{"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009543942,0.0001518761,0.0002171731,0.001154658,0.0007503367,0.0001063625,0.0004999909,0.000104302,0.00008706433],"category_scores_gemma":[0.0005880661,0.0001475811,0.00006082936,0.0008161879,0.0001881901,0.0008173999,0.0002577768,0.0003273652,0.000005356373],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001245065,"about_ca_system_score_gemma":0.003143424,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003766812,"about_ca_topic_score_gemma":0.002817995,"domain_scores_codex":[0.9978221,0.0004020314,0.0005003455,0.0002064625,0.0008568206,0.0002122253],"domain_scores_gemma":[0.9971347,0.0001859646,0.0006685294,0.00008915445,0.001777349,0.0001443165],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00007705713,0.0009186072,0.6736243,0.00001168373,0.00009528355,0.000008701895,0.2797952,0.00001568702,0.0007705871,0.004143406,0.001283347,0.03925616],"study_design_scores_gemma":[0.001087294,0.0001346203,0.8738474,0.001127421,0.00004611694,0.00009736237,0.08635113,0.0001037949,0.0002132418,0.00429637,0.03229966,0.0003956351],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9834904,0.001504411,0.0001675972,0.008591858,0.00264598,0.0002481519,0.000006856175,0.00001454337,0.003330176],"genre_scores_gemma":[0.9946396,0.001570592,0.0005742022,0.0009806851,0.00158192,0.00001680508,0.00001839901,0.00001116874,0.0006066185],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2002231,"threshold_uncertainty_score":0.6018183,"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":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.001255139,0.0001245471,0.0001575168,0.000493511,0.001752402,0.00007012113,0.0006985543,0.00009116218,0.0002855836],"category_scores_gemma":[0.002166528,0.0001137453,0.0001232377,0.0003834825,0.0002064699,0.0005589897,0.0004246659,0.000393833,0.00003047341],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002652908,"about_ca_system_score_gemma":0.002039635,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002478658,"about_ca_topic_score_gemma":0.00009574919,"domain_scores_codex":[0.9974948,0.0004072626,0.0004030315,0.0001687967,0.001360879,0.0001652825],"domain_scores_gemma":[0.9965438,0.0002574897,0.0006087429,0.000107029,0.002380936,0.0001020555],"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":[0.0002618541,0.0009364827,0.007169895,0.000001348965,0.00008589423,0.00003533713,0.8746746,0.0001111389,0.0005311792,0.0252256,0.04052271,0.05044403],"study_design_scores_gemma":[0.0009271615,0.0003397877,0.02100149,0.0007852828,0.00003084807,0.0001008641,0.3004872,0.00001711599,0.0003767243,0.008370662,0.6671676,0.0003952526],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8541822,0.0006696644,0.0008205316,0.06503222,0.004516449,0.0001592423,0.000002929835,0.00002901935,0.07458767],"genre_scores_gemma":[0.991546,0.0005711609,0.001294879,0.001390217,0.003299451,0.000003631356,0.000003927451,0.00001247175,0.001878275],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6266449,"threshold_uncertainty_score":0.9995472,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002316437,0.00006847882,0.0001013727,0.0002561306,0.0002270221,0.0001226093,0.001341539,0.00004083796,0.0002180913],"category_scores_gemma":[0.0006656871,0.00005127027,0.00005925785,0.0002388104,0.00008560235,0.0007033945,0.0001008821,0.000238765,0.000007081376],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004931546,"about_ca_system_score_gemma":0.0009476178,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0006373805,"about_ca_topic_score_gemma":0.0007595182,"domain_scores_codex":[0.9981583,0.0002343896,0.000479692,0.00009509672,0.0009177696,0.0001147962],"domain_scores_gemma":[0.9982031,0.0002958112,0.0005695784,0.00009240779,0.0007957597,0.00004334865],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000141798,0.0006615896,0.06373222,0.000002833999,0.00002355291,0.000001456704,0.91531,0.00007019054,0.00005908716,0.00198255,0.0006017694,0.01754054],"study_design_scores_gemma":[0.000324351,0.00006413407,0.1364435,0.0002071663,0.00001461693,0.00002132294,0.8090168,0.00001635995,0.0001386272,0.007263382,0.0463686,0.0001210897],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9851629,0.0006766488,0.00007661049,0.004391981,0.00239737,0.0001286566,6.470961e-7,0.000003332014,0.007161893],"genre_scores_gemma":[0.9966172,0.0003467225,0.0005240071,0.0004116422,0.001772404,0.00001896761,0.000002219132,0.000004159488,0.0003027045],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1062932,"threshold_uncertainty_score":0.2492936,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002858919,0.0001127733,0.0001867018,0.000233914,0.0006291458,0.00008278102,0.0008869456,0.00008175146,0.00008275569],"category_scores_gemma":[0.005612353,0.00008010164,0.0002184311,0.0001622619,0.0001771578,0.0003235267,0.0001057545,0.0002516634,0.000002992881],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001270278,"about_ca_system_score_gemma":0.001660051,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001704341,"about_ca_topic_score_gemma":0.0007044185,"domain_scores_codex":[0.997917,0.0004157816,0.0006230571,0.0001415707,0.0007162537,0.0001863671],"domain_scores_gemma":[0.9962587,0.001595933,0.000726705,0.000161946,0.001142292,0.0001143836],"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":[0.0005373947,0.007731704,0.03554174,0.00000983411,0.0001608144,8.132076e-7,0.753242,0.001175235,0.0004300824,0.08214346,0.01204737,0.1069796],"study_design_scores_gemma":[0.002291733,0.0008038532,0.1922618,0.0003970391,0.00003763558,0.00001284638,0.2743853,0.0009105247,0.0004163051,0.0239703,0.5041017,0.0004109039],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9457564,0.00005048744,0.0001595705,0.01272126,0.002655079,0.0003368055,0.000004920034,0.00001022299,0.03830528],"genre_scores_gemma":[0.9971372,0.00006821054,0.0003855231,0.0004345078,0.001465602,0.0000242134,0.00000784781,0.000008473651,0.0004684036],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4920543,"threshold_uncertainty_score":0.6718916,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007619571,0.00006754889,0.00009354993,0.0002807343,0.0003772595,0.0001228719,0.0002501521,0.00004221618,0.00005652196],"category_scores_gemma":[0.001033606,0.00006165491,0.00004863308,0.0001307195,0.00007263868,0.0004082224,0.00004951492,0.00007535749,0.00000370727],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00150546,"about_ca_system_score_gemma":0.001815356,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002565023,"about_ca_topic_score_gemma":0.001575687,"domain_scores_codex":[0.9989718,0.00007098248,0.0003120104,0.0001014589,0.0004396917,0.0001040447],"domain_scores_gemma":[0.9965894,0.000238116,0.0002661888,0.00004852866,0.002772421,0.00008537321],"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":[0.0002765979,0.0006880928,0.008607493,0.00001209435,0.00005790814,8.379523e-7,0.04410122,0.00004985846,0.003756025,0.8218815,0.05646318,0.06410524],"study_design_scores_gemma":[0.0007619695,0.0003372033,0.07320435,0.00026925,0.00003207168,0.00003344748,0.04184649,0.00002552866,0.001398889,0.3827839,0.4990156,0.0002912827],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8427334,0.000381922,0.001196255,0.1216016,0.004156933,0.0002690945,0.00002021834,0.000009297099,0.02963124],"genre_scores_gemma":[0.984778,0.00003973635,0.005285882,0.0007306484,0.004510337,0.00001569394,0.00001614853,0.0000065854,0.004616932],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4425525,"threshold_uncertainty_score":0.3936725,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004035433,0.0002330859,0.0002247091,0.000664799,0.0003244949,0.0002899756,0.0007761571,0.00009056045,0.00003057898],"category_scores_gemma":[0.001210127,0.0001970109,0.00006631079,0.0003926417,0.0001439276,0.001954225,0.0001209632,0.0004326176,0.000006269584],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005734757,"about_ca_system_score_gemma":0.002631718,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002665732,"about_ca_topic_score_gemma":0.00004291628,"domain_scores_codex":[0.9976937,0.0002194421,0.0004987816,0.0004200074,0.0008998615,0.0002682327],"domain_scores_gemma":[0.9980155,0.0002372091,0.0008204522,0.0002124062,0.0005114094,0.000203036],"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":[0.002748949,0.03224502,0.005727524,0.00003092308,0.0002927592,0.00001826796,0.01433249,0.0006566244,0.01084779,0.4685554,0.002204157,0.4623401],"study_design_scores_gemma":[0.01502182,0.02987409,0.1568491,0.001369449,0.0008186421,0.02824459,0.04446923,0.006261066,0.04462696,0.5818723,0.08721911,0.003373535],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8564479,0.0006477375,0.02640624,0.1101146,0.00125141,0.001319378,0.00004700062,0.00003706437,0.003728615],"genre_scores_gemma":[0.9860463,0.0003523087,0.0109096,0.001628419,0.0006485831,0.00003991424,0.00008367977,0.00003010938,0.0002610951],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4589666,"threshold_uncertainty_score":0.803387,"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":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.002357203,0.0001389041,0.0002212777,0.0004065513,0.002166342,0.0003726916,0.000887476,0.0001192,0.0001143148],"category_scores_gemma":[0.01165009,0.0001358352,0.00008890637,0.0001277279,0.0003609064,0.001987698,0.0009526524,0.0003560625,0.00000768187],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001066821,"about_ca_system_score