{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":14,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":14,"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":"d535ef067b9a","filters":{"venue":"Waikato journal of education"}},"results":[{"id":"W2203895701","doi":"10.15663/wje.v20i3.233","title":"Stories to live by on the professional knowledge landscape","year":2015,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":25,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Alberta","funders":"","keywords":"Work (physics); Pedagogy; Sociology; Professional development; Teacher education; Engineering","authors":[{"name":"D. Jean Clandinin","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2078255544377687,"gpt":0.4619307385815715,"spread":0.2541051841438028,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004930362,0.000867544,0.0005638715,0.001806099,0.026471,0.0166608,0.001925895,0.004989506,0.01645339],"category_scores_gemma":[0.01323212,0.0004904561,0.0005534113,0.00171505,0.03102274,0.02078732,0.01951961,0.01147615,0.003447098],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005214429,"about_ca_system_score_gemma":0.003224916,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009232624,"about_ca_topic_score_gemma":0.01690603,"domain_scores_codex":[0.9896142,0.006990743,0.0001267504,0.0005305943,0.001342361,0.001395417],"domain_scores_gemma":[0.9915903,0.003567038,0.0006208649,0.000545191,0.0008230867,0.002853606],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004038582,0.00004504805,0.0009666869,0.0001196057,0.0000113636,0.001606198,0.7540304,0.0001056609,0.0002658064,0.1147876,0.1066448,0.02137645],"study_design_scores_gemma":[0.000004427663,0.00001582856,0.0002787997,0.0002063163,0.000003780809,0.0006562743,0.433419,0.00006134796,0.00009386241,0.01769582,0.5475475,0.00001708024],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.09796613,0.01071825,0.01162217,0.2849449,0.005395367,0.0001078496,0.0002771057,0.0003602191,0.588608],"genre_scores_gemma":[0.8425485,0.005945215,0.003540935,0.026536,0.001296399,0.0001565972,0.0002012638,0.0004783578,0.1192968],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.026471,"threshold_uncertainty_score":0.05504203,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2023888220","doi":"10.15663/wje.v18i2.163","title":"Crossing borders: At the nexus of critical service learning, literacy, and social justice","year":2013,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Service-Learning and Community Engagement","field":"Social Sciences","cited_by":12,"is_retracted":false,"has_abstract":false,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Regina","funders":"","keywords":"Nexus (standard); Literacy; Service-learning; Economic Justice; Social justice; Sociology; Pedagogy; Critical literacy; Service (business); Psychology; Political science; Criminology; Computer science; Economics; Law","authors":[{"name":"Fatima Pirbhai‐Illich","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.02929490209475286,"gpt":0.3888149055040264,"spread":0.3595200034092735,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.008399539,0.0003263378,0.0004809913,0.002141101,0.01809591,0.02298937,0.001817046,0.005449836,0.01057435],"category_scores_gemma":[0.02366746,0.000341123,0.0004409132,0.001283095,0.05635881,0.0212383,0.02098412,0.008861817,0.0005537144],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.006189771,"about_ca_system_score_gemma":0.01657713,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009403586,"about_ca_topic_score_gemma":0.01320285,"domain_scores_codex":[0.9916878,0.004928194,0.00017395,0.0006121398,0.000701462,0.001896423],"domain_scores_gemma":[0.9827399,0.01077792,0.001321086,0.0009552791,0.001116736,0.00308909],"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":[0.00007310241,0.0001540966,0.003796582,0.000102745,0.00001710921,0.0006073259,0.2643121,0.0001862805,0.0004471473,0.6872199,0.005295623,0.03778796],"study_design_scores_gemma":[0.00002323517,0.0000545212,0.002554676,0.0003695436,0.00001823265,0.0002125231,0.3390751,0.0003693942,0.0005554754,0.6157218,0.04101512,0.00003033196],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.410888,0.002609604,0.0159863,0.1458899,0.0005341955,0.0001247385,0.0000317926,0.0001208401,0.4238147],"genre_scores_gemma":[0.9951553,0.0002322529,0.0008378141,0.001442959,0.00003676989,0.00002475465,0.000004440004,0.00002144421,0.002244123],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.02298937,"threshold_uncertainty_score":0.04491019,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2118744473","doi":"10.15663/wje.v10i1.340","title":"Playing