Clarence, Sherran. Knowledge and knowers in teaching and learning: an enhanced approach to curriculum alignment. 2016.
Clarence, Sherran. Seeing yourself in a new light: crossing the threshold to “researcher". 2016.
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, Wolff, Karin, Winberg, Simon, Farmer, Jean-Lee, Esambe, Emmanuel. ; 2016. Transforming the use of tutorials through academic staff development.
Clarence, Sherran. Surfing the waves of learning: enacting a Semantics analysis of teaching in a first-year Law course. 2016.
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.
Clarence, Sherran. ; 2017. “War of the worldly codes”: articulating the gap between legal academia and practice.
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.