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ADP Scholarship

Many ADP academics participate in research activities in their home disciplines and/or conduct educational research.

  • They embed research findings into their teaching and learning practice
  • They present research findings at national and international research events
  • They publish their research in formal and non-formal ways.

Embedding research in teaching and learning

Example: Dynamics Education Research Group in EBE: Tracy Craig, Trevor Cloete,  Pierre le Roux, and Bruce Kloot

From left, Dr Bruce Kloot, Trevor Cloete, Dr Tracy Craig (behind) and Pierre le Roux.

The Dynamics Education Research Group, led by ASPECT’s Dr Tracy Craig in the Faculty of Engineering & the Built Environment, designed and implemented learning and teaching interventions that led to a significant improvement in student success rates. They investigated student learning difficulties in a second year Dynamics course in Mechanical Engineering. The group pooled their insights, experience and knowledge to address issues such as the differing uses of terminology and symbols in courses in Mathematics and Dynamics. They found that student success continued in later engineering courses that were not the particular focus of the project. The group received one of UCT’s Collaborative Educational Practice awards for their work on this project.

 

 

 

 

 

 

 

 

 

 

Presenting research findings at national and international research events

Example: ADP staff presenting at the Extended Curriculum Programme cross-institutional symposium.

From left, Dylan Thomas from CPUT, Aditi Hunma, Moeain Arend, Catherine Hutchings and Sean Samson from ADP, UCT.

They presented on 'Walking a tightrope: Identity construction and re-construction on an introductory Language in the Humanities course'. 

They shared particular teaching practices and insights on an introductory course, Language in the Humanities (LITH), offered to first year Humanities students on the Extended degree programme.  While the course is offered under the banner of social redress and transformation, they try steer away from the discourses of ‘disadvantage’, which do not always reflect the diversity of our student cohorts.  In the session, they engaged with the critical moments of identity formation as students negotiate their way into academia, and grapple with how they get perceived versus how they perceive themselves. 

LITH’s take on first year students’ transitional social and academic identities is in some ways embedded in the content and pedagogy of the course.  In fact, identity is a central theme in LITH, and gets students to interrogate different dimensions of their linguistic, cultural, racial and gendered identities.  It starts off by eliciting students’ ‘brought along’ conceptions of identity and then introduces other more scholarly stances, which may lean towards the essentialist or constructionist ends of the spectrum.

The presenters reported on some of the shifts they witnessed, specifically on the online platform where some emerging narratives of self become visible.  

 

Some recent publications

Authored books
 

Hartman, N. 2014. The Primary Health Care Approach and Restructuring of the MB ChB. Saarbrucken, Deutschland/Germany: LAP LAMBERT Academic Publishing. 404pp. ISBN 9783848449415.

 

 

Edited books

 Bangeni, B. & Kapp, R. 2017. Negotiating learning and identity in higher education. London: Bloomsbury Academic.

 

 

 

 

 

Thesen, L. and van Pletzen, E (eds) 2006. Academic literacy and the languages of change. UK: Bloomsbury Academic.

 

 

 

Archer, A. and Breuer, E (eds) 2016. Multimodality in Higher Education.  Netherlands: Brill Publishers.

 

 

 

Archer, A. and Newfield, D. (eds) 2014.  Multimodal Approaches to Research and Pedagogy. 232pp. United States of America: Routledge (Taylor & Francis Group). ISBN 9780415716734.

 

 

Pym, J. and Paxton, M. (eds) 2013. Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students. 222pp. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

 

 

Thesen, L. and Cooper, L. (eds) 2013. Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge. 272pp. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

 

 

Chapters in books

Archer, A. 2012. Changing academic landscapes: principles and practices of teaching writing at the University of Cape Town. In C. Thaiss, G. Braeuer, P. Carlino, L. Ganobcsik-Williams and A. Sinha (eds), Writing Programs Worldwide: Profiles of Academic Writing in Many Places, pp. 353-364. South Carolina: The WAC Clearinghouse and Parlor Press. ISBN 9781602353435.

Archer, A. 2013. Voice as design: exploring academic voice in multimodal texts in higher education. In M. Bockand N. Pachler (eds), Multimodality and Social Semiosis, pp. 150-161. New York, USA: Routledge (Taylor & Francis Group). ISBN 9780415508148.

