{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":13,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":13,"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"},"query_hash":"86da194c4876","filters":{"venue":"Support for Learning"}},"results":[{"id":"W2148066245","doi":"10.1111/j.1467-9604.2006.00409.x","title":"Preparing new teachers for inclusive schools and classrooms","year":2006,"lang":"en","type":"article","venue":"Support for Learning","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":123,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Queen's University","funders":"","keywords":"Mainstream; Inclusion (mineral); Legislation; Special educational needs; Pedagogy; Mainstreaming; Work (physics); Teacher preparation; Psychology; Political science; Medical education; Perception; Special education; Mathematics education; Teacher education; Public relations; Medicine; Engineering; Social psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.01282448447629298,"gpt":0.3284371390168248,"spread":0.3156126545405318,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.001170477,0.00009828091,0.0001446334,0.0000640242,0.001839906,0.0001317424,0.0001027692,0.00009467584,0.00005719548],"category_scores_gemma":[0.0009875282,0.0001005933,0.00006114283,0.0001344495,0.00006296361,0.0002553036,0.0000847273,0.0001996824,0.000005111928],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002168205,"about_ca_system_score_gemma":0.0004056526,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002758214,"about_ca_topic_score_gemma":0.003160971,"domain_scores_codex":[0.9989879,0.00009211101,0.0001688126,0.0002480096,0.0001709157,0.0003322595],"domain_scores_gemma":[0.9994153,0.0002035603,0.0001156767,0.00006680476,0.00009330654,0.0001053781],"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":[0.0002688628,0.000113182,0.2031544,0.00008581945,0.00007758255,0.000002780204,0.1461938,0.001381747,0.004450051,0.09989237,0.1674238,0.3769556],"study_design_scores_gemma":[0.0005591142,0.0001721611,0.001144876,0.00002153833,0.00001886433,4.346571e-7,0.01473659,0.0003857535,0.0000807012,0.006899711,0.9758261,0.0001541276],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7244529,0.0004180331,0.06249319,0.00564771,0.0006078811,0.00245348,0.00001864679,0.0006006103,0.2033076],"genre_scores_gemma":[0.9278232,0.00001080566,0.007233543,0.00006399934,0.0007063934,0.00004616675,0.00004127931,0.00002106158,0.06405359],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8084023,"threshold_uncertainty_score":0.9994596,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1854619653","doi":"10.1111/1467-9604.12078","title":"Oh, <scp>C</scp> anada: bridges and barriers to inclusion in <scp>C</scp> anadian schools","year":2015,"lang":"en","type":"article","venue":"Support for Learning","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":25,"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); Diversity (politics); Legislature; Sociology; Pedagogy; Public relations; Political science; Gender studies","retraction":null,"screen_n_in":null,"score":{"opus":0.02147841288103067,"gpt":0.3066460553571813,"spread":0.2851676424761506,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.00371013,0.0002206315,0.0003247,0.0003970626,0.002607041,0.0002567,0.000346448,0.0002008094,0.00002786914],"category_scores_gemma":[0.03776522,0.0002340824,0.00006003838,0.0008296302,0.0001367282,0.0005455411,0.0007776091,0.000531,0.00003395375],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007071818,"about_ca_system_score_gemma":0.001612216,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.0155388,"about_ca_topic_score_gemma":0.04611861,"domain_scores_codex":[0.9972287,0.0005057787,0.000324094,0.0005151744,0.0006314411,0.0007947695],"domain_scores_gemma":[0.9972622,0.0007952766,0.0001464217,0.0001685776,0.0002508703,0.001376592],"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":[0.00002311136,0.00006382576,0.3296668,0.00004984749,0.00002807838,0.00007360009,0.5348884,0.001266203,0.001981711,0.006448099,0.09201558,0.03349473],"study_design_scores_gemma":[0.0005836656,0.0003322156,0.005840211,0.00005704973,0.000009737356,0.000001790548,0.1580499,0.0003131178,0.0003034218,0.001360336,0.8330745,0.00007399951],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9627854,0.0002459575,0.000289811,0.002007696,0.0003426595,0.0006684539,0.00002930371,0.0001461147,0.03348456],"genre_scores_gemma":[0.987389,0.00006141011,0.0008225898,0.0007428645,0.0003058712,0.00004388829,0.00004381265,0.00003649136,0.01055408],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.7410589,"threshold_uncertainty_score":0.9986914,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1976665084","doi":"10.1111/j.1467-9604.2009.01401.x","title":"Evaluating