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dc.contributor.authorLees, Kate
dc.date.accessioned2008-02-12T12:20:01Z
dc.date.available2008-02-12T12:20:01Z
dc.date.issued2007
dc.identifier.citationILE Learning and Teaching Projects 2006/2007
dc.identifier.urihttp://hdl.handle.net/2436/18075
dc.descriptionThis article was first published in the Wolverhampton Intellectual Repository and E-Theses (WIRE). There is no printed version.
dc.description.abstractThis study is a preliminary review of the possible reasons for low achievement among some level one social work undergraduates. These may be viewed as challenges to the individual, attempting to study in a particular social context, or as challenges to the institution in raising achievement and accommodating differing needs. Much of the literature is concerned with the experiences of students from particular social groups. In some studies, these concerns are integrated with the identification of individual strategies for success and/or institutional practices which foster or inhibit achievement.
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.relation.urlhttp://www.wlv.ac.uk/Default.aspx?page=6939
dc.subjectDrop-outs
dc.subjectRetention
dc.subjectSocial work students
dc.subjectUndergraduate students
dc.subjectLow achievement
dc.subjectAcademic achievement
dc.titleWhat are the factors which contribute to level one social work students failing to progress or achieving low grades?
dc.typeJournal article
refterms.dateFOA2018-08-21T10:21:58Z
html.description.abstractThis study is a preliminary review of the possible reasons for low achievement among some level one social work undergraduates. These may be viewed as challenges to the individual, attempting to study in a particular social context, or as challenges to the institution in raising achievement and accommodating differing needs. Much of the literature is concerned with the experiences of students from particular social groups. In some studies, these concerns are integrated with the identification of individual strategies for success and/or institutional practices which foster or inhibit achievement.


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