| Developing academic literacies through understanding the nature of disciplinary knowledge S Clarence, S McKenna London Review of Education 15 (1), 38-49, 2017 | 92 | 2017 |
| Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics S Clarence Teaching in Higher Education, 2015 | 63 | 2015 |
| Teaching academic reading as a disciplinary knowledge practice in higher education S Bharuthram, S Clarence South African Journal of Higher Education 29 (2), 42-55, 2015 | 54 | 2015 |
| Making inter-disciplinary spaces for talk about and change in student writing and literacy development S Clarence Teaching in Higher Education 17 (2), 127-137, 2012 | 48 | 2012 |
| What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers M Van Heerden, S Clarence, S Bharuthram Assessment & Evaluation in Higher Education 42 (6), 967-977, 2017 | 41 | 2017 |
| Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education S Clarence Critical Studies in Teaching and Learning 4 (1), 39-54, 2016 | 41 | 2016 |
| Enabling cumulative knowledge-building through teaching: A Legitimation Code Theory analysis of pedagogic practice in law and political science SL Clarence Rhodes University, 2013 | 37 | 2013 |
| Surfing the waves of learning: enacting a Semantics analysis in a first year Law course S Clarence Higher Education Research and Development, 1-14, 2016 | 33* | 2016 |
| Towards Inclusive, Participatory Peer Tutor Development in Higher Education S Clarence Critical Studies in Teaching and Learning 6 (1), 58-74, 2018 | 27 | 2018 |
| Building an evolving method and materials for teaching legal writing in large classes S Clarence, L Albertus, L Mwambene Higher Education, 1-13, 2013 | 27 | 2013 |
| Writing in the academy: collaborative writing development with students and lecturers at the UWC Writing Centre S Clarence Changing Spaces. Writing Centres and Access to Higher Education in South …, 2011 | 18 | 2011 |
| The role of questioning in writing tutorials: A critical approach to student-centered learning in peer tutorials in higher education PN Munje, RD Nanima, S Clarence Mentoring & Tutoring: Partnership in Learning 26 (3), 336-353, 2018 | 17 | 2018 |
| From Rhetoric to Practice: A critique of immigration policy in Germany through the lens of Turkish-Muslim women's experiences of migration S Clarence Theoria 56 (121), 57-91, 2009 | 13 | 2009 |
| Writing Centres in Higher Education. Working in and across the disciplines. S Clarence, L Dison AFRICAN SUN MeDIA, 2017 | 12 | 2017 |
| Turning access into success: Improving university education with Legitimation Code Theory S Clarence Routledge, 2021 | 11 | 2021 |
| A relational approach to building knowledge through academic writing: facilitating and reflecting on peer writing tutorials S Clarence Writing Centres in Higher Education. Working in and across the disciplines …, 2017 | 11 | 2017 |
| Making visible the affective dimensions of scholarship in postgraduate writing development work S Clarence Journal of Praxis in Higher Education 2 (1), 46-62, 2020 | 10 | 2020 |
| Exploring the gap between what we say and what we do: Writing centres, ‘safety’ , and ‘risk’ in higher education S Clarence Stellenbosch Papers in Linguistics 57, 117-130, 2019 | 10 | 2019 |
| Knowledge and knowers in teaching and learning: an enhanced approach to curriculum alignment S Clarence Journal of Education, 65-84, 2016 | 9* | 2016 |
| Writing centres in higher education: Working in and across the disciplines P Nichols, S Clarence, L Dison | 6 | 2017 |
Martina Van HeerdenSenior Lecturer, University of the Western Cape在 uwc.ac.za 的电子邮件经过验证
