Grade Level Placement for Refugee Students: Determining Appropriate Placement
Notice bibliographique
Résumé
As a university student and teacher in Toronto I studied, lived, worked with and taught refugees from almost all over the world.In the mid-1990s I had a pivotal conversation with a colleague who confided, "I lost my surname and aged five years," when he entered Canada as a university student in the late 1960s from South Asia.Upon returning to my hometown I have worked as a Literacy Enrichment and Academic Readiness for Newcomers (LEARN) teacher in St. John's.Since then, I have realized that, like the case of my colleague, errors may exist on refugees' documentation for various reasons.In this discussion, I will explore the context, challenges, and felt experiences of grade level placements for refugee children through integrating my personal experience as a teacher, experiences of diverse newcomers to St. John's, and international literature. Students from Refugee Background in My SchoolThe LEARN program exists to address the academic deficits of recently arrived refugee youth in Newfoundland and Labrador, by closing educational gaps and successfully transitioning students to the prescribed curriculum (Department of Education and Early Childhood Development, n.d.).LEARN was modelled on Toronto's Literacy Enrichment Academic Program (LEAP) (Toronto District School Board, n.d.) and was piloted in 2008, with the current program beginning in January 2009 at two St. John's schools.Over the years, I have had students about whom staff members inevitably ask, "How old is that kid?" followed by, "They look like they belong in elementary/high school."Given the considerable range of student sizes at junior high, physical stature is not always a problem -even if it is noteworthy -but having students who are socially and emotionally mismatched with their peers may cause social discord, isolation, alienation, and disruption in the classroom.For example, a Grade 7 student who said he was really two years younger, reacted accordingly whenever there was discussion of teenage relationships and romance, and became disruptive when exposed to the intermediate sexual health curriculum.When we attended an Association for New Canadians (ANC) Health Fair for Youth, which included a presentation on how to use a condom, his behaviour at the event geared for junior high and high school students presented as awkward and uncomfortable for everyone involved. Reasons for a Shared BirthdayInitially, I was puzzled that a disproportionate number of students were born on January 1st until Greg Simmons, the other original LEARN teacher who had previous experience working with the ANC, clarified that this indicates a date of birth (DOB) assigned by the United Nations High Commissioner for Refugees (UNHCR), the UN Refugee Agency.UNHCR Guidelines in
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,004 | 0,002 |
| Communication savante | 0,004 | 0,001 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».