to win or trying your best: Media representations of national anxieties over the role of sport participation during the 2002 Commonwealth Games","year":2016,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Sport and Mega-Event Impacts","field":"Social Sciences","cited_by":11,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Commonwealth; Realm; Ambivalence; Public relations; Political science; Mass media; Sociology; Social psychology; Psychology; Law","authors":[{"name":"Emma H. Wensing","is_ca":true},{"name":"Toni Bruce","is_ca":false},{"name":"Clive C. Pope","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05769207605354697,"gpt":0.3969551776205471,"spread":0.3392631015670001,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004619086,0.0005078662,0.0003966157,0.002665318,0.008417808,0.009269489,0.0008520461,0.00174003,0.003113186],"category_scores_gemma":[0.01096746,0.0005910097,0.0002625911,0.002053826,0.01090734,0.00625658,0.006066023,0.003588941,0.0002699369],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.005725497,"about_ca_system_score_gemma":0.001872098,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.05609521,"about_ca_topic_score_gemma":0.09885851,"domain_scores_codex":[0.9972032,0.001380717,0.0001309801,0.0002133453,0.0006423269,0.0004294575],"domain_scores_gemma":[0.991973,0.004856815,0.001678296,0.0002735665,0.0007068197,0.0005115438],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00006136042,0.00002005068,0.01202121,0.00007587145,0.00001153045,0.000533008,0.9767123,0.00002603434,0.0006417173,0.003259236,0.0008721103,0.005765636],"study_design_scores_gemma":[0.000005895114,0.0000506382,0.02896156,0.0003004671,0.0000209877,0.0002843724,0.9488292,0.0001055389,0.000262947,0.0007631778,0.02038371,0.00003150567],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9672768,0.0006469975,0.0003118039,0.006412494,0.0001028146,0.00001669481,0.00005824416,0.00001017666,0.025164],"genre_scores_gemma":[0.9965326,0.0006024107,0.0001124737,0.0006349468,0.00006747385,0.00001460667,0.00003191896,0.00001647772,0.001987275],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.05609521,"threshold_uncertainty_score":0.1115374,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1993690266","doi":"10.15663/wje.v16i3.45","title":"Working across cultures in indigenous science education","year":2011,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Indigenous and Place-Based Education","field":"Social Sciences","cited_by":10,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Indigenous; Science education; Sociology; Pedagogy; Indigenous culture; Traditional knowledge; Psychology; Political science; Biology; Ecology","authors":[{"name":"Michael Michie","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03595805400916462,"gpt":0.3732892914395306,"spread":0.337331237430366,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.01033754,0.0004174761,0.0006544869,0.001953184,0.02332976,0.01100747,0.001429258,0.001621294,0.003468507],"category_scores_gemma":[0.0117634,0.0005150941,0.0003544401,0.0019326,0.02101509,0.006474765,0.01853711,0.002664893,0.0002931623],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.003951532,"about_ca_system_score_gemma":0.00805398,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02215679,"about_ca_topic_score_gemma":0.0333845,"domain_scores_codex":[0.9895627,0.006582309,0.0003395523,0.0006416411,0.001225578,0.001648268],"domain_scores_gemma":[0.9911198,0.004761276,0.001053982,0.0006145234,0.0008073049,0.00164308],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000006361169,0.00002568472,0.002973832,0.00004851945,0.000004644247,0.0003689995,0.9868195,0.00002060323,0.0002107752,0.00230104,0.00006946373,0.007150633],"study_design_scores_gemma":[0.000001928073,0.00004443729,0.00281172,0.0001090998,0.000007895731,0.0002131863,0.9880135,0.00003336649,0.0001795709,0.001474802,0.007101211,0.000009188869],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9691528,0.001402454,0.001025707,0.001752824,0.00007553904,0.00005793088,0.000003302116,0.00001245401,0.02651694],"genre_scores_gemma":[0.9940269,0.0009144413,0.0007517342,0.000282608,0.00001765471,0.0000308523,0.000002964575,0.000009004496,0.00396388],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.9766703,"threshold_uncertainty_score":0.05467081,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4229057469","doi":"10.15663/wje.v26i1.912","title":"Families’ comfort with LGBTQ2s+ picturebooks: Embracing children’s critical knowledges","year":2022,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Gender Studies in Language","field":"Social Sciences","cited_by":5,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Queer; Scholarship; Gender studies; Innocence; Identity (music); Psychology; Miller; Sexual identity; Reading (process); Conversation; Heteronormativity; Sociology; Developmental psychology; Human sexuality; Psychoanalysis; Aesthetics; Art","authors":[{"name":"Pamela Malins","is_ca":false},{"name":"Pam Whitty","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.01259328311945761,"gpt":0.3285998794180407,"spread":0.3160065962985831,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006887081,0.0005666281,0.0003768922,0.001180366,0.009437609,0.006263088,0.001280547,0.001869605,0.007904438],"category_scores_gemma":[0.01585922,0.0004810533,0.0003790993,0.0005088411,0.01088635,0.005601538,0.008114989,0.00325723,0.0006745601],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004810081,"about_ca_system_score_gemma":0.003268307,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0146904,"about_ca_topic_score_gemma":0.02157012,"domain_scores_codex":[0.9949339,0.00341411,0.0001207711,0.0003447854,0.0005473086,0.0006391653],"domain_scores_gemma":[0.9922167,0.005390877,0.0006107347,0.0003688955,0.0006155104,0.0007973235],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001141134,0.00001401514,0.002314817,0.00005140247,0.000002783666,0.0009164692,0.9879988,0.00001553407,0.0004489974,0.00208434,0.001227283,0.004914155],"study_design_scores_gemma":[0.000003610228,0.00002525182,0.00186936,0.000133546,0.000006204317,0.000888835,0.9582828,0.00003018471,0.0003140371,0.001279439,0.03715358,0.00001318656],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9153757,0.001977293,0.004544601,0.01015394,0.0002476778,0.0001224173,0.0001676511,0.0000967856,0.06731386],"genre_scores_gemma":[0.9923543,0.0006515991,0.00119662,0.0008736319,0.00002446407,0.00007922034,0.0000353635,0.00004662483,0.004738215],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.0146904,"threshold_uncertainty_score":0.03642279,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4256427896","doi":"10.15663/wje.v5i0.403","title":"Stories to live by on the professional knowledge landscape","year":2017,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Work (physics); Pedagogy; Sociology; Professional development; Teacher education; Mathematics education; Psychology; Engineering","authors":[{"name":"D. Jean Clandinin","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1662887560696363,"gpt":0.4728888178664644,"spread":0.3066000617968281,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.004515338,0.0008756621,0.0005574368,0.001720236,0.02453854,0.0154243,0.001803915,0.004735241,0.01701168],"category_scores_gemma":[0.01264776,0.0004862297,0.0005471125,0.001612767,0.03017789,0.02000672,0.0184737,0.01089851,0.003512152],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00479799,"about_ca_system_score_gemma":0.003024018,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.008603988,"about_ca_topic_score_gemma":0.01574292,"domain_scores_codex":[0.990338,0.006503118,0.0001171247,0.0004941321,0.001251416,0.001296196],"domain_scores_gemma":[0.9922053,0.003307951,0.0005943321,0.0005347063,0.0007832941,0.00257444],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00004205123,0.00004400778,0.0009886366,0.0001194547,0.0000118723,0.001568616,0.7629266,0.0001103285,0.0002893232,0.1107954,0.101735,0.02136863],"study_design_scores_gemma":[0.000004505828,0.00001655721,0.0002971456,0.0002016394,0.000003997009,0.0006687727,0.4244345,0.00006108045,0.0001027246,0.01774904,0.5564426,0.00001733427],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"other","genre_gemma":"empirical","genre_scores_codex":[0.1025269,0.01030409,0.01233181,0.2613048,0.005180611,0.000116088,0.0002944823,0.0003774642,0.6075637],"genre_scores_gemma":[0.8382041,0.005606266,0.003689982,0.02429445,0.001175034,0.0001577182,0.000204697,0.0004810039,0.1261867],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.02453854,"threshold_uncertainty_score":0.05690974,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4229076205","doi":"10.15663/wje.v26i1.898","title":"Negotiating Identities through Canadian Multicultural and Indigenous