{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":67,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":67,"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":"3f6211d5f123","filters":{"venue":"International Journal of Inclusive Education"}},"results":[{"id":"W2004469875","doi":"10.1080/13603110701365356","title":"Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education","year":2008,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":372,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University of Edmonton","funders":"","keywords":"Inclusion (mineral); Unit (ring theory); Set (abstract data type); Teacher preparation; Service (business); Psychology; Work (physics); Perception; Teacher education; Pedagogy; Medical education; Special education; Mathematics education; Medicine; Social psychology; Business; Computer science; Engineering","authors":[{"name":"Chris Forlin","is_ca":false},{"name":"Tim Loreman","is_ca":true},{"name":"Umesh Sharma","is_ca":false},{"name":"Chris Earle","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02089897588316153,"gpt":0.3716561047815045,"spread":0.3507571288983429,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001841423,0.00009689331,0.0001953788,0.0007724977,0.001037987,0.000887805,0.0002040799,0.0005066475,0.004036203],"category_scores_gemma":[0.006757949,0.0002232328,0.0002514739,0.0006322776,0.0009001023,0.0007722765,0.0008140032,0.0009440518,0.0007914644],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006735396,"about_ca_system_score_gemma":0.000479603,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006393946,"about_ca_topic_score_gemma":0.01456667,"domain_scores_codex":[0.999231,0.0002638557,0.00006141656,0.00006246345,0.0001606819,0.0002205495],"domain_scores_gemma":[0.995056,0.001574018,0.001560934,0.0001873446,0.0007303875,0.0008913216],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002890485,0.0003907257,0.9131281,0.00005058474,0.00001607588,0.0003931407,0.06853479,0.00005424689,0.001503488,0.0001821519,0.0004898249,0.01496775],"study_design_scores_gemma":[0.00000331551,0.0002092598,0.9430416,0.00001285537,0.000004042758,0.0001616909,0.05559365,0.00003075669,0.0001867883,0.00003981817,0.0007088004,0.000007421968],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9991428,0.00003601475,0.00002230541,0.0000859648,0.000004133467,0.000005095376,0.00002687307,9.9094e-7,0.0006757946],"genre_scores_gemma":[0.9988363,0.0001058994,0.00003408944,0.00006456343,0.000004202222,0.00001297104,0.00005487993,0.000001764367,0.0008854343],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006393946,"threshold_uncertainty_score":0.01350242,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2090202889","doi":"10.1080/13603110701433964","title":"Making it work: teachers’ perspectives on inclusion","year":2008,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":232,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Prince Edward Island","funders":"","keywords":"Inclusion (mineral); Work (physics); Pedagogy; Mainstreaming; Sociology; Mathematics education; Special education; Psychology; Engineering ethics; Engineering; Social science","authors":[{"name":"Phyllis E. Horne","is_ca":true},{"name":"Vianne Timmons","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04214168488361787,"gpt":0.4141463787664792,"spread":0.3720046938828613,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02996367,0.0008795027,0.001540508,0.002875796,0.02159529,0.01343913,0.002456418,0.004620558,0.002445881],"category_scores_gemma":[0.05366049,0.001304562,0.0009625285,0.002458897,0.0280643,0.01266627,0.01531613,0.01106053,0.0004430138],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.006200325,"about_ca_system_score_gemma":0.007910891,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008771875,"about_ca_topic_score_gemma":0.00781857,"domain_scores_codex":[0.9341933,0.04974249,0.002108171,0.001590258,0.006383927,0.005981904],"domain_scores_gemma":[0.9304916,0.05347926,0.004626135,0.001776406,0.004212268,0.005414222],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001484819,0.00001488437,0.0009317996,0.00004521376,0.000002364867,0.0003130604,0.995812,0.0000136177,0.0002404214,0.001003951,0.0001558298,0.001452009],"study_design_scores_gemma":[0.000004203394,0.00003589306,0.0004842964,0.00009362374,0.000005224817,0.0002577755,0.9898302,0.00003315088,0.0001745073,0.0004431852,0.008626007,0.00001195726],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9290434,0.002766038,0.005992654,0.01900119,0.0005767909,0.0002014856,0.00005382292,0.00006243365,0.04230215],"genre_scores_gemma":[0.9948153,0.0008455541,0.0005318247,0.0008927109,0.00008307363,0.00008704315,0.00001524952,0.00003899342,0.002690227],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02996367,"threshold_uncertainty_score":0.1584649,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2048608136","doi":"10.1080/13603110500075180","title":"Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge","year":2005,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":155,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Toronto","funders":"","keywords":"Silence; Indigenous; Mainstream; Pedagogy; Sociology; Cultural diversity; Psychology; Aesthetics; Political science","authors":[{"name":"Yanqiu Zhou","is_ca":true},{"name":"Della Knoke","is_ca":true},{"name":"Izumi Sakamoto","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03076540309395933,"gpt":0.4347927186781411,"spread":0.4040273155841818,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008054929,0.001398335,0.001782532,0.001974703,0.02373793,0.008300468,0.003343419,0.003258752,0.003133526],"category_scores_gemma":[0.01266728,0.001006127,0.000896264,0.001400358,0.02388388,0.006395289,0.01462482,0.006813305,0.0004337944],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.007341579,"about_ca_system_score_gemma":0.007465768,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.06289507,"about_ca_topic_score_gemma":0.06929761,"domain_scores_codex":[0.9923023,0.003504122,0.0003179809,0.0006508079,0.001243184,0.001981728],"domain_scores_gemma":[0.9920751,0.003885743,0.0008998024,0.0005270284,0.000763442,0.001849029],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000008764138,0.00001238347,0.001284742,0.00002091556,0.000003412806,0.0002399233,0.9970278,0.000005502773,0.0003175459,0.0002089851,0.00008101395,0.0007890606],"study_design_scores_gemma":[0.000003154431,0.0000385692,0.002342513,0.00004406245,0.00001035343,0.0001565544,0.9947581,0.00005291212,0.0001737733,0.0001585008,0.002238746,0.00002280251],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.995375,0.0003045071,0.0002892387,0.00105975,0.00004435243,0.00003213359,0.00001420217,0.00001318474,0.002867679],"genre_scores_gemma":[0.9975889,0.0002507263,0.0001399635,0.0003193873,0.00001635006,0.0000333387,0.00001955236,0.0000172502,0.0016147],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.06289507,"threshold_uncertainty_score":0.1250579,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2016319795","doi":"10.1080/13603116.2014.899635","title":"The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms","year":2014,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":124,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Calgary; University of Alberta","funders":"","keywords":"Inclusion (mineral); Self-efficacy; Psychology; Class (philosophy); Mathematics education; Teacher education; Pedagogy; Mainstreaming; Teaching method; Field (mathematics); Medical education; Special education; Medicine; Social psychology","authors":[{"name":"Jodi L. Peebles","is_ca":true},{"name":"Sal Mendaglio","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01308228715158374,"gpt":0.4286560308312041,"spread":0.4155737436796204,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002505179,0.0001786347,0.0003377245,0.000712408,0.0009164499,0.001678651,0.0003940683,0.0003307977,0.002937222],"category_scores_gemma":[0.01055286,0.0001989613,0.0003275806,0.0001996159,0.001200413,0.0006282165,0.002404692,0.0007218775,0.0002187898],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004634168,"about_ca_system_score_gemma":0.000763484,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008612436,"about_ca_topic_score_gemma":0.002406017,"domain_scores_codex":[0.9981688,0.0007220876,0.0001146003,0.0001593164,0.000411731,0.0004234135],"domain_scores_gemma":[0.9888958,0.005483119,0.001371515,0.0005615709,0.0008888855,0.002799172],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0005718886,0.00549278,0.8170046,0.0002919136,0.00009912906,0.0008311353,0.09201809,0.0001849147,0.006943061,0.0005710545,0.0005258736,0.07546557],"study_design_scores_gemma":[0.0000284586,0.001277661,0.9507567,0.00008191157,0.00003828961,0.0003095996,0.04476058,0.0001233413,0.001000275,0.0001959436,0.001406513,0.00002082898],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9987233,0.00003882064,0.00003823467,0.00002016246,0.000002473648,0.00000727346,0.000003724352,0.000002020667,0.001163991],"genre_scores_gemma":[0.9996547,0.00002570882,0.00004927104,0.000007972407,0.000001856376,0.00000802883,0.000005303237,9.405126e-7,0.0002461673],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002937222,"threshold_uncertainty_score":0.01324886,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2059127075","doi":"10.1080/13603110600578372","title":"Limits to and possibilities for educational reform","year":2006,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":107,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Proposition; Politics; Newcastle upon tyne; Sociology; Special education; Mainstreaming; Pedagogy; Political science; Epistemology; Law; Economics","authors":[{"name":"Roger Slee","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01175354595968538,"gpt":0.3843950005051223,"spread":0.3726414545454369,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03483207,0.0005401637,0.001053483,0.002472861,0.006915047,0.01935393,0.002183539,0.009153971,0.008989943],"category_scores_gemma":[0.04245017,0.0004798659,0.0009398762,0.001413901,0.05132519,0.0257659,0.01644746,0.0119993,0.001035874],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01105255,"about_ca_system_score_gemma":0.01507358,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003651291,"about_ca_topic_score_gemma":0.002919887,"domain_scores_codex":[0.9674334,0.02071741,0.0007206119,0.002404889,0.005189935,0.003533766],"domain_scores_gemma":[0.9745454,0.01667187,0.001353953,0.003121715,0.002010597,0.002296432],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000005859928,0.00001838466,0.00004508683,0.0000253664,0.000002279569,0.00001351618,0.0006444571,0.0001273069,0.00001753483,0.9933821,0.002020423,0.003697811],"study_design_scores_gemma":[0.00001548948,0.00001098633,0.0001000825,0.0001257071,0.000002211173,0.00001628208,0.001402532,0.0002744034,0.00003004983,0.9454064,0.05260812,0.000007920855],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.01995124,0.02203245,0.01825209,0.5973903,0.001546277,0.0001154235,0.00006961283,0.0001310898,0.3405115],"genre_scores_gemma":[0.9255556,0.009696515,0.009767325,0.02809896,0.003363966,0.0006037648,0.0000666317,0.0000652148,0.02278199],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.03483207,"threshold_uncertainty_score":0.1842119,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2003766692","doi":"10.1080/13603110802475518","title":"Inclusive education and best practice for children with autism spectrum disorder: an integrated approach","year":2009,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":106,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Alberta","funders":"","keywords":"Autism spectrum disorder; Autism; Best practice; Inclusion (mineral); Psychology; Special education; Medical education; Pedagogy; Developmental psychology; Medicine; Political science; Social psychology","authors":[{"name":"Shane Lynch","is_ca":true},{"name":"Angela Irvine","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01097236354283635,"gpt":0.3486580403907321,"spread":0.3376856768478957,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0128438,0.0005547257,0.0007649419,0.004751392,0.005983951,0.01172906,0.003179307,0.003911497,0.00288768],"category_scores_gemma":[0.01489175,0.0005526851,0.0005759727,0.001814051,0.01066658,0.008549006,0.01620329,0.004933419,0.0002395416],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01306497,"about_ca_system_score_gemma":0.03050771,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008948073,"about_ca_topic_score_gemma":0.02355614,"domain_scores_codex":[0.9907597,0.005972666,0.0004911416,0.000415728,0.001497913,0.000862888],"domain_scores_gemma":[0.990699,0.004656367,0.0006974639,0.0005225749,0.0009952548,0.002429367],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00006011917,0.001823824,0.01746173,0.001659023,0.00009126891,0.003028825,0.3999177,0.001402963,0.0004708767,0.1411309,0.01813256,0.4148202],"study_design_scores_gemma":[0.00008147595,0.0002360127,0.01509846,0.006599964,0.0001107725,0.002898777,0.7254609,0.002321393,0.0005565529,0.1311717,0.1153786,0.00008541741],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.3194459,0.03138566,0.05159729,0.3350574,0.001639054,0.001215595,0.0001222441,0.0004416476,0.2590953],"genre_scores_gemma":[0.9379054,0.009448336,0.04407163,0.002415256,0.0001504066,0.0005183914,0.00004771757,0.00002551253,0.005417412],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.01306497,"threshold_uncertainty_score":0.09479338,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2773294043","doi":"10.1080/13603116.2017.1414888","title":"Re-theorising inclusion and reframing inclusive practice in physical education","year":2017,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":97,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Inclusion (mineral); Pedagogy; Vision; Sociology; Curriculum; Cognitive reframing; Viewpoints; Physical education; Normative; Mainstream; Engineering ethics; Psychology; Political science; Social science; Social psychology","authors":[{"name":"Dawn Penney","is_ca":false},{"name":"Ruth Jeanes","is_ca":false},{"name":"Justen O’Connor","is_ca":false},{"name":"Laura