{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":352,"total_is_capped":false,"direct_labels_cover":9,"predictions_cover":352,"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":"556acbcc1e30","filters":{"venue":"The Canadian Journal of Action Research"}},"results":[{"id":"W2151489741","doi":"10.33524/cjar.v14i1.73","title":"Yin, R. K. (2009). Case study research: Design and methods (4th Ed.). Thousand Oaks, CA: Sage.","year":2013,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Qualitative Comparative Analysis Research","field":"Social Sciences","cited_by":3113,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Statement (logic); Process (computing); SAGE; Computer science; Management science; Engineering; Epistemology; Philosophy; Programming language","authors":[{"name":"Trudie Aberdeen","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.5266170519904005,"gpt":0.6173038872299493,"spread":0.09068683523954879,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02339539,0.001652524,0.001482242,0.005640245,0.002205254,0.004695392,0.002297711,0.001949905,0.01365077],"category_scores_gemma":[0.02694551,0.002571371,0.0009544311,0.00696941,0.004736481,0.008755087,0.002393278,0.00676869,0.007198346],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003201695,"about_ca_system_score_gemma":0.01013185,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009400682,"about_ca_topic_score_gemma":0.01923585,"domain_scores_codex":[0.9901812,0.00564412,0.001064684,0.0005204193,0.002351362,0.0002382292],"domain_scores_gemma":[0.9660861,0.02656103,0.001379265,0.001040141,0.004363395,0.0005700084],"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":[0.0001203012,0.000123132,0.001476121,0.009711429,0.00009473873,0.0004687837,0.01377371,0.001071437,0.001814495,0.04818682,0.2805914,0.6425678],"study_design_scores_gemma":[0.0000637325,0.0001865325,0.004009977,0.01407197,0.0001566696,0.0008069658,0.006336763,0.0006188591,0.001822016,0.07528105,0.8964219,0.0002234284],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"review","genre_gemma":"other","genre_scores_codex":[0.007517054,0.5784087,0.2630129,0.02918701,0.005317899,0.004037104,0.003975462,0.002612212,0.1059317],"genre_scores_gemma":[0.03887544,0.4151261,0.5048667,0.005129785,0.0008543171,0.00611252,0.001956773,0.0008539778,0.02622442],"genre_candidate":"other","genre_consensus":null,"teacher_disagreement_score":0.02339539,"threshold_uncertainty_score":0.1237281,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2170580565","doi":"10.33524/cjar.v13i2.37","title":"UNDERSTANDING PARTICIPATORY ACTION RESEARCH: A QUALITATIVE RESEARCH METHODOLOGY OPTION","year":2012,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Participatory Visual Research Methods","field":"Social Sciences","cited_by":844,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"Dalhousie University","funders":"","keywords":"Qualitative research; Participatory action research; Action research; Focus group; Citizen journalism; Action (physics); Feeling; Data collection; Participant observation; Engineering ethics; Sociology; Psychology; Management science; Pedagogy; Political science; Social psychology; Social science; Engineering","authors":[{"name":"Cathy MacDonald","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.9985137278836035,"gpt":0.861499388724144,"spread":0.1370143391594595,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.2227929,0.001175491,0.001464098,0.003081229,0.00662539,0.01428171,0.004665705,0.007718165,0.0107156],"category_scores_gemma":[0.1572116,0.001207818,0.001444884,0.004236865,0.01444257,0.0152253,0.01061453,0.005809209,0.002058033],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.007528253,"about_ca_system_score_gemma":0.02526448,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001731947,"about_ca_topic_score_gemma":0.00207781,"domain_scores_codex":[0.7728357,0.2038508,0.005500237,0.004064506,0.01165953,0.002089256],"domain_scores_gemma":[0.8028246,0.1634216,0.00470703,0.01247243,0.01379042,0.002784055],"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":[0.0001003538,0.0001744162,0.0005905463,0.004118104,0.00004886666,0.0003147396,0.1562079,0.001126181,0.001265394,0.7072106,0.014595,0.114248],"study_design_scores_gemma":[0.0001991445,0.0002103388,0.0002736878,0.006241717,0.00004630406,0.0003750513,0.06950712,0.002743164,0.001394789,0.4426956,0.4762199,0.00009316767],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"methods","genre_gemma":"methods","genre_scores_codex":[0.007259722,0.00182487,0.8675106,0.05645556,0.001325847,0.01803421,0.000722415,0.0003471756,0.04651963],"genre_scores_gemma":[0.07625708,0.001669125,0.8787481,0.005901061,0.0001947725,0.03141466,0.000223805,0.0001321917,0.005459299],"genre_candidate":"methods","genre_consensus":"methods","teacher_disagreement_score":0.2227929,"threshold_uncertainty_score":0.9584348,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2159234700","doi":"10.33524/cjar.v14i3.103","title":"Lodico, M., Spaulding, D. & Voegtle, K. (2010). Methods in Educational Research: From Theory to Practice, 2nd Edition. San Francisco, CA: Jossey-Bass.","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Educational Assessment and Improvement","field":"Decision Sciences","cited_by":114,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Bass (fish); Mathematics education; Action research; Graduate students; Computer science; Psychology; Library science; Pedagogy","authors":[{"name":"Tai Van Vo","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.6915520625741661,"gpt":0.631627214069601,"spread":0.05992484850456514,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01325763,0.001510239,0.000768665,0.005540351,0.001364301,0.005388906,0.001983885,0.002881978,0.01162041],"category_scores_gemma":[0.03332418,0.002783718,0.0008515019,0.004958761,0.004640377,0.006855167,0.001950366,0.005785365,0.008503391],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002520838,"about_ca_system_score_gemma":0.005049667,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01105239,"about_ca_topic_score_gemma":0.02821923,"domain_scores_codex":[0.9945168,0.001894432,0.0009700237,0.0003876335,0.002137443,0.00009365179],"domain_scores_gemma":[0.9731911,0.01931834,0.001784422,0.001210776,0.003978107,0.0005171786],"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":[0.00003745042,0.00005419894,0.0007638794,0.002187246,0.00003147152,0.0001171147,0.002171181,0.0003087637,0.001767274,0.01299198,0.3553072,0.6242623],"study_design_scores_gemma":[0.00002517256,0.00009098461,0.003786132,0.003240468,0.00006930708,0.0007703064,0.0008310206,0.0006928525,0.001920849,0.02078323,0.9677168,0.00007281325],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"review","genre_gemma":"other","genre_scores_codex":[0.003406485,0.513568,0.3259542,0.07062844,0.01432937,0.001441501,0.003790248,0.003699484,0.06318232],"genre_scores_gemma":[0.02970848,0.3406891,0.5479929,0.007312043,0.002431331,0.0019428,0.001622365,0.001724337,0.06657667],"genre_candidate":"other","genre_consensus":null,"teacher_disagreement_score":0.01325763,"threshold_uncertainty_score":0.07011384,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2967998638","doi":"10.33524/cjar.v15i3.155","title":"DECOLONIZING HEALTH RESEARCH: COMMUNITY-BASED PARTICIPATORY RESEARCH AND POSTCOLONIAL FEMINIST THEORY","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Health Policy Implementation Science","field":"Health Professions","cited_by":75,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"University of Ottawa","funders":"","keywords":"Participatory action research; Community-based participatory research; Panacea (medicine); Sociology; Health equity; Power (physics); Decolonization; Political science; Medicine; Health care; Anthropology; Politics; Law; Alternative medicine","authors":[{"name":"Francine Darroch","is_ca":true},{"name":"Audrey R. Giles","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.9845771906810122,"gpt":0.7933176834033525,"spread":0.1912595072776597,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.1860672,0.001108673,0.001342714,0.00515567,0.02575052,0.01901205,0.005902126,0.00729489,0.002758349],"category_scores_gemma":[0.09479322,0.001115212,0.0007322458,0.004976054,0.1788276,0.01642836,0.02174192,0.009958656,0.0003177759],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.04362401,"about_ca_system_score_gemma":0.08701005,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.04191688,"about_ca_topic_score_gemma":0.06245859,"domain_scores_codex":[0.7191488,0.2570614,0.00232683,0.005890416,0.01091599,0.004656574],"domain_scores_gemma":[0.7644098,0.2065876,0.007315497,0.009603136,0.007518978,0.004565045],"domain_codex":null,"domain_gemma":"methods","domain_candidate":"methods","domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00003243751,0.0001276704,0.0009321682,0.0006556629,0.00001757238,0.0002763885,0.3890834,0.0004573084,0.0002517761,0.5747219,0.002447778,0.03099603],"study_design_scores_gemma":[0.00009176592,0.0001510052,0.001286558,0.002786453,0.00002502633,0.0002794128,0.2804747,0.001761318,0.0007485942,0.582125,0.1301919,0.00007826297],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.1116018,0.02583636,0.1691192,0.4796781,0.002278502,0.003275874,0.000128606,0.0001958018,0.2078858],"genre_scores_gemma":[0.9128664,0.006445719,0.05574099,0.01390798,0.0003402527,0.003361762,0.00003962367,0.00008999065,0.007207331],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9742495,"threshold_uncertainty_score":0.9840291,"prediction_status":"machine_predicted_unvalidated"},"labels":[{"model":"gemma","categories":["sts"],"domain":null,"study_design":"theoretical_or_conceptual","genre":"empirical","about_ca_system":true,"about_ca_topic":true,"confidence":"high"},{"model":"gpt","categories":["metaresearch","sts"],"domain":"methods","study_design":"theoretical_or_conceptual","genre":"commentary","about_ca_system":false,"about_ca_topic":true,"confidence":"high"}],"label_agreement":"split"},{"id":"W2965672800","doi":"10.33524/cjar.v19i3.412","title":"A History and Analysis of the Evolution of Action and Participatory Action Research","year":2018,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Information Systems Theories and Implementation","field":"Social Sciences","cited_by":59,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Participatory action research; Action research; Sociology; Transformative learning; Social research; Action (physics); Epistemology; Social science; Pedagogy","authors":[{"name":"Steven Jacobs","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.4916842145122136,"gpt":0.5316600573525101,"spread":0.03997584284029654,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.04227423,0.00116913,0.001508062,0.006996298,0.008301135,0.01564524,0.002430121,0.006720137,0.008031444],"category_scores_gemma":[0.04071757,0.001108755,0.001420344,0.01084582,0.07803548,0.01765528,0.009194706,0.01268884,0.00154822],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0276186,"about_ca_system_score_gemma":0.015567,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01239657,"about_ca_topic_score_gemma":0.007687553,"domain_scores_codex":[0.940851,0.04258328,0.00221678,0.005774912,0.007258531,0.001315421],"domain_scores_gemma":[0.9269437,0.06062925,0.002365428,0.004567097,0.004321303,0.001173167],"domain_codex":null,"domain_gemma":"methods","domain_candidate":"methods","domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00001969731,0.00001973503,0.0002455446,0.0004914248,0.00001143769,0.00009690584,0.01627295,0.0003168509,0.00008130616,0.9476202,0.004198545,0.03062533],"study_design_scores_gemma":[0.00001259134,0.00005370254,0.0005350336,0.002409435,0.00001036588,0.0002103418,0.007060309,0.0005829743,0.0003222074,0.3391645,0.6495841,0.00005444668],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"other","genre_gemma":"review","genre_scores_codex":[0.01214353,0.1639558,0.2432887,0.1288899,0.008486014,0.00131243,0.0004776634,0.0003645298,0.4410814],"genre_scores_gemma":[0.5669262,0.1465337,0.1702251,0.02735003,0.0047305,0.003750222,0.0004905899,0.0009599295,0.07903381],"genre_candidate":"review","genre_consensus":null,"teacher_disagreement_score":0.9916989,"threshold_uncertainty_score":0.2235702,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2118342745","doi":"10.33524/cjar.v14i3.99","title":"ACTION RESEARCH: TRENDS AND VARIATIONS","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Organizational Change and Leadership","field":"Business, Management and Accounting","cited_by":41,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Presupposition; Action research; Action (physics); Process (computing); Epistemology; Focus (optics); Sociology; Engineering ethics; Computer science; Pedagogy; Engineering; Philosophy","authors":[{"name":"Rodney Beaulieu","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.7206373267110124,"gpt":0.4499249743571633,"spread":0.2707123523538491,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.06530011,0.000497966,0.001091945,0.008888713,0.002718361,0.01451765,0.003092532,0.003024096,0.005590444],"category_scores_gemma":[0.08864072,0.0006376034,0.000917926,0.02005838,0.01158397,0.01263066,0.003809817,0.004882356,0.001038832],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01481452,"about_ca_system_score_gemma":0.01286743,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01634235,"about_ca_topic_score_gemma":0.01451955,"domain_scores_codex":[0.9552289,0.0182982,0.00367873,0.008418416,0.01286006,0.001515724],"domain_scores_gemma":[0.7954922,0.1509019,0.008703266,0.00772745,0.0333373,0.003837927],"domain_codex":null,"domain_gemma":"methods","domain_candidate":"methods","domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.0002478841,0.0001335145,0.03046815,0.003544843,0.0001028768,0.00009565957,0.01954493,0.0006459919,0.0003600352,0.1641238,0.02254936,0.7581831],"study_design_scores_gemma":[0.00004679567,0.0002962128,0.06706432,0.01283709,0.0001428919,0.0008674531,0.04983899,0.001542878,0.001024067,0.09350897,0.7727026,0.0001277865],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"review","genre_gemma":"empirical","genre_scores_codex":[0.06685065,0.6031157,0.02030447,0.1402678,0.00328839,0.0003368178,0.001188649,0.0005049628,0.1641425],"genre_scores_gemma":[0.6405507,0.3105654,0.02049885,0.01398799,0.003161462,0.0005734396,0.001185582,0.0006686936,0.008807958],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9346999,"threshold_uncertainty_score":0.3453441,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1830829424","doi":"10.33524/cjar.v14i2.82","title":"WHAT’S