{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":5,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":5,"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","author_layer_release":"2026-06-26"},"query_hash":"1151dfc7ece1","filters":{"venue":"Espacio Tiempo y Educación"}},"results":[{"id":"W2908396550","doi":"10.14516/ete.256","title":"The «Long 1960s» in a Global Arena of Contention: Re-defining Assumptions of Self, Morality, Race, Gender and Justice, and Questioning Education","year":2019,"lang":"en","type":"article","venue":"Espacio Tiempo y Educación","topic":"Diverse Education Studies and Reforms","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Queen's University","funders":"","keywords":"Dissent; Secularization; Sociology; Politics; Feminism; Morality; Gender studies; Context (archaeology); Social movement; Liberation theology; Political science; Law","authors":[{"name":"Rosa Bruno‐Jofré","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0231143357610363,"gpt":0.3390670894587776,"spread":0.3159527536977413,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000804917,0.00009553061,0.0001903213,0.0000713093,0.0004314033,0.00007884675,0.0001019707,0.00007165896,0.00004272699],"category_scores_gemma":[0.0001859071,0.00007195896,0.00004023667,0.0003277281,0.0003072883,0.0002758663,0.00006552004,0.0000976215,0.000007805632],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001131018,"about_ca_system_score_gemma":0.0004555185,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002668074,"about_ca_topic_score_gemma":0.00149413,"domain_scores_codex":[0.9989394,0.000127912,0.0002881823,0.0001900819,0.0002540209,0.0002004243],"domain_scores_gemma":[0.9991868,0.0001445384,0.0002295547,0.000147482,0.0002151588,0.00007643746],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00001747591,0.0001932237,0.7755858,0.0001304993,0.00005047865,1.721645e-7,0.0366259,0.000008033462,0.00001371068,0.1822776,0.0008342459,0.00426285],"study_design_scores_gemma":[0.0003059317,0.00003720429,0.6985501,0.0001389361,0.00007325887,0.000002110459,0.2854137,0.00001587821,0.000006763352,0.001232478,0.01410192,0.0001216795],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9629372,0.001916698,0.00001006477,0.00256066,0.001780313,0.0002975063,0.00000677059,0.00001837701,0.03047234],"genre_scores_gemma":[0.9971088,0.0009262094,0.0003324807,0.00005541367,0.0001032115,0.00001790731,0.000004205534,0.000004832195,0.001446937],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2487878,"threshold_uncertainty_score":0.4033347,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2731582695","doi":"10.14516/ete.161","title":"British History is Their History: Britain and the British Empire in the History Curriculum of Ontario, Canada and Victoria, Australia 1930-1975","year":2017,"lang":"en","type":"article","venue":"Espacio Tiempo y Educación","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Commonwealth; Empire; British Empire; National identity; Identity (music); Narrative; Decolonization; Imperial unit system; History; Gender studies; Sociology; Media studies; Political science; Law; Ancient history; Politics; Art; Literature","authors":[{"name":"Stephen Jackson","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05350436520845143,"gpt":0.295850725528204,"spread":0.2423463603197526,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001675712,0.0002534284,0.0005365888,0.00006034797,0.001158156,0.0002042803,0.0009513227,0.0002123646,0.00186753],"category_scores_gemma":[0.0005327216,0.0002419977,0.0001240958,0.00006092094,0.003181169,0.0002759124,0.00008714444,0.0007025322,0.000002652814],"about_ca_system_candidate":true,"about_ca_system_consensus":true,"about_ca_system_score_codex":0.01005054,"about_ca_system_score_gemma":0.009236663,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.9994204,"about_ca_topic_score_gemma":0.9995313,"domain_scores_codex":[0.9973432,0.0004593875,0.0004526947,0.0005364117,0.0006101849,0.0005981254],"domain_scores_gemma":[0.9982077,0.0002857945,0.000434158,0.0006669086,0.000128663,0.0002767107],"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":[0.00001362381,0.00009435659,0.08122215,0.00002609984,0.00002325354,0.00003262392,0.186444,6.366036e-8,0.000002466792,0.002065524,0.7289473,0.001128544],"study_design_scores_gemma":[0.0006143542,0.00003245875,0.08181003,0.00008671739,0.00003717195,0.00002852764,0.0152185,8.697355e-7,3.454232e-7,0.0003524886,0.9015374,0.0002811148],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9169502,0.02141955,3.87522e-7,0.007675472,0.01217171,0.0004138926,0.00001950184,0.00002759401,0.04132167],"genre_scores_gemma":[0.8910018,0.0003663586,0.00002944646,0.001014917,0.0008392728,0.00005095688,0.0000052161,0.00002459178,0.1066674],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1725901,"threshold_uncertainty_score":0.9995316,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4283319846","doi":"10.14516/ete.542","title":"Bangladesh: An Analysis of BRAC’s Shift from Freire’s Critical «Conscientization» to a Neoliberal Self-Optimization Approach of Development","year":2022,"lang":"en","type":"article","venue":"Espacio Tiempo y Educación","topic":"Global Educational Policies and Reforms","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Queen's University","funders":"","keywords":"Hegemony; Curriculum; Neoliberalism (international relations); Microfinance; International education; Sociology; Economic growth; Poverty; International development; Political science; Politics; Political economy; Economics; Higher education; Law","authors":[{"name":"Mohammad Abul