Alfrey","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01118124509540547,"gpt":0.4439199330828046,"spread":0.4327386879873992,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02731703,0.001007871,0.001332274,0.005764189,0.00952536,0.01838676,0.004583087,0.006205619,0.002349047],"category_scores_gemma":[0.01923628,0.0006474705,0.001114883,0.00306182,0.1112545,0.02847483,0.02335196,0.01077606,0.0004576227],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01032063,"about_ca_system_score_gemma":0.01159749,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006994714,"about_ca_topic_score_gemma":0.006211209,"domain_scores_codex":[0.967092,0.02499229,0.0009489235,0.002053016,0.003526309,0.001387527],"domain_scores_gemma":[0.9803719,0.0144224,0.0009446084,0.001690479,0.001663668,0.0009069217],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.000007381855,0.00003377226,0.0005292087,0.0001617553,0.000008360192,0.000224217,0.2003554,0.00032659,0.0001032535,0.788541,0.0006302897,0.009078846],"study_design_scores_gemma":[0.00001056857,0.0000289958,0.0004653386,0.0008887685,0.00001329764,0.0003504217,0.09730893,0.0008882832,0.0001769764,0.8406643,0.05917842,0.0000257393],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.1054048,0.02115275,0.2656358,0.1568418,0.00207693,0.0004044434,0.00005350424,0.0001265974,0.4483034],"genre_scores_gemma":[0.957846,0.00454573,0.02701586,0.003585804,0.0002726594,0.0003553867,0.00002880421,0.0000668303,0.006282818],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.02731703,"threshold_uncertainty_score":0.144468,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2039314708","doi":"10.1080/13603111003777496","title":"Moving forward in inclusive education research","year":2011,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":88,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Inclusion (mineral); Special education; Educational research; Field (mathematics); Mainstreaming; Pedagogy; Sociology; Conceptual framework; Engineering ethics; Psychology; Social science","authors":[{"name":"Özlem Erten","is_ca":true},{"name":"Robert Savage","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06866266530469782,"gpt":0.4708633213557429,"spread":0.402200656051045,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.1953734,0.001325585,0.003554763,0.009760049,0.01205003,0.03819146,0.005037464,0.01295035,0.008741743],"category_scores_gemma":[0.159333,0.000954663,0.001464155,0.009019482,0.05829723,0.07966413,0.02902778,0.02041193,0.001475754],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01477632,"about_ca_system_score_gemma":0.03129579,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003710097,"about_ca_topic_score_gemma":0.003716251,"domain_scores_codex":[0.8521846,0.1129923,0.005340906,0.009188433,0.01654824,0.003745536],"domain_scores_gemma":[0.7142056,0.2288897,0.00845388,0.01629285,0.02336109,0.008796774],"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":[0.0000570357,0.0002411631,0.002337684,0.002324412,0.00007083979,0.0001674073,0.04918288,0.0003252559,0.0001552624,0.8362969,0.007365173,0.101476],"study_design_scores_gemma":[0.00005848659,0.0001651786,0.001887347,0.008735058,0.0000624247,0.0002304971,0.09783702,0.0006096518,0.0005228626,0.7509212,0.1389053,0.000064937],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.0280825,0.09439553,0.04224199,0.753166,0.006726739,0.0003936042,0.0001115847,0.0001173054,0.07476462],"genre_scores_gemma":[0.7185043,0.1006123,0.07724854,0.08507336,0.005133635,0.002408349,0.0001976724,0.0001893198,0.01063254],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.1953734,"threshold_uncertainty_score":0.9922479,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4200211091","doi":"10.1080/13603116.2021.2008536","title":"Feeling excluded: international students experience equity, diversity and inclusion","year":2021,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":87,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"York University","funders":"","keywords":"Equity (law); Inclusion (mineral); Internationalization; Curriculum; Sociology; Public relations; Higher education; Pedagogy; International education; Feeling; Political science; Cultural diversity; Multiculturalism; Psychology; Social psychology; Gender studies; Business","authors":[{"name":"Vander Tavares","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03948081546764866,"gpt":0.4539941888987449,"spread":0.4145133734310963,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006765507,0.0009623597,0.00147031,0.001541577,0.02254725,0.01681675,0.001721984,0.003320154,0.004778287],"category_scores_gemma":[0.007807137,0.0005325825,0.0007439747,0.001409179,0.02050014,0.006444206,0.0236393,0.009828115,0.0005032885],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004235761,"about_ca_system_score_gemma":0.005521836,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02218435,"about_ca_topic_score_gemma":0.02462604,"domain_scores_codex":[0.9918475,0.003258904,0.0002575649,0.0004003161,0.001497354,0.002738344],"domain_scores_gemma":[0.9937973,0.001356164,0.0008613858,0.0002578638,0.0006673149,0.003059968],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003190315,0.00008847724,0.009531761,0.0000423817,0.000009344804,0.0006878462,0.981673,0.00002031664,0.0004829484,0.002205975,0.0007654742,0.004460609],"study_design_scores_gemma":[0.000002962368,0.00006424895,0.002820203,0.0000469004,0.000007467213,0.0003230078,0.9893617,0.00002521434,0.00009441958,0.0003206216,0.006909423,0.00002374237],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9818699,0.0004776699,0.0004629374,0.00276553,0.0001720909,0.0000282793,0.00001664934,0.00001687428,0.01419022],"genre_scores_gemma":[0.9951789,0.0003235225,0.0001306691,0.0007792936,0.0000258524,0.00001839432,0.00001348424,0.00001387661,0.003515936],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02254725,"threshold_uncertainty_score":0.04411042,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2891468868","doi":"10.1080/13603116.2018.1523475","title":"Inclusion is a feeling, not a place: a qualitative study exploring autistic young people’s conceptualisations of inclusion","year":2018,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":80,"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":"Inclusion (mineral); Mainstream; Feeling; Qualitative research; Psychology; Mainstreaming; Pedagogy; Participatory action research; Sociology; Social psychology; Developmental psychology; Special education; Social science","authors":[{"name":"Craig Goodall","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07865688685100883,"gpt":0.4359421613149782,"spread":0.3572852744639694,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01339706,0.0007001988,0.001201875,0.00211553,0.01041123,0.005097349,0.001442906,0.001799714,0.001632537],"category_scores_gemma":[0.01482791,0.0009349698,0.0006041299,0.001454645,0.01476387,0.004898451,0.00836268,0.003623911,0.000260454],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005987773,"about_ca_system_score_gemma":0.006247775,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02149143,"about_ca_topic_score_gemma":0.03212877,"domain_scores_codex":[0.9898967,0.007099519,0.0004882186,0.0005173257,0.0008169053,0.001181357],"domain_scores_gemma":[0.9825993,0.01261922,0.001178512,0.0003936274,0.001303414,0.001906107],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001114109,0.000009973354,0.001149526,0.00003907721,0.000001132566,0.0004263259,0.9970118,0.000008136645,0.0002776368,0.0002356774,0.00004237489,0.0007872846],"study_design_scores_gemma":[0.000001943573,0.0000220011,0.0006109499,0.00006120696,0.000001967393,0.0001988387,0.9975641,0.00001605713,0.00008882007,0.0001029263,0.001324862,0.000006393423],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9953713,0.0003840128,0.001114404,0.0008096961,0.00003788032,0.0001081582,0.00003353796,0.00000923167,0.002131888],"genre_scores_gemma":[0.9972254,0.0004339158,0.0006472304,0.000365891,0.00000781904,0.000124296,0.0000182643,0.00001212618,0.001165033],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02149143,"threshold_uncertainty_score":0.07085121,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2162618535","doi":"10.1080/13603110801899585","title":"Inclusion in PK‐12: an international perspective","year":2009,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":67,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Inclusion (mineral); Inclusion–exclusion principle; Ethnic group; Perspective (graphical); Mainstreaming; Qualitative research; Political science; Sociology; Gender studies; Economic growth; Geography; Social science; Pedagogy; Special education; Anthropology; Politics","authors":[{"name":"Svjetlana Curcic","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01406120090344319,"gpt":0.4161314673129801,"spread":0.4020702664095369,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009922168,0.000345651,0.0005797346,0.00207875,0.01290348,0.01652538,0.001108081,0.001913791,0.005866845],"category_scores_gemma":[0.009541187,0.0002643835,0.0003005842,0.003869538,0.01221097,0.01339028,0.0152218,0.005533687,0.0005088138],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004682398,"about_ca_system_score_gemma":0.009300228,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008468759,"about_ca_topic_score_gemma":0.006856923,"domain_scores_codex":[0.9886358,0.007431531,0.0004984524,0.0005092,0.001015231,0.001909927],"domain_scores_gemma":[0.9914415,0.003392372,0.001217267,0.0006030306,0.001281774,0.002063985],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000599517,0.0001824206,0.01502631,0.0002531222,0.00001221895,0.001559669,0.7985923,0.000114546,0.0002779338,0.145364,0.002545766,0.03601168],"study_design_scores_gemma":[0.000005409418,0.00006826342,0.01168771,0.0006056817,0.0000101624,0.0008993743,0.8752785,0.00007784041,0.0001990794,0.01146062,0.09968643,0.00002089081],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5190014,0.004835751,0.002868207,0.02710835,0.0004196284,0.00008889049,0.00007585261,0.00002631003,0.4455756],"genre_scores_gemma":[0.9893497,0.002091684,0.0004153952,0.0007297688,0.00004586944,0.00004246051,0.00002489748,0.00001482773,0.007285356],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01652538,"threshold_uncertainty_score":0.05247402,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2956894704","doi":"10.1080/13603116.2019.1642402","title":"Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education","year":2019,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":60,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"Brock University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mindset; Inclusion (mineral); Psychology; Self-efficacy; Service (business); Teacher education; School teachers; Pedagogy; Medical education; Mathematics education; Social psychology; Medicine","authors":[{"name":"Linda Ismailos","is_ca":true},{"name":"Tiffany L. Gallagher","is_ca":true},{"name":"Sheila Bennett","is_ca":true},{"name":"Xiaobin Li","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.007485100937745591,"gpt":0.3561668002944551,"spread":0.3486816993567095,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001093862,0.0001746619,0.000255451,0.000685311,0.001348182,0.0009564397,0.0003008856,0.0003085078,0.002498011],"category_scores_gemma":[0.003543192,0.0002190035,0.000222799,0.000608389,0.001000709,0.0003374935,0.000558507,0.0005284048,0.0003395213],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003232414,"about_ca_system_score_gemma":0.003858214,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.5079437,"about_ca_topic_score_gemma":0.7216601,"domain_scores_codex":[0.9993637,0.00006892219,0.00004353697,0.00004308,0.0002469665,0.0002338344],"domain_scores_gemma":[0.9955811,0.0007310827,0.00101893,0.0001178154,0.001251072,0.001300065],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00008207205,0.0001751512,0.949358,0.00003809526,0.00001031839,0.0001542187,0.04360263,0.0000280325,0.000533166,0.00004399834,0.0002673172,0.005707054],"study_design_scores_gemma":[0.000004027694,0.0001119685,0.9608078,0.00001789722,0.000004649506,0.00004214726,0.03837409,0.00003668203,0.00007075314,0.00000943845,0.0005160552,0.000004473907],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9993379,0.00001746272,0.000009163438,0.00002600214,0.000001272247,0.000009157236,0.0000226073,6.617999e-7,0.0005757121],"genre_scores_gemma":[0.9986224,0.00005915168,0.00003327273,0.00001997763,0.00000146959,0.00001569279,0.0000486452,7.391076e-7,0.001198723],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5079437,"threshold_uncertainty_score":0.9899082,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1744814106","doi":"10.1080/13603116.2015.1081636","title":"Factors contributing to the implementation of inclusive education in Pacific Island countries","year":2015,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Diverse Education Studies and Reforms","field":"Social Sciences","cited_by":58,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University of Edmonton","funders":"Department of Foreign Affairs and Trade, Australian Government","keywords":"Pacific islanders; Mainstreaming; Geography; Political science; Special education; Economic growth; Sociology; Pedagogy; Ethnic group; Economics","authors":[{"name":"Umesh Sharma","is_ca":false},{"name":"Tim Loreman","is_ca":true},{"name":"Setareki S. Macanawai","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02041160897411644,"gpt":0.4172537702472352,"spread":0.3968421612731188,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01435484,0.0003374461,0.0003631978,0.0007665626,0.006733275,0.005118397,0.0009979616,0.001103557,0.001462933],"category_scores_gemma":[0.03921952,0.000313912,0.0002782633,0.001217911,0.005866709,0.00241241,0.008328824,0.002986227,0.00009787514],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003556914,"about_ca_system_score_gemma":0.01137919,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01862247,"about_ca_topic_score_gemma":0.01767654,"domain_scores_codex":[0.9881774,0.007554896,0.0006374833,0.0004335769,0.001407388,0.001789294],"domain_scores_gemma":[0.977215,0.01296061,0.003781894,0.001119846,0.002538693,0.002383842],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001173016,0.0002699101,0.1266148,0.0007914742,0.00007488037,0.001754181,0.7807252,0.0004621522,0.002075322,0.007542418,0.0007544587,0.07881791],"study_design_scores_gemma":[0.00001362572,0.0001955532,0.129139,0.0006029108,0.00004365014,0.0002377402,0.8499386,0.0002770145,0.0006455643,0.00180279,0.0170584,0.00004509906],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9806788,0.0003307774,0.001135433,0.002632964,0.00002883501,0.0001258717,0.00000941477,0.00001083565,0.01504701],"genre_scores_gemma":[0.9985517,0.0002029721,0.0006411543,0.0001652953,0.000004649977,0.00004377021,0.000005408001,0.000003096847,0.0003819656],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01862247,"threshold_uncertainty_score":0.07591653,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2546734369","doi":"10.1080/13603116.2016.1251501","title":"Beyond