From theory to practice: Engaging immigrant parents in their children’s education
Bibliographic record
Abstract
The development of a series of theoretically based interventions for newcomer (immigrant)parents was undertaken over a 10-year period through an iterative method of designingand analyzing a series of ethnographic studies of its implementation. The results of threesuch interventions are reported here. The work was based on the critical theory of Freireand the post-Marxist and radical theories of Bourdieu and Cummins. Specifically, theinterventions were designed to help immigrant groups of parents (of Latino origin) tounderstand their position of marginality, to help empower them, and to provide them witha basis for acting in support of their children’s education in the new host country. Thefindings of the interventions reported show how the research program evolved along withthe dialectic refinement of practice and theory. Nous avons entrepris le développement d’une série d’interventions à base théorique visantles parents nouvellement arrivés (immigrants) au cours d’une période de 10 ans enemployant une méthode itérative pour concevoir et analyser une série d’étudesethnographiques portant sur sa mise en œuvre. Nous faisons état des résultats de trois deces interventions. Le travail reposait sur la théorie critique de Freire et des théoriespostmarxistes et radicales de Bourdieu et Cummins. Plus précisément, les interventionsont été conçues pour venir en aide à des groupes spécifiques de parents (d’origine latino) enles aidant à comprendre leur marginalité, en les rendant autonomes, et en leur fournissantles bases pour être en mesure d’appuyer l’éducation de leurs enfants dans le nouveau payshôte. Les résultats des interventions étudiées indiquent l’évolution du programme derecherche au fur et à mesure de l’amélioration de la pratique et la théorie
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 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 | 0.021 | 0.024 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.009 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".