{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":15,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":15,"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":"e8ffa611bca0","filters":{"venue":"Networks An Online Journal for Teacher Research"}},"results":[{"id":"W2741194038","doi":"10.4148/2470-6353.1100","title":"Leading with passion and knowledge: The principal as action researcher","year":2010,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":21,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Nipissing University","funders":"","keywords":"Passion; Principal (computer security); Action (physics); Action research; Process (computing); Sociology; Public relations; Pedagogy; Engineering ethics; Management; Political science; Psychology; Computer science; Engineering","authors":[{"name":"Thomas G. Ryan","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.4918515898525115,"gpt":0.5797361696942973,"spread":0.08788457984178577,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01683435,0.0005599855,0.0009276491,0.0008429427,0.008617776,0.02441503,0.002340398,0.005165876,0.005131387],"category_scores_gemma":[0.0250146,0.0009000063,0.0004196097,0.001651508,0.01976062,0.01680902,0.006273927,0.01350862,0.005214097],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004954171,"about_ca_system_score_gemma":0.01896562,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002784749,"about_ca_topic_score_gemma":0.004965776,"domain_scores_codex":[0.9768809,0.01796714,0.0004453144,0.0007702853,0.003206282,0.0007300603],"domain_scores_gemma":[0.9739039,0.01759129,0.001034513,0.001357711,0.002637684,0.003474908],"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":[0.00002991354,0.0001220295,0.000310872,0.0005018793,0.00001220641,0.0002523887,0.07086566,0.0001647163,0.0002904951,0.3040676,0.5431541,0.08022813],"study_design_scores_gemma":[0.00002453848,0.00006261766,0.0003043059,0.001128694,0.000008827865,0.0002635352,0.03418476,0.0002906636,0.0002201514,0.0895858,0.8738898,0.00003624105],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.005839479,0.04992241,0.05118275,0.5163331,0.02089688,0.0008149673,0.0001531793,0.0008671737,0.35399],"genre_scores_gemma":[0.1897762,0.06015845,0.1111975,0.1344517,0.007726123,0.004267908,0.0003584835,0.001231806,0.4908319],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.02441503,"threshold_uncertainty_score":0.08902961,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3005090976","doi":"10.4148/2470-6353.1306","title":"Preparing Teacher Interns for International Teaching: A Case Study of a Chinese Practicum Program","year":2020,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Acadia University","funders":"","keywords":"Practicum; Bachelor; Context (archaeology); Pedagogy; Institution; China; Mathematics education; Liberal arts education; Medical education; Psychology; Sociology; Higher education; Political science; Medicine; Geography; Social science","authors":[{"name":"Gregory MacKinnon","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2702572126614066,"gpt":0.5724462165947831,"spread":0.3021890039333766,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003690806,0.0009626036,0.0005106136,0.001077952,0.01584688,0.002523117,0.002886826,0.002646276,0.003643483],"category_scores_gemma":[0.006062028,0.0007235507,0.0005045408,0.001031245,0.003258891,0.001498883,0.004012076,0.004317737,0.0004745697],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005737796,"about_ca_system_score_gemma":0.00785558,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02226461,"about_ca_topic_score_gemma":0.101313,"domain_scores_codex":[0.9975719,0.001019925,0.00007615879,0.0001791826,0.0002268687,0.000925975],"domain_scores_gemma":[0.9941186,0.001397228,0.0004682125,0.0001636409,0.000399734,0.003452602],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001539585,0.003270917,0.03097706,0.0002236891,0.0000183337,0.04142144,0.8942588,0.0002533879,0.002412993,0.001853211,0.002822884,0.02233339],"study_design_scores_gemma":[0.00003140783,0.0007974168,0.01542538,0.0001128393,0.00001703606,0.004877727,0.9663987,0.0003291558,0.0007910841,0.0001839186,0.01100161,0.00003373189],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9953226,0.00009092545,0.0003882763,0.001146565,0.00003660605,0.0001204221,0.00001698378,0.00001035256,0.002867099],"genre_scores_gemma":[0.9888636,0.0005131983,0.001363537,0.0006308127,0.00004197274,0.000158331,0.00004512368,0.00002861424,0.008354735],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02226461,"threshold_uncertainty_score":0.04427004,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2184004937","doi":"10.4148/2470-6353.1127","title":"The