the binary: rethinking teachers’ understandings of and engagement with inclusion","year":2016,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":37,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Inclusion (mineral); Politics; Representation (politics); Pedagogy; Sociology; Diversity (politics); Identity (music); Psychology; Social psychology; Mathematics education; Gender studies; Political science; Law; Aesthetics","authors":[{"name":"Stuart Woodcock","is_ca":false},{"name":"Ian Hardy","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02205516819781311,"gpt":0.3524735072113216,"spread":0.3304183390135085,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01851364,0.0007026246,0.001073035,0.006125588,0.02979369,0.0209689,0.003630637,0.003817477,0.002179006],"category_scores_gemma":[0.03191339,0.0006888374,0.00060371,0.004841599,0.08114883,0.01679448,0.02152973,0.008463839,0.0002244275],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.06374281,"about_ca_system_score_gemma":0.05652354,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.6963469,"about_ca_topic_score_gemma":0.6846884,"domain_scores_codex":[0.9690673,0.01319846,0.001212901,0.00235966,0.01002656,0.004135069],"domain_scores_gemma":[0.9759522,0.01286351,0.002519617,0.001611683,0.004035831,0.00301716],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000151573,0.00001075472,0.00301596,0.00004535522,0.000003149147,0.00007600019,0.9450606,0.00004671312,0.0001586241,0.046844,0.0002295979,0.004494187],"study_design_scores_gemma":[0.000009206161,0.00002534401,0.006203644,0.0003143463,0.00001730203,0.0001152746,0.9230185,0.0003772568,0.0002443022,0.03312189,0.0365139,0.00003908693],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.78065,0.003875374,0.01499238,0.03626842,0.0002560361,0.0001093505,0.00007312896,0.00006121492,0.1637142],"genre_scores_gemma":[0.9961554,0.000486917,0.0006929964,0.0004649608,0.00001395067,0.000021461,0.00001527404,0.00002296597,0.002126074],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6963469,"threshold_uncertainty_score":0.6108826,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3176396580","doi":"10.1080/13603116.2021.1941318","title":"Chinese international graduate students at Canadian universities: language barriers, cultural identities and perceived problems of engagement","year":2021,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"International Student and Expatriate Challenges","field":"Social Sciences","cited_by":35,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Disadvantaged; Student engagement; Pedagogy; Interview; Sociology; Cultural diversity; Diversity (politics); Medical education; Political science; Medicine","authors":[{"name":"Meng Xiao","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01894745511382304,"gpt":0.3832417969269152,"spread":0.3642943418130921,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005306745,0.0006189428,0.0008550354,0.001727987,0.02510783,0.008762112,0.002358626,0.001420879,0.00479832],"category_scores_gemma":[0.009739139,0.0004708112,0.0005462668,0.003057497,0.007880975,0.002360548,0.01132229,0.003551734,0.0004535334],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01870267,"about_ca_system_score_gemma":0.05766413,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.7702459,"about_ca_topic_score_gemma":0.8634132,"domain_scores_codex":[0.9924811,0.001198646,0.0002576495,0.0004981207,0.002186857,0.003377613],"domain_scores_gemma":[0.9912883,0.001000007,0.0008434849,0.0002046688,0.001699275,0.004964145],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005493627,0.0001137923,0.1157332,0.0001126351,0.00001757841,0.0007472946,0.8605195,0.00003077123,0.0007005543,0.001709633,0.003157351,0.01710278],"study_design_scores_gemma":[0.000003239699,0.00003574328,0.02798372,0.00007997373,0.000007418546,0.0001465979,0.9660338,0.00004187889,0.00006863001,0.0001584201,0.005413885,0.00002668443],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.990564,0.0003529743,0.0001273922,0.00209581,0.00005505667,0.00003404206,0.00004857108,0.00001031857,0.006711963],"genre_scores_gemma":[0.9963706,0.0003958285,0.0001334452,0.000822489,0.0000104091,0.0000289931,0.00005452505,0.00001060546,0.002172966],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2297541,"threshold_uncertainty_score":0.4622144,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2144505455","doi":"10.1080/13603116.2013.872203","title":"Affordances and limitations of a special school practicum as a means to prepare pre-service teachers for inclusive education","year":2014,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":35,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Practicum; Inclusion (mineral); Mainstreaming; Special education; Pedagogy; Teacher education; Affordance; Psychology; Mathematics education; Service (business); Special needs; Sociology","authors":[{"name":"Elizabeth Walton","is_ca":false},{"name":"Lee Rusznyak","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05908357212186233,"gpt":0.4322841695091388,"spread":0.3732005973872765,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01573912,0.0004915154,0.0006732666,0.001320559,0.006790479,0.009766977,0.002622144,0.002305063,0.01034082],"category_scores_gemma":[0.03625915,0.0008101275,0.0008144637,0.0008818918,0.01667092,0.01396679,0.01958559,0.00326367,0.0008227273],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003533019,"about_ca_system_score_gemma":0.005931018,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003395759,"about_ca_topic_score_gemma":0.00863937,"domain_scores_codex":[0.9782818,0.0150922,0.0009450356,0.001016883,0.002776841,0.001887189],"domain_scores_gemma":[0.9737735,0.01664236,0.00188292,0.001627078,0.001169028,0.004905077],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0003275363,0.0006513886,0.02073527,0.001879523,0.00003679993,0.003448821,0.6916221,0.0003824376,0.003124589,0.1192374,0.004661551,0.1538926],"study_design_scores_gemma":[0.00009497571,0.001090831,0.02851185,0.003524955,0.00009866712,0.006034468,0.7109982,0.001039419,0.001203676,0.04826564,0.1989777,0.0001596364],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8670169,0.004106738,0.01828511,0.03450744,0.0006492749,0.0001637227,0.00005959845,0.0001507621,0.07506039],"genre_scores_gemma":[0.9926828,0.0007064524,0.003873444,0.0005331769,0.00005660775,0.0001143124,0.00001605579,0.00003433539,0.001982914],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01573912,"threshold_uncertainty_score":0.08323741,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2143334640","doi":"10.1080/13603110902781427","title":"(Re)conceptualising risk: left numb and unengaged and lost in a no‐man’s‐land or what (seems to) work for at‐risk students","year":2010,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Global Educational Policies and Reforms","field":"Social Sciences","cited_by":32,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Transformative learning; Sociology; Pedagogy; Context (archaeology); Psychology; Public relations; Political science","authors":[{"name":"David Zyngier","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0112522704663542,"gpt":0.3870238038033662,"spread":0.375771533337012,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008787748,0.00099433,0.0008690436,0.003937758,0.006065922,0.01700872,0.00248415,0.004246647,0.003215747],"category_scores_gemma":[0.00819083,0.0003053856,0.0005884003,0.002809056,0.06091962,0.01649431,0.01007779,0.007222506,0.0004739996],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.007918446,"about_ca_system_score_gemma":0.007148733,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009109654,"about_ca_topic_score_gemma":0.009037171,"domain_scores_codex":[0.9885511,0.008594136,0.0002744521,0.0005402916,0.00123283,0.0008072131],"domain_scores_gemma":[0.9932232,0.003755539,0.0006770786,0.0003715159,0.0007332552,0.001239363],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00002641901,0.00009391201,0.004170664,0.000579151,0.00001506051,0.0004256634,0.6292773,0.0002122769,0.0001862619,0.3273346,0.006488825,0.03118986],"study_design_scores_gemma":[0.00001103467,0.00006956353,0.004455487,0.00302923,0.00002716747,0.0006225281,0.6506173,0.000480228,0.0002029679,0.1922932,0.1481435,0.00004792919],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.3466931,0.1162015,0.0343163,0.2411758,0.003685836,0.0002387084,0.0001268592,0.0001745342,0.2573873],"genre_scores_gemma":[0.9708616,0.01653798,0.002190954,0.003707812,0.00028946,0.0001115005,0.00003510554,0.00004398986,0.0062216],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01700872,"threshold_uncertainty_score":0.05745262,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3000107907","doi":"10.1080/13603116.2020.1712483","title":"‘It’s all about student accessibility. No one ever talks about teacher accessibility’: Examining ableist expectations in academia","year":2020,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":30,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Ottawa","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Thematic analysis; Meaning (existential); Pedagogy; Ableism; Face (sociological concept); Inclusion (mineral); Reasonable accommodation; Psychology; Disability studies; Sociology; Accommodation; Qualitative research; Social psychology; Gender studies; Political science; Social science","authors":[{"name":"Natasha Saltes","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06945655631862409,"gpt":0.450394105206386,"spread":0.3809375488877619,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.009737051,0.0002997598,0.0006239961,0.001247952,0.01175589,0.009703714,0.001468311,0.002156551,0.002721379],"category_scores_gemma":[0.02261986,0.0004445422,0.0004133794,0.0007653768,0.01851969,0.005645757,0.01054426,0.004639897,0.0003899799],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005284388,"about_ca_system_score_gemma":0.006134254,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01201076,"about_ca_topic_score_gemma":0.01710493,"domain_scores_codex":[0.9894161,0.006125983,0.000317559,0.0004800126,0.001988565,0.001671746],"domain_scores_gemma":[0.981715,0.009785153,0.002463324,0.0005988625,0.001757421,0.003680204],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001207973,0.00002738086,0.005809685,0.00002587896,0.000001846394,0.0004312523,0.98911,0.00001958345,0.0002747881,0.001577799,0.0002489011,0.002460792],"study_design_scores_gemma":[0.000001298851,0.00002609359,0.002017546,0.00004203811,0.000001269586,0.0001932772,0.9942326,0.00002013495,0.00008491446,0.0003349562,0.003037903,0.000007980547],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9872494,0.0002204645,0.0005913626,0.003015032,0.00003794927,0.00001294093,0.000008540163,0.000006740224,0.008857633],"genre_scores_gemma":[0.9983031,0.0001586013,0.00007977372,0.0003524508,0.000008587179,0.00001070621,0.000005531134,0.000005242024,0.001076083],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9882441,"threshold_uncertainty_score":0.05149502,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4387019875","doi":"10.1080/13603116.2023.2257697","title":"Inclusive education policies – objects of observance, omission, and obfuscation: ten years on …","year":2023,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Global Educational Policies and Reforms","field":"Social Sciences","cited_by":29,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Ministère de l’Éducation, Gouvernement de l’Ontario","keywords":"Inclusion (mineral); Sociology; State (computer science); Education policy; Political science; Economic growth; Pedagogy; Gender studies; Higher education; Law; Economics","authors":[{"name":"Ian Hardy","is_ca":false},{"name":"Stuart Woodcock","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01085017629367732,"gpt":0.3836886067824448,"spread":0.3728384304887675,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.04064264,0.000696023,0.0007383293,0.003274609,0.00759592,0.01991591,0.0015393,0.006288409,0.003250969],"category_scores_gemma":[0.03104051,0.0005106041,0.0005908802,0.002999492,0.04606333,0.03300786,0.01211834,0.01426715,0.0004530423],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01556395,"about_ca_system_score_gemma":0.02050843,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009445088,"about_ca_topic_score_gemma":0.01009695,"domain_scores_codex":[0.9813538,0.01040476,0.0009807262,0.001360018,0.003771525,0.002129241],"domain_scores_gemma":[0.9603459,0.02986435,0.001979178,0.002757289,0.003875403,0.001177796],"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":[0.00003558939,0.00004699812,0.0008846608,0.0003138786,0.00001166077,0.00009893007,0.0373788,0.0002652826,0.0001199404,0.8833588,0.009451656,0.06803381],"study_design_scores_gemma":[0.00000557394,0.00007382809,0.001576343,0.004471783,0.00001895484,0.0001265487,0.04096815,0.0003652095,0.0006823663,0.2755836,0.6760674,0.00006021536],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.03826504,0.1800047,0.01416199,0.6365424,0.008132026,0.0001104056,0.0001026079,0.0001075974,0.1225733],"genre_scores_gemma":[0.7736726,0.124287,0.0111403,0.06368574,0.004281987,0.0002800735,0.0001185303,0.0001938455,0.0223399],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.04064264,"threshold_uncertainty_score":0.2149414,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2901422723","doi":"10.1080/13603116.2018.1543730","title":"Making explicit pre-service teachers’ implicit beliefs about inclusive