GETTING IN THE WAY OF PLAY? AN ANALYSIS OF THE CONTEXTUAL FACTORS THAT HINDER RECESS IN ELEMENTARY SCHOOLS","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":39,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"Brock University","funders":"","keywords":"Action research; Action (physics); Process (computing); Psychology; Pedagogy; Reflection (computer programming); Mathematics education; Sociology; Computer science","authors":[{"name":"Lauren McNamara","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2875413475466022,"gpt":0.4554115934695833,"spread":0.1678702459229811,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002445555,0.0004742594,0.000776694,0.001655451,0.009430604,0.006469942,0.001350795,0.0009205706,0.002015669],"category_scores_gemma":[0.00677737,0.0005880051,0.0004239351,0.002326462,0.008454508,0.002485003,0.004598211,0.001810655,0.0001532868],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01899515,"about_ca_system_score_gemma":0.01912057,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.5482563,"about_ca_topic_score_gemma":0.824211,"domain_scores_codex":[0.996646,0.001181861,0.0001720956,0.0003460902,0.0005298606,0.001123978],"domain_scores_gemma":[0.9966134,0.001026963,0.0007727715,0.0001377208,0.0004706148,0.0009784898],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.0001062555,0.0001427505,0.1599455,0.0003328595,0.00002693717,0.0008659555,0.8151726,0.0001092679,0.0007438652,0.003612002,0.001498175,0.01744395],"study_design_scores_gemma":[0.000002898148,0.00002820154,0.148717,0.0001725298,0.00001726086,0.00006755366,0.8435871,0.00003561831,0.0001119181,0.0002224188,0.007024015,0.00001360492],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9901685,0.001122708,0.0002388237,0.001789192,0.00002852857,0.00004227934,0.00007056411,0.00001198628,0.006527415],"genre_scores_gemma":[0.9977891,0.0006759966,0.0002304084,0.0001043462,0.000007684508,0.00003078345,0.00003763137,0.000008478997,0.00111546],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.5482563,"threshold_uncertainty_score":0.9088082,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1867930450","doi":"10.33524/cjar.v13i1.30","title":"DOES DIGITAL GAME-BASED LEARNING IMPROVE STUDENT TIME-ON-TASK BEHAVIOR AND ENGAGEMENT IN COMPARISON TO ALTERNATIVE INSTRUCTIONAL STRATEGIES?","year":2012,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Educational Games and Gamification","field":"Psychology","cited_by":36,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Psychology; Task (project management); Game based learning; Mathematics education; Class (philosophy); Control (management); Significant difference; Computer science; Statistics; Mathematics","authors":[{"name":"Ryan Schaaf","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.129811297871899,"gpt":0.4685011363481665,"spread":0.3386898384762674,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0006791516,0.0001917045,0.0003405964,0.0002306494,0.0001000023,0.0003814219,0.000254161,0.00031071,0.001304374],"category_scores_gemma":[0.002399752,0.00006092077,0.0001816003,0.0001502387,0.000194731,0.00027656,0.0001919174,0.0002496342,0.0001761711],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001538922,"about_ca_system_score_gemma":0.0002620329,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001408809,"about_ca_topic_score_gemma":0.002909868,"domain_scores_codex":[0.9996731,0.0001056573,0.00003149813,0.00004897638,0.00008583418,0.00005499772],"domain_scores_gemma":[0.9991407,0.0003888079,0.0001597207,0.00004368787,0.0000467235,0.0002203214],"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":[0.02178257,0.07524293,0.2346919,0.001141862,0.0005179095,0.0002803401,0.00172232,0.001298102,0.07152944,0.0005492148,0.0008916451,0.5903518],"study_design_scores_gemma":[0.001772882,0.1265628,0.839719,0.0001261642,0.00049633,0.0002609071,0.001383579,0.003331154,0.02211453,0.0004971686,0.003702073,0.00003337477],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9992054,0.0000941988,0.0001148618,0.00004663374,0.000006247898,0.00002516112,0.00001666572,0.000004692025,0.0004862748],"genre_scores_gemma":[0.9989567,0.0001473239,0.0003790008,0.00002637139,0.000006040287,0.00002260997,0.00003144903,0.000001352632,0.0004290848],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.001408809,"threshold_uncertainty_score":0.004363596,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1895021274","doi":"10.33524/cjar.v12i2.16","title":"Asking Good Questions: Promoting Greater Understanding of Mathematics Through Purposeful Teacher and Student Questioning","year":2011,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Intelligent Tutoring Systems and Adaptive Learning","field":"Computer Science","cited_by":33,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Mathematics education; Socratic questioning; Action research; Action (physics); Pedagogy; Psychology; Key (lock); Computer science; Epistemology","authors":[{"name":"Susan Di Teodoro","is_ca":false},{"name":"Sharon Donders","is_ca":false},{"name":"Joy Kemp-Davidson","is_ca":false},{"name":"Peggy Robertson","is_ca":false},{"name":"Lori Schuyler","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.3674479015613269,"gpt":0.3910136387651795,"spread":0.02356573720385263,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01672814,0.0007407149,0.000606082,0.001135514,0.00136716,0.002762144,0.001701788,0.002016524,0.002752461],"category_scores_gemma":[0.03395866,0.0004585644,0.0005716471,0.0004745823,0.00381271,0.004400027,0.005175913,0.001964935,0.0008105051],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00106889,"about_ca_system_score_gemma":0.002045287,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001129164,"about_ca_topic_score_gemma":0.002334433,"domain_scores_codex":[0.9809461,0.01568836,0.0005108275,0.0010173,0.001217406,0.0006199574],"domain_scores_gemma":[0.9617251,0.02944222,0.002239972,0.003108952,0.001574972,0.001908757],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0004447752,0.005177081,0.02920361,0.001598762,0.00008729091,0.0007699132,0.4624695,0.002684549,0.06117448,0.02570681,0.008105761,0.4025775],"study_design_scores_gemma":[0.0008926707,0.008673861,0.08702875,0.001676377,0.0004663788,0.003353194,0.2045568,0.02327875,0.08718417,0.1724227,0.4097679,0.0006985215],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6593104,0.0006094393,0.3007925,0.005273818,0.0001220721,0.003307578,0.0002289553,0.001590574,0.02876467],"genre_scores_gemma":[0.7094144,0.0004090834,0.28211,0.001031034,0.00003577495,0.001667679,0.0001909985,0.0001252365,0.005015746],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01672814,"threshold_uncertainty_score":0.0884679,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2525922261","doi":"10.33524/cjar.v17i2.263","title":"Baumfield, V., Hall, E., & Wall, K. (2013). Action research in education (2nd ed.). Thousand Oaks, CA: SAGE","year":2016,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":31,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Action (physics); Action research; Field (mathematics); Ontology; Epistemology; Sociology; Psychology; Computer science; Mathematics education; Philosophy; Mathematics","authors":[{"name":"Paul Horness Horness","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1999345095046313,"gpt":0.4858711716042686,"spread":0.2859366620996372,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001673161,0.0007569019,0.0007630766,0.002185711,0.001528083,0.006401916,0.001283062,0.001801958,0.03123396],"category_scores_gemma":[0.004745902,0.001121644,0.0003897859,0.003244475,0.002403381,0.006046725,0.001120113,0.003412274,0.01553177],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002609531,"about_ca_system_score_gemma":0.004344772,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01277226,"about_ca_topic_score_gemma":0.0301198,"domain_scores_codex":[0.9991376,0.0002717168,0.00006651541,0.00008639626,0.0003978779,0.00003979111],"domain_scores_gemma":[0.9976102,0.001537388,0.0001437571,0.00006870959,0.000491373,0.000148458],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00001080284,0.00001927289,0.0003710676,0.000731964,0.000009324324,0.00005217855,0.001982883,0.000315812,0.0002065877,0.03818159,0.6972641,0.2608543],"study_design_scores_gemma":[0.00000338701,0.0000147729,0.0009288629,0.001613303,0.000007791144,0.0001420659,0.001308994,0.000142946,0.0001407786,0.01841023,0.9772683,0.00001864284],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"review","genre_gemma":"other","genre_scores_codex":[0.002670851,0.4580137,0.04166744,0.05021133,0.009737182,0.0003228971,0.00194593,0.0009752137,0.4344554],"genre_scores_gemma":[0.03471602,0.4624562,0.04713682,0.007337856,0.001068044,0.0004551542,0.001917744,0.0007356055,0.4441766],"genre_candidate":"other","genre_consensus":null,"teacher_disagreement_score":0.03123396,"threshold_uncertainty_score":0.104488,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2521169251","doi":"10.33524/cjar.v17i2.261","title":"AN INQUIRY INTO FLIPPED LEARNING IN FOURTH GRADE MATH INSTRUCTION","year":2016,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":28,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Facilitator; Mathematics education; Flipped classroom; Action research; Flipped learning; Psychology; Class (philosophy); Disadvantaged; Pedagogy; Computer science; Social psychology","authors":[{"name":"Teresa D’addato","is_ca":false},{"name":"Libbi R. Miller","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.3389988586079274,"gpt":0.5330462102655007,"spread":0.1940473516575733,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01324924,0.0005513823,0.0006152288,0.0008320676,0.004879443,0.004549112,0.003199392,0.002397665,0.002245663],"category_scores_gemma":[0.02933516,0.0004690796,0.0005442371,0.0005716123,0.01013059,0.003628261,0.005968751,0.002718997,0.000174935],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005409024,"about_ca_system_score_gemma":0.009747355,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005463307,"about_ca_topic_score_gemma":0.01494562,"domain_scores_codex":[0.9814469,0.01504585,0.0002773269,0.0006942148,0.001607232,0.0009285308],"domain_scores_gemma":[0.9763719,0.01794806,0.002118648,0.0009783421,0.00146349,0.001119443],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000160072,0.002949737,0.02519247,0.001041497,0.00004981319,0.002726363,0.7627844,0.001404028,0.005356212,0.02276745,0.001475776,0.1740923],"study_design_scores_gemma":[0.00007926284,0.001593098,0.01706987,0.0009677635,0.00006307734,0.0009730961,0.9290305,0.001426965,0.00386272,0.01082215,0.03404377,0.00006781326],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9750592,0.0003284336,0.01087113,0.00260502,0.00006903621,0.0007214092,0.00002077343,0.00002411494,0.0103009],"genre_scores_gemma":[0.9759092,0.0005101979,0.01843497,0.0005852288,0.00001611565,0.0006588985,0.00001708671,0.00001108993,0.003857129],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01324924,"threshold_uncertainty_score":0.07006949,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1954643222","doi":"10.33524/cjar.v14i3.100","title":"INDIGENIZING TEACHER EDUCATION: AN ACTION RESEARCH PROJECT","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"Brock University","funders":"","keywords":"Indigenous; Mainstream; Action research; Curriculum; Pedagogy; Teacher education; Indigenous education; Experiential learning; Sociology; Traditional knowledge; Curriculum development; Political science","authors":[{"name":"Julian Kitchen","is_ca":true},{"name":"Margaret Raynor","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.8635622018208917,"gpt":0.6462171285342996,"spread":0.2173450732865921,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06251612,0.001122563,0.000979069,0.001646547,0.01580632,0.007978074,0.004119461,0.003584755,0.004161246],"category_scores_gemma":[0.03136994,0.0009294084,0.0007219432,0.001744576,0.01149748,0.003765775,0.009032849,0.008861181,0.0006873787],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01251957,"about_ca_system_score_gemma":0.05469661,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01873478,"about_ca_topic_score_gemma":0.05756972,"domain_scores_codex":[0.9540666,0.03728888,0.0006821417,0.001830388,0.002352224,0.00377972],"domain_scores_gemma":[0.9482492,0.02658457,0.001970826,0.00427435,0.005734296,0.01318675],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000522155,0.01247315,0.007129288,0.00082563,0.00002786714,0.001451043,0.8455283,0.0009100831,0.00301063,0.0321586,0.01350199,0.08246126],"study_design_scores_gemma":[0.0005248942,0.001661808,0.003577077,0.0007492549,0.00003803223,0.0004568299,0.8714954,0.001396658,0.002253413,0.006681282,0.1110942,0.00007108665],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8741276,0.000850768,0.02852812,0.02853545,0.0008001392,0.02078934,0.0006117811,0.0003120663,0.0454447],"genre_scores_gemma":[0.8141469,0.001751647,0.130813,0.005048027,0.0001176702,0.02278117,0.0005963913,0.0001372567,0.02460799],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.06251612,"threshold_uncertainty_score":0.3306208,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1912834704","doi":"10.33524/cjar.v16i1.181","title":"Coghlan, D., & Brydon-Miller, M. (2014). The Sage encyclopedia of action research. Thousand Oaks, CA: SAGE.","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Evaluation and Performance Assessment","field":"Decision Sciences","cited_by":24,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Encyclopedia; Action research; Participatory action research; Miller; Action (physics); Sociology; Agency (philosophy); Library science; Social science; Anthropology; Pedagogy; Computer science","authors":[{"name":"Trudie