the teaching and learning experience for the child with dyslexia in special and mainstream settings in Ireland","year":2009,"lang":"en","type":"article","venue":"Support for Learning","topic":"Reading and Literacy Development","field":"Psychology","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"SNC-Lavalin (Canada)","funders":"","keywords":"Dyslexia; Mainstream; Reading (process); Psychology; Learning disability; Context (archaeology); Literacy; Mathematics education; Special education; Pedagogy; Mainstreaming; Developmental psychology; Medical education; Medicine; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.01955916231954384,"gpt":0.3508154043498308,"spread":0.331256242030287,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002835456,0.0001521985,0.000177667,0.00008874178,0.0008366411,0.0001081846,0.000107741,0.00005843704,0.00003934595],"category_scores_gemma":[0.000546092,0.00009284247,0.00002546379,0.0001006794,0.00006100613,0.000102823,0.00002633187,0.0008385429,0.000001342006],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00002993979,"about_ca_system_score_gemma":0.00002561224,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00006128848,"about_ca_topic_score_gemma":0.00003230846,"domain_scores_codex":[0.9986316,0.0002163379,0.0002747547,0.0003538944,0.0001301377,0.0003932997],"domain_scores_gemma":[0.9987777,0.0009207461,0.0001365115,0.0001086741,0.00001896802,0.00003743791],"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":[0.0004156908,0.00003394108,0.2012755,0.00001979021,0.00002299204,0.00001217684,0.1999891,0.00111729,0.00006203074,0.0009524284,0.0001434216,0.5959557],"study_design_scores_gemma":[0.005641703,0.002858865,0.7291088,0.0005108383,0.000051348,0.0003780346,0.09425488,0.02016293,0.00002767409,0.0004453851,0.1459393,0.0006203032],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9913106,0.0001423709,0.0004055289,0.00130478,0.0001042934,0.0006221306,9.022179e-7,0.00002560996,0.006083808],"genre_scores_gemma":[0.9942541,0.000006390392,0.002642852,0.0002549747,0.000239724,0.0001547256,0.00001221215,0.00001891141,0.002416153],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5953354,"threshold_uncertainty_score":0.6434852,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1979628259","doi":"10.1111/j.1467-9604.2009.01405.x","title":"The longer‐term effects of reading interventions delivered by experienced teaching assistants","year":2009,"lang":"en","type":"article","venue":"Support for Learning","topic":"Reading and Literacy Development","field":"Psychology","cited_by":17,"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":"Phonics; Reading (process); Intervention (counseling); Psychology; Psychological intervention; Developmental psychology; Response to intervention; Term (time); Special education; Medicine; Primary education; Pedagogy; Linguistics; Psychiatry","retraction":null,"screen_n_in":null,"score":{"opus":0.01415347959656232,"gpt":0.3482519636024338,"spread":0.3340984840058715,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0007183229,0.0001334006,0.000197919,0.00006940244,0.0005073981,0.00006155089,0.0002116803,0.00006516047,0.0001296986],"category_scores_gemma":[0.0003570536,0.0001046326,0.0001829333,0.00007823516,0.00004386649,0.00009633318,0.00002298237,0.000267975,0.00001996242],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004653403,"about_ca_system_score_gemma":0.00001893552,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.000009441495,"about_ca_topic_score_gemma":7.355452e-7,"domain_scores_codex":[0.9986631,0.0001573639,0.0004175717,0.0002538337,0.0001392862,0.0003688713],"domain_scores_gemma":[0.9989869,0.0004400106,0.0002517231,0.0002069622,0.00004703456,0.00006734176],"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":[0.0002982733,0.000363441,0.