Examining the Efficacy of Student Academic Support Systems for ‘At Risk’ First Entering Students at a Historically Disadvantaged South African University-Reference-Cited by-同舟云学术

Examining the Efficacy of Student Academic Support Systems for ‘At Risk’ First Entering Students at a Historically Disadvantaged South African University

Published:2020-01-02 Issue:2 Volume:51 Page:137-156
ISSN:0826-4805
Container-title:Interchange
language:en
Short-container-title:Interchange

Author:

Lavhelani N. Phellecy,Ndebele Clever,Ravhuhali Fhatuwani

Funder

Univerty of Venda

Publisher

Springer Science and Business Media LLC

Subject

Law,General Social Sciences,Social Sciences (miscellaneous),Arts and Humanities (miscellaneous),Education

Link

http://link.springer.com/content/pdf/10.1007/s10780-019-09383-z.pdf

Reference82 articles.

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2. Adelman, H. S., & Taylor, L. (2008). Rebuilding for learning: Addressing barriers to learning and teaching and re-engaging students. New York: Scholastic Inc.

3. Aragon, S. R. (2002). An investigation of factors influencing classroom motivation for postsecondary American Indian/Alaska native students. Journal of American Indian Education,4(1), 1–18.

4. Badat, M. (2009). Input from Vice-Chancellor Dr. Mohamed Saleem Badat Rhodes University in Insight Higher Education South Africa Issue 01 October 2009. Pretoria: HESA.

5. Banerjee, P. A., & Lamb, S. (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools. Cogent Education. https://doi.org/10.1080/2331186X.2016.1178441.

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