Negotiating Learning and Identity in Higher Education: Access, Persistence and Retention

Q3 Social Sciences

Canadian Journal of Education Pub Date : 2018-04-09 DOI:10.5040/9781350000223

Clayton Smith

引用次数: 13

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高等教育中的学习与身份协商:获取、坚持与保留

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Canadian Journal of Education Social Sciences-Education

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： The Canadian Journal of Education (CJE) is a national peer-reviewed journal sponsored by the membership of the Canadian Society for the Study of Education. The CJE prioritizes research and scholarly writing that is of relevance to the Canadian education community. The journal is read by scholars worldwide, and aims to represent the valuable contributions that Canadian scholars in education continue to make to the field. The Journal accepts and publishes both French and English articles and book reviews. CJE on occasion also publishes international papers that shed light on shared issues and that include Canadian authors as references.