{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":10,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":10,"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":"adfc0756d551","filters":{"venue":"Journal of Teacher Education for Sustainability"}},"results":[{"id":"W2460128867","doi":"10.1515/jtes-2016-0004","title":"Twenty-first Century Education: Transformative Education for Sustainability and Responsible Citizenship","year":2016,"lang":"en","type":"article","venue":"Journal of Teacher Education for Sustainability","topic":"Sustainability in Higher Education","field":"Social Sciences","cited_by":179,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"York University","funders":"World Business Council for Sustainable Development","keywords":"Sustainability; Education for sustainable development; Transformative learning; Sustainable development; Global citizenship; Economic growth; Political science; Population; Environmental education; Sociology; Economics; Pedagogy; Law","authors":[{"name":"David V. J. Bell","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01887243319607924,"gpt":0.3651354945108705,"spread":0.3462630613147913,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005731573,0.0003944809,0.0002345874,0.0007050128,0.005034055,0.009363862,0.0007616429,0.003945922,0.007518298],"category_scores_gemma":[0.004045464,0.000120897,0.0002547734,0.0007566859,0.02006219,0.007317265,0.007850558,0.005721511,0.0007535736],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.006219161,"about_ca_system_score_gemma":0.01221231,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003123037,"about_ca_topic_score_gemma":0.005038365,"domain_scores_codex":[0.995539,0.003053138,0.0001070482,0.0002287313,0.0005774981,0.0004945844],"domain_scores_gemma":[0.9961902,0.002018129,0.0003864918,0.0002172383,0.0003933241,0.0007946035],"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":[0.000007240805,0.000101166,0.0004016531,0.0001488202,0.00000235487,0.0001455248,0.0222871,0.0002114988,0.0001651893,0.9270222,0.01938256,0.03012474],"study_design_scores_gemma":[0.000007640582,0.00002930778,0.0006443773,0.0008388394,0.000002329852,0.0001678325,0.0356182,0.0004110869,0.0004021043,0.2765021,0.6853631,0.00001307691],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.02405453,0.01563689,0.01436836,0.2998466,0.002910827,0.00008798659,0.00002690025,0.0001342439,0.6429336],"genre_scores_gemma":[0.8798492,0.0105225,0.006836945,0.02401211,0.0008784794,0.0001267025,0.00002854428,0.0000595456,0.07768582],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.009363862,"threshold_uncertainty_score":0.0451234,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3006594842","doi":"10.2478/jtes-2019-0019","title":"Quality, Equity, Inclusion and Lifelong Learning in Pre-service Teacher Education","year":2019,"lang":"en","type":"article","venue":"Journal of Teacher Education for Sustainability","topic":"Global Educational Policies and Reforms","field":"Social Sciences","cited_by":37,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Memorial University of Newfoundland","funders":"","keywords":"Lifelong learning; Equity (law); Inclusion (mineral); Teacher education; Pedagogy; Context (archaeology); Sustainable development; Mathematics education; Sociology; Political science; Psychology; Social science; Geography","authors":[{"name":"Wisuit Sunthonkanokpong","is_ca":false},{"name":"Elizabeth Murphy","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.0208623269780637,"gpt":0.4250900856912386,"spread":0.4042277587131748,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004734428,0.0001954729,0.0001810618,0.001188599,0.005164594,0.008079288,0.000632509,0.001432309,0.004124325],"category_scores_gemma":[0.004553716,0.0001049599,0.0002006782,0.001367413,0.01782042,0.003746707,0.008586558,0.0023352,0.0001199964],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01139779,"about_ca_system_score_gemma":0.01342682,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02580792,"about_ca_topic_score_gemma":0.02733415,"domain_scores_codex":[0.995194,0.002699533,0.0001316399,0.0001679461,0.0007642272,0.001042517],"domain_scores_gemma":[0.9951197,0.001853706,0.0007949557,0.0001830266,0.0006034666,0.001445175],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0000318349,0.0002322903,0.03393023,0.0002988734,0.00001452724,0.0007851059,0.06033769,0.001230874,0.0002538555,0.8383461,0.00330839,0.06123026],"study_design_scores_gemma":[0.00004245493,0.0002640035,0.08873145,0.002611876,0.0000340996,0.0008146983,0.2835578,0.001992996,0.001349015,0.4397815,0.1807631,0.00005705715],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4851538,0.006659921,0.005912184,0.06449177,0.0002090475,0.0002053699,0.00005913497,0.00002829825,0.4372804],"genre_scores_gemma":[0.9966716,0.0003836807,0.0003562859,0.0002645172,0.00001591203,0.00001510929,0.000005967477,0.000001854515,0.002285084],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02580792,"threshold_uncertainty_score":0.08269715,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2092191746","doi":"10.2478/v10099-011-0015-z","title":"Collaboration, Mentoring