School-family-community collaborations: the contribution of the intercultural worker in accompanying newly immigrant parents to school
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
Families who immigrate with school-aged children face two particular challenges: the practice of parenting in general and the practice of parenting in an unfamiliar or acculturating school environment. It is on these challenges that an emerging professional group is working in Quebec. Specifically, it is the group of intercultural community workers in schools (ICSI). This group supports the social and educational experiences of immigrant families, facilitating collaborations between schools, families and communities. This article explores the practices of ICSI that stimulate the effective accompaniment of parents of recent immigrant students. Through a qualitative exploratory approach, semi-structured interviews were conducted with three ICSIs from different administrative regions. The results show the relevance of implanting a welcome protocol to better accompany these parents. They also help understand the evolution of the relation between these parents and school, according to the adjustments of their family project and the challenges raised by their settlement in the host society. 
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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