Gestion des relations familles immigrantes-écoles-communautés en temps de pandémie de COVID-19 : une analyse de documents
Bibliographic record
Abstract
In the pre-pandemic period, school headmasters were responsible for ensuring the academic and social integration of immigrant students by promoting innovation, relations within the educational team and school-family-community relations (MELS, 2008 ; MÉES, 2019). However, the pandemic and the massive use of Information and Communication Technologies (ICT) has led to a deterioration in these relations, resulting in performance-related health problems and unforeseen changes (OECD, 2020). The initial question in this article is: how have school headmasters managed the school-family-community relations embedded in the activity of accompanying immigrant students fostered by the use of ICT in a context of unplanned change? A systematic literature review identified 43 empirical studies. Their grounded theory analyses led to the modelling of problems and their theorisation. This systematic review confirms the importance of school-family-community relations and their management for the academic and educational success of immigrant students during a pandemic. The underlying problems of relationship management include problems of educational quality; divergence of viewpoints in terms of performance; development of psychosocial risks at work linked to these divergences and to social inequalities (digital inequalities, gender inequalities in children's education within the family, housing inequality).
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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".