5024131,"threshold_uncertainty_score":0.3739423,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2573609373","doi":"10.5539/hes.v7n1p30","title":"Investigation of Primary School Teachers’ Perception of Discipline Types They Use for Classroom Management","year":2017,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":22,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Perception; Classroom management; Test (biology); Psychology; School teachers; Discipline; Mathematics education; Population; Kruskal–Wallis one-way analysis of variance; Primary education; Medical education; Academic year; Pedagogy; Mann–Whitney U test; Medicine; Sociology; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.2223144607391174,"gpt":0.3778576735627331,"spread":0.1555432128236157,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001788571,0.00009478132,0.0001725205,0.00007318914,0.0003900674,0.00009008343,0.0001308666,0.00002483521,0.00025294],"category_scores_gemma":[0.00003364725,0.00007693335,0.00005263701,0.00001015431,0.0002181943,0.0006358662,0.00005432608,0.00004551735,0.00001179859],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005642905,"about_ca_system_score_gemma":0.00005808486,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001134434,"about_ca_topic_score_gemma":0.0001491647,"domain_scores_codex":[0.9993645,0.00002954002,0.0002528791,0.0001487175,0.0001241762,0.00008021072],"domain_scores_gemma":[0.9985682,0.00009902788,0.0004971194,0.0003121975,0.000494418,0.00002900158],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.00009218997,0.0005735993,0.06418014,0.001470759,0.0008814845,7.077806e-8,0.2488246,0.000003982551,0.0006876798,0.590187,0.08137845,0.01172001],"study_design_scores_gemma":[0.0002972239,0.00007901114,0.5461448,0.0001753657,0.0002375876,1.16113e-7,0.2151947,8.706297e-7,0.00004766032,0.01359475,0.2240847,0.0001432394],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9735764,0.001207788,0.00000624254,0.007182472,0.001951821,0.000320849,0.00001772358,0.00001872471,0.01571804],"genre_scores_gemma":[0.9502571,0.001141579,0.001158026,0.0001394182,0.0005416421,0.0001478283,0.00003376754,0.00001169605,0.04656898],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5765922,"threshold_uncertainty_score":0.3137251,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2603317531","doi":"10.5539/jel.v6n3p41","title":"The Contribution of Learning Outcomes for Listening to Creative Thinking Skills","year":2017,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":21,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Active listening; Turkish; Psychology; Creativity; Mathematics education; Curriculum; Pedagogy; Creative thinking; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.03465657256902125,"gpt":0.3569143283909607,"spread":0.3222577558219394,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.001187379,0.00006279671,0.0001461874,0.00006453996,0.002316428,0.0004843266,0.0001360915,0.00002138055,0.00006755084],"category_scores_gemma":[0.003903535,0.00004110554,0.0000665435,0.000008958205,0.00007114759,0.0004033092,0.00002079464,0.0002583863,0.000001363622],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002117517,"about_ca_system_score_gemma":0.0001111155,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0000546482,"about_ca_topic_score_gemma":0.000078353,"domain_scores_codex":[0.9993529,0.00009369483,0.0002765414,0.00006073026,0.0001237205,0.00009244549],"domain_scores_gemma":[0.9971421,0.0007953317,0.001172301,0.00007445428,0.000765777,0.00005003374],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000096049,0.0002045133,0.04461579,0.00003626059,0.0001775673,2.171535e-7,0.6340236,0.0001258374,0.0001020239,0.1828105,0.001195136,0.1366125],"study_design_scores_gemma":[0.0002433045,0.0002480981,0.02415194,0.0001463786,0.00005052324,0.000003971939,0.31641,0.00002635448,0.00004494553,0.001254576,0.6573555,0.00006444978],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9648581,0.001294832,0.0003683626,0.01922217,0.001778967,0.0001514754,5.929064e-7,0.000006948177,0.01231859],"genre_scores_gemma":[0.9840471,0.0002304023,0.0003639065,0.0001072018,0.0005682803,0.000006177924,0.000001278754,0.000006890255,0.01466884],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6561604,"threshold_uncertainty_score":0.9989824,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3034313772","doi":"10.26650/jgeog2019-0039","title":"Dünyada ve Türkiye’de Ortaokul Öğretim Programlarının İklim Değişikliği Eğitimi Yaklaşımına Göre Karşılaştırılması","year":2020,"lang":"tr","type":"article","venue":"Coğrafya Dergisi / Journal of Geography","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Curriculum; Climate change; Sustainability; Discipline; Political science; Geography; Global warming; Sociology; Physical geography; Pedagogy; Social science; Ecology","retraction":null,"screen_n_in":null,"score":{"opus":0.03946198578122744,"gpt":0.2693948725855372,"spread":0.2299328868043097,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","scholarly_communication","research_integrity","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001322848,0.001018138,0.001442413,0.0008411517,0.001181097,0.002054317,0.001564457,0.00049088,0.007101512],"category_scores_gemma":[0.0004014614,0.0009490979,0.001852124,0.0006916144,0.0008997666,0.001901231,0.000256822,0.002371661,0.0002742238],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001156934,"about_ca_system_score_gemma":0.0008257973,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001817768,"about_ca_topic_score_gemma":0.0001602618,"domain_scores_codex":[0.9933794,0.0005183991,0.002327865,0.0008287219,0.001514567,0.001431039],"domain_scores_gemma":[0.9921525,0.0006303159,0.003078857,0.0006296308,0.001976692,0.001531989],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.003261671,0.007829456,0.07237591,0.003250633,0.01174007,0.002532371,0.3061314,0.0004042321,0.0002655341,0.07778974,0.4633581,0.05106088],"study_design_scores_gemma":[0.002049641,0.002881872,0.003278698,0.0006290899,0.001566191,0.0003504548,0.09580973,0.0001434511,0.0001173636,0.001868967,0.8902243,0.001080283],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6481111,0.1652523,0.000283819,0.1175478,0.007264731,0.001326906,0.0003194586,0.0003008686,0.05959296],"genre_scores_gemma":[0.9480038,0.03569511,0.001763523,0.005527776,0.00754254,0.00003304103,0.0000471406,0.0002069004,0.001180174],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4268662,"threshold_uncertainty_score":0.9999299,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2608025891","doi":"10.5539/elt.v10n5p167","title":"Difficulties That English Teachers Encounter while Teaching Listening Comprehension and Their Attitudes towards Them","year":2017,"lang":"en","type":"article","venue":"English Language Teaching","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Active listening; Listening comprehension; Psychology; Comprehension; Mathematics education; Teaching method; Sample (material); Pedagogy; Linguistics; Communication","retraction":null,"screen_n_in":null,"score":{"opus":0.05688386531519659,"gpt":0.2907101405428689,"spread":0.2338262752276723,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow","sts","scholarly_communication"],"consensus_categories":[],"category_scores_codex":[0.00104901,0.0003635888,0.0003542849,0.00007579954,0.003328884,0.002507567,0.0005228979,0.0001004724,0.0006233398],"category_scores_gemma":[0.000918742,0.000267208,0.0001266165,0.000005800031,0.0002952951,0.001992938,0.0003118701,0.001151312,0.00001111818],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005395887,"about_ca_system_score_gemma":0.00002306664,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00137305,"about_ca_topic_score_gemma":0.0009095335,"domain_scores_codex":[0.9983895,0.0002719469,0.0002569875,0.0004448019,0.0002544527,0.000382349],"domain_scores_gemma":[0.9984168,0.0003518405,0.0003597175,0.0006628048,0.00009136514,0.0001174668],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000009692795,0.0001094549,0.002847062,0.00005445902,0.00007766786,0.000005906686,0.9655554,0.00000237655,0.0001026705,0.007687169,0.001720238,0.02182788],"study_design_scores_gemma":[0.0003606021,0.00003750398,0.001742416,0.0002213041,0.00003800353,0.000004745308,0.8583873,0.00005012588,0.0001090539,0.00005180933,0.1386333,0.0003638838],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.803055,0.001341717,0.00001520947,0.0004133763,0.001619168,0.0001373071,0.00002063531,0.0003159259,0.1930817],"genre_scores_gemma":[0.9903134,0.0000939381,0.0003553036,0.0002305812,0.003638786,0.00002180482,0.00002995522,0.00005827919,0.005257957],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1878237,"threshold_uncertainty_score":0.999978,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2883967039","doi":"10.5539/ies.v11n8p91","title":"Early Childhood Pre-Service Teachers’ Perspectives on Play and Teachers’ Role","year":2018,"lang":"en","type":"article","venue":"International Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Psychology; Perception; Early childhood; Planner; Qualitative research; Early childhood education; Pedagogy; Mathematics education; Developmental