Picturebooks: A Collective Autobiographical Narrative Inquiry","year":2022,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of Alberta; University of Saskatchewan","funders":"","keywords":"Multiculturalism; Indigenous; Reading (process); Identity (music); Literacy; Sociology; Narrative; Gender studies; Negotiation; Pedagogy; Aesthetics; Political science; Social science; Literature","authors":[{"name":"Emma Chen","is_ca":true},{"name":"Yina Liu","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07303119019934351,"gpt":0.3715226847617265,"spread":0.2984914945623829,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005745707,0.0009188766,0.000422518,0.003492527,0.03121589,0.009560018,0.002412189,0.001471282,0.002705386],"category_scores_gemma":[0.007084632,0.0004972111,0.0003022879,0.002802185,0.0225313,0.004536153,0.008520076,0.003029445,0.0001622027],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.03658608,"about_ca_system_score_gemma":0.03571481,"about_ca_topic_candidate":true,"about_ca_topic_consensus":true,"about_ca_topic_score_codex":0.7798705,"about_ca_topic_score_gemma":0.9194573,"domain_scores_codex":[0.9961732,0.001664496,0.00008770277,0.0004010486,0.0008144453,0.0008590821],"domain_scores_gemma":[0.9956247,0.002293293,0.0003475066,0.0003101043,0.0008410182,0.0005834202],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.000005769327,0.000005368508,0.001223692,0.00001486789,0.000001788345,0.0002285935,0.992338,0.00002627475,0.0002010679,0.002616453,0.0002877722,0.003050321],"study_design_scores_gemma":[8.606616e-7,0.000004624178,0.001202299,0.00003033173,0.000004455102,0.00007967034,0.985611,0.00004117615,0.0001405459,0.0003227886,0.01255332,0.000008957555],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9557383,0.0007248012,0.001773044,0.002527362,0.00005663371,0.00008893909,0.00008470795,0.00002328056,0.03898286],"genre_scores_gemma":[0.9906889,0.0005742895,0.001203587,0.0002000374,0.000008635935,0.00003705826,0.00004016867,0.00001817538,0.007229181],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2201295,"threshold_uncertainty_score":0.4428518,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2121299882","doi":"10.15663/wje.v13i1.291","title":"Reflecting on the development of a new school subject: The development of technology education in New Zealand","year":2016,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Education and Technology Integration","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Curriculum; Subject (documents); Curriculum development; Pedagogy; Sociology; Literacy; Politics; Mathematics education; Engineering ethics; Political science; Psychology; Engineering; Computer science; Library science","authors":[{"name":"Alister Jones","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.05267925586345676,"gpt":0.3942802781218062,"spread":0.3416010222583494,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003831719,0.0002001146,0.0002041642,0.0009723888,0.006007902,0.006150712,0.0004663108,0.0009949603,0.002829708],"category_scores_gemma":[0.005015719,0.0002623443,0.0002325318,0.001018684,0.01037165,0.005273429,0.003795041,0.00219902,0.0002501915],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01124591,"about_ca_system_score_gemma":0.01729249,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.1527026,"about_ca_topic_score_gemma":0.2569357,"domain_scores_codex":[0.9979723,0.0007863108,0.0001303942,0.000239153,0.0005046177,0.0003671333],"domain_scores_gemma":[0.9976694,0.0007463576,0.0004250274,0.0001185709,0.000505774,0.000534723],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00005737031,0.00008941076,0.02383293,0.0005237805,0.00001274307,0.003273544,0.6392947,0.0004144467,0.01146507,0.1789913,0.004052507,0.1379921],"study_design_scores_gemma":[0.00002162205,0.0001872205,0.09207135,0.0007635939,0.00001999774,0.001189305,0.31447,0.0002934988,0.002963665,0.01903766,0.5688916,0.00009038491],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7051232,0.007339061,0.004000317,0.03586276,0.0003369922,0.0001468748,0.00003235973,0.00002372282,0.2471347],"genre_scores_gemma":[0.9649763,0.005906058,0.00231224,0.0005542261,0.00004634856,0.00003670181,0.00001086227,0.00001836268,0.02613892],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1527026,"threshold_uncertainty_score":0.3036275,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2736095142","doi":"10.15663/wje.v2i1.510","title":"Nesting language and culture in Māori family structure: Key to a successful