01738906,0.0001856244,0.0002791204,0.00003514299,0.1105976,0.00001200834,0.0248923,0.005149138,0.0250463,0.815752],"study_design_scores_gemma":[0.01134799,0.01031092,0.3695513,0.004696577,0.0005128912,0.0002032401,0.06612711,0.0007192558,0.03727009,0.001877686,0.4945702,0.00281274],"study_design_candidate":"design_other","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.973895,0.0004556981,0.0116311,0.0001001047,0.0009264538,0.0004167229,0.000005502882,0.0001031836,0.01246627],"genre_scores_gemma":[0.9721115,0.000007487137,0.0009708368,0.00004691877,0.00003753318,0.00007543722,0.00004734525,0.00001676772,0.02668616],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8129392,"threshold_uncertainty_score":0.4266792,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3042404581","doi":"10.1111/1467-9604.12313","title":"Actual and ideal roles of school staff to support students with special needs: current needs and strategies for improvement","year":2020,"lang":"en","type":"article","venue":"Support for Learning","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":"William Osler Health System","funders":"","keywords":"Teamwork; Adaptation (eye); Context (archaeology); Special needs; Inclusion (mineral); Psychology; Special education; Service delivery framework; Service (business); Ideal (ethics); Task (project management); Medical education; Service provider; Pedagogy; Medicine; Engineering; Business; Social psychology; Political science","retraction":null,"screen_n_in":null,"score":{"opus":0.02810559141930101,"gpt":0.3485428672951225,"spread":0.3204372758758214,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006758588,0.0001368507,0.000239495,0.0001110354,0.0005822165,0.000201177,0.0001409428,0.00004504635,0.00009697302],"category_scores_gemma":[0.0002646831,0.0001192178,0.00003531225,0.0002492903,0.0001067283,0.000281982,0.0001408888,0.0001551275,0.000001718651],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00006351137,"about_ca_system_score_gemma":0.0005136118,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001093006,"about_ca_topic_score_gemma":0.0006928075,"domain_scores_codex":[0.9988124,0.00005447692,0.0002325453,0.0002150211,0.0003914201,0.0002941674],"domain_scores_gemma":[0.9992879,0.00008470796,0.0001366647,0.00005228625,0.0001714822,0.0002669569],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.001786044,0.0002284194,0.1062132,0.0003444643,0.0001379254,0.000002597202,0.5936553,0.0001929933,0.004903495,0.01199867,0.01050827,0.2700286],"study_design_scores_gemma":[0.001783046,0.009630798,0.002348872,0.00005933477,0.00006871153,3.698695e-7,0.5210239,0.00008135341,0.0003534651,0.0003101368,0.4640352,0.000304796],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9938332,0.00004091933,0.002492949,0.0009064408,0.000122683,0.0009644731,0.00004471924,0.00004332939,0.001551326],"genre_scores_gemma":[0.998108,0.00003418924,0.0006174172,0.00008558662,0.0006653791,0.00005182445,0.00002608207,0.00001595399,0.0003955576],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4535269,"threshold_uncertainty_score":0.4861559,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2062397203","doi":"10.1111/j.0268-2141.2004.00314.x","title":"Consulting with students: evaluating a mainstream inclusion centre","year":2004,"lang":"en","type":"article","venue":"Support for Learning","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Inclusion (mineral); Mainstream; Government (linguistics); Medical education; Pedagogy; Psychology; Perception; Value (mathematics); Medicine; Mathematics education; Political science; Social psychology; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.03525984593946846,"gpt":0.4137332075626577,"spread":0.3784733616231893,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.001704635,0.0000829792,0.0001179694,0.00005783214,0.002095347,0.00009746086,0.0001548158,0.00005422273,0.0002108558],"category_scores_gemma":[0.0006608107,0.00007338932,0.00004004011,0.0001989524,0.00006840158,0.0001400498,0.00008875108,0.0001225835,0.00004073475],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001785387,"about_ca_system_score_gemma":0.0006539195,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0019269,"about_ca_topic_score_gemma":0.0008218738,"domain_scores_codex":[0.9986908,0.00011