Aberdeen","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.5380583400494583,"gpt":0.5781384781325769,"spread":0.04008013808311861,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006858755,0.0008682329,0.0007106111,0.004377255,0.002158455,0.007085172,0.001604161,0.002237419,0.02401771],"category_scores_gemma":[0.02407372,0.0008191031,0.0004579956,0.006596077,0.004573202,0.006750966,0.001837334,0.004004838,0.01098459],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003516451,"about_ca_system_score_gemma":0.01229098,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01521183,"about_ca_topic_score_gemma":0.04463951,"domain_scores_codex":[0.9972133,0.001071632,0.0002589615,0.0002592963,0.001113117,0.00008371669],"domain_scores_gemma":[0.9817488,0.01173027,0.0009955,0.000686872,0.004050602,0.0007879008],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0000206972,0.00002763507,0.0006794244,0.001587586,0.00001365653,0.00006961198,0.003362638,0.00009628713,0.0001731391,0.0190607,0.6336322,0.3412764],"study_design_scores_gemma":[0.000009327779,0.00001876534,0.002019277,0.003753908,0.00001734878,0.0001399835,0.002159104,0.00005989936,0.0001520779,0.01809228,0.9735579,0.00002015609],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.003091638,0.4353784,0.04112429,0.1821852,0.01067667,0.0009188632,0.003663059,0.001096062,0.3218657],"genre_scores_gemma":[0.06179763,0.6269665,0.1054915,0.03930408,0.001795654,0.001392323,0.002160496,0.0008793196,0.1602124],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.02401771,"threshold_uncertainty_score":0.0803473,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1860071078","doi":"10.33524/cjar.v15i1.143","title":"SUPPORTING THE LEARNING OF CHILDREN WITH CHRONIC ILLNESS","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Family and Disability Support Research","field":"Psychology","cited_by":20,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Pace; Inclusion (mineral); Curriculum; Psychology; Medical education; Qualitative research; Pedagogy; Face (sociological concept); Medicine; Mathematics education; Sociology; Social psychology","authors":[{"name":"David A'Bear","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1837503034965045,"gpt":0.4640817118816317,"spread":0.2803314083851272,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008645972,0.0006099525,0.0007592757,0.001118361,0.009571778,0.005069347,0.002567995,0.002223678,0.005203887],"category_scores_gemma":[0.02012949,0.0003844137,0.0006344136,0.0008779333,0.01386955,0.004254403,0.01316675,0.005374985,0.0005170021],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.006505006,"about_ca_system_score_gemma":0.01345154,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01382511,"about_ca_topic_score_gemma":0.03212013,"domain_scores_codex":[0.9890345,0.006998024,0.0002916408,0.0004534233,0.0009637597,0.002258606],"domain_scores_gemma":[0.9843532,0.007882124,0.001702993,0.0006957957,0.0008960923,0.00446977],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004391919,0.0002141223,0.01110837,0.000476435,0.00001354042,0.001868734,0.9421497,0.0001262704,0.0006843154,0.004397351,0.004737726,0.03417938],"study_design_scores_gemma":[0.00001646973,0.0001547043,0.00410348,0.0005211649,0.0000140637,0.001597274,0.9346336,0.00007439128,0.0003592317,0.001386552,0.05711016,0.00002899935],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.926791,0.002928271,0.003261586,0.02749882,0.0004016337,0.0003123747,0.0002478081,0.0000695718,0.03848904],"genre_scores_gemma":[0.984273,0.002200034,0.003521666,0.003230544,0.00007684276,0.0002459763,0.00006907045,0.00003644878,0.006346403],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01382511,"threshold_uncertainty_score":0.0471974,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2891778654","doi":"10.33524/cjar.v19i1.373","title":"IMPROVING PRE-SERVICE TEACHERS’ SELF-EFFICACY ON TECHNOLOGY INTEGRATION THROUGH SERVICE LEARNING","year":2018,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Service-Learning and Community Engagement","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Action research; Technology integration; Service (business); Service-learning; Mathematics education; Psychology; Pedagogy; Educational technology; Medical education; Medicine; Business","authors":[{"name":"Liyan Song","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1768207651205005,"gpt":0.4339231186808894,"spread":0.2571023535603889,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003105472,0.0003037778,0.0003757245,0.0005844192,0.001215556,0.001580879,0.0004945389,0.0005714957,0.003284447],"category_scores_gemma":[0.007107622,0.0002115773,0.0004164127,0.0003238938,0.001046917,0.0007534497,0.001487821,0.0015122,0.0004882295],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009787901,"about_ca_system_score_gemma":0.002719095,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002723261,"about_ca_topic_score_gemma":0.005488999,"domain_scores_codex":[0.9983112,0.0006398815,0.00008084167,0.0001373906,0.000381271,0.0004494849],"domain_scores_gemma":[0.9931114,0.003324765,0.0008320767,0.0004643381,0.0008675666,0.001399988],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.0006845386,0.04661575,0.3346054,0.000982841,0.0001630145,0.0007641526,0.1983383,0.001201275,0.02256863,0.003115476,0.004005947,0.3869545],"study_design_scores_gemma":[0.0003470285,0.00837338,0.795934,0.0005079135,0.0002319898,0.0004129899,0.1536283,0.003197735,0.01510361,0.002387573,0.01978805,0.00008737839],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9959556,0.00003043631,0.0003653057,0.0001531987,0.000006126258,0.00006503999,0.000005768665,0.00001697093,0.003401707],"genre_scores_gemma":[0.9980816,0.00008596675,0.0008916837,0.00003301011,0.000002734288,0.00007002851,0.00001341998,0.000003449137,0.0008181274],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9972767,"threshold_uncertainty_score":0.01642352,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2988951031","doi":"10.33524/cjar.v20i1.445","title":"Freirean Conceptions of Participatory Action Research and Teaching for Social Justice - Same Struggle, Different Fronts","year":2019,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Critical and Liberation Pedagogy","field":"Social Sciences","cited_by":19,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"University of Saskatchewan","funders":"","keywords":"Praxis; Critical consciousness; Sociology; Critical theory; Emancipation; Participatory action research; Hegemony; Action research; Pedagogy; Ideology; Oppression; Politics; Subjectivity; Critical pedagogy; Epistemology; Gender studies; Law; Political science","authors":[{"name":"Paul Orlowski","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.5937089612714792,"gpt":0.5753581758935465,"spread":0.01835078537793267,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.07306167,0.001764317,0.001650314,0.007459499,0.0142584,0.02657742,0.00409314,0.0100298,0.003079258],"category_scores_gemma":[0.03585283,0.001167613,0.0014706,0.003972868,0.1918636,0.02481179,0.01052228,0.01655093,0.0007067254],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01947629,"about_ca_system_score_gemma":0.01415669,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007653559,"about_ca_topic_score_gemma":0.004507047,"domain_scores_codex":[0.8929536,0.08620021,0.002534188,0.007800722,0.008375548,0.002135672],"domain_scores_gemma":[0.9588273,0.03009526,0.002093395,0.004786794,0.002784872,0.001412403],"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":[0.00000343659,0.000008812112,0.00002723997,0.00003907069,0.000003628354,0.0000164179,0.01018744,0.00009428387,0.00002756903,0.9871807,0.000454906,0.001956431],"study_design_scores_gemma":[0.00001738533,0.00002056414,0.00007559113,0.0003389165,0.000006395357,0.00008560558,0.004964593,0.0004607193,0.000125252,0.9322401,0.06164232,0.00002257349],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.01498298,0.02726687,0.3298761,0.1844698,0.002650967,0.001042105,0.0001251714,0.0003187186,0.4392673],"genre_scores_gemma":[0.7482011,0.009755603,0.1904014,0.01979739,0.00137725,0.004761185,0.00007813139,0.0002523213,0.02537584],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9857416,"threshold_uncertainty_score":0.3863917,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1938895794","doi":"10.33524/cjar.v15i1.117","title":"COLLABORATIVE PHILIPPINE-CANADIAN ACTION CYCLES FOR STRATEGIC INTERNATIONAL COASTAL ECOHEALTH","year":2014,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Coastal and Marine Management","field":"Environmental Science","cited_by":16,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":true,"about_ca":true},"ca_institutions":"","funders":"International Development Research Centre; United States Agency for International Development","keywords":"Participatory action research; Action research; Citizen journalism; Sustainable development; Reflexivity; Political science; Equity (law); Capacity building; Process (computing); Public relations; Environmental planning; Environmental resource management; Geography; Economic growth; Sociology; Social science; Pedagogy","authors":[{"name":"P. Watts","is_ca":false},{"name":"Maravic Gosamo Pajaro","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1196708482569718,"gpt":0.3795523617819189,"spread":0.259881513524947,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05259053,0.00167709,0.0004995855,0.005243583,0.01512451,0.008069461,0.005436918,0.00383181,0.0309735],"category_scores_gemma":[0.02519818,0.0008143185,0.0007863793,0.004419652,0.004588871,0.002469891,0.01605457,0.00405922,0.003035994],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.1062888,"about_ca_system_score_gemma":0.3926499,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.8061814,"about_ca_topic_score_gemma":0.913436,"domain_scores_codex":[0.9773623,0.007296328,0.000959634,0.001135929,0.008260399,0.004985454],"domain_scores_gemma":[0.9387933,0.005050225,0.001715883,0.002341474,0.02454861,0.02755056],"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":[0.000180112,0.0006312307,0.008280775,0.001304023,0.00005947035,0.0007402482,0.02115431,0.004698535,0.002042723,0.08954445,0.5611853,0.3101788],"study_design_scores_gemma":[0.00004298201,0.0001278176,0.01290274,0.0007205,0.00002468692,0.000218335,0.01436455,0.001132876,0.0008727862,0.0063453,0.963134,0.0001134202],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.03244941,0.01398476,0.09887035,0.2488791,0.004836062,0.02849515,0.006758255,0.002506736,0.5632202],"genre_scores_gemma":[0.2856439,0.007108291,0.3150245,0.01624049,0.0003231328,0.01301295,0.005621552,0.0005087409,0.3565165],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.8061814,"threshold_uncertainty_score":0.7711829,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2235707775","doi":"10.33524/cjar.v16i3.228","title":"PRACTICING WHAT WE TEACH: USING ACTION RESEARCH TO LEARN ABOUT TEACHING ACTION RESEARCH","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Online and Blended Learning","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Calgary","funders":"","keywords":"Action research; Context (archaeology); Action (physics); Action learning; Mathematics education; Pedagogy; Professional development; Reflection (computer programming); Teaching method; Psychology; Cooperative learning; Computer science","authors":[{"name":"Barb Brown","is_ca":false},{"name":"Roswita Dressler","is_ca":false},{"name":"Sarah Elaine Eaton","is_ca":true},{"name":"Michele Jacobsen","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.7125233601377947,"gpt":0.6184535250296891,"spread":0.09406983510810563,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.146582,0.002539208,0.002260844,0.008097478,0.008506178,0.02388076,0.007426854,0.007853143,0.004806483],"category_scores_gemma":[0.1444221,0.001400219,0.001921189,0.004658865,0.05952059,0.02356069,0.01114721,0.01124325,0.001227032],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.009692169,"about_ca_system_score_gemma":0.02205126,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004612277,"about_ca_topic_score_gemma":0.006589919,"domain_scores_codex":[0.7634231,0.2116784,0.004021399,0.007093911,0.01069319,0.003089949],"domain_scores_gemma":[0.7151542,0.2491633,0.007231805,0.0151101,0.009046884,0.00429369],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00009588677,0.00089758,0.004429912,0.004187981,0.0002293841,0.001005722,0.4393544,0.003147315,0.001906815,0.3581071,0.01079266,0.1758453],"study_design_scores_gemma":[0.0002411115,0.000501941,0.001648742,0.009566264,0.0001526441,0.0009698487,0.2262228,0.00511818,0.003362597,0.5468438,0.2051231,0.0002488745],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.05163292,0.01175605,0.7000502,0.1031117,0.002453562,0.004696193,0.0002855407,0.0007827891,0.125231],"genre_scores_gemma":[0.3259801,0.007659398,0.6446454,0.01058238,0.00033096,0.005241237,0.0001666449,0.0002825893,0.005111264],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.146582,"threshold_uncertainty_score":0.775209,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3109253819","doi":"10.33524/cjar.v21i1.516","title":"Knowledge Democracy and Epistemic In/Justice: Reflections on a Conversation","year":2020,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Social Sciences and Governance","field":"Social Sciences","cited_by":14,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"Centre for Research in Astrophysics of Québec; University of Victoria","funders":"","keywords":"Conversation; Sociology; Social justice; Meaning (existential); Democracy; Economic Justice; Media studies; Pedagogy; Public relations; Social science; Political science; Psychology; Law","authors":[{"name":"Budd L. Hall","is_ca":true},{"name":"Baptiste Godrie","is_ca":true},{"name":"Isabel