{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":37,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":37,"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":"07391a5f868f","filters":{"venue":"Journal of Research in Special Educational Needs"}},"results":[{"id":"W1726725194","doi":"10.1111/j.1471-3802.2011.01200.x","title":"Measuring teacher efficacy to implement inclusive practices","year":2011,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":744,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Concordia University of Edmonton","funders":"","keywords":"Scale (ratio); Sample (material); Inclusion (mineral); Self-efficacy; Psychology; Reliability (semiconductor); Teacher preparation; Perception; Medical education; Teacher education; Mathematics education; Medicine; Geography; Social psychology","authors":[{"name":"Umesh Sharma","is_ca":false},{"name":"Tim Loreman","is_ca":true},{"name":"Chris Forlin","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.6343447454749165,"gpt":0.5796037126211313,"spread":0.05474103285378518,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00517597,0.0001894714,0.0002942866,0.0007252034,0.0004766803,0.0009644387,0.0003368934,0.0003270148,0.001585084],"category_scores_gemma":[0.0215192,0.000233514,0.000311374,0.0003037442,0.0005850758,0.000420885,0.0007773578,0.0008962192,0.0003287757],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004834708,"about_ca_system_score_gemma":0.001003987,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001012651,"about_ca_topic_score_gemma":0.002260165,"domain_scores_codex":[0.9966247,0.00142405,0.0002521139,0.0001835818,0.001243279,0.000272191],"domain_scores_gemma":[0.9744748,0.01198708,0.00611197,0.001588796,0.004301034,0.001536221],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001413437,0.001648095,0.9040168,0.0002855856,0.0001192569,0.0001648787,0.01137182,0.0006384036,0.004393691,0.0007218407,0.001079482,0.07541879],"study_design_scores_gemma":[0.00003097633,0.0007543277,0.986279,0.000156347,0.00005232295,0.0001965106,0.006233423,0.0008140375,0.00217162,0.0002486903,0.003039607,0.0000231372],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9929615,0.00008460022,0.0009852523,0.00009978624,0.00001252404,0.00008121281,0.000031298,0.00001622264,0.005727601],"genre_scores_gemma":[0.9976421,0.0001409197,0.001286406,0.00003815447,0.000008628764,0.00008849515,0.00005857165,0.00000456507,0.0007321373],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.00517597,"threshold_uncertainty_score":0.02737343,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2153390622","doi":"10.1111/1471-3802.12043","title":"The impact of a teacher education course on pre‐service teachers' beliefs about inclusion: an international comparison","year":2013,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":156,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Winnipeg","funders":"","keywords":"Inclusion (mineral); Psychology; Teacher education; Mathematics education; Medical education; Pedagogy; Test (biology); Self-efficacy; Teaching method; Medicine; Social psychology","authors":[{"name":"Umesh Sharma","is_ca":false},{"name":"Laura Sokal","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06055548002085781,"gpt":0.5162841224035042,"spread":0.4557286423826464,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001410477,0.000180203,0.0002715072,0.0005874147,0.001134481,0.0007562602,0.0003223947,0.0004683538,0.003539559],"category_scores_gemma":[0.006512532,0.0001191224,0.0004167366,0.00064967,0.0005066132,0.0005578473,0.001040555,0.0009327053,0.0004018935],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001292685,"about_ca_system_score_gemma":0.001469628,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01306133,"about_ca_topic_score_gemma":0.027979,"domain_scores_codex":[0.9989986,0.0002707104,0.00007272424,0.00005873632,0.0002457778,0.000353398],"domain_scores_gemma":[0.9956738,0.001243862,0.0006454252,0.0002491962,0.000871051,0.001316533],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.009396049,0.02647663,0.6862799,0.0005070065,0.0001662177,0.001823989,0.06454714,0.0003795341,0.006887441,0.0009834536,0.001467861,0.2010848],"study_design_scores_gemma":[0.0002387559,0.01005544,0.9545652,0.0000874841,0.0000830705,0.0002908879,0.0287889,0.00008535328,0.001561213,0.00006290664,0.004162841,0.00001797216],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9981061,0.0000723831,0.00002018354,0.00004918379,0.00001104393,0.00002196995,0.00001320924,0.000001309372,0.001704541],"genre_scores_gemma":[0.9987011,0.0001166923,0.00004528253,0.00004130862,0.000007741115,0.00004096339,0.00004337681,0.000001551598,0.001001905],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01306133,"threshold_uncertainty_score":0.02597064,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2094265826","doi":"10.1111/j.1471-3802.2003.00184.x","title":"Teachers’ personal epistemological beliefs about students with disabilities as indicators of effective teaching practices","year":2003,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":147,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Normative; Psychology; Inclusion (mineral); Teaching method; Mathematics education; Class (philosophy); Learning disability; Pedagogy; Social psychology; Epistemology; Developmental psychology","authors":[{"name":"Anne Jordan","is_ca":true},{"name":"Paula J. Stanovich","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.08794002450332938,"gpt":0.4967267903227428,"spread":0.4087867658194134,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005174501,0.0002672381,0.0003799304,0.003242155,0.0008837167,0.002462816,0.0005506851,0.0006988605,0.001944982],"category_scores_gemma":[0.04408164,0.0002484003,0.0004477525,0.000917616,0.002515237,0.001258321,0.002320865,0.00146351,0.0001949523],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0006987992,"about_ca_system_score_gemma":0.0008140311,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002445703,"about_ca_topic_score_gemma":0.003518221,"domain_scores_codex":[0.9966492,0.00135246,0.0004817432,0.0002003449,0.001036087,0.0002800294],"domain_scores_gemma":[0.9481077,0.02968439,0.0128829,0.003015023,0.00317974,0.00313014],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00004621715,0.0002523449,0.9548048,0.00006843252,0.00005708091,0.00008489908,0.0299592,0.000202871,0.0005115779,0.0005814706,0.00009864465,0.01333231],"study_design_scores_gemma":[0.0000148808,0.0001680807,0.9491403,0.0001159641,0.00006632672,0.0004400825,0.04603889,0.0005770862,0.0005984884,0.001676183,0.001128813,0.00003494539],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9976022,0.0001133043,0.000240411,0.00009131386,0.000002509227,0.00001110138,0.00001913126,0.000004235381,0.001915905],"genre_scores_gemma":[0.9995395,0.000106773,0.0001604057,0.000009831044,0.00000188486,0.00001298982,0.00002214894,0.000001334569,0.0001451353],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.005174501,"threshold_uncertainty_score":0.02736568,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1946100085","doi":"10.1111/j.1471-3802.2010.01166.x","title":"The self‐concepts and perceived competencies of gifted and non‐gifted students: a meta‐analysis","year":2010,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":102,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Victoria","funders":"","keywords":"Psychology; Competence (human resources); Gifted education; Moderation; Meta-analysis; Developmental psychology; Self-concept; Mathematics education; Social psychology","authors":[{"name":"Kristin M. Litster","is_ca":true},{"name":"Jillian Roberts","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07641075498579321,"gpt":0.4778235602501935,"spread":0.4014128052644003,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01384392,0.001524741,0.008429952,0.00452619,0.0004254313,0.002267908,0.001265606,0.001445945,0.001834264],"category_scores_gemma":[0.03370865,0.001060091,0.02173329,0.003749337,0.0006118101,0.001206107,0.0007917314,0.001421481,0.0001448708],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001613876,"about_ca_system_score_gemma":0.001623448,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003016135,"about_ca_topic_score_gemma":0.00602184,"domain_scores_codex":[0.9939396,0.003459103,0.001385209,0.0005122581,0.0006142513,0.00008949461],"domain_scores_gemma":[0.9828623,0.01411448,0.001685711,0.0004891987,0.0006704036,0.0001778756],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"meta_analysis","study_design_gemma":"meta_analysis","study_design_scores_codex":[0.003850249,0.00009701648,0.007950831,0.1496003,0.8114851,0.0001527549,0.0002604395,0.0007854376,0.000483681,0.0002480732,0.0004613716,0.02462484],"study_design_scores_gemma":[0.001412247,0.000602172,0.008601853,0.01395122,0.9721852,0.0001698866,0.0001150173,0.0002543393,0.0004810497,0.0003978997,0.001799849,0.00002919402],"study_design_candidate":"meta_analysis","study_design_consensus":"meta_analysis","genre_codex":"review","genre_gemma":"empirical","genre_scores_codex":[0.0507675,0.9444678,0.002233833,0.0004050196,0.0002767122,0.000427419,0.0007196964,0.00004452355,0.0006575525],"genre_scores_gemma":[0.5292881,0.4608162,0.006100367,0.0005798168,0.0001921496,0.001490898,0.001042744,0.00003298408,0.0004568023],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.01384392,"threshold_uncertainty_score":0.07321453,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1870392534","doi":"10.1111/j.1471-3802.2012.01270.x","title":"Comparative outcomes of two instructional models for students with learning disabilities: inclusion with co‐teaching and solo‐taught special education","year":2013,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":89,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université Laval","funders":"","keywords":"Inclusion (mineral); Special education; Attendance; Mathematics education; Psychology; Learning disability; Reading (process); Academic achievement; Population; Class (philosophy); Medical education; Medicine; Developmental psychology; Computer science","authors":[{"name":"Philippe