Sherran Clarence

Sherran Clarence
Nottingham Trent University | NTU · Doctoral School

BA, BAHons, MA, PhD

About

44
Publications
10,923
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250
Citations
Introduction
My current research is focused on researching pathways to success in doctoral studies and early career, largely focused on academic writing. I am the Doctoral Training Manager at Nottingham Trent University, where I coordinate and facilitate a bespoke training and education programme for students and supervisors. I am affiliated in honorary positions with Rhodes University and the University of Sydney, and I hold a Y2 researcher rating from the South African National Research Foundation.
Additional affiliations
June 2012 - November 2012
Law Society of South Africa
Position
  • Researcher
Description
  • I designed and piloted an academic literacy test for candidate attorneys in Schools of Legal Practice. The aim was to provide the Schools with additional information regarding their students areas of strength and weakness in order to adapt their teaching.
January 2012 - present
University of the Western Cape
Position
  • Teaching and Learning Specialist
Description
  • I develop and support tutors in different faculties through ongoing tutor development workshops.
May 2009 - present
University of the Western Cape
Position
  • Coordinator
Description
  • I work with student tutors, developing their tutoring through weekly seminars during the academic year. I design and facilitate a range of academic writing workshops for students, as well as writing workshops for academic staff.
Education
February 2010 - December 2013
Rhodes University
Field of study
  • Higher Education
September 2004 - October 2005
York University
Field of study
  • Women's and Gender Studies
January 2001 - December 2001
University of KwaZulu-Natal
Field of study
  • Political Science