psychology; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.05669377363998622,"gpt":0.3544419125491886,"spread":0.2977481389092024,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0001426515,0.0001448057,0.0001163598,0.0001299013,0.000382005,0.0002091141,0.0001644857,0.00003076441,0.001009448],"category_scores_gemma":[0.0002562735,0.0001250491,0.00003284949,0.00003244026,0.0002317934,0.0004600707,0.00005395267,0.0001452299,0.0002349849],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008592458,"about_ca_system_score_gemma":0.00009357734,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003880911,"about_ca_topic_score_gemma":0.0007102034,"domain_scores_codex":[0.9991524,0.00004217616,0.0001763491,0.0002883458,0.0002201354,0.0001205764],"domain_scores_gemma":[0.9983118,0.0001468972,0.0001476457,0.0001444758,0.001200372,0.00004878638],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001022033,0.0003874968,0.0009592621,0.000002531899,0.0002475376,7.043261e-8,0.9154244,2.519444e-7,0.00000984155,0.06420866,0.008267774,0.01048193],"study_design_scores_gemma":[0.0001227691,0.00009222759,0.04134343,0.00003656609,0.00002131567,0.000001844325,0.6068433,9.642262e-7,0.00002056817,0.00237131,0.3490387,0.0001070359],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8958131,0.003227301,0.000001397902,0.01762742,0.002678641,0.0001052425,0.00001042373,0.00005364785,0.08048279],"genre_scores_gemma":[0.9756179,0.0006315814,0.0001317735,0.001460176,0.003018271,0.00008135744,0.000009268718,0.00001619692,0.01903346],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3407709,"threshold_uncertainty_score":0.9999037,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4281786854","doi":"10.1080/02607476.2022.2082275","title":"Seeking serendipity: teacher educators as adaptive experts during COVID","year":2022,"lang":"en","type":"article","venue":"Journal of Education for Teaching International Research and Pedagogy","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of the Fraser Valley; Simon Fraser University","funders":"","keywords":"Cognitive reframing; Serendipity; Scholarship; Pandemic; Pedagogy; Coronavirus disease 2019 (COVID-19); Teacher education; Higher education; Sociology; Political science; Psychology; Social psychology; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.1778267959159888,"gpt":0.4798255981166751,"spread":0.3019988022006863,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002506682,0.0001007837,0.0001364989,0.0006606863,0.001713845,0.000276146,0.0003495027,0.00002468179,0.005306154],"category_scores_gemma":[0.0009882086,0.0000945959,0.00008532635,0.00003362133,0.0001326797,0.0005968951,0.000112983,0.0007645194,0.000005556771],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003743205,"about_ca_system_score_gemma":0.001263501,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004568494,"about_ca_topic_score_gemma":0.0001256901,"domain_scores_codex":[0.9981874,0.0003758731,0.000357406,0.0001816487,0.0006754656,0.0002222692],"domain_scores_gemma":[0.9979371,0.0006962847,0.0003669234,0.000104744,0.0007183523,0.0001765679],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0007180528,0.001876283,0.001716472,0.00005300745,0.0002681802,0.000004373302,0.4013882,0.00002330797,0.0002572759,0.5099725,0.05965423,0.02406814],"study_design_scores_gemma":[0.000212516,0.0003513012,0.0001496404,0.00001964144,0.000008392537,0.0001073856,0.4123902,0.00003039666,0.00001134432,0.009430327,0.577221,0.00006788663],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9124274,0.001296925,0.00004366679,0.02673,0.004481133,0.0001875746,0.00002154828,0.00001132775,0.05480042],"genre_scores_gemma":[0.9466677,0.0001557926,0.0001571,0.0002914714,0.003225808,0.00008590153,0.00001946449,0.00001994534,0.04937687],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5175667,"threshold_uncertainty_score":0.9995858,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2610911718","doi":"10.5539/jel.v6n3p273","title":"Pre-service Music Teachers’ Metaphorical Perceptions of the Concept of a Music Teaching Program","year":2017,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Music education; Psychology; Mathematics education; Perception; The arts; Sample (material); Variety (cybernetics); Teaching method; Pedagogy; Computer science; Visual arts; Art","retraction":null,"screen_n_in":null,"score":{"opus":0.0745016193931739,"gpt":0.3511915831608988,"spread":0.2766899637677249,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000536904,0.00006452357,0.0001492925,0.000059592,0.0007220908,0.0001369018,0.0002026523,0.00002890197,0.0008088905],"category_scores_gemma":[0.0004402097,0.00004286963,0.00008543752,0.00001689491,0.0001483019,0.0004003857,0.00003169633,0.0005158024,0.000001073972],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001594813,"about_ca_system_score_gemma":0.0001840607,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003262954,"about_ca_topic_score_gemma":0.0002293128,"domain_scores_codex":[0.9992244,0.0001944542,0.0002951966,0.00006408343,0.0001526065,0.00006921672],"domain_scores_gemma":[0.9981862,0.0001247275,0.001175143,0.0001512738,0.0003177273,0.00004497182],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001015759,0.0005990794,0.00647023,0.00004236292,0.00006861243,6.565889e-8,0.8515204,0.00001541834,0.0001713008,0.01040607,0.001749193,0.1289472],"study_design_scores_gemma":[0.000188801,0.0001816881,0.08057753,0.0001536215,0.0001380333,0.0000137307,0.6370338,0.00003550483,0.00001800934,0.000195508,0.2813983,0.00006548739],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9822714,0.0006236557,0.000006120553,0.004428383,0.0008116058,0.00008120191,5.806754e-7,0.000004202727,0.01177287],"genre_scores_gemma":[0.9951609,0.00005245515,0.0004009989,0.0001232869,0.0006193902,0.000004188296,7.473845e-7,0.00000683531,0.003631201],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2796491,"threshold_uncertainty_score":0.8856784,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2741426806","doi":"10.5539/ies.v10n8p1","title":"Examining the Relationship between Teachers’ Individual Innovativeness and Professionalism","year":2017,"lang":"en","type":"article","venue":"International Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":17,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Openness to experience; Psychology; Scale (ratio); Dimension (graph theory); Positive relationship; Mathematics education; Pearson product-moment correlation coefficient; Product (mathematics); Social psychology; Statistics; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.6702153496296638,"gpt":0.5040643334210171,"spread":0.1661510162086467,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.0005455124,0.0001010479,0.0001008513,0.00008027331,0.001956985,0.000527969,0.0003559918,0.00002795391,0.0001596004],"category_scores_gemma":[0.002485294,0.00006927506,0.00001796857,0.00001588508,0.0004692933,0.0007700833,0.0001737608,0.0001924689,0.0000254818],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003496818,"about_ca_system_score_gemma":0.0001176314,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001063573,"about_ca_topic_score_gemma":0.0001014905,"domain_scores_codex":[0.9992155,0.00006825134,0.0002130003,0.0001724785,0.0002434768,0.00008733389],"domain_scores_gemma":[0.9973959,0.001085973,0.0003945911,0.0002205799,0.0008828177,0.0000201238],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000002951253,0.00004719684,0.4096661,0.0000109077,0.0001747194,1.043713e-7,0.1995652,8.824576e-8,7.34452e-7,0.3621831,0.006798544,0.0215503],"study_design_scores_gemma":[0.00007785749,0.000007662998,0.541801,0.00005761541,0.0000238266,9.984423e-7,0.2021179,2.402132e-7,0.000002422774,0.0173593,0.2384858,0.00006535607],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9166918,0.001763897,0.000003933797,0.05627181,0.004634997,0.0001046282,0.00001763242,0.0000212847,0.02048999],"genre_scores_gemma":[0.9767892,0.00009904305,0.00007764281,0.0005254112,0.001450247,0.0001181049,0.00003148811,0.000009053058,0.02089981],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3448238,"threshold_uncertainty_score":0.9993423,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2810758132","doi":"10.5430/ijhe.v7n4p17","title":"Determination of the Perceptions of Sports Managers About Sport Concept: A Metaphor Analysis Study","year":2018,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Metaphor; Sport management; Perception; Content analysis; Perspective (graphical); Psychology; Qualitative research; Applied psychology; Sociology; Public relations; Social science; Computer science; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.0271951253674439,"gpt":0.3500240934744109,"spread":0.322828968106967,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003091688,0.00008374645,0.0001928385,0.0004068833,0.00008005214,0.00005249451,0.0003807779,0.00002415783,0.00524441],"category_scores_gemma":[0.00002453303,0.00005984391,0.0002188881,0.0001397479,0.0002495507,0.0003554453,0.00002595981,0.00009339598,0.000003572673],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005831719,"about_ca_system_score_gemma":0.0001669208,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001227657,"about_ca_topic_score_gemma":0.0001574238,"domain_scores_codex":[0.9985657,0.00005345975,0.0006163408,0.00009690396,0.000605373,0.00006225756],"domain_scores_gemma":[0.9962386,0.00004722452,0.001379197,0.0001778741,0.002124994,0.00003206044],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0002546653,0.006579348,0.3215601,0.00004649825,0.004448961,0.000004431546,0.4692909,0.00007242707,0.0003029282,0.1362051,0.007673244,0.05356143],"study_design_scores_gemma":[0.0003401182,0.0002099243,0.8467004,0.00009068713,0.001555908,0.000009124633,0.1098188,0.00001815716,0.0002476981,0.001709131,0.03918459,0.0001154563],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9831192,0.0002852534,0.00004223012,0.001938938,0.004767601,0.000115489,0.00000973465,0.000003670517,0.009717837],"genre_scores_gemma":[0.9915938,0.0000535302,0.0001919491,0.0001227947,0.001216516,0.000005274369,0.000006931755,0.000007305959,0.00680194],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5251403,"threshold_uncertainty_score":0.995665,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1847791507","doi":"10.19173/irrodl.v13i2.1160","title":"Determining the feasibility of an e-portfolio application in a distance education teaching practice course","year":2012,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Mathematics education; Portfolio; Distance education; Function (biology); Computer science; Psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.1900613171040012,"gpt":0.5215373977590506,"spread":0.3314760806550494,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01006241,0.00005908845,0.0001283871,0.00005021498,0.0001920801,0.0001200022,0.0005384393,0.00001636447,0.0001285224],"category_scores_gemma":[0.002774579,0.00003733231,0.00001948027,0.00008891997,0.0001838219,0.001035803,0.0001599743,0.0005018375,0.000002507316],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000704364,"about_ca_system_score_gemma":0.0001709559,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001439193,"about_ca_topic_score_gemma":0.0005004061,"domain_scores_codex":[0.998137,0.0008817871,0.0003465622,0.0001259142,0.0003714784,0.000137241],"domain_scores_gemma":[0.9976718,0.001321721,0.0003406127,0.0002082001,0.0004207195,0.00003691141],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001411596,0.002373848,0.2488165,0.001085073,0.00003310846,3.949443e-7,0.0257625,0.00001470055,0.00001622684,0.5625796,0.001253856,0.157923],"study_design_scores_gemma":[0.0004348995,0.000116307,0.09139365,0.003829228,0.00003113163,0.000007830482,0.2673499,0.0005302859,0.00001159088,0.002428839,0.6337356,0.0001307039],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8600869,0.02880031,0.0000788748,0.02655286,0.0002577439,0.001585498,0.00003636791,0.00000854252,0.08259294],"genre_scores_gemma":[0.9934806,0.005798778,0.00006422163,0.0001716626,0.0001177495,0.0001099507,0.00008753018,0.000004891332,0.0001646665],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6324818,"threshold_uncertainty_score":0.3487449,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2888349285","doi":"10.5430/wje.v8n4p133","title":"Research on Teacher Self-efficacy in Turkey: 2000-2017","year":2018,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":16,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Self-efficacy; Turkish; Context (archaeology); Psychology; Collective efficacy; Context effect; Mathematics education; Social psychology; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.1705373838569526,"gpt":0.4293397623536622,"spread":0.2588023784967096,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001275972,0.00007282552,0.0001065139,0.0007155109,0.0002196721,0.0001640647,0.0001963341,0.00002507618,0.004894105],"category_scores_gemma":[0.0001118589,0.0000591643,0.00004045507,0.0001346458,0.0001383729,0.000393954,0.0000122028,0.0004756691,0.0003241857],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001900029,"about_ca_system_score_gemma":0.0006640266,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001300472,"about_ca_topic_score_gemma":0.0008614454,"domain_scores_codex":[0.9989233,0.0002009478,0.0003016067,0.0001047571,0.0002994229,0.0001699844],"domain_scores_gemma":[0.9986016,0.0002416072,0.0002527257,0.0001682392,0.0006614428,0.00007434035],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001143271,0.006630315,0.0004906526,0.00002344455,0.00004612876,0.00000243221,0.2797956,0.000006857802,0.00001942256,0.1403478,0.5377899,0.03473316],"study_design_scores_gemma":[0.0002038263,0.0002347664,0.004719077,0.0001260199,0.00001042738,0.000006162311,0.06260828,0.000005366457,0.00003066511,0.001458196,0.9305282,0.00006906184],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.588186,0.000832312,3.287347e-7,0.01434889,0.002563047,0.00007791426,3.902418e-7,0.000007309854,0.3939839],"genre_scores_gemma":[0.9404283,0.0001697365,0.00009300068,0.0002557292,0.006521147,0.000005009048,0.000001226017,0.00001099168,0.05251484],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3927383,"threshold_uncertainty_score":0.9960155,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2793449616","doi":"10.5539/jel.v7n3p219","title":"Investigation of Teachers’ Self-Efficacy Beliefs, Locus of Control and Intercultural Sensitivities from the Perspective of Individual Differences","year":2018,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Turkish; Locus of control; Psychology; Social psychology; Likert scale; Self-efficacy; Seniority; Developmental psychology; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.04398567132354698,"gpt":0.2816335169361378,"spread":0.2376478456125908,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003895097,0.00005820406,0.000154176,0.000058827,0.0001288827,0.00005145606,0.00005541672,0.00002337126,0.0001277503],"category_scores_gemma":[0.0002742167,0.00003651129,0.0000282804,0.00002256664,0.000359621,0.00023714,0.00001104583,0.0001898827,2.457074e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00001031725,"about_ca_system_score_gemma":0.000117071,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003584525,"about_ca_topic_score_gemma":0.0001163062,"domain_scores_codex":[0.9992895,0.000224417,0.0002564343,0.00005521258,0.0001311176,0.00004333312],"domain_scores_gemma":[0.9979871,0.0005663588,0.0007568248,0.00003777111,0.0006234967,0.00002843429],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001809038,0.0000848631,0.01074806,0.000009996697,0.0001345675,3.256418e-8,0.9780241,4.812599e-7,0.000371353,0.004377354,0.0002538011,0.005977287],"study_design_scores_gemma":[0.0002554438,0.0003044781,0.1610893,0.0001164172,0.0001063762,0.000004855856,0.835022,0.000004410772,0.0001755289,0.0006000039,0.002282813,0.00003834853],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9923761,0.002307741,0.000003798567,0.004063169,0.0002351761,0.00004192214,0.000003858412,0.000002313297,0.0009659063],"genre_scores_gemma":[0.9987158,0.0003763622,0.00009397289,0.00009190587,0.0005777843,5.565873e-7,0.000001638982,0.000003259844,0.0001387661],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1503413,"threshold_uncertainty_score":0.1488887,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3010428673","doi":"10.5539/jel.v9n2p148","title":"Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence","year":2020,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":15,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Psychology; Emotional intelligence; Curriculum; Descriptive statistics; Vocational education; Test (biology); Social intelligence; Control (management); Mathematics education; Social responsibility; Social emotional learning; Scale (ratio); Social psychology; Pedagogy; Developmental psychology; Statistics; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.06146302710400622,"gpt":0.3579297229598165,"spread":0.2964666958558102,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008873027,0.00009316298,0.0001735013,0.0001024541,0.0005232087,0.0001080417,0.00004767471,0.00004078563,0.0007682538],"category_scores_gemma":[0.0005139967,0.00007887787,0.00007673685,0.00004071356,0.0001549303,0.0001846878,0.0000102177,0.0005809126,0.000003673046],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000232602,"about_ca_system_score_gemma":0.0002292491,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000005478694,"about_ca_topic_score_gemma":0.000001757818,"domain_scores_codex":[0.9987477,0.0005373433,0.0002761997,0.0001155788,0.0002376194,0.00008555027],"domain_scores_gemma":[0.9985566,0.0006114083,0.000470704,0.00001694424,0.0002793515,0.00006503618],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.000984851,0.0008429225,0.005411586,0.0006263959,0.00009667151,0.000001127747,0.4486113,0.0001064619,0.0001656123,0.02162329,0.001019634,0.5205102],"study_design_scores_gemma":[0.001486421,0.01268423,0.0419592,0.0004772894,0.0002469378,0.00004054948,0.510379,0.003863216,0.0003366219,0.0005432477,0.4274782,0.0005050788],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9802249,0.0002820482,0.00003673847,0.01694114,0.0002337899,0.00007913467,0.00000107395,0.00001246954,0.002188683],"genre_scores_gemma":[0.9978268,0.00003033531,0.0001580722,0.0003546031,0.001102031,0.000003482283,0.000007664759,0.00000865942,0.000508328],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5200051,"threshold_uncertainty_score":0.841184,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3130799815","doi":"10.5539/ies.v14n3p15","title":"Opinions