Tremblay","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07686893489123889,"gpt":0.4935104667858178,"spread":0.416641531894579,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001750465,0.000510086,0.0011071,0.001031287,0.0004964931,0.00066013,0.000846694,0.0006241981,0.001714589],"category_scores_gemma":[0.006077407,0.0002378411,0.0005862927,0.0004429935,0.0003482742,0.0005651022,0.001280096,0.0007665287,0.0002424449],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007912717,"about_ca_system_score_gemma":0.001399069,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001640884,"about_ca_topic_score_gemma":0.00361445,"domain_scores_codex":[0.9984716,0.0006223888,0.0001415348,0.0001641957,0.0004530787,0.0001472117],"domain_scores_gemma":[0.9965656,0.001440696,0.0004832348,0.0002168806,0.0002524536,0.001041085],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.06101643,0.2299671,0.06705534,0.002075182,0.0007512546,0.000394194,0.009275986,0.001703182,0.01418578,0.0004964854,0.0006459596,0.612433],"study_design_scores_gemma":[0.02679188,0.5922034,0.3297729,0.0007385956,0.002558477,0.000596764,0.008374326,0.005292442,0.02693003,0.0006608285,0.00590007,0.0001803799],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.999295,0.0001250178,0.0001338718,0.00001757619,0.000007430141,0.000116435,0.00001327749,0.00000592034,0.0002855517],"genre_scores_gemma":[0.996825,0.0003292496,0.001600036,0.00002354575,0.00001793693,0.0005454057,0.00006585481,0.000003300201,0.0005897023],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.001750465,"threshold_uncertainty_score":0.009257495,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2995866171","doi":"10.1111/1471-3802.12483","title":"Making the grade: teacher training for inclusive education: A systematic review","year":2019,"lang":"en","type":"review","venue":"Journal of Research in Special Educational Needs","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":62,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"York University","funders":"","keywords":"Special education; Teacher education; Inclusion (mineral); Psychology; Medical education; Psychological intervention; Best practice; Training (meteorology); Pedagogy; Professional development; Medicine; Political science","authors":[{"name":"Lauren Tristani","is_ca":true},{"name":"Rebecca Bassett‐Gunter","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.3986002331796334,"gpt":0.6018139781941502,"spread":0.2032137450145167,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01109751,0.001392876,0.00729296,0.01142443,0.0009628834,0.003206881,0.002142788,0.002120418,0.00470226],"category_scores_gemma":[0.0393068,0.001190831,0.004497908,0.01255464,0.001121714,0.003992182,0.002211924,0.001715369,0.0004278302],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003881719,"about_ca_system_score_gemma":0.01905098,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009389747,"about_ca_topic_score_gemma":0.03647344,"domain_scores_codex":[0.9927868,0.002533657,0.002430378,0.0004674738,0.001567152,0.0002144278],"domain_scores_gemma":[0.9786921,0.01386702,0.004034995,0.0004713563,0.002448315,0.0004861726],"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":[0.0001155455,0.00002468862,0.0003832466,0.9389814,0.002211326,0.00008449666,0.0003216443,0.00006081337,0.000124395,0.0002504155,0.001869008,0.05557309],"study_design_scores_gemma":[0.000149916,0.0001554942,0.002207051,0.9556215,0.01955314,0.0003001385,0.0006395015,0.00006410478,0.0001400551,0.0003121101,0.02082645,0.00003052919],"study_design_candidate":"systematic_review","study_design_consensus":"systematic_review","genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.0006765282,0.997757,0.0001967892,0.0003061486,0.0001526423,0.0005588836,0.0001363841,0.00001366321,0.0002019713],"genre_scores_gemma":[0.008384632,0.9891551,0.001033574,0.0003468099,0.00004862914,0.0007946957,0.0001043419,0.00000488329,0.0001273153],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.01142443,"threshold_uncertainty_score":0.05868989,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2038916225","doi":"10.1111/j.1471-3802.2009.01134.x","title":"Inclusive attitudes: a pre‐service analysis","year":2009,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":54,"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); Proposition; Psychology; Service (business); Pedagogy; Medical education; Social psychology; Medicine; Business; Marketing","authors":[{"name":"Thomas G. Ryan","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06019830008297192,"gpt":0.5001548851717458,"spread":0.4399565850887738,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0031641,0.0002485496,0.0004295121,0.00280488,0.005893549,0.00270255,0.000860703,0.0005575497,0.006439256],"category_scores_gemma":[0.01095056,0.0003281463,0.0004454774,0.003801187,0.00204787,0.001231695,0.003109665,0.001750403,0.0009198705],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01313706,"about_ca_system_score_gemma":0.02005774,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.4070661,"about_ca_topic_score_gemma":0.5365936,"domain_scores_codex":[0.9971517,0.0003508267,0.0001513389,0.0001198974,0.001188384,0.001037837],"domain_scores_gemma":[0.9863021,0.002316815,0.0009474329,0.0003867364,0.007612812,0.002434013],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002133643,0.0008112296,0.5086136,0.0002114942,0.00001353983,0.0008341173,0.4464562,0.00003317081,0.0008320397,0.0008606185,0.002141922,0.03897874],"study_design_scores_gemma":[0.000005609946,0.0002275126,0.6669316,0.00006276317,0.00001071716,0.0001133641,0.3242798,0.00005117844,0.0002883952,0.00008769868,0.007926491,0.00001477767],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9909562,0.00006439215,0.00009195364,0.0002668446,0.00001054732,0.0001350381,0.0002209255,0.000004778212,0.008249195],"genre_scores_gemma":[0.9916518,0.0001956737,0.0001496184,0.0001378714,0.00000954556,0.0001635768,0.0002798327,0.00001104953,0.007400942],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4070661,"threshold_uncertainty_score":0.8093934,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1834291462","doi":"10.1111/j.1471-3802.2010.01184.x","title":"Implementing AAC with children with profound and multiple learning disabilities: a study in rationale underpinning intervention","year":2010,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Assistive Technology in Communication and Mobility","field":"Health Professions","cited_by":38,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Kensington Health","funders":"","keywords":"Augmentative and alternative communication; Underpinning; Intervention (counseling); Psychology; Learning disability; Multiple disabilities; Inclusion (mineral); Cognition; Intellectual disability; Challenging behaviour; Cognitive disabilities; Response to intervention; Gesture; Developmental psychology; Medical education; Computer science; Social psychology; Medicine","authors":[{"name":"Celia Harding","is_ca":false},{"name":"Gemma Lindsay","is_ca":false},{"name":"Aoife O’Brien","is_ca":false},{"name":"Lucy Dipper","is_ca":false},{"name":"Julie Wright","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1396838972655393,"gpt":0.5327154009513749,"spread":0.3930315036858356,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01739991,0.0007722739,0.000950671,0.001214482,0.003804552,0.002384117,0.001391894,0.001809874,0.001615113],"category_scores_gemma":[0.02387595,0.0008187379,0.001168984,0.0008239677,0.003392784,0.001699057,0.003723723,0.004147823,0.0002955984],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003403051,"about_ca_system_score_gemma":0.00906769,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00533493,"about_ca_topic_score_gemma":0.01397285,"domain_scores_codex":[0.9912948,0.005044396,0.000867421,0.0005723246,0.001005087,0.001216053],"domain_scores_gemma":[0.9916204,0.005355738,0.000751951,0.0005098276,0.0008849221,0.0008772128],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0003882708,0.02145705,0.05386225,0.001630263,0.00003726619,0.005996324,0.7930396,0.0006365983,0.004585116,0.002933941,0.0008027186,0.1146306],"study_design_scores_gemma":[0.001365344,0.02698687,0.1099381,0.002158294,0.0002174432,0.007104599,0.798458,0.001095545,0.009935032,0.00231356,0.04020889,0.0002182782],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9935148,0.000207947,0.001234849,0.0003392731,0.00002689435,0.002320715,0.00004224761,0.000017647,0.002295642],"genre_scores_gemma":[0.9671386,0.00138545,0.0205626,0.0003547639,0.00002655841,0.008348664,0.00008473103,0.00001863617,0.002080097],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01739991,"threshold_uncertainty_score":0.09202063,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2031643836","doi":"10.1111/1471-3802.12090","title":"Educating students with <scp>FASD</scp> : linking policy, research and practice","year":2014,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Prenatal Substance Exposure Effects","field":"Medicine","cited_by":36,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Manitoba Health; Children's Aid Society; University of Manitoba; Hospital for Sick Children; Children's Hospital of Winnipeg; Research Manitoba; SickKids Foundation; University of Winnipeg","funders":"Division of Undergraduate Education; Canadian Foundation on Fetal Alcohol Research","keywords":"Fetal Alcohol Spectrum Disorder; Psychology; Intellectual disability; Medical education; Pedagogy; Medicine; Psychiatry","authors":[{"name":"Julie A. Millar","is_ca":true},{"name":"Janet Thompson","is_ca":true},{"name":"Dorothy Schwab","is_ca":true},{"name":"Ana Hanlon‐Dearman","is_ca":true},{"name":"Deborah Goodman","is_ca":true},{"name":"Gal Koren","is_ca":true},{"name":"Paul Masotti","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07814097917978058,"gpt":0.484966846542635,"spread":0.4068258673628544,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03303203,0.0003030506,0.0005567733,0.003042137,0.003496313,0.005407787,0.0016327,0.005226419,0.005867062],"category_scores_gemma":[0.06729907,0.0004462832,0.0005027326,0.002140129,0.005528287,0.00449355,0.01156884,0.006349809,0.0005891611],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01049639,"about_ca_system_score_gemma":0.07732874,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02609095,"about_ca_topic_score_gemma":0.03506042,"domain_scores_codex":[0.9805773,0.01326506,0.001144917,0.0007713487,0.002081205,0.002160187],"domain_scores_gemma":[0.928892,0.0436503,0.005319617,0.001785208,0.006759482,0.01359348],"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":[0.0002305977,0.002503643,0.08878868,0.009360465,0.0001394008,0.0009546139,0.04841851,0.001257397,0.001137043,0.05017679,0.06480782,0.7322251],"study_design_scores_gemma":[0.0003395347,0.001760152,0.1827962,0.05693946,0.0002689471,0.0006734799,0.3003496,0.001942591,0.003039959,0.06445155,0.3871776,0.0002611395],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"review","genre_scores_codex":[0.1078714,0.02628696,0.001788767,0.841431,0.001637339,0.0005181676,0.0001627789,0.0000477678,0.02025591],"genre_scores_gemma":[0.8115086,0.07615547,0.01336156,0.09106723,0.00114235,0.001467387,0.0002414316,0.0000333502,0.005022617],"genre_candidate":"review","genre_consensus":null,"teacher_disagreement_score":0.03303203,"threshold_uncertainty_score":0.1746922,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3158411138","doi":"10.1111/1471-3802.12515","title":"Inclusive school leadership: Examining the experiences of Canadian school principals in supporting students with