Publications

Publications (44)
Chapter
Full-text available
Writing, and the thinking, reading and analytical process that writers engage with to make writing possible, is transformative, and doctoral students in the social sciences especially tend to write themselves into their new identities as ‘doctors’ and recognised researchers. Much has been written in recent years about doctoral writing, including ma...
Article
Full-text available
Many university writing and student academic development centres serve both under-and postgraduate student-writers. However, it is not always clear that the training and development of those who work with writers accounts fully for the affective dimensions of postgraduate writing, specifically. Especially at the doctoral level, where an original co...
Article
Full-text available
Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus obscur...
Article
Full-text available
Writing centres are a well-established aspect of student academic support in many universities around the world. As much as there is significant commonality in their espoused ways of working, and theoretical and ontological underpinnings, writing centres work in a diverse range of national and institutional contexts. At times, the pressures from th...
Chapter
Full-text available
In our rapidly globalising world, “the global scholar” is a key concept for reimagining the roles of academics at the nexus of the global and the local. This book critically explores the implications of the concept for understanding postgraduate studies and supervision. It uses three conceptual lenses – “horizon”, “currency” and “trajectory” – to o...
Book
Full-text available
Teaching is crucial for supporting students’ chances of success in higher education, yet often makes limited use of theory to foster contextualized, systemic understandings of access and success. Theorized yet practical ways of empowering university educators are needed to develop their practices and turn access into success for their students. Thi...
Chapter
An underdeveloped aspect of academic staff development research in higher education is using theory to help academic lecturers to understand and inform their practices, so as to better enable student development and learning. This chapter illustrates how a theorized way of talking about teaching and learning, specifically using the LCT dimension of...
Chapter
This chapter begins with the current calls across higher education, in countries including New Zealand, South Africa and the UK, for curriculum transformation to enhance student access, success and inclusion. Academic developers are called on during such periods of curriculum change to provide advice, practical input, and ongoing support. Yet, they...
Article
Full-text available
Writing centres are a well-established aspect of student academic support in many universities around the world. As much as there is significant commonality in their espoused ways of working, and theoretical and ontological underpinnings, writing centres work in a diverse range of national and institutional contexts. At times, the pressures from th...
Chapter
Full-text available
This chapter was researched as part of a broader ESRC/NRF project, exploring student pathways within higher education understood as a public good. This chapter explores what we know about student experiences of higher education learning and teaching through the lens of academic staff development practices, and argues for these to be theorised and c...
Article
Peer tutoring in higher education aims to enhance student learning, and confidence. In writing centres, peer writing tutors use critical questioning to make the tutorial sessions student-focused and productive. The nature of questions influences the outcomes of the tutorials, yet research has not devoted sufficient time to unpacking what form this...
Article
Full-text available
Peer tutoring in higher education aims to enhance student learning, and confidence. In writing centres, peer writing tutors use critical questioning to make the tutorial sessions student-focused and productive. The nature of questions influences the outcomes of the tutorials, yet research has not devoted sufficient time to unpacking what form this...
Article
Full-text available
Peer tutoring has a long history in academic support spaces in universities, such as writing centres and supplemental instruction programmes. Small group peer tutoring has moved increasingly into ‘mainstream’ teaching and learning, and has become an academic necessity in these spaces. The nature of student-tutor engagements in these spaces is about...
Book
Full-text available
This collection of essays reflects on the ways in which writing centres in South Africa are working in and across disciplines. Institutional constraints and challenges that arise from these collaborations are addressed and opportunities for transforming teaching and learning spaces are explored. The chapters speak to the global move in higher educa...
Chapter
Full-text available
In 1984, Stephen North wrote a paper in which he argued that writing centres need to focus on the writer, rather than more narrowly on the writing tasks students seek their help with. This now-famous paper in the writing centre field speaks about an approach to writing support and development that focuses on who is doing the writing, and what they...
Chapter
Full-text available
Introductory chapter to the book: Writing Centres in Higher Education: working in and across the disciplines.
Article
Full-text available
John Biggs’ well-known curriculum design approach, constructive alignment, is widely used in higher education in the United Kingdom, Australia and South Africa. Developed with one dominant account of learning through curriculum, this approach has a gap in terms of accounting for other kinds of knowledge building, and associated knower development....
Article
Full-text available
Students’ ability to build knowledge, and transfer it within and between contexts is crucial to cumulative learning and to academic success. This has long been a concern of higher education research and practice. A central part of this concern for educators is creating the conditions that enable their students' deep learning, as this is an area of...
Article
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This is a book review of Karl Maton, Sue Hood and Suellen Shay's recent edited collection.
Article
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Feedback plays an integral role in students’ learning and development, as it is often the only personal communication that students have with tutors or lecturers about their own work. Yet, in spite of its integral role in student learning, there is disagreement between how students and tutors or lecturers perceive the pedagogic purpose of feedback....
Article
Full-text available
Peer tutors in higher education are frequently given vital teaching and learning work to do, but the training or professional development and support opportunities they are offered vary, and more often than not peer tutors are under-supported. In order to create and sustain teaching and learning environments that are better able to facilitate stude...
Article
Full-text available
Teaching and learning is a growing field of research and practice globally, and increasing investments are being made in developing academics as teachers. An inability to adequately account for disciplinary knowledge can lead to academic development inputs that are unable to fully address the needs of students, educators, or disciplines themselves....
Article
Full-text available
Many university lecturers expect students to be able to read disciplinary texts at the appropriate levels, and reflect critically and multidimensionally on those texts, yet are often frustrated by many students’ lack of ability to do so satisfactorily. While there is much research to suggest that academic writing needs to be taught within the disci...
Research
Full-text available
Teaching and learning is a growing field of research and practice globally, and increasing amounts of money are being invested in developing academics as teachers. Some of the more popular approaches, such as ‘authentic’, and ‘student-centred’ learning, while focused on getting students more actively engaged in their own learning processes, are oft...
Article
Full-text available
Book Review: Researching Student Learning in Higher Education. A Social Realist Approach, J.M. Case
Conference Paper
Full-text available
This paper contends that current research and practice in teaching and learning that tends to overfocus on social aspects of education is influenced by constructivism, a paradigm that tends to have a relativist stance on knowledge, generally arguing that knowledge is constructed in socio-historical contexts and is therefore largely inseparable from...
Article
Full-text available
In South Africa and in other parts of the world, many professions are bemoaning the poor ability of many graduates to communicate their skills and knowledge effectively once they enter the workplace. Increasingly, pressure is placed on higher education to do more in terms of equipping future professionals with the necessary critical reading, resear...
Thesis
Full-text available
Much current research and practice in teaching and learning in higher education tends to overfocus on social aspects of education; on how rather than what students are learning. Much of this research and practice is influenced by constructivism, which has a relativist stance on knowledge, generally arguing, contra positivism, that knowledge is cons...
Article
Full-text available
This paper discusses the role of a writing centre in creating spaces for talk about and change in disciplinary writing pedagogy. It asks how collaborative partnerships between disciplinary academics and Writing Centre practitioners might be established and nurtured sustainably. Drawing on insights from two collaborations with academics in political...
Chapter
Full-text available
Writing and reading critically are core academic practices that many South African tertiary students struggle with throughout undergraduate study. This is partly due to a lack of competency in English as a first language, and partly due to a lack of preparation at primary and secondary school level. Critical reading and writing practices need to be...
Article
Full-text available
The largest group of migrants in Germany is the Turkish people, many of whom have low skills levels, are Muslim, and are slow to integrate themselves into their host communities. German immigration policy has been significantly revised since the early 1990s, and a new Immigration Act came into force in 2005, containing more inclusive stances on cit...

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