Teachers' perspectives on the implementation of teenage mothers' school re‐entry policy in Eswatini Kingdom: Implication for educational evaluators-Reference-Cited by-同舟云学术

Teachers' perspectives on the implementation of teenage mothers' school re‐entry policy in Eswatini Kingdom: Implication for educational evaluators

Published:2021-07-08 Issue: Volume: Page:
ISSN:0090-4392
Container-title:Journal of Community Psychology
language:en
Short-container-title:J Community Psychol

Author:

Thwala S'lungile K.¹^ORCID,Okeke Chinedu I. O.²^ORCID,Matse Zanele³,Ugwuanyi Christian S.⁴⁵^ORCID

Affiliation:

1. Department of Educational Foundations & Management University of Eswatini Kwaluseni Kingdom of Eswatini

2. School of Education Studies University of the Free State Bloemfontein South Africa

3. St. John Bosco High School Malkerns Kingdom of Eswatini

4. Faculty of Education, School of Education Studies University of the Free State Bloemfontein South Africa

5. Department of Science Education University of Nigeria Nsukka Nigeria

Publisher

Wiley

Subject

Social Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/jcop.22656

Reference31 articles.

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3. De‐stigmatizing teenage motherhood: The re‐entry policy implementation in Kenya;Barmao‐Kiptanui C.;International Journal of Research and Innovation in Social Science,2020

4. Early marriage, pregnancy, and girl child school dropout;Birchall J.;Knowledge, Evidence and Learning for Development,2018

5. Freire P.(2014 July 9). Pedagogy of the oppressed: Book summary.The Educationist.

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