Home-School Communication and Expectations of Recent Chinese Immigrants
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In this study, I investigated the nature of communication between home and school in families who recently immigrated to Canada. I used an open-ended questionnaire in interviews of 21 Chinese immigrant families and 19 non-immigrant European-Canadian families. The immigrant parents’ pattern of communication differed from that of non- immigrant parents: immigrant parents communicated less frequently, had more difficulty comprehending the communication, and were less satisfied with the communication. The immigrant parents especially emphasized the academic progress of their children and were concerned with the quality of teaching. L’etude porte sur la nature des communications entre la famille et l’ecole dans le cas de nouveaux immigrants chinois. A l’aide de questions ouvertes, l’auteure a interviewe 21 familles d’immigrants chinoises et 19 familles de non-immigrants europo- canadiennes. Le mode de communication des parents chinois differe de celui des parents non immigrants : les parents chinois communiquent moins frequemment, ont plus de difficulte a comprendre la communication et en tirent moins de satisfaction. Ils mettent surtout l’accent sur les progres scolaires de leurs enfants et se preoccupent de la qualite de l’enseignement.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it