and Co-Teaching in Teacher Education","year":2011,"lang":"en","type":"article","venue":"Journal of Teacher Education for Sustainability","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":23,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Mentorship; Pedagogy; Faculty development; Professional development; Psychology; Accountability; Teacher education; Power (physics); Reflection (computer programming); Sociology; Medical education; Medicine; Political science","authors":[{"name":"Gertrude Tinker Sachs","is_ca":false},{"name":"Terry Fisher","is_ca":false},{"name":"Joanna Cannon","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02495013050919013,"gpt":0.3947596392301893,"spread":0.3698095087209991,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01323091,0.0005290746,0.0006152499,0.002070074,0.01164928,0.01594653,0.001594575,0.004316046,0.003576926],"category_scores_gemma":[0.01664333,0.00035976,0.0005072465,0.002233136,0.02670153,0.009841707,0.01121409,0.003770547,0.0004689667],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00567964,"about_ca_system_score_gemma":0.008332401,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002692717,"about_ca_topic_score_gemma":0.004464053,"domain_scores_codex":[0.9671739,0.02760141,0.0005694054,0.0007506959,0.002009785,0.001894708],"domain_scores_gemma":[0.9775925,0.01520592,0.002070232,0.001158509,0.0009233336,0.003049582],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001886675,0.0004258866,0.006291052,0.001560304,0.00005849464,0.003227533,0.3455967,0.001022618,0.0007301284,0.4018711,0.007498136,0.2315293],"study_design_scores_gemma":[0.0001151819,0.000811317,0.009630556,0.003093262,0.00009346464,0.008152025,0.3658503,0.001950184,0.001874543,0.280857,0.3273947,0.0001775106],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.3270571,0.09506772,0.03457959,0.06188342,0.002563199,0.0004238498,0.00003465521,0.000244251,0.4781462],"genre_scores_gemma":[0.9769481,0.008202437,0.00428371,0.0007267421,0.0002743738,0.0001325092,0.000006197408,0.00002242217,0.009403595],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.01594653,"threshold_uncertainty_score":0.06997257,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1993655703","doi":"10.2478/jtes-2014-0014","title":"The Journey towards a Teacher’s Ecological Self: A Case Study of a Student Teacher","year":2014,"lang":"en","type":"article","venue":"Journal of Teacher Education for Sustainability","topic":"Environmental Education and Sustainability","field":"Environmental Science","cited_by":21,"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":"European Social Fund","keywords":"Framing (construction); Pedagogy; Social connectedness; Teacher education; Curriculum; Sustainability; Context (archaeology); Sociology; Mathematics education; Psychology; Ecology; Social psychology; Geography","authors":[{"name":"Rea Raus","is_ca":false},{"name":"Thomas Falkenberg","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01746702976641791,"gpt":0.3470466919454989,"spread":0.329579662179081,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004324604,0.0008024735,0.00127023,0.002242815,0.02916075,0.00767408,0.003125899,0.005829608,0.005145527],"category_scores_gemma":[0.01089381,0.001267958,0.0007051256,0.001693236,0.01207085,0.005355957,0.007040703,0.008594102,0.001136421],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.007075541,"about_ca_system_score_gemma":0.004442443,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02108897,"about_ca_topic_score_gemma":0.06058409,"domain_scores_codex":[0.9945948,0.00312694,0.0001864335,0.0004884756,0.0006255627,0.0009779289],"domain_scores_gemma":[0.9927785,0.003453793,0.0006625134,0.0003584172,0.0008298748,0.00191686],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000393109,0.000401031,0.003425032,0.0001054098,0.000004967621,0.01229792,0.9770697,0.00006687424,0.0006186753,0.001645457,0.0008323558,0.003493094],"study_design_scores_gemma":[0.000009259358,0.0000977029,0.001342059,0.00008736584,0.000005697055,0.00367623,0.9822901,0.000129009,0.0003562835,0.0003118075,0.01167627,0.00001818525],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9858401,0.0003960464,0.001708251,0.004453583,0.0001275467,0.00009120555,0.00004925546,0.00002939874,0.007304688],"genre_scores_gemma":[0.98763,0.0006581483,0.001271394,0.0006272835,0.00004864314,0.00007765232,0.00003291247,0.00005420794,0.009599871],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02916075,"threshold_uncertainty_score":0.05133682,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2307512113","doi":"10.1515/jtes-2015-0002","title":"Digital