_gemma":0.004490966,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002907562,"about_ca_topic_score_gemma":0.0009192926,"domain_scores_codex":[0.9977027,0.0003056668,0.0005621049,0.0002171944,0.001027312,0.0001850273],"domain_scores_gemma":[0.9950944,0.0004979836,0.00129194,0.0002567395,0.002670921,0.0001880761],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.000289836,0.004256818,0.01111722,0.0000157675,0.00005394133,0.00001486624,0.376309,0.0000156505,0.0005190005,0.1561764,0.003402996,0.4478285],"study_design_scores_gemma":[0.0008802638,0.0001032182,0.02331394,0.0005675805,0.00006385777,0.00006190503,0.3806532,0.00007391994,0.0003458063,0.1791946,0.4143917,0.0003500014],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7432939,0.0004597264,0.0001220775,0.1371198,0.008305226,0.0002764773,0.000002994176,0.00001233685,0.1104075],"genre_scores_gemma":[0.9907146,0.0005906756,0.001318499,0.002688485,0.004072619,0.000009294753,0.00000996,0.00001135937,0.0005845708],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4474785,"threshold_uncertainty_score":0.9991327,"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":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.003291798,0.0001002499,0.0001476452,0.001042632,0.0002993736,0.0001108507,0.0009035105,0.00009755971,0.001093411],"category_scores_gemma":[0.003011316,0.0001034469,0.00009396049,0.0005403113,0.0002548383,0.0008939011,0.0001775154,0.0003707834,0.00007332405],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002995264,"about_ca_system_score_gemma":0.009785213,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008034476,"about_ca_topic_score_gemma":0.002771441,"domain_scores_codex":[0.997072,0.0005313611,0.0006437332,0.0001843781,0.001309125,0.0002593316],"domain_scores_gemma":[0.9944918,0.0002577113,0.000415576,0.0001522582,0.004481493,0.0002011993],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002171804,0.005531656,0.08711565,0.00001760961,0.00008334044,0.000006139114,0.4129203,0.00001449491,0.0003225428,0.2011327,0.03010898,0.2625294],"study_design_scores_gemma":[0.0005571813,0.0001644628,0.1020162,0.0004810338,0.00001968953,0.00002998501,0.3982762,0.0000102929,0.0009128772,0.2005334,0.296714,0.0002847115],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7851689,0.0003025799,0.0001301886,0.02693794,0.01048974,0.0003874285,0.000002589534,0.00001306098,0.1765676],"genre_scores_gemma":[0.9932885,0.0002144031,0.001638111,0.0008986668,0.002126763,0.00003920837,0.000009158122,0.00001202332,0.00177323],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.266605,"threshold_uncertainty_score":0.9998197,"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":"codex-gemma-dda1882f352a","candidate_categories":["sts","open_science"],"consensus_categories":[],"category_scores_codex":[0.0006589626,0.00009200526,0.0001171686,0.0001626573,0.002107248,0.0002079429,0.001040675,0.00006810336,0.0003255281],"category_scores_gemma":[0.001919525,0.00009043558,0.00007507415,0.0001523999,0.0001304319,0.0008140894,0.01154269,0.0001552468,0.000005893042],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008555652,"about_ca_system_score_gemma":0.0008068099,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001052355,"about_ca_topic_score_gemma":0.0003256343,"domain_scores_codex":[0.9974762,0.0001347435,0.0003519814,0.0001618454,0.001740725,0.000134512],"domain_scores_gemma":[0.9947322,0.00009162108,0.0004011917,0.00007386591,0.004518107,0.0001830049],"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":[0.00007863201,0.001070453,0.06693968,0.000006552787,0.0001804661,0.00004983261,0.8600054,0.00003283549,0.003120909,0.015115,0.005202179,0.04819805],"study_design_scores_gemma":[0.001722202,0.00005281212,0.121865,0.0004210864,0.00007371607,0.0003034534,0.2843007,0.00003995279,0.002565407,0.01592983,0.5722849,0.0004409764],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9548604,0.0003993695,0.0000938372,0.02316766,0.01321289,0.00007597431,0.00000473499,0.00001078496,0.00817432],"genre_scores_gemma":[0.9930034,0.00111315,0.001021169,0.002231663,0.001522752,0.000002592055,0.00001497047,0.000004444053,0.001085899],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5757047,"threshold_uncertainty_score":0.9991919,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001545899,0.0002278967,0.0003560029,0.001056708,0.001068324,0.00008440488,0.001358041,0.00007208323,0.0005732598],"category_scores_gemma":[0.004310384,0.0002164287,0.0001441261,0.0007415804,0.000325389,0.001012903,0.004032269,0.0004208956,0.00004183866],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001007085,"about_ca_system_score_gemma":0.001765445,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0007294878,"about_ca_topic_score_gemma":0.0005293235,"domain_scores_codex":[0.9947333,0.0008076881,0.001164678,0.0003914995,0.002630308,0.0002725205],"domain_scores_gemma":[0.9957536,0.0008299232,0.001413666,0.000280989,0.001587806,0.0001339533],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0005637555,0.001951034,0.002095403,0.00001564548,0.00007718106,0.00001212891,0.9252816,0.00003883416,0.05352093,0.01338069,0.0006792605,0.002383556],"study_design_scores_gemma":[0.007548192,0.005585379,0.03149282,0.00132115,0.0002246371,0.000647942,0.5374101,0.004049725,0.3130862,0.09386111,0.00359065,0.001182089],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9788498,0.00007192077,0.002317905,0.01370001,0.00330725,0.0005338012,0.00005050754,0.0000211198,0.00114766],"genre_scores_gemma":[0.9976883,0.00007601466,0.0005661411,0.0006052739,0.0007529909,0.00005133299,0.000007694662,0.00003233918,0.0002199254],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3878714,"threshold_uncertainty_score":0.8825706,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001817105,0.0001272223,0.0001700788,0.0008412456,0.0005123878,0.0001674446,0.001215759,0.0001036653,0.0002625372],"category_scores_gemma":[0.001810508,0.0001246646,0.00009010948,0.0003174643,0.00009204688,0.00189834,0.0004203108,0.0003628379,0.000008932539],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004268544,"about_ca_system_score_gemma":0.002081217,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00215026,"about_ca_topic_score_gemma":0.002091143,"domain_scores_codex":[0.9973193,0.000407908,0.0005254034,0.000198524,0.001375951,0.0001729121],"domain_scores_gemma":[0.9957506,0.0001132376,0.0005520344,0.0001155509,0.003321649,0.0001469211],"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":[0.0006536747,0.003138524,0.01332006,0.000001587988,0.00007692588,0.00005681404,0.3298779,0.0003069591,0.006739712,0.3167884,0.004130761,0.3249087],"study_design_scores_gemma":[0.002650837,0.000994522,0.1473791,0.000597339,0.00003629362,0.00009954879,0.1760548,0.0004363557,0.001181281,0.3958365,0.2740698,0.0006635986],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7399325,0.0002998794,0.0006367231,0.07702705,0.008041745,0.0002272345,0.00000807503,0.00003051528,0.1737962],"genre_scores_gemma":[0.9924618,0.0003628058,0.00147043,0.001828452,0.003358962,0.000002623975,0.00001626186,0.00000804315,0.000490607],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3242451,"threshold_uncertainty_score":0.9995539,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009205737,0.000150899,0.0002102411,0.0004318539,0.0002487375,0.0001593061,0.0004361249,0.0001060144,0.000214886],"category_scores_gemma":[0.0004039562,0.0001364628,0.00003487294,0.0004510731,0.00006695474,0.0006362275,0.0002141658,0.0002369524,0.00002601053],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000859603,"about_ca_system_score_gemma":0.00418441,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003175701,"about_ca_topic_score_gemma":0.007189099,"domain_scores_codex":[0.9981993,0.0001484376,0.000462702,0.0002525046,0.0007607376,0.0001762588],"domain_scores_gemma":[0.996616,0.0001873192,0.0003822656,0.0001493144,0.002406662,0.0002584085],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0003935772,0.006767293,0.4211552,0.00007023224,0.0001203841,0.000002912141,0.5108538,0.0001491973,0.0003971161,0.01151057,0.00318788,0.04539191],"study_design_scores_gemma":[0.0008952372,0.0001445376,0.7853258,0.0004594534,0.00002714255,0.00005687676,0.08064174,0.00001565431,0.0000642069,0.001274665,0.1308361,0.0002586412],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9244574,0.00017507,0.00002033239,0.06474503,0.001870874,0.0004741098,0.000002712701,0.00001461214,0.008239845],"genre_scores_gemma":[0.9867933,0.0002027256,0.001636743,0.009440348,0.001004353,0.00001914638,0.00001406893,0.00001297577,0.0008763173],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.430212,"threshold_uncertainty_score":0.7422964,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001630812,0.0001004473,0.0001731197,0.0003906587,0.0002963891,0.00009317444,0.0004656393,0.0000500755,0.0001165323],"category_scores_gemma":[0.0009356298,0.00006770603,0.00007019976,0.0003330405,0.0001080203,0.0004973743,0.0001546039,0.0001252681,0.00001087902],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001456389,"about_ca_system_score_gemma":0.007228479,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005135826,"about_ca_topic_score_gemma":0.005627092,"domain_scores_codex":[0.9980422,0.0001543769,0.0005931435,0.0001068533,0.0009136021,0.0001898737],"domain_scores_gemma":[0.9944021,0.000178051,0.0008393459,0.00008298754,0.0043761,0.0001214445],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001083