education","year":2018,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"Canadian Council on Learning","keywords":"Psychology; Inclusion (mineral); Pedagogy; Teacher education; Mathematics education; Special education; Social psychology","authors":[{"name":"Deanna C. Friesen","is_ca":true},{"name":"Doris Cunning","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0648042807940598,"gpt":0.4649673151779156,"spread":0.4001630343838558,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002640566,0.0001836802,0.0002877887,0.0004699064,0.001051465,0.002215258,0.0004450215,0.0005822762,0.001990674],"category_scores_gemma":[0.01133488,0.0003370195,0.0002251352,0.0002982205,0.00159511,0.001177037,0.001676708,0.001985385,0.0004431568],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009362343,"about_ca_system_score_gemma":0.002232878,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004656376,"about_ca_topic_score_gemma":0.01244192,"domain_scores_codex":[0.9986486,0.0004324465,0.00007383359,0.00009049568,0.0004782394,0.0002764439],"domain_scores_gemma":[0.9910662,0.003010156,0.002339968,0.000681165,0.001660596,0.001241864],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0003237327,0.001905188,0.5356575,0.0003896708,0.00003605709,0.001495442,0.3432582,0.0001355268,0.01320801,0.00121527,0.0005738792,0.1018016],"study_design_scores_gemma":[0.00004107192,0.001476195,0.5882508,0.0004798367,0.00006615097,0.001202445,0.3904022,0.0004232812,0.006496346,0.001555715,0.009551575,0.00005444016],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9976349,0.00008057609,0.0001808798,0.0001549323,0.000007118628,0.00001127599,0.000003203517,0.000002676861,0.001924364],"genre_scores_gemma":[0.9982533,0.0001502353,0.0002369507,0.00004477088,0.000002652272,0.00001056433,0.000008675963,0.000002120107,0.001290844],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004656376,"threshold_uncertainty_score":0.01396477,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2125214185","doi":"10.1080/13603116.2014.908964","title":"Inclusive education policy: what the leadership of Canadian teacher associations has to say about it","year":2014,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":23,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Regina","funders":"","keywords":"Theme (computing); Legislation; Alliance; Inclusion (mineral); Pedagogy; Public relations; Teacher education; Educational leadership; Political science; Sociology; Psychology; Social science; Law","authors":[{"name":"S. A. Thompson","is_ca":true},{"name":"Wanda Lyons","is_ca":true},{"name":"Vianne Timmons","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04186206275290843,"gpt":0.3871066939710976,"spread":0.3452446312181892,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03373172,0.0005087589,0.0009781137,0.00359734,0.04441109,0.02924952,0.00316647,0.006483387,0.005355464],"category_scores_gemma":[0.05799062,0.0005592059,0.0004121888,0.009719177,0.03695739,0.01649842,0.007148245,0.007212857,0.0006181222],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.1263075,"about_ca_system_score_gemma":0.3174971,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.9404377,"about_ca_topic_score_gemma":0.9562285,"domain_scores_codex":[0.9739103,0.007660459,0.000833099,0.001519899,0.008486753,0.007589487],"domain_scores_gemma":[0.9496707,0.02024861,0.00390427,0.002243425,0.01404179,0.009891199],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001095024,0.0001728152,0.0347251,0.00233223,0.00005415039,0.0008097457,0.5882378,0.0005700822,0.000785424,0.1525693,0.04425523,0.1753786],"study_design_scores_gemma":[0.000008328182,0.00003597739,0.02742219,0.003779022,0.00004125028,0.0002127105,0.675149,0.0002440357,0.0003564426,0.01427239,0.2783693,0.0001092475],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.1596732,0.041943,0.002993559,0.6367947,0.001728164,0.0001040812,0.0002874193,0.0001029502,0.1563728],"genre_scores_gemma":[0.9531114,0.01740056,0.001245035,0.02166862,0.000212856,0.00005947252,0.00009265116,0.00004498981,0.006164386],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.1263075,"threshold_uncertainty_score":0.9164297,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2171669065","doi":"10.1080/13603110701254121","title":"Gay and bisexual male youth as educator activists and cultural workers: the queer critical praxis of three Canadian high‐school students","year":2008,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"LGBTQ Health, Identity, and Policy","field":"Psychology","cited_by":22,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Alberta","funders":"","keywords":"Praxis; Queer; Sociology; Lesbian; Gender studies; Politics; Heterosexism; Pedagogy; Political science; Law","authors":[{"name":"André P. Grace","is_ca":true},{"name":"Kristopher Wells","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03960446050013421,"gpt":0.436526127137707,"spread":0.3969216666375728,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003250068,0.001317856,0.0008764208,0.003360185,0.07876761,0.01045732,0.003799795,0.003243171,0.005244269],"category_scores_gemma":[0.00467342,0.0009610055,0.0005961495,0.002295546,0.02337479,0.002013219,0.007595094,0.008725883,0.0004830513],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.05468658,"about_ca_system_score_gemma":0.07054927,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.9521872,"about_ca_topic_score_gemma":0.9860106,"domain_scores_codex":[0.9951964,0.001150018,0.00006468681,0.0003394667,0.0007641127,0.00248529],"domain_scores_gemma":[0.9938573,0.0006867792,0.0003654239,0.0001335983,0.00110874,0.003848257],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003160729,0.0001147831,0.006013215,0.00002875885,0.000004280847,0.0009137095,0.9834033,0.00002246373,0.0004862605,0.001965188,0.002738726,0.004277723],"study_design_scores_gemma":[0.000003477957,0.00002703179,0.004569974,0.00003491352,0.000004369997,0.000149621,0.9770807,0.000030416,0.0001373174,0.0001424318,0.01779694,0.00002289169],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9730725,0.0007580409,0.0002686006,0.006351156,0.0002117235,0.0002372853,0.0001383484,0.00004565934,0.01891667],"genre_scores_gemma":[0.9794811,0.0005268267,0.0003778515,0.001392464,0.00004419433,0.00008183823,0.00008032715,0.00004098177,0.01797455],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.07876761,"threshold_uncertainty_score":0.3967808,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2944208772","doi":"10.1080/13603116.2019.1613450","title":"Academic achievement of diverse K-12 students in inclusive three-block model classrooms","year":2019,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Winnipeg; University of British Columbia","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Rubric; Mathematics education; Psychology; Academic achievement","authors":[{"name":"Jennifer Katz","is_ca":true},{"name":"Laura Sokal","is_ca":true},{"name":"Amery D. Wu","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01969170567171117,"gpt":0.3955687809121243,"spread":0.3758770752404131,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009411299,0.0005894855,0.001029646,0.0009938073,0.001190747,0.00130386,0.0005750259,0.000474538,0.001385987],"category_scores_gemma":[0.002081823,0.000341868,0.0003396826,0.0004979881,0.0006538451,0.0004443111,0.001801193,0.0007802177,0.000642949],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006651601,"about_ca_system_score_gemma":0.0007012329,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008942069,"about_ca_topic_score_gemma":0.01615801,"domain_scores_codex":[0.9993359,0.00008932233,0.00007324828,0.0001541649,0.0001698842,0.0001773716],"domain_scores_gemma":[0.998692,0.0001391357,0.0002237536,0.00009120741,0.0002763795,0.0005777],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.003495286,0.01443588,0.8337749,0.0001634567,0.0001619668,0.0008757565,0.03642437,0.000650252,0.03257994,0.0002825747,0.0004883061,0.07666731],"study_design_scores_gemma":[0.0000692191,0.005646803,0.9717202,0.0000338781,0.00005646068,0.0002688079,0.01497851,0.0007807949,0.005231057,0.0001526778,0.001025006,0.00003653937],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9998053,0.000007691794,0.00002201023,0.000002986056,8.691072e-7,0.000006813824,0.00001227636,0.00000209652,0.0001399897],"genre_scores_gemma":[0.9989036,0.00002230701,0.0001406036,0.000005553034,6.491197e-7,0.00001878195,0.00005400662,0.000001877445,0.0008526809],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.008942069,"threshold_uncertainty_score":0.01778007,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2073212625","doi":"10.1080/13603116.2014.964573","title":"Conceptualising diversity in a rural school","year":2014,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Indigenous and Place-Based Education","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Toronto","funders":"","keywords":"Diversity (politics); Poverty; Rural area; Sociology; Meaning (existential); Rurality; Qualitative research; Population; Pedagogy; Inclusion (mineral); Focus group; Economic growth; Political science; Psychology; Social science; Demography","authors":[{"name":"Stephanie Tuters","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0131819538874397,"gpt":0.3466224744563278,"spread":0.3334405205688881,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007255229,0.000569874,0.0005921837,0.002856469,0.0230293,0.008656809,0.002155194,0.001946338,0.003020625],"category_scores_gemma":[0.005216398,0.0004805251,0.0003968787,0.002763673,0.05358342,0.01112298,0.01546335,0.003830887,0.0002254221],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0100376,"about_ca_system_score_gemma":0.00830945,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02958277,"about_ca_topic_score_gemma":0.0295571,"domain_scores_codex":[0.9882259,0.009275752,0.0001762264,0.0005087729,0.0007625984,0.001050824],"domain_scores_gemma":[0.9954798,0.002315788,0.0005182244,0.000212544,0.0004023874,0.001071122],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000008192269,0.00001483449,0.002101587,0.00005495974,0.000003509447,0.0004074162,0.9554549,0.00008378425,0.0002663415,0.03906459,0.0002673039,0.00227268],"study_design_scores_gemma":[0.000005078585,0.00002736854,0.00114351,0.0001502893,0.00000422575,0.0002806264,0.9515075,0.0001156445,0.00006139246,0.01651512,0.03018014,0.000009132776],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8625168,0.00423919,0.01141295,0.01617157,0.0001740098,0.0001216148,0.00004366721,0.00003474214,0.1052856],"genre_scores_gemma":[0.9958733,0.0007556039,0.0007774443,0.0003827838,0.00001521595,0.00003252623,0.00001105856,0.00001032487,0.002141832],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02958277,"threshold_uncertainty_score":0.07282823,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2048153844","doi":"10.1080/13603110600668611","title":"Secondary school experiences of individuals with foetal alcohol spectrum disorder: perspectives of parents and their children","year":2006,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Prenatal Substance Exposure Effects","field":"Medicine","cited_by":21,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Ottawa","funders":"","keywords":"Fetal Alcohol Spectrum Disorder; Developmental psychology; Psychology; Inclusion (mineral); Social psychology; Pregnancy","authors":[{"name":"Cheryll Duquette","is_ca":true},{"name":"Emma J. Stodel","is_ca":true},{"name":"Stephanie Fullarton","is_ca":true},{"name":"Karras Hagglund","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.003100326749243867,"gpt":0.2645494190712459,"spread":0.261449092322002,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001782413,0.0003570273,0.0006712465,0.001016452,0.006035808,0.003273515,0.0005171103,0.001124802,0.002068944],"category_scores_gemma":[0.004436774,0.0004091708,0.000407217,0.0008598616,0.003021882,0.001697206,0.003270473,0.002576886,0.0002305513],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001577457,"about_ca_system_score_gemma":0.00137586,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01382614,"about_ca_topic_score_gemma":0.02289372,"domain_scores_codex":[0.9986331,0.0007410615,0.00005174464,0.00007052777,0.000122664,0.0003809239],"domain_scores_gemma":[0.9964399,0.001325821,0.0007218357,0.00008721872,0.0003655186,0.001059692],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00009059283,0.0002221768,0.1410967,0.00007121843,0.00002331658,0.001835303,0.8483605,0.00002387963,0.0004993473,0.0005537013,0.0009409071,0.006282242],"study_design_scores_gemma":[0.000004584287,0.00009463938,0.03635245,0.00004961642,0.00001065513,0.0006441864,0.9602475,0.00001650454,0.0001034971,0.000089338,0.002376875,0.00001015721],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9979942,0.0003473893,0.0000255364,0.000436847,0.00002240724,0.000005726492,0.00002505756,0.000002036618,0.001140865],"genre_scores_gemma":[0.9987974,0.0004200719,0.00002366959,0.0001936202,0.00000833744,0.000008823617,0.00002185187,0.000001840487,0.0005243442],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01382614,"threshold_uncertainty_score":0.02749133,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2083434414","doi":"10.1080/13603116.2012.676087","title":"The implementation of best education practices for a student severely affected by autism","year":2012,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":19,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Izaak Walton Killam Health Centre; Government of Prince Edward Island","funders":"","keywords":"Autism; Special education; Mainstreaming; Psychology; Pedagogy; Best practice; Inclusion (mineral); Mathematics education; Sociology; Developmental psychology; Political science; Social psychology","authors":[{"name":"M. Breitenbach","is_ca":true},{"name":"Vickie Armstrong","is_ca":true},{"name":"Susan