of Graduate Students of Social Studies Education About Qualitative Research Method","year":2021,"lang":"en","type":"article","venue":"International Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Qualitative research; Psychology; Turkish; Qualitative property; Semi-structured interview; Multimethodology; Mathematics education; Content analysis; Research design; Academic year; Sample (material); Quantitative research; Medical education; Perception; Pedagogy; Sociology; Social science; Medicine; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.7489956730741305,"gpt":0.708008837831915,"spread":0.04098683524221547,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00163002,0.0001338015,0.0003290796,0.0003256857,0.0003988477,0.00007177633,0.0002959799,0.00003314125,0.0005181005],"category_scores_gemma":[0.002649933,0.0001245321,0.0001097282,0.0001660914,0.000559415,0.0003715779,0.0001848096,0.0001967371,0.0000270376],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001542262,"about_ca_system_score_gemma":0.001007253,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002133108,"about_ca_topic_score_gemma":0.0003208229,"domain_scores_codex":[0.9973337,0.0006838639,0.0006340513,0.0002761316,0.0009248389,0.0001473956],"domain_scores_gemma":[0.9777195,0.001561595,0.0005026252,0.0001740684,0.02000831,0.00003384713],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001475605,0.001115759,0.0001387875,0.0001481185,0.0008722253,1.036472e-7,0.5604616,8.22337e-7,0.00003781813,0.3801242,0.05041423,0.006671668],"study_design_scores_gemma":[0.0001243097,0.00003524908,0.001222624,0.0001677186,0.00004668734,0.000001332658,0.7751531,6.876165e-7,0.0005290457,0.03040263,0.1922295,0.00008713182],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7834551,0.04335732,0.0000468814,0.07153976,0.02515753,0.000449936,0.0002133844,0.00004462223,0.07573549],"genre_scores_gemma":[0.9481451,0.005999133,0.00220861,0.0003178502,0.00144486,0.0002989853,0.0001376633,0.00001914096,0.04142865],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3497215,"threshold_uncertainty_score":0.5672837,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3033851560","doi":"10.5539/hes.v10n3p26","title":"Investigation of Academic Staff’s Self-Efficacy Using the Educational Internet","year":2020,"lang":"en","type":"article","venue":"Higher Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Psychology; Descriptive statistics; Statistics; Scale (ratio); The Internet; Regression analysis; Medical education; Mathematics education; Mathematics; Medicine; Computer science; Geography","retraction":null,"screen_n_in":null,"score":{"opus":0.3046446756400892,"gpt":0.3925264997697761,"spread":0.08788182412968687,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00012759,0.0001218101,0.0001480669,0.00005020356,0.000210162,0.00005197894,0.0001806763,0.00003137084,0.001595987],"category_scores_gemma":[0.00004796129,0.00008775683,0.00004658647,0.00008635158,0.0002504344,0.0003386417,0.00005159518,0.000176182,0.00005744341],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00005175572,"about_ca_system_score_gemma":0.0003223438,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00006187045,"about_ca_topic_score_gemma":0.00001236048,"domain_scores_codex":[0.9990981,0.00009217423,0.0003268809,0.0001825433,0.0001924989,0.0001077526],"domain_scores_gemma":[0.9986264,0.0003239107,0.0003394797,0.0001331406,0.0005181215,0.00005898953],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000009447675,0.0001634788,0.001321221,0.0001259887,0.0002093399,2.616368e-8,0.4302161,0.000006184602,0.00009360461,0.4654612,0.1020753,0.0003181128],"study_design_scores_gemma":[0.0001359282,0.00005745693,0.004296061,0.000070399,0.0001477575,8.979583e-7,0.2931221,0.00002003607,0.0002116191,0.003320187,0.6984571,0.0001604528],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8726663,0.01015084,0.000002036831,0.1079967,0.002705574,0.0001787857,0.000005346548,0.00004553548,0.006248949],"genre_scores_gemma":[0.9882619,0.0005657451,0.0002275508,0.002476301,0.002502197,0.0000449921,0.0000134486,0.00001447547,0.005893429],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5963818,"threshold_uncertainty_score":0.9993167,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2953461688","doi":"10.5539/ies.v12n7p80","title":"A Study on Employee Voice and its Effect on Work Engagement: Explicating from the Turkish Teachers’ Perspectives","year":2019,"lang":"en","type":"article","venue":"International Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Psychology; Cronbach's alpha; Work engagement; Confirmatory factor analysis; Turkish; Construct validity; Exploratory factor analysis; Employee engagement; Employee voice; Validity; Social psychology; Sample (material); Scale (ratio); Applied psychology; Work (physics); Statistics; Structural equation modeling; Developmental psychology; Mathematics; Psychometrics; Management","retraction":null,"screen_n_in":null,"score":{"opus":0.1575246846212867,"gpt":0.403151147284224,"spread":0.2456264626629373,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003816413,0.0001575269,0.0001396155,0.00006768639,0.0003849588,0.0002334293,0.0002116752,0.00001734393,0.0004929227],"category_scores_gemma":[0.0006537467,0.0001047787,0.00004059526,0.00003467334,0.00005349273,0.0002367519,0.00007333749,0.0002355212,0.0004292453],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00009030998,"about_ca_system_score_gemma":0.00003271098,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00009594612,"about_ca_topic_score_gemma":0.00008750249,"domain_scores_codex":[0.9988893,0.0002050068,0.0001780841,0.0003369937,0.0002910206,0.00009960208],"domain_scores_gemma":[0.9971811,0.001965679,0.0001633581,0.0002025657,0.0004621172,0.00002520456],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004985941,0.0006479006,0.0351861,0.000005895208,0.0005918326,2.309253e-7,0.9262508,0.00000248434,0.000007778863,0.0227382,0.009043599,0.005475302],"study_design_scores_gemma":[0.0002576834,0.0002902593,0.06882754,0.00009561614,0.00004311555,2.726602e-7,0.8272442,7.883643e-7,0.00001579001,0.000358536,0.1027511,0.0001151704],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9548151,0.003640699,1.561102e-7,0.01322962,0.003092729,0.0004578762,0.000009416228,0.00003994976,0.02471449],"genre_scores_gemma":[0.9873078,0.0002531281,0.000008568613,0.0009396392,0.001277311,0.0003319301,0.000009176933,0.00001551204,0.009856862],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.09900665,"threshold_uncertainty_score":0.5517223,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3159605985","doi":"10.5539/ies.v14n5p31","title":"Relationship of School Leadership with School Outcomes: A Meta-Analysis Study","year":2021,"lang":"en","type":"article","venue":"International Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Transformational leadership; Transactional leadership; Leadership style; Psychology; Turkish; Educational leadership; Shared leadership; Instructional leadership; Academic achievement; Inclusion (mineral); Context (archaeology); Leadership; Pedagogy; Mathematics education; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.674456882645387,"gpt":0.4718196216788221,"spread":0.2026372609665648,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003220155,0.0001751254,0.0005305934,0.0003512632,0.0002163442,0.0001567096,0.0001907054,0.00002324269,0.009037523],"category_scores_gemma":[0.00165011,0.0001218454,0.0003629755,0.0002245705,0.0001281648,0.000524151,0.00004569188,0.0001618673,0.0001160893],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008093246,"about_ca_system_score_gemma":0.0004485911,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002010914,"about_ca_topic_score_gemma":0.004659196,"domain_scores_codex":[0.9984429,0.0001553755,0.0004754932,0.0003077128,0.0005038024,0.0001147486],"domain_scores_gemma":[0.9942629,0.0006722517,0.0004005281,0.0003389964,0.004253393,0.00007187874],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003849378,0.003262081,0.4867946,0.00006282036,0.2806498,0.000003157019,0.1054309,0.0001043906,0.000001636965,0.1132086,0.01029183,0.0001516848],"study_design_scores_gemma":[0.0002368995,0.00006418295,0.08441255,0.000007476743,0.04559626,0.00000223193,0.8354696,0.000001959645,0.00001144258,0.001329449,0.03269625,0.0001717201],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7575648,0.02574541,0.00008033432,0.1221692,0.004282394,0.0006266425,0.00008355952,0.0001170119,0.08933067],"genre_scores_gemma":[0.915131,0.00006759301,0.0004144049,0.0009737454,0.0002234376,0.0002457583,0.00003720201,0.00001203491,0.08289479],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7300386,"threshold_uncertainty_score":0.9918684,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3085292031","doi":"10.5539/jel.v9n5p170","title":"The Examination of Teachers’ Levels of Organizational Happiness","year":2020,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Happiness; Psychology; Seniority; Social