special education needs","year":2021,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":34,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Ottawa; Brock University; Memorial University of Newfoundland; Wilfrid Laurier University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Inclusion (mineral); Educational leadership; Pedagogy; Special education; Principal (computer security); Special needs; Mainstreaming; Psychology; Special educational needs; Instructional leadership; Medical education; Sociology; Mathematics education; Medicine","authors":[{"name":"Steve Sider","is_ca":true},{"name":"Kimberly Maich","is_ca":true},{"name":"Jhonel Morvan","is_ca":true},{"name":"Mélissa Villella","is_ca":true},{"name":"Paul Ling","is_ca":false},{"name":"Chantelle Repp","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.120074622270076,"gpt":0.4628558139653832,"spread":0.3427811916953071,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00787645,0.0004932858,0.0008662922,0.002001204,0.02879964,0.007947188,0.001941459,0.001144007,0.001936738],"category_scores_gemma":[0.01241045,0.0008388114,0.0004070507,0.002838179,0.009979296,0.002357643,0.007682691,0.003727413,0.0002366143],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.02860749,"about_ca_system_score_gemma":0.0706623,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.7131336,"about_ca_topic_score_gemma":0.8785446,"domain_scores_codex":[0.9921028,0.002918322,0.0002515499,0.0003818677,0.001367157,0.002978244],"domain_scores_gemma":[0.9869436,0.002538253,0.001732685,0.0003023358,0.003428608,0.005054465],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003496028,0.00004824832,0.02154596,0.00007260829,0.000005203299,0.0003948488,0.9726819,0.00001465905,0.000297493,0.0003397969,0.0007193323,0.003845067],"study_design_scores_gemma":[0.000001470797,0.00002294231,0.005861704,0.00004076027,0.000002015644,0.00004162159,0.9912861,0.000009398585,0.00002982867,0.00002048506,0.002676351,0.000007349647],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9948382,0.0004525194,0.0001909334,0.001230413,0.0000502292,0.00005879247,0.00004510704,0.000006358761,0.003127439],"genre_scores_gemma":[0.9975682,0.0005793499,0.0002030007,0.0002893968,0.00001038924,0.00002461588,0.00003101461,0.000006532519,0.001287529],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9713925,"threshold_uncertainty_score":0.5771115,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1506795858","doi":"10.1111/1471-3802.12074","title":"Reduce, manage or cope: a review of strategies for training school staff to address challenging behaviours displayed by students with intellectual/developmental disabilities","year":2014,"lang":"en","type":"review","venue":"Journal of Research in Special Educational Needs","topic":"Behavioral and Psychological Studies","field":"Psychology","cited_by":27,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Manitoba; St.Amant","funders":"Canadian Institutes of Health Research","keywords":"Psychology; Psychological intervention; Medical education; Intellectual disability; Coping (psychology); Challenging behaviour; Training (meteorology); Applied psychology; Medicine; Clinical psychology; Psychiatry","authors":[{"name":"Brenda M. Stoesz","is_ca":true},{"name":"Shahin Shooshtari","is_ca":true},{"name":"Janine M. Montgomery","is_ca":true},{"name":"Toby L. Martin","is_ca":true},{"name":"Dustin J. Heinrichs","is_ca":true},{"name":"Joyce Douglas","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.5172751826199943,"gpt":0.5640672946008536,"spread":0.04679211198085931,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002641706,0.001126186,0.002480827,0.005520043,0.0005260856,0.00133338,0.001779562,0.001275621,0.002564348],"category_scores_gemma":[0.007126519,0.0005289201,0.001852577,0.004485903,0.0006517057,0.001665485,0.0008055887,0.001190818,0.0003922775],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001107466,"about_ca_system_score_gemma":0.003534937,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004452609,"about_ca_topic_score_gemma":0.01222975,"domain_scores_codex":[0.9987437,0.0003695219,0.0004282549,0.0001272873,0.0002799262,0.00005137278],"domain_scores_gemma":[0.9960247,0.003056863,0.0004340659,0.00004611233,0.0003519098,0.00008620055],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"systematic_review","study_design_scores_codex":[0.0001802287,0.0001062045,0.0002677072,0.4285909,0.0008852036,0.0001104033,0.0004214358,0.0001224791,0.0002817197,0.0004869259,0.004201584,0.5643451],"study_design_scores_gemma":[0.0002988841,0.0007245815,0.007073121,0.6840429,0.009264472,0.001858344,0.001284943,0.0002006246,0.0007911297,0.0008624968,0.293516,0.00008251988],"study_design_candidate":"systematic_review","study_design_consensus":null,"genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.0002112772,0.9994546,0.00004099578,0.00007639309,0.00004135252,0.00003224963,0.00001401259,0.0000024933,0.0001266956],"genre_scores_gemma":[0.001440367,0.9980373,0.0003002854,0.00009051414,0.00002046495,0.00003946419,0.00001724747,0.000001132283,0.00005321839],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.005520043,"threshold_uncertainty_score":0.01397085,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2572952983","doi":"10.1111/1471-3802.12375","title":"Stakeholder perspectives on barriers and facilitators of inclusive education in the Solomon Islands","year":2017,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Family and Disability Support Research","field":"Psychology","cited_by":21,"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; UNICEF","keywords":"Stakeholder; Inclusion (mineral); Context (archaeology); Variety (cybernetics); Perspective (graphical); Government (linguistics); Special education; Medical education; Pedagogy; Psychology; Political science; Public relations; Medicine; Social psychology; Geography","authors":[{"name":"Umesh Sharma","is_ca":false},{"name":"Tim Loreman","is_ca":true},{"name":"Janine Simi","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1059513199490507,"gpt":0.4897333411513578,"spread":0.3837820212023071,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005689453,0.0002776561,0.0003386275,0.000729275,0.005684748,0.002281425,0.0007350546,0.000678462,0.002689641],"category_scores_gemma":[0.009361067,0.0002158533,0.0001890549,0.0006976377,0.002921913,0.001670338,0.00602145,0.001093249,0.0001097099],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003676315,"about_ca_system_score_gemma":0.007582015,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.04759888,"about_ca_topic_score_gemma":0.07696343,"domain_scores_codex":[0.9948201,0.003468483,0.0002024978,0.0001285879,0.0004394717,0.0009407738],"domain_scores_gemma":[0.994672,0.003300065,0.000503648,0.0001483503,0.0006454795,0.0007303462],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00008983172,0.00005700796,0.03688749,0.0002345984,0.00001666862,0.001610338,0.9351451,0.000110832,0.001843384,0.003110663,0.0004212306,0.02047293],"study_design_scores_gemma":[0.000005624097,0.00005057418,0.01532248,0.0002137107,0.00001266228,0.0001710256,0.9773415,0.00008252611,0.0003393305,0.0005244949,0.005925219,0.00001095192],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9887695,0.0001869391,0.0002137404,0.002219039,0.00001092105,0.00003415343,0.00001078163,0.000004075153,0.008550784],"genre_scores_gemma":[0.9987971,0.0002190592,0.0001642935,0.0001391003,0.000001805451,0.00002944374,0.000004877791,0.00000228546,0.0006419838],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.04759888,"threshold_uncertainty_score":0.09464371,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2748579565","doi":"10.1111/1471-3802.12394","title":"An exploration of teacher's use of iPads for students with learning support needs","year":2017,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":20,"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":"Curriculum; Scope (computer science); Psychology; Medical education; Technology integration; Special education; Professional development; Needs assessment; Pedagogy; Mathematics education; Educational technology; Computer science; Medicine; Sociology","authors":[{"name":"Dianne Chambers","is_ca":false},{"name":"Phyllis Jones","is_ca":false},{"name":"Donna McGhie‐Richmond","is_ca":true},{"name":"Michael W. Riley","is_ca":false},{"name":"Sarah May‐Poole","is_ca":true},{"name":"Ann Marie Orlando","is_ca":false},{"name":"Orhan Simsek","is_ca":false},{"name":"Catherine Wilcox","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2440839756962117,"gpt":0.5173416384491046,"spread":0.2732576627528929,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002758569,0.0002740099,0.0004185845,0.001574072,0.001970056,0.003072402,0.0008147567,0.001044103,0.002972184],"category_scores_gemma":[0.0147754,0.0004358472,0.0004478394,0.0009851477,0.001014296,0.002279278,0.002378994,0.001237459,0.0007039064],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001225696,"about_ca_system_score_gemma":0.002122736,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003578517,"about_ca_topic_score_gemma":0.008697092,"domain_scores_codex":[0.9965979,0.001925539,0.0002128055,0.0002432553,0.0006270235,0.0003934466],"domain_scores_gemma":[0.990542,0.006570557,0.000906866,0.0003034294,0.0009893461,0.0006878726],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001070745,0.0005594892,0.08013594,0.0008138919,0.00002160396,0.002384568,0.8020465,0.0001048023,0.004169331,0.0007086981,0.001759238,0.1071889],"study_design_scores_gemma":[0.00001831342,0.0004403658,0.07105331,0.0005214898,0.00003274676,0.00179735,0.8851963,0.0004191474,0.001231223,0.0002454607,0.03900529,0.00003891204],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9884276,0.0004030659,0.001613296,0.001060975,0.00002979026,0.00006893337,0.00006925248,0.0000447974,0.008282349],"genre_scores_gemma":[0.9927934,0.001056436,0.002031567,0.0001905564,0.00001730925,0.000101272,0.00006220651,0.00002378576,0.003723499],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.003578517,"threshold_uncertainty_score":0.01458883,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1991093920","doi":"10.1111/j.1471-3802.2009.01111.x","title":"Choosing ‘stereotypes’: debating the efficacy of (British) disability‐criticism","year":2009,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Disability Rights and Representation","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Centre for Disability Prevention and Rehabilitation","funders":"","keywords":"Criticism; Contingency; Psychology; sort; Disability studies; Inclusion (mineral); Citation; Epistemology; Sociology; Social psychology; Gender studies; Law; Political science; Computer science; Philosophy","authors":[{"name":"Rebecca