Citizenship in the Afterschool Space: Implications for Education for Sustainable Development","year":2015,"lang":"en","type":"article","venue":"Journal of Teacher Education for Sustainability","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":20,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Cape Breton University","funders":"Government of Canada","keywords":"Transformative learning; Happening; Space (punctuation); Curriculum; Citizenship; Sociology; Sustainable development; Education for sustainable development; Engineering ethics; Pedagogy; Political science; Engineering; Computer science","authors":[{"name":"Patrick Howard","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04020265983875321,"gpt":0.3248112759924497,"spread":0.2846086161536965,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003906063,0.0003091864,0.0005092839,0.00144401,0.008489337,0.01707237,0.001515397,0.004676388,0.02160715],"category_scores_gemma":[0.007139706,0.0001802472,0.0005203628,0.002184255,0.01662552,0.0142142,0.01102115,0.004615306,0.001073766],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.006444792,"about_ca_system_score_gemma":0.0149537,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00726665,"about_ca_topic_score_gemma":0.01779123,"domain_scores_codex":[0.9975216,0.001352254,0.00006367039,0.0001953499,0.0002506625,0.0006164808],"domain_scores_gemma":[0.988826,0.00456988,0.0006562706,0.0003619656,0.001276609,0.00430927],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00006340751,0.0005351144,0.01895623,0.0009698204,0.00002638599,0.001827558,0.09371931,0.0008153609,0.0003198624,0.6553007,0.06213202,0.1653343],"study_design_scores_gemma":[0.0000128574,0.00007825957,0.01065154,0.002372569,0.00001867287,0.000375691,0.4583516,0.0005038289,0.0003703003,0.2169416,0.3102652,0.00005791836],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.1322082,0.01997869,0.005953384,0.5896817,0.002302687,0.0001303122,0.0002144879,0.0001043661,0.2494261],"genre_scores_gemma":[0.9669852,0.01146481,0.00208027,0.009514157,0.0004827661,0.00009798401,0.00005195937,0.00002492082,0.009298026],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.02160715,"threshold_uncertainty_score":0.07228315,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3006610894","doi":"10.2478/jtes-2019-0020","title":"ESD for All: Learnings from the #IndigenousESD Global Research","year":2019,"lang":"en","type":"article","venue":"Journal of Teacher Education for Sustainability","topic":"Global Education Systems and Policies","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"York University","funders":"York University","keywords":"Indigenous; Mainstream; Indigenous education; Traditional knowledge; Livelihood; Education for sustainable development; Sociology; Community education; Identity (music); Relevance (law); Public relations; Pedagogy; Economic growth; Sustainable development; Political science; Geography; Ecology; Law","authors":[{"name":"Katrin Kohl","is_ca":true},{"name":"Charles Hopkins","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06169596830974881,"gpt":0.4802109360185176,"spread":0.4185149677087687,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02371026,0.0005640195,0.0006931627,0.002070693,0.006725865,0.01053281,0.001663306,0.004327029,0.02533864],"category_scores_gemma":[0.01859757,0.000313722,0.000752877,0.001900597,0.00972229,0.01139319,0.01541592,0.007674829,0.002643631],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005584814,"about_ca_system_score_gemma":0.02397697,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01230126,"about_ca_topic_score_gemma":0.03426791,"domain_scores_codex":[0.9920295,0.00413313,0.0002788548,0.0005461951,0.001570024,0.001442285],"domain_scores_gemma":[0.9793324,0.007447291,0.0006927582,0.002416207,0.003663122,0.006448201],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000751099,0.0002202012,0.005783059,0.001602012,0.00005608999,0.001044355,0.08755402,0.0001155521,0.00103593,0.1502914,0.3796318,0.3725905],"study_design_scores_gemma":[0.000008684054,0.00006750599,0.003809087,0.002472989,0.00002583366,0.0003298004,0.0730293,0.00004857195,0.0003898275,0.03437564,0.8854173,0.00002549846],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.01959482,0.03135905,0.001891012,0.8064959,0.009526294,0.00008662625,0.0004672982,0.0001220719,0.1304569],"genre_scores_gemma":[0.5254286,0.09610342,0.01470882,0.2110225,0.01075661,0.0003850551,0.001185752,0.0004374147,0.1399719],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.02533864,"threshold_uncertainty_score":0.1253934,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3142240560","doi":"10.2478/jtes-2020-0018","title":"Learnings