Reflexive Classroom Manager: A Required Pre-Service Mode","year":2006,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Nipissing University","funders":"","keywords":"Covert; Reflexivity; Service (business); Psychology; Pedagogy; Public relations; Mode (computer interface); Sociology; Medical education; Political science; Business; Medicine; Computer science; Marketing; Social science","authors":[{"name":"Thomas G. Ryan","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.3806173829325625,"gpt":0.5467289466996663,"spread":0.1661115637671038,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00919869,0.0006337382,0.0005220004,0.001025352,0.01050112,0.00719294,0.00317983,0.004057817,0.1227759],"category_scores_gemma":[0.02253077,0.0008009796,0.0004030959,0.0004129006,0.004259893,0.006951105,0.007520184,0.009356947,0.08300576],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003341878,"about_ca_system_score_gemma":0.008719983,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001723744,"about_ca_topic_score_gemma":0.00468765,"domain_scores_codex":[0.9897686,0.004403332,0.0004579415,0.001311598,0.002230402,0.001828124],"domain_scores_gemma":[0.9748797,0.002783286,0.001345246,0.002961022,0.004424753,0.01360587],"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":[0.0003171539,0.001731725,0.007208129,0.0004381959,0.00001593628,0.005094197,0.08863039,0.0001053137,0.01052117,0.0570946,0.6316665,0.1971767],"study_design_scores_gemma":[0.00004524871,0.0003803884,0.002109798,0.0002080556,0.000008423678,0.002890568,0.0577834,0.0005574751,0.001662152,0.007095695,0.9271746,0.00008426478],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.09223714,0.0009266671,0.07306716,0.1932534,0.01333401,0.002471782,0.0005254379,0.01890666,0.6052778],"genre_scores_gemma":[0.2822554,0.0004694475,0.02200563,0.03503792,0.001658273,0.0008648434,0.0001781215,0.003014822,0.6545156],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.1227759,"threshold_uncertainty_score":0.4107264,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2182372647","doi":"10.4148/2470-6353.1128","title":"Turning Show’n’Tell into Democratic Dialogue","year":2006,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","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 Northern British Columbia","funders":"","keywords":"Action research; Framing (construction); Democracy; Meaning (existential); Action (physics); Sociology; Pedagogy; Mathematics education; Epistemology; Psychology; Political science; Engineering","authors":[{"name":"Andrea Davy","is_ca":true},{"name":"Willow Brown","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.3410513535792626,"gpt":0.5115591796710085,"spread":0.1705078260917459,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01260372,0.0006496444,0.0004451961,0.0009765211,0.01488963,0.01158494,0.001358197,0.00339971,0.0209494],"category_scores_gemma":[0.03415634,0.0004616776,0.0005083614,0.001013856,0.01711669,0.01395018,0.01179371,0.006048018,0.005242727],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005232804,"about_ca_system_score_gemma":0.003900719,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006473903,"about_ca_topic_score_gemma":0.01051811,"domain_scores_codex":[0.9828119,0.01302354,0.0002294474,0.000943026,0.001694145,0.001297995],"domain_scores_gemma":[0.9857042,0.008614087,0.001022502,0.001644411,0.001165512,0.001849252],"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":[0.0002450796,0.0001157044,0.002312905,0.0003411213,0.00003362569,0.0007197825,0.4051166,0.0006400623,0.001290525,0.4357385,0.09139737,0.06204868],"study_design_scores_gemma":[0.00002151353,0.00004972