682,0.0001931274,0.000179601,0.0004798742,0.0003397085],"domain_scores_gemma":[0.9993204,0.0001135902,0.0001790088,0.0000777,0.0001937933,0.000115492],"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":[0.00003223418,0.0001025644,0.418835,0.00004762977,0.00003726765,0.000003997054,0.5468344,0.0008833185,0.0001990452,0.01261121,0.000278485,0.0201348],"study_design_scores_gemma":[0.003303158,0.0004757699,0.00480939,0.0003857953,0.00005356257,0.000007407594,0.4594999,0.00004830351,0.0001592143,0.001024395,0.529797,0.0004360596],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9809335,0.00002097056,0.0003979808,0.001599431,0.000206833,0.0004823056,0.000002679035,0.00009941206,0.0162569],"genre_scores_gemma":[0.9887597,0.00000466748,0.002740703,0.0001579939,0.0003624715,0.00002727723,0.00002039629,0.00001600115,0.007910778],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5295185,"threshold_uncertainty_score":0.9992038,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2794301007","doi":"10.1111/1467-9604.12181","title":"Challenges Encountered by 17 Autistic Young Adults in Hong Kong","year":2017,"lang":"en","type":"article","venue":"Support for Learning","topic":"Autism Spectrum Disorder Research","field":"Neuroscience","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Government of Northwest Territories","funders":"","keywords":"Government (linguistics); Psychology; Autism; Autism spectrum disorder; Work (physics); Inclusion (mineral); Psychological distress; Distress; Public relations; Pedagogy; Sociology; Developmental psychology; Social psychology; Political science; Clinical psychology; Mental health; Psychiatry","retraction":null,"screen_n_in":null,"score":{"opus":0.04811070059467383,"gpt":0.3326834287515271,"spread":0.2845727281568533,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0005544272,0.0002022683,0.000259051,0.0001488085,0.000895193,0.0002441552,0.0008253555,0.0001080888,0.0003154902],"category_scores_gemma":[0.002289313,0.0002151194,0.00007993278,0.00007264709,0.0001924212,0.0004793511,0.0002594526,0.000554913,0.0001528622],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00008417914,"about_ca_system_score_gemma":0.00008207153,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001636163,"about_ca_topic_score_gemma":0.0006589276,"domain_scores_codex":[0.9976212,0.00009918238,0.0002830166,0.0007417109,0.000418966,0.0008359092],"domain_scores_gemma":[0.9989027,0.0001920042,0.0002268184,0.000561565,0.00001386446,0.0001030923],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.001947214,0.001425975,0.4638882,0.001619448,0.00007308808,0.001810944,0.02999567,0.0003854702,0.1107879,0.05208972,0.01501006,0.3209663],"study_design_scores_gemma":[0.01475989,0.003364826,0.697177,0.001010433,0.00005162964,0.0003023032,0.004101282,0.05076778,0.04210711,0.01395247,0.1691981,0.003207179],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8294362,0.0006560397,0.001272789,0.01069211,0.0009011762,0.001916886,0.00008612269,0.000410362,0.1546283],"genre_scores_gemma":[0.9886772,0.0002797116,0.00007719919,0.00004180858,0.00004794869,0.00009626991,0.00001530578,0.00005477354,0.0107098],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3177591,"threshold_uncertainty_score":0.8772315,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1962161572","doi":"10.1111/1467-9604.12043","title":"Paying the price for being inclusive: the story of Marshlands","year":2014,"lang":"en","type":"article","venue":"Support for Learning","topic":"Global Educational Policies and Reforms","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Education and Early Childhood Development","funders":"","keywords":"Mainstream; Inclusion (mineral); Situated; Sociology; Pedagogy; Injustice; Special educational needs; Population; Performative utterance; Special education; Public relations; Political science; Gender studies; Psychology; Social