from the <i>#IndigenousESD</i> Global Research: Twenty-First Century Competencies for All Learners","year":2020,"lang":"en","type":"article","venue":"Journal of Teacher Education for Sustainability","topic":"Sustainability in Higher Education","field":"Social Sciences","cited_by":10,"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":"Indigenous; Stakeholder; Education for sustainable development; Context (archaeology); Pedagogy; Participatory action research; Vocational education; Traditional knowledge; Sustainable development; Political science; Indigenous education; Competence (human resources); Medical education; Sociology; Public relations; Psychology; Medicine; Geography","authors":[{"name":"Katrin Kohl","is_ca":true},{"name":"Charles Hopkins","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07636046792583873,"gpt":0.414931690033209,"spread":0.3385712221073702,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008852219,0.0003293404,0.0004257024,0.0007610063,0.004413029,0.005464247,0.0006791154,0.001236749,0.008639966],"category_scores_gemma":[0.007083854,0.0001926315,0.0003088506,0.0006176888,0.005004243,0.004077127,0.01116706,0.002459901,0.001040186],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001811987,"about_ca_system_score_gemma":0.007297629,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002927239,"about_ca_topic_score_gemma":0.01017625,"domain_scores_codex":[0.9957507,0.002804695,0.000114382,0.0002208689,0.0005361498,0.0005731028],"domain_scores_gemma":[0.99462,0.001825095,0.000536704,0.0004604877,0.0007300608,0.001827615],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005752543,0.0004994542,0.01451626,0.0007643455,0.00001674347,0.0008345116,0.8054854,0.0001476936,0.003080246,0.02331217,0.02067825,0.1306074],"study_design_scores_gemma":[0.00001483523,0.0003627457,0.01405491,0.0009977185,0.00001799986,0.0004688341,0.7351117,0.00008648722,0.001491927,0.009341649,0.2380093,0.00004188979],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7768947,0.003553916,0.002433712,0.03811527,0.0006183654,0.0002455005,0.0001288658,0.00005563404,0.177954],"genre_scores_gemma":[0.956921,0.002961145,0.002109831,0.00534796,0.0001263814,0.0001498169,0.00006871781,0.00003197083,0.03228315],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.008852219,"threshold_uncertainty_score":0.04681551,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4383094739","doi":"10.2478/jtes-2023-0011","title":"Social Ecology and Environmental Diversity in Teacher Education","year":2023,"lang":"en","type":"article","venue":"Journal of Teacher Education for Sustainability","topic":"Indigenous and Place-Based Education","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Simon Fraser University","funders":"","keywords":"Transformative learning; Sociology; Environmental education; Ecology; Diversity (politics); Sustainability; Conviction; Teacher education; Pedagogy; Political science; Biology","authors":[{"name":"David B. Zandvliet","is_ca":true},{"name":"Alisa Paul","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01911455388497704,"gpt":0.3419881599354009,"spread":0.3228736060504238,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003209827,0.0001443925,0.0003213731,0.001187052,0.01335954,0.007855235,0.0006224634,0.0009296759,0.003472107],"category_scores_gemma":[0.003656454,0.0001509417,0.0001186706,0.0009961488,0.02666165,0.002134361,0.008207787,0.002047661,0.00009785331],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01138862,"about_ca_system_score_gemma":0.011018,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.06765802,"about_ca_topic_score_gemma":0.1760588,"domain_scores_codex":[0.9964701,0.002398248,0.00004111505,0.0001550423,0.0003038953,0.0006316578],"domain_scores_gemma":[0.9962301,0.002278008,0.0003263958,0.000152739,0.0003193988,0.0006934225],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002024557,0.0001401389,0.01931145,0.0001343191,0.000007724865,0.001067395,0.7878869,0.0004251633,0.0005954332,0.1579803,0.001642748,0.03078821],"study_design_scores_gemma":[0.00001090579,0.00005459769,0.01693413,0.0002257353,0.000006081859,0.0003607127,0.8349876,0.0002580256,0.0003404616,0.03198295,0.1148225,0.00001624199],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7914811,0.001882799,0.002866869,0.02199452,0.0001289113,0.00005098638,0.000016267,0.00002219195,0.1815564],"genre_scores_gemma":[0.9970553,0.0002029067,0.0002105213,0.0001418699,0.000008737716,0.000005383715,0.000001841567,0.000002960742,0.0023704],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.06765802,"threshold_uncertainty_score":0.1345284,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4315607561","doi":"10.2478/jtes-2022-0019","title":"Reflections