Mallett","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07977152035479543,"gpt":0.4655227165757135,"spread":0.3857511962209181,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07188065,0.0006599806,0.0008410247,0.006556557,0.01604462,0.0175842,0.003423159,0.00761279,0.003545668],"category_scores_gemma":[0.09618694,0.0006927704,0.0003776338,0.004369686,0.09423163,0.01589119,0.01388251,0.008220467,0.0004835809],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.02047916,"about_ca_system_score_gemma":0.005740887,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.03428519,"about_ca_topic_score_gemma":0.03368188,"domain_scores_codex":[0.9054013,0.07325708,0.001771064,0.002925815,0.01356369,0.003080916],"domain_scores_gemma":[0.8934714,0.08698553,0.005367583,0.004428532,0.008293179,0.001453786],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000326284,0.000007618184,0.0009067997,0.0001453625,0.000008010787,0.0001453426,0.6008545,0.00006029713,0.0002359524,0.3870845,0.002552321,0.00796674],"study_design_scores_gemma":[0.00004358209,0.000041103,0.002702361,0.001259758,0.00002627794,0.0004328033,0.5518201,0.0007889601,0.0007897935,0.2911133,0.1508915,0.00009046098],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4394698,0.01288074,0.02575094,0.1713113,0.00234043,0.00008985381,0.00005506511,0.0001410986,0.3479608],"genre_scores_gemma":[0.992115,0.0007971145,0.0008584171,0.002630498,0.0001846623,0.0000270498,0.000006600755,0.00006508396,0.003315712],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.07188065,"threshold_uncertainty_score":0.3801458,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2085027674","doi":"10.1111/j.1471-3802.2009.01113.x","title":"‘What lay ahead ...’: a media portrayal of disability and assisted suicide","year":2009,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Disability Rights and Representation","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Manitoba","funders":"","keywords":"Newspaper; Assisted suicide; Psychology; Criminology; Psychiatry; Media studies; Sociology","authors":[{"name":"Karen D. Schwartz","is_ca":true},{"name":"Zana Marie Lutfiyya","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1484913547334705,"gpt":0.4975619963695215,"spread":0.3490706416360509,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002596511,0.0007123343,0.000285729,0.002904254,0.01307499,0.009646786,0.0009904447,0.002997707,0.002123854],"category_scores_gemma":[0.007475665,0.0002733287,0.000326447,0.001999696,0.01829698,0.005436652,0.002925321,0.00385019,0.0002697856],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01220182,"about_ca_system_score_gemma":0.005687617,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.2479882,"about_ca_topic_score_gemma":0.2431759,"domain_scores_codex":[0.9975613,0.001394798,0.00005510354,0.00008503268,0.0005096023,0.0003942516],"domain_scores_gemma":[0.993454,0.00412673,0.0008071621,0.0001580501,0.000886632,0.0005673589],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004183511,0.00001539537,0.002140862,0.0001173317,0.0000100831,0.001238863,0.9671938,0.00005288756,0.0004620742,0.0159373,0.006765674,0.006023909],"study_design_scores_gemma":[0.00001006805,0.00003220168,0.005150071,0.0004676748,0.00002470552,0.0007136292,0.8772982,0.0001875974,0.0004303355,0.001706055,0.1139391,0.00004044076],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7573233,0.01023272,0.0008759215,0.08910777,0.001304245,0.0000526623,0.0002502466,0.00005939221,0.1407937],"genre_scores_gemma":[0.9913527,0.002216194,0.0001196045,0.002214133,0.0003260007,0.00001134953,0.00003426186,0.00002095488,0.003704668],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2479882,"threshold_uncertainty_score":0.4930896,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2488296465","doi":"10.1111/1471-3802.1_12347","title":"1. PRE‐SERVICE TEACHERS AND THE MEANING OF INCLUSION","year":2016,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Parental Involvement in Education","field":"Social Sciences","cited_by":17,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Western University","funders":"","keywords":"Inclusion (mineral); Pedagogy; Competence (human resources); Teacher education; Special education; Psychology; Mathematics education; Sociology","authors":[{"name":"Jacqueline Specht","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1094193996344258,"gpt":0.4591543552585456,"spread":0.3497349556241199,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002747399,0.0002916321,0.000373323,0.001471297,0.0136575,0.01186799,0.001572796,0.002734379,0.003472887],"category_scores_gemma":[0.004087085,0.0002566191,0.0002381202,0.002000099,0.04645433,0.006364726,0.008517539,0.004746981,0.0005033411],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01321602,"about_ca_system_score_gemma":0.01572581,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.1406909,"about_ca_topic_score_gemma":0.1730228,"domain_scores_codex":[0.9959436,0.001741374,0.0001159064,0.0003287772,0.001062385,0.0008079757],"domain_scores_gemma":[0.9965575,0.001157774,0.0005295541,0.0001534421,0.0006940904,0.0009076055],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003352756,0.00005021993,0.006805869,0.000224696,0.000006591958,0.0004231324,0.6451492,0.00006873749,0.0002049439,0.3174186,0.007302989,0.02231142],"study_design_scores_gemma":[0.00001246703,0.00005980619,0.0173406,0.00132554,0.00001425597,0.0006113067,0.6344361,0.00009005036,0.0001223157,0.08894442,0.2570029,0.00004020777],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.2942238,0.03009331,0.003066969,0.08049615,0.001086936,0.00008756927,0.0002023765,0.00006328032,0.5906796],"genre_scores_gemma":[0.9862199,0.004402581,0.000464503,0.001850554,0.0001174904,0.00002444648,0.00003468143,0.00001278689,0.006873056],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.1406909,"threshold_uncertainty_score":0.2797439,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3151699120","doi":"10.1111/1471-3802.12512","title":"The effects of the Tripartite Intervention on students’ attitudes towards disability","year":2021,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":15,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Windsor; St. Clair College","funders":"","keywords":"Friendship; Intervention (counseling); Psychology; Learning disability; Scale (ratio); Developmental psychology; Repeated measures design; Clinical psychology; Cognitive disabilities; Cognition; Social psychology; Psychiatry","authors":[{"name":"John Freer","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06148696228024133,"gpt":0.5056647644874406,"spread":0.4441778022071993,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001469439,0.0005119992,0.0007307352,0.0006565367,0.0008794034,0.0005080483,0.0008395364,0.0007101484,0.005734106],"category_scores_gemma":[0.003789706,0.0003121268,0.0006256519,0.0002763549,0.0006642577,0.0004109764,0.001313736,0.001219394,0.0003884048],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0008837294,"about_ca_system_score_gemma":0.002240978,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003729783,"about_ca_topic_score_gemma":0.009462511,"domain_scores_codex":[0.9987707,0.0004811127,0.0001023226,0.0001679877,0.0002028488,0.0002750594],"domain_scores_gemma":[0.9963664,0.001110601,0.0005157188,0.0003838064,0.0002865827,0.001336896],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"nonrandomized_trial","study_design_gemma":"nonrandomized_trial","study_design_scores_codex":[0.03168054,0.5269912,0.01758889,0.001496203,0.0002669715,0.0002167566,0.007333868,0.001326369,0.02528373,0.000735889,0.001258688,0.385821],"study_design_scores_gemma":[0.0184075,0.5646032,0.3825492,0.0004578716,0.0006461032,0.0001466782,0.005024396,0.003006093,0.01682947,0.0008477548,0.007291712,0.0001899193],"study_design_candidate":"nonrandomized_trial","study_design_consensus":"nonrandomized_trial","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.998379,0.00002640072,0.0002054962,0.00005937512,0.00001711849,0.0004622726,0.00002601984,0.00001744246,0.0008069873],"genre_scores_gemma":[0.9925771,0.0001172708,0.003429499,0.0000670573,0.00002129759,0.00196528,0.00006993848,0.000004268065,0.001748255],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.005734106,"threshold_uncertainty_score":0.0191825,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2102658152","doi":"10.1111/j.1471-3802.2006.00066.x","title":"Some ideologies of disability","year":2006,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Foucault, Power, and Ethics","field":"Social Sciences","cited_by":13,"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":"Ideology; Honour; Disadvantaged; Sociology; Political science; Psychology; Epistemology; Politics; Law; Philosophy","authors":[{"name":"Colin Low","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1213649370055004,"gpt":0.4940593202864268,"spread":0.3726943832809264,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.007244167,0.0006723442,0.000374801,0.003831448,0.01371675,0.007893321,0.0009699932,0.004253698,0.004482078],"category_scores_gemma":[0.007566177,0.0002024649,0.0005075507,0.001689999,0.04034496,0.008692274,0.006960212,0.005894725,0.0005690414],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004101495,"about_ca_system_score_gemma":0.002353427,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001988092,"about_ca_topic_score_gemma":0.001933261,"domain_scores_codex":[0.992884,0.00440154,0.0001687938,0.0003629916,0.001157137,0.001025625],"domain_scores_gemma":[0.9961165,0.002567811,0.0002064147,0.000190521,0.00049171,0.0004270824],"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":[0.00000369403,0.000005181818,0.00008988408,0.00001100789,5.60166e-7,0.00006323315,0.00709809,0.00002796577,0.00001791749,0.9883349,0.002055417,0.002292026],"study_design_scores_gemma":[0.00001028075,0.00001337828,0.0002508653,0.0002378727,0.000001737884,0.0002534736,0.01755731,0.0001559622,0.00008148297,0.8126236,0.1688028,0.00001112989],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.03251894,0.01289114,0.01911565,0.1174193,0.002215832,0.00006009212,0.00005601966,0.00002959685,0.8156934],"genre_scores_gemma":[0.9162452,0.008767411,0.007892285,0.01325415,0.002359345,0.0003043622,0.00006873086,0.0000668208,0.05104168],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9862832,"threshold_uncertainty_score":0.0383113,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3129714682","doi":"10.1111/1471-3802.12508","title":"Transitioning towards inclusion: a triangulated view of the role of educational assistants","year":2021,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Brock University","funders":"","keywords":"Inclusion (mineral); Pedagogy; Viewpoints; Context (archaeology); Qualitative research; Focus group; Psychology; Transition (genetics); Mathematics education; Special education; Sociology; Social psychology; Social science","authors":[{"name":"Sheila Bennett","is_ca":true},{"name":"Tiffany