E. Bryson","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02617171978143871,"gpt":0.4686143791822938,"spread":0.442442659400855,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008332204,0.0005975563,0.000410792,0.0008717032,0.009032832,0.003659876,0.002576865,0.005120016,0.002853398],"category_scores_gemma":[0.02212159,0.0003707597,0.0007468787,0.0003850506,0.006632685,0.003747387,0.01124362,0.006683573,0.001208607],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002648555,"about_ca_system_score_gemma":0.0090236,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002197139,"about_ca_topic_score_gemma":0.007632799,"domain_scores_codex":[0.9908249,0.005606813,0.0004635486,0.0005909495,0.001284802,0.001228871],"domain_scores_gemma":[0.9882079,0.002905091,0.001025117,0.001428751,0.001732337,0.004700856],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.0001447435,0.005023042,0.02516602,0.00111903,0.00006278348,0.01707072,0.3974375,0.001691113,0.007489038,0.02229039,0.03903322,0.4834725],"study_design_scores_gemma":[0.0001126152,0.003418687,0.02598406,0.003241819,0.0001044477,0.02285339,0.5085331,0.002503426,0.01149036,0.0381767,0.3832062,0.00037524],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6663598,0.0025014,0.06547428,0.1905994,0.002265444,0.001082727,0.00007646222,0.001173376,0.07046711],"genre_scores_gemma":[0.8320433,0.002214724,0.1368579,0.009691208,0.0001750353,0.0007372355,0.00008678439,0.0001335686,0.01806027],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.009032832,"threshold_uncertainty_score":0.04406548,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2428563580","doi":"10.1080/13603116.2016.1197327","title":"Always being on your toes: elementary school dance teachers’ perceptions of inclusion and their roles in creating inclusive dance education environments","year":2016,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Alberta","funders":"University of Alberta; Social Sciences and Humanities Research Council of Canada; McGill University","keywords":"Dance; Inclusion (mineral); Pedagogy; Thematic analysis; Perception; Mathematics education; Psychology; Dance education; Qualitative research; Sociology; Social psychology; Visual arts; Social science","authors":[{"name":"Michelle R. Zitomer","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.008897604168486912,"gpt":0.3484607618672563,"spread":0.3395631576987694,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005638918,0.0002605392,0.000629344,0.001015117,0.01061193,0.006069839,0.001088835,0.001361919,0.001499762],"category_scores_gemma":[0.008801399,0.0005274264,0.0002603018,0.0008002056,0.01176632,0.003614459,0.006138226,0.002222422,0.0001665106],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003599334,"about_ca_system_score_gemma":0.008050312,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.06234808,"about_ca_topic_score_gemma":0.1207914,"domain_scores_codex":[0.9938405,0.003501253,0.0002358747,0.0003655332,0.0009280238,0.001128796],"domain_scores_gemma":[0.9932942,0.003503271,0.0008409846,0.0002512117,0.0007324688,0.001377917],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001403541,0.00003307163,0.007893994,0.00004733554,0.000002467439,0.0003054538,0.9871683,0.000008975184,0.0003201995,0.0005694301,0.0001679699,0.003468761],"study_design_scores_gemma":[0.000002884755,0.00002990418,0.005268175,0.00006906774,0.000006564073,0.0001166622,0.9906831,0.00001799003,0.0001114099,0.0001624127,0.003522606,0.000009272854],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9924579,0.000268196,0.0005264425,0.001311789,0.00001872718,0.00002450239,0.000008474441,0.000007134071,0.005376962],"genre_scores_gemma":[0.9982652,0.0001466953,0.0001912293,0.0001501085,0.000003104245,0.00001461092,0.000004066305,0.000004787095,0.001220284],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.06234808,"threshold_uncertainty_score":0.1239703,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4386599899","doi":"10.1080/13603116.2023.2256321","title":"A systematic review of literature on inclusive education with special emphasis on children with disability in Pakistan","year":2023,"lang":"en","type":"review","venue":"International Journal of Inclusive Education","topic":"Engineering Education and Curriculum Development","field":"Engineering","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Clinical Evaluation Research Unit","funders":"","keywords":"Emphasis (telecommunications); Special education; Inclusion (mineral); Mainstreaming; Pedagogy; Psychology; Mathematics education; Sociology; Gender studies; Computer science","authors":[{"name":"Mahwish Kamran","is_ca":false},{"name":"Nazia Bano","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.006388813881705804,"gpt":0.3411216277247978,"spread":0.334732813843092,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006404185,0.001273331,0.00511184,0.01195087,0.001176589,0.002455872,0.001270212,0.001709658,0.00440154],"category_scores_gemma":[0.03258647,0.0008254644,0.004196027,0.01391558,0.000998117,0.003142752,0.001847996,0.001276653,0.0002805432],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004419778,"about_ca_system_score_gemma":0.0279102,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01317245,"about_ca_topic_score_gemma":0.05089152,"domain_scores_codex":[0.994585,0.001705215,0.001970367,0.0003468569,0.001137084,0.0002555649],"domain_scores_gemma":[0.9810618,0.01306592,0.003011846,0.0002877237,0.002280907,0.0002918481],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"systematic_review","study_design_gemma":"systematic_review","study_design_scores_codex":[0.000103784,0.00002166566,0.0007357756,0.9378837,0.001590137,0.0002734379,0.0006592819,0.00006565302,0.0001587674,0.0003302325,0.001899413,0.0562782],"study_design_scores_gemma":[0.00008888634,0.0001692842,0.004579609,0.9536242,0.01382994,0.0007492387,0.001099946,0.00002959313,0.0001494539,0.0002852676,0.02536433,0.00003021879],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.001444273,0.9968271,0.0001252694,0.0003368376,0.0001396225,0.00041697,0.0002554485,0.00000530221,0.0004491489],"genre_scores_gemma":[0.01133611,0.9870253,0.0004698453,0.0004028627,0.00004515906,0.0004683342,0.0001348206,0.000002229111,0.0001153071],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.01317245,"threshold_uncertainty_score":0.03386903,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4252684888","doi":"10.1080/13603116.2019.1597183","title":"Addressing the wicked problem of behaviour in schools","year":2019,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Behavioral and Psychological Studies","field":"Psychology","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Disadvantage; Dilemma; Inclusion (mineral); Face (sociological concept); Public relations; Incentive; Population; Pedagogy; Sociology; Set (abstract data type); Psychology; Political science; Social science; Law; Economics","authors":[{"name":"David Armstrong","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1469154989875187,"gpt":0.4415363321698661,"spread":0.2946208331823474,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03888582,0.0006953567,0.002027505,0.004982029,0.01373457,0.01866314,0.002838049,0.004483249,0.001568962],"category_scores_gemma":[0.05494507,0.001073836,0.001354335,0.002938134,0.03844293,0.01196722,0.0172723,0.01022942,0.000414051],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01375973,"about_ca_system_score_gemma":0.03606242,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02672283,"about_ca_topic_score_gemma":0.06206654,"domain_scores_codex":[0.9216123,0.05500986,0.00339353,0.003143703,0.01306978,0.003770974],"domain_scores_gemma":[0.9064199,0.05612403,0.01392677,0.006078234,0.007103977,0.01034699],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001076495,0.0005356323,0.07301728,0.002643332,0.0002663369,0.00151943,0.4087278,0.00140425,0.0007477879,0.1240686,0.01036289,0.376599],"study_design_scores_gemma":[0.00006361613,0.001008922,0.06293472,0.007878783,0.0002372975,0.002655757,0.3730937,0.00343552,0.001136491,0.3708601,0.176354,0.0003411196],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4059261,0.04997495,0.0991738,0.3919797,0.004175549,0.0006442551,0.0001032069,0.0008898735,0.04713257],"genre_scores_gemma":[0.934233,0.01498176,0.02713467,0.01839838,0.0006814495,0.0003252142,0.00003046011,0.00009988579,0.004115187],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03888582,"threshold_uncertainty_score":0.2056503,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2035765241","doi":"10.1080/13603116.2011.557445","title":"Educational advocacy among adoptive parents of adolescents with fetal alcohol spectrum disorder","year":2011,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Prenatal Substance Exposure Effects","field":"Medicine","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Learning Partnership; University of Ottawa","funders":"","keywords":"Fetal Alcohol Spectrum Disorder; Psychology; Qualitative research; Inclusion (mineral); Fetal alcohol; Fetal alcohol syndrome; Developmental psychology; Medicine; Medical education; Clinical psychology; Social psychology; Pregnancy","authors":[{"name":"Cheryll Duquette","is_ca":true},{"name":"Emma J. Stodel","is_ca":true},{"name":"Stephanie Fullarton","is_ca":true},{"name":"Karras Hagglund","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.009330280268075659,"gpt":0.2880796210237361,"spread":0.2787493407556605,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0046442,0.0003921447,0.0004582579,0.0008354043,0.005009315,0.002213877,0.0007748411,0.001288667,0.002003056],"category_scores_gemma":[0.01350411,0.0005095767,0.0002894596,0.0004645585,0.003948594,0.001992476,0.002755026,0.002199526,0.0001578623],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001553826,"about_ca_system_score_gemma":0.001875271,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0040191,"about_ca_topic_score_gemma":0.007826453,"domain_scores_codex":[0.9966583,0.002389241,0.00009716023,0.0001267784,0.000336477,0.0003920023],"domain_scores_gemma":[0.9914675,0.005605579,0.001353426,0.0002200686,0.0005135888,0.000839866],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004559486,0.0001042648,0.03117339,0.00006118409,0.000007126205,0.004081581,0.9547789,0.00001665212,0.0008184912,0.0005315743,0.0003246363,0.008056683],"study_design_scores_gemma":[0.000005047606,0.000105733,0.005021456,0.0000691378,0.000006983249,0.001741686,0.9894,0.0000305386,0.0002152512,0.0001030552,0.003292672,0.000008426066],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9976687,0.000328109,0.0002951374,0.00074752,0.00003052308,0.00002490423,0.000008991621,0.000003647854,0.0008924933],"genre_scores_gemma":[0.9982041,0.0004780174,0.0002523449,0.0003187819,0.0000180863,0.00003355239,0.00001046024,0.000003440197,0.0006811653],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.005009315,"threshold_uncertainty_score":0.02456117,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2765731397","doi":"10.1080/13603116.2017.1395087","title":"The psy-disciplines go to school: psychiatric, psychological and psychotherapeutic approaches to inclusion in one UK primary school","year":2017,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Attention Deficit Hyperactivity Disorder","field":"Medicine","cited_by":16,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Inclusion (mineral); Psychology; Mental health; Empirical research; Pedagogy; Social psychology; Psychotherapist","authors":[{"name":"Beth Barker","is_ca":false},{"name":"China Mills","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1031045341459441,"gpt":0.4150741307743914,"spread":0.3119695966284473,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001286125,0.0003270008,0.0007878476,0.001522051,0.0145119,0.004927862,0.001042472,0.002426733,0.003772781],"category_scores_gemma":[0.00407615,0.0007213537,0.0004394408,0.00155162,0.00535724,0.002420475,0.007779053,0.003346057,0.0006254027],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01257853,"about_ca_system_score_gemma":0.01287852,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.159096,"about_ca_topic_score_gemma":0.4269664,"domain_scores_codex":[0.9969074,0.001133335,0.000196311,0.0003861465,0.0003961554,0.0009806269],"domain_scores_gemma":[0.9955884,0.0008271596,0.0004942312,0.0001441852,0.0004140451,0.002531998],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00009438179,0.000688997,0.07618548,0.0004977502,0.00001819644,0.01508968,0.873282,0.00004901316,0.001111008,0.001949662,0.003352849,0.02768101],"study_design_scores_gemma":[0.0000254716,0.0004125584,0.08909205,0.000614844,0.00002076888,0.00326133,0.8828136,0.00005095765,0.0002572111,0.0003631294,0.02304352,0.00004462682],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9869904,0.001537919,0.0001671354,0.005497731,0.0001181417,0.00007307661,0.00005074837,0.00001311226,0.005551749],"genre_scores_gemma":[0.9927736,0.001131758,0.0002619184,0.001293818,0.00002708734,0.00003910163,0.00002177301,0.000009716694,0.004441258],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.159096,"threshold_uncertainty_score":0.3163399,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2463982938","doi":"10.1080/13603116.2016.1184330","title":"French second-language teacher candidates’ positions towards Allophone students and implications for inclusion","year":2016,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":14,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Nipissing University","funders":"","keywords":"Inclusion (mineral); Mathematics education; Perception; Population; Psychology; Pedagogy; Second language; First language; Linguistics; Sociology; Social psychology","authors":[{"name":"Callie Mady","is_ca":true},{"name":"Katy Arnett","is_ca":false},{"name":"Lin Muilenburg","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01487668915059623,"gpt":0.3486545308999807,"spread":0.3337778417493844,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006809805,0.0002948382,0.0003866234,0.00173295,0.01696066,0.007743191,0.001377071,0.001453137,0.005340079],"category_scores_gemma":[0.01398935,0.0002230447,0.0002672544,0.001676254,0.00900482,0.002175655,0.00572243,0.00181014,0.0004028397],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01006929,"about_ca_system_score_gemma":0.01876833,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.3601067,"about_ca_topic_score_gemma":0.4602592,"domain_scores_codex":[0.9893982,0.004186384,0.0002178754,0.0004983546,0.001993926,0.003705275],"domain_scores_gemma":[0.9883347,0.003326837,0.001882567,0.0003095252,0.002265525,0.003880852],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001197061,0.0001516035,0.1201945,0.00009470409,0.000009205733,0.001564226,0.8441171,0.00004934695,0.000919403,0.007005811,0.00196078,0.02381356],"study_design_scores_gemma":[0.000003908176,0.00005910619,0.05521302,0.00009430579,0.000003871123,0.0001524791,0.9367594,0.00003403749,0.0001502442,0.000357236,0.007156069,0.00001637678],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9772394,0.0002709629,0.0001975057,0.005075634,0.00005311425,0.0000233271,0.00001765458,0.000005866735,0.01711654],"genre_scores_gemma":[0.997304,0.0001327199,0.0000594999,0.0003546643,0.000009011431,0.0000108072,0.000009281484,0.000003199527,0.002116781],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3601067,"threshold_uncertainty_score":0.7160214,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2548731149","doi":"10.1080/13603116.2016.1252430","title":"Inclusive