Heck","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.4668489085284347,"gpt":0.5332150772086723,"spread":0.06636616868023765,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.05140194,0.001323663,0.001765596,0.003906554,0.08326477,0.03583423,0.005313072,0.02476012,0.004926209],"category_scores_gemma":[0.06578235,0.001363204,0.00169109,0.004125898,0.1333725,0.0351661,0.03327985,0.04918346,0.0006941162],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0391037,"about_ca_system_score_gemma":0.02186247,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.08312858,"about_ca_topic_score_gemma":0.064408,"domain_scores_codex":[0.9056097,0.07483086,0.001126729,0.002739226,0.005571241,0.01012228],"domain_scores_gemma":[0.9088053,0.07599699,0.002647868,0.001870462,0.004059013,0.006620393],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00001993016,0.00002165682,0.000107284,0.00003585313,0.000003676433,0.0006123218,0.9333358,0.00004723316,0.00009265194,0.06203337,0.002549556,0.001140589],"study_design_scores_gemma":[0.00001353834,0.00001500763,0.0001181339,0.0002104676,0.000005652168,0.0002351674,0.8996204,0.0001537421,0.0001752367,0.02141532,0.07799989,0.00003753388],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.214809,0.0075261,0.0150084,0.5763593,0.004703654,0.0002747525,0.0001574558,0.0001391531,0.1810224],"genre_scores_gemma":[0.9601222,0.001614413,0.001371882,0.02496156,0.0006564553,0.0001805669,0.0000298849,0.0001870823,0.01087607],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9167352,"threshold_uncertainty_score":0.2837185,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2130629751","doi":"10.33524/cjar.v12i3.22","title":"Hannay, L., Wideman, R., & Seller, W. (2010). Professional learning to reshape teaching. Toronto, ON: Elementary Teachers’ Federation of Ontario.","year":2012,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"Nipissing University","funders":"","keywords":"Craft; Professional development; Action (physics); Process (computing); Action research; Sociology; Reflection (computer programming); Order (exchange); Pedagogy; Reflective practice; Closure (psychology); Mathematics education; Psychology; Political science; Computer science; Visual arts; Law; Business","authors":[{"name":"Carmen Shields","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.4043815183945249,"gpt":0.5025933767476191,"spread":0.0982118583530942,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001012731,0.0004236688,0.000313839,0.00135726,0.00334203,0.004735403,0.0008815015,0.001641613,0.02009037],"category_scores_gemma":[0.001749806,0.0005801915,0.0002319125,0.003238096,0.00283201,0.004615796,0.0008731202,0.002003741,0.005157795],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01099767,"about_ca_system_score_gemma":0.01471642,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.4556219,"about_ca_topic_score_gemma":0.8099526,"domain_scores_codex":[0.9995297,0.00005495051,0.00002856093,0.00004503115,0.0002759853,0.00006573166],"domain_scores_gemma":[0.9991897,0.0002714147,0.00007368025,0.00003429216,0.0002631545,0.0001677813],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00001576767,0.00001440045,0.0009071623,0.0003853381,0.000003945232,0.00009252234,0.008942465,0.00006396782,0.0002864158,0.0210008,0.7829412,0.1853459],"study_design_scores_gemma":[0.000001653774,0.000004091289,0.002297214,0.0001966845,0.000002213195,0.0000496501,0.00235359,0.00001514783,0.00007402,0.001233174,0.9937682,0.000004478048],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"review","genre_gemma":"other","genre_scores_codex":[0.005838878,0.4701556,0.008639356,0.1091503,0.006156102,0.000161582,0.001934982,0.0003594267,0.3976038],"genre_scores_gemma":[0.06067498,0.2239024,0.009198121,0.006558488,0.0006483219,0.0001201481,0.000760243,0.0003350361,0.6978023],"genre_candidate":"other","genre_consensus":null,"teacher_disagreement_score":0.5443782,"threshold_uncertainty_score":0.9059397,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2400824302","doi":"10.33524/cjar.v17i1.242","title":"PRINCIPAL PRESERVICE EDUCATION FOR LEADERSHIP IN INCLUSIVE SCHOOLS","year":2016,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","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":true,"about_ca":false},"ca_institutions":"University of Regina","funders":"","keywords":"Principal (computer security); Pedagogy; Educational leadership; Action research; Psychology; Instructional leadership; Medical education; Inclusion (mineral); Mathematics education; Political science; Medicine","authors":[{"name":"Wanda Lyons","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.3774032315220279,"gpt":0.493584841393316,"spread":0.1161816098712881,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.009239662,0.0002891929,0.0004101594,0.001029041,0.01469034,0.006034269,0.001479855,0.001506872,0.01047963],"category_scores_gemma":[0.01249452,0.0004868706,0.0002600032,0.0006427804,0.003902226,0.002556379,0.01052047,0.003890518,0.00243336],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004936041,"about_ca_system_score_gemma":0.05409946,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005445123,"about_ca_topic_score_gemma":0.0436647,"domain_scores_codex":[0.9933709,0.003154551,0.0002093329,0.0003672702,0.001008208,0.001889663],"domain_scores_gemma":[0.9680438,0.001944139,0.002112234,0.001099271,0.00286552,0.02393495],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001511639,0.005958549,0.07997894,0.001091679,0.00001887353,0.001557302,0.2226961,0.0003375351,0.002809988,0.03173653,0.1063685,0.5472949],"study_design_scores_gemma":[0.0001573594,0.001462029,0.07537115,0.002168357,0.0000378383,0.001194029,0.3320749,0.0003482786,0.00245381,0.01503985,0.5696118,0.0000805039],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7499034,0.006734483,0.008320927,0.07663341,0.001779209,0.00102114,0.00007033377,0.0005511537,0.154986],"genre_scores_gemma":[0.9553554,0.002256552,0.009541083,0.003551888,0.0001744236,0.0003217628,0.00005172693,0.00003868954,0.02870831],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01469034,"threshold_uncertainty_score":0.04886454,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1858279850","doi":"10.33524/cjar.v15i1.121","title":"Engaging in Action Research: A practical guide to teacher-conducted research for educators and school leaders.","year":2014,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Educational Assessment and Improvement","field":"Decision Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"Athabasca University","funders":"","keywords":"Action research; Action (physics); Pedagogy; Process (computing); Professional development; Mathematics education; Work (physics); Psychology; Engineering ethics; Sociology; Engineering; Computer science","authors":[{"name":"Nanci Langford","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.8365526006941952,"gpt":0.6852706812762881,"spread":0.1512819194179071,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.07908035,0.002744376,0.002223899,0.005759815,0.006260568,0.01306935,0.004950614,0.007087701,0.01524021],"category_scores_gemma":[0.06083951,0.003385379,0.001221438,0.006466381,0.01596616,0.01004964,0.00880278,0.01608883,0.01386382],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.006680645,"about_ca_system_score_gemma":0.02661189,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00700226,"about_ca_topic_score_gemma":0.02805256,"domain_scores_codex":[0.9233837,0.06588822,0.003229745,0.001336877,0.005245469,0.0009160675],"domain_scores_gemma":[0.8770475,0.101886,0.002482019,0.006212437,0.007968322,0.004403614],"domain_codex":null,"domain_gemma":"methods","domain_candidate":"methods","domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001137068,0.0009494161,0.0006978709,0.006103622,0.00006766119,0.001464967,0.1295821,0.001183725,0.002882668,0.1150577,0.3581423,0.3837542],"study_design_scores_gemma":[0.00005127344,0.0001349678,0.0005885891,0.004327511,0.00001450925,0.001116891,0.02876117,0.0004865584,0.0004762237,0.05979965,0.9041515,0.00009106102],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"methods","genre_gemma":"methods","genre_scores_codex":[0.003628741,0.03585628,0.7084934,0.07325381,0.004616374,0.01945784,0.001719276,0.005471487,0.1475028],"genre_scores_gemma":[0.01315988,0.02090096,0.8896351,0.01394374,0.0004583545,0.02989698,0.0006585011,0.001076919,0.03026957],"genre_candidate":"methods","genre_consensus":"methods","teacher_disagreement_score":0.9209197,"threshold_uncertainty_score":0.4182219,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2345384298","doi":"10.33524/cjar.v17i1.241","title":"PREPARING LEARNING TEACHERS: THE ROLE OF COLLABORATIVE INQUIRY","year":2016,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Lethbridge","funders":"","keywords":"Practicum; Action research; Competence (human resources); Psychology; Teacher education; Professional development; Pedagogy; Context (archaeology); Faculty development; Medical education; Mathematics education; Medicine","authors":[{"name":"Pamela Adams","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1690831341643225,"gpt":0.5148911298748411,"spread":0.3458079957105186,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06097414,0.000766628,0.001125664,0.00321019,0.01230298,0.02068254,0.004789175,0.003934968,0.003399699],"category_scores_gemma":[0.09929156,0.001023414,0.0007351516,0.001922291,0.03159133,0.01401368,0.01778584,0.005065487,0.0008405205],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.006047009,"about_ca_system_score_gemma":0.02538263,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004292954,"about_ca_topic_score_gemma":0.00570277,"domain_scores_codex":[0.8600116,0.1206867,0.002023181,0.005394203,0.008172859,0.003711432],"domain_scores_gemma":[0.8350556,0.1344235,0.006048619,0.01095327,0.004462032,0.009056932],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00007400039,0.0005378793,0.006517863,0.0005604927,0.00004909521,0.0006868721,0.7947629,0.0005539889,0.001671893,0.05767923,0.002777874,0.1341279],"study_design_scores_gemma":[0.0001627078,0.0004933842,0.005197128,0.001644282,0.0000717495,0.001548924,0.7030675,0.001297412,0.001589664,0.08407106,0.2006994,0.0001568285],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.431608,0.01144825,0.2144047,0.03906477,0.001492674,0.003125846,0.00008056356,0.0008439756,0.2979313],"genre_scores_gemma":[0.9227491,0.001957259,0.06793048,0.0008938298,0.0001077265,0.0007787269,0.0000345012,0.0001119451,0.005436452],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.06097414,"threshold_uncertainty_score":0.3224659,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3185105768","doi":"10.33524/cjar.v21i3.505","title":"Revitalizing Conversations: Lessons From and About the Production of Intersubjective and Intercultural Knowledge","year":2021,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Migration, Education, Indigenous Social Dynamics","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Viewpoints; Etiquette; Converse; Performativity; Sociology; Intercultural communication; Epistemology; Intercultural relations; Knowledge production; Politics; Pedagogy; Linguistics; Political science; Knowledge management; Gender studies; Philosophy; Law","authors":[{"name":"Ana Margarita Ramos","is_ca":false},{"name":"Claudia Briones","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1742317430937045,"gpt":0.45628044235925,"spread":0.2820486992655455,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0415943,0.00126785,0.001077757,0.003760355,0.02877587,0.02683,0.005669218,0.008232527,0.003514783],"category_scores_gemma":[0.0528101,0.000900511,0.0008192971,0.002377756,0.09079241,0.0267459,0.02305184,0.008884941,0.0008049702],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.008967595,"about_ca_system_score_gemma":0.01328965,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01332005,"about_ca_topic_score_gemma":0.01760788,"domain_scores_codex":[0.9358419,0.05505088,0.0008442758,0.001835308,0.003064841,0.003362764],"domain_scores_gemma":[0.9362419,0.05072337,0.002320789,0.00452341,0.003593063,0.002597542],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001077572,0.00001375019,0.0002868477,0.00006953449,0.000003877172,0.0004123874,0.9646336,0.00004747705,0.0001590924,0.02905125,0.0004654029,0.004845978],"study_design_scores_gemma":[0.00001041355,0.00002162884,0.0004594185,0.0003986319,0.000007470252,0.0003449939,0.924019,0.0001935033,0.0004008719,0.03177112,0.04234206,0.00003075538],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5274232,0.01374709,0.05446872,0.1175513,0.001189047,0.0005553424,0.0001003995,0.0004486819,0.2845162],"genre_scores_gemma":[0.9866586,0.001376435,0.004318162,0.00174732,0.000131833,0.0001441531,0.00001760596,0.0001574039,0.005448433],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0415943,"threshold_uncertainty_score":0.2199743,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1821142069","doi":"10.33524/cjar.v14i1.70","title":"THE IMPACT OF USING CLICKERS TECHNOLOGY ON CLASSROOM INSTRUCTION: STUDENTS’ AND TEACHERS’ PERSPECTIVES","year":2013,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Mathematics education; Class (philosophy); Psychology; Pedagogy; Computer science","authors":[{"name":"Cora Roush","is_ca":false},{"name":"Liyan Song","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2643085765555523,"gpt":0.5553396593314792,"spread":0.2910310827759269,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002826709,0.0003130823,0.0004747909,0.001377137,0.001977819,0.004158009,0.0005500406,0.001071501,0.002048581],"category_scores_gemma":[0.009153334,0.0003055411,0.0004454186,0.0008594299,0.002525236,0.001734661,0.002072713,0.00165668,0.0002901238],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001108225,"about_ca_system_score_gemma":0.001137785,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004273659,"about_ca_topic_score_gemma":0.007465663,"domain_scores_codex":[0.9948419,0.002431767,0.0002357034,0.0002830502,0.001508158,0.0006995114],"domain_scores_gemma":[0.9871604,0.008228289,0.001785704,0.0002325627,0.001464543,0.001128598],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000193295,0.0007476386,0.17307,0.0002497304,0.00004163102,0.002413179,0.7619081,0.0001855053,0.008294176,0.0009026437,0.0008864095,0.05110774],"study_design_scores_gemma":[0.00002613827,0.0008964379,0.1504951,0.0001241125,0.00006986244,0.001080074,0.8304849,0.0002512949,0.005651207,0.0003099988,0.01054216,0.00006866286],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9958955,0.0001417003,0.0001696694,0.0002634142,0.000007670912,0.000007810102,0.00001492948,0.00000634089,0.003492849],"genre_scores_gemma":[0.998916,0.000201873,0.0001041624,0.00005407104,0.000008663032,0.00001259212,0.00001198127,0.000004083854,0.0006865982],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004273659,"threshold_uncertainty_score":0.0149492,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2892381098","doi":"10.33524/cjar.v19i1.371","title":"INTERDISCIPLINARY