169,0.0005798081,0.000267115,0.00001015379,0.0002617725,0.08964474,0.0004311571,0.0008846534,0.05692207,0.8508948,0.0000324209],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.09796561,0.003985907,0.07942986,0.1106057,0.005768592,0.0003738955,0.000350953,0.001306886,0.7002127],"genre_scores_gemma":[0.8977068,0.001155687,0.01397486,0.01150313,0.0005393667,0.0003257527,0.000229294,0.0007838809,0.07378115],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.0209494,"threshold_uncertainty_score":0.07008272,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2739119914","doi":"10.4148/2470-6353.1013","title":"Reflective Written Pieces: Inquiry into the Practices of Pre-service Literacy Teachers","year":2017,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Nipissing University","funders":"","keywords":"Practicum; Literacy; Reflective writing; Pedagogy; Reading (process); Action research; Psychology; Mathematics education; Reflection (computer programming); Teacher education; Computer science; Political science","authors":[{"name":"Janet McIntosh","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.3350753935803196,"gpt":0.6136741343179001,"spread":0.2785987407375805,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02319262,0.0007787915,0.0007924429,0.001813262,0.007313502,0.008361335,0.003062405,0.003029816,0.002224938],"category_scores_gemma":[0.06200232,0.001045237,0.0005561631,0.001152489,0.01504654,0.007243928,0.007694078,0.005241857,0.0007203384],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002829552,"about_ca_system_score_gemma":0.005254136,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001264617,"about_ca_topic_score_gemma":0.002032033,"domain_scores_codex":[0.9712304,0.02273259,0.0009523063,0.001289517,0.002426754,0.00136851],"domain_scores_gemma":[0.94626,0.04030988,0.004154199,0.004007266,0.002758702,0.002510022],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0000270762,0.0001206756,0.001286782,0.0001250902,0.000004124705,0.0005961719,0.9805943,0.00005074366,0.001259393,0.001688592,0.0003430683,0.01390391],"study_design_scores_gemma":[0.00002114605,0.0002121524,0.001454684,0.0003539032,0.0000108153,0.001449591,0.9664179,0.0003132681,0.001773973,0.00324245,0.02471824,0.00003175122],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9273254,0.0008407893,0.03907687,0.00664551,0.0001558681,0.0009295233,0.00004196221,0.0002189742,0.02476504],"genre_scores_gemma":[0.9625658,0.0008739326,0.02403064,0.0008766187,0.00004389272,0.0005921565,0.00004703561,0.0001238269,0.01084611],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02319262,"threshold_uncertainty_score":0.1226557,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2738831532","doi":"10.4148/2470-6353.1011","title":"An Action Research Project by Teacher Candidates and their Instructor into using Math Inquiry: Learning about Relations between Theory and Practice","year":2017,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":3,"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":"Action research; Mathematics education; Action (physics); Pedagogy; Teacher education; Relation (database); Psychology; Computer science","authors":[{"name":"Paul Betts","is_ca":true},{"name":"Michelle McLarty","is_ca":false},{"name":"Krysta Dickson","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.5637994606297445,"gpt":0.6091379608815873,"spread":0.04533850025184283,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03024128,0.0008481918,0.0008421603,0.00168683,0.01162016,0.005118321,0.001926853,0.003642228,0.005497024],"category_scores_gemma":[0.04658072,0.0009589549,0.0008200301,0.0007441336,0.005565321,0.003644879,0.006070955,0.007293796,0.001292377],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003811212,"about_ca_system_score_gemma":0.01051445,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003185242,"about_ca_topic_score_gemma":0.006422559,"domain_scores_codex":[0.9616861,0.03137783,0.0007822534,0.001689727,0.001953595,0.00251057],"domain_scores_gemma":[0.9540433,0.02078647,0.002672484,0.002981507,0.006882018,0.01263426],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0007434301,0.01203766,0.0208