Investigating the Phenomenon of School Integration: The Experiences of Pre-Service Teachers Working with Newcomer Youth
Bibliographic record
Abstract
Abstract: Newcomer youth (i.e., immigrant and refugees) in Canada face barriers as they navigate school integration. While teachers have been identified as a source of support in this process, there is little formal education to train teachers on proving integration support to newcomer youth in the school system. The purpose of the following study was to investigate pre-service teachers experiences and perspectives regarding involvement and the provision of support for newcomer youth in the school systems. Employing a descriptive phenomenological methodology, and utilizing a school integration framework, semi-structured interviews were conducted with 10 pre-service teachers. Analysis revealed five general structures, (a) understanding culture/background, (b) supporting language transition, (c)adapting/modifying teaching style, (d) teacherpreparation, and (e) roles additional to teaching.Implications for teachers and service providers thatidentified student characteristics, environmental andteaching considerations and gaps in current teachertraining as important factors that contribute to pre-service teachers experiences supporting schoolintegration for newcomer youth.
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.
How this classification was reachedexpand
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".