psychology; Scale (ratio); Population; Sociology; Demography; Political science; Geography","retraction":null,"screen_n_in":null,"score":{"opus":0.07342812451738241,"gpt":0.2935474462336988,"spread":0.2201193217163164,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000409602,0.00003551066,0.00007720896,0.00003907464,0.0001508341,0.00004118838,0.00006008826,0.00001406633,0.0006261453],"category_scores_gemma":[0.0005940227,0.00002469706,0.0000209551,0.00003965983,0.00006262181,0.0001966428,0.00000726897,0.0001464293,0.000001189387],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00000664783,"about_ca_system_score_gemma":0.0001509477,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000005842706,"about_ca_topic_score_gemma":0.000005007832,"domain_scores_codex":[0.9994498,0.0001069103,0.00025242,0.00003466567,0.0001230349,0.00003311864],"domain_scores_gemma":[0.9985379,0.0002205644,0.0006120543,0.0000256955,0.000572674,0.00003112252],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001383372,0.0001586231,0.002536589,0.0000693143,0.00006004081,7.740478e-8,0.7988147,0.0000419803,0.000849348,0.0984817,0.001303092,0.09767077],"study_design_scores_gemma":[0.0001740365,0.000170195,0.04023975,0.00005258716,0.0000374435,0.000006218821,0.6610826,0.00006358227,0.0002152071,0.0003388395,0.2975672,0.00005235229],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9710691,0.00179525,0.00008432836,0.01405906,0.0004532314,0.00003443871,8.682335e-7,0.000003049609,0.0125007],"genre_scores_gemma":[0.997201,0.0002167615,0.0001001298,0.0001045997,0.000472768,4.347955e-7,0.000001125949,0.000004434814,0.001898767],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2962641,"threshold_uncertainty_score":0.6855853,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2971131381","doi":"10.5539/ies.v12n9p27","title":"The Predictive Power of the Pre-Service Teachers’ Self-Efficacy Beliefs upon Their Preparedness to Teach","year":2019,"lang":"en","type":"article","venue":"International Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Self-efficacy; Preparedness; Predictive power; Psychology; Data collection; Context (archaeology); Sample (material); Descriptive statistics; Regression analysis; Scale (ratio); Medical education; Mathematics education; Social psychology; Medicine; Statistics; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.04731056962345419,"gpt":0.3466886960617592,"spread":0.299378126438305,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003091483,0.000134738,0.0001276822,0.00005530473,0.0003728386,0.0001166723,0.0005558194,0.0000262959,0.0003666139],"category_scores_gemma":[0.0003548782,0.00007465067,0.00007415009,0.0000664218,0.00007602585,0.0002700704,0.0001733562,0.0001411633,0.00009675708],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001396346,"about_ca_system_score_gemma":0.0002465043,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001364463,"about_ca_topic_score_gemma":0.0007529767,"domain_scores_codex":[0.9989426,0.00009068243,0.000290655,0.0002201111,0.0003295686,0.0001264366],"domain_scores_gemma":[0.9969142,0.0005445491,0.0002859914,0.0003564295,0.001866699,0.00003211702],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0000300495,0.0006092542,0.001034411,0.0000135316,0.0004863485,1.248564e-8,0.9412555,0.0000375196,0.00001762748,0.02772131,0.02635452,0.002439896],"study_design_scores_gemma":[0.00008866432,0.0000391752,0.01070628,0.00005554545,0.00001932903,7.260837e-7,0.4076849,0.000006866623,0.00004797218,0.0005638273,0.580721,0.0000657004],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9163122,0.001386979,0.000001916452,0.0370989,0.01035033,0.0004622878,0.0000243183,0.0000404011,0.03432271],"genre_scores_gemma":[0.9746106,0.0002336441,0.00002849227,0.001209594,0.0005370047,0.0001798499,0.000006600119,0.00001413786,0.02318006],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5543665,"threshold_uncertainty_score":0.4014165,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2789384309","doi":"10.5539/jel.v7n3p188","title":"Pre-Service Teachers’ Perceptions with Regard to Teaching-Learning Processes","year":2018,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Psychology; Mathematics education; Perception; Process (computing); Qualitative research; Data collection; Service (business); Pedagogy; Teaching method; Medical education; Sociology; Computer science; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.035189695575855,"gpt":0.3205307717288874,"spread":0.2853410761530324,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0004955669,0.00008874292,0.0001113915,0.0001517791,0.0007930996,0.000289493,0.00008815281,0.00002504683,0.001345614],"category_scores_gemma":[0.0005039111,0.00006672729,0.00001910753,0.00005825466,0.00005386467,0.0005324453,0.00001351056,0.0006056689,0.00003786031],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002718178,"about_ca_system_score_gemma":0.0003013464,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001127722,"about_ca_topic_score_gemma":0.000680177,"domain_scores_codex":[0.9992809,0.0001475941,0.0002028318,0.00010631,0.0001524061,0.000109996],"domain_scores_gemma":[0.9985515,0.0001332904,0.0003329559,0.00005957584,0.000803048,0.0001195606],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00004438105,0.0001945896,0.008524966,0.0000517253,0.00003456445,2.367673e-7,0.9560175,0.00004289264,0.00005050899,0.001586122,0.003913517,0.02953897],"study_design_scores_gemma":[0.00007676136,0.0004543844,0.003411321,0.0001257667,0.00002912158,0.00003074576,0.432757,0.000006284683,0.000003507238,0.00002954882,0.5630097,0.00006591616],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9546348,0.0002830033,0.0001049453,0.01023509,0.0003654184,0.00005536647,1.632509e-7,0.00001999337,0.03430123],"genre_scores_gemma":[0.9693392,0.00007604896,0.001309379,0.0008847199,0.002183327,0.000005513183,0.000001781349,0.00001522609,0.02618481],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5590962,"threshold_uncertainty_score":0.9995673,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4283781764","doi":"10.29329/ijpe.2022.431.5","title":"Teaching Practicum During the Covid-19 Pandemic: A Comparison of the Practices in Different Countries","year":2022,"lang":"en","type":"article","venue":"International Journal of Progressive Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Practicum; Coronavirus disease 2019 (COVID-19); Pandemic; Closure (psychology); Medical education; State (computer science); Political science; 2019-20 coronavirus outbreak; Pedagogy; Psychology; Medicine; Sociology; Computer science; Virology; Law; Disease","retraction":null,"screen_n_in":null,"score":{"opus":0.1248546153990781,"gpt":0.4399285211803877,"spread":0.3150739057813096,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0008848128,0.00008785783,0.0001328675,0.0001481142,0.000505192,0.0001688074,0.0006430157,0.0000161296,0.001029012],"category_scores_gemma":[0.001313,0.00005004161,0.00007943405,0.00003441095,0.0001657275,0.0004405823,0.0001238907,0.0006361713,0.000001118978],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004168725,"about_ca_system_score_gemma":0.0007325571,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003219044,"about_ca_topic_score_gemma":0.0004626318,"domain_scores_codex":[0.9980499,0.0005380247,0.0005232551,0.00009490201,0.0007048136,0.00008912581],"domain_scores_gemma":[0.9947036,0.0006959729,0.003978687,0.000124212,0.000459952,0.00003756637],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0003743228,0.002281988,0.5059308,0.00007347457,0.00025211,0.000004595357,0.4324446,0.0003154824,0.00009120093,0.04896373,0.005806253,0.003461377],"study_design_scores_gemma":[0.0003436854,0.0001001339,0.01039902,0.00007061165,0.00005731781,0.0002771908,0.4658959,0.00004832701,0.00006750432,0.001924449,0.5207292,0.00008671929],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9032886,0.001961339,0.000002705124,0.089797,0.003915302,0.0001639299,0.00001043043,0.000004678358,0.0008560402],"genre_scores_gemma":[0.9968283,0.00006356806,0.00001776626,0.0008197983,0.001299568,0.00005586206,0.000003917635,0.000007624422,0.0009036264],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5149229,"threshold_uncertainty_score":0.9998842,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4220798775","doi":"10.37213/cjal.2022.32024","title":"“French Teachers Can Figure It Out”: Understanding French as a Second Language (FSL) Teachers’ Work in the Context of the COVID-19 Pandemic","year":2022,"lang":"en","type":"article","venue":"Canadian Journal of Applied Linguistics","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"University of Ottawa","funders":"","keywords":"Context (archaeology); Cognitive reframing; Pandemic; Pedagogy; Seclusion; Coronavirus disease 2019 (COVID-19); Psychology; Sociology; Mathematics