Archer, A. 2014. Power, social justice and multimodal pedagogies. In C. Jewitt (ed), The Routledge Handbook of Multimodal Analysis, pp. 189-197. 2nd edition. Abingdon, Oxon, UK: Routledge (Taylor & Francis Group). ISBN 9780415519748.

Archer, A. and Newfield, D. 2014. Challenges and opportunities of multimodal approaches to education in South Africa. In A. Archer and D. Newfield (eds), Multimodal Approaches to Research and Pedagogy, pp. 1-16. United States of America: Routledge (Taylor & Francis Group). ISBN 9780415716734.

Archer, A. and Richards, R. 2011. Writing centres as alternate pedagogical spaces. In A. Archer and R. Richards (eds), Changing Spaces: Writing Centres and Access to Higher Education in South Africa, pp. 5-15. Stellenbosch, South Africa: Sun Press. ISBN 9781920338596.

Arend, M. 2013. 'It was hardly about writing': translations of experience on entering postgraduate studies. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 219-233. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Brenner, J. and Archer, A. 2014. Arguing Art. In A. Archer and D. Newfield (eds), Multimodal Approaches to Research and Pedagogy, pp. 57-70. United States of America: Routledge (Taylor & Francis Group). ISBN 9780415716734.

Cooper, L.H. and Thesen, L.K. 2014. Retrieving the traces of knowledge-making while editing a book on postgraduate writing. In B. Cooper and R. Morrell (eds), Africa-Centred Knowledges: Crossing Fields and Worlds, pp. 178-190. Woodbridge, Surrey, UK: James Currey Publishers. ISBN 9781847010957.

Davidowitz, B. and Vokwana, N.Q. 2014. Developing an instrument to assess grade 12 teachers' TSPCK in organic chemistry. In H. Venkat, M. Rollnick, J. Loughranand and M. Askew (eds), Exploring Mathematics and Science Teachers' Knowledge:

Fourie, C.J. 2013. Innovations in a financial accounting course. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 58-82. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Friedman, S., Cilliers, F., Tekian, A. and Norcini, J. 2014. International faculty development partnerships. In Y. Steinert (ed), Faculty Development in the Health Professions: A Focus on Research and Practice, pp. 311-329. Dordrecht, The Netherlands: Springer. ISBN 9789400776111.

Huang, C.H. 2014. Teaching visual narratives using a social semiotic framework the case of Manga. In A. Archer and D. Newfield (eds), Multimodal Approaches to Research and Pedagogy, pp. 71-90. United States of America: Routledge (Taylor & Francis Group). ISBN 9780415716734.

Huang, C.H. and Archer, A. 2012. Uncovering the multimodal literacy practices in reading manga and the implications for pedagogy. In T.B. Williams and A.A. Zenger (eds), New Media Literacies and Participatory Popular Culture Across Borders, pp. 44-60. New York: Routledge, Taylor and Francis Group, New York & London. ISBN 9780415897686.

Hunma, A.B. and Sibomana, E. 2013. Academic writing and research at an Afropolitan university: an international student perspective. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 100-128. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Le Roux, K. 2017. “Eish, iyangbhayizisa (it’s confusing)”: A critical discourse analysis of what learners say and do in a research interview. In J. Adler & A. Sfard (Eds.), Research for educational change: Transforming researchers' insights into improvement in mathematics teaching and learning (pp. 100-119). Abingdon, UK: Routledge.

Le Roux, K. 2017. Poor mathematics performance is created in multiple places. In J. Adler & A. Sfard (Eds.), Research for Educational Change: Transforming researchers' insights into improvement in mathematics teaching and learning (pp.159-168). Abingdon, UK: Routledge.

Le Roux, K., Mwakapenda, W., Pournara, C., Chitera, N., Pillay, V., & Tobais, B. 2016. Defining the problems of mathematics education, getting the description right and making it count: Jill Adler’s contribution and beyond. In M. Phakeng & S. Lerman (Eds.), Mathematics education in a context of inequity, poverty and language diversity: Giving direction and advancing the field (pp.89-110). Cham, Switzerland: Springer.