financial literacy education for inspiring a critical financial consciousness: an experiment in partnership with marginalised youth","year":2016,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Financial Literacy, Pension, Retirement Analysis","field":"Business, Management and Accounting","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"York University","funders":"York University","keywords":"Financial literacy; General partnership; Consciousness; Critical consciousness; Sociology; Consciousness raising; Pedagogy; Psychology; Finance; Political science; Business","authors":[{"name":"Brenda Spotton Visano","is_ca":true},{"name":"Imo Ek-Udofia","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01431271490819934,"gpt":0.3299971108477203,"spread":0.3156843959395209,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01041247,0.0009803099,0.00116973,0.001087941,0.01039115,0.004489395,0.002256517,0.0029262,0.00640468],"category_scores_gemma":[0.01288132,0.0008008826,0.0009125411,0.0007764059,0.005516665,0.002539147,0.008780631,0.004383084,0.001069356],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00149294,"about_ca_system_score_gemma":0.003907454,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00457614,"about_ca_topic_score_gemma":0.009771941,"domain_scores_codex":[0.9949341,0.002973958,0.0001441006,0.0003726197,0.0003378543,0.001237239],"domain_scores_gemma":[0.9910898,0.004423429,0.0003427686,0.0004087409,0.0005721255,0.003163151],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.001260674,0.04515562,0.006889644,0.0006203256,0.00003289714,0.002835243,0.8961085,0.0002720872,0.004624816,0.002207156,0.001684461,0.03830863],"study_design_scores_gemma":[0.00153085,0.02220679,0.01688536,0.0003712061,0.00009900089,0.0009389908,0.928706,0.001098925,0.003832668,0.002968628,0.02126016,0.0001013838],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9957587,0.00004897993,0.0005213723,0.0003708579,0.00004405414,0.0007811562,0.0000258016,0.00002951372,0.002419526],"genre_scores_gemma":[0.9914806,0.000200052,0.003011441,0.0004086892,0.00003843744,0.001474276,0.00003314721,0.00003139985,0.003322087],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01041247,"threshold_uncertainty_score":0.05506706,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1964091033","doi":"10.1080/13603116.2015.1037867","title":"Social participation of children and youth with disabilities in Canada, France and Germany","year":2015,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Mount Saint Vincent University","funders":"","keywords":"Terminology; Inclusion (mineral); Active listening; Pedagogy; Sociology; Special education; Mainstreaming; Public relations; Special educational needs; Political science; Gender studies; Linguistics","authors":[{"name":"Cornelia Schneider","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01698677523740434,"gpt":0.3467943987537807,"spread":0.3298076235163764,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002575703,0.0006753777,0.001164585,0.004640804,0.02169814,0.005572583,0.002104594,0.001818285,0.002494837],"category_scores_gemma":[0.003548752,0.0003388153,0.000759275,0.005013411,0.008381642,0.001644568,0.007791001,0.002413265,0.0001545349],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.08012746,"about_ca_system_score_gemma":0.05908753,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.9903593,"about_ca_topic_score_gemma":0.9939222,"domain_scores_codex":[0.9948685,0.0007558616,0.0001171527,0.0003091978,0.0008483651,0.003100901],"domain_scores_gemma":[0.9967058,0.0005344101,0.0004373126,0.0000527081,0.0007700399,0.001499689],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0001044119,0.0001582704,0.1424517,0.0001474622,0.00003562411,0.001530331,0.8183095,0.0001556918,0.0002845178,0.007761553,0.002891781,0.02616909],"study_design_scores_gemma":[0.000007456535,0.00006088218,0.2543861,0.0001928204,0.00001980429,0.0002682034,0.7271996,0.0001245776,0.0001437687,0.0002257851,0.01732285,0.00004815864],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9922698,0.001432686,0.00003198404,0.001294384,0.00002560188,0.00002598581,0.0001593013,0.000006004434,0.004754398],"genre_scores_gemma":[0.994972,0.001282497,0.00008405386,0.0003095832,0.00001261283,0.00003092225,0.0001335257,0.000005556788,0.003169423],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08012746,"threshold_uncertainty_score":0.5813681,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4362716486","doi":"10.1080/13603116.2023.2195858","title":"Professional practice placement as a unique challenge for students with disabilities in health and human service educational programmes","year":2023,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Interprofessional Education and Collaboration","field":"Health Professions","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"McGill University Health Centre; University of Alberta; Université Laval; Université de Sherbrooke; Queen's University; McGill University; University of British Columbia","funders":"","keywords":"Accommodation; CLARITY; Medical education; Reasonable accommodation; Inclusion (mineral); Psychology; Best practice; Human services; Pedagogy; Nursing; Medicine; Political science","authors":[{"name":"Elisabeth Gross","is_ca":true},{"name":"Tal Jarus","is_ca":true},{"name":"Yael Mayer","is_ca":true},{"name":"Shahbano Zaman","is_ca":true},{"name":"Fernanda Mira","is_ca":true},{"name":"Jeff Boniface","is_ca":true},{"name":"Manon Boucher","is_ca":true},{"name":"Laura Yvonne Bulk","is_ca":true},{"name":"Stephanie Chen","is_ca":true},{"name":"Donna Drynan","is_ca":true},{"name":"Karen Falcicchio","is_ca":true},{"name":"Elizabeth Anne Kinsella","is_ca":true},{"name":"Rosemary Lysaght","is_ca":true},{"name":"Carmen Moliner","is_ca":true},{"name":"Kathy O’Flynn-Magee","is_ca":true},{"name":"Cori Schmitz","is_ca":true},{"name":"Bette Shippam","is_ca":true},{"name":"Margot Young","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03372616075820266,"gpt":0.5516079483666907,"spread":0.517881787608488,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002360852,0.0003756217,0.0006073629,0.0008163265,0.008576666,0.005071914,0.001375571,0.002123905,0.004413821],"category_scores_gemma":[0.007733588,0.0004090105,0.0005492414,0.0009535276,0.003661768,0.00205528,0.007465624,0.003024824,0.0006812302],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002862172,"about_ca_system_score_gemma":0.009820337,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01490557,"about_ca_topic_score_gemma":0.05751265,"domain_scores_codex":[0.9945198,0.001564139,0.0002641834,0.0002271429,0.00139804,0.002026873],"domain_scores_gemma":[0.9912564,0.001161242,0.001534496,0.0002840371,0.0008272995,0.004936549],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001726061,0.001781752,0.3257775,0.0007006807,0.00006027375,0.01126791,0.5034698,0.0002724883,0.004629963,0.003093335,0.01132129,0.1374524],"study_design_scores_gemma":[0.00001435233,0.0004956505,0.08457245,0.0003329114,0.00001675757,0.005399938,0.8922642,0.0001598606,0.0003640151,0.0008870575,0.01544211,0.00005064403],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9929696,0.0003541732,0.0003214758,0.002137645,0.00009548602,0.00003922799,0.00001850989,0.00001556823,0.004048295],"genre_scores_gemma":[0.9969683,0.0003597529,0.0004004723,0.0004507267,0.00002542301,0.00002583103,0.00001852996,0.000005337961,0.001745485],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01490557,"threshold_uncertainty_score":0.02963763,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4387402898","doi":"10.1080/13603116.2023.2264855","title":"Gains in pre-service teacher efficacy for inclusive education: contributions of initial beliefs and practicum length","year":2023,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"Mount Saint Vincent University; Western University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Practicum; Self-efficacy; Inclusion (mineral); Psychology; Teacher education; Pedagogy; Scale (ratio); Special education; Medical education; Mathematics education; Social psychology; Medicine","authors":[{"name":"Evan Charles","is_ca":true},{"name":"Jamie L. Metsala","is_ca":true},{"name":"Jacqueline Specht","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07184061276004776,"gpt":0.5105976304747959,"spread":0.4387570177147481,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001076811,0.0002553293,0.0002260146,0.0006167473,0.0005182249,0.00094139,0.0004378767,0.0003094132,0.00242464],"category_scores_gemma":[0.009717521,0.0001849659,0.0003399006,0.0003005207,0.0007173178,0.000375724,0.0007681648,0.0009955211,0.000291745],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001228818,"about_ca_system_score_gemma":0.001981563,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.03881655,"about_ca_topic_score_gemma":0.08450692,"domain_scores_codex":[0.99935,0.00008769664,0.00003619022,0.00006062687,0.0002645097,0.0002010155],"domain_scores_gemma":[0.9933881,0.001585325,0.00182759,0.0004503452,0.001210885,0.001537773],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002281445,0.0005860098,0.9689,0.00002969849,0.00002620758,0.0001497519,0.00455782,0.000115398,0.001872578,0.00007881743,0.00009284625,0.02336276],"study_design_scores_gemma":[0.000002116266,0.0001268199,0.9977856,0.000008443864,0.000005141861,0.00004933789,0.00153213,0.00006480545,0.0002519956,0.00002820765,0.0001423643,0.000003005695],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9989756,0.00005529297,0.00004078911,0.00003425569,0.0000022667,0.000008887914,0.00001508495,0.000003599484,0.0008642696],"genre_scores_gemma":[0.9994924,0.00003066137,0.00004993433,0.000004393485,9.613333e-7,0.000002839297,0.00002357728,0.000001122419,0.0003941989],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03881655,"threshold_uncertainty_score":0.07718122,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3152753739","doi":"10.1080/13603116.2021.1916102","title":"Engaging in inclusive pedagogy: how elementary physical and health educators understand their roles","year":2021,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Manitoba","funders":"","keywords":"Inclusion (mineral); Pedagogy; Qualitative research; Reflexivity; Psychology; Mathematics education; Sociology","authors":[{"name":"Matthew Patey","is_ca":false},{"name":"Yeonkyoung Jin","is_ca":false},{"name":"Byoung-Wook Ahn","is_ca":false},{"name":"Weon-Il Lee","is_ca":false},{"name":"Kyoung June Yi","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02566379738614293,"gpt":0.4320547577132528,"spread":0.4063909603271099,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007031315,0.0004542267,0.0005372661,0.001457437,0.01109035,0.0097328,0.001655946,0.002035473,0.002369105],"category_scores_gemma":[0.01239963,0.0004456345,0.0003614998,0.001038515,0.01067035,0.005405962,0.008626979,0.003709948,0.0004522383],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01134598,"about_ca_system_score_gemma":0.03157399,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.2227893,"about_ca_topic_score_gemma":0.4248397,"domain_scores_codex":[0.9933084,0.003186473,0.0001543462,0.0004448495,0.001097283,0.001808635],"domain_scores_gemma":[0.9942129,0.002497473,0.0004243329,0.0002564007,0.0009893262,0.00161962],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000151852,0.0001337273,0.009898189,0.0001280608,0.000006521033,0.0003990534,0.9653024,0.00004933738,0.0005283786,0.002274466,0.001087672,0.02017708],"study_design_scores_gemma":[0.000006933175,0.00003391662,0.007247073,0.0003692725,0.00001534234,0.0001861139,0.9544995,0.00007948664,0.0002159107,0.002294833,0.03503056,0.00002096137],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9183038,0.003234609,0.007909616,0.01361533,0.0001827801,0.0002369587,0.00005881589,0.00007629809,0.05638171],"genre_scores_gemma":[0.9866008,0.001816832,0.003188785,0.001478971,0.00001386878,0.00007902829,0.00003773026,0.00002477452,0.00675921],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2227893,"threshold_uncertainty_score":0.4429849,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3097859007","doi":"10.1080/13603116.2020.1837265","title":"‘The road less travelled’: grade-level acceleration in inclusive schools","year":2020,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"","keywords":"Psychological intervention; Inclusion (mineral); Intervention (counseling); Psychology; Acceleration; Special needs; Special education; Mathematics education; Medical education; Pedagogy; Social psychology; Medicine","authors":[{"name":"Lynn Dare","is_ca":true},{"name":"Elizabeth Nowicki","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.08583669944304237,"gpt":0.4105442690543042,"spread":0.3247075696112618,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002306525,0.0003186766,0.0004581884,0.0006539757,0.006241549,0.004263476,0.001008081,0.001559951,0.002609977],"category_scores_gemma":[0.004812157,0.0003915445,0.0005368502,0.0005455498,0.005028395,0.002971376,0.006766712,0.002654711,0.0003068448],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001901559,"about_ca_system_score_gemma":0.001876027,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006660348,"about_ca_topic_score_gemma":0.01824287,"domain_scores_codex":[0.9969724,0.001780795,0.000130639,0.0002153795,0.0002980448,0.0006026272],"domain_scores_gemma":[0.9975737,0.0005483579,0.0005988101,0.000130053,0.0001753443,0.0009738432],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00009743215,0.0002747978,0.05960987,0.0004382722,0.00003844455,0.002173582,0.9050827,0.00005534263,0.0007734958,0.003177337,0.002448362,0.02583045],"study_design_scores_gemma":[0.000008949545,0.0001683454,0.03927109,0.0002409061,0.00002633962,0.0008990166,0.9393408,0.00004195274,0.0001641991,0.0007313042,0.01907595,0.00003132929],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9879291,0.000635332,0.0006672019,0.002670901,0.0001412017,0.00003931494,0.00002841569,0.00002112253,0.007867238],"genre_scores_gemma":[0.9976825,0.0003302498,0.000308487,0.0004277407,0.00002112568,0.00002308601,0.00001715498,0.000008710055,0.001180939],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006660348,"threshold_uncertainty_score":0.01379681,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4289519147","doi":"10.1080/13603116.2022.2104944","title":"Exploring