Sherran Clarence

579 total citations
26 papers, 361 citations indexed

About

Sherran Clarence is a scholar working on Education, Sociology and Political Science and Literature and Literary Theory. According to data from OpenAlex, Sherran Clarence has authored 26 papers receiving a total of 361 indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Education, 12 papers in Sociology and Political Science and 5 papers in Literature and Literary Theory. Recurrent topics in Sherran Clarence's work include Educational Theory and Curriculum Studies (10 papers), Student Assessment and Feedback (8 papers) and Higher Education Practises and Engagement (7 papers). Sherran Clarence is often cited by papers focused on Educational Theory and Curriculum Studies (10 papers), Student Assessment and Feedback (8 papers) and Higher Education Practises and Engagement (7 papers). Sherran Clarence collaborates with scholars based in South Africa and United Kingdom. Sherran Clarence's co-authors include Sioux McKenna, Sharita Bharuthram and Lynn Quinn and has published in prestigious journals such as SHILAP Revista de lepidopterología, Higher Education and Nursing Research.

In The Last Decade

Sherran Clarence

23 papers receiving 324 citations

Peers

Sherran Clarence
Graham Parr Australia
Kit Field United Kingdom
Flávia Vieira Portugal
Saad Shawer Saudi Arabia
Amy Vetter United States
Margaret Kettle Australia
Nadia Behizadeh United States
Louise Poulson United Kingdom
Jessica Zacher Pandya United States
Linda Hogg New Zealand
Graham Parr Australia
Sherran Clarence
Citations per year, relative to Sherran Clarence Sherran Clarence (= 1×) peers Graham Parr

Countries citing papers authored by Sherran Clarence

Since Specialization
Citations

This map shows the geographic impact of Sherran Clarence's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Sherran Clarence with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Sherran Clarence more than expected).

Fields of papers citing papers by Sherran Clarence

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Sherran Clarence. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Sherran Clarence. The network helps show where Sherran Clarence may publish in the future.

Co-authorship network of co-authors of Sherran Clarence

This figure shows the co-authorship network connecting the top 25 collaborators of Sherran Clarence. A scholar is included among the top collaborators of Sherran Clarence based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Sherran Clarence. Sherran Clarence is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Clarence, Sherran, et al.. (2024). ‘I just feel very dispensable’: Exploring the connections between precarity and identity for academic literacy developers. Journal of English for Academic Purposes. 71. 101425–101425.
2.
Clarence, Sherran, et al.. (2023). Doctor who? Developing a translation device for exploring successful doctoral being and becoming. Critical Studies in Teaching and Learning. 1 indexed citations
3.
Clarence, Sherran. (2021). Turning Access into Success. 2 indexed citations
4.
Clarence, Sherran. (2021). Turning Access into Success. Improving University Education with Legitimation Code Theory. Knowledge Commons (Lakehead University). 4 indexed citations
5.
Clarence, Sherran. (2019). Towards Inclusive, Participatory Peer Tutor Development in Higher Education. Critical Studies in Teaching and Learning. 1 indexed citations
6.
Clarence, Sherran. (2019). Exploring the gap between what we say and what we do: Writing centres, ‘safety’, and ‘risk’ in higher education. SHILAP Revista de lepidopterología. 56(0). 3 indexed citations
7.
Clarence, Sherran, et al.. (2018). The role of questioning in writing tutorials: a critical approach to student-centered learning in peer tutorials in higher education. Mentoring & Tutoring Partnership in Learning. 26(3). 336–353. 7 indexed citations
8.
Clarence, Sherran. (2018). Towards Inclusive, Participatory Peer Tutor Development in Higher Education. Critical Studies in Teaching and Learning. 6(1). 12 indexed citations
9.
Clarence, Sherran. (2017). A relational approach to building knowledge through academic writing: facilitating and reflecting on peer writing tutorials. Humanities Commons CORE (Modern Language Association / Columbia University). 49–65. 2 indexed citations
10.
Clarence, Sherran. (2016). Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education. Critical Studies in Teaching and Learning. 2 indexed citations
11.
Clarence, Sherran, et al.. (2016). What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers. Assessment & Evaluation in Higher Education. 42(6). 967–977. 19 indexed citations
12.
Clarence, Sherran. (2016). Knowledge-building: educational studies in Legitimation Code Theory. Innovations in Education and Teaching International. 53(6). 671–672. 115 indexed citations
13.
Bharuthram, Sharita & Sherran Clarence. (2015). Teaching academic reading as a disciplinary knowledge practice in higher education. South African Journal of Higher Education. 29(2). 42–55. 27 indexed citations
14.
Clarence, Sherran, et al.. (2015). Assessment in higher education: reframing traditional understandings and practices. 2 indexed citations
15.
16.
Clarence, Sherran. (2015). Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics. Teaching in Higher Education. 21(2). 123–137. 23 indexed citations
17.
Clarence, Sherran. (2014). Enabling cumulative knowledge-building through teaching: a legitimation code theory analysis of pedagogic practice in law and political science. 17 indexed citations
18.
Clarence, Sherran, et al.. (2013). Building an evolving method and materials for teaching legal writing in large classes. Higher Education. 67(6). 839–851. 16 indexed citations
19.
Clarence, Sherran. (2011). Making inter-disciplinary spaces for talk about and change in student writing and literacy development. Teaching in Higher Education. 17(2). 127–137. 16 indexed citations
20.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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2026