L. Gallagher","is_ca":true},{"name":"Monique Somma","is_ca":true},{"name":"Rebecca White","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05240993792643145,"gpt":0.4380616972998107,"spread":0.3856517593733793,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02856189,0.0003732133,0.0006106418,0.005657054,0.02247688,0.01524658,0.00346187,0.001288876,0.002459879],"category_scores_gemma":[0.03329867,0.0005052504,0.0003554959,0.003466053,0.01477056,0.005267529,0.01094276,0.002161068,0.0002008953],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.02348237,"about_ca_system_score_gemma":0.03817073,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.2854514,"about_ca_topic_score_gemma":0.3324102,"domain_scores_codex":[0.9721248,0.018888,0.0008542725,0.001458232,0.003202439,0.003472263],"domain_scores_gemma":[0.9740165,0.01611042,0.001514417,0.001649508,0.00477956,0.001929651],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003332542,0.00002407596,0.010459,0.00006972247,0.000009937408,0.0006133459,0.9684846,0.00007169482,0.000159944,0.009390509,0.0002637786,0.01042009],"study_design_scores_gemma":[0.000002229489,0.00001857258,0.002833531,0.0001472761,0.000009860184,0.00008363837,0.9875267,0.0001165372,0.00009646312,0.001189719,0.007967521,0.000008002661],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9538159,0.0009927326,0.003363808,0.002986436,0.00007516532,0.0002023627,0.000098293,0.0000198449,0.03844552],"genre_scores_gemma":[0.9976658,0.000275926,0.0007237581,0.0001368813,0.000005107923,0.00003199016,0.00001467627,0.000006593245,0.001139377],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2854514,"threshold_uncertainty_score":0.5675797,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2024405916","doi":"10.1111/1471-3802.12066","title":"The development of case studies as a method within a longitudinal study of special educational needs provision in the <scp>R</scp> epublic of <scp>I</scp> reland","year":2014,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Trinity College","funders":"","keywords":"Credibility; Trustworthiness; Transparency (behavior); Presentation (obstetrics); Order (exchange); Interpretation (philosophy); Inclusion (mineral); Process (computing); Special educational needs; Relation (database); Psychology; Computer science; Special education; Mathematics education; Social psychology; Political science; Business; Medicine","authors":[{"name":"Richard Rose","is_ca":false},{"name":"Michael Shevlin","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1721330988710647,"gpt":0.5086794665758442,"spread":0.3365463677047795,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.3641714,0.001225841,0.001480418,0.01370665,0.009391064,0.0174518,0.00581024,0.005064817,0.004161534],"category_scores_gemma":[0.3352585,0.002290519,0.002018822,0.008634507,0.01849496,0.01967848,0.01465465,0.006341309,0.000956431],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01474161,"about_ca_system_score_gemma":0.03019158,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004188556,"about_ca_topic_score_gemma":0.01160478,"domain_scores_codex":[0.4827647,0.4826643,0.01501102,0.005360556,0.01220309,0.001996461],"domain_scores_gemma":[0.4189407,0.4983229,0.0180677,0.02850798,0.03201895,0.004141924],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002328845,0.0006177734,0.007052776,0.004231462,0.00009962678,0.00198724,0.5551268,0.001149226,0.00158045,0.2736261,0.006846799,0.1474489],"study_design_scores_gemma":[0.0007199804,0.001253469,0.005274592,0.02722354,0.0002167721,0.003993953,0.4856401,0.006213258,0.004274906,0.1830512,0.28168,0.0004582175],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.07615388,0.006643704,0.7712972,0.02241989,0.001852863,0.06507521,0.0005026846,0.0002892326,0.05576537],"genre_scores_gemma":[0.1430469,0.002379533,0.8088751,0.001366916,0.0001065119,0.04202436,0.0001008054,0.00005759824,0.00204233],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.3641714,"threshold_uncertainty_score":0.7840898,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4381849052","doi":"10.1111/1471-3802.12607","title":"Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale ( <scp>TEIP‐SF</scp> )","year":2023,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Inclusion and Disability in Education and Sport","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Concordia University of Edmonton","funders":"Northwestern University","keywords":"Scale (ratio); Psychology; Replicate; Mathematics education; Likert scale; Curse of dimensionality; Statistics; Mathematics; Developmental psychology; Geography","authors":[{"name":"Sergej Wüthrich","is_ca":false},{"name":"N. Baumli","is_ca":false},{"name":"Umesh Sharma","is_ca":false},{"name":"Tim Loreman","is_ca":true},{"name":"Chris Forlin","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1343696599802931,"gpt":0.4944280758846647,"spread":0.3600584159043716,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009406509,0.0003810114,0.000517057,0.00166118,0.0006119804,0.0007807654,0.0005170467,0.0004203678,0.002536607],"category_scores_gemma":[0.02314386,0.0003587315,0.0007370653,0.001015312,0.0006252102,0.000701856,0.001082252,0.001016824,0.0007405638],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007050897,"about_ca_system_score_gemma":0.002482205,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004556802,"about_ca_topic_score_gemma":0.008816803,"domain_scores_codex":[0.9958846,0.001290159,0.0007868877,0.0002579334,0.001601411,0.0001790434],"domain_scores_gemma":[0.9846719,0.005307226,0.00238394,0.001006168,0.005977293,0.0006535179],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000338923,0.0009982219,0.8096649,0.0003695375,0.0001325357,0.0001753907,0.005963333,0.0008557031,0.003295443,0.0006105973,0.005554392,0.1720409],"study_design_scores_gemma":[0.00008724432,0.0007557935,0.9885579,0.0001772218,0.00005493637,0.00027953,0.001730598,0.001311747,0.001376262,0.000230153,0.005412401,0.00002625229],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9826456,0.0002049758,0.007638647,0.0002809499,0.00006571324,0.002625212,0.002613594,0.00008105816,0.003844227],"genre_scores_gemma":[0.9628834,0.0003177489,0.02522014,0.0001321821,0.00002841257,0.005238361,0.004216936,0.00004672711,0.001916088],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.009406509,"threshold_uncertainty_score":0.04974693,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3160896970","doi":"10.1111/1471-3802.12517","title":"Return to school after acquired brain injury in the UK – the educators' perspectives","year":2021,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Traumatic Brain Injury Research","field":"Medicine","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Surrey Place Centre","funders":"","keywords":"Mainstream; Thematic analysis; Acquired brain injury; Context (archaeology); Statutory law; Psychology; Government (linguistics); Medical education; Inclusion (mineral); Special education; Pedagogy; Rehabilitation; Developmental psychology; Qualitative research; Medicine; Sociology; Social psychology; Political science","authors":[{"name":"Catherine Bate","is_ca":true},{"name":"Kim Turner","is_ca":false},{"name":"Silke Fricke","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07816124392940396,"gpt":0.454516477573641,"spread":0.3763552336442371,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004273795,0.0003202973,0.0005905536,0.001392776,0.006241093,0.007147328,0.0008351261,0.002103291,0.00286396],"category_scores_gemma":[0.01056171,0.0004245024,0.000370536,0.001489891,0.006428575,0.004585137,0.005804708,0.00489068,0.0004389677],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.006333392,"about_ca_system_score_gemma":0.008933643,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.08503111,"about_ca_topic_score_gemma":0.1733481,"domain_scores_codex":[0.994369,0.003131508,0.0002837484,0.0001895076,0.0006297167,0.001396568],"domain_scores_gemma":[0.9901751,0.003831587,0.001837536,0.0001844728,0.0015656,0.002405689],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003376517,0.00005084845,0.0143469,0.000302927,0.000009576927,0.003006074,0.9674405,0.0000150593,0.0001735785,0.001172993,0.003768399,0.009679345],"study_design_scores_gemma":[0.000002915138,0.00005205732,0.0100081,0.0005028938,0.000006352133,0.0009319916,0.9733041,0.000006967511,0.00003868192,0.0001230576,0.01500891,0.00001406694],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9236898,0.01427184,0.0001634649,0.04160064,0.0006231998,0.00003833225,0.0001287294,0.00001206208,0.01947187],"genre_scores_gemma":[0.974341,0.0136295,0.0001756396,0.007568422,0.0001692904,0.00003345715,0.00006316221,0.00001265592,0.00400684],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08503111,"threshold_uncertainty_score":0.1690724,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2966800404","doi":"10.1111/1471-3802.12470","title":"Deconstructing residential immersive life skills programming through a pedagogical lens: mechanisms that can facilitate learning for youth with disabilities","year":2019,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Family and Disability Support Research","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto; Holland Bloorview Kids Rehabilitation Hospital","funders":"","keywords":"Experiential learning; Psychology; Situated; Social skills; Qualitative research; Grounded theory; Situated learning; Pedagogy; Developmental psychology; Sociology","authors":[{"name":"Celeste Duff","is_ca":true},{"name":"Amy C. McPherson","is_ca":true},{"name":"Gillian King","is_ca":true},{"name":"Shauna Kingsnorth","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.269015164018522,"gpt":0.4624880466289225,"spread":0.1934728826104004,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002878188,0.0004314199,0.0002054601,0.000964702,0.0020629,0.004521262,0.001412585,0.001015602,0.00265515],"category_scores_gemma":[0.004254102,0.0002386004,0.0004478201,0.0003986048,0.008319587,0.003620041,0.006622839,0.001878281,0.0002136815],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002256265,"about_ca_system_score_gemma":0.003569795,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001676669,"about_ca_topic_score_gemma":0.004981459,"domain_scores_codex":[0.9975674,0.001723734,0.00004675316,0.0001241977,0.0002093286,0.0003286888],"domain_scores_gemma":[0.9983513,0.001048452,0.0001410244,0.0001104606,0.00008206919,0.0002666338],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005835278,0.0008336041,0.01125599,0.001119821,0.0000268792,0.001412917,0.6311042,0.0007353361,0.003082633,0.1618065,0.002690203,0.1858736],"study_design_scores_gemma":[0.00007620563,0.0006415012,0.02055297,0.002850221,0.00009106409,0.002391084,0.7211841,0.002106706,0.005042066,0.06936971,0.1756312,0.00006323178],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.807376,0.004137229,0.05256659,0.01239784,0.0002353912,0.0004717147,0.00006381231,0.0002921028,0.1224593],"genre_scores_gemma":[0.9830679,0.001521009,0.01154024,0.0003655576,0.00002407317,0.0002169083,0.00001522032,0.00002545946,0.003223741],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004521262,"threshold_uncertainty_score":0.01637036,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4392042578","doi":"10.1111/1471-3802.12652","title":"Transition