education; Medicine; History; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.1126792533917435,"gpt":0.2970820150918745,"spread":0.184402761700131,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00104847,0.0001322581,0.0002044086,0.0001632692,0.0006413831,0.0001213636,0.0005811828,0.00005012129,0.004353193],"category_scores_gemma":[0.0008955352,0.00009514093,0.00008847271,0.0001014232,0.0002524717,0.00001703481,0.00002384088,0.000995029,0.000002738092],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007541217,"about_ca_system_score_gemma":0.002117706,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.01664198,"about_ca_topic_score_gemma":0.6151798,"domain_scores_codex":[0.9987816,0.0001581701,0.0004098096,0.0001174911,0.000282345,0.0002505403],"domain_scores_gemma":[0.9984367,0.0005064622,0.0005141688,0.0002276043,0.00007908184,0.0002359479],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000007820045,0.00002451131,0.002133736,0.00001581727,0.0000514537,0.00003007595,0.8534346,0.00008570946,0.00000237488,0.08258287,0.0614687,0.000162321],"study_design_scores_gemma":[0.000179163,0.00003099472,0.0000787222,0.00001248369,0.00003669687,0.00001089377,0.4859063,0.000001198957,9.326534e-7,0.002878291,0.5107957,0.00006871388],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5720957,0.002498138,0.000006543691,0.02005909,0.003964723,0.0005102367,0.0003228417,0.0000129533,0.4005298],"genre_scores_gemma":[0.990565,0.00001434941,0.00001294011,0.005523118,0.0007631929,0.000009496472,0.00000868188,0.00001656109,0.00308665],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5985379,"threshold_uncertainty_score":0.9965569,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3094620175","doi":"10.5430/wje.v10n5p18","title":"What Is Meant by Inclusive Education? Perceptions of Turkish Teachers towards Inclusive Education","year":2020,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Turkish; Snowball sampling; Mainstreaming; Psychology; Special needs; Perception; Inclusion (mineral); Mathematics education; Special education; Diversity (politics); Pedagogy; Patience; Content analysis; Higher education; Sociology; Social psychology; Social science; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.02558462473977108,"gpt":0.3292784502443953,"spread":0.3036938255046242,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0003314765,0.0002182584,0.0003232225,0.000376768,0.0003629518,0.0003386236,0.0003882659,0.00006079237,0.006269604],"category_scores_gemma":[0.0001766426,0.0002037448,0.0001884936,0.0002286041,0.0002017057,0.002341884,0.0000668541,0.0004208862,0.00005488672],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000319132,"about_ca_system_score_gemma":0.005122705,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002809742,"about_ca_topic_score_gemma":0.0002491561,"domain_scores_codex":[0.9981214,0.0001640896,0.0008342221,0.0002362426,0.0004652143,0.0001787734],"domain_scores_gemma":[0.9960573,0.0001143982,0.001440017,0.0002334959,0.001876995,0.0002778239],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00002790529,0.001512535,0.0002700608,0.00007045204,0.00008656883,9.425665e-8,0.4588007,0.000002784046,0.000344468,0.01102936,0.4088514,0.1190037],"study_design_scores_gemma":[0.0001204872,0.0001111271,0.0003903144,0.0001973081,0.000125701,0.000007887675,0.4741861,0.000002985413,0.000229865,0.002102134,0.5223844,0.0001416946],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4781776,0.02717868,0.00004557016,0.4086563,0.01597043,0.0006155253,0.0000425554,0.00003385772,0.06927945],"genre_scores_gemma":[0.9635557,0.003934694,0.0004608317,0.009630806,0.00431477,0.00003563758,0.0000749578,0.0000337613,0.01795886],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4853781,"threshold_uncertainty_score":0.9946388,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4297183486","doi":"10.1080/14623943.2022.2128100","title":"From doctor to facilitator: reflecting on the metaphors of early career EFL teachers","year":2022,"lang":"en","type":"article","venue":"Reflective Practice","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Brock University","funders":"","keywords":"Facilitator; Feeling; Psychology; Pedagogy; Foreign language; Control (management); Qualitative research; Mathematics education; Social psychology; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.2244623653654996,"gpt":0.4021400482078846,"spread":0.177677682842385,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001189336,0.0001709952,0.0002001211,0.0001189052,0.0009278516,0.0001400447,0.000337755,0.00002738509,0.004787171],"category_scores_gemma":[0.001720338,0.000130566,0.0001054705,0.0001515939,0.00007871223,0.0005331592,0.0001360977,0.0007024495,0.0001624974],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002259978,"about_ca_system_score_gemma":0.0001111411,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005589674,"about_ca_topic_score_gemma":0.0005092786,"domain_scores_codex":[0.9975077,0.00104355,0.0002844772,0.0003629537,0.0005670695,0.0002342852],"domain_scores_gemma":[0.9949197,0.003910513,0.0003745836,0.0004124332,0.0003076339,0.00007513658],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000476031,0.0003698894,0.00006310034,0.000006348907,0.0004599771,0.000003867431,0.8990034,0.00005432033,0.001017128,0.08369986,0.01073244,0.004113665],"study_design_scores_gemma":[0.00008627999,0.0004775415,0.00009458254,0.000005851205,0.00008631509,0.000001276154,0.4207625,0.000001670133,0.0004173008,0.001011434,0.5769446,0.0001105758],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7121569,0.0003893844,0.000008213361,0.02024111,0.0008078908,0.0003414295,0.000118443,0.00004934326,0.2658873],"genre_scores_gemma":[0.9895917,0.00002158961,0.0002804976,0.002449656,0.0004311868,0.0002145731,0.000006750859,0.00002892077,0.006975138],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5662122,"threshold_uncertainty_score":0.9961226,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3161843882","doi":"10.5539/jel.v10n4p15","title":"Impact of Covid-19 on Teaching and Learning in Africa Assessed by the Education Unions","year":2021,"lang":"en","type":"article","venue":"Journal of Education and Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Pandemic; Coronavirus disease 2019 (COVID-19); Vulnerability (computing); Political science; Stakeholder; Economic growth; Higher education; Inequality; Sociology; Public relations; Medicine; Law","retraction":null,"screen_n_in":null,"score":{"opus":0.06667097508215736,"gpt":0.3794934402964164,"spread":0.312822465214259,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001183101,0.00007331472,0.0001248531,0.000143456,0.0005226129,0.0001727759,0.00005285457,0.00002778584,0.0005257629],"category_scores_gemma":[0.002022397,0.00005201785,0.00004388426,0.00005237747,0.00005092263,0.0002869371,0.00001155086,0.0009319676,0.000001132095],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007090509,"about_ca_system_score_gemma":0.001254509,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003517164,"about_ca_topic_score_gemma":0.00006735168,"domain_scores_codex":[0.9986919,0.00076099,0.0002578539,0.00008541582,0.0001190902,0.00008472513],"domain_scores_gemma":[0.9982384,0.0009470555,0.0004703343,0.00005883716,0.0001942935,0.00009112156],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004864073,0.001633218,0.01767338,0.0001012615,0.00009298512,9.480222e-7,0.8135348,0.0006183301,0.000608362,0.03119873,0.01943296,0.1150564],"study_design_scores_gemma":[0.000155744,0.0001833055,0.008255403,0.00008510493,0.00002327576,0.00003412117,0.5151572,0.00003371549,0.000004223293,0.0003063519,0.475704,0.00005750441],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9598431,0.004014339,0.0000144227,0.01454882,0.0003342604,0.00003869926,6.302681e-7,0.00000446757,0.02120129],"genre_scores_gemma":[0.9877741,0.000682503,0.00007989899,0.0003013526,0.0002756898,0.000002848989,0.000006267651,0.000007533627,0.01086978],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4562711,"threshold_uncertainty_score":0.5756735,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4362653413","doi":"10.1016/j.ijedro.2023.100233","title":"Factors that influence beginning teacher retention during the COVID-19 pandemic: Findings from one Canadian province","year":2023,"lang":"en","type":"review","venue":"International Journal of Educational Research Open","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Alberta; University of Lethbridge","funders":"","keywords":"Attrition; Pandemic; Coronavirus disease 2019 (COVID-19); Passion; Psychology; 2019-20 coronavirus outbreak; Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2); Perception; Medical education; Pedagogy; Medicine; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.7091227546849126,"gpt":0.544802566614996,"spread":0.1643201880699166,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.003158722,0.0002545056,0.0005193705,0.0009896614,0.001008232,0.002467197,0.003636505,0.0001370678,0.01165192],"category_scores_gemma":[0.005989068,0.0001726147,0.0002609563,0.000150647,0.0003416896,0.001499308,0.0004345677,0.001596008,0.0002714195],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002699481,"about_ca_system_score_gemma":0.01332676,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.1415741,"about_ca_topic_score_gemma":0.2205985,"domain_scores_codex":[0.9961084,0.0006568606,0.0008252039,0.000351477,0.001672478,0.0003855915],"domain_scores_gemma":[0.9910964,0.005614238,0.0009737701,0.0002938034,0.001544836,0.0004769785],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0003789382,0.00201624,0.06218926,0.007652673,0.01445551,0.0001648852,0.234889,0.00006592397,0.000006900907,0.2719738,0.2487179,0.157489],"study_design_scores_gemma":[0.000130844,0.00002552358,0.002576469,0.002822387,0.00009109326,0.00003133219,0.01112208,5.757652e-7,1.939598e-7,0.002632193,0.9803867,0.0001806487],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.036084,0.874382,8.892696e-7,0.06987206,0.004320472,0.001722196,0.0008340807,0.00001802937,0.0127663],"genre_scores_gemma":[0.0133538,0.9337417,0.00002129774,0.0002819893,0.002668829,0.000148275,0.0003612733,0.00006499184,0.04935781],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.7316688,"threshold_uncertainty_score":0.9985684,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2897173737","doi":"10.5430/ijhe.v7n5p194","title":"Metaphoric