877,0.0003754739,0.0000319832,0.003571346,0.7743973,0.001458894,0.009314167,0.02172516,0.01930194,0.1361549],"study_design_scores_gemma":[0.0006217608,0.008627175,0.01014085,0.0005560951,0.0000538367,0.002126086,0.7752228,0.005047168,0.008159458,0.008211914,0.1810543,0.0001785199],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8930799,0.0003191079,0.0527088,0.02607784,0.0006609859,0.006070776,0.0001587258,0.000217482,0.02070625],"genre_scores_gemma":[0.9093797,0.0004236914,0.05600873,0.002124677,0.0001826671,0.005818611,0.0001339396,0.0001006173,0.02582742],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03024128,"threshold_uncertainty_score":0.1599331,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2739495761","doi":"10.4148/2470-6353.1219","title":"Using Math Journals in a Grade 3/4 Classroom","year":2000,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Mathematics Education and Teaching Techniques","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":"Coast Mountain College","funders":"","keywords":"Mathematics education; Computer science; Psychology","authors":[{"name":"Karen Scales","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.5404150293652676,"gpt":0.591929423210098,"spread":0.05151439384483036,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003263045,0.0004752347,0.0007577369,0.002318622,0.001872857,0.004023947,0.001421009,0.001013107,0.002666685],"category_scores_gemma":[0.01868718,0.0004941132,0.0003778888,0.0008353931,0.0008910074,0.001676368,0.001940021,0.001077574,0.001210734],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001563567,"about_ca_system_score_gemma":0.003764675,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003950706,"about_ca_topic_score_gemma":0.01323444,"domain_scores_codex":[0.9967898,0.001132327,0.0002881252,0.0003877647,0.001033181,0.0003688268],"domain_scores_gemma":[0.9818803,0.005644128,0.005271684,0.000918833,0.002656329,0.00362876],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.000819236,0.01303971,0.6679244,0.0006493264,0.00007130034,0.005725272,0.03759738,0.0005442383,0.02870248,0.001135506,0.002675896,0.2411153],"study_design_scores_gemma":[0.0003464801,0.02035054,0.7974519,0.001137112,0.0002937047,0.005337361,0.08268504,0.001625123,0.04816408,0.003006541,0.0392459,0.000356319],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9970299,0.0001288616,0.0002127422,0.0001345976,0.00003026419,0.00006599876,0.00002417478,0.00004068424,0.002332769],"genre_scores_gemma":[0.9901487,0.0003441757,0.004255667,0.0002944603,0.00002618203,0.0001185601,0.00008683484,0.00001573998,0.004709765],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004023947,"threshold_uncertainty_score":0.0172568,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2740871184","doi":"10.4148/2470-6353.1151","title":"\"Kiss My Donkey!\" or Raising the Level of Authentic Communication in My Core French Classroom","year":2003,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":2,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Cancer Care Nova Scotia","funders":"","keywords":"KISS (TNC); Conversation; Passion; Vocabulary; Action (physics); Action research; Donkey; Raising (metalworking); Psychology; Pedagogy; Media studies; Sociology; Social psychology; Communication; Linguistics; History; Engineering; Philosophy; Computer science","authors":[{"name":"Jan Claes","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.5701745953009995,"gpt":0.4686999575604068,"spread":0.1014746377405927,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003795788,0.0007836575,0.0003792005,0.0006689535,0.01055704,0.007278816,0.0008907315,0.003606578,0.02915664],"category_scores_gemma":[0.009226702,0.0002295218,0.0004903458,0.0002654623,0.01025926,0.005117593,0.005362632,0.004208852,0.008022054],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004100975,"about_ca_system_score_gemma":0.002450364,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01548104,"about_ca_topic_score_gemma":0.02365704,"domain_scores_codex":[0.9941285,0.00421286,0.00005308508,0.0003760925,0.0005228479,0.0007066896],"domain_scores_gemma":[0.9962684,0.001316633,0.0004179649,0.0004187857,0