of Good Practice of Infusing ESD to Improve Education Outcomes for Indigenous Learners in Light of a Global Pandemic","year":2022,"lang":"en","type":"article","venue":"Journal of Teacher Education for Sustainability","topic":"Sustainability in Higher Education","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":"York University","funders":"","keywords":"Indigenous; Sustainability; Pandemic; Education for sustainable development; Political science; Economic growth; Traditional knowledge; Human rights; Sustainable development; Public relations; Medicine; Coronavirus disease 2019 (COVID-19); Law","authors":[{"name":"Katrin Kohl","is_ca":true},{"name":"Charles Hopkins","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02381776573248844,"gpt":0.451555681624679,"spread":0.4277379158921906,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.1609932,0.0007397051,0.001015136,0.001781728,0.01264786,0.01298725,0.004480326,0.01345262,0.002703542],"category_scores_gemma":[0.2235875,0.0009289959,0.001343056,0.001869474,0.04257907,0.01320452,0.02373826,0.02375297,0.0005760561],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01342476,"about_ca_system_score_gemma":0.0408471,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01035191,"about_ca_topic_score_gemma":0.01391688,"domain_scores_codex":[0.7830812,0.1821349,0.007343826,0.004973035,0.01429027,0.008176886],"domain_scores_gemma":[0.7167755,0.20593,0.01163254,0.01814567,0.032694,0.01482229],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00007698049,0.0002464461,0.003631273,0.002323505,0.0000564508,0.001939875,0.8370528,0.0007487069,0.001746287,0.03471262,0.04011467,0.07735046],"study_design_scores_gemma":[0.00002306064,0.0002793747,0.002618506,0.005763673,0.00003170079,0.0008448136,0.7011939,0.0003405271,0.001667718,0.0143778,0.2727049,0.0001539883],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.08168788,0.008032131,0.009568722,0.8785009,0.00475977,0.0003143269,0.00004262583,0.000193804,0.01689983],"genre_scores_gemma":[0.8250884,0.007889402,0.02592129,0.1294833,0.0008696318,0.0005371869,0.00004006246,0.0002731258,0.009897652],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.1609932,"threshold_uncertainty_score":0.8514236,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4403576645","doi":"10.2478/jtes-2024-0005","title":"A Teachers’ Coaching Approach to Sustainable Professional Development","year":2024,"lang":"en","type":"article","venue":"Journal of Teacher Education for Sustainability","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Canadian Institutes of Health Research; Natural Sciences and Engineering Research Council of Canada; Fonds de Recherche du Québec-Société et Culture","keywords":"Coaching; Sustainable development; Professional development; Faculty development; Pedagogy; Psychology; Education for sustainable development; Sociology; Mathematics education; Engineering ethics; Political science; Engineering","authors":[{"name":"Raoui Manal","is_ca":false},{"name":"Mohamed Droui","is_ca":false},{"name":"Fatima Zahra Guerss","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.06531417835740816,"gpt":0.421824812841666,"spread":0.3565106344842578,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003527891,0.0002721577,0.0002163189,0.001727914,0.005774125,0.006003741,0.001109792,0.001738718,0.004594433],"category_scores_gemma":[0.005882123,0.0002488659,0.0002174115,0.001059367,0.006084448,0.002108155,0.003979979,0.002562057,0.0004112429],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005415795,"about_ca_system_score_gemma":0.01185496,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005102403,"about_ca_topic_score_gemma":0.01512603,"domain_scores_codex":[0.9949617,0.003581877,0.0001186342,0.0003673311,0.0005957434,0.00037466],"domain_scores_gemma":[0.9939551,0.003333011,0.0004992962,0.0003992865,0.0007740246,0.001039361],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001397016,0.002945639,0.02466307,0.001072395,0.00005406278,0.001873568,0.2252756,0.004517093,0.003745518,0.3952215,0.0170247,0.3234672],"study_design_scores_gemma":[0.0001618226,0.0006045909,0.02546446,0.001825421,0.00006633667,0.002366235,0.3418418,0.01341008,0.004544378,0.1696412,0.4399884,0.00008524956],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.3630193,0.003417448,0.1505376,0.04154524,0.0007469672,0.001005203,0.00005146882,0.0003350941,0.4393417],"genre_scores_gemma":[0.9633637,0.000780365,0.01957135,0.0006530556,0.00004818193,0.0002558104,0.00001185268,0.00001769295,0.01529798],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.006003741,"threshold_uncertainty_score":0.03929454,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}