Perceptions of School Principals towards Physical Education Term","year":2018,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Physical education; Content analysis; Interpretation (philosophy); Psychology; Sentence; Metaphor; Perception; Mathematics education; Pedagogy; Literal and figurative language; Sociology; Linguistics; Social science","retraction":null,"screen_n_in":null,"score":{"opus":0.05428174804298237,"gpt":0.3914260428699317,"spread":0.3371442948269493,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000187378,0.0001128262,0.0001663903,0.0003339237,0.00009047639,0.0001371146,0.000387511,0.00003448136,0.00922568],"category_scores_gemma":[0.00006760319,0.0000946792,0.0001441869,0.00005595657,0.0002040465,0.0008537576,0.00002826621,0.0001577451,0.0001349845],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001517503,"about_ca_system_score_gemma":0.0009981488,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00008288999,"about_ca_topic_score_gemma":0.000022679,"domain_scores_codex":[0.9987887,0.00005129666,0.0004731161,0.0001198421,0.0004713504,0.00009575121],"domain_scores_gemma":[0.9960036,0.0000547528,0.0007644011,0.0001519928,0.002924683,0.0001005559],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001767686,0.007301145,0.005451669,0.0000635846,0.0007418679,9.46153e-7,0.1872668,0.000004166462,0.003851128,0.6047276,0.06907611,0.1213383],"study_design_scores_gemma":[0.0003828402,0.0004318026,0.1150908,0.0002132625,0.000230361,0.00004765779,0.054402,0.000005950837,0.001252299,0.02178376,0.8059137,0.0002455987],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.908581,0.0005893256,0.00001398257,0.008141714,0.01372462,0.00008425152,0.000009078338,0.00001114948,0.06884493],"genre_scores_gemma":[0.9630331,0.0001390281,0.0003771725,0.0004676188,0.01382241,0.00001385449,0.00001579242,0.00001408014,0.02211697],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7368376,"threshold_uncertainty_score":0.99168,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2923608314","doi":"10.5539/ies.v12n4p100","title":"The Difficulties That the Teachers Who Continue Master of Science Education Experience","year":2019,"lang":"en","type":"article","venue":"International Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Attendance; Medical education; Psychology; Presentation (obstetrics); Higher education; Christian ministry; Professional development; Incentive; Specialty; Data collection; Qualitative research; Teacher education; Pedagogy; Mathematics education; Sociology; Medicine; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.1179902740599662,"gpt":0.3828191702718509,"spread":0.2648288962118847,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003861552,0.0001017373,0.0001000465,0.00008162214,0.0005823667,0.0003146569,0.0005586548,0.00001372445,0.0003939123],"category_scores_gemma":[0.0003887613,0.00005528274,0.00004737857,0.00005871599,0.001559536,0.0006620232,0.00009239921,0.00009862476,0.00006537215],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008516965,"about_ca_system_score_gemma":0.0004929597,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001602999,"about_ca_topic_score_gemma":0.000265135,"domain_scores_codex":[0.9989784,0.00004074667,0.0002353943,0.0001868199,0.0004324542,0.0001261504],"domain_scores_gemma":[0.9971253,0.0003903458,0.0003202755,0.0002678717,0.001872528,0.00002370098],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001115603,0.0001716979,0.008799152,0.00001270096,0.00008391946,1.163088e-8,0.6704033,0.000002521073,0.00006588009,0.280564,0.0214898,0.01839593],"study_design_scores_gemma":[0.00003527433,0.00001004515,0.008432738,0.00003641583,0.0000071144,8.877042e-7,0.5373635,0.00000364961,0.0001539603,0.0007224986,0.4531863,0.00004766241],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9076164,0.004425807,0.000001219301,0.02223406,0.01418707,0.0001895803,0.00000339661,0.00001386244,0.05132865],"genre_scores_gemma":[0.8837302,0.0009693781,0.00002817867,0.0005766029,0.0004600199,0.0001206665,0.000002615215,0.000006198634,0.1141061],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4316965,"threshold_uncertainty_score":0.5746174,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2748199547","doi":"10.5430/ijhe.v6n4p210","title":"The Relationship Between School Administrators’ Happiness Levels and Their Self-Efficacy Levels","year":2017,"lang":"en","type":"article","venue":"International Journal of Higher Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Happiness; Kruskal–Wallis one-way analysis of variance; Psychology; Christian ministry; Self-efficacy; Test (biology); Population; Social psychology; Descriptive statistics; Service (business); Demography; Medicine; Political science; Sociology; Mathematics; Mann–Whitney U test; Statistics; Marketing; Internal medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.179707923419197,"gpt":0.3980599275005307,"spread":0.2183520040813337,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["scholarly_communication","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.000438121,0.0001127749,0.0001134966,0.00008837508,0.000887577,0.001417987,0.000619178,0.00004280718,0.0009615901],"category_scores_gemma":[0.0004493695,0.00007373472,0.00006610277,0.00001125731,0.0001866248,0.001112158,0.00004468048,0.0002528928,0.00004979615],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00007095515,"about_ca_system_score_gemma":0.0004356772,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001867726,"about_ca_topic_score_gemma":0.00003245083,"domain_scores_codex":[0.9990665,0.00006731222,0.0003941872,0.0001067019,0.0002653309,0.00009992355],"domain_scores_gemma":[0.9970618,0.0007908662,0.0009873661,0.0002256814,0.0008313676,0.0001029369],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"observational","study_design_scores_codex":[0.00006120598,0.0006825908,0.1389357,0.00002292432,0.0005812825,0.000002327764,0.02989849,7.620167e-7,0.00001245258,0.7707677,0.02141985,0.03761463],"study_design_scores_gemma":[0.0001741737,0.00003293524,0.5371762,0.00004456102,0.00002282457,0.00001152514,0.003264506,3.672397e-7,0.00001505136,0.00971749,0.4494781,0.00006232063],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8823709,0.001648591,0.00001300432,0.08249674,0.007667955,0.0001094065,0.00002926802,0.0000177077,0.02564642],"genre_scores_gemma":[0.9768845,0.00005688456,0.00005869561,0.0001744708,0.006020207,0.000006248233,0.000004844912,0.00001216652,0.01678198],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7610503,"threshold_uncertainty_score":0.9999517,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1990191219","doi":"10.5430/wje.v1n1p63","title":"Iranian PhD Students' Beliefs about Language Learning and Teaching: A Qualitative Study","year":2011,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Metaphor; Context (archaeology); Mathematics education; Psychology; Teaching method; Pedagogy; Qualitative research; Linguistics; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.1056069204196503,"gpt":0.4039550015515303,"spread":0.29834808113188,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001073525,0.00009024699,0.0001392803,0.0002221466,0.0002770684,0.0001598946,0.0001273851,0.00001189447,0.001350483],"category_scores_gemma":[0.0001038505,0.00007411724,0.00003645321,0.00002261807,0.00006241944,0.0004773504,0.0000198412,0.0003624455,0.00001435515],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00003049212,"about_ca_system_score_gemma":0.00008390116,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000307051,"about_ca_topic_score_gemma":0.001184536,"domain_scores_codex":[0.9989326,0.0003551018,0.0003130677,0.00009435358,0.000210593,0.00009426219],"domain_scores_gemma":[0.9990367,0.0001419572,0.00049737,0.00007087221,0.0001802503,0.00007286648],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002400177,0.001361537,0.006269641,0.0000128998,0.00007329533,0.000001364791,0.9562855,6.664803e-8,0.000007636771,0.02579813,0.0007601256,0.009405847],"study_design_scores_gemma":[0.0002443506,0.0003216122,0.00878114,0.00006520033,0.00006493188,0.000006708711,0.9143015,1.942062e-7,0.000003798717,0.0005541559,0.07557618,0.00008028196],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9385869,0.001926279,0.000004420094,0.0007420093,0.000883685,0.0001044453,5.299037e-7,0.000009331642,0.05774241],"genre_scores_gemma":[0.9744797,0.00008483716,0.0001978573,0.0001293078,0.0008624331,0.000006305631,0.000001147405,0.00001191252,0.02422646],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.07481605,"threshold_uncertainty_score":0.9995624,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2898982040","doi":"10.5430/wje.v8n5p185","title":"The