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- W1766740931 abstract "ABSTRACTThe tutorial system is considered to be a useful pedagogical intervention to improve student retention, particularly in the context of a first-year student’s experience of entering university. For these novice students to achieve academic success, it is important that they are given access to the subject-specific knowledge and practices in their different disciplines, that is, that they acquire ‘epistemological access’. A recent study of the tutorial system in a South African university (Layton, D.M. [2013]. A social realist account of the tutorial system at the University of Johannesburg (Unpublished doctoral dissertation). Rhodes University, Grahamstown), sought to discover to what extent tutorials were discursively constructed as being about the enablement of epistemological access. This paper focuses on two discourses that emerged from the study – the parent discourse and the partnership discourse. Both discourses were concerned with relationships between key stakeholders in the tutorial progr..." @default.
- W1766740931 created "2016-06-24" @default.
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- W1766740931 date "2015-09-29" @default.
- W1766740931 modified "2023-09-27" @default.
- W1766740931 title "Partnerships and parents – relationships in tutorial programmes" @default.
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- W1766740931 doi "https://doi.org/10.1080/07294360.2015.1087471" @default.
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