psychology; Epistemology; Law","retraction":null,"screen_n_in":null,"score":{"opus":0.009282332118712594,"gpt":0.3269386112688947,"spread":0.3176562791501821,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.002631978,0.00005160625,0.00008187717,0.00001907907,0.002207702,0.00002816604,0.0002447631,0.00003605376,0.00003114914],"category_scores_gemma":[0.00141242,0.00002642924,0.00009406466,0.0001000217,0.0001735539,0.00006202447,0.00004513952,0.0001512083,0.000003031423],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000495428,"about_ca_system_score_gemma":0.0002012965,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003149248,"about_ca_topic_score_gemma":0.0001022395,"domain_scores_codex":[0.9992882,0.00009861776,0.0001190262,0.00008420146,0.000159516,0.0002504202],"domain_scores_gemma":[0.9988651,0.000742103,0.0001383601,0.00008424302,0.0001326635,0.00003755922],"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":[0.00004691617,0.00004819399,0.01523586,0.0001311508,0.00006483223,6.586198e-8,0.1514603,0.0008864662,0.0001750995,0.6347532,0.02949134,0.1677066],"study_design_scores_gemma":[0.00009629635,0.00004724113,0.003325501,0.000007717645,0.00001234379,2.887837e-7,0.01946266,0.0001624878,0.00001616018,0.008741461,0.9680799,0.00004799544],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6220555,0.0005485575,0.01195147,0.1005903,0.003882707,0.00292599,0.00002586582,0.0001482281,0.2578714],"genre_scores_gemma":[0.990725,0.00001908538,0.0002023127,0.0004743453,0.0006220115,0.00004992415,0.000010056,0.000008253304,0.007888971],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9385885,"threshold_uncertainty_score":0.9990913,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2470323238","doi":"10.1111/1467-9604.12123","title":"The Limerick Reading Initiative: a reading intervention targeted at struggling readers in primary school","year":2016,"lang":"en","type":"article","venue":"Support for Learning","topic":"Reading and Literacy Development","field":"Psychology","cited_by":5,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Fluency; Reading (process); Spelling; Phonics; Reading comprehension; Psychology; Intervention (counseling); Quarter (Canadian coin); Comprehension; Mathematics education; Primary education; Pedagogy; Linguistics","retraction":null,"screen_n_in":null,"score":{"opus":0.02153864826555704,"gpt":0.3115066781157629,"spread":0.2899680298502059,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001776158,0.0002256134,0.0002736564,0.0002409959,0.0004784403,0.00007501147,0.000225709,0.0001270829,0.000877197],"category_scores_gemma":[0.001054247,0.000154055,0.0001543663,0.0002540371,0.00008303065,0.0002727014,0.00009796271,0.0003469354,0.0003412602],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005632138,"about_ca_system_score_gemma":0.00007369009,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00004037263,"about_ca_topic_score_gemma":0.000008551904,"domain_scores_codex":[0.9976014,0.0002944112,0.0006849448,0.0005011104,0.0001997027,0.0007183729],"domain_scores_gemma":[0.9979879,0.001172075,0.0003719546,0.0002668395,0.00008011408,0.0001210624],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"not_applicable","study_design_scores_codex":[0.001147031,0.00007567841,0.6169875,0.0001197998,0.0003297571,0.00009237776,0.02655267,0.00003487354,0.005734539,0.0009382573,0.007038257,0.3409492],"study_design_scores_gemma":[0.005809328,0.0007921879,0.4720651,0.001918162,0.00007391672,0.000132149,0.01954873,0.0001904845,0.002124833,0.000832948,0.4954011,0.001111009],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9615608,0.0003407273,0.0057412,0.0009654744,0.001584392,0.0008084358,0.00001299993,0.0002808581,0.02870514],"genre_scores_gemma":[0.9398836,0.00004166343,0.001396477,0.0001145586,0.0001763276,0.0002823251,0.00009325902,0.00006560127,0.05794617],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4883629,"threshold_uncertainty_score":0.9604692,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4296019167","doi":"10.1111/1467-9604.12419","title":"Routine‐based interview in early intervention: professionals' perspectives","year":2022,"lang":"en","type":"article","venue":"Support for Learning","topic":"Family and Disability Support Research","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Fundação para a Ciência e a Tecnologia; Universidade do Minho; International Council for Canadian Studies","keywords":"Intervention (counseling); Portuguese; Psychology; Semi-structured interview; Medical education; Qualitative research; Interview; Plan (archaeology); Applied