Low, T.C.C. 2013. Thinking out of the box in mathematics and statistics. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students. pp. 83-92. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Luyt, J. 2013. Theorising student support. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 149-159. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Luyt, J., Abrahams, M. and Stuart, S.W.R. 2013. Student support and wellbeing. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 160-183. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Nomdo, G. 2013. Collaborating by design: language embedded in an economics course. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 100-122. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Paxton, M.I.J. 2013. Genre: a pigeonhole or a pigeon? Case studies of the dilemmas posed by the writing of academic research proposals. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 148-165. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Paxton, M.I.J. 2013. Theorising the language and literacy vision. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 95-99. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Paxton, M.I.J. 2013. Valuing linguistic diversity. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 137-146. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Pym, J.M. 2013. Introducing the commerce education development unit and its work. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp.1-13. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Pym, J.M. 2013. Leadership that can make a difference. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 29-40. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Pym, J.M. 2013. Teaching can make a difference: why do we teach the way we do? In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 43-49. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Riley, M.M. 2013. Possibilities and challenges in faculty-based writing centre. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 123-136. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Rohleder, P. and Thesen, L.K. 2012. Interpreting drawings: reading the racialised politics of space. In B. Leibowitz, L. Swartz, V. Bozalek, R. Carolissen, L. Nicholls and P. Rohleder (eds), Community, Self and Identity Educating South African University Students for Citizenship, pp. 87-96. Cape Town, South Africa: HSRC Press. ISBN 9780796923981.

Scott, I.R. 2012. Access, success and curriculum: Aspects of their organic relationship. In R. Dhunpath, R and R. Vithal (eds), Alternative Access to Higher Education:  Underprepared Students or Underprepared Institutions? pp. 26-50. Pinelands, South Africa: Pearson Education Limited. ISBN 9781775784975.

Scott, I.R. 2012. Case study: curriculum structure as a key variable affecting performance in higher education: The case of South Africa. In L. McAlpine and  J. Huisman (eds), Strategic Curriculum Change:  Global Trends In Universities, pp. 192-205. Oxon, USA and Canada: Routledge (Taylor & Francis Group). ISBN 9780415809344.

Scott, I.R. 2013. Paving the way for systemic change: curriculum change for development and equity. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 14-25. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Scott, I.R. 2014. Inequality as the key obstacle to widening successful participation in South Africa. Why Higher Education is obliged to redress it. In N. Murray and C.M. Klinger (eds), Aspirations, Access and Attainment International Perspectives on Widening Participation and an Agenda for Change, pp. 54-66.  Abingdon, Oxon, UK: Routledge. ISBN 9780415828772.

Scott, I.R. and Luckett, K.M. 2013. Enhancement or transformation? The significance and dimensions of quality enhancement in higher education in South Africa. In R. Land and G. Gordon (eds), Enhancing Quality in Higher Education, pp. 165-176. Abingdon, Oxon, UK: Routledge. ISBN 9780415809245.

Skelly, L., Eidelman, J.L. and Underwood, P.G. 2012. Web 2.0 technology as a teaching tool. In J. Tramullas and P. Garrido (eds), Library Automation and OPAC 2.0: Information Access and Services in the 2.0 Landscape, pp. 187-205. Hershey, PA: Information Science Reference. ISBN 9781466619128.

Smith, L. 2013. Teaching approach to a first-year economics course. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-generation Higher Education Students, pp. 50-57. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Stuart, S.W.R. and Abrahams, M. 2013. The living experience of student success. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 184-194. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Thesen, L.K. 2013. Risk as Productive: Working with Dilemmas in the Writing of Research. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 1-24. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Thesen, L.K. 2014. 'If they're not laughing, watch out!': emotion and risk in postgraduate writers' circles. In C. Aitchison and C. Guerin (eds), Writing Groups for Doctoral Education and Beyond: Innovations in Practice and Theory, pp. 162-176. Abingdon, Oxon, UK: Routledge (Taylor & Francis Group). ISBN 9780415834742.

Thesen, L.K. and Chihota, C.M. 2013. Rehearsing 'the postgraduate condition' in writers' circles. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 131-147. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Windows into Teacher Thinking, pp. 178-194. Oxon, UK: Routledge (Taylor & Francis Group). ISBN 9780415713870.

Peer-reviewed Journals

Amosun, S.L., Hartman, N., Janse van Rensburg, V.C., Duncan, E.M. and Badenhorst, E.S. 2012. Process in widening access to undergraduate allied health sciences education in South Africa. African Journal of Health Professions Education, 4(1): 34-39.

Archer, A. 2012. Writing as design: enabling access to academic discourse in a multimodal environment. South African Journal of Higher Education, 26(3): 411-421.