682,0.0004880257,0.4293441,0.000008644628,0.0001538173,9.907251e-7,0.4488038,0.0001331688,0.00004883084,0.02457556,0.048807,0.04752767],"study_design_scores_gemma":[0.0003471971,0.00006103492,0.07447768,0.00007956262,0.00001714021,0.000002987492,0.6848447,0.000001273072,0.0002640626,0.002243084,0.2375809,0.00008037053],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9432206,0.0003379671,0.0002136428,0.03914115,0.01014264,0.0003716992,0.00003316048,0.000004476488,0.006534691],"genre_scores_gemma":[0.9970479,0.0001744345,0.0001037555,0.0005224147,0.001576292,0.00001215889,0.00002731189,0.000006151744,0.0005296071],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3548665,"threshold_uncertainty_score":0.9983996,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00253627,0.0000750337,0.000106121,0.0001996748,0.0008953779,0.00004825589,0.000397256,0.00004368104,0.00006320577],"category_scores_gemma":[0.000750909,0.00003919264,0.00003557347,0.0001718845,0.0003620318,0.0004540866,0.0004417799,0.0001625264,7.073336e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009560938,"about_ca_system_score_gemma":0.00103099,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003489335,"about_ca_topic_score_gemma":0.0003118778,"domain_scores_codex":[0.9982765,0.0003860827,0.0002817837,0.00009338368,0.0008718203,0.00009039899],"domain_scores_gemma":[0.9975579,0.0004526129,0.0006219626,0.00007273422,0.001239482,0.00005525377],"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":[0.0003153429,0.0003028716,0.01515093,0.000006032056,0.0001726789,0.000005878009,0.6319951,0.00001300571,0.02034168,0.1902254,0.004886512,0.1365846],"study_design_scores_gemma":[0.003308094,0.001396507,0.03141795,0.002556503,0.0001806925,0.00008152088,0.312303,0.00003768368,0.006834845,0.4383098,0.203059,0.0005144621],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8968846,0.0003605938,0.002416659,0.09123159,0.0009489464,0.0001359908,0.000003202667,0.000007067319,0.008011336],"genre_scores_gemma":[0.9974023,0.000420134,0.0008621765,0.0004143607,0.0005421544,0.000001976612,0.000001124009,0.000006362893,0.0003494084],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3196922,"threshold_uncertainty_score":0.6886614,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005561248,0.0001053516,0.0001475302,0.0003298317,0.0003174138,0.0001574251,0.0006186294,0.00005376875,0.0008425285],"category_scores_gemma":[0.0004171568,0.00009980472,0.0001027967,0.0001017063,0.0001359948,0.0005995449,0.0002475767,0.0001458289,0.000006348266],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001772796,"about_ca_system_score_gemma":0.001471035,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.02844497,"about_ca_topic_score_gemma":0.05425834,"domain_scores_codex":[0.9979881,0.0001613039,0.0003533573,0.0001281037,0.001233293,0.0001358119],"domain_scores_gemma":[0.9964107,0.00009539819,0.0003820286,0.00005537336,0.002879537,0.0001769157],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00009921954,0.0002340528,0.07021248,0.00002305147,0.0009605147,0.00013528,0.9119229,0.00007619313,0.002172041,0.008334821,0.003942906,0.001886548],"study_design_scores_gemma":[0.0009152308,0.00004565136,0.07547925,0.0002347148,0.00004818164,0.00007812615,0.9005274,0.00001263664,0.0003383696,0.001607989,0.02053038,0.0001820743],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9751441,0.0006547104,0.000007357974,0.006757316,0.004284654,0.00008924661,0.00004057069,0.000005108163,0.01301689],"genre_scores_gemma":[0.9913478,0.002767536,0.0001141126,0.0002484367,0.001038756,0.000002129536,0.00006432206,0.000007051611,0.004409834],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02581338,"threshold_uncertainty_score":0.9780247,"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":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.001091787,0.0001289376,0.0002009206,0.0004117748,0.0002978874,0.0001141234,0.0004507328,0.00007777983,0.00007487307],"category_scores_gemma":[0.01545597,0.0001298318,0.00008879699,0.0002852736,0.0001203258,0.000712133,0.00008320611,0.0001473636,0.000009358451],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006648928,"about_ca_system_score_gemma":0.004629728,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008221934,"about_ca_topic_score_gemma":0.004987691,"domain_scores_codex":[0.9982173,0.0002621873,0.0005276079,0.0001912227,0.0006418213,0.000159885],"domain_scores_gemma":[0.9934707,0.001038911,0.0009153531,0.000110309,0.004239351,0.0002253915],"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":[0.0002646042,0.0009346939,0.005723152,0.00003086764,0.0002073286,1.435563e-7,0.750092,0.00007130476,0.000362446,0.0346434,0.03397259,0.1736975],"study_design_scores_gemma":[0.0003489988,0.00018174,0.01048946,0.0001946064,0.00007328098,0.00001051002,0.4649319,0.00001055294,0.0002111108,0.01391781,0.5094897,0.0001403082],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6117319,0.0004469165,0.003068967,0.3511394,0.008185362,0.00104441,0.00001420789,0.00002005323,0.02434882],"genre_scores_gemma":[0.9774665,0.0001930448,0.01019241,0.00332972,0.007585291,0.0001011206,0.0000163268,0.00001419252,0.001101449],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4755171,"threshold_uncertainty_score":0.9928373,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001277682,0.0001101322,0.0001570102,0.0002270905,0.0004623017,0.0003524572,0.0003734126,0.00009340241,0.000115018],"category_scores_gemma":[0.002814512,0.00008246412,0.00005134681,0.0001413528,0.000161698,0.0006717097,0.0001499185,0.0003291409,0.000009974729],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004209913,"about_ca_system_score_gemma":0.0006187113,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002904308,"about_ca_topic_score_gemma":0.01238578,"domain_scores_codex":[0.9985676,0.0001220349,0.0003897991,0.0001564708,0.0005798435,0.0001842578],"domain_scores_gemma":[0.9976738,0.0004996528,0.0004912196,0.00006812431,0.001063165,0.0002040341],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0006950891,0.0005205513,0.783662,0.00001193529,0.0001452256,0.000003327137,0.1635145,0.00008400183,0.0002481268,0.0009862821,0.009553295,0.04057572],"study_design_scores_gemma":[0.001563614,0.0001982549,0.7287209,0.0004594702,0.00005047429,0.00004030915,0.1096302,0.00002292608,0.0001121813,0.006828456,0.1520765,0.0002967135],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9799461,0.0003591806,0.00003216367,0.01280869,0.006134972,0.0003073177,0.00002004649,0.000003517232,0.0003879666],"genre_scores_gemma":[0.9929185,0.001367656,0.001122434,0.001133298,0.002165381,0.000006248768,0.000008342211,0.00000977306,0.001268378],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1425232,"threshold_uncertainty_score":0.6911554,"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":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00161645,0.0001912963,0.0003014054,0.0002957365,0.0002293533,0.0003745776,0.001415442,0.0002790088,0.002532764],"category_scores_gemma":[0.003936083,0.0001981126,0.0001327656,0.0004191477,0.0002347263,0.00157168,0.0002354022,0.0009750059,0.0001191514],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002297607,"about_ca_system_score_gemma":0.002932947,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00070175,"about_ca_topic_score_gemma":0.000781504,"domain_scores_codex":[0.9959978,0.0004850168,0.001265584,0.0003916365,0.001561702,0.0002982206],"domain_scores_gemma":[0.996146,0.0003285291,0.0008859847,0.0001845416,0.002079782,0.0003751157],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002508094,0.004337503,0.4771894,0.00004168569,0.000260936,0.000006280197,0.4566536,0.0001562548,0.0009543459,0.002852868,0.02990234,0.02739399],"study_design_scores_gemma":[0.001011105,0.0001222795,0.740467,0.0003417084,0.00005526747,0.000003916696,0.1470756,0.00006642759,0.0001902592,0.002009232,0.1083098,0.0003474004],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8705187,0.0002986983,0.0001782819,0.09579971,0.003685202,0.000419582,0.00000830238,0.00002572643,0.02906582],"genre_scores_gemma":[0.9863815,0.0001707334,0.0008639466,0.00824408,0.003087358,0.0000537954,0.00003146739,0.00001847659,0.001148647],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3095781,"threshold_uncertainty_score":0.9983791,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005729524,0.0001196139,0.0001846057,0.0006587818,0.0002716116,0.00007423512,0.0005047476,0.00009872208,0.00006426823],"category_scores_gemma":[0.001301053,0.0001029433,0.00009823396,0.0006149132,0.000224964,0.0004563388,0.0001378179,0.0001543632,0.00002594814],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006278818,"about_ca_system_score_gemma":0.004366963,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002308324,"about_ca_topic_score_gemma":0.0001750598,"domain_scores_codex":[0.9981111,0.00009958872,0.0005196694,0.0001445198,0.0009424312,0.000182698],"domain_scores_gemma":[0.9962772,0.0002053871,0.0007795504,0.0001200364,0.002440343,0.0001774421],"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":[0.0002755896,0.001815489,0.02637308,0.00006491305,0.0003196542,0.000005952405,0.1605121,0.0006015511,0.002570538,0.3286348,0.223763,0.2550634],"study_design_scores_gemma":[0.0005277729,0.0002050492,0.4576443,0.0006063124,0.0000425218,0.00004264332,0.1064081,0.00002105582,0.000807516,0.06807371,0.3653478,0.0002731368],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9305911,0.0005364657,0.000008415404