Indigenous Undergraduates' Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies

Nakata, M; Nakata, V; Day, A; Martin, G; Peachey, M

Indigenous Undergraduates' Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies

Nakata, M Nakata, V Day, A Martin, G Peachey, M

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Publication Type:: Journal Article
Citation:: Australian Journal of Indigenous Education, 2019, 48 (2), pp. 119 - 128
Issue Date:: 2019-12-01

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Full metadata record

Field	Value	Language
dc.contributor.author	Nakata, M	en_US
dc.contributor.author	Nakata, V	en_US
dc.contributor.author	Day, A	en_US
dc.contributor.author	Martin, G	en_US
dc.contributor.author	Peachey, M	en_US
dc.date.issued	2019-12-01	en_US
dc.identifier.citation	Australian Journal of Indigenous Education, 2019, 48 (2), pp. 119 - 128	en_US
dc.identifier.issn	1326-0111	en_US
dc.identifier.uri	http://hdl.handle.net/10453/138990
dc.description.abstract	© The Author(s) 2018. This article presents an analysis of statements from Indigenous students in an Australian university that describe how they use supplementary tutors. The analysis provides some evidence that students use tutors for much more than the prescribed remedial purpose to assist with gaps in assumed academic knowledge and skills to prevent subject failures. Students also use tutors to access hidden knowledge and develop capabilities that assist their progress from dependence on assistance to independence in learning. Our analysis has implications for the conceptualisation and management of supplementary tutoring for Indigenous students.	en_US
dc.relation	http://purl.org/au-research/grants/arc/IN120100021
dc.relation.ispartof	Australian Journal of Indigenous Education	en_US
dc.relation.isbasedon	10.1017/jie.2017.39	en_US
dc.title	Indigenous Undergraduates' Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	48	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1608 Sociology	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - SIC - Strengthening Indigenous Communities
utslib.copyright.status	closed_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	48	en_US

Abstract:

© The Author(s) 2018. This article presents an analysis of statements from Indigenous students in an Australian university that describe how they use supplementary tutors. The analysis provides some evidence that students use tutors for much more than the prescribed remedial purpose to assist with gaps in assumed academic knowledge and skills to prevent subject failures. Students also use tutors to access hidden knowledge and develop capabilities that assist their progress from dependence on assistance to independence in learning. Our analysis has implications for the conceptualisation and management of supplementary tutoring for Indigenous students.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/138990