{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":5,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":5,"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":"74249c3dbef4","filters":{"venue":"The New Educator"}},"results":[{"id":"W3203242715","doi":"10.1080/1547688x.2021.1940406","title":"Early Career Teaching Progression: Examining Canadian Teachers’ Experiences During their First Five Years in the Profession","year":2021,"lang":"en","type":"article","venue":"The New Educator","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":22,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Saskatchewan; Queen's University","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Mentorship; Teacher induction; Career development; Psychology; Career Pathways; Faculty development; Pedagogy; Job satisfaction; Professional development; Medical education; Medicine; Social psychology","authors":[{"name":"Benjamin Kutsyuruba","is_ca":true},{"name":"Keith Walker","is_ca":true},{"name":"Ian Matheson","is_ca":true},{"name":"John Bosica","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1065418428615388,"gpt":0.3766529541043193,"spread":0.2701111112427804,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003211673,0.0003107124,0.0005266031,0.002715122,0.01042938,0.002780908,0.001776041,0.0007997825,0.003355172],"category_scores_gemma":[0.008677056,0.0004039156,0.0004105504,0.003801595,0.001891978,0.001054873,0.003038022,0.002159554,0.0003345205],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.04408038,"about_ca_system_score_gemma":0.08540088,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.9902473,"about_ca_topic_score_gemma":0.9965938,"domain_scores_codex":[0.996842,0.0002903495,0.0000893513,0.0002041337,0.001164953,0.001409182],"domain_scores_gemma":[0.9891688,0.0009887653,0.001350498,0.0001507252,0.004168117,0.004173069],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0004041938,0.0002262423,0.5094554,0.0002901527,0.00003834321,0.0006118652,0.4151484,0.0002245734,0.001449926,0.001321125,0.006190449,0.06463918],"study_design_scores_gemma":[0.000009567943,0.00008431309,0.730697,0.0002007113,0.00001108046,0.0001366735,0.2560037,0.0001360871,0.0001933304,0.00007332168,0.01239052,0.00006364711],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9936211,0.0006081043,0.00008403071,0.00081419,0.00002580605,0.00002828947,0.000492739,0.000008682344,0.004317103],"genre_scores_gemma":[0.9961488,0.000590205,0.0001547238,0.0001466924,0.000006047304,0.00001846102,0.0003441437,0.000007470075,0.002583421],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.04408038,"threshold_uncertainty_score":0.3198271,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3010143759","doi":"10.1080/1547688x.2020.1731036","title":"Childhood Memories of Playful Antics and Punishable Acts: Risking an Imperfect Future of Teaching and Learning","year":2020,"lang":"en","type":"article","venue":"The New Educator","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Concordia University; Carleton University; York University","funders":"","keywords":"Limiting; Imperfect; Punishment (psychology); Psychology; Developmental psychology; Engineering; Linguistics; Philosophy","authors":[{"name":"Lisa Farley","is_ca":true},{"name":"Debbie Sonu","is_ca":false},{"name":"Julie C. Garlen","is_ca":true},{"name":"Sandra Chang‐Kredl","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03702950138307167,"gpt":0.335477723272958,"spread":0.2984482218898863,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003408455,0.0003783534,0.0004479636,0.0008640346,0.004306497,0.004428788,0.00106745,0.001426126,0.001434597],"category_scores_gemma":[0.01333213,0.0005367678,0.0002577654,0.0004582996,0.01900289,0.006107222,0.005828237,0.004612505,0.0001805671],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001366077,"about_ca_system_score_gemma":0.001100582,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003415229,"about_ca_topic_score_gemma":0.005255498,"domain_scores_codex":[0.9967533,0.001624192,0.0001503903,0.0002839361,0.0007513121,0.0004368757],"domain_scores_gemma":[0.9909622,0.003953875,0.002494698,0.001264419,0.0006584182,0.0006663033],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00006134588,0.0000275067,0.01432715,0.00004473149,0.00001628289,0.001368602,0.9577283,0.00009722314,0.001183155,0.01810559,0.0003350364,0.006705093],"study_design_scores_gemma":[0.000007159456,0.0001244166,0.01709114,0.0001153364,0.00002293273,0.005644899,0.9428021,0.000180346,0.001313664,0.009999713,0.02264748,0.00005074305],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"other","genre_scores_codex":[0.981941,0.000711049,0.00314051,0.002844718,0.00004888919,0.00001018456,0.00001919765,0.00002539489,0.01125908],"genre_scores_gemma":[0.9988231,0.000177528,0.0002044741,0.00008859517,0.00001090242,0.000004096009,0.000006411328,0.00000970386,0.0006751369],"genre_candidate":"other","genre_consensus":null,"teacher_disagreement_score":0.004428788,"threshold_uncertainty_score":0.01802588,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2018357953","doi":"10.1080/1547688x.2010.10399605","title":"Communicating Ocean Sciences to Informal Audiences: A Scientist-Educator Partnership to Prepare the Next Generation of Scientists","year":2010,"lang":"en","type":"article","venue":"The New Educator","topic":"Museums and Cultural Heritage","field":"Arts and Humanities","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"","funders":"Division of Ocean Sciences; Canada's Oil Sands Innovation Alliance; National Science Foundation","keywords":"General partnership; Practicum; Scientific literacy; Science education; Sociology; Science communication; Informal learning; Engineering ethics; Pedagogy; Public relations; Political science; Engineering","authors":[{"name":"Catherine Halversen","is_ca":false},{"name":"Lynn Uyen