DESIGN TEAMS OF PRE-SERVICE AND IN-SERVICE TEACHERS: ISSUES WITH COLLABORATION","year":2018,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Calgary","funders":"","keywords":"Action research; Pedagogy; Service (business); Medical education; Mathematics education; Psychology; Medicine","authors":[{"name":"Barbara Brown","is_ca":true},{"name":"Amber Hartwell","is_ca":true},{"name":"Christy Thomas","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1939596700527238,"gpt":0.5158705157102643,"spread":0.3219108456575406,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01498981,0.0007640044,0.0008372603,0.002205678,0.0387856,0.01467468,0.004059662,0.006149036,0.003075273],"category_scores_gemma":[0.02939547,0.001380032,0.0008663908,0.001784584,0.01906426,0.006421449,0.01710043,0.006572118,0.0007719102],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01047534,"about_ca_system_score_gemma":0.01297453,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01545169,"about_ca_topic_score_gemma":0.04717962,"domain_scores_codex":[0.9715449,0.0198414,0.0008223891,0.001595118,0.002157567,0.004038662],"domain_scores_gemma":[0.9641271,0.01843694,0.002672837,0.001399074,0.00232252,0.0110414],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004381825,0.000191191,0.005973718,0.0001009883,0.00000775333,0.003788504,0.9759591,0.00008655756,0.0002787895,0.002313914,0.001193664,0.01006197],"study_design_scores_gemma":[0.00001774174,0.0001021473,0.002309406,0.0001094078,0.000006110599,0.001565687,0.9826522,0.000123828,0.0001493263,0.00143651,0.01150624,0.00002145592],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9572563,0.001320068,0.01097233,0.01028006,0.0003588531,0.0003586402,0.00002076917,0.0001048099,0.01932827],"genre_scores_gemma":[0.9892591,0.0006010258,0.005118002,0.0006683228,0.0000446628,0.0002313705,0.00001751439,0.00004187883,0.004018054],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0387856,"threshold_uncertainty_score":0.07927465,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2989735030","doi":"10.33524/cjar.v15i2.137","title":"THE RESEARCH CIRCLE AS A RESOURCE IN CHALLENGING ACADEMICS’ PERCEPTIONS OF HOW TO SUPPORT STUDENTS’ LITERACY DEVELOPMENT IN HIGHER EDUCATION","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Action research; Perception; Literacy; Resource (disambiguation); Psychology; Pedagogy; Action (physics); Higher education; Work (physics); Sociology; Political science; Engineering; Computer science","authors":[{"name":"Lotta Bergman","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.4463499842355138,"gpt":0.5875640338992474,"spread":0.1412140496637336,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03822001,0.0005804279,0.000642251,0.001925971,0.01822933,0.02005652,0.002479232,0.005153823,0.004978874],"category_scores_gemma":[0.05470242,0.0005860581,0.0006790824,0.00162148,0.02850079,0.01068294,0.01759074,0.005280349,0.001215215],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.007618772,"about_ca_system_score_gemma":0.0217596,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006551807,"about_ca_topic_score_gemma":0.01168537,"domain_scores_codex":[0.9211826,0.06658798,0.001205135,0.002594677,0.005452456,0.002977142],"domain_scores_gemma":[0.9092931,0.05885937,0.00575466,0.006616124,0.006253614,0.01322321],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00006150451,0.0002025228,0.003816856,0.0002274891,0.00001712466,0.0008531632,0.9250638,0.0001465439,0.00112439,0.03409757,0.002943365,0.03144565],"study_design_scores_gemma":[0.00002618359,0.0001461948,0.00267883,0.0004617049,0.00002249203,0.0008053143,0.8857713,0.0003577105,0.001033384,0.01211828,0.09652492,0.00005371859],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7072747,0.003457655,0.02115992,0.07034411,0.0008027999,0.0004238317,0.00004681054,0.000142857,0.1963472],"genre_scores_gemma":[0.9882061,0.0006652735,0.005506056,0.001312833,0.00004871587,0.0001080192,0.00001164731,0.00003830483,0.004102941],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03822001,"threshold_uncertainty_score":0.2021292,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2965115351","doi":"10.33524/cjar.v19i1.375","title":"STUDENTS’ PERCEPTIONS OF BELONGING: A PHOTOVOICE PARTICIPATORY ACTION RESEARCH PROJECT","year":2018,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Participatory Visual Research Methods","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"University of British Columbia","funders":"","keywords":"Photovoice; Participatory action research; Action research; Citizen journalism; Sociology; Perception; Pedagogy; Action (physics); Public relations; Political science; Psychology; Economic growth","authors":[{"name":"Michelle Stack","is_ca":true},{"name":"Fei Wang","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.9249322454825747,"gpt":0.765287641229979,"spread":0.1596446042525956,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0247362,0.00056894,0.0007940294,0.001966366,0.02503309,0.007750097,0.001957085,0.003008426,0.003146862],"category_scores_gemma":[0.01762188,0.0005235805,0.0004612223,0.001750321,0.0140817,0.003638451,0.00994164,0.004001454,0.0003167961],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00848491,"about_ca_system_score_gemma":0.01258586,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.05712412,"about_ca_topic_score_gemma":0.1302017,"domain_scores_codex":[0.975394,0.01879826,0.0002652258,0.001096166,0.00152961,0.00291671],"domain_scores_gemma":[0.9857994,0.006720897,0.0009196142,0.001095161,0.001457174,0.004007781],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00007516387,0.000375766,0.006165212,0.00004172415,0.000006610905,0.0002707483,0.9776797,0.00008075634,0.0006382638,0.002458747,0.0007968538,0.01141049],"study_design_scores_gemma":[0.00002599997,0.0001424002,0.004416417,0.00005522327,0.000009436485,0.00009875493,0.9771311,0.0001339667,0.0004497746,0.00100931,0.01650424,0.00002328867],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9876361,0.0001417031,0.001754898,0.001798332,0.00004597364,0.0004422657,0.00004176772,0.00001876821,0.008120153],"genre_scores_gemma":[0.9951549,0.0001247519,0.001370261,0.0002707785,0.00001095822,0.0003634605,0.00002587967,0.00001272654,0.002666309],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.05712412,"threshold_uncertainty_score":0.1308191,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2784526554","doi":"10.33524/cjar.v18i2.335","title":"PHENOMENOGRAPHY: IMPLICATIONS FOR EXPANDING THE EDUCATIONAL ACTION RESEARCH LENS","year":2018,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Phenomenography; Action research; Variety (cybernetics); Participatory action research; Action (physics); Pedagogy; Qualitative research; Psychology; Sociology; Social science; Anthropology; Computer science","authors":[{"name":"Rodney Beaulieu","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.8006618151056359,"gpt":0.6336203396415353,"spread":0.1670414754641006,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.3192119,0.002446101,0.003529736,0.01111262,0.02412238,0.03915189,0.00903116,0.01365882,0.01396479],"category_scores_gemma":[0.232909,0.001863254,0.00366386,0.01063822,0.148553,0.05982866,0.03441677,0.0216038,0.00250135],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.03201878,"about_ca_system_score_gemma":0.0630092,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01768646,"about_ca_topic_score_gemma":0.0176012,"domain_scores_codex":[0.6595752,0.3079667,0.007222748,0.008449129,0.01243562,0.004350542],"domain_scores_gemma":[0.4339625,0.5051091,0.00843682,0.02303368,0.02016314,0.009294776],"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":[0.00004529481,0.00007338455,0.0006560131,0.001473896,0.00003588384,0.0002987146,0.1120116,0.0003382213,0.00008524845,0.850763,0.009039273,0.02517938],"study_design_scores_gemma":[0.00007872013,0.00004967752,0.0003699652,0.005549931,0.00002571629,0.0003574307,0.1140468,0.0005166585,0.0001439882,0.6828102,0.1959731,0.00007780814],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.006728658,0.03440655,0.231214,0.574585,0.008314831,0.00308668,0.0002921762,0.0003127207,0.1410594],"genre_scores_gemma":[0.4374811,0.04998071,0.3620589,0.1085305,0.00538564,0.01634532,0.0003637669,0.0006237956,0.0192302],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.3192119,"threshold_uncertainty_score":0.839533,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2967933317","doi":"10.33524/cjar.v18i1.320","title":"THE ROLE OF KNOWLEDGE BROKERS: LESSONS FROM A COMMUNITY BASED RESEARCH STUDY OF CULTURAL SAFETY IN RELATION TO PEOPLE WHO USE DRUGS","year":2017,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Health Policy Implementation Science","field":"Health Professions","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Victoria; University of British Columbia; Vancouver General Hospital","funders":"","keywords":"Privilege (computing); Cultural competence; Psychology; Nursing; Medical education; Medicine; Public relations; Political science; Pedagogy","authors":[{"name":"Jane McCall","is_ca":true},{"name":"Ashley Mollison","is_ca":false},{"name":"Annette J. Browne","is_ca":true},{"name":"Joanne Parker","is_ca":true},{"name":"Bernie Pauly","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.8644380844739147,"gpt":0.7284911887351776,"spread":0.1359468957387371,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.1596152,0.001001751,0.001899936,0.006666749,0.0482539,0.02334604,0.008493732,0.01214379,0.004939295],"category_scores_gemma":[0.1921901,0.002496974,0.001058375,0.004733064,0.05125929,0.03427913,0.02912723,0.01693605,0.0005363076],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01825362,"about_ca_system_score_gemma":0.06194327,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.08515997,"about_ca_topic_score_gemma":0.1535591,"domain_scores_codex":[0.7951763,0.1818257,0.002795159,0.004348257,0.006435721,0.009418847],"domain_scores_gemma":[0.6144019,0.3273682,0.009705932,0.01048136,0.01654866,0.02149386],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002294131,0.0001479769,0.002430192,0.0001062805,0.00001318922,0.0005612397,0.9850395,0.00002087181,0.00004644311,0.005127588,0.0007999027,0.005683826],"study_design_scores_gemma":[0.0000351039,0.00006990977,0.001410993,0.0004005597,0.00001985556,0.0002189748,0.9843631,0.0001098471,0.00006963357,0.006567548,0.006702368,0.0000320401],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7444354,0.00565621,0.01000907,0.2028961,0.0008641281,0.0009908275,0.00008537972,0.00007602568,0.03498693],"genre_scores_gemma":[0.9795395,0.001985986,0.004685996,0.01064695,0.0001322736,0.0004965169,0.00002507526,0.00005716725,0.002430488],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9817464,"threshold_uncertainty_score":0.8441361,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2165241618","doi":"10.33524/cjar.v14i1.72","title":"WEB 2.0 AND LANGUAGE LEARNERS’ MOTIVATION: AN ACTION RESEARCH STUDY","year":2013,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Curriculum; Action research; Mathematics education; Class (philosophy); Language acquisition; Call to action; Web application; Psychology; Computer science; Pedagogy; World Wide Web; Artificial intelligence","authors":[{"name":"Sardar M. Anwaruddin","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.4011242656043545,"gpt":0.4416899864801145,"spread":0.04056572087575999,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.01691049,0.0009838954,0.001127158,0.001664232,0.005555952,0.004443865,0.002040311,0.003213091,0.002750237],"category_scores_gemma":[0.01344412,0.0009522158,0.0008805232,0.0008636062,0.003436754,0.002230837,0.003231633,0.003979421,0.0006309153],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002537172,"about_ca_system_score_gemma":0.003756907,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003450499,"about_ca_topic_score_gemma":0.00681662,"domain_scores_codex":[0.9919941,0.005387291,0.0002538916,0.0006140905,0.000637588,0.001112931],"domain_scores_gemma":[0.9853712,0.008875861,0.001252828,0.0006272201,0.001230734,0.002642093],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0005427077,0.0464101,0.0553325,0.0005634988,0.00007531847,0.00182484,0.8335295,0.0008012481,0.008504221,0.002289008,0.001434073,0.0486929],"study_design_scores_gemma":[0.0008714659,0.02362689,0.05863667,0.000438387,0.0001498529,0.0007716446,0.8826923,0.004015531,0.006097355,0.001768281,0.02072072,0.0002108652],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9969378,0.00003084521,0.0005054701,0.0002859088,0.00001096641,0.0006015193,0.0000327534,0.00001134155,0.001583439],"genre_scores_gemma":[0.9891794,0.000164615,0.005704428,0.0003107742,0.00001578753,0.00172437,0.00005320519,0.00001240829,0.00283502],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01691049,"threshold_uncertainty_score":0.0894323,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2523961744","doi":"10.33524/cjar.v17i2.260","title":"TOWARD A SHIFT IN EXPECTATIONS AND VALUES: WHAT WE’VE LEARNED FROM COLLABORATIVE ACTION RESEARCH IN NORTHERN INDIGENOUS COMMUNITIES","year":2016,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Indigenous Health, Education, and Rights","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"University of Toronto","funders":"","keywords":"Metis; Indigenous; Action research; General partnership; Traditional knowledge; Action (physics); Sociology; Pedagogy; Participatory action research; Indigenous education; Political science; Anthropology; Ecology; Computer science","authors":[{"name":"Shelly Stagg Peterson","is_ca":true},{"name":"Laura Horton","is_ca":true},{"name":"Jean‐Paul