.0005608494,0.001017402],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001687663,0.0002416503,0.007071281,0.0003640915,0.00003207025,0.001941314,0.5256495,0.0002777372,0.009928848,0.2504889,0.09962935,0.1042065],"study_design_scores_gemma":[0.00001922949,0.0001949095,0.00327446,0.0003642977,0.0000165979,0.001649896,0.1935482,0.0005607483,0.002416026,0.01833841,0.7795236,0.00009368046],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.2304011,0.002409751,0.04567498,0.06447119,0.001860127,0.0001602843,0.0001491914,0.001619423,0.653254],"genre_scores_gemma":[0.8768857,0.000727652,0.007915569,0.005393913,0.00017806,0.0000946625,0.00004304094,0.000327779,0.1084338],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.02915664,"threshold_uncertainty_score":0.09753871,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2741601954","doi":"10.4148/2470-6353.1056","title":"Communicative Elements of Action Research","year":2013,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Educational Leadership and Innovation","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Nipissing University","funders":"","keywords":"Action (physics); Reflexivity; Nonverbal communication; Meaning (existential); Action research; Psychology; Association (psychology); Mode (computer interface); Human communication; Communicative action; Cognitive science; Communication; Computer science; Human–computer interaction; Sociology; Pedagogy; Psychotherapist","authors":[{"name":"Thomas G. Ryan","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.7536900587490273,"gpt":0.6373725616716565,"spread":0.1163174970773708,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03670641,0.001536674,0.001153146,0.006725659,0.005195834,0.01518841,0.002368969,0.004990799,0.009082029],"category_scores_gemma":[0.0402097,0.001007546,0.001126497,0.003566182,0.0483374,0.01200596,0.009253126,0.004281515,0.001990115],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004495754,"about_ca_system_score_gemma":0.006539907,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00146507,"about_ca_topic_score_gemma":0.001206882,"domain_scores_codex":[0.9266785,0.05949136,0.002727135,0.003039587,0.006904112,0.001159338],"domain_scores_gemma":[0.9378982,0.04879317,0.00279466,0.005873908,0.003493768,0.001146308],"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":[0.00001805476,0.00002137003,0.0002867555,0.0007657015,0.00002343663,0.0001781431,0.02284851,0.0003488185,0.0003201686,0.9506206,0.00163423,0.02293412],"study_design_scores_gemma":[0.00003275115,0.00007255295,0.000535503,0.002028581,0.00003827255,0.000718276,0.01496349,0.0006923761,0.0006840617,0.7088755,0.2713096,0.00004889839],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.01077009,0.01992331,0.3375883,0.03092608,0.001819009,0.0009213063,0.0002138531,0.0003883254,0.5974497],"genre_scores_gemma":[0.633457,0.01574063,0.299058,0.006318523,0.001519562,0.004357478,0.0003367341,0.0003667704,0.0388453],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.03670641,"threshold_uncertainty_score":0.1941243,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2183587169","doi":"10.4148/2470-6353.1123","title":"Elementary Professional Development within a ‘Practical’ Action Research Effort to Improve Student Literacy","year":2008,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Nipissing University","funders":"","keywords":"Facilitator; Praxis; Action research; Underpinning; Action (physics); Professional development; Literacy; Principal (computer security); Pedagogy; Engineering ethics; Psychology; Mathematics education; Sociology; Computer science; Political science; Engineering; Social psychology","authors":[{"name":"Thomas G. Ryan","is_ca":true},{"name":"Anna-Marie Aquino","is_ca":false},{"name":"Denny Berry","is_ca":false},{"name":"Kurt W. Clausen","is_ca":false},{"name":"Ron