,0.04177949,0.006945578,0.0002237109,0.00001848039,0.00002021207,0.01987656],"genre_scores_gemma":[0.990029,0.001445452,0.0003265766,0.001623012,0.002768499,0.00001275474,0.00004095746,0.0000125823,0.003741141],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4312713,"threshold_uncertainty_score":0.7746804,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001138561,0.0002108562,0.0002391699,0.0005838111,0.0006901658,0.000240562,0.001146024,0.000156777,0.000675723],"category_scores_gemma":[0.001492449,0.0002139633,0.0001439437,0.0005207221,0.0002341111,0.0009469714,0.0002087274,0.0003946137,0.0001268084],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001935672,"about_ca_system_score_gemma":0.00603409,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002080764,"about_ca_topic_score_gemma":0.002410032,"domain_scores_codex":[0.9972411,0.0003393794,0.0007262134,0.000271039,0.001107541,0.0003147108],"domain_scores_gemma":[0.9922052,0.0002227475,0.001139643,0.0002079972,0.006028374,0.0001960449],"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":[0.00007818473,0.0009346971,0.01352198,0.00001182784,0.0002128396,0.000001189457,0.7926367,0.000005153589,0.0007847138,0.02115864,0.03542829,0.1352258],"study_design_scores_gemma":[0.0003886635,0.0001074368,0.0709641,0.0004638079,0.00006478534,0.00004524532,0.4408194,0.000005782803,0.0004249202,0.008965273,0.4774358,0.0003147352],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6604775,0.001801268,0.001462275,0.2685092,0.02165928,0.0005583484,0.000009930013,0.00007161492,0.04545059],"genre_scores_gemma":[0.9704778,0.0001781396,0.001908605,0.009661505,0.01597475,0.00004053382,0.0000170987,0.00002667438,0.001714919],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4420075,"threshold_uncertainty_score":0.9996008,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002788587,0.0001441634,0.0002084518,0.00163787,0.001203268,0.0004321782,0.001035804,0.0001292174,0.0002030475],"category_scores_gemma":[0.007882342,0.0001219261,0.0001302023,0.001188291,0.0002140877,0.001030307,0.0001480853,0.0003570075,0.00003197529],"about_ca_system_candidate":true,"about_ca_system_consensus":true,"about_ca_system_score_codex":0.004471033,"about_ca_system_score_gemma":0.01879627,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.2040548,"about_ca_topic_score_gemma":0.2826461,"domain_scores_codex":[0.9970202,0.0008311851,0.0006156777,0.0001648931,0.001104053,0.0002640196],"domain_scores_gemma":[0.9932275,0.0004748124,0.0009308618,0.0001826304,0.00486968,0.0003144563],"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":[0.00006276748,0.0007038146,0.005890124,0.000008694979,0.0001975295,7.843576e-7,0.3730877,0.000279029,0.001248915,0.1513436,0.1846989,0.2824782],"study_design_scores_gemma":[0.000224629,0.000104273,0.02611631,0.0004541134,0.00004041663,0.00000732136,0.1545189,0.0000232976,0.0003646456,0.01121898,0.8067445,0.0001826079],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.1508002,0.0006294771,0.0004590335,0.7850812,0.007287169,0.0004246983,0.00002093937,0.00001298635,0.05528424],"genre_scores_gemma":[0.9773066,0.0002777713,0.0004978277,0.01329065,0.005501001,0.00001653412,0.00002981478,0.0000156735,0.003064143],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.8265064,"threshold_uncertainty_score":0.9993506,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0002814663,0.0001160005,0.000153967,0.0002825443,0.0002222719,0.00007767083,0.0003852815,0.00008294597,0.0005346044],"category_scores_gemma":[0.0005723155,0.0000871516,0.00004603658,0.0000883457,0.0002583955,0.0002727915,0.00007869391,0.0002865523,0.00002862649],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003497793,"about_ca_system_score_gemma":0.001975938,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.194919,"about_ca_topic_score_gemma":0.01649223,"domain_scores_codex":[0.9986936,0.0001291831,0.0003867028,0.0001430844,0.0004689693,0.0001784377],"domain_scores_gemma":[0.9980444,0.0001826935,0.0002931147,0.0001184949,0.001037239,0.0003240767],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001481241,0.000346689,0.9461348,0.00002275137,0.0002051326,0.000022985,0.0180259,7.040277e-7,0.00004350895,0.002234099,0.03039909,0.00241618],"study_design_scores_gemma":[0.0004167422,0.0001434799,0.9844442,0.00004912022,0.00006692844,0.001263569,0.01025247,5.125811e-7,0.00001448203,0.001494613,0.001760683,0.00009322372],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9721045,0.000888523,0.000009220055,0.01946904,0.004459109,0.0001405358,0.000034661,0.00000247535,0.002891944],"genre_scores_gemma":[0.9946858,0.0002384683,0.00008652631,0.001052121,0.002070838,0.000007602886,0.00001056744,0.0000109996,0.001837087],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1784268,"threshold_uncertainty_score":0.920305,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001748272,0.0001298343,0.0002453718,0.0005821601,0.0001746123,0.00004284391,0.001146106,0.0001321041,0.0001411618],"category_scores_gemma":[0.0005713706,0.000123445,0.0001041418,0.0002839239,0.0001027826,0.0007039685,0.0006127915,0.0004935668,0.00001809582],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002423181,"about_ca_system_score_gemma":0.00218522,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001238003,"about_ca_topic_score_gemma":0.002139729,"domain_scores_codex":[0.9969212,0.000246815,0.0007254686,0.0001696311,0.001757661,0.000179196],"domain_scores_gemma":[0.9968739,0.0001752252,0.001014233,0.0001159703,0.001719222,0.0001014459],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000586807,0.001862271,0.8099915,0.00001741892,0.0001680914,0.000007574384,0.1163495,0.008454649,0.008951596,0.02744256,0.00249637,0.02367165],"study_design_scores_gemma":[0.01014341,0.001276107,0.5758102,0.003298047,0.0001853892,0.00003168983,0.2334849,0.007291768,0.002762694,0.1052431,0.05917594,0.001296745],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.982839,0.000210539,0.0004601328,0.006456062,0.002873108,0.000334875,0.0000121828,0.000006871386,0.006807242],"genre_scores_gemma":[0.9972184,0.00026697,0.0004955686,0.0004394128,0.0006361187,0.000005406567,0.000008266847,0.00001020947,0.0009196214],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2341813,"threshold_uncertainty_score":0.6336533,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001263996,0.00005780227,0.00009229053,0.0002993631,0.0003820555,0.00008161247,0.0004043599,0.00005763365,0.0003500718],"category_scores_gemma":[0.001158065,0.00005931188,0.00005595585,0.0001461503,0.00007688878,0.0005063338,0.0000682067,0.0001636495,0.00002479059],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001812592,"about_ca_system_score_gemma":0.00320249,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00895243,"about_ca_topic_score_gemma":0.001859126,"domain_scores_codex":[0.9987302,0.0002428652,0.0002752481,0.00006407715,0.0005570967,0.0001305045],"domain_scores_gemma":[0.9981163,0.0001755281,0.000361463,0.00005077507,0.001191526,0.0001044393],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002017475,0.0007997205,0.4045172,0.000007364495,0.00007476909,0.000006219831,0.3942615,0.0003094894,0.0005749338,0.07434271,0.01074129,0.1141631],"study_design_scores_gemma":[0.002459082,0.0002908974,0.279044,0.0008406113,0.00006184365,0.00007180202,0.3084465,0.0001636965,0.000977314,0.1017667,0.3052492,0.0006284124],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9696851,0.00009515975,0.0005699189,0.007296635,0.005292146,0.00008750198,0.000001696035,0.000005604971,0.01696622],"genre_scores_gemma":[0.9956443,0.00006222299,0.0004526467,0.0009084302,0.002591249,0.000001398131,0.000007864684,0.000003833517,0.0003280056],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2945079,"threshold_uncertainty_score":0.997647,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001801651,0.0001206164,0.0002593432,0.0003059703,0.00003249255,0.00001621495,0.0001951251,0.0000408718,0.00009181882],"category_scores_gemma":[0.0001701123,0.00008491685,0.00007330599,0.0001211703,0.0001752368,0.0003442084,0.00006239801,0.0001600504,6.056189e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001332946,"about_ca_system_score_gemma":0.0006085183,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001177198,"about_ca_topic_score_gemma":0.00002301089,"domain_scores_codex":[0.9988399,0.00004595267,0.0004178454,0.0001271149,0.0004807602,0.00008842065],"domain_scores_gemma":[0.9983667,0.00008217789,0.0007298468,0.00009003425,0.0006641202,0.00006713513],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0004964229,0.00119347,0.9436949,0.00003044898,0.0005822913,0.000006165296,0.03574631,0.00002105324,0.01087181,0.0004912171,0.0003926914,0.00647319],"study_design_scores_gemma":[0.001967296,0.0006627964,0.8774495,0.0004857303,0.00004965098,0.0005489105,0.05537406,0.000005459547,0.06217491,0.001129776,0.00005378178,0.00009820196],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9944659,0.003453743,0.0002166914,0.0007263762,0.000407971,0.0002101483,0.00002096475,0.000004054918,0.000494178],"genre_scores_gemma":[0.9986199,0.00007421173,0.0006932293,0.00003802617,0.0005012068,0.000008729476,0.0000281062,0.00001022082,0.00002632652],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0662455,"threshold_uncertainty_score":0.3462809,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007739666,0.0001031151,0.0001124589,0.0002227174,0.0002209645,0.0001134404,0.000683767,0.00003962541,0.00007719271],"category_scores_gemma":[0.001413679,0.00008082116,0.00008571941,0.0001859503,0.00007476938,0.001019746,0.0001206778,0.00017107,0.00001083571],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004816847,"about_ca_system_score_gemma":0.001567786,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000258559,"about_ca_topic_score_gemma":0.00004515137,"domain_scores_codex":[0.997978,0.000221278,0.000540052,0.0001263043,0.0009284082,0.0002059351],"domain_scores_gemma":[0.9964376,0.0007275783,0.002115123,0.0001250308,0.0005047112,0.00008993498],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"bench_or_experimental","study_design_gemma":"bench_or_experimental","study_design_scores_codex":[0.0006940853,0.009609127,0.02745069,0.00006555118,0.0003550945,0.000001064431,0.01851277,0.0000149302,0.3553121,0.2160794,0.04632678,0.3255784],"study_design_scores_gemma":[0.00273839,0.001159379,0.2508325,0.0002461879,0.000193912,0.0003993081,0.02669169,0.00007034657,0.5072955,0.02659629,0.1833265,0.0004500562],"study_design_candidate":"bench_or_experimental","study_design_consensus":"bench_or_experimental","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9595569,0.001158659,0.000835647,0.03221333,0.004654526,0.0006719292,0.0000348908,0.000006236992,0.0008678215],"genre_scores_gemma":[0.9977353,0.000431057,0.000376627,0.0003146648,0.0005410725,0.00008212504,0.00001802138,0.00001528096,0.0004858349],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3251283,"threshold_uncertainty_score":0.3295791,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001526749,0.0001755465,0.0002385609,0.0004904775,0.0006633071,0.00004583025,0.0005524938,0.0001106186,0.0005190273],"category_scores_gemma":[0.001626405,0.0001362741,0.0001062163,0.0001919354,0.0002744612,0.0007803311,0.0004462473,0.0002219115,0.00001050534],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00199371,"about_ca_system_score_gemma":0.002103711,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008569525,"about_ca_topic_score_gemma":0.0005768645,"domain_scores_codex":[0.9975935,0.0003276922,0.0008355859,0.0002492476,0.0007981493,0.0001958175],"domain_scores_gemma":[0.9978495,0.0003474438,0.000842659,0.0001692233,0.0005996333,0.000191584],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002120597,0.004047631,0.2572697,0.00001530751,0.00007656758,0.00000173698,0.2854339,0.0000442646,0.03394034,0.01831621,0.001783273,0.398859],"study_design_scores_gemma":[0.001766617,0.0002922316,0.31305,0.002367067,0.00004320696,0.000029621,0.5698299,0.00003845628,0.006848039,0.05202081,0.05318213,0.0005318732],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9688267,0.0002042668,0.000514854,0.01945755,0.001629977,0.0002819418,0.00001538789,0.000007816691,0.009061498],"genre_scores_gemma":[0.9944023,0.001060215,0.0008350289,0.001523884,0.001239391,0.00002333318,0.00002169376,0.00001310257,0.000881054],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3983271,"threshold_uncertainty_score":0.5682985,"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":"codex-gemma-dda1882f352a","candidate_categories":["metaepi_narrow"],"consensus_categories":[],"category_scores_codex":[0.0004745572,0.0004511993,0.001330766,0.0008709949,0.00003451163,0.0000672446,0.0006470014,0.0001502763,0.00004332068],"category_scores_gemma":[0.0003091251,0.0003116473,0.0002460515,0.000988,0.00004273774,0.0001858598,0.00004963152,0.0006138817,0.00001781549],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002887757,"about_ca_system_score_gemma":0.002134808,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00001103311,"about_ca_topic_score_gemma":0.00001963077,"domain_scores_codex":[0.996887,0.0001553587,0.001588587,0.0002543759,0.0009528333,0.0001618262],"domain_scores_gemma":[0.9970627,0.0002338549,0.001187182,0.0003225563,0.001083546,0.0001101805],"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":[0.00006764902,0.002494277,0.0001040549,0.6993271,0.002643907,0.00002096964,0.004119746,0.0009796799,3.942449e-7,0.00178706,0.009519085,0.2789361],"study_design_scores_gemma":[0.0002322596,0.0001683747,0.0005058269,0.9801145,0.0004684669,0.0002907754,0.0003512969,0.000003645822,0.000005412165,0.00006028295,0.01742945,0.0003697416],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.0007663938,0.9920482,0.00004188816,0.0004177024,0.003846861,0.001953003,0.00009103373,0.00003771835,0.0007971989],"genre_scores_gemma":[0.001253645,0.9954546,0.0003299378,0.0001689763,0.001834897,0.0002821052,0.0004794408,0.00008629604,0.000110085],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.2807874,"threshold_uncertainty_score":0.9999335,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000420855,0.00007944951,0.0001556338,0.0001608107,0.00003050838,0.00001910044,0.0004578232,0.00006106069,0.0008785182],"category_scores_gemma":[0.00004765566,0.0000499429,0.00008664438,0.0001397481,0.000066723,0.0001366305,0.0000764373,0.000315356,0.00005726348],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001143143,"about_ca_system_score_gemma":0.0001228498,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002222028,"about_ca_topic_score_gemma":0.00002100716,"domain_scores_codex":[0.9988441,0.0001133036,0.0005129285,0.0001023234,0.0003280093,0.00009936608],"domain_scores_gemma":[0.998487,0.00009359999,0.000604356,0.00009888948,0.0006866843,0.00002947436],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003682257,0.001507133,0.8775198,0.000006397396,0.0001283578,0.00001390024,0.009944308,0.00002440231,0.003778559,0.006145737,0.009059216,0.0915039],"study_design_scores_gemma":[0.000725147,0.0001779597,0.9790758,0.000235481,0.00002081773,0.00009400432,0.01020062,9.155092e-7,0.0003157058,0.004575828,0.00449913,0.00007861738],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9810635,0.0006579601,0.00002765724,0.006628128,0.003343099,0.0001722314,0.000004488107,0.00000283618,0.008100126],"genre_scores_gemma":[0.998082,0.00002474563,0.0003785777,0.000432027,0.0003569064,0.00001184552,0.000003638448,0.000005828743,0.0007044301],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1015559,"threshold_uncertainty_score":0.9619158,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0001977526,0.000176428,0.0002750133,0.000408658,0.00004251488,0.00001373707,0.0003591369,0.00006759645,0.0002135042],"category_scores_gemma":[0.0003115332,0.0001421095,0.0001356354,0.0002018031,0.00015658,0.0004931535,0.00007985938,0.0002691575,0.00001419664],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004256631,"about_ca_system_score_gemma":0.001643753,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001871681,"about_ca_topic_score_gemma":0.00005382162,"domain_scores_codex":[0.99812,0.00006027411,0.000571375,0.0001755028,0.0009151216,0.0001576868],"domain_scores_gemma":[0.996767,0.00004846299,0.0009870523,0.0001596981,0.001869366,0.0001683559],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.001859235,0.002885188,0.983412,0.00006041226,0.000369883,0.00003109654,0.004357758,0.00001168938,0.001723596,0.0003562252,0.0003590379,0.004573868],"study_design_scores_gemma":[0.00230581,0.0006099209,0.9786814,0.001695833,0.0001264152,0.0004053394,0.001628651,0.00001670129,0.01332335,0.0009812716,0.0000847252,0.0001406194],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9938639,0.0004006283,0.000880806,0.0008649866,0.002101412,0.0003100422,0.000009453599,0.000007088395,0.001561678],"genre_scores_gemma":[0.9966169,0.00003020505,0.002107216,0.0001649334,0.000868965,0.00001403913,0.0000426884,0.00002413139,0.0001308973],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01159976,"threshold_uncertainty_score":0.5795057,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008338054,0.0001655989,0.0002654853,0.0004933852,0.0005914455,0.0002469276,0.0007342061,0.00009847751,0.0001118517],"category_scores_gemma":[0.001235559,0.0001208644,0.0001014194,0.000160985,0.00008068619,0.0003515462,0.0008000962,0.0004444597,0.00006663713],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004343695,"about_ca_system_score_gemma":0.0004333553,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00003230799,"about_ca_topic_score_gemma":0.0001026729,"domain_scores_codex":[0.9980254,0.0000845854,0.0006094096,0.0002762527,0.0008252763,0.0001791201],"domain_scores_gemma":[0.997903,0.0001282181,0.0005741553,0.0003819233,0.0007047574,0.0003078908],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.007171003,0.005614856,0.5449695,0.00005269841,0.0004573565,0.00002709559,0.003434866,0.0001535839,0.01571028,0.002960077,0.01574889,0.4036998],"study_design_scores_gemma":[0.001687292,0.0004492018,0.9796516,0.0002941428,0.00004800724,0.0002658584,0.001055985,0.0000301691,0.00005217324,0.009394511,0.006914718,0.0001563503],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8014293,0.0007260862,0.001191712,0.1906683,0.001783495,0.0004739485,0.000002921068,0.000006750259,0.00371747],"genre_scores_gemma":[0.9868283,0.0004080995,0.005438309,0.005193006,0.001478392,0.00003713021,0.000006817301,0.00002032686,0.0005895653],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4346821,"threshold_uncertainty_score":0.4928707,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000409304,0.0001032874,0.0001225806,0.0002600549,0.0005220904,0.0001525196,0.0003648648,0.00003752047,0.0008714478],"category_scores_gemma":[0.0002651613,0.00007336278,0.00007466217,0.00002239528,0.00007676827,0.0003961812,0.0002570752,0.0001339862,0.000008825588],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