Clarence, Sherran. ; 2017. “War of the worldly codes”: articulating the gap between legal academia and practice.
Van Heerden, Martina, Clarence, Sherran, Bharuthram, Sharita. What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers. 2016.
Clarence, Sherran. Surfing the waves of learning: enacting a Semantics analysis of teaching in a first-year Law course. 2016.
Clarence, Sherran. Seeing yourself in a new light: crossing the threshold to “researcher". 2016.
Clarence, Sherran. Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education. 2016.
Clarence, Sherran, McKenna, Sioux. Developing academic literacies through understanding the nature of disciplinary knowledge. 2017.
Clarence, Sherran. Knowledge and knowers in teaching and learning: an enhanced approach to curriculum alignment. 2016.
Clarence, Sherran, Wolff, Karin, Winberg, Simon, Farmer, Jean-Lee, Esambe, Emmanuel. ; 2016. Transforming the use of tutorials through academic staff development.
Clarence, Sherran. Rhodes University; 2014. Enabling cumulative knowledge-building through teaching: a legitimation code theory analysis of pedagogic practice in law and political science.
Clarence, Sherran, Quinn, Lynn, Vorster, Jo-Anne. Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL); 2015. Assessment in higher education: reframing traditional understandings and practices.