psychology; Nursing; Medicine; Psychiatry; Sociology","retraction":null,"screen_n_in":null,"score":{"opus":0.06206432303245675,"gpt":0.4110221319794572,"spread":0.3489578089470005,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00271584,0.0001453894,0.0002439823,0.0002548456,0.0003234282,0.00002689566,0.000311685,0.00006323582,0.05187509],"category_scores_gemma":[0.0002429035,0.0001513617,0.0002762025,0.0003599671,0.00008458583,0.00008651357,0.0002199558,0.0008383746,0.0001641338],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001727604,"about_ca_system_score_gemma":0.000100834,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0002726578,"about_ca_topic_score_gemma":0.00005682649,"domain_scores_codex":[0.9973592,0.0008913287,0.0004205245,0.000509252,0.0003194477,0.000500299],"domain_scores_gemma":[0.9991703,0.0002864829,0.0001142769,0.0002760461,0.00006916682,0.00008370655],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0009803893,0.003244493,0.9109558,0.0002632406,0.00009369457,0.0001100244,0.03680647,0.0002433822,0.00007164208,0.008637625,0.008634843,0.02995842],"study_design_scores_gemma":[0.004949338,0.003596893,0.410986,0.0001040875,0.00002682482,0.00002770254,0.3799675,0.0006237383,0.0000583687,0.0008401682,0.1982848,0.0005346689],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9619092,0.000476141,0.0007167439,0.001984796,0.0007272004,0.001060212,0.00003926398,0.000132527,0.03295391],"genre_scores_gemma":[0.9632594,4.846477e-7,0.0001330139,0.0002062067,0.00005741945,0.001298529,0.0001703157,0.0000317112,0.03484292],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4999698,"threshold_uncertainty_score":0.9489916,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4285409289","doi":"10.1111/1467-9604.12409","title":"Perceptions of response‐to‐intervention practices: results from a cross‐sectional survey of school‐board directors and support service professionals","year":2022,"lang":"en","type":"article","venue":"Support for Learning","topic":"Family and Disability Support Research","field":"Psychology","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Coaching; Perception; Health professionals; Intervention (counseling); Medical education; Psychology; Service (business); Cross-sectional study; Response to intervention; Nursing; Health care; Computer-assisted web interviewing; Medicine","retraction":null,"screen_n_in":null,"score":{"opus":0.1207135616831344,"gpt":0.4624897918988723,"spread":0.3417762302157379,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.009521753,0.0001771601,0.0003699482,0.0003133327,0.0004722941,0.00003620155,0.0003099457,0.0001349128,0.02121611],"category_scores_gemma":[0.008071308,0.0001894647,0.000179404,0.0005700428,0.0001342513,0.0002176173,0.0003541438,0.000633115,0.00008855435],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001052874,"about_ca_system_score_gemma":0.0004427903,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01261499,"about_ca_topic_score_gemma":0.001028022,"domain_scores_codex":[0.9948515,0.002314146,0.001043707,0.0007156381,0.0006664471,0.0004085896],"domain_scores_gemma":[0.9942536,0.003581495,0.0008599368,0.0004425607,0.0006429044,0.0002195469],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0202593,0.00076002,0.9648481,0.00009254308,0.0001377792,0.000004880379,0.004665392,0.0001707578,0.005425386,0.00002119593,0.002874162,0.0007404651],"study_design_scores_gemma":[0.001994387,0.001569408,0.973947,0.00002189813,0.00002339679,0.000009936472,0.01332645,0.00006262602,0.0001321032,0.000045247,0.008698534,0.0001690156],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9933698,0.00002509178,0.00008196132,0.0004061686,0.0005326202,0.0007760757,0.00323447,0.00004814506,0.001525632],"genre_scores_gemma":[0.9771751,0.000001245628,0.0004107574,0.0001258476,0.00004118509,0.0003493754,0.002740359,0.00003518625,0.01912097],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02112755,"threshold_uncertainty_score":0.9939601,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2154268743","doi":"10.1111/1467-9604.00239","title":"Listening to the student: a small‐scale study of inclusive practice in a college of further education","year":2002,"lang":"en","type":"article","venue":"Support for Learning","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Office of Energy Research and Development","keywords":"Active listening; Vocational