bicultural programme","year":2017,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":2,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Indigenous; Nesting (process); Biculturalism; Pedagogy; Curriculum; Sociology; Indigenous culture; Key (lock); Indigenous education; Early childhood education; Psychology; Neuroscience of multilingualism; Ecology","authors":[{"name":"Doug Smith","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03396033557882013,"gpt":0.3955341333667567,"spread":0.3615737977879366,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.00502709,0.0002126459,0.000316548,0.0004436228,0.008549927,0.002838801,0.001201736,0.0009415654,0.004296021],"category_scores_gemma":[0.009121956,0.0003128848,0.0001560167,0.0003688262,0.005625017,0.001574891,0.006187349,0.002198839,0.0004893403],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004103507,"about_ca_system_score_gemma":0.02503592,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.1002563,"about_ca_topic_score_gemma":0.2512357,"domain_scores_codex":[0.9972716,0.001351568,0.00006223808,0.00009209646,0.0002757654,0.0009466229],"domain_scores_gemma":[0.9934222,0.0008514532,0.0003921794,0.0001786476,0.0005769355,0.004578514],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001113738,0.0009308077,0.09496614,0.0006416442,0.00003261675,0.003156638,0.5947796,0.0002999269,0.006011518,0.02025229,0.009485506,0.269332],"study_design_scores_gemma":[0.0000421634,0.0007741296,0.2882828,0.001725654,0.00004895767,0.001879837,0.5792561,0.0003528097,0.001670991,0.01068298,0.1152022,0.00008136645],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8542503,0.002164811,0.00170418,0.04378989,0.0002198634,0.0004871975,0.0000370514,0.00006239108,0.09728433],"genre_scores_gemma":[0.9893342,0.000742205,0.002221161,0.0009369403,0.0000287293,0.0001278634,0.00001228113,0.0000117634,0.006584967],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1002563,"threshold_uncertainty_score":0.1993454,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W960997072","doi":"10.15663/wje.v14i1.243","title":"The development, validation and application of a science curriculum delivery evaluation questionnaire for indigenous māori settings","year":2015,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Manitoba","funders":"Engineer Research and Development Center; Social Sciences and Humanities Research Council of Canada; Ministry of Education- New Zealand; Ministry of Economy, Trade and Industry; University of Auckland","keywords":"Aotearoa; Indigenous; Curriculum; Context (archaeology); Pedagogy; Sociology; Traditional knowledge; Science education; Identification (biology); Psychology; Geography; Ecology","authors":[{"name":"Brian Lewthwaite","is_ca":true},{"name":"Anaru Wood","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.03694595800273939,"gpt":0.4010123543851366,"spread":0.3640663963823972,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.05873979,0.000505791,0.0007208886,0.002468069,0.001752805,0.001571855,0.001080617,0.0009153665,0.001222317],"category_scores_gemma":[0.05858779,0.0005976899,0.0007266343,0.001366453,0.001206245,0.001607669,0.001958841,0.00155363,0.0004691006],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002712324,"about_ca_system_score_gemma":0.005770226,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002832715,"about_ca_topic_score_gemma":0.003742872,"domain_scores_codex":[0.9839315,0.01016774,0.002292565,0.0004480231,0.002347458,0.0008128202],"domain_scores_gemma":[0.9544017,0.02282747,0.003743117,0.002470453,0.01502259,0.001534711],"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":[0.0004391056,0.004256414,0.2812907,0.001440107,0.0001044492,0.0006920544,0.2980359,0.002015,0.01678397,0.004433243,0.003532725,0.3869763],"study_design_scores_gemma":[0.0002869702,0.008114025,0.6689106,0.001008367,0.0001091033,0.0006946642,0.2588732,0.01139479,0.009335159,0.002191359,0.03882311,0.0002586753],"study_design_candidate":"observational","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"methods","genre_scores_codex":[0.9629258,0.00009975356,0.01657161,0.0007054905,0.00006852145,0.01447458,0.0002958465,0.00008990257,0.004768508],"genre_scores_gemma":[0.8903429,0.0003027084,0.07275292,0.0003358042,0.00003376003,0.03370063,0.0004163716,0.00003497235,0.002079988],"genre_candidate":"methods","genre_consensus":null,"teacher_disagreement_score":0.05873979,"threshold_uncertainty_score":0.3106495,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W411389291","doi":"10.15663/wje.v12i1.302","title":"Enhancing