Archer, A. 2014. Designing multimodal classrooms for social justice. Classroom Discourse, 5(1): 106-116.

Archer, A. 2014. Multimodal pedagogies and access to higher education. South African Journal of Higher Education, 28(3): 1123-1131.

Badenhorst, E.S. and Kapp, R. 2013. Negotiation of learning and identity among first-year medical students. Teaching in Higher Education, 18(5): 465-476.

Bangeni, A. 2013. An exploration of the impact of students' prior genre knowledge on their constructions of 'audience' in a marketing course at postgraduate level. English for Specific Purposes, 32(1): 248-257.

Bangeni, A. and Greenbaum, L. 2013. An analysis of the textual practices of undergraduate and postgraduate novice writers in law. Per Linguam: A Journal of Language Learning, 29(2): 72-84.

Campbell, A. 2013. Building a multi-language database of video explanations for first year mathematics. In N. Tisani and M. Madiba (eds), Proceedings of the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) 2012 Conference, 28-30 November 2012, University of Stellenbosch, South Africa. South Africa: University of Stellenbosch. ISBN 9780-620555401.

Campbell, A. 2013. The role of voluntary online tutoring in building students' identities as community participants. In V. Frith and K. le Roux (eds), Proceedings of 7th International Mathematics Education and Society Conference, 2-7 April 2013, Cape Town, South Africa. Cape Town: MES 7. ISSN 20779933.

Campbell, A. 2013. What Threats and Benefits do Free Online Mathematics Courses Pose to Traditional Universities? In Z. Davis and S. Jaffer (eds), Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa (AMESA), 24-28 June 2013, University of the Western Cape,. Bellville, Cape Town, Western Cape: Association of Mathematics Education of South Africa (AMESA). ISBN 9780620567763.

Campbell, A. and D'Oliviera Pio, M. 2013. Learning mathematics through the making of video explanations for a multi-language database. In Z. Davis and S. Jaffer (eds),Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa (AMESA), 24-28 June 2013, University of the Western Cape,, Bellville, Cape Town. Western Cape: Association of Mathematics Education of South Africa (AMESA). ISBN 9780620567763.

Campbell, A. and Rajaratnam, K. 2013. Avoiding frustrations of unprepared students with online quizzes. International Business and Economics Research Journal, 12(8): 969-977.

Campbell, A. and Smit, R. 2013. Introduction to engineering: an investigation into the first year experience in an electrical engineering course. In B. Collier-Reed (ed), Proceedings of the Second Biennial Conference of the South African Society for Engineering Education (SASEE), 11-12 June 2013, Cape Town, South Africa, , 321. Cape Town: The South African Society for Engineering Education (SASEE). ISBN 9780620571234.

Campbell, A., Rafel, K.T.P. and Vezi, T.E. 2013. The use of technology in addressing the mathematics education crisis in South Africa. In Z. Davis and S. Jaffer (eds), Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa (AMESA), 24-28 June 2013, University of the Western Cape,  Bellville, Cape Town. Western Cape: Association of Mathematics Education of South Africa (AMESA). ISBN 9780620567763.

Craig, T.S. 2013. Conceptions of mathematics and student identity: implications for engineering education. International Journal of Mathematical Education in Science and Technology, 44(7): 1020-1029.

Craig, T.S. and Campbell, A. 2013. The Development of Engineering Students' Algebra Skills: Findings from an Algebra Skills Test Refined by Rasch Analysis. In Z. Davis and S. Jaffer (eds),Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa (AMESA), 24-28 June 2013, University of the Western Cape. Bellville, Cape Town, Western Cape: Association of Mathematics Education of South Africa (AMESA). ISBN 9780620567763.

Craig, T.S. and Cloete, T.J. 2013. Observations and conclusions of dynamics student's mathematical fluency. In B. Collier-Reed (eds), Proceedings of the Second Biennial Conference of the South African Society for Engineering Education (SASEE), 11-12 June 2013, Cape Town, South Africa. Cape Town: the South African Society for Engineering Education (SASEE). ISBN 9780620571234.

De Villiers, M.J., Cilliers, F., Coetzee, F., Herman, N., van Heusden, M. and von Pressentin, K.B. 2014. Equipping family physician trainees as teachers: a qualitative evaluation of a twelve-week module on teaching and learning. BMC Medical Education, 14: 228 (10pp).