to adulthood of youth with disabilities: Mapping declared practices to recommended practices","year":2024,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Disability Education and Employment","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"McGill University; Shriners Hospitals for Children - Canada; Université Laval; Centre for Interdisciplinary Research in Rehabilitation","funders":"","keywords":"Transition (genetics); Psychology; Special education; Developmental psychology; Medical education; Pedagogy; Medicine","authors":[{"name":"Élody Ross‐Lévesque","is_ca":true},{"name":"Sarah Martin‐Roy","is_ca":true},{"name":"Francine Julien‐Gauthier","is_ca":true},{"name":"Steve Jacob","is_ca":true},{"name":"Marie Grandisson","is_ca":true},{"name":"Marie‐Catherine St‐Pierre","is_ca":true},{"name":"Noémie Dahan‐Oliel","is_ca":true},{"name":"Marie‐Ève Lamontagne","is_ca":true},{"name":"Chantal Desmarais","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2464059233111149,"gpt":0.5093858445994371,"spread":0.2629799212883223,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002058614,0.0001262248,0.0001894212,0.001428474,0.002611614,0.001719158,0.0009093735,0.0003610723,0.001419329],"category_scores_gemma":[0.005525019,0.0001177083,0.0001934958,0.001652318,0.001142998,0.0009208552,0.001558713,0.0005156624,0.00008419195],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.008279827,"about_ca_system_score_gemma":0.01383574,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.6291005,"about_ca_topic_score_gemma":0.7838767,"domain_scores_codex":[0.9989126,0.0003466264,0.0001187058,0.00009605219,0.0002289837,0.0002970974],"domain_scores_gemma":[0.9965422,0.0008696658,0.0007475525,0.0001836694,0.001030011,0.0006269478],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0000602931,0.00007966907,0.5243394,0.0005456157,0.00001799109,0.0007270125,0.3431144,0.0001751843,0.0009617941,0.0009604394,0.001994225,0.1270239],"study_design_scores_gemma":[0.000003576817,0.00007737314,0.4858475,0.0008409684,0.00001178644,0.000302682,0.5002199,0.0002363855,0.0003463879,0.0001460461,0.01194643,0.00002089757],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9930355,0.000737595,0.0004406654,0.001182653,0.000008243846,0.0000867116,0.0002792803,0.00001807979,0.004211235],"genre_scores_gemma":[0.9977164,0.0007439133,0.0007471769,0.00004966723,0.000001524721,0.00004131695,0.0001024864,0.000002787093,0.000594708],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.6291005,"threshold_uncertainty_score":0.7461676,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2074091887","doi":"10.1111/1471-3802.00003","title":"The labelling approach to deviance","year":2003,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Crime Patterns and Interventions","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":"McGill University","funders":"","keywords":"Deviance (statistics); Consistency (knowledge bases); Style (visual arts); Sociology; Psychology; History; Computer science; Artificial intelligence","authors":[{"name":"Prudence Rains","is_ca":true},{"name":"John L. Kitsuse","is_ca":false},{"name":"Troy Duster","is_ca":false},{"name":"Eliot Freidson","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2221344945956545,"gpt":0.5180148018426256,"spread":0.2958803072469711,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007406841,0.0007714145,0.000851359,0.003116817,0.005166669,0.00529343,0.004033313,0.005861555,0.009980582],"category_scores_gemma":[0.02619793,0.0003754041,0.0007645622,0.002080179,0.01999817,0.01083096,0.003662403,0.01059845,0.001938162],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003506556,"about_ca_system_score_gemma":0.002934225,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005412881,"about_ca_topic_score_gemma":0.01063839,"domain_scores_codex":[0.9914586,0.00454287,0.0003962794,0.0008846908,0.002325665,0.0003919428],"domain_scores_gemma":[0.9874353,0.008125884,0.0005559623,0.0007467564,0.002550571,0.000585466],"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":[0.00001084412,0.000008449834,0.0002657713,0.0001397318,0.00001194581,0.0000699202,0.004108677,0.00005838209,0.0000242346,0.7637509,0.2063303,0.02522079],"study_design_scores_gemma":[0.000007163942,0.00001409578,0.0007918704,0.0004405095,0.000009286199,0.000243548,0.002060557,0.0003466093,0.0000751862,0.3476326,0.6483589,0.00001962051],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.001692699,0.03158241,0.0253116,0.7314945,0.05752108,0.00003596175,0.0002685233,0.0001316081,0.1519616],"genre_scores_gemma":[0.3270153,0.04200405,0.03732806,0.2650171,0.1793339,0.0005095375,0.0004519439,0.000485335,0.1478548],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.009980582,"threshold_uncertainty_score":0.03917164,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3007089147","doi":"10.1111/1471-3802.12488","title":"Sociodemographic profiles of high school students across multiple types of special needs and disabilities","year":2020,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Family and Disability Support Research","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of British Columbia","funders":"","keywords":"Special needs; Quarter (Canadian coin); Diversity (politics); Sample (material); Psychology; Population; Special education; Scope (computer science); Needs assessment; Special populations; Inclusion (mineral); Developmental psychology; Geography; Medicine; Environmental health; Social psychology; Mathematics education; Psychiatry; Sociology; Social science; Computer science","authors":[{"name":"Jennifer E. V. Lloyd","is_ca":true},{"name":"Danjie Zou","is_ca":true},{"name":"Jennifer Baumbusch","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1090758744516278,"gpt":0.4645185875382475,"spread":0.3554427130866197,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005683718,0.0001056555,0.0002199421,0.002069552,0.0009252751,0.0006662021,0.0002995649,0.0002474713,0.00188714],"category_scores_gemma":[0.001631597,0.0002124003,0.0001647584,0.001456778,0.0004051636,0.0003672226,0.000507,0.0003574491,0.0002095563],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001451125,"about_ca_system_score_gemma":0.001811211,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.336484,"about_ca_topic_score_gemma":0.5437267,"domain_scores_codex":[0.9995329,0.00007264526,0.00005153541,0.0000494085,0.0001648477,0.0001285977],"domain_scores_gemma":[0.9990382,0.0001094597,0.0002432099,0.00004534182,0.000243451,0.0003203767],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000007817813,0.00002052106,0.9976339,0.000006233261,0.000005072711,0.00001753922,0.0006672302,0.000009071365,0.0000662438,0.00002175663,0.0001037752,0.001440862],"study_design_scores_gemma":[4.762431e-7,0.0000174032,0.9979036,0.000006774582,0.000001991801,0.00002470465,0.001885897,0.0000206979,0.00001196042,0.000008355031,0.0001165277,0.000001605171],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9989491,0.00003823627,0.00002730641,0.000037337,0.000001014783,0.0000167379,0.000361088,0.000001630169,0.0005674679],"genre_scores_gemma":[0.9990969,0.00009301421,0.00007379308,0.00003353359,0.000001369324,0.00001920845,0.0003864557,9.944064e-7,0.0002948395],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.336484,"threshold_uncertainty_score":0.6690509,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4249409197","doi":"10.1111/1471-3802.12347","title":"PROFESSIONAL LEARNING FOR INCLUSION IN CANADA","year":2016,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Higher Education Learning Practices","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Inclusion (mineral); Pedagogy; Psychology; Professional development; Learning disability; Special education; Mathematics education; Medical education; Developmental psychology; Medicine; Social psychology","authors":[],"retraction":null,"screen_n_in":null,"score":{"opus":0.09015241183420865,"gpt":0.5046536227823462,"spread":0.4145012109481375,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004214145,0.0003014596,0.0008777054,0.002482521,0.02698224,0.00988559,0.003129611,0.002889867,0.02801478],"category_scores_gemma":[0.0176078,0.0004966285,0.0008916368,0.003888639,0.002996003,0.002289936,0.008351658,0.004715472,0.001472959],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.1436271,"about_ca_system_score_gemma":0.5680019,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.9961795,"about_ca_topic_score_gemma":0.9985366,"domain_scores_codex":[0.9897683,0.0008762085,0.0003219118,0.0004064327,0.00279535,0.005831857],"domain_scores_gemma":[0.9546493,0.002221211,0.0009542609,0.0005657136,0.0114923,0.03011731],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"observational","study_design_scores_codex":[0.0004483619,0.000887921,0.1384464,0.0007881604,0.0001105148,0.001494991,0.03414903,0.0008154418,0.0005343817,0.118827,0.3677357,0.3357621],"study_design_scores_gemma":[0.0002105725,0.0002082845,0.3183237,0.002096395,0.0001158413,0.0004439425,0.06955162,0.001722462,0.0005533965,0.01272386,0.5938356,0.0002144889],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4223374,0.00967312,0.001091883,0.2392717,0.002562412,0.0005321784,0.003797628,0.0002395683,0.3204943],"genre_scores_gemma":[0.8952252,0.002974663,0.001492006,0.008475768,0.0001613204,0.000158709,0.0006347482,0.00009961046,0.09077778],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1436271,"threshold_uncertainty_score":0.9932712,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2505115249","doi":"10.1111/1471-3802.4_12347","title":"4. EFFECTS OF THE THREE‐BLOCK MODEL OF UDL ON INCLUSIVE TEACHING","year":2016,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Educational Assessment and Pedagogy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Manitoba","funders":"","keywords":"Psychology; Mathematics education; Professional development; Scale (ratio); Inclusion (mineral); Intervention (counseling); Faculty development; Pedagogy; Medical education; Medicine; Social psychology","authors":[{"name":"Jennifer