002691889,"about_ca_system_score_gemma":0.0002594954,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002697734,"about_ca_topic_score_gemma":0.0003571606,"domain_scores_codex":[0.9990827,0.00006060112,0.0003473734,0.0001259678,0.0002750661,0.0001083156],"domain_scores_gemma":[0.9984525,0.0001446744,0.0003768159,0.00008901881,0.0008572784,0.00007968911],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0002321744,0.001848604,0.03584424,0.00004151986,0.0007833524,0.00000607012,0.3494527,0.000006241293,0.06028517,0.04794559,0.07087407,0.4326803],"study_design_scores_gemma":[0.004064119,0.0007247915,0.2266735,0.00111161,0.0002198498,0.000317457,0.01694829,0.0000283936,0.002457165,0.04866761,0.6980855,0.0007017143],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.971337,0.0005165447,0.001662165,0.02006279,0.0018454,0.0001547906,0.0001026951,0.0000165711,0.004302092],"genre_scores_gemma":[0.9880122,0.00005033062,0.0005735502,0.0006548414,0.002281692,0.00002212503,0.00004378049,0.00001514926,0.008346345],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6272115,"threshold_uncertainty_score":0.9541742,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006805887,0.0002682661,0.0003450534,0.001213099,0.0002014112,0.0003091653,0.0005874624,0.0001059467,0.0001452157],"category_scores_gemma":[0.002749014,0.000206023,0.0001525201,0.0004365024,0.0001213243,0.003669625,0.0001694608,0.000161179,0.00001583797],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007524468,"about_ca_system_score_gemma":0.002217872,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002952587,"about_ca_topic_score_gemma":0.0002670283,"domain_scores_codex":[0.9976539,0.00005213184,0.0008905237,0.0003547369,0.0007540642,0.0002946675],"domain_scores_gemma":[0.9937732,0.0001924719,0.0009334233,0.0001957212,0.004849196,0.00005605182],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.007776638,0.00725506,0.6113517,0.000289101,0.000100456,0.00007927391,0.01804166,0.0001364208,0.01025444,0.2280524,0.007186159,0.1094767],"study_design_scores_gemma":[0.01989843,0.001639948,0.5842989,0.01420371,0.001098112,0.000201647,0.01855966,0.001339846,0.01131832,0.1822755,0.1614054,0.003760491],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9904827,0.000157199,0.00125724,0.004567152,0.00253477,0.0004165698,0.00001400677,0.00001818939,0.0005521426],"genre_scores_gemma":[0.9884927,0.00001207266,0.002645095,0.002988955,0.005545629,0.0000963787,0.00009665677,0.00003197617,0.00009058177],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1542192,"threshold_uncertainty_score":0.8401375,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004492547,0.00004458495,0.00009437799,0.00008719758,0.00008957601,0.00002279039,0.00009551232,0.00001992715,0.000005409999],"category_scores_gemma":[0.0004291498,0.00003810204,0.000008551163,0.00009496386,0.0001234013,0.0002809593,0.00003910869,0.00007868151,8.028257e-8],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007078517,"about_ca_system_score_gemma":0.00316858,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.5609756,"about_ca_topic_score_gemma":0.5856754,"domain_scores_codex":[0.9991041,0.0001290287,0.0002129444,0.00005802174,0.0004356422,0.00006026522],"domain_scores_gemma":[0.9987621,0.00006769368,0.0002642206,0.00002180417,0.0008263912,0.00005781421],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001070283,0.000105411,0.7179134,0.000002590451,0.0000254576,5.155838e-7,0.2629368,0.00003961879,0.00004341273,0.005190034,0.0003841988,0.0132515],"study_design_scores_gemma":[0.000554889,0.00007551456,0.8759632,0.00008805931,0.0000137464,0.000004766187,0.1208454,0.00001980991,0.00009722082,0.001871465,0.0003925313,0.00007347698],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9940007,0.000230672,0.0000326001,0.004459707,0.0002729907,0.00006509805,0.00001111424,0.000001305509,0.0009258667],"genre_scores_gemma":[0.9994031,0.00003593736,0.00009808127,0.00008822301,0.0003244184,0.000001283847,0.000004806278,0.000002635565,0.0000415025],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1580498,"threshold_uncertainty_score":0.5620925,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00187588,0.0001767012,0.0002487449,0.0006237147,0.0005510265,0.00005175064,0.0003904794,0.0001109031,0.0001702251],"category_scores_gemma":[0.001835171,0.0001450822,0.0000407081,0.000466953,0.00005783801,0.0006607614,0.0001721131,0.0004644022,0.00003284529],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001275227,"about_ca_system_score_gemma":0.01266572,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005576367,"about_ca_topic_score_gemma":0.0009047597,"domain_scores_codex":[0.9968969,0.0005744189,0.001055273,0.0002473879,0.0009406858,0.000285361],"domain_scores_gemma":[0.9924749,0.001563151,0.0009643168,0.0001253039,0.004676105,0.0001962831],"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":[0.00775625,0.008783286,0.2290052,0.001443763,0.0005654189,0.000007098447,0.3246127,0.0001873693,0.0004388666,0.3361274,0.08112597,0.009946708],"study_design_scores_gemma":[0.00478224,0.001656464,0.07598368,0.005584568,0.00003636194,0.00007121915,0.6927545,0.00008497371,0.00004018507,0.03340089,0.1852035,0.0004014083],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7260193,0.0001683452,0.00006928356,0.2670494,0.004011402,0.001602002,0.0000214273,0.00002040246,0.001038407],"genre_scores_gemma":[0.9769125,0.0001743175,0.002150892,0.01154406,0.001588194,0.001351624,0.0004317089,0.00003573886,0.005810954],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3681418,"threshold_uncertainty_score":0.9929315,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001376189,0.0001146123,0.0002086315,0.0006121522,0.0002427036,0.00006228172,0.0003707418,0.0001039364,0.00007012533],"category_scores_gemma":[0.005660296,0.0001177725,0.00008082396,0.0005366969,0.0001661053,0.0005319265,0.0001032291,0.0002517473,0.00000749601],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007111521,"about_ca_system_score_gemma":0.005032442,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001212198,"about_ca_topic_score_gemma":0.00118236,"domain_scores_codex":[0.9982617,0.0002755278,0.0005919331,0.0001566874,0.0005253562,0.0001888298],"domain_scores_gemma":[0.9946578,0.0009177093,0.0007527763,0.00008961358,0.003468729,0.0001133661],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0003685719,0.003406732,0.01961958,0.00006493471,0.0003462865,0.000002408197,0.8256796,0.00008787491,0.0006221878,0.04279015,0.03926739,0.06774428],"study_design_scores_gemma":[0.002154975,0.0001761952,0.228275,0.0005258233,0.0001033289,0.00002668768,0.5409279,0.00005014792,0.0005776668,0.01400116,0.2128683,0.0003128347],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.631746,0.0006842648,0.0002323126,0.3595755,0.00481074,0.0006193095,0.00003509217,0.00002168948,0.002275151],"genre_scores_gemma":[0.994387,0.000327232,0.0005011666,0.001095262,0.002971079,0.00006564572,0.00005332979,0.00001200933,0.0005872733],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.362641,"threshold_uncertainty_score":0.8927335,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001268968,0.0001186288,0.0002231004,0.0003011786,0.000455907,0.0001496922,0.0002893566,0.00005228215,0.0001868613],"category_scores_gemma":[0.0005208561,0.0001130866,0.00009353955,0.0002474999,0.0001805777,0.0004742261,0.0001718102,0.0002883567,0.000002181563],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001634125,"about_ca_system_score_gemma":0.009009699,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008292834,"about_ca_topic_score_gemma":0.004214049,"domain_scores_codex":[0.9982653,0.0003341461,0.0003916785,0.0001832986,0.0006295403,0.0001960127],"domain_scores_gemma":[0.998004,0.0001976083,0.0004150724,0.00009542989,0.001083292,0.0002045499],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00007113153,0.003823696,0.07853957,0.00002751279,0.0001190423,0.0000190896,0.6530762,0.00002427909,0.0003568043,0.07800081,0.0163034,0.1696385],"study_design_scores_gemma":[0.0005006106,0.00004435682,0.0254036,0.000150781,0.000009860581,0.00004934958,0.8723063,0.00002288995,0.0003298358,0.02577812,0.07525569,0.0001485776],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7290164,0.0007179705,0.00009417627,0.2641873,0.002689856,0.0001136005,0.000006674828,0.000006462611,0.003167506],"genre_scores_gemma":[0.9911019,0.0009124267,0.0003766707,0.004963629,0.002244383,0.000004330333,0.00002968909,0.000008402228,0.0003586375],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2620854,"threshold_uncertainty_score":0.9966083,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001072929,0.0001310838,0.0001558591,0.0002412192,0.0005130349,0.0003101645,0.001086067,0.00009200082,0.00008863142],"category_scores_gemma":[0.001868479,0.0001163335,0.0001036552,0.0004219278,0.0001313814,0.00105927,0.0001410428,0.0003992961,0.00003662942],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001706726,"about_ca_system_score_gemma":0.003075436,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00194398,"about_ca_topic_score_gemma":0.00269737,"domain_scores_codex":[0.9973472,0.0003461456,0.0007536262,0.0001742636,0.00116658,0.0002121357],"domain_scores_gemma":[0.9969037,0.0002170933,0.0008251896,0.00009440972,0.001771615,0.0001879482],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.0006369287,0.003308713,0.04404749,0.0000265268,0.0003804825,0.00002952927,0.3422714,0.000879191,0.01800776,0.08856165,0.074