Dunne, T.T., Long, C., Craig, T.S. and Venter, E. 2012. Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: the potential of Rasch measurement theory. Pythagoras, 33(3): 19(1-16).

Frith, V. 2012. A quantitative literacy course for Humanities and Law students: the challenges of a context-based curriculum. Perspectives in Education, 30(2): 41-49.

Frith, V. 2012. Quantitative literacy interventions at University of Cape Town:  effects of separation from academic disciplines. Numeracy, 5(1): 1-23.

Frith, V. and Lloyd, P.J. 2013. Quantitative literacy and epistemological access at university: reflections on using the threshold concept framework for research. In M. Berger, K. Brodie, V. Frith and K. le Roux (eds), Proceedings of the Seventh International Mathematics Education and Society Conference, 2-7 April 2013, Cape Town, South Africa. Cape Town: MES 7. ISSN 20779933.

Frith, V. and Lloyd, P.J. 2014. Students' difficulty with proportional reasoning in a university quantitative literacy course. South African Journal of Higher Education, 28(3): 940-960.

Glaser, M. and van Pletzen, E. 2012. Inclusive education for deaf students: literacy practices and South African sign language. Southern African Linguistics and Applied Language Studies, 30(1): 25-37.

Hanekom, S., Unger, M. and Cilliers, F. 2014. Deriving criteria by which to determine core curriculum content: a high engagement process. African Journal of Health Professions Education, 6 (Supplement 2): 180-184.

Hartman, N., Kathard, H., Perez, G., Reid, S., Irlam, J.H., Gunston, G.D., Janse van Rensburg, V.C., Burch, V.C., Duncan, E.M., Hellenberg, D.A., Van Rooyen, I.W., Smouse, M.R., Sikakana, C.N.T., Badenhorst, E.S. and Ige, B. 2012. Health sciences undergraduate education at University of Cape Town: a story of transformation. SAMJ South African Medical Journal, 102(6): 477-480.

Huang, C.H. and Archer, A. 2014. Fluidity of modes in the translation of manga: the case of Kishimoto's Naruto. Visual Communication, 13(4): 471-486.

Hutchings, C.M. 2014. Referencing and identity, voice and agency: adult learners' transformations within literacy practices. Higher Education Research & Development, 33(2): 312-324.

Jacobs, M., Mhakure, D., Fray, R.L., Holtman, L. and Julie, C. 2014. Item difficulty analysis of a high-stakes mathematics examination using Rasch analysis. Pythagoras, 35(1): 220 (7pp).

Jawitz, J.P., Williams, K., Pym, J.M. and Cox, G. 2013. Why we do what we do: interrogating our academic staff development practice. In N. Tisani and M. Madiba (eds), Proceedings of the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) 2012 Conference, 28-30 November 2012, University of Stellenbosch. South Africa: University of Stellenbosch. ISBN 9780620555401.

John, I. and Allie, M.S. 2013. DC circuits: context dependence of student responses. In P.V. Engelhardt, A.D. Churukian and N.S. Rebello (eds), Proceedings of 2012 Physics Education Research Conference, 1-2 August 2012, Philadelphia, USA. Melville, New York: American Institute of Physics. ISBN 9780735411340.

Kapp, R. 2012. Students' negotiations of english and literacy in a time of social change. Journal of Composition Theory, 32(3-4): 591-614.

Kapp, R., Badenhorst, E.S., Bangeni, A., Craig, T.S., Janse van Rensburg, V.C., Le Roux, K., Prince, R.N., Pym, J.M. and van Pletzen, E. 2014. Successful students' negotiation of township schooling in contemporary South Africa. Perspectives in Education, 32(3): 50-61.

Kapp, R; Prince, R; Pym, J; Badenhorst, E; Bangeni, B; Craig, T., Janse van Rensburg, V; le Roux, K, Van Pletzen , E. (2014). ‘Out of order’: Negotiating working-class schooling and identity in post-Apartheid South Africa, Perspectives in Education, 32(3), 50-61

Le Roux, K. 2013. "I just make sure that I got for it": a mathematics student's transition to and through university. In M. Berger, K. Brodie, V. Frith and K. le Roux (eds), Proceedings of the Seventh International Mathematics Education and Society Conference, 2-7 April 2013, Cape Town. Cape Town: MES 7. ISSN 20779933.

