Exploring the Achievement Gap from the Perspective of Parents of African Nova Scotia Learners: Promoting Home and School Connections
Bibliographic record
Abstract
Africian Nova Scotia learners continue to experience inequities within the education system. On the one, students, with the best of interntions and an eagerness towards their success in school, begin to feel disenfranchised, fearful, and find a lack of resources and supports that are reflective of their lived experiences. On the other hand, school administrators often report concern over frequent absenteeism, lateness for class, poor academic performance, truancy, and discipline issues with African Nova Scotian students, particularly male students. These students are at-risk of becoming early leavers, being 'pushed out,'or suspended from high school. While there are studies that explore this achievement gap from the educators' perspective, there is limited research on students' schooling experiences from the perspective of parents. This study, based on Bronfenbrenner's ecological framework, explores the perspective of parents of African Nova Scotian children in public schools in grades six to nine. The overarching question of the focus gropus examines the strengths and barriers to learning from the perspective of parents' own schooling experiences, as well as the present experiences of their children. The findings will be of interest to teachers, teacher educators and policy makers.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".