the Mathematics Achievement of Pasifika Students: Performance and Progress on the Numeracy Development Project","year":2016,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Education Systems and Policy","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Decile; Numeracy; Quarter (Canadian coin); Mathematics education; Test (biology); Psychology; Scale (ratio); Standard deviation; Pedagogy; Mathematics; Statistics; Geography; Literacy","authors":[{"name":"Jenny Young–Loveridge","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.04311159557357434,"gpt":0.3874850066966847,"spread":0.3443734111231104,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001832102,0.0003599459,0.0003530985,0.002202402,0.0008340585,0.0009891702,0.0003542089,0.0002931237,0.001149907],"category_scores_gemma":[0.005479218,0.0001585299,0.0002693741,0.001863715,0.0005386776,0.0006980208,0.001680747,0.0005601048,0.0005211293],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000670817,"about_ca_system_score_gemma":0.001122331,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007624236,"about_ca_topic_score_gemma":0.01327218,"domain_scores_codex":[0.9990726,0.0002087596,0.0001115892,0.0001764067,0.0002445356,0.0001861503],"domain_scores_gemma":[0.9966443,0.0006337378,0.001221623,0.0002333284,0.0007932735,0.000473797],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002196327,0.0003341799,0.9526821,0.00005004273,0.00003067818,0.0002027635,0.003803256,0.0001978939,0.0005814657,0.000112952,0.0003267139,0.04145826],"study_design_scores_gemma":[0.000004785578,0.0002029935,0.9964947,0.000009000684,0.000008209312,0.00009485883,0.001599378,0.0001155946,0.0005093145,0.00003558241,0.0009184735,0.000006983064],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9980768,0.00002508737,0.00009251763,0.00002812703,0.00000300442,0.00001466846,0.0002167627,0.00000425691,0.001538865],"genre_scores_gemma":[0.9981269,0.00005583733,0.0003681066,0.000008874724,0.000002989799,0.00003849795,0.0004867744,0.000002650018,0.0009092994],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.007624236,"threshold_uncertainty_score":0.01515973,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2732405774","doi":"10.15663/wje.v6i1.464","title":"Implications of school reform for educational leaders: Possibilities for global learning networks","year":2017,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":1,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Raising (metalworking); Political science; Pedagogy; Key (lock); Sociology; Public relations; Engineering","authors":[{"name":"Brenda L. Spencer","is_ca":false},{"name":"Charles F. Webber","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.2099504827632851,"gpt":0.4841422491785004,"spread":0.2741917664152153,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.006642601,0.0002163699,0.0002951633,0.0009539338,0.009949544,0.01153064,0.001375772,0.004131776,0.01057889],"category_scores_gemma":[0.01129939,0.0001688,0.0003193457,0.001228349,0.01889897,0.008774152,0.006322735,0.003423735,0.0004678569],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.01673281,"about_ca_system_score_gemma":0.02305058,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.09671281,"about_ca_topic_score_gemma":0.1842901,"domain_scores_codex":[0.9939519,0.00292213,0.00004829705,0.0002850981,0.0005680185,0.002224531],"domain_scores_gemma":[0.9925342,0.002818165,0.0005836259,0.0003264745,0.0009157837,0.002821778],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00003741449,0.00004657801,0.005116564,0.00007199772,0.000009883192,0.000384484,0.02850224,0.0009509628,0.000143616,0.9281945,0.01363437,0.02290744],"study_design_scores_gemma":[0.00008326757,0.0001123246,0.01679306,0.0004038956,0.00003625306,0.0001375208,0.2181896,0.001685345,0.0004119177,0.462983,0.2991115,0.00005234419],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.1586008,0.00337015,0.005472103,0.5158383,0.0007487218,0.0001142908,0.00007162646,0.00005961533,0.3157245],"genre_scores_gemma":[0.9828745,0.0009023212,0.0005981645,0.006553818,0.0001438512,0.00003321267,0.00001623591,0.000008686994,0.008869171],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.09671281,"threshold_uncertainty_score":0.1922998,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2099749887","doi":"10.15663/wje.v13i1.286","title":"Developing non-verbal ways of knowing in dance: Collaborative school/university action