Restoule","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2831743863006385,"gpt":0.4612363917132886,"spread":0.1780620054126501,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.1118762,0.0007948236,0.00158747,0.001521336,0.01892943,0.02401571,0.004948481,0.008651982,0.002632438],"category_scores_gemma":[0.08649379,0.0007835761,0.001005077,0.002127012,0.06727396,0.03405523,0.01555444,0.01575515,0.00045036],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01391432,"about_ca_system_score_gemma":0.0421425,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.04506739,"about_ca_topic_score_gemma":0.05732513,"domain_scores_codex":[0.9105362,0.06999209,0.002060619,0.004205484,0.008228107,0.004977497],"domain_scores_gemma":[0.863411,0.09874638,0.004335317,0.007855877,0.01424402,0.01140747],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003343188,0.0001786893,0.002647646,0.0009400059,0.00002329865,0.0005107938,0.9081491,0.0001402505,0.0003270891,0.04559864,0.003103154,0.03834798],"study_design_scores_gemma":[0.00001656198,0.0001018965,0.001865427,0.002096003,0.00002309094,0.0003480205,0.905996,0.0002159337,0.0004532486,0.04251744,0.04628942,0.00007699492],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.3265372,0.03823771,0.03943563,0.5273414,0.003390628,0.0005461469,0.0001181759,0.0002377019,0.06415533],"genre_scores_gemma":[0.9357356,0.01380034,0.02280185,0.02283779,0.0004763836,0.0004809505,0.00007027905,0.0001134772,0.003683161],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9549326,"threshold_uncertainty_score":0.5916647,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2142648397","doi":"10.33524/cjar.v15i1.120","title":"IS THERE AN ‘F’ IN YOUR PAR? UNDERSTANDING, TEACHING AND DOING ACTION RESEARCH","year":2014,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Participatory Visual Research Methods","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Calgary","funders":"","keywords":"Participatory action research; Action research; Sociology; Emancipation; Reflexivity; Subjectivity; Dissent; Pedagogy; Educational research; Salient; Feminism; Social justice; Action (physics); Photovoice; Epistemology; Engineering ethics; Social science; Political science; Gender studies; Law","authors":[{"name":"Liza Lorenzetti","is_ca":true},{"name":"Christine A. Walsh","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.9347217573166245,"gpt":0.7353967568620097,"spread":0.1993250004546149,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.06937341,0.0008601402,0.001411757,0.00257773,0.01935896,0.02194953,0.002960148,0.01044926,0.007570732],"category_scores_gemma":[0.08179894,0.0007170307,0.0009562396,0.003740138,0.06972241,0.02442141,0.008440569,0.01038091,0.002140796],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01019151,"about_ca_system_score_gemma":0.01786212,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0179982,"about_ca_topic_score_gemma":0.01837382,"domain_scores_codex":[0.9231627,0.05949935,0.002046863,0.004188771,0.007131974,0.003970366],"domain_scores_gemma":[0.9468104,0.03758481,0.003532843,0.003698134,0.004900524,0.003473351],"domain_codex":null,"domain_gemma":"methods","domain_candidate":"methods","domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00008122416,0.0001250832,0.004340447,0.001136785,0.00003000011,0.001718572,0.3036924,0.0002722249,0.001039908,0.5043488,0.03370521,0.1495093],"study_design_scores_gemma":[0.00001928884,0.0001201465,0.001982336,0.00299537,0.00002180299,0.001662044,0.3259947,0.0004440934,0.0006817749,0.2635252,0.4024426,0.0001106799],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"methods","genre_scores_codex":[0.0331015,0.01464976,0.08024927,0.7385939,0.006001906,0.0003904697,0.0001251573,0.0003409123,0.1265471],"genre_scores_gemma":[0.7733728,0.01727243,0.09189351,0.08614255,0.00179844,0.001118728,0.000168876,0.000378735,0.02785399],"genre_candidate":"methods","genre_consensus":null,"teacher_disagreement_score":0.9306266,"threshold_uncertainty_score":0.366886,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2987401780","doi":"10.33524/cjar.v20i1.444","title":"Ethical Relationship Building in Action Research: Getting out of Western Norms to Foster Equitable Collaboration","year":2019,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Participatory Visual Research Methods","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"McGill University","funders":"","keywords":"Reflexivity; Action research; Normative; Action (physics); Sociology; Order (exchange); Work (physics); Pedagogy; Engineering ethics; Political science; Social science; Law; Engineering","authors":[{"name":"Joseph Levitan","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.8997524727142782,"gpt":0.7308656598147939,"spread":0.1688868128994843,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.2156443,0.001479939,0.001324954,0.004893705,0.02292291,0.02562027,0.004251972,0.007138661,0.004787148],"category_scores_gemma":[0.1610316,0.001395486,0.001006002,0.002535945,0.1142082,0.02857758,0.04179849,0.01716116,0.001560731],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01035275,"about_ca_system_score_gemma":0.02959741,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003687755,"about_ca_topic_score_gemma":0.005176856,"domain_scores_codex":[0.6956223,0.2711694,0.00411745,0.008216722,0.01740134,0.003472727],"domain_scores_gemma":[0.7689761,0.1606776,0.01129713,0.03061767,0.01635647,0.01207511],"domain_codex":null,"domain_gemma":"methods","domain_candidate":"methods","domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00003387019,0.0002533348,0.001690224,0.0006686249,0.00005517786,0.0003812683,0.4942341,0.0005609352,0.001119369,0.4296886,0.005538648,0.06577593],"study_design_scores_gemma":[0.00006423104,0.0001311167,0.00108006,0.00237851,0.00003900642,0.0006870508,0.1980443,0.001786848,0.001598321,0.620473,0.1736062,0.000111274],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"methods","genre_gemma":"methods","genre_scores_codex":[0.05333905,0.004680461,0.5302525,0.1663284,0.002334187,0.002328175,0.00003675986,0.0007283698,0.2399719],"genre_scores_gemma":[0.7231143,0.002689087,0.2433503,0.0163702,0.0005208552,0.00391959,0.00004562756,0.0004723887,0.009517707],"genre_candidate":"methods","genre_consensus":"methods","teacher_disagreement_score":0.7843557,"threshold_uncertainty_score":0.9672502,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3185002173","doi":"10.33524/cjar.v21i3.510","title":"Decolonizing Action Research through Two-Eyed Seeing: The Indigenous Quality Assurance Project","year":2021,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Evaluation and Performance Assessment","field":"Decision Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"Lakehead University","funders":"","keywords":"Indigenous; Operationalization; Action research; Traditional knowledge; Quality assurance; Action (physics); Sociology; Participatory action research; Engineering ethics; Political science; Pedagogy; Engineering; Epistemology; Ecology; Anthropology; Operations management","authors":[{"name":"Lana Ray","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.8864857114242581,"gpt":0.7154851070498178,"spread":0.1710006043744403,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.19218,0.0008150992,0.0007969714,0.002546212,0.01139287,0.009852386,0.004855954,0.003791483,0.003023339],"category_scores_gemma":[0.1307972,0.0009294704,0.001044941,0.001563739,0.03667002,0.007409338,0.03913186,0.009721707,0.000588992],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01401355,"about_ca_system_score_gemma":0.07879245,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01657615,"about_ca_topic_score_gemma":0.02608648,"domain_scores_codex":[0.7923476,0.176696,0.003373198,0.006137325,0.01514292,0.006302928],"domain_scores_gemma":[0.8262013,0.1079761,0.008778625,0.02717506,0.01756149,0.01230756],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0003056706,0.0016889,0.00684973,0.001815229,0.00009801161,0.0007479851,0.5028241,0.002446251,0.004094357,0.1541868,0.01314096,0.3118021],"study_design_scores_gemma":[0.0006041663,0.002766161,0.01596864,0.004565889,0.0001517519,0.001674836,0.3150966,0.009839427,0.01266533,0.1976266,0.4385822,0.0004583854],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.324672,0.002604505,0.4582984,0.07779949,0.0008228587,0.01326999,0.0002802423,0.001353493,0.120899],"genre_scores_gemma":[0.636129,0.00109897,0.3373823,0.004680252,0.00006748793,0.008610157,0.0001379791,0.0003215054,0.01157226],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.9886071,"threshold_uncertainty_score":0.9961858,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2164872227","doi":"10.33524/cjar.v14i3.98","title":"GETTING GIRLS IN THE GAME: ACTION RESEARCH IN THE GYMNASIUM","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Physical Education and Pedagogy","field":"Health Professions","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"St. Francis Xavier University","funders":"","keywords":"Action research; Psychology; Action (physics); Mathematics education; Physical education; Pedagogy; Medical education; Medicine","authors":[{"name":"Daniel B. Robinson","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.8743058025860178,"gpt":0.7117842292903083,"spread":0.1625215732957095,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02483742,0.001044343,0.001081497,0.001249172,0.006859947,0.006456518,0.002864926,0.003830521,0.004218151],"category_scores_gemma":[0.01933307,0.0006610923,0.001016226,0.0007383483,0.01032378,0.00451635,0.00508908,0.004614815,0.0008276997],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003199278,"about_ca_system_score_gemma":0.006935962,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.006650427,"about_ca_topic_score_gemma":0.01894314,"domain_scores_codex":[0.9633976,0.03138356,0.0004955495,0.001696649,0.001460154,0.001566501],"domain_scores_gemma":[0.9853913,0.01065484,0.0005513254,0.0007187133,0.0005205172,0.002163476],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0009661713,0.01969701,0.01827226,0.002065632,0.0001995078,0.002569053,0.6646029,0.002210711,0.01055211,0.0569595,0.0131973,0.2087079],"study_design_scores_gemma":[0.001295381,0.006899846,0.0193839,0.001721896,0.0001875324,0.001485799,0.7388392,0.003542626,0.006596861,0.04289593,0.1768064,0.0003446491],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8681328,0.001868028,0.02826828,0.01439171,0.0006740121,0.004535859,0.000152249,0.0001402204,0.08183683],"genre_scores_gemma":[0.9013587,0.001790783,0.07842495,0.003213324,0.00007245831,0.002911804,0.0001040161,0.00008216329,0.01204187],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02483742,"threshold_uncertainty_score":0.1313544,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2102424261","doi":"10.33524/cjar.v15i3.157","title":"MOVING FROM A TRANSMISSION TO A SOCIAL REFORM TEACHING PERSPECTIVE: USING TEACHERS’ ACTION RESEARCH AS CRITICAL PEDAGOGY IN HIGHER EDUCATION","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Adult and Continuing Education Topics","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"Ambrose University","funders":"","keywords":"Cognitive dissonance; Critical consciousness; Pedagogy; Action research; Critical pedagogy; Perspective (graphical); Teaching method; Action (physics); Critical theory; Mathematics education; Consciousness; Sociology; Critical thinking; Consciousness raising; Psychology; Epistemology; Social psychology","authors":[{"name":"Arch Chee Keen Wong","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.4766020189011679,"gpt":0.6138398876457098,"spread":0.137237868744542,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.119338,0.001436,0.001275451,0.005695798,0.01725451,0.02463194,0.005512834,0.007282363,0.002905718],"category_scores_gemma":[0.08465842,0.00130788,0.001125493,0.003122111,0.1016496,0.02375401,0.02002213,0.01122397,0.0006695017],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01978206,"about_ca_system_score_gemma":0.02471559,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01170913,"about_ca_topic_score_gemma":0.01801295,"domain_scores_codex":[0.8321145,0.1512825,0.001600003,0.00413549,0.007004647,0.003862866],"domain_scores_gemma":[0.8439079,0.1345106,0.005098862,0.007163737,0.005021789,0.00429713],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00002227582,0.0001375262,0.0009317462,0.0002127629,0.00001460931,0.0003414144,0.8907722,0.000295274,0.0005179687,0.08033258,0.00113141,0.02529023],"study_design_scores_gemma":[0.00009539416,0.0002478521,0.001078864,0.001805134,0.00003997892,0.0007536393,0.8148315,0.001430011,0.002288111,0.07807876,0.0992403,0.0001103769],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.4801579,0.008527489,0.2361011,0.1235798,0.001661188,0.003131836,0.00008685725,0.000494457,0.1462594],"genre_scores_gemma":[0.9258607,0.002534721,0.06025388,0.003463648,0.00012993,0.001244394,0.0000243097,0.0001745434,0.006313893],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.119338,"threshold_uncertainty_score":0.6311274,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2890744568","doi":"10.33524/cjar.v19i1.374","title":"GOT HEALTH? ACTION RESEARCHING A STUDENT-LED HEALTH PROMOTION PROGRAM","year":2018,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"St. Francis Xavier University; Concordia University of Edmonton; University of British Columbia","funders":"","keywords":"Mental health; Focus group; Action research; Medical education; Health promotion; Promotion (chess); Psychology; Action (physics); Pedagogy; Medicine; Nursing; Political science; Public health; Sociology","authors":[{"name":"Stephen Berg","is_ca":true},{"name":"Brent Bradford","is_ca":true},{"name":"Daniel