986,0.4268643],"study_design_scores_gemma":[0.002564333,0.0003199191,0.1796747,0.0005222659,0.00007554882,0.00004003815,0.4716518,0.000705542,0.011824,0.04732503,0.2845335,0.0007633403],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7785224,0.0006101682,0.0009007633,0.2064751,0.008180618,0.0004613476,0.00001453338,0.00001562066,0.00481954],"genre_scores_gemma":[0.9921492,0.0008368902,0.0005475747,0.002296078,0.003787224,0.00002557799,0.00003447361,0.00001255653,0.0003103712],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.426101,"threshold_uncertainty_score":0.5455692,"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":"codex-gemma-dda1882f352a","candidate_categories":["sts","open_science"],"consensus_categories":[],"category_scores_codex":[0.003808976,0.0001003316,0.0001573239,0.0005842691,0.002634482,0.00008156786,0.001117111,0.00002785525,0.00009557613],"category_scores_gemma":[0.0004391041,0.00009994282,0.000050582,0.0006387199,0.00009111818,0.001273289,0.01327832,0.0003363821,0.000001035694],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00228925,"about_ca_system_score_gemma":0.0005632784,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02898506,"about_ca_topic_score_gemma":0.005559509,"domain_scores_codex":[0.994917,0.001534614,0.0004364348,0.0002040946,0.002743403,0.000164481],"domain_scores_gemma":[0.9982106,0.0003785695,0.0006756839,0.0001112685,0.0005354214,0.00008842283],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001971252,0.003323961,0.4185901,0.000003878396,0.00006946347,0.0003642965,0.5703226,0.0002918065,0.000009653339,0.0005719163,0.0001169477,0.006138228],"study_design_scores_gemma":[0.001210187,0.0004003654,0.2132486,0.00003552689,0.00003769667,0.00008495991,0.7811986,0.000004876879,0.000009372875,0.0005328691,0.003155378,0.00008156974],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9934042,0.00004480595,0.000002818851,0.002726652,0.00114235,0.0007377239,0.000003170115,0.000005794313,0.001932533],"genre_scores_gemma":[0.9990547,0.0003400195,0.00002907128,0.000245663,0.0001529059,0.00004035218,0.000007824995,0.000005379553,0.0001240958],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.210876,"threshold_uncertainty_score":0.998664,"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":"codex-gemma-dda1882f352a","candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001382329,0.0001875959,0.0002615005,0.0005951644,0.00171382,0.0001885759,0.001280279,0.00008121035,0.0009433249],"category_scores_gemma":[0.001278925,0.0001965376,0.0001853181,0.0004939266,0.00005317687,0.0004941775,0.001056438,0.0002999617,0.00001845298],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003099689,"about_ca_system_score_gemma":0.00438885,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002394614,"about_ca_topic_score_gemma":0.001070634,"domain_scores_codex":[0.9970568,0.0003397954,0.0005618894,0.0003148605,0.001477778,0.0002489237],"domain_scores_gemma":[0.9943425,0.0002570621,0.000601312,0.0002112012,0.00421109,0.0003768319],"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":[0.001058352,0.00773412,0.004176887,0.00002551202,0.0001136863,9.350036e-7,0.5488864,0.001220854,0.001660298,0.003721128,0.2569136,0.1744882],"study_design_scores_gemma":[0.0005085713,0.00019915,0.008448724,0.00007227008,0.00003815173,0.0000124826,0.2020785,0.0001761148,0.0002710777,0.005816839,0.7821409,0.0002372634],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7160506,0.0001409259,0.00268828,0.2694192,0.008588207,0.001420832,0.0001118922,0.00002211192,0.001558008],"genre_scores_gemma":[0.956645,0.00002097344,0.003461643,0.02954979,0.002978809,0.0002741231,0.0001964307,0.00002216725,0.006851106],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5252272,"threshold_uncertainty_score":0.99997,"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":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.0006872544,0.0001564572,0.0001808328,0.0004006831,0.0002860047,0.000212585,0.0006715823,0.0001052432,0.001072342],"category_scores_gemma":[0.00124473,0.0001625181,0.0001964392,0.0001985286,0.0001516095,0.0006634542,0.00004326758,0.0001404827,0.00006413416],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001713369,"about_ca_system_score_gemma":0.01292958,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002046422,"about_ca_topic_score_gemma":0.0007756421,"domain_scores_codex":[0.9978136,0.0001360661,0.000741175,0.0002124726,0.0008806859,0.0002160381],"domain_scores_gemma":[0.9926087,0.0002128605,0.0007813171,0.0001602983,0.006056957,0.0001798115],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0002091881,0.006188559,0.004422234,0.00001796539,0.0001165308,2.910764e-7,0.01603715,0.00005224664,0.0003302115,0.2193477,0.5964482,0.1568297],"study_design_scores_gemma":[0.0003552463,0.00006235355,0.006586362,0.00009656909,0.00004668254,0.000008837017,0.02352802,0.00000958809,0.0001898626,0.0389921,0.9299465,0.0001779303],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4988722,0.0006562832,0.0008038524,0.1547925,0.09069908,0.001623498,0.00005977846,0.0000626546,0.2524302],"genre_scores_gemma":[0.9171208,0.0001133179,0.006726317,0.003919282,0.05452164,0.0001465954,0.0003561518,0.00002971376,0.01706618],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4182486,"threshold_uncertainty_score":0.9998408,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001349054,0.000116178,0.0001957084,0.0003592607,0.0002894772,0.00005715212,0.0004776167,0.00003938546,0.000273593],"category_scores_gemma":[0.0005468247,0.00009621077,0.00007459786,0.0003737297,0.0002804665,0.0003800631,0.0001262905,0.000209005,4.924992e-7],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001155742,"about_ca_system_score_gemma":0.008001219,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003651387,"about_ca_topic_score_gemma":0.0009608709,"domain_scores_codex":[0.9972003,0.0005328046,0.0007711989,0.0001738523,0.001186172,0.0001356629],"domain_scores_gemma":[0.9966708,0.0004136157,0.0009927604,0.0001492882,0.001694706,0.00007884921],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0007301652,0.007113419,0.4834363,0.00002883274,0.0001522023,3.378493e-7,0.3351294,0.002224209,0.0006201537,0.06256016,0.002242035,0.1057627],"study_design_scores_gemma":[0.0008116714,0.0004846632,0.5083717,0.0001916361,0.00004724239,0.00001550109,0.4691142,0.0001278457,0.0006091474,0.0105414,0.009481408,0.0002035716],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9801052,0.0002893562,0.0001789592,0.0156828,0.002005193,0.0005346785,0.00001169197,0.000004220125,0.001187905],"genre_scores_gemma":[0.9975099,0.0001342889,0.000448852,0.0007701804,0.0006649028,0.0001808086,0.00003366268,0.000009517747,0.0002478948],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1339848,"threshold_uncertainty_score":0.9976225,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00153266,0.00008248683,0.0001567172,0.0005781696,0.0006150296,0.00007966845,0.0004166608,0.00004221906,0.0001406457],"category_scores_gemma":[0.001218605,0.00008328829,0.0000881025,0.0002308881,0.0000880692,0.0004241509,0.0001606083,0.0001351732,9.466103e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009202131,"about_ca_system_score_gemma":0.004802855,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001879992,"about_ca_topic_score_gemma":0.0001154665,"domain_scores_codex":[0.9982486,0.0002415557,0.0005370372,0.0001177993,0.000724419,0.0001305392],"domain_scores_gemma":[0.996076,0.0003460814,0.001281485,0.0000793406,0.002089932,0.0001271247],"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":[0.0004036065,0.001530135,0.03413427,0.00009813844,0.0002175268,0.000001029507,0.5408851,0.00008523122,0.006723582,0.2055408,0.04593015,0.1644504],"study_design_scores_gemma":[0.0004984564,0.0002777017,0.01267394,0.0002093989,0.00003810493,0.00006674863,0.3022047,0.00001379059,0.0005096341,0.01675159,0.6665998,0.0001561198],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9630873,0.001092028,0.000150697,0.02449135,0.006485823,0.0004182739,0.00003055639,0.000006146433,0.004237786],"genre_scores_gemma":[0.994688,0.0001290605,0.0007988065,0.0006192633,0.002935569,0.00004816076,0.00001601255,0.0000107896,0.0007543075],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6206696,"threshold_uncertainty_score":0.8520059,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005603263,0.00008636137,0.0001449081,0.0004796192,0.00003229526,0.00005381101,0.0002208359,0.00007072552,0.0003887789],"category_scores_gemma":[0.0003363778,0.00008218915,0.00006463368,0.000212286,0.00005795313,0.0002004904,0.00008702037,0.0002463341,0.00001994478],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003046541,"about_ca_system_score_gemma":0.0005941562,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0004169967,"about_ca_topic_score_gemma":0.0001967545,"domain_scores_codex":[0.998499,0.00008907753,0.0006357285,0.0001671048,0.0004727271,0.0001363476],"domain_scores_gemma":[0.9991272,0.00006358849,0.0001832378,0.00007781472,0.0004605145,0.00008763492],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003921193,0.001215525,0.8462974,0.00004763213,0.0002133799,0.00002875066,0.0255341,0.000006212198,0.001432448,0.004202507,0.07507658,0.04555332],"study_design_scores_gemma":[0.0004168191,0.0001374991,0.9887329,0.0003335693,0.00002387437,0.00004010601,0.005509345,0.00003456049,0.0003701242,0.003278315,0.001038025,0.00008482046],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9683297,0.0002571