Impact of The Creativity Levels of The Students Who Study at The School of Physical Education and Sport on Theır Critical Thinking Dispositions","year":2018,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Creativity; Turkish; Psychology; Scale (ratio); Critical thinking; Physical education; Likert scale; Sample (material); Torrance Tests of Creative Thinking; Pearson product-moment correlation coefficient; Data collection; Mathematics education; Social psychology; Creative thinking; Developmental psychology; Statistics; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.04655352007652536,"gpt":0.4070131881944801,"spread":0.3604596681179548,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008230475,0.0001042436,0.0001740291,0.00006298137,0.0008844298,0.0001092803,0.000436877,0.0000152671,0.0002722509],"category_scores_gemma":[0.0003015569,0.00004145417,0.000162018,0.0001084979,0.0006834657,0.0002650694,0.00007920845,0.000248064,0.000001928422],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008896118,"about_ca_system_score_gemma":0.0005976066,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002110422,"about_ca_topic_score_gemma":0.00101594,"domain_scores_codex":[0.9986656,0.0002694391,0.0003937204,0.0000902845,0.0004843436,0.00009662487],"domain_scores_gemma":[0.9973112,0.0007198065,0.0008320501,0.0003631051,0.0007311037,0.00004275961],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0002670067,0.01236572,0.3165823,0.00005715434,0.0005080078,7.796334e-8,0.4888781,0.00001905302,0.0004466941,0.1603979,0.01098015,0.009497817],"study_design_scores_gemma":[0.0001426804,0.0004324154,0.8561842,0.0002955243,0.0002024519,0.000005250017,0.1329649,0.000003709211,0.0003419954,0.007273759,0.002098494,0.00005464271],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9842147,0.0003687163,7.411055e-7,0.006898059,0.001010574,0.000279883,0.000009348374,0.000001420329,0.007216553],"genre_scores_gemma":[0.9954509,0.00003854951,0.000004030825,0.00009770057,0.001002765,0.00001001178,4.324562e-7,0.000008359436,0.003387274],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5396019,"threshold_uncertainty_score":0.6802409,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3036108279","doi":"10.5539/ies.v13n7p105","title":"The Relationship Between Teacher Candidates’ Self-Efficacy and Attitudes of Sports History","year":2020,"lang":"en","type":"article","venue":"International Education Studies","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Turkish; Physical education; Likert scale; Psychology; Context (archaeology); Academic year; Data collection; Population; Descriptive statistics; Scale (ratio); Self-efficacy; Medical education; Mathematics education; Sociology; Social science; Social psychology; Medicine; Statistics; Mathematics; Demography; Geography","retraction":null,"screen_n_in":null,"score":{"opus":0.2289813473784615,"gpt":0.3888127795773234,"spread":0.1598314321988619,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001584252,0.0000795734,0.0001014701,0.00004072961,0.0002096166,0.00004381128,0.0001226571,0.00001724643,0.0002832548],"category_scores_gemma":[0.0007866691,0.00005892415,0.0000258482,0.00001772364,0.000193006,0.0001822055,0.00004146855,0.00009984217,0.00001724945],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008002217,"about_ca_system_score_gemma":0.0001450759,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00004322523,"about_ca_topic_score_gemma":0.00004771928,"domain_scores_codex":[0.9993268,0.00003525416,0.0002437368,0.0001330393,0.0001963546,0.00006487712],"domain_scores_gemma":[0.9983255,0.0007729195,0.0002276334,0.00008346137,0.0005496481,0.00004088633],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00002200497,0.0002509016,0.4543951,0.00006684788,0.0003695251,1.698833e-7,0.2097527,6.519014e-7,0.000001372305,0.21837,0.1086183,0.008152463],"study_design_scores_gemma":[0.00009209494,0.00001891353,0.2695262,0.00002763465,0.00004189858,4.559432e-7,0.03106595,0.000002034555,0.000002520326,0.00138157,0.6977767,0.00006404499],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8922957,0.02079022,0.000002036458,0.05124456,0.002654701,0.0001245139,0.000007596282,0.0000493886,0.03283126],"genre_scores_gemma":[0.988061,0.001302718,0.00006994637,0.0003757045,0.001018858,0.00002645246,0.00001202086,0.000007953138,0.009125385],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5891584,"threshold_uncertainty_score":0.3101441,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1592735451","doi":"10.19173/irrodl.v10i2.575","title":"Quality of Distance Education in Turkey: Preschool Teacher Training Case","year":2009,"lang":"en","type":"article","venue":"The International Review of Research in Open and Distributed Learning","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"Anadolu Üniversitesi","keywords":"Distance education; Training (meteorology); Medical education; Academic year; Teacher education; Psychology; Mathematics education; Quality (philosophy); Pedagogy; Medicine; Geography","retraction":null,"screen_n_in":null,"score":{"opus":0.2721564808611502,"gpt":0.5168883951565661,"spread":0.2447319142954159,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00461894,0.00005659876,0.0001761355,0.00008041153,0.00009305596,0.0001050331,0.0003611864,0.00001690688,0.0006146965],"category_scores_gemma":[0.001593046,0.00004090633,0.00002577414,0.00009438179,0.0001224615,0.0003257397,0.00008179367,0.0004167512,0.0000021595],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00006547129,"about_ca_system_score_gemma":0.0002450137,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003387202,"about_ca_topic_score_gemma":0.0006300135,"domain_scores_codex":[0.9985034,0.0005457651,0.0004014866,0.0001304524,0.0003050907,0.0001137677],"domain_scores_gemma":[0.9987979,0.000551762,0.0002092341,0.0001240909,0.0002864665,0.00003053954],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001653482,0.0007412349,0.01007591,0.001442751,0.00002976111,0.00001315874,0.02683331,0.00003439609,0.00002304886,0.7083375,0.002738678,0.2495648],"study_design_scores_gemma":[0.0007265772,0.0001461947,0.01459556,0.01045382,0.000009570021,0.00003588125,0.3667724,0.000416734,0.00001323901,0.01454065,0.5921165,0.0001728325],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7671056,0.04740051,0.00002725411,0.0339481,0.0001499934,0.000800267,0.00004814736,0.000007417444,0.1505127],"genre_scores_gemma":[0.9859834,0.01245138,0.00002840378,0.0001012756,0.00006910131,0.00002824013,0.00004802679,0.000002951039,0.001287267],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6937969,"threshold_uncertainty_score":0.6730495,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2809716435","doi":"10.5430/wje.v8n3p95","title":"The Correlation Between the Creative Thinking Tendency of Mathematics Teacher Candidates and Their Attitudes Towards Instructional Technologies and Material Design Lesson","year":2018,"lang":"en","type":"article","venue":"World Journal of Education","topic":"Education Practices and Challenges","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Mathematics education; Context (archaeology); Psychology; Scale (ratio); Graduation (instrument); Creative thinking; Critical thinking; Instructional design; Pedagogy; Creativity; Mathematics; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.05708277147240158,"gpt":0.3058946183833504,"spread":0.2488118469109488,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006301482,0.00007915681,0.0001133132,0.00009246284,0.0005264902,0.0001956542,0.0001099274,0.00002691855,0.0001104448],"category_scores_gemma":[0.0001267984,0.00003879362,0.00002080195,0.00003923892,0.0005891308,0.0003297321,0.00002695693,0.0001396463,6.490244e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002579972,"about_ca_system_score_gemma":0.0001355594,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00006198045,"about_ca_topic_score_gemma":0.0002403243,"domain_scores_codex":[0.9993953,0.00007526285,0.0002783892,0.0000605742,0.0001227346,0.0000677409],"domain_scores_gemma":[0.9986708,0.0003260036,0.0005915468,0.00008349229,0.0003134825,0.00001470503],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00009761998,0.0003017374,0.01373695,0.00008506266,0.0003437829,1.171907e-7,0.3431777,0.000003027507,0.0001893734,0.3084618,0.00373043,0.3298724],"study_design_scores_gemma":[0.0002565228,0.0003901014,0.05510225,0.0003973395,0.0002052087,0.00005985667,0.6906782,0.00006755994,0.002351715,0.208267,0.04203916,0.0001850867],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9829858,0.002261359,0.0002770426,0.0100844,0.001086547,0.0001447372,0.000005401821,0.0000122262,0.003142472],"genre_scores_gemma":[0.9967427,0.0006641422,0.0009792849,0.00001445365,0.0008303611,0.000005375234,0.000001738826,0.000006198114,0.0007557587],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3475006,"threshold_uncertainty_score":0.404939,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}