B. Robinson","is_ca":true},{"name":"M.B. Wells","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.3933244678973629,"gpt":0.6002310204417015,"spread":0.2069065525443387,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.04525762,0.0006312973,0.0005839171,0.001553084,0.01163188,0.007099137,0.00357695,0.0024133,0.002365451],"category_scores_gemma":[0.02647647,0.0006577615,0.0005583953,0.001310071,0.007791377,0.002588269,0.00862614,0.005367612,0.0002737473],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.02887699,"about_ca_system_score_gemma":0.1193074,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.1332982,"about_ca_topic_score_gemma":0.3642142,"domain_scores_codex":[0.9489493,0.04164984,0.0006327938,0.001356244,0.002863684,0.004548061],"domain_scores_gemma":[0.9682243,0.01287495,0.00156158,0.001414538,0.00384354,0.01208116],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.0007737893,0.02414545,0.03573772,0.00256433,0.0001540777,0.0007413808,0.4363481,0.001545869,0.003408843,0.02271339,0.01848735,0.4533798],"study_design_scores_gemma":[0.001448577,0.010502,0.05340423,0.002913508,0.0002334118,0.000244439,0.7532159,0.00218871,0.004774977,0.01223879,0.1586725,0.0001629092],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8841707,0.001887483,0.01029439,0.04599305,0.0008365919,0.009935892,0.0002306449,0.0002426122,0.04640863],"genre_scores_gemma":[0.9476721,0.001695094,0.03293178,0.005071323,0.00007885548,0.005379598,0.0001547278,0.00004197736,0.006974519],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.8667018,"threshold_uncertainty_score":0.2650446,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2171351095","doi":"10.33524/cjar.v13i3.62","title":"Goswami, D., Lewis, C., Rutherford, M., & Waff, D. (2009). Teacher inquiry: Approaches to language and literacy research. New York: Teachers College.","year":2013,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"EFL/ESL Teaching and Learning","field":"Arts and Humanities","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Literacy; Action research; Mathematics education; Pedagogy; Teacher education; Sociology; Psychology","authors":[{"name":"Jun Deng","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.5108848472947967,"gpt":0.4020375111286665,"spread":0.1088473361661302,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001219418,0.0007951274,0.0004599416,0.00319645,0.002974461,0.003899524,0.001609632,0.001961992,0.01119988],"category_scores_gemma":[0.004776211,0.0008632755,0.0002930069,0.004353484,0.00346849,0.005365858,0.001605026,0.003979466,0.006579248],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002773691,"about_ca_system_score_gemma":0.006419234,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0471697,"about_ca_topic_score_gemma":0.2631051,"domain_scores_codex":[0.9995586,0.00004864514,0.00003146234,0.0000522692,0.0002744981,0.00003445347],"domain_scores_gemma":[0.9968653,0.001452826,0.0002743455,0.0001053984,0.001001417,0.0003005496],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00003798963,0.00004004427,0.001941278,0.001312725,0.00001656663,0.0002115407,0.008880611,0.0001535786,0.0008505567,0.03042808,0.6694347,0.2866924],"study_design_scores_gemma":[0.0000138033,0.00002055857,0.008801916,0.001210708,0.00004199383,0.000435287,0.004398461,0.00004313226,0.0006761908,0.01371714,0.9706132,0.00002770043],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"review","genre_gemma":"other","genre_scores_codex":[0.00834304,0.5635701,0.01531834,0.08895802,0.007014425,0.0002664073,0.002323581,0.0006718061,0.3135343],"genre_scores_gemma":[0.07922307,0.6786591,0.04053994,0.0162989,0.001230425,0.0005238706,0.00115491,0.0008464706,0.1815233],"genre_candidate":"other","genre_consensus":null,"teacher_disagreement_score":0.0471697,"threshold_uncertainty_score":0.09379023,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1918524573","doi":"10.33524/cjar.v13i3.61","title":"THE POSTIVE IMPACT OF PERSONAL GOAL SETTING ON ASSESSMENT","year":2013,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Goal setting; Psychology; Personal development; Standardized test; Set (abstract data type); Goal orientation; Test (biology); Applied psychology; Reading (process); Medical education; Mathematics education; Social psychology; Computer science; Medicine","authors":[{"name":"Marla Smithson","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2104763755071167,"gpt":0.5638857151719352,"spread":0.3534093396648185,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006352641,0.0003406821,0.0002497906,0.0006204049,0.001136917,0.002026592,0.0006522462,0.0005317448,0.003241896],"category_scores_gemma":[0.03937988,0.0002195687,0.0003652516,0.0003277374,0.001382384,0.0008743902,0.002111412,0.001465536,0.0003920683],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000827538,"about_ca_system_score_gemma":0.001346375,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0008033552,"about_ca_topic_score_gemma":0.001603943,"domain_scores_codex":[0.9904551,0.006145964,0.0002704642,0.0005658154,0.002105551,0.0004570667],"domain_scores_gemma":[0.9636306,0.02369067,0.003936103,0.003524608,0.002413307,0.002804726],"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":[0.001669179,0.02076248,0.2798465,0.00078757,0.0003134985,0.0009030964,0.06399119,0.00400954,0.03295514,0.02139008,0.003836328,0.5695354],"study_design_scores_gemma":[0.0002793908,0.02066579,0.8438213,0.0004341594,0.0003017798,0.0008051821,0.03306112,0.009081588,0.03194992,0.02176231,0.03757473,0.0002626797],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9671044,0.00008390031,0.004742639,0.0003258453,0.00004699949,0.0001707121,0.00002907997,0.0001256378,0.02737074],"genre_scores_gemma":[0.9958994,0.00002845516,0.00244603,0.000060511,0.000007701332,0.00009126934,0.00001271468,0.00001820597,0.001435692],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.006352641,"threshold_uncertainty_score":0.0335964,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3202020919","doi":"10.33524/cjar.v22i1.535","title":"Supporting Early Study Abroad Students in Ontario: Case Study of a Collaborative Action Research Initiative, with Conditions Changing Underfoot","year":2021,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Educational and Psychological Assessments","field":"Psychology","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"York University","funders":"","keywords":"General partnership; Context (archaeology); Psychological resilience; Action research; Acculturation; Pedagogy; Participatory action research; Public relations; Political science; Sociology; Psychology; Medical education; Immigration; Medicine; Social psychology","authors":[{"name":"Sandra R. Schecter","is_ca":true},{"name":"Nancy Bell","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.4569012069044904,"gpt":0.6135887683003421,"spread":0.1566875613958518,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004186566,0.0006655212,0.0006590975,0.001126732,0.03526142,0.004005556,0.002603735,0.002259823,0.002501957],"category_scores_gemma":[0.00726804,0.0006790241,0.0005831459,0.002069086,0.01024218,0.001807815,0.009074814,0.003609232,0.000334718],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0421399,"about_ca_system_score_gemma":0.08033122,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.8680108,"about_ca_topic_score_gemma":0.9710579,"domain_scores_codex":[0.9951218,0.001895641,0.0001299171,0.0003785866,0.0006699359,0.001804237],"domain_scores_gemma":[0.9931622,0.001078509,0.0006488495,0.0002804425,0.0009608589,0.003869238],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005466446,0.0002119125,0.02106466,0.0000912621,0.000008863618,0.00486133,0.9636351,0.00005733115,0.0008516636,0.00104074,0.001265539,0.006857003],"study_design_scores_gemma":[0.000008314065,0.0001146155,0.01386406,0.00006992633,0.00000953354,0.0003072891,0.9731951,0.0000536915,0.0001141319,0.0001781463,0.01206529,0.00001985131],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9881873,0.0002437627,0.0003440183,0.002846343,0.00004603928,0.0002382072,0.00005951531,0.00001273379,0.008021965],"genre_scores_gemma":[0.990603,0.0006456086,0.0009437928,0.0009059757,0.00001761,0.0001620388,0.00005101248,0.00002168599,0.006649381],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9578601,"threshold_uncertainty_score":0.3057478,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4390104871","doi":"10.33524/cjar.v22i2.529","title":"Supporting International Students in an Ontario College: A Case for Multiple Interventions","year":2021,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"International Student and Expatriate Challenges","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"St. Lawrence College","funders":"","keywords":"Internationalization; Curriculum; Psychological intervention; Action research; Medical education; International education; Pedagogy; Psychology; Higher education; Political science; Medicine; Business","authors":[{"name":"Adam McGregor","is_ca":true},{"name":"Christina Decarie","is_ca":true},{"name":"Wendy Whitehead","is_ca":true},{"name":"Shelley Aylesworth-Spink","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.3547539164367422,"gpt":0.5587535991632072,"spread":0.203999682726465,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008854713,0.001001887,0.0007131847,0.001025782,0.03549688,0.006465786,0.006603296,0.005788608,0.006703857],"category_scores_gemma":[0.01117042,0.0006004903,0.001095173,0.001619024,0.01229428,0.002895985,0.0141586,0.008665956,0.0004643186],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.05328551,"about_ca_system_score_gemma":0.1594682,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.6163626,"about_ca_topic_score_gemma":0.8986962,"domain_scores_codex":[0.985895,0.005314455,0.0002845527,0.0006073091,0.001512732,0.006385992],"domain_scores_gemma":[0.9854924,0.001711663,0.0006741878,0.000449423,0.001896499,0.009775793],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0003420778,0.002931616,0.04115308,0.0009091089,0.0001273918,0.03288682,0.6751645,0.001210946,0.002243471,0.043092,0.04446425,0.1554747],"study_design_scores_gemma":[0.0001742951,0.0007269611,0.02155045,0.001424713,0.0001080177,0.003207709,0.7961692,0.001100513,0.0005580392,0.009318432,0.1655261,0.0001355602],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.6527902,0.002933197,0.005398819,0.1932392,0.001239756,0.001666654,0.00009960945,0.000160234,0.1424724],"genre_scores_gemma":[0.961116,0.001943155,0.00871831,0.00907937,0.000116776,0.0006977009,0.00005682656,0.00007244706,0.01819952],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.3836374,"threshold_uncertainty_score":0.7717934,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2785005020","doi":"10.33524/cjar.v18i2.334","title":"USING A CRITICAL REFLECTION FRAMEWORK AND COLLABORATIVE INQUIRY TO IMPROVE TEACHING PRACTICE: AN ACTION RESEARCH PROJECT","year":2018,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Action research; Critical reflection; Reflection (computer programming); Action learning; Psychology; Process (computing); Pedagogy; Action (physics); Reflective practice; Teaching method; Mathematics education; Cooperative learning; Computer science","authors":[{"name":"Patricia Briscoe","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.8033362993287048,"gpt":0.7089591791302645,"spread":0.09437712019844025,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.1491119,0.002150009,0.001489728,0.004369821,0.01683822,0.01711223,0.007827849,0.00708695,0.00158638],"category_scores_gemma":[0.1095303,0.001485722,0.001455972,0.002741352,0.02806498,0.01229555,0.01707918,0.008882167,0.000471189],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01535272,"about_ca_system_score_gemma":0.05095813,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008932849,"about_ca_topic_score_gemma":0.01284371,"domain_scores_codex":[0.7903005,0.1818587,0.003423197,0.006356707,0.01163531,0.006425666],"domain_scores_gemma":[0.7883074,0.1628688,0.007634614,0.01482603,0.01398805,0.01237516],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002279091,0.003120401,0.003475596,0.0009459942,0.00007778014,0.0009915739,0.8023325,0.002575124,0.003519007,0.03364,0.003987044,0.145107],"study_design_scores_gemma":[0.0007406159,0.00226947,0.003527,0.002902086,0.0001909528,0.001955884,0.7979602,0.01227879,0.01223504,0.04540234,0.1201568,0.0003808278],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5537838,0.001301194,0.3621351,0.02882879,0.0007677077,0.01821276,0.0001343364,0.0007529666,0.03408344],"genre_scores_gemma":[0.6427659,0.0007369055,0.3451545,0.001379681,0.00007771477,0.006318063,0.0000712352,0.0001502505,0.003345659],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1491119,"threshold_uncertainty_score":0.7885885,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2765378699","doi":"10.33524/cjar.v18i1.321","title":"CRITICAL REFLECTION AND ARTS-BASED ACTION RESEARCH FOR THE EDUCATOR SELF","year":2017,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Reflective Practices in Education","field":"Social Sciences","cited_by":9,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of New Brunswick","funders":"","keywords":"Reflexivity; Autoethnography; Action research; The arts; Reflection (computer programming); Narrative; Reflective practice; Action (physics); Psychology; Narrative inquiry; Pedagogy; Participatory action research; Self-reflection; Sociology; Mathematics education; Visual arts; Computer science; Art; Social science; Psychoanalysis","authors":[{"name":"Amber Clarke","is_ca":false},{"name":"Darryl Bautista","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.6298475804069298,"gpt":0.6857189631503491,"spread":0.0558713827434193,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.06735216,0.001151528,0.001027051,0.004686778,0.00786752,0.01556847,0.002697337,0.004933859,0.007920672],"category_scores_gemma":[0.0814335,0.0006410751,0.0009337229,0.0023553,0.06098312,0.0108167,0.009543714,0.006518382,0.001246167],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.009795636,"about_ca_system_score_gemma":0.02125597,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004436283,"about_ca_topic_score_gemma":0.005883757,"domain_scores_codex":[0.9117399,0.07468325,0.001748555,0.003800678,0.006587062,0.001440546],"domain_scores_gemma":[0.871159,0.1056274,0.004789211,0.01096036,0.004946522,0.002517529],"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":[0.00005999041,0.0002366956,0.0009814872,0.001582938,0.00004503799,0.0002500249,0.1361998,0.0004884059,0.0006447047,0.7460989,0.01192475,0.1014873],"study_design_scores_gemma":[0.0001051703,0.0002634158,0.001646738,0.007278178,0.00005664222,0.0007549243,0.08750027,0.0009397662,0.002610764,0.5445371,0.3542032,0.0001038558],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.04394374,0.04300892,0.2781756,0.1300415,0.004600559,0.002547619,0.0001647677,0.0006250155,0.4968922],"genre_scores_gemma":[0.697447,0.02172003,0.228532,0.01117602,0.0008358367,0.003978392,0.0001334088,0.0003461568,0.03583113],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.06735216,"threshold_uncertainty_score":0.3561965,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2106140984","doi":"10.33524/cjar.v16i2.212","title":"STRUGGLING