Wideman","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.6124891772575755,"gpt":0.641238590616173,"spread":0.0287494133585976,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07274765,0.0006977883,0.0008521987,0.001497142,0.008710368,0.009748216,0.003270107,0.002893386,0.002461507],"category_scores_gemma":[0.08293536,0.001116054,0.0005633842,0.0009463126,0.01107765,0.006326943,0.01171476,0.005645805,0.0007782992],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003698668,"about_ca_system_score_gemma":0.01929819,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001086368,"about_ca_topic_score_gemma":0.004172855,"domain_scores_codex":[0.9093372,0.07655661,0.001906012,0.003394835,0.005466984,0.003338329],"domain_scores_gemma":[0.8886487,0.08041556,0.005231385,0.01192789,0.007072088,0.006704239],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002163518,0.007175823,0.01559344,0.001290451,0.00006130435,0.001228694,0.6822554,0.001323887,0.006243474,0.06057601,0.005405752,0.2186294],"study_design_scores_gemma":[0.0005500288,0.004560771,0.01574855,0.002150589,0.0001389173,0.003762624,0.6680076,0.005862057,0.01700764,0.08771423,0.1942976,0.0001994127],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7319656,0.001002355,0.1671272,0.02573949,0.0004412627,0.007050363,0.00006212341,0.0004886236,0.06612311],"genre_scores_gemma":[0.8332989,0.0006566559,0.1544407,0.00205341,0.00007409039,0.002215059,0.00004581052,0.00005954829,0.007155871],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.07274765,"threshold_uncertainty_score":0.3847309,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2739971190","doi":"10.4148/2470-6353.1074","title":"Participatory action research as praxis: Developing scientifically literate students through inquiry-based science instruction and guided reading","year":2012,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Action research; Praxis; Literacy; Participatory action research; Pedagogy; The arts; Reading (process); Citizen journalism; Language arts; Mathematics education; Psychology; Shared reading; Sociology; Medical education; Computer science; Medicine; Political science","authors":[{"name":"Rhonda Nixon","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.8359394769066296,"gpt":0.6713086740536021,"spread":0.1646308028530276,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.07287295,0.001210911,0.0009183065,0.002248766,0.008093428,0.01193764,0.004820911,0.003366219,0.002669053],"category_scores_gemma":[0.07006915,0.001354122,0.001002527,0.00119314,0.02151646,0.008127203,0.01650692,0.005693471,0.0008445535],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004554866,"about_ca_system_score_gemma":0.01525385,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001739402,"about_ca_topic_score_gemma":0.005598155,"domain_scores_codex":[0.9272646,0.06290966,0.001158017,0.003556713,0.003627412,0.001483576],"domain_scores_gemma":[0.9121546,0.0621584,0.004567778,0.01189133,0.004527672,0.004700181],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001283547,0.001525096,0.005025873,0.001202303,0.000074795,0.0008909109,0.7669487,0.0007085978,0.004694721,0.05034965,0.007324073,0.161127],"study_design_scores_gemma":[0.0007400807,0.002507103,0.008824976,0.003594716,0.0002232039,0.00323942,0.4310037,0.003649984,0.01925577,0.1917892,0.3348624,0.0003095005],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.345554,0.00225398,0.5120032,0.03189083,0.0009360487,0.01635347,0.0002672501,0.0008983772,0.0898428],"genre_scores_gemma":[0.501564,0.001869719,0.466115,0.003033355,0.00008314243,0.01162593,0.0001351674,0.0001829286,0.01539075],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.07287295,"threshold_uncertainty_score":0.3853936,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2741945062","doi":"10.4148/2470-6353.1221","title":"A Teacher Librarian's Initiation of Literature Circles in an Elementary School: a Refleection on the Process","year":2000,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Themes in Literature Analysis","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Positive Living North; University of Northern British Columbia","funders":"","keywords":"Reading (process); Construct (python library); Meaning (existential); Transactional leadership; Transactional analysis; Natural (archaeology); Mathematics education; Pedagogy; Psychology; Poetry; Meaning-making; Linguistics; Computer science; Social psychology; History; Philosophy","authors":[{"name":"Anne