education; Pedagogy; Scale (ratio); Psychology; Professional development; Mathematics education; Inclusion (mineral); Medical education; Sociology; Medicine; Communication","retraction":null,"screen_n_in":null,"score":{"opus":0.02947181928417143,"gpt":0.3982744649124669,"spread":0.3688026456282955,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001565787,0.00005546899,0.0001431068,0.0001158969,0.0002399819,0.0000151403,0.0001868659,0.00003538014,0.0001670838],"category_scores_gemma":[0.001070715,0.00004710997,0.00003533914,0.0004812402,0.00003088335,0.0001047301,0.00004307622,0.00009833794,0.00001226332],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00006281876,"about_ca_system_score_gemma":0.0002492832,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005896028,"about_ca_topic_score_gemma":0.00849867,"domain_scores_codex":[0.9988051,0.000369204,0.0003075582,0.0001233933,0.0002404203,0.000154312],"domain_scores_gemma":[0.9988758,0.0003950792,0.0002911624,0.0001192371,0.0002700883,0.0000486104],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001072019,0.0005579901,0.06973768,0.00001331759,0.00001443422,2.536636e-7,0.9235011,0.00009442068,0.00001886205,0.0009124344,0.001074685,0.004064128],"study_design_scores_gemma":[0.0001755397,0.0002145985,0.005539547,0.00002192016,0.00001310079,5.966656e-7,0.7095816,0.000007647493,0.000005507361,0.00001346443,0.284385,0.00004148931],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9624457,0.00007147992,0.00001578734,0.004612276,0.0002837883,0.001265324,0.000005021786,0.000009055242,0.03129159],"genre_scores_gemma":[0.9857854,0.000006723107,0.0002561547,0.0001459066,0.0001938759,0.0001577096,0.000001192054,0.000008812159,0.01344424],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2833103,"threshold_uncertainty_score":0.891307,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2039450821","doi":"10.1111/j.1467-9604.2009.01428.x","title":"The role of National Strategy Behaviour and Attendance consultants with regard to training and professional development in special educational needs","year":2009,"lang":"en","type":"article","venue":"Support for Learning","topic":"Youth Substance Use and School Attendance","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":"Calgary Firefighters Burn Treatment Society","keywords":"Mainstream; Special educational needs; Attendance; Special needs; Work (physics); Medical education; Special education; Psychology; Professional development; Government (linguistics); Needs assessment; Pedagogy; Public relations; Sociology; Medicine; Political science; Engineering","retraction":null,"screen_n_in":null,"score":{"opus":0.02345841421529933,"gpt":0.3169269956359669,"spread":0.2934685814206676,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.000759796,0.00007226744,0.0001083205,0.00006733921,0.000548875,0.00004105669,0.00007716506,0.00003913343,0.00002658408],"category_scores_gemma":[0.000166911,0.00005676682,0.000009444709,0.0002328644,0.0001087574,0.0001301117,0.000009612956,0.0001359902,0.00000112014],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00004591691,"about_ca_system_score_gemma":0.001083144,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00003533849,"about_ca_topic_score_gemma":0.001625173,"domain_scores_codex":[0.9990583,0.00004191406,0.0001926834,0.0001475498,0.0003256258,0.0002339379],"domain_scores_gemma":[0.9994287,0.0001602436,0.00009279567,0.00002830914,0.0002102665,0.0000797129],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001729726,0.00004984843,0.7647431,0.000005821856,0.00001061483,0.000001253736,0.1129608,0.00006727812,0.0001550859,0.03791128,0.0003603986,0.08356147],"study_design_scores_gemma":[0.000634221,0.0001721509,0.8513886,0.0001183546,0.00000501454,0.00000414761,0.08473419,0.00002080373,0.0001040302,0.003828486,0.05879532,0.0001947062],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9912839,0.00008973531,0.00001127305,0.001368024,0.0000736854,0.0002457381,0.000004509345,0.000007176602,0.006915948],"genre_scores_gemma":[0.9950606,0.000009907817,0.001513861,0.00006916209,0.0001872304,0.00002968498,0.000009068825,0.000004648648,0.00311584],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08664543,"threshold_uncertainty_score":0.4221558,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}