WRITERS’ USE OF IPAD ART AND TEXT APPS FOR STORY WRITING","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Writing and Handwriting Education","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"","funders":"","keywords":"Mnemonic; Intervention (counseling); Psychology; Quality (philosophy); Multimedia; Journal writing; Computer science; Pedagogy; Mathematics education; Teaching method; Visual arts; Art","authors":[{"name":"Michael Dunn","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.5105286708493874,"gpt":0.4837436585494018,"spread":0.02678501229998559,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002716256,0.0007203014,0.0005710878,0.001117266,0.001918038,0.00316278,0.001254933,0.001116957,0.004487364],"category_scores_gemma":[0.01894443,0.0004156074,0.0004739828,0.0005711047,0.001548577,0.002586574,0.002809782,0.001765615,0.001393923],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005066386,"about_ca_system_score_gemma":0.001196709,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0009636594,"about_ca_topic_score_gemma":0.002140271,"domain_scores_codex":[0.9971396,0.0008485406,0.0002451159,0.0004532287,0.0009423766,0.0003711529],"domain_scores_gemma":[0.9907323,0.00471149,0.001507735,0.0006315263,0.0009549824,0.001461954],"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":[0.0003641667,0.002061792,0.1558774,0.001411558,0.0001313663,0.01569029,0.3627003,0.0006146594,0.03238513,0.002792359,0.01693957,0.4090314],"study_design_scores_gemma":[0.0003110092,0.004559638,0.2330218,0.001925116,0.0003866383,0.1184496,0.3529496,0.005596503,0.05710345,0.009454256,0.2158129,0.0004294504],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9770072,0.0007921213,0.006229124,0.001159608,0.00006780456,0.00008035384,0.0000730343,0.0005374358,0.01405339],"genre_scores_gemma":[0.975319,0.0008117331,0.01405519,0.0004167188,0.00002127558,0.00009046388,0.0001071538,0.0001487286,0.009029662],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.004487364,"threshold_uncertainty_score":0.01501173,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2380899543","doi":"10.33524/cjar.v17i1.246","title":"Dana, N. F. (2013). Digging deeper into action research: A teacher inquirer’s field guide. Thousand Oaks, CA: Corwin.","year":2016,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Terminology; Digging; Action (physics); Action research; Field (mathematics); Pedagogy; Mathematics education; Curriculum; Psychology; Sociology; History; Philosophy; Mathematics","authors":[{"name":"Marcela Herrera Farfán","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.51825463774113,"gpt":0.54484769314058,"spread":0.02659305539945001,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005049988,0.001163851,0.001320619,0.003115421,0.003876624,0.005730852,0.002847462,0.00248084,0.03043899],"category_scores_gemma":[0.007989468,0.002191112,0.0006581111,0.003852151,0.003082452,0.01022695,0.002507013,0.009511994,0.0256816],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004653396,"about_ca_system_score_gemma":0.01110401,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.03241868,"about_ca_topic_score_gemma":0.09420622,"domain_scores_codex":[0.9979272,0.0007551755,0.0002055859,0.0002212801,0.0008044458,0.00008631381],"domain_scores_gemma":[0.9952431,0.002781907,0.0001981012,0.0001860565,0.001272738,0.0003179527],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00001674562,0.00005185057,0.0002729284,0.0008904383,0.000006469103,0.0001237116,0.007990032,0.0001125997,0.0002491287,0.01462124,0.8093182,0.1663466],"study_design_scores_gemma":[0.000005874463,0.000008389724,0.0004867239,0.0011638,0.000003835092,0.0001440603,0.002123022,0.00003498079,0.00005250418,0.004529287,0.9914351,0.00001242166],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"review","genre_gemma":"review","genre_scores_codex":[0.002426815,0.4349631,0.04073089,0.07186959,0.009361858,0.001832667,0.00702799,0.002063887,0.4297233],"genre_scores_gemma":[0.01640371,0.3912002,0.1395573,0.02260848,0.0008198501,0.005719408,0.00610765,0.001646035,0.4159374],"genre_candidate":"review","genre_consensus":"review","teacher_disagreement_score":0.03241868,"threshold_uncertainty_score":0.1018286,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3184026906","doi":"10.33524/cjar.v21i3.536","title":"Centering Voices: Weaving Indigenous Perspectives in Teacher Education","year":2021,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Education and Critical Thinking Development","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Indigenous; Pedagogy; Action research; Curriculum; Mainstream; Indigenous education; Teacher education; Bachelor; Sociology; Active listening; Traditional knowledge; Psychology; Political science; Law","authors":[{"name":"Laryssa Gorecki","is_ca":false},{"name":"Carol Doyle-Jones","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1812078140272648,"gpt":0.4744435693245315,"spread":0.2932357552972668,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0185571,0.0006066244,0.0004731611,0.002240304,0.02509725,0.01528702,0.00271397,0.002585857,0.005739842],"category_scores_gemma":[0.01072729,0.0006712995,0.000591824,0.001480647,0.04623406,0.01374474,0.02474214,0.006023173,0.0006496747],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01611802,"about_ca_system_score_gemma":0.02481951,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.06130684,"about_ca_topic_score_gemma":0.1800509,"domain_scores_codex":[0.9832254,0.01269095,0.0002645637,0.000755641,0.001405495,0.001657964],"domain_scores_gemma":[0.989516,0.00626388,0.0007594877,0.0008340242,0.0007673125,0.001859226],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000008613749,0.00002696186,0.0009505608,0.0000967465,0.000003363896,0.0002651872,0.9717901,0.00003063915,0.0003140113,0.01316496,0.0008057113,0.01254321],"study_design_scores_gemma":[0.000008360805,0.0000349673,0.001292364,0.0004291194,0.00001282959,0.0001713695,0.911572,0.000109248,0.0003850909,0.01141578,0.07454956,0.0000193626],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.5857961,0.01009583,0.06150225,0.07773643,0.001289443,0.0005531058,0.0001311163,0.0002856359,0.2626101],"genre_scores_gemma":[0.9690434,0.002339824,0.01460324,0.002355444,0.00009339822,0.0001608543,0.00002845764,0.0001036527,0.01127155],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.06130684,"threshold_uncertainty_score":0.1219,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2109694502","doi":"10.33524/cjar.v13i3.59","title":"EXAMINING ROLE ISSUES IN INCLUSIVE CLASSROOMS THROUGH PARTICIPATORY ACTION RESEARCH","year":2013,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Collaborative Teaching and Inclusion","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"University of Regina","funders":"","keywords":"Participatory action research; Action research; Citizen journalism; Pedagogy; Principal (computer security); Mathematics education; Action (physics); Psychology; Inclusion (mineral); Sociology; Political science; Computer science","authors":[{"name":"Wanda Lyons","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.4661655106303561,"gpt":0.5457655660820493,"spread":0.07960005545169324,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0783803,0.001160197,0.00162897,0.004310104,0.02769301,0.01468325,0.005405298,0.003131605,0.001260762],"category_scores_gemma":[0.08488547,0.001129397,0.0006973104,0.002526517,0.03630693,0.01056765,0.02110133,0.005564376,0.0001956781],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01001494,"about_ca_system_score_gemma":0.02628409,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01312563,"about_ca_topic_score_gemma":0.03689505,"domain_scores_codex":[0.8783513,0.09881137,0.002018444,0.005769042,0.008791054,0.006258756],"domain_scores_gemma":[0.8851374,0.08898798,0.007806758,0.005945215,0.00646847,0.005654229],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003604191,0.0002954051,0.003275075,0.0001636376,0.00001501589,0.0006038927,0.9631998,0.0002195926,0.0008370263,0.01258361,0.0003509969,0.01841993],"study_design_scores_gemma":[0.00004737486,0.0001527017,0.001949223,0.0002717586,0.00002888809,0.0004193673,0.958482,0.0006259857,0.0009984304,0.01925222,0.01772883,0.00004311495],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8864589,0.001567931,0.0692296,0.00776535,0.0002610665,0.002445414,0.00004541426,0.00007346212,0.03215278],"genre_scores_gemma":[0.9766622,0.0005559067,0.01932054,0.000388707,0.00001633951,0.000822028,0.00001654423,0.00001742682,0.002200436],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0783803,"threshold_uncertainty_score":0.4145196,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3140143280","doi":"10.33524/cjar.v21i2.485","title":"Are Grounded Theory and Action Research Compatible? Considerations for Methodological Triangulation","year":2021,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Qualitative Research Methods and Applications","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":false},"ca_institutions":"MacEwan University","funders":"","keywords":"Grounded theory; Scrutiny; Triangulation; Action research; Compatibility (geochemistry); Epistemology; Sociology; Computer science; Management science; Engineering ethics; Qualitative research; Social science; Mathematics; Political science; Engineering; Pedagogy; Philosophy","authors":[{"name":"Anna Azulai","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.9466653622288379,"gpt":0.7298258483742724,"spread":0.2168395138545655,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["metaresearch"],"consensus_categories":["metaresearch"],"category_scores_codex":[0.7407088,0.002880211,0.008793279,0.02232201,0.01721302,0.04808595,0.01444613,0.02215299,0.006295126],"category_scores_gemma":[0.7620515,0.004625035,0.004615043,0.02421867,0.1244126,0.08812576,0.0428219,0.03014724,0.001615671],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.03268941,"about_ca_system_score_gemma":0.05857957,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01190148,"about_ca_topic_score_gemma":0.007755386,"domain_scores_codex":[0.09364411,0.8403861,0.02449149,0.01025897,0.02738968,0.003829736],"domain_scores_gemma":[0.1662485,0.7131817,0.0224181,0.05372512,0.03830947,0.006117249],"domain_codex":"methods","domain_gemma":"methods","domain_candidate":"methods","domain_consensus":"methods","study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.0002027305,0.00009836078,0.001770286,0.003868611,0.0003999871,0.0002829573,0.09202955,0.0006058911,0.0001755505,0.852797,0.002915588,0.04485345],"study_design_scores_gemma":[0.0002507301,0.0001816017,0.000522335,0.009544979,0.0001097253,0.0002509476,0.04036,0.001705392,0.0001775173,0.9243573,0.02242649,0.0001130744],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.01692071,0.04522339,0.4102292,0.4714788,0.007509718,0.005635141,0.0002837018,0.0003100796,0.04240931],"genre_scores_gemma":[0.4359501,0.01354518,0.4792248,0.04631851,0.003024823,0.01934182,0.0003247162,0.0003099772,0.001960194],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.2592912,"threshold_uncertainty_score":0.3197523,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2124824555","doi":"10.33524/cjar.v16i2.213","title":"LEARNING PHYSICS TEACHING THROUGH COLLABORATIVE DESIGN OF CONCEPTUAL MULTIPLE-CHOICE QUESTIONS","year":2015,"lang":"en","type":"article","venue":"The Canadian Journal of Action Research","topic":"Innovative Teaching Methods","field":"Social Sciences","cited_by":8,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":true,"about_ca":true},"ca_institutions":"University of British Columbia","funders":"","keywords":"Mathematics education; Quality (philosophy); Conceptual framework; Collaborative learning; Multiple choice; Computer science; Conceptual change; Conceptual design; Psychology; Sociology; Human–computer interaction; Physics; Mathematics","authors":[{"name":"Marina Milner‐Bolotin","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.5609183627119884,"gpt":0.5482727494199896,"spread":0.01264561329199876,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.0546453,0.001484952,0.001067128,0.002498493,0.001809734,0.005431348,0.004069624,0.001449915,0.006514498],"category_scores_gemma":[0.1312116,0.0008119104,0.001357465,0.001236417,0.002907834,0.004398816,0.006258095,0.001615684,0.001351009],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003240286,"about_ca_system_score_gemma":0.005003028,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002006965,"about_ca_topic_score_gemma":0.004563072,"domain_scores_codex":[0.9326817,0.0533963,0.002546798,0.005506832,0.004348995,0.001519471],"domain_scores_gemma":[0.8047516,0.1703709,0.005454096,0.01029932,0.007108541,0.002015537],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"qualitative","study_design_scores_codex":[0.001126677,0.005408593,0.02427921,0.002860085,0.0002253322,0.0004212549,0.1860379,0.01061343,0.0218364,0.03098727,0.005538184,0.7106655],"study_design_scores_gemma":[0.004315611,0.01497551,0.05019846,0.003612377,0.0009847591,0.001542647,0.1724176,0.1655711,0.1022548,0.1910605,0.2917453,0.001321318],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"methods","genre_gemma":"empirical","genre_scores_codex":[0.4090286,0.0002952114,0.5584981,0.001248126,0.0001119061,0.01175527,0.0003383537,0.001777288,0.01694713],"genre_scores_gemma":[0.3520952,0.0001623826,0.6371282,0.000203416,0.00002466399,0.007047541,0.0002522946,0.0001418651,0.002944425],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.0546453,"threshold_uncertainty_score":0.2889954,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}