Fateh","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01441507488054544,"gpt":0.3106711318737232,"spread":0.2962560569931778,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0005891309,0.0001368367,0.0003161791,0.0005077755,0.0006750237,0.0000584149,0.0004485633,0.00006927813,0.002162656],"category_scores_gemma":[0.0001767365,0.0001300829,0.000132634,0.002380378,0.0002060354,0.0002357206,0.0001308158,0.0001125607,0.000004286379],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003581616,"about_ca_system_score_gemma":0.001280888,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01002052,"about_ca_topic_score_gemma":0.0007601958,"domain_scores_codex":[0.9977344,0.000238361,0.0004444708,0.0003540103,0.000881795,0.0003469555],"domain_scores_gemma":[0.9989123,0.0001020988,0.0001647054,0.0002759535,0.0002412719,0.000303708],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.00005899269,0.003131139,0.03672263,0.00003237152,0.0008289826,8.420426e-7,0.4748924,0.3477003,0.00008078157,0.1333617,0.002550887,0.0006388935],"study_design_scores_gemma":[0.001381375,0.0006411228,0.390305,0.00005232322,0.002605718,0.000003825561,0.3485034,0.06022158,0.0008567569,0.008788022,0.1842874,0.002353601],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9811863,0.00006504593,0.004291245,0.005659609,0.0009090552,0.0003396667,0.0002173007,0.00006292874,0.007268876],"genre_scores_gemma":[0.9608648,0.00000330911,0.03740439,0.0004082116,0.0001611147,0.0000602908,0.0004203064,0.00001233567,0.0006652231],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3535823,"threshold_uncertainty_score":0.9987495,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4283317107","doi":"10.14516/ete.515","title":"From Scarcity to Abundance: Illich’s Educational Critique and Indigenous Learning","year":2022,"lang":"en","type":"article","venue":"Espacio Tiempo y Educación","topic":"Education Methods and Practices","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Brandon University; Queen's University","funders":"","keywords":"Indigenous; Conceptualization; Context (archaeology); Scarcity; Sociology; Environmental ethics; Indigenous education; Documentation; History; Political science; Ecology; Archaeology; Philosophy","authors":[{"name":"Chris Beeman","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02393142366525613,"gpt":0.4127404786869719,"spread":0.3888090550217158,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00206345,0.0001347045,0.0001708225,0.0001581915,0.002917439,0.0002363712,0.0003079763,0.00006178374,0.00711272],"category_scores_gemma":[0.001359455,0.0001603196,0.0000479436,0.0004894885,0.0001498092,0.0003493718,0.0001238582,0.0005386274,0.00008377674],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002616686,"about_ca_system_score_gemma":0.001452762,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01852401,"about_ca_topic_score_gemma":0.00134051,"domain_scores_codex":[0.9970425,0.00144183,0.0002027837,0.0004166907,0.0005192479,0.0003769292],"domain_scores_gemma":[0.9979249,0.001279601,0.0001365549,0.0001953227,0.0001238008,0.0003398641],"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":[0.00004471277,0.0003270146,0.1215785,0.0000127341,0.00003704828,0.00000233995,0.8185737,0.00008644515,0.0003621013,0.02062389,0.01787476,0.02047681],"study_design_scores_gemma":[0.00007886177,0.00006239037,0.02829016,0.0000073082,0.00001349067,0.000003296392,0.1647187,0.000002352436,0.00005373158,0.009447595,0.7971054,0.0002167157],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9058524,0.0008101531,0.0001039115,0.08057411,0.002325071,0.000307083,0.00003432351,0.0000587082,0.009934288],"genre_scores_gemma":[0.967397,0.0001466936,0.01071393,0.00196584,0.002087141,0.0002297428,0.00003125887,0.00002268463,0.01740571],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7792307,"threshold_uncertainty_score":0.9983806,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2580718566","doi":"10.14516/ete.2017.004.001.154","title":"«Strong as Death is Love»: Eros and Education at the End of Time","year":2017,"lang":"en","type":"article","venue":"Espacio Tiempo y Educación","topic":"Philosophy, Ethics, and Existentialism","field":"Arts and Humanities","cited_by":2,"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":"Seriousness; Curriculum; Novella; Psychoanalysis; Sociology; Judaism; Literature; Philosophy; Epistemology; Psychology; Pedagogy; Theology; Art","authors":[{"name":"Sam Rocha","is_ca":true},{"name":"Adi Burton","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04297930756890214,"gpt":0.2959204607607164,"spread":0.2529411531918143,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":["insufficient_payload"],"category_scores_codex":[0.0002229785,0.0001788127,0.0002103513,0.0000552831,0.000944341,0.0003337441,0.0003285783,0.00007722303,0.005101754],"category_scores_gemma":[0.00007499089,0.0001332273,0.0001013171,0.000008518522,0.001065828,0.0003037601,0.000146538,0.00018874,0.001110199],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004515671,"about_ca_system_score_gemma":0.0001956714,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001796349,"about_ca_topic_score_gemma":0.0005300868,"domain_scores_codex":[0.9990363,0.00004493451,0.0002095345,0.0002548252,0.0002324614,0.0002219731],"domain_scores_gemma":[0.9987387,0.00006665778,0.0002502121,0.0007185997,0.0001316814,0.00009416953],"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":[0.0000950351,0.0003320983,0.002372117,0.0001432315,0.0001906188,0.000002329837,0.221066,4.650989e-7,0.00142982,0.6424863,0.1270182,0.00486385],"study_design_scores_gemma":[0.0004432552,0.0001613895,0.003030067,0.0001288313,0.0001404503,0.00001963292,0.006900403,0.000009421957,0.004124609,0.09857848,0.8860573,0.0004061118],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5483717,0.0006233286,4.724398e-7,0.02615765,0.00167841,0.0001730373,0.00006570002,0.0000159978,0.4229136],"genre_scores_gemma":[0.8129037,0.00006233741,0.00001017893,0.0006567066,0.001604694,0.000008099183,0.00001696925,0.0000200548,0.1847172],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7590392,"threshold_uncertainty_score":0.9996675,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}