Tran","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1703169940170284,"gpt":0.3333195411166189,"spread":0.1630025470995905,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.02173697,0.0004470435,0.0003195288,0.0007226477,0.01474818,0.008253561,0.001721984,0.003413369,0.006373295],"category_scores_gemma":[0.01678554,0.000412221,0.000437492,0.000436547,0.006293957,0.006733104,0.02381714,0.006275826,0.001112936],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002394718,"about_ca_system_score_gemma":0.01321257,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001685161,"about_ca_topic_score_gemma":0.005400768,"domain_scores_codex":[0.9882255,0.008264546,0.0002893182,0.0004911285,0.0009936332,0.001735815],"domain_scores_gemma":[0.9811612,0.006653826,0.001163236,0.0008101916,0.001217061,0.008994577],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0001143964,0.001700292,0.01855163,0.0003883926,0.00002045194,0.002871369,0.7831683,0.0003585619,0.00458936,0.0372743,0.02323625,0.1277266],"study_design_scores_gemma":[0.0001321911,0.0008341597,0.00672496,0.0004983454,0.00003184478,0.001823897,0.6893196,0.001246776,0.002662404,0.01420667,0.2824233,0.00009593958],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7124397,0.001304388,0.06448275,0.1087568,0.002396937,0.002089834,0.00004392756,0.000450073,0.1080356],"genre_scores_gemma":[0.9333428,0.0008919911,0.02902459,0.008975843,0.0002715241,0.001015555,0.00004001353,0.00008284081,0.02635485],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02173697,"threshold_uncertainty_score":0.1149575,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2416842789","doi":"10.1080/1547688x.2015.1063178","title":"Teaching Across the Grades: Dispositions of Ideally Competent Teachers","year":2016,"lang":"en","type":"article","venue":"The New Educator","topic":"School Choice and Performance","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Thompson Rivers University","funders":"","keywords":"Psychology; Mathematics education; Teaching method; sort; Pedagogy; Computer science","authors":[{"name":"Kim Calder Stegemann","is_ca":true},{"name":"William L. Roberts","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02465267421048715,"gpt":0.3604733030987139,"spread":0.3358206288882267,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001587961,0.0001414197,0.0001992863,0.0008893306,0.0006900402,0.002442873,0.0002530068,0.00041909,0.001136884],"category_scores_gemma":[0.01017176,0.0001854353,0.0001888722,0.0003811812,0.0008167093,0.0006471259,0.0009183944,0.000545423,0.0003935698],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004398632,"about_ca_system_score_gemma":0.0004715309,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002577618,"about_ca_topic_score_gemma":0.003987452,"domain_scores_codex":[0.9990374,0.0003022023,0.0001074754,0.0001279395,0.0002730681,0.0001520472],"domain_scores_gemma":[0.9929681,0.0011769,0.002505227,0.0006409298,0.001199407,0.001509373],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"qualitative","study_design_scores_codex":[0.0002482915,0.0004079115,0.9530837,0.00002614307,0.00003176898,0.0002225749,0.01413423,0.0002868918,0.004913463,0.0008684394,0.000371743,0.02540489],"study_design_scores_gemma":[0.00001639758,0.000717758,0.9834178,0.00002111036,0.0000149476,0.0001867942,0.01155971,0.0004224465,0.001042215,0.001320889,0.001251089,0.00002881363],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9986761,0.00002531925,0.0001457206,0.00002399654,0.000002690612,0.00001327333,0.00001816834,0.000003381978,0.001091257],"genre_scores_gemma":[0.999271,0.00002189009,0.0001567978,0.00001017375,0.00000173118,0.000007984889,0.00003468167,0.000001818942,0.0004940477],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.002577618,"threshold_uncertainty_score":0.008397996,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4414102801","doi":"10.1080/1547688x.2025.2556178","title":"Developing culturally sustaining pedagogy capacity in teacher education through collaborative applied theatre with newcomers","year":2025,"lang":"en","type":"article","venue":"The New Educator","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":true,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"Brock University","keywords":"Teacher education; Qualitative research; Teaching method; Cultural competence; Social justice; Consciousness raising; Faculty development; Cultural diversity","authors":[{"name":"Rachel Rhoades","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03704276854014943,"gpt":0.3819652506802944,"spread":0.3449224821401449,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006272018,0.0004821589,0.0003029881,0.0007107283,0.01049071,0.008497873,0.002064101,0.001185264,0.006272889],"category_scores_gemma":[0.009231761,0.0003222789,0.0004332456,0.0003475515,0.01488894,0.00295152,0.01363012,0.002327287,0.0006646408],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00467234,"about_ca_system_score_gemma":0.006608603,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01029368,"about_ca_topic_score_gemma":0.03868499,"domain_scores_codex":[0.9939198,0.004210803,0.000087633,0.0003700552,0.0003823221,0.001029234],"domain_scores_gemma":[0.9950777,0.002018973,0.0003362168,0.0005558921,0.000413413,0.001597935],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001071147,0.0004806698,0.005068889,0.0002308695,0.00001354087,0.001132698,0.9028952,0.000450665,0.004422387,0.01891186,0.003503778,0.06278232],"study_design_scores_gemma":[0.00004921333,0.0004193754,0.005626637,0.0002555159,0.00001987302,0.0008834881,0.8260339,0.0004968962,0.003339177,0.005240475,0.1575847,0.00005063659],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8914134,0.0003790178,0.01286783,0.002757857,0.0002458015,0.000359231,0.00002468373,0.0001414913,0.09181087],"genre_scores_gemma":[0.9795485,0.0002613008,0.006531721,0.0001802294,0.00003185166,0.0001194056,0.00001621072,0.00005111596,0.01325974],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01049071,"threshold_uncertainty_score":0.03390032,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}