173,0.0001162285,0.02908256,0.001433097,0.0001805168,0.00006274039,0.000004236792,0.0005337442],"genre_scores_gemma":[0.9974109,0.00001997038,0.0001169394,0.001856532,0.0004473552,0.00001347674,0.00003353669,0.000008905467,0.00009240028],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1424355,"threshold_uncertainty_score":0.4256856,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001426706,0.00006008024,0.0001093902,0.0002256984,0.0003789436,0.0001115987,0.000805432,0.00002163569,0.0001771317],"category_scores_gemma":[0.0003023593,0.00004492267,0.00005623415,0.0001986966,0.0001341598,0.0003291543,0.000103918,0.0002339695,0.00000118093],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000298805,"about_ca_system_score_gemma":0.001099476,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002489812,"about_ca_topic_score_gemma":0.0006077522,"domain_scores_codex":[0.9981822,0.0002978571,0.0003979222,0.00007157236,0.0009502611,0.000100138],"domain_scores_gemma":[0.9987553,0.0001633714,0.0004912833,0.00006299679,0.0004770579,0.00005002184],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001563297,0.00190938,0.1673243,0.000009129181,0.0001076688,0.000004832393,0.64967,0.00002425497,0.0006697741,0.07240159,0.008698297,0.09902443],"study_design_scores_gemma":[0.0002718945,0.00006734958,0.02574783,0.00005753638,0.000007333439,0.00003521106,0.8920019,0.000002198268,0.00003935913,0.001018966,0.08069471,0.00005576143],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9704409,0.0008429887,0.000004401938,0.02415602,0.003202213,0.0001143427,0.000003470522,0.000001629584,0.001234022],"genre_scores_gemma":[0.997277,0.0002861923,0.00009582788,0.001446617,0.0006460791,0.0000162228,0.000004697348,0.00000363848,0.0002237816],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2423318,"threshold_uncertainty_score":0.3763867,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0003090824,0.0001592754,0.0001952694,0.0002909175,0.0002766565,0.0001228224,0.0002694233,0.00009282432,0.0001034871],"category_scores_gemma":[0.00003882758,0.0001315182,0.00005321471,0.0000791148,0.0001242163,0.0002527803,0.0001845177,0.0002073314,0.000001821242],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001192967,"about_ca_system_score_gemma":0.0001065519,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0005954238,"about_ca_topic_score_gemma":0.00009551892,"domain_scores_codex":[0.9986831,0.0001103699,0.0005014672,0.0001656454,0.0004057969,0.000133637],"domain_scores_gemma":[0.9978702,0.0003270535,0.0004896972,0.00008318992,0.00114642,0.00008340366],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000510428,0.002122303,0.9406801,0.00003372393,0.0003035658,0.000006793378,0.01077785,0.0000117329,0.0005271873,0.01700606,0.01115088,0.01686938],"study_design_scores_gemma":[0.001313649,0.0002291486,0.9651825,0.0001003887,0.00005866682,0.0005058571,0.01519814,0.00001374297,0.0000113428,0.01582796,0.001420922,0.000137636],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9843951,0.001505724,0.0001771652,0.009634852,0.00335973,0.0002211131,0.00004384854,0.000008071033,0.0006543747],"genre_scores_gemma":[0.9946433,0.0001346644,0.002156375,0.001097959,0.001206835,0.00002878223,0.0001271225,0.00001244834,0.0005925471],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02450244,"threshold_uncertainty_score":0.5363157,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0008316739,0.0001464717,0.0003275233,0.000867829,0.00007171126,0.00002161745,0.0003344209,0.000059199,0.0005381386],"category_scores_gemma":[0.000539996,0.0001512049,0.0001447853,0.0003112431,0.00007761872,0.000389205,0.0002222315,0.0004352924,0.000004862759],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001195377,"about_ca_system_score_gemma":0.0004916152,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001787137,"about_ca_topic_score_gemma":0.000008243745,"domain_scores_codex":[0.9968576,0.0002847033,0.0008262395,0.0001866216,0.001722246,0.0001226043],"domain_scores_gemma":[0.9965939,0.0002162569,0.001017962,0.00008869643,0.002003344,0.0000798765],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.002408291,0.007102017,0.8174365,0.00004027092,0.0007337328,0.00001157649,0.1024406,0.0006104197,0.04454485,0.00008995552,0.001420686,0.02316116],"study_design_scores_gemma":[0.002971617,0.0008242348,0.5762957,0.0005642456,0.0001157787,0.0000814004,0.4178309,0.00003323176,0.0007656806,0.000116389,0.0002838774,0.0001169991],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9955835,0.0001454083,0.0009804764,0.001369886,0.0008756237,0.0005273654,0.000112333,0.000004932841,0.0004004486],"genre_scores_gemma":[0.998904,0.00004133182,0.0001280502,0.0002580135,0.0002125178,0.00003777261,0.0001735862,0.00002116628,0.0002235126],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3153903,"threshold_uncertainty_score":0.6165956,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006915952,0.00007819919,0.0001387977,0.000460311,0.000189666,0.0001082855,0.0002349693,0.00005180752,0.00006881072],"category_scores_gemma":[0.001003339,0.00007792849,0.00003491343,0.0001825117,0.0001491056,0.001796401,0.0000635937,0.0001788833,8.829003e-7],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005606756,"about_ca_system_score_gemma":0.001096377,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008541382,"about_ca_topic_score_gemma":0.0006524032,"domain_scores_codex":[0.9985977,0.0002329254,0.0004249751,0.0001182898,0.0005272678,0.00009882751],"domain_scores_gemma":[0.9983777,0.0001480086,0.0004279915,0.00005181126,0.0009366213,0.00005782247],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.00007720289,0.0006710585,0.5707611,0.0000131733,0.0001095717,0.000001631255,0.2618589,0.0007634485,0.0004577339,0.1531007,0.0003420427,0.01184344],"study_design_scores_gemma":[0.0003979304,0.00007679934,0.3754776,0.0001928585,0.00002379542,0.000001193697,0.5919303,0.00001309303,0.0002324499,0.02043976,0.01112222,0.00009200297],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9666547,0.0004021459,0.0002494105,0.02950892,0.0009225023,0.000140797,0.000002214981,0.00000420174,0.002115142],"genre_scores_gemma":[0.9967541,0.0007414414,0.0006057248,0.0001269832,0.0003536866,0.00001112049,0.000005860402,0.000004322564,0.001396821],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3300714,"threshold_uncertainty_score":0.3177831,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001409493,0.00009207162,0.0001477361,0.0002421094,0.0005827408,0.00006998552,0.0004443907,0.00005317495,0.0003649989],"category_scores_gemma":[0.0008536344,0.00008683836,0.00007001094,0.0001044327,0.0004177043,0.0003810543,0.000130352,0.0002804217,0.00001251378],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003592143,"about_ca_system_score_gemma":0.0003311154,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001562336,"about_ca_topic_score_gemma":0.00002902303,"domain_scores_codex":[0.9978932,0.000415198,0.0003974068,0.0001339795,0.001042514,0.0001176894],"domain_scores_gemma":[0.9986622,0.0002860343,0.0005368764,0.00006807874,0.000349569,0.00009727771],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00009128951,0.001898479,0.8228755,0.000008463383,0.0003334705,0.000001128135,0.1478307,0.0001092911,0.002278068,0.01434315,0.001579419,0.008650978],"study_design_scores_gemma":[0.0005766355,0.0002546092,0.6522853,0.00009337298,0.00005624684,0.000009317473,0.3103636,0.00002927655,0.000228519,0.001762058,0.03419323,0.0001478878],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9795578,0.0001231011,0.002009878,0.002377475,0.00116742,0.0001376403,0.000004504934,0.000005503548,0.01461669],"genre_scores_gemma":[0.9908727,0.000624047,0.003887725,0.0002068352,0.0007412529,0.000006902579,0.00001246587,0.000008683401,0.003639347],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1705902,"threshold_uncertainty_score":0.448203,"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":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0009780403,0.0000743633,0.0001089822,0.0001612192,0.0001196918,0.00009385846,0.0004566438,0.00006813712,0.0002063463],"category_scores_gemma":[0.001094551,0.00006987711,0.00008566176,0.0001230772,0.00008334985,0.0006659935,0.00005458638,0.0001636776,0.0000987066],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000648655,"about_ca_system_score_gemma":0.003704392,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001566089,"about_ca_topic_score_gemma":0.00008173984,"domain_scores_codex":[0.9982541,0.0001177007,0.0003427052,0.00009346892,0.001045429,0.0001465688],"domain_scores_gemma":[0.9968308,0.00009275258,0.0004034482,0.00006819979,0.002414,0.0001907977],"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":[0.0001862766,0.0007151749,0.006747148,0.000007624492,0.0002307764,0.00003077957,0.4967267,0.0001293361,0.000594134,0.09854705,0.3679563,0.02812868],"study_design_scores_gemma":[0.0006103072,0.00005707832,0.001280575,0.00005074832,0.00002654142,0.00007096604,0.1637888,0.000005961434,0.0004012178,0.06893723,0.7646508,0.0001198434],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.3716776,0.001809176,0.0101821,0.05689354,0.04907718,0.0002562745,0.000006200668,0.00003660599,0.5100613],"genre_scores_gemma":[0.9854111,0.0002393427,0.003089169,0.001711191,0.006361697,0.000003515256,0.000009035598,0.000008396653,0.003166574],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.6137335,"threshold_uncertainty_score":0.6571432,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}