research","year":2016,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Art Education and Development","field":"Arts and Humanities","cited_by":1,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Hamilton Utilities Corporation","funders":"","keywords":"Dance; Drama; The arts; Action (physics); Theory of multiple intelligences; Psychology; Nonverbal communication; Dance education; Action research; Pedagogy; Mode (computer interface); Sociology; Visual arts; Communication; Computer science; Art","authors":[{"name":"Clare Henderson","is_ca":false},{"name":"Deborah Fraser","is_ca":false},{"name":"Sue Cheesman","is_ca":false},{"name":"Shirley Tyson","is_ca":true}],"retraction":null,"screen_n_in":null,"score":{"opus":0.1583265154952927,"gpt":0.3640421514772731,"spread":0.2057156359819804,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.03821679,0.0008171794,0.0008602857,0.003468045,0.008214346,0.01167683,0.002844458,0.002959458,0.003466302],"category_scores_gemma":[0.03803771,0.0006574544,0.0007041543,0.00207251,0.0205986,0.0107263,0.01110582,0.003911192,0.0004531622],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.004651175,"about_ca_system_score_gemma":0.005186723,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.005235344,"about_ca_topic_score_gemma":0.007908855,"domain_scores_codex":[0.9557812,0.03751344,0.0008196475,0.002288139,0.002037406,0.001560118],"domain_scores_gemma":[0.9481,0.04199419,0.002007063,0.003355686,0.002306963,0.002236034],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00007893131,0.001118292,0.006261736,0.0002621613,0.00003623502,0.0003770137,0.9017516,0.0004859975,0.001302612,0.03541493,0.0007269544,0.0521835],"study_design_scores_gemma":[0.0001496684,0.0004939127,0.00892191,0.0004272243,0.000050531,0.0003978128,0.9199796,0.001874822,0.003269634,0.04059579,0.02376277,0.00007630607],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8998489,0.0009528765,0.03474583,0.003348646,0.00009120019,0.0008875422,0.0000584815,0.00008783359,0.05997861],"genre_scores_gemma":[0.9797672,0.0005132523,0.01627916,0.0001987954,0.000009793807,0.0005261972,0.00002836476,0.00002363343,0.002653655],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.03821679,"threshold_uncertainty_score":0.2021121,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2730144756","doi":"10.15663/wje.v4i1.482","title":"Finding the moccasin fit","year":2017,"lang":"en","type":"article","venue":"Waikato journal of education","topic":"Indigenous and Place-Based Education","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Indigenous; Devolution (biology); Government (linguistics); Context (archaeology); Pedagogy; Teacher education; Sociology; Political science; Psychology; Geography","authors":[{"name":"Doug Smith","is_ca":false}],"retraction":null,"screen_n_in":null,"score":{"opus":0.07110267890267104,"gpt":0.4067402867500794,"spread":0.3356376078474084,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"metacan-v3-hybrid-931329e0061c","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003541672,0.0004015204,0.0006183953,0.001285416,0.025217,0.008067187,0.001514006,0.002436793,0.0180813],"category_scores_gemma":[0.01189167,0.0005810626,0.0003421274,0.00129522,0.007734653,0.004948676,0.008740524,0.003571281,0.002716993],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.006616295,"about_ca_system_score_gemma":0.01332761,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.1680463,"about_ca_topic_score_gemma":0.4121352,"domain_scores_codex":[0.9966319,0.001089178,0.00007164339,0.0005541221,0.0007125836,0.000940527],"domain_scores_gemma":[0.9964291,0.0003322586,0.0001689921,0.0003159122,0.001051306,0.001702315],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001450646,0.0001780691,0.04366579,0.0001710166,0.00003910566,0.002280664,0.7276891,0.00008699484,0.002081197,0.05764473,0.0822726,0.08374565],"study_design_scores_gemma":[0.00001085068,0.00005372765,0.01063639,0.0003484227,0.00001726545,0.0008660047,0.7145038,0.0002334203,0.0002514252,0.008742339,0.264284,0.00005231819],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7718154,0.002281173,0.007643442,0.05065642,0.001731142,0.0002643799,0.0002749889,0.0002664274,0.1650666],"genre_scores_gemma":[0.9345696,0.0006301849,0.005970254,0.006717888,0.00004130486,0.0001118371,0.00017333,0.0002190667,0.05156644],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1680463,"threshold_uncertainty_score":0.3341364,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}