Le Roux, K. 2014. Explaining mathematical meaning in "practical terms" and access to advanced mathematics. In P. Liljedahl, C. Nicol, S. Oesterle and D. Allan (eds),  Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME 38 / PME-NA 36), 15-20 July 2014, Vancouver, Canada. Vancouver, Canada: PME. ISBN 9780864913609.

Le Roux, K. 2016. Re-imagining mathematics and mathematics education for equity and social justice in the changing South African university. Critical Studies in Teaching and Learning (CriSTaL), 4(2), 45-67.

Le Roux, K. and Adler, J. 2012. Talking and looking structurally and operationally as ways of acting in a socio-political mathematical practice. In T.-Y. Tso (ed), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, 18-22 July 2012, Taiwan. Taiwan: Taiwan Association of Mathematics Education. ISSN 0771-100X.

Le Roux, K., & Adler, J. 2016. A critical discourse analysis of practical problems in a foundation mathematics course at a South African university. Educational Studies in Mathematics, 91, pp.227-246.

Lloyd, P.J. and Frith, V. 2013. Proportional reasoning as a threshold to numeracy at university: a framework for analysis. Pythagoras, 34(2): 234(9pp).

Luckett, K.M. 2012. Disciplinarity in question: comparing knowledge and knower codes in sociology. Research Papers in Education, 27(1): 19-40.

Luckett, K.M. 2012. Working with 'necessary contradictions': a social realist meta-analysis of an academic development programme review. Higher Education Research & Development, 31(3): 339-352.

Luckett, K.M. and Hunma, A. 2014. Making gazes explicit: facilitating epistemic access in the Humanities. Higher Education, 67: 183-198.

Mhakure, D. 2013. Sustainable development and indigenous knowledge: an education perspective. In M.B. Ogunniyi (ed), Proceedings of Fourth International Conference of the Science and Indigenous Knowledge Systems Project/South African-Mozambican Collaborative Research Programme, 29-31 October 2013, Cape Town. Cape Town: University of Western Cape. ISBN 9780868087474.

Mhakure, D. 2013. Toward an understanding of authentic assessment: a theoretical perspective. In P. Webb, M.G. Villanueva and L. Webb (eds), Proceedings of the 22nd Annual Conference of SAARMSTE, 13-6 January 2014, Nelson Mandela Metropolitan University Port Elizabeth, South Africa. Port Elizabeth: Routledge (Taylor & Francis Group). ISBN 9780986980084.

Mhakure, D. and Mushaikwa, N. 2014. Science teachers' indigenous knowledge identities. Mediterranean journal of social sciences, 5(20): 1554-1563.

Mhakure, D. and Stone, R. 2012. African indigenous knowledge systems in higher education: a discourse analysis. In M.B. Ogunniyi (ed), Proceedings of 1st South African-Mozambican Systematic Review of IKS Studies Conference, 25-27 October 2012, Cape Town, South Africa. Bellville, South Africa: University of the Western Cape. ISBN 9780868087375.

Mhakure, D., Jacobs, M. and Julie, C. 2014. Grade 10 students' facility with rational algebraic fractions in high stakes examination: observations and interpretations. In M. Lebitso and A. Maclean (eds), Proceedings of the 20th Annual National Congress of the Association for Mathematics Education of South Africa (AMESA 2014), 7-11 July 2014, Diamantveld High School, Kimberley, Northern Cape. Johannesburg: Association of Mathematics Education of South Africa (AMESA). ISBN 9780620614757.

Mhakure, D., Jaftha, J. and Rughubar - Reddy, S. 2013. A Framework to Understand the Contribution of Quantitative Literacy to the Social Justice Agenda: A Pilot Study. In M. Berger, K. Brodie, V. Frith and K. le Roux (eds), Proceedings of the Seventh International Mathematics Education and Society Conference, 2-7 April 2013, Cape Town. Cape Town: MES 7. ISSN 20779933.

Mhakure, D., Mushaikwa, N. and Goodman, L. 2013. Exploring the nature of knowledge building amongst teachers using the argumentation instructional strategy: reflections from a community of practice. In M. Ogunniyi, O. Amosun, K. Langenhoven, S. Kwofie and S. Dinie (eds), Proceedings of the 21st Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE 2013), 14-17 January 2013, University of the Western Cape, Bellville, South Africa. Bellville: SAARMSTE. ISBN 9780986980077.

Mongwane, B., Dunsby, P.K.S. and Osano, O. 2012. Cosmic electromagnetic fields due to perturbations in the gravitational field. Physical Review D, 86(8): 083533(1-13).

Morgan, C., Craig, T.S., Schuette, M. and Wagner, D. 2014. Language and communication in mathematics education: an overview of research in the field. ZDM: The International Journal on Mathematics Education, 46(6): 843-853.

Nakedi, M., Taylor, D., Mundalamo, F., Rollnick, M. and Mokeleche, M. 2012. The story of a physical science curriculum: transformation or transmutation? African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE) or African Journal of Research in MST Education, 16(3): 273-288.

Ng'ambi, D. and Campbell, A. 2012. Influence of mobile learning on human agency: a critical discourse analysis. In D. Ng'ambi, and A. Campbell (eds), Proceedings of 7th International Conference on e-Learning, 12-22 June, Hong Kong. Hong Kong: Chinese University Press. ISBN 9781908272430.

Nwosu, V., Allie, M.S., Demaree, D. and Deacon, A. 2013. A study of postgraduate students in an astrophysics bridging year: identifying contradictions in a complex system. In P.V. Engelhardt, A.D. Churukian and N. Sanjay Rebello (eds), Proceedings of 2012 Physics Education Research Conference, 1-2 August, Philadelphia, USA. Melville, New York: American Institute of Physics. ISBN 9780735411340.

Osano, O. 2013. School, subject and gender: a case study of the validity of traditional performance markers in the South African education sector. International Journal of Science Commerce and Humanites: 1(5): 261-271.

Osano, O. 2014. The decoupling of scalar-modes from a linearly perturbed dust-filled Bianchi type-I model. Chinese Physics Letters, 31(1): 010402 (4pp).

Paxton, M.I.J. 2012. Student voice as a methodological issue in academic literacies research. Higher Education Research & Development, 31(3): 381-391.

Paxton, M.I.J. and Frith, V. 2014. Implications of academic literacies research for knowledge making and curriculum design. Higher Education, 67(2): 171-182.

Paxton, M.I.J. and Frith, V. 2014. Positioning academic literacies at the core of curriculum design. In N. Tisani and A. Hlengwa (eds),  Proceedings of the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) 2013 Conference, 27-29 November 2013, Pretoria, South Africa. Pretoria, South Africa: HELTASA. ISBN 9780620609395.

Peer-reviewed published conference proceedings

Andersson, A., & le Roux, K. 2015. Researchers and researched as Other within the socio-p/Political turn. In B. Greer, & S Mukhopadhyay (Eds.), Proceedings of the Eighth International Mathematics Education and Society Conference (Vol.2, pp. 255-269). Portland, Oregon: MES8.

Le Roux, K. 2014. Explaining mathematical meaning in “practical terms” and access to advanced mathematics. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 4, pp. 65-72). Vancouver, Canada: PME.

Le Roux, K. 2017. Moving up or down the ladder: University mathematics students talk about progress. In A. Chronaki (Ed.), Proceedings of the Ninth International Mathematics Education and Society Conference (Vol.2, pp. 665-675). Volos, Greece: University of Thessaly Press.

Perez, A.M., Ahmed, N. and London, L. 2012. Racial discrimination: experiences of black medical school alumni at the University of Cape Town, 1945-1994. SAMJ South African Medical Journal, 102(6): 574-577.

Prince, R.N. and Archer, A. 2014. Exploring academic voice in multimodal quantitative texts. Literacy and Numeracy Studies, 22(1): 39-57.

Pym, J.M. 2013. From fixing to possibility: changing a learning model for undergraduate students. South African Journal of Higher Education, 27(2): 353-367.

Pym, J.M. and Kapp, R. 2013. Harnessing agency: towards a learning model for undergraduate students. Studies in Higher Education, 38(2): 272-284.

Pym, J.M., Goodman, S.L. and Patsika, N. 2011. Does belonging matter? Exploring the role of social connectedness as a critical factor in students' transition to higher education. Pins Psychology in Society, 42: 35-50.

Rajaratnam, K. and Campbell, A. 2013. Enhancing students' learning through practical knowledge taught by industry professionals. International Business and Economics Research Journal, 12(6): 717-724.