representation (EDI) in Students as Partners (SaP) initiatives: a case study of equity, diversity and inclusion in the Students as Partners Program (SaPP) at Carleton University","year":2022,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Higher Education Practises and Engagement","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Carleton University","funders":"","keywords":"Inclusion (mineral); Equity (law); Diversity (politics); Medical education; Pedagogy; Psychology; Qualitative research; Higher education; Political science; Sociology; Medicine; Social psychology","authors":[{"name":"Marylynn Steckley","is_ca":true},{"name":"Evelyn Fortin","is_ca":true},{"name":"Alexandra Minic","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1926904287804056,"gpt":0.5517858809110374,"spread":0.3590954521306318,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01123559,0.0005044977,0.0006006071,0.001303228,0.02388216,0.009916913,0.002899233,0.002743477,0.003491734],"category_scores_gemma":[0.01064316,0.0004416557,0.0005161728,0.00175949,0.01790873,0.004710353,0.02122428,0.004986472,0.0002995349],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01119955,"about_ca_system_score_gemma":0.01668692,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.03154243,"about_ca_topic_score_gemma":0.08045713,"domain_scores_codex":[0.9810951,0.01299545,0.0002475498,0.000653162,0.001471313,0.003537391],"domain_scores_gemma":[0.9886056,0.003560926,0.0008671411,0.0004527504,0.0007268891,0.00578671],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003448914,0.0002334744,0.008797331,0.0000685629,0.000006443901,0.001703145,0.9705644,0.00007793155,0.00042762,0.00565572,0.001300127,0.01113078],"study_design_scores_gemma":[0.000003600216,0.00007046088,0.001971949,0.00004746491,0.000003874303,0.0003240354,0.9850832,0.00007456234,0.00023976,0.0004865067,0.01168219,0.00001235665],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9827951,0.0002151154,0.001058917,0.00437559,0.00006621243,0.0001106708,0.00003227318,0.00001960148,0.01132651],"genre_scores_gemma":[0.995845,0.0001966361,0.0005066431,0.0004873761,0.00001346062,0.00006581015,0.00001689779,0.00001450586,0.002853822],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03154243,"threshold_uncertainty_score":0.08125877,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4214926379","doi":"10.1080/13603116.2022.2046191","title":"How effective is online pre-service teacher education for inclusion when compared to face-to-face delivery?","year":2022,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Winnipeg","funders":"","keywords":"Psychology; Inclusion (mineral); Face-to-face; Medical education; Service (business); Higher education; Mathematics education; Pedagogy; Social psychology; Medicine; Political science","authors":[{"name":"Laura Sokal","is_ca":true},{"name":"Umesh Sharma","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01802721464187355,"gpt":0.3825238479678145,"spread":0.3644966333259409,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006907628,0.0002144685,0.0007359697,0.000501251,0.00063325,0.002338452,0.0006994235,0.0007478298,0.006996057],"category_scores_gemma":[0.04643542,0.0001302343,0.0006151444,0.0007296086,0.0007184894,0.002516824,0.0009793969,0.0009652767,0.0009026496],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00153883,"about_ca_system_score_gemma":0.003282283,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008507228,"about_ca_topic_score_gemma":0.01511397,"domain_scores_codex":[0.9941577,0.003186765,0.0002662293,0.0003258132,0.001554064,0.0005095319],"domain_scores_gemma":[0.9820296,0.0117674,0.001756592,0.0006802939,0.001442048,0.002324036],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.005128027,0.009097619,0.04064365,0.001614219,0.000282206,0.0001060232,0.002845396,0.0002335125,0.0009829627,0.0008951522,0.0024167,0.9357545],"study_design_scores_gemma":[0.00466925,0.05781353,0.8201353,0.009231833,0.002960491,0.001078535,0.02706995,0.004161819,0.008743959,0.003365343,0.06053635,0.0002336826],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9594728,0.004569984,0.001583331,0.007736993,0.000677953,0.0006216164,0.00016535,0.00009994097,0.02507197],"genre_scores_gemma":[0.9941553,0.001728303,0.001942972,0.0005164462,0.0001608688,0.0002500672,0.00005146318,0.00001804052,0.001176645],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.008507228,"threshold_uncertainty_score":0.03653145,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2134507582","doi":"10.1080/13603110500264610","title":"Strengthened adapted education for all — no more special education?","year":2006,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Special education; Mainstreaming; Pedagogy; Higher education; Mathematics education; Sociology; Psychology; Economic growth; Economics","authors":[{"name":"Kari Nes","is_ca":false},{"name":"Marit Strømstad","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01622276727256733,"gpt":0.3869116266237378,"spread":0.3706888593511705,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.04049314,0.0005471329,0.001123829,0.001037181,0.004170516,0.01225607,0.003101067,0.01958761,0.01223578],"category_scores_gemma":[0.06831612,0.0005046329,0.001424689,0.0008789808,0.02049248,0.02359932,0.01710984,0.02220202,0.001518931],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01023337,"about_ca_system_score_gemma":0.03087874,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02068161,"about_ca_topic_score_gemma":0.0247629,"domain_scores_codex":[0.9688982,0.01064279,0.002519241,0.003661072,0.009066478,0.005212198],"domain_scores_gemma":[0.961185,0.0166527,0.003451443,0.003920189,0.005794103,0.008996541],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00008745252,0.0001055699,0.001285287,0.0008300738,0.00004289072,0.0003474827,0.01095009,0.0001434033,0.000930886,0.6696892,0.233808,0.08177971],"study_design_scores_gemma":[0.00004995266,0.00009903274,0.00235975,0.001963613,0.0000374891,0.0002355636,0.007354455,0.00007436814,0.0004709962,0.07080963,0.9164643,0.00008093593],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.004427617,0.008042455,0.001821423,0.950711,0.01127454,0.00004493749,0.00006280448,0.00006359979,0.02355165],"genre_scores_gemma":[0.1384352,0.007302161,0.004655377,0.8140163,0.004642419,0.0002330782,0.0001426246,0.0001277436,0.03044505],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.04049314,"threshold_uncertainty_score":0.2141508,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4306893384","doi":"10.1080/13603116.2022.2137589","title":"Meaningful participation in a general education classroom of a student with significant disabilities: bridging the fields of occupational therapy and inclusive education","year":2022,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":8,"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":"Thematic analysis; Mainstream; Inclusion (mineral); Psychology; Curriculum; Occupational therapy; Mainstreaming; Special education; Pedagogy; Qualitative research; Least restrictive environment; Mathematics education; Medical education; Social psychology; Medicine; Sociology","authors":[{"name":"Sarah Skinner","is_ca":true},{"name":"Jennifer Katz","is_ca":true},{"name":"Vicki Knight","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04143651225749234,"gpt":0.4269036111423495,"spread":0.3854670988848571,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002558588,0.0004650475,0.0007021624,0.0007688235,0.008617519,0.003276105,0.001747024,0.001611423,0.001807261],"category_scores_gemma":[0.004330821,0.0002814987,0.0003951039,0.0005720488,0.005841605,0.002001845,0.00605277,0.00220377,0.0002546823],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002350445,"about_ca_system_score_gemma":0.003742365,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006382566,"about_ca_topic_score_gemma":0.01903743,"domain_scores_codex":[0.9961248,0.002331693,0.000123854,0.0002574974,0.000336068,0.0008260885],"domain_scores_gemma":[0.9962185,0.001521298,0.0004425541,0.0001719558,0.0002525686,0.001393052],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004542958,0.0006012522,0.02760033,0.0001545349,0.00001052965,0.005692466,0.9463556,0.0001077368,0.001811357,0.001324317,0.0005228083,0.01577365],"study_design_scores_gemma":[0.000005924464,0.0002284413,0.007119593,0.00008883168,0.000009069666,0.001773367,0.9855952,0.0001194134,0.0005161731,0.0003344052,0.004192695,0.0000168193],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9969603,0.00007157206,0.0006174209,0.0005625744,0.00001080257,0.00004244251,0.00001212381,0.000005305356,0.001717394],"genre_scores_gemma":[0.9982094,0.0001364032,0.0005102732,0.0001104759,0.000004696431,0.00003202598,0.000008964592,0.000003421539,0.0009844175],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.008617519,"threshold_uncertainty_score":0.01705378,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4283276647","doi":"10.1080/13603116.2020.1821452","title":"Resources for inclusive education – impacts of funding and provision","year":2022,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University of Edmonton","funders":"","keywords":"Mainstreaming; Special education; Inclusion (mineral); Economic growth; Political science; Public administration; Public relations; Business; Pedagogy; Sociology; Economics; Social science","authors":[{"name":"Janka Goldan","is_ca":false},{"name":"Tim Loreman","is_ca":true},{"name":"Jennifer Lambrecht","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01810246711074993,"gpt":0.4193642087682887,"spread":0.4012617416575388,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01192964,0.000495085,0.0007534799,0.003789729,0.002815972,0.01283333,0.001842702,0.003628435,0.02660982],"category_scores_gemma":[0.05670821,0.0004685375,0.0006661882,0.006209482,0.00433594,0.01133856,0.01004454,0.002184963,0.00158928],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01260544,"about_ca_system_score_gemma":0.02484526,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.03117043,"about_ca_topic_score_gemma":0.04053624,"domain_scores_codex":[0.9742945,0.01435113,0.0009100734,0.0006930919,0.004248963,0.005502111],"domain_scores_gemma":[0.9554679,0.0218688,0.005823938,0.002155552,0.008373064,0.006310669],"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":[0.001864291,0.0007632855,0.05090363,0.0009413276,0.0001783689,0.001007605,0.00517329,0.009708442,0.001200434,0.6715572,0.0269135,0.2297888],"study_design_scores_gemma":[0.00046445,0.0008945503,0.1612159,0.005237664,0.0004398459,0.0008966223,0.04987789,0.008837432,0.002600589,0.3813334,0.3879766,0.0002250327],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4500851,0.01658441,0.003909437,0.1724346,0.0009999567,0.0003517547,0.003108298,0.000131957,0.3523945],"genre_scores_gemma":[0.9812649,0.00308035,0.0009527634,0.001277648,0.0002068004,0.0001198667,0.0002933997,0.00003662238,0.0127677],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03117043,"threshold_uncertainty_score":0.09145933,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4393943026","doi":"10.1080/13603116.2024.2337055","title":"‘It is important to be involved’: social participation of autistic children and adolescents in mainstream schools","year":2024,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Family and Disability Support Research","field":"Psychology","cited_by":6,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Holland Bloorview Kids Rehabilitation Hospital; University of Toronto","funders":"Háskóli Íslands","keywords":"Mainstream; Mainstreaming; Autism; Psychology; Developmental psychology; Inclusion (mineral); Pedagogy; Special education; Social psychology; Political science","authors":[{"name":"Linda Björk Ólafsdóttir","is_ca":false},{"name":"Barbara E. Gibson","is_ca":true},{"name":"Stefan Hardonk","is_ca":false},{"name":"Snæfríður Þóra Egilson","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02749734823443022,"gpt":0.4275495300408297,"spread":0.4000521818063995,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0016316,0.0003687596,0.0004547065,0.001234388,0.003235583,0.002365957,0.0006106901,0.0007282472,0.0008694105],"category_scores_gemma":[0.002083982,0.000328049,0.0003278099,0.0005509573,0.005012909,0.001080481,0.002991951,0.001199318,0.00008968764],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002639169,"about_ca_system_score_gemma":0.001814793,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.03193022,"about_ca_topic_score_gemma":0.0669305,"domain_scores_codex":[0.9986942,0.0005889076,0.00008470844,0.0001249914,0.0001737024,0.0003334671],"domain_scores_gemma":[0.9985155,0.0005665456,0.0004770201,0.00004500472,0.00009996186,0.0002958926],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000392902,0.00004963698,0.1280658,0.00006587449,0.000009747078,0.001042088,0.8637391,0.00002259705,0.001219449,0.000527196,0.0001321226,0.005087135],"study_design_scores_gemma":[0.000002896451,0.00004881012,0.1415656,0.000053069,0.000009978334,0.0006878832,0.8561447,0.00003071829,0.0001238658,0.0001318086,0.001191871,0.00000884356],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9992195,0.00009321176,0.00002511281,0.00007246827,0.000002204647,0.000003789978,0.000004384322,6.379415e-7,0.0005785247],"genre_scores_gemma":[0.9995524,0.0001187491,0.00006590854,0.00003969238,0.000001627794,0.000008909617,0.000007841024,0.000001021362,0.0002037912],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03193022,"threshold_uncertainty_score":0.06348872,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4212851185","doi":"10.1080/13603116.2022.2041112","title":"Educating