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.
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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 | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.016 | 0.008 |
| Scholarly communication | 0.006 | 0.003 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 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".