V. Lyle","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1199109863939838,"gpt":0.3996122612968183,"spread":0.2797012749028345,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.007104948,0.0002377413,0.0004184441,0.003618653,0.01573896,0.01012523,0.001457894,0.00277823,0.01249993],"category_scores_gemma":[0.02667042,0.0008873462,0.0003296841,0.002632942,0.006106221,0.006765069,0.006917933,0.002876997,0.003913844],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.006029575,"about_ca_system_score_gemma":0.008768944,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007576632,"about_ca_topic_score_gemma":0.02337184,"domain_scores_codex":[0.9916903,0.005930468,0.0003369061,0.0005966207,0.000894272,0.0005514134],"domain_scores_gemma":[0.9748015,0.01463999,0.002733811,0.001439962,0.002609519,0.003775138],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001986887,0.0008526558,0.02635905,0.0001997388,0.00001010255,0.0063534,0.8698143,0.00005908497,0.001952294,0.02523562,0.01485924,0.05410571],"study_design_scores_gemma":[0.00005986298,0.000155595,0.01634191,0.0002326882,0.00002305112,0.002317121,0.819342,0.0002845227,0.003254379,0.004249897,0.1536839,0.00005509837],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7704569,0.001453896,0.009970623,0.02623367,0.0002399619,0.0003841476,0.0001880413,0.0008751755,0.1901975],"genre_scores_gemma":[0.9373961,0.0009646424,0.005557458,0.001904084,0.00005120517,0.0001349999,0.00009739811,0.0001820174,0.05371205],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01573896,"threshold_uncertainty_score":0.04374784,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2740267873","doi":"10.4148/2470-6353.1227","title":"Differential Discourse Patterns in Mainstream Versus First Nations Students in an Adult Basic Education Classroom","year":2000,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Coast Mountain College","funders":"","keywords":"Mainstream; Style (visual arts); Chose; Pedagogy; Psychology; Mathematics education; Quality (philosophy); Order (exchange); Political science; Geography; Epistemology","authors":[{"name":"Nancy Ross","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2320088624921378,"gpt":0.5302333823794003,"spread":0.2982245198872626,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001742026,0.0003379761,0.0005711385,0.001933201,0.002365685,0.003451566,0.0004421656,0.0007591177,0.002128948],"category_scores_gemma":[0.006861324,0.000233811,0.0001581368,0.001116054,0.002217185,0.001450607,0.00304391,0.0009412101,0.0002869482],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00139639,"about_ca_system_score_gemma":0.0009998226,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008616562,"about_ca_topic_score_gemma":0.02133739,"domain_scores_codex":[0.9985387,0.0005647333,0.0001530824,0.0001925207,0.0003175735,0.0002333835],"domain_scores_gemma":[0.9961288,0.00212172,0.0006498003,0.0001229944,0.0003898993,0.0005868234],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00007992882,0.00008651288,0.05372147,0.00005639522,0.000005268128,0.0003251012,0.9338169,0.00001056102,0.003305067,0.0004362077,0.00009357619,0.008063081],"study_design_scores_gemma":[0.000005578509,0.0001367701,0.09907945,0.00007197346,0.00001142068,0.0004230856,0.8956347,0.0001002907,0.001424688,0.0002118626,0.002878195,0.00002189503],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9988049,0.00008739248,0.00003925284,0.0000591498,0.000002976328,0.000004496999,0.000009002059,0.000002087369,0.0009907135],"genre_scores_gemma":[0.9986442,0.00013186,0.0001389966,0.00004042617,0.00000310857,0.00001085029,0.0000217733,0.00000525908,0.001003576],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.008616562,"threshold_uncertainty_score":0.01713282,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2740495029","doi":"10.4148/2470-6353.1155","title":"Learning to Consult and Collaborate in the High School: A Two-Year Study of Perceptions from University Student Team Members","year":2003,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Behavioral and Psychological Studies","field":"Psychology","cited_by":0,"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":"Psychological