Rajpaul, V., Allie, M.S. and Blyth, S. 2014. Introductory astronomy course at the University of Cape Town: probing student perspectives. Physical Review Special Topics-Physics Education Research, 10: 020126 (20pp).

Rughubar - Reddy, S. 2014. A framework for the analysis of values through a mathematical literacy lens. In P. Liljedahl, C. Nicol, S. Oesterle and D. Allan (eds),  Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME 38 / PME-NA 36), 15-20 July 2014, Vancouver, Canada. Vancouver, Canada: PME. ISBN 9780864913609.

Smith, L. 2012. Measuring the impact of educational interventions on the academic performance of black academic development students. Southern African Review of Education, 18(1): 85-113.

Smith, L. 2013. Measuring the Impact of Academic Development Courses in First-and Second-Year Chemistry. South African Journal of Chemistry-Suid-Afrikaanse Tydskrif Vir Chemie, 66(1): 189-199.

Smith, L. and Ranchhod, V. 2012. Measuring the impact of educational interventions on the academic performance of academic development students in second-year microeconomics. South African Journal of Economics, 80(3): 431-448.

Smith, L., Case, J.M. and Van Walbeek, C.P. 2014. Assessing the effectiveness of academic development programmes: a statistical analysis of graduation rates across three programmes. South African Journal of Higher Education, 28(2): 624-638.

Smith, L., Pym, J.M. and Ranchhod, V. 2012. Explaining the first-year academic performance of commerce academic development students: A statistical analysis. SA Journal of Accounting Research, 26(1): 43-65.

Sonday, A., Anderson, K.A., Flack, C.F., Fisher, C.F., Greenhough, J.G., Kendal, R.K. and Shadwell, C.S. 2012. School-based occupational therapists: an exploration into their role in a Cape Metropole Full Service School. South African Journal of Occupational Therapy, 42(1): 2-6.

Tanner, M.C. and Chigona, W.M.G. 2012. Towards an understanding of the contextual influences on distributed agile software development: a theory of practice perspective. In J. Pries-Heje, M. Chiasson, J. Wareham, X. Busquets, J. Valor and S. Seiber (eds),  Proceedings of the 20th European Conference on Information Systems (ECIS 2012), 10-13 June 2012, Barcelona, Spain. Barcelona, Spain: European Conference on Information Systems (ECIS 2012). ISBN 9788488971548.

Thesen, L.K. 2013. Risk in postgraduate writing: voice, discourse and edgework. Critical Studies in Teaching & Learning, 1(1): 103-122.

Torr, S. and Craig, T.S. 2013. Addressing dualism in mathematical abstraction: an argument for the role of construal level theory in mathematics education. In D. King, B. Loch and L. Rylands (eds), Proceedings of the 9th Delta Conference on Teaching and Learning of Undergraduate Mathematics and Statistics, 24-29 November 2013, Kiama, Australia. Melbourne, Australia: The University of Western Sydney, School of computing, Engineering and Mathematics. ISBN 9781741082890.

Van Den Heever, A.P., Lazarus, J. and Naude, J.H. 2012. Retrospective outcome analysis of urethroplasties performed for various etiologies in a single South African centre. African Journal of Urology, 18: 127-130.

van Pletzen, E., Booyens, M. and Lorenzo, T. 2014. An exploratory analysis of community-based disability workers potential to alleviate poverty and promote social inclusion of people with disabilities in three Southern African countries. Disability & Society, 29(10): 1524-1539.

van Pletzen, E., Stein, D.J., Seedat, S., Williams, D.R. and Myer, L. 2012. Recall of early non-fatal suicidality in a nationally representative sample of South Africans. Ethnicity & Health, 17(1-2): 149-159.

van Pletzen, E., Zulliger, R., Moshabela, M. and Schneider, H. 2014. The size, characteristics and partnership networks of the health-related non-profit sector in three regions of South Africa: implications of changing primary health care policy for community-based care. Health Policy and Planning, 29(6): 742-752.

Weiss, R. and Archer, A. 2014. A social semiotic approach to textbook analysis: the construction of the discourses of Pharmacology. Perspectives in Education, 32(3): 118-130.

Winfield, J.H. and Luyt, J. 2013. An evaluation of an exploratory intervention to improve progression in a first-year accounting course. SA Journal of Accounting Research, 27(1): 1-36.

Wolff, K. and Luckett, K.M. 2013. Integrating multidisciplinary