Teacher Perspectives on Refugee Youth Education in Ontario: The Effects of the COVID-19 Pandemic on School Engagement and Barriers to Education
Bibliographic record
Abstract
Refugee youth arrive in Canada with gaps in their education and a lack of English language abilities. English Literacy Development (ELD) programs are designed to help refugee high school students close these gaps and provide direct instruction in reading, writing, and oral language. Refugee youth are also at considerable risk for school disengagement, and they have been disproportionately affected by the COVID-19 school disruptions (Gallagher-Mackey et al., 2021). The present study uses thematic analysis based on teacher interviews to investigate refugee school engagement, barriers to education, and schooling during the COVID-19 pandemic. According to teachers, refugee high school students face numerous barriers to their education including a lack of school skills and difficult home environments which negatively impact their school engagement, and which were exacerbated during emergency online learning. Findings from the present study will add to existing literature and serve as a foundation for future research in this area.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.025 | 0.007 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 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".