intervention; Focus group; Psychology; Medical education; Perception; Intervention (counseling); Pedagogy; Accountability; Mathematics education; Medicine; Sociology; Political science","authors":[{"name":"Eleanor T. Migliore","is_ca":true},{"name":"Angela Breidenstein","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2973326569445402,"gpt":0.4772680938484347,"spread":0.1799354369038945,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01249857,0.0009136082,0.001157331,0.001922948,0.01491192,0.006773756,0.001753427,0.002716651,0.002247139],"category_scores_gemma":[0.01653909,0.001354921,0.0007945963,0.00104031,0.004334372,0.003594443,0.004963072,0.007290558,0.0007865649],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004085052,"about_ca_system_score_gemma":0.004971495,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01715996,"about_ca_topic_score_gemma":0.03444921,"domain_scores_codex":[0.9928609,0.003395296,0.0002505926,0.0004098682,0.000800474,0.002282942],"domain_scores_gemma":[0.9841707,0.00341982,0.001796208,0.0005799639,0.002048046,0.007985182],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002638443,0.01169198,0.1141382,0.00009438681,0.00003210587,0.001125974,0.852622,0.00007400823,0.001422388,0.0003090781,0.001345252,0.01688068],"study_design_scores_gemma":[0.0000794091,0.003876424,0.1325659,0.0000846925,0.00003588655,0.0004320773,0.8557096,0.0002582718,0.000847195,0.0001864501,0.005845153,0.00007897295],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9992372,0.00005954296,0.00006310276,0.0001826878,0.00001154945,0.00004492585,0.000007147339,0.00000499057,0.0003887793],"genre_scores_gemma":[0.9977441,0.0001396582,0.0002490769,0.0003031652,0.00001608102,0.0001291114,0.00003085795,0.0000087833,0.001379269],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01715996,"threshold_uncertainty_score":0.06609958,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2740799681","doi":"10.4148/2470-6353.1190","title":"Learning from Others: Literacy Perspectives of Middle-School English Teachers","year":2002,"lang":"en","type":"article","venue":"Networks An Online Journal for Teacher Research","topic":"Literacy, Media, and Education","field":"Arts and Humanities","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Canarie","funders":"University at Albany","keywords":"Portrait; Literacy; Curriculum; Pedagogy; Mathematics education; Sociology; Literacy education; Psychology; Art; Visual arts","authors":[{"name":"Cynthia A. Lassonde","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1992405847239284,"gpt":0.3771440114018736,"spread":0.1779034266779452,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0053681,0.0007503569,0.001041575,0.002381401,0.01797094,0.01141712,0.001356625,0.003377554,0.003523567],"category_scores_gemma":[0.01120617,0.0008816523,0.0005648935,0.001350711,0.01439596,0.007857543,0.006737707,0.009179089,0.0006330829],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00370825,"about_ca_system_score_gemma":0.002833254,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01341577,"about_ca_topic_score_gemma":0.02470398,"domain_scores_codex":[0.9942426,0.00348786,0.0001678731,0.0003212467,0.0004097585,0.001370758],"domain_scores_gemma":[0.9905286,0.005403751,0.0009941034,0.0001727247,0.0006159476,0.002284781],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001309621,0.0000293024,0.001175938,0.00001431015,0.000001268002,0.0003010836,0.9971274,0.000003821901,0.0001993057,0.000400234,0.0001949263,0.000539327],"study_design_scores_gemma":[0.000002532728,0.00001669998,0.0006054576,0.00002307506,0.000002081011,0.00008250583,0.9964148,0.000007898967,0.0000677039,0.0001145594,0.002658629,0.000003974104],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9766375,0.0009804387,0.0005450813,0.005385488,0.0001251881,0.00005255144,0.00003305287,0.00002510253,0.01621559],"genre_scores_gemma":[0.9926494,0.0005559176,0.0001588268,0.001457548,0.00004300207,0.00005048962,0.00001891821,0.00002558526,0.005040396],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01797094,"threshold_uncertainty_score":0.02838957,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}