Katz","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.09218019346117352,"gpt":0.4949001241265657,"spread":0.4027199306653922,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005674125,0.0004787096,0.0009532542,0.0005586995,0.0009484921,0.0009305311,0.001322493,0.0009657453,0.01113337],"category_scores_gemma":[0.01653246,0.000468235,0.001291531,0.0004136708,0.0006650711,0.001189724,0.002303765,0.00115336,0.001311005],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002074993,"about_ca_system_score_gemma":0.003096692,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005802139,"about_ca_topic_score_gemma":0.006798021,"domain_scores_codex":[0.9942588,0.003992027,0.0002192593,0.0004395503,0.0006797914,0.0004106795],"domain_scores_gemma":[0.9860486,0.008866767,0.001486426,0.001540869,0.0007968242,0.001260589],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.04071763,0.07897826,0.04263993,0.005919195,0.0009294359,0.0006169864,0.0306864,0.01340021,0.0268888,0.02270894,0.004549322,0.7319649],"study_design_scores_gemma":[0.03511316,0.2452835,0.3975739,0.004608312,0.003926359,0.0008294909,0.02003665,0.06987537,0.04356407,0.03061449,0.147983,0.0005917517],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9700838,0.0005268404,0.01243451,0.0006438029,0.0001067051,0.002206296,0.0002076215,0.0002514502,0.01353889],"genre_scores_gemma":[0.9479483,0.0003909423,0.0369169,0.0004060531,0.00001980273,0.004365844,0.0001797396,0.0000406276,0.009731732],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01113337,"threshold_uncertainty_score":0.03724486,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4311605714","doi":"10.1111/1471-3802.12587","title":"The effects of classroom physical activity breaks on the behavioural and emotional <scp>self‐regulation</scp> of students with behavioural difficulties","year":2022,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Behavioral and Psychological Studies","field":"Psychology","cited_by":2,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Psychology; Perception; Developmental psychology; Repeated measures design; Social psychology; Clinical psychology","authors":[{"name":"Nolwenn Chesnais","is_ca":false},{"name":"Geneviève Cabagno","is_ca":false},{"name":"Claudia Verret","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1309771891338926,"gpt":0.4101735652006606,"spread":0.2791963760667681,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006774905,0.0002759795,0.0003183096,0.0003067667,0.0002744819,0.0004786514,0.0002028008,0.000293247,0.001090907],"category_scores_gemma":[0.004407737,0.000171636,0.0003697251,0.000148492,0.0002991423,0.0002032432,0.0005429884,0.0006329501,0.0001781986],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001756213,"about_ca_system_score_gemma":0.000221672,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001297911,"about_ca_topic_score_gemma":0.0027478,"domain_scores_codex":[0.9994032,0.000182735,0.00005847763,0.00006915766,0.0001532566,0.0001331325],"domain_scores_gemma":[0.9974728,0.0007525661,0.0007200505,0.0001402259,0.0001890606,0.0007251915],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.002149992,0.009685922,0.8754969,0.0002031282,0.0002387407,0.0003571725,0.005265306,0.0002015978,0.01863991,0.00004789998,0.0002309607,0.08748247],"study_design_scores_gemma":[0.00001749463,0.002238445,0.9958313,0.000007028736,0.00002322753,0.0000609966,0.0009043125,0.00006043092,0.0006635146,0.0000112651,0.0001759646,0.000006100338],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9997911,0.00002787773,0.00001431415,0.000009946558,0.000002536032,0.000005418748,0.000004848818,0.000001374282,0.0001426388],"genre_scores_gemma":[0.9996459,0.00004539333,0.00006943083,0.00001013254,0.000003778215,0.00001303189,0.0000179284,8.865243e-7,0.0001933795],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.001297911,"threshold_uncertainty_score":0.003649473,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2506569265","doi":"10.1111/1471-3802.12132","title":"A study of inclusive practices","year":2016,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa","funders":"","keywords":"Practicum; Action research; Reflection (computer programming); Psychology; Inclusion (mineral); Pedagogy; Action (physics); Mathematics education; Medical education; Computer science; Medicine; Social psychology","authors":[{"name":"Cheryll Duquette","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1497256176499759,"gpt":0.5493748935805809,"spread":0.399649275930605,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01245,0.000634483,0.001153098,0.002623101,0.02073171,0.01184694,0.002237221,0.003029115,0.00399556],"category_scores_gemma":[0.03928634,0.000887714,0.0005124393,0.002540605,0.0188028,0.009804265,0.01405911,0.007440205,0.0005693574],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005205732,"about_ca_system_score_gemma":0.005524484,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003851545,"about_ca_topic_score_gemma":0.006006627,"domain_scores_codex":[0.9780393,0.01581382,0.0005720226,0.001548086,0.002275247,0.001751492],"domain_scores_gemma":[0.963676,0.02465814,0.002750696,0.002582811,0.002281671,0.004050789],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.00002477899,0.0001262326,0.002435115,0.00006084587,0.000004011903,0.0005802856,0.9862049,0.00001789334,0.000477743,0.003046044,0.000220294,0.00680177],"study_design_scores_gemma":[0.0000181654,0.0002357224,0.002802462,0.0001891983,0.00001159957,0.001005171,0.9540021,0.00009544424,0.0005570418,0.002652439,0.03840718,0.00002350222],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9666169,0.000727598,0.003434699,0.00335508,0.000155189,0.0001842861,0.00002001455,0.00003660273,0.02546952],"genre_scores_gemma":[0.9905833,0.000586158,0.001812311,0.0007201139,0.00004446504,0.0001567633,0.00001536562,0.00003435891,0.006047268],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02073171,"threshold_uncertainty_score":0.06584275,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4395003108","doi":"10.1111/1471-3802.12672","title":"The digital citizenship of children with autism: Challenges, considerations and educational needs of paediatric practitioners","year":2024,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Sunny Hill Health Centre for Children; University of British Columbia","funders":"","keywords":"Autism; Citizenship; Psychology; Special educational needs; Special needs; Medical education; Pedagogy; Medicine; Special education; Developmental psychology; Psychiatry; Political science","authors":[{"name":"Yael Mayer","is_ca":true},{"name":"Tessa Goldberger","is_ca":true},{"name":"Nicole Di Spirito","is_ca":true},{"name":"Mor Cohen‐Eilig","is_ca":true},{"name":"Tal Jarus","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06104189323368282,"gpt":0.3754389660107177,"spread":0.3143970727770349,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01049684,0.0002033322,0.0005960126,0.001062223,0.005668341,0.004360146,0.001097048,0.00184094,0.00356788],"category_scores_gemma":[0.02184986,0.000505624,0.0003046023,0.001042178,0.00366804,0.003326842,0.006627829,0.002636354,0.0003890393],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002793387,"about_ca_system_score_gemma":0.009405758,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008593655,"about_ca_topic_score_gemma":0.01669806,"domain_scores_codex":[0.9910749,0.005143764,0.0004141286,0.0004513309,0.00129094,0.001624829],"domain_scores_gemma":[0.9809352,0.0102115,0.002224382,0.0004759209,0.002146835,0.004006144],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003898545,0.0001258141,0.04429849,0.0005881353,0.00001245862,0.005726838,0.8972947,0.00006721271,0.0007458023,0.001998299,0.003290978,0.04581232],"study_design_scores_gemma":[0.000005575291,0.00007292841,0.01077009,0.0005434068,0.000007920355,0.002853779,0.968522,0.00005965045,0.00009343176,0.0005641496,0.0164914,0.00001573103],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9513143,0.00521445,0.001153038,0.02666767,0.0001972829,0.0001118843,0.00004366996,0.00003772255,0.01525994],"genre_scores_gemma":[0.9916534,0.003112109,0.002077165,0.001271295,0.00003021416,0.00009726055,0.00001679855,0.000009831889,0.001731901],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01049684,"threshold_uncertainty_score":0.05551326,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4401012703","doi":"10.1111/1471-3802.12708","title":"Special education eligibility trends and related factors: An analysis of the context in Ontario, Canada","year":2024,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Family and Disability Support Research","field":"Psychology","cited_by":1,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Queen's University","funders":"","keywords":"Special education; Context (archaeology); Multilevel model; Descriptive statistics; Identification (biology); Inclusion (mineral); Autism; Psychology; Regression analysis; Medical education; Developmental psychology; Pedagogy; Medicine; Geography; Social psychology; Statistics","authors":[{"name":"Jordan Shurr","is_ca":true},{"name":"Alexandra Minuk","is_ca":true},{"name":"Saad Chahine","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07058026596082087,"gpt":0.4459095195584367,"spread":0.3753292535976158,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007290318,0.0002481818,0.0003879786,0.002217277,0.003951453,0.001521218,0.001004708,0.0003380824,0.001868766],"category_scores_gemma":[0.002135443,0.0003495949,0.0005478606,0.007845018,0.0008833635,0.0004788385,0.001299965,0.00063299,0.0001842471],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.05253715,"about_ca_system_score_gemma":0.07090724,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.9985567,"about_ca_topic_score_gemma":0.9993795,"domain_scores_codex":[0.9989741,0.00006955802,0.00007288998,0.0001119995,0.0003544386,0.0004170581],"domain_scores_gemma":[0.9964849,0.000176156,0.0006633421,0.00007035425,0.001821138,0.0007841683],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00003802171,0.00002519415,0.9918488,0.00005642971,0.000023141,0.0001360765,0.002798281,0.00009471211,0.0001138294,0.0001443986,0.001208566,0.003512379],"study_design_scores_gemma":[0.000001860453,0.00001269137,0.9939048,0.00003357944,0.000008699114,0.00002674066,0.004503172,0.0001216784,0.00002643486,0.00001570547,0.001338697,0.000005984787],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9893421,0.0007451841,0.00008912219,0.0005653599,0.00001349128,0.00007027658,0.005714863,0.000008262269,0.003451414],"genre_scores_gemma":[0.9955773,0.0006526667,0.0001579547,0.0001048372,0.000004889595,0.0000298967,0.001789582,0.000004822722,0.001678035],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.05253715,"threshold_uncertainty_score":0.3811854,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4408384342","doi":"10.1111/1471-3802.70003","title":"Social reality in inclusive early childhood education settings","year":2025,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Sociedad Española de Malherbología; Saastamoisen säätiö; Suomen Kulttuurirahasto; McGill University","keywords":"Psychology; Early childhood education; Special education; Peer acceptance; Inclusion (mineral); Pedagogy; Sociology; Developmental