Achievement, well-being and relationship building: investigating teachers’ values in practice with migrant students and families in Québec, Canada
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In Québec, Canada, although the Ministry of Education emphasises the importance of addressing ethnocultural, linguistic, and religious diversity in schools, gaps persist in practice. Among them are insufficient initial training and variability in practices. Recognising that values, attitudes, and convictions shape educational practices, this article examines their influence on educators’ approaches to working with migrant students, with the aim of informing reflections on initial and continuous training. A thematic analysis of 12 practice stories from primary school teachers and a principal highlights values and convictions centred on student achievement and well-being. The analysis also underscores the significance of rapport-building with parents, reflecting educators’ commitment to fostering students’ achievement. However, a lack of critical reflection on these concepts often reinforces deficit discourses and monocultural norms, limiting the transformative potential of inclusive education. The article concludes with implications for training programmes to better equip education professionals to support diverse students and their families.
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.
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 | 0.000 | 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 it