in the context of ‘Dispersal’: rural schools and refugee-background students","year":2022,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Education and experiences of immigrants and refugees","field":"Social Sciences","cited_by":6,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"Australian Research Council","keywords":"Refugee; Rurality; Context (archaeology); Biological dispersal; Economic growth; Political science; Sociology; Rural area; Geography; Population","authors":[{"name":"Jennifer L. Brown","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01329409724849394,"gpt":0.3984662934616963,"spread":0.3851721962132024,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003510009,0.0002156206,0.0006123523,0.0008945556,0.008701088,0.006410663,0.0008963092,0.002285548,0.004195533],"category_scores_gemma":[0.004487716,0.0003403821,0.0003538863,0.00119067,0.009824635,0.005065129,0.01177192,0.003826519,0.0003165389],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002507722,"about_ca_system_score_gemma":0.006628124,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01042475,"about_ca_topic_score_gemma":0.03031698,"domain_scores_codex":[0.9973447,0.001641378,0.00007531834,0.0001164904,0.0001462626,0.0006760291],"domain_scores_gemma":[0.99743,0.0009582913,0.0004352089,0.00006908559,0.0001446314,0.0009627818],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000307661,0.0001962605,0.02021885,0.0005327748,0.00001431007,0.001902868,0.9344077,0.00006007136,0.0002250326,0.01532568,0.00292113,0.02416448],"study_design_scores_gemma":[0.000005392424,0.00005891456,0.009289491,0.0006342882,0.000007816789,0.0004233354,0.9659267,0.00001928753,0.00005889108,0.001809171,0.02175343,0.0000132393],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9394202,0.009564034,0.0003798267,0.03443059,0.0002387274,0.00004344022,0.00003775693,0.00001144866,0.01587388],"genre_scores_gemma":[0.9872963,0.007219198,0.0002703014,0.0026119,0.00005643627,0.00003552176,0.00001702653,0.000006861976,0.002486462],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01042475,"threshold_uncertainty_score":0.02072811,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2086963989","doi":"10.1080/13603110500256079","title":"Turf and tension: psychiatric and inclusive communities servicing students referred for emotional and behavioural difficulties","year":2006,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Collusion; Inclusion (mineral); Psychology; Perception; Obstacle; Emotional and behavioral disorders; Developmental psychology; Psychiatry; Social psychology","authors":[{"name":"Nancy L. Heath","is_ca":true},{"name":"Diane McLean‐Heywood","is_ca":true},{"name":"Cécile Rousseau","is_ca":true},{"name":"Harriet Petrakos","is_ca":true},{"name":"Cindy A. Finn","is_ca":true},{"name":"Anastasia Karagiannakis","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0267414898544224,"gpt":0.4038631368073056,"spread":0.3771216469528831,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00114036,0.0002832672,0.0005846674,0.001740381,0.002922206,0.002142285,0.0006229651,0.001268857,0.002131279],"category_scores_gemma":[0.009160053,0.0003171149,0.0003074806,0.001150859,0.002802253,0.001565485,0.003616477,0.001960804,0.0001579833],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001362757,"about_ca_system_score_gemma":0.001829534,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006570101,"about_ca_topic_score_gemma":0.01700507,"domain_scores_codex":[0.9984275,0.0005296787,0.0001281297,0.00008903236,0.0003024868,0.0005232103],"domain_scores_gemma":[0.9966546,0.0005665591,0.00101304,0.00009317381,0.0002256815,0.001446719],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002378908,0.0009843322,0.8370032,0.0001350993,0.00003642271,0.01386958,0.1199638,0.00005877662,0.0006031533,0.0008462208,0.001012676,0.02524885],"study_design_scores_gemma":[0.00004319887,0.0006038919,0.5778907,0.0001284133,0.00004320172,0.02979159,0.3880897,0.0003000716,0.0001772986,0.0007853089,0.002102325,0.00004417441],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9985226,0.0001054196,0.00002361693,0.0002753369,0.00001031923,0.00001037481,0.000005089359,0.000001513531,0.001045665],"genre_scores_gemma":[0.9995816,0.00009515868,0.00003439189,0.00008251121,0.000009042767,0.000008815131,0.00000763017,0.000001212666,0.0001795149],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006570101,"threshold_uncertainty_score":0.01306373,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4210582778","doi":"10.1080/13603116.2022.2029962","title":"Suspicion of ADHD by teachers in relation to their perception of students’ cognitive capacities: do cognitively strong students escape verdict?","year":2022,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Attention Deficit Hyperactivity Disorder","field":"Medicine","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"Université du Québec à Chicoutimi","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Perception; Context (archaeology); Cognition; Attention deficit hyperactivity disorder; Blame; Developmental psychology; Social psychology; Clinical psychology","authors":[{"name":"Emma Degroote","is_ca":false},{"name":"Marie‐Christine Brault","is_ca":true},{"name":"Mieke Van Houtte","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02692947463168449,"gpt":0.395133647934983,"spread":0.3682041733032985,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003499276,0.0002134528,0.0004918412,0.001370584,0.001262796,0.002240886,0.0007416956,0.0006315251,0.001660414],"category_scores_gemma":[0.02654452,0.0003686177,0.0006253905,0.0009155283,0.00157143,0.000871758,0.002040013,0.001679569,0.0001700353],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002211731,"about_ca_system_score_gemma":0.001911361,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0793441,"about_ca_topic_score_gemma":0.1363708,"domain_scores_codex":[0.9955989,0.001400669,0.0004884116,0.0004997005,0.001273868,0.0007384313],"domain_scores_gemma":[0.9729885,0.008562813,0.01190316,0.00165903,0.002890823,0.001995602],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00002998448,0.00004073109,0.9943444,0.000006458801,0.00002216463,0.00002390375,0.004340897,0.00001393877,0.00006865861,0.00002835976,0.00005683449,0.001023892],"study_design_scores_gemma":[0.000002152187,0.00002509676,0.9919443,0.00001236459,0.00001154543,0.0000213406,0.00768513,0.00008200575,0.00007167568,0.00002648217,0.0001139356,0.000003930603],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9994465,0.00003631812,0.00003823781,0.00008718963,0.000002445093,0.000006803536,0.00003943152,0.000001141618,0.0003418986],"genre_scores_gemma":[0.999767,0.00002050306,0.00003123514,0.000015407,0.0000016197,0.000006415435,0.00005314438,0.000001018746,0.0001035181],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0793441,"threshold_uncertainty_score":0.1577645,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4414147603","doi":"10.1080/13603116.2025.2553212","title":"Inclusive learning spaces in Australian schools: an exploration of stakeholder participation, perspectives and priorities","year":2025,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Educational Environments and Student Outcomes","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":"Royal Ottawa Mental Health Centre","funders":"","keywords":"Mainstream; Focus group; Stakeholder; Thematic analysis; Inclusion (mineral); Variety (cybernetics); Diversity (politics); Reflexivity","authors":[{"name":"Benjamin Cleveland","is_ca":false},{"name":"Christine Imms","is_ca":true},{"name":"Nicole Merrick","is_ca":false},{"name":"Wesley Imms","is_ca":false},{"name":"Ruth Aston","is_ca":false},{"name":"Christhina Cândido","is_ca":false},{"name":"Kate Tregloan","is_ca":false},{"name":"Janet Clinton","is_ca":false},{"name":"Scott Alterator","is_ca":false},{"name":"Paul Loh","is_ca":false},{"name":"Lorraine Graham","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04928710004159454,"gpt":0.4381041542743017,"spread":0.3888170542327072,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01667933,0.0006536009,0.001038204,0.003214902,0.02446394,0.009764811,0.002274389,0.003068352,0.002528849],"category_scores_gemma":[0.01095358,0.0008938556,0.0005605262,0.003723146,0.01476019,0.006987065,0.01874693,0.003415108,0.0002221841],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.009832929,"about_ca_system_score_gemma":0.01133616,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0340632,"about_ca_topic_score_gemma":0.0617095,"domain_scores_codex":[0.9795442,0.01491223,0.0004957748,0.0005450442,0.001862582,0.002640043],"domain_scores_gemma":[0.9888018,0.007137281,0.000904447,0.0003203998,0.0009721242,0.001863923],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000009121931,0.00001672549,0.001108676,0.00009811986,0.000002327911,0.000367872,0.9919813,0.00001654778,0.0001212761,0.001929729,0.0001889518,0.004159445],"study_design_scores_gemma":[0.00000180181,0.00002280344,0.002450335,0.0001659363,0.000003403836,0.0001401593,0.9877742,0.00004807649,0.00007316484,0.0009918283,0.00832035,0.000007980192],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9738253,0.002457552,0.001495758,0.007121695,0.0001014956,0.0001298545,0.00004068886,0.00001272714,0.01481489],"genre_scores_gemma":[0.9956118,0.001228196,0.0007102597,0.0004719493,0.00001467537,0.00007854933,0.00001466503,0.000007295956,0.001862518],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0340632,"threshold_uncertainty_score":0.08820981,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2792515177","doi":"10.1080/13603116.2018.1447613","title":"Re-engaged students’ perceptions of mainstream and flexible learning environments – a ‘semi-quantitative’ approach","year":2018,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Educational Environments and Student Outcomes","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":"Yukon University","funders":"Australian Research Council; James Cook University","keywords":"Mainstream; Perception; Mathematics education; Psychology; Mainstreaming; Pedagogy; Sociology; Special education; Political science","authors":[{"name":"Riccardo Welters","is_ca":false},{"name":"Brian Lewthwaite","is_ca":true},{"name":"Joseph Thomas","is_ca":false},{"name":"Kimberley Wilson","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02486023672624613,"gpt":0.4012893346529216,"spread":0.3764290979266754,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008860985,0.0003459709,0.0005085148,0.001428931,0.001257709,0.001964292,0.0006511888,0.0005063419,0.002668243],"category_scores_gemma":[0.01660207,0.0004008,0.0005778857,0.0007880913,0.002342804,0.001602165,0.003262141,0.001600486,0.0004490893],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001331533,"about_ca_system_score_gemma":0.001784956,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002733529,"about_ca_topic_score_gemma":0.004185194,"domain_scores_codex":[0.9950284,0.002907802,0.00036013,0.0004123127,0.0008142857,0.0004770336],"domain_scores_gemma":[0.9872583,0.007126901,0.001519455,0.0009182326,0.00231132,0.0008658442],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0003794829,0.001802126,0.1053654,0.0006665979,0.00003636002,0.0003279234,0.8131784,0.0003801762,0.01156069,0.001978875,0.0007426319,0.06358136],"study_design_scores_gemma":[0.00006491695,0.002505135,0.2627919,0.0002985196,0.00003508796,0.0002380222,0.7130237,0.001316387,0.006463279,0.002271882,0.01086168,0.0001294768],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.996689,0.00001538328,0.00112443,0.00004742751,0.000004503184,0.0003710197,0.0000954125,0.000008830809,0.001643899],"genre_scores_gemma":[0.9936605,0.00004238901,0.00320071,0.0000485145,0.000003537473,0.001640686,0.0000971584,0.000007133465,0.001299294],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.008860985,"threshold_uncertainty_score":0.04686195,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2469438451","doi":"10.1080/13603116.2015.1059499","title":"Troubling gender through mail art","year":2015,"lang":"en","type":"article","venue":"International Journal of Inclusive Education","topic":"Gender, Feminism, and Media","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Victoria","funders":"","keywords":"Heteronormativity; Queer; Transgender; Lesbian; Sociology; Gender studies; Inclusion (mineral); Queer theory; Pedagogy; Sexual orientation; Normative; Homosexuality; Autoethnography; Teacher education; Sexual identity; Psychology; Human sexuality","authors":[{"name":"Catherine McGregor","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0790730389694178,"gpt":0.4262774080896235,"spread":0.3472043691202057,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008111274,0.0004882523,0.0002698911,0.001247095,0.01408897,0.008377113,0.001021243,0.002593731,0.0112295],"category_scores_gemma":[0.01769564,0.0003216756,0.0003247063,0.0008968303,0.01917354,0.006550042,0.006316175,0.003575774,0.002167208],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003158797,"about_ca_system_score_gemma":0.0016866,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002251291,"about_ca_topic_score_gemma":0.00508056,"domain_scores_codex":[0.9903538,0.007348238,0.0001911532,0.0004637701,0.001158475,0.0004845269],"domain_scores_gemma":[0.9794795,0.01497315,0.0007120052,0.0032536,0.001200083,0.0003816383],"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":[0.00007956828,0.00009231059,0.002574073,0.0001483424,0.000005102649,0.0008059051,0.7382595,0.0001221913,0.002119027,0.1746041,0.02876596,0.05242385],"study_design_scores_gemma":[0.00001093384,0.00007044987,0.001265293,0.0003040094,0.00001043528,0.0009418508,0.4277836,0.0003697503,0.005375225,0.02521985,0.538624,0.00002459827],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.4420021,0.002079583,0.02525311,0.0417615,0.00264851,0.0001758707,0.0003189182,0.0005062788,0.485254],"genre_scores_gemma":[0.9059647,0.0007703761,0.004944291,0.005248997,0.0003829923,0.0001953581,0.00006083553,0.0002282883,0.08220422],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.01408897,"threshold_uncertainty_score":0.04289699,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}