psychology; Social psychology; Peer group","authors":[{"name":"Tiina Kuutti","is_ca":false},{"name":"Amanda R Fellner","is_ca":false},{"name":"Piia Maria Björn","is_ca":false},{"name":"Nina Sajaniemi","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03901429068551132,"gpt":0.4522937927160127,"spread":0.4132795020305014,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00687504,0.0004956467,0.0005961879,0.002412381,0.01132344,0.009697311,0.0009521886,0.001568499,0.00336347],"category_scores_gemma":[0.008640583,0.0003177953,0.0003521625,0.001726738,0.02703887,0.00534207,0.0117531,0.001938334,0.000191881],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.006570857,"about_ca_system_score_gemma":0.0047435,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007480368,"about_ca_topic_score_gemma":0.007456792,"domain_scores_codex":[0.9888701,0.008022782,0.0003393674,0.0006479338,0.0009868667,0.001132882],"domain_scores_gemma":[0.9887654,0.007707238,0.001285861,0.0005265443,0.0006323439,0.001082705],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001875962,0.00002232543,0.003588997,0.0001051405,0.000007741443,0.0008598771,0.976625,0.00005496806,0.0003087591,0.01410247,0.0001614829,0.004144505],"study_design_scores_gemma":[0.000003728952,0.00002887286,0.00550227,0.000219879,0.000009229598,0.0005086318,0.974556,0.00006669945,0.0002294952,0.004547705,0.01430912,0.0000183776],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9316399,0.002789144,0.004683145,0.003099282,0.0001266719,0.00006889569,0.00006121594,0.00002017681,0.05751159],"genre_scores_gemma":[0.998746,0.0002491661,0.0002733166,0.00006659467,0.000008496256,0.00001353898,0.000008707474,0.000002814427,0.0006313602],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01132344,"threshold_uncertainty_score":0.04767513,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2491834329","doi":"10.1111/1471-3802.3_12347","title":"3. COACHING A SCHOOL BOARD'S TRANSITION INTO INCLUSION","year":2016,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Brock University","funders":"","keywords":"Inclusion (mineral); Coaching; Pedagogy; Psychology; Transformative learning; Special education; Focus group; Transition (genetics); Mathematics education; Class (philosophy); Medical education; Sociology; Medicine; Social psychology","authors":[{"name":"Sheila Bennett","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0513366575732235,"gpt":0.4455355651812535,"spread":0.39419890760803,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004088027,0.0003031231,0.0002903977,0.001167718,0.01215122,0.005641853,0.001753181,0.001406234,0.006303916],"category_scores_gemma":[0.00810198,0.0003121345,0.0004527268,0.001143065,0.002841726,0.001579086,0.006214621,0.001813525,0.001070156],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.02315781,"about_ca_system_score_gemma":0.04962992,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.5708781,"about_ca_topic_score_gemma":0.8534154,"domain_scores_codex":[0.993818,0.001624404,0.0002226064,0.0004923106,0.001579551,0.002263113],"domain_scores_gemma":[0.9923133,0.000611551,0.0006058007,0.0004155033,0.002481389,0.003572395],"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":[0.0002160123,0.00186664,0.1511862,0.0008264094,0.00003888268,0.002016826,0.4951044,0.0004449722,0.005042931,0.00719645,0.04630809,0.2897522],"study_design_scores_gemma":[0.0000491615,0.0004713335,0.2201266,0.0007814309,0.00004281575,0.0004624684,0.4977223,0.0003648997,0.001352907,0.000939588,0.2776126,0.00007385817],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8491573,0.0004743379,0.00358586,0.008860356,0.0002885897,0.001574256,0.0003323849,0.0002707422,0.1354561],"genre_scores_gemma":[0.9453363,0.0005278307,0.007395697,0.0014838,0.00003410322,0.0006136597,0.0002895745,0.00004857753,0.04427039],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5708781,"threshold_uncertainty_score":0.8632982,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4414032657","doi":"10.1111/1471-3802.70036","title":"Overlooked and underserved: How inclusive education oversights exclude Black students","year":2025,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Education Discipline and Inequality","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"York University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Inclusion (mineral); Special education; Medical education; Psychology; Black male; Pedagogy; Mathematics education; Medicine; Sociology; Gender studies; Social psychology","authors":[{"name":"Johanne Jean‐Pierre","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.09575624116602287,"gpt":0.5171382176028059,"spread":0.421381976436783,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00751611,0.0003578973,0.000603073,0.001707278,0.03535058,0.009844714,0.002883123,0.002397099,0.009571388],"category_scores_gemma":[0.01915374,0.000429958,0.0006387359,0.001529938,0.01279145,0.005533522,0.01654258,0.00500988,0.0005744056],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.02049843,"about_ca_system_score_gemma":0.04498186,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.374485,"about_ca_topic_score_gemma":0.5554675,"domain_scores_codex":[0.9875013,0.004203671,0.0002748041,0.00102114,0.00216328,0.004835845],"domain_scores_gemma":[0.986461,0.003358432,0.00234189,0.0008102292,0.001822588,0.005205779],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001250121,0.0003903516,0.1361181,0.0001223761,0.00004385201,0.002036438,0.7156532,0.0002032377,0.0009589918,0.05017151,0.01191007,0.08226693],"study_design_scores_gemma":[0.00001355804,0.00007457469,0.04309706,0.0005063172,0.00005969657,0.0005114908,0.9015316,0.0004301278,0.0006239252,0.01052842,0.04256911,0.00005416304],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9323742,0.0004290041,0.001017213,0.02656682,0.0001389456,0.00005434523,0.00004005588,0.00003444797,0.03934502],"genre_scores_gemma":[0.9932936,0.00017235,0.0002253245,0.001864455,0.00001832704,0.00002324408,0.00001329591,0.00001790185,0.004371427],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.374485,"threshold_uncertainty_score":0.7446105,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4401915827","doi":"10.1111/1471-3802.12717","title":"Individual differences in text processing and recall in children with and without <scp>ADHD</scp>","year":2024,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Attention Deficit Hyperactivity Disorder","field":"Medicine","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Western University","funders":"Natural Sciences and Engineering Research Council of Canada","keywords":"Recall; Psychology; Developmental psychology; Cognitive psychology","authors":[{"name":"Olivia Ward","is_ca":true},{"name":"Deanna C. Friesen","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.09349426701782755,"gpt":0.4202828414393838,"spread":0.3267885744215563,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0004840414,0.0005080287,0.0005095716,0.001721755,0.0003645232,0.001013856,0.00025681,0.0005722743,0.002264492],"category_scores_gemma":[0.005113045,0.0002970737,0.0004034292,0.0007215734,0.00048163,0.0005063112,0.0004326327,0.0005776148,0.0003725995],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003363991,"about_ca_system_score_gemma":0.000253752,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009784394,"about_ca_topic_score_gemma":0.01191984,"domain_scores_codex":[0.9995391,0.00004606383,0.0000764551,0.0000971764,0.0001517277,0.00008951934],"domain_scores_gemma":[0.9970046,0.0007801907,0.001484302,0.00009380774,0.0003335216,0.0003035871],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002169404,0.0001141489,0.991437,0.00003371142,0.00005682787,0.0004405241,0.001765188,0.00007263696,0.00207642,0.0000163291,0.0001046652,0.003665601],"study_design_scores_gemma":[0.000005355737,0.000145215,0.9983062,0.000004801804,0.000018351,0.0005592434,0.0005891368,0.00005617582,0.0002189089,0.00001230588,0.00008011018,0.000004204905],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9997029,0.00004694672,0.00001200772,0.000007193042,0.00000136692,0.000002985987,0.00008333597,0.000002545027,0.000140762],"genre_scores_gemma":[0.9993537,0.00007089316,0.00007369283,0.000008815106,0.000002611283,0.000007207837,0.0002897271,0.000002960326,0.000190426],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.009784394,"threshold_uncertainty_score":0.0194549,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4411814323","doi":"10.1111/1471-3802.70028","title":"Canadian francophone school‐based <scp>SLTs</scp> ' perspectives on their involvement in a Tier 1 interactive reading program: Collateral benefits to the shift in practice","year":2025,"lang":"en","type":"article","venue":"Journal of Research in Special Educational Needs","topic":"Reading and Literacy Development","field":"Psychology","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"McMaster University; Université de Sherbrooke; University of Alberta","funders":"","keywords":"Reading (process); Collateral; Psychology; Medical education; Medicine; Linguistics; Business","authors":[{"name":"Paméla Filiatrault-Veilleux","is_ca":true},{"name":"Paméla McMahon‐Morin","is_ca":true},{"name":"Wenonah Campbell","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03850984338451081,"gpt":0.4167954987490872,"spread":0.3782856553645764,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003173803,0.0003490777,0.0002651759,0.0007117796,0.01895697,0.004170332,0.00124017,0.001214056,0.008298364],"category_scores_gemma":[0.003985121,0.0003491356,0.0002980576,0.001036589,0.00524562,0.001225207,0.00374451,0.002263292,0.0006691407],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.02734517,"about_ca_system_score_gemma":0.05102865,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.913816,"about_ca_topic_score_gemma":0.9682568,"domain_scores_codex":[0.99675,0.000903503,0.00006967898,0.0002255761,0.0005206196,0.001530603],"domain_scores_gemma":[0.9940531,0.000939649,0.0004178164,0.0001094687,0.001359912,0.003120065],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00008280823,0.0001051063,0.02916952,0.000120048,0.000006957399,0.001304584,0.9350744,0.00009903932,0.001428974,0.00179428,0.01248918,0.01832494],"study_design_scores_gemma":[0.00000527158,0.00004805198,0.02647691,0.000114145,0.000007145417,0.0001972954,0.9453345,0.00009415949,0.0001680099,0.00009169312,0.02742778,0.00003504211],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9799657,0.0002393596,0.0002120955,0.004941544,0.00005243767,0.00004886582,0.00012862,0.00002006176,0.01439126],"genre_scores_gemma":[0.9889666,0.0002249923,0.0002641178,0.0008187353,0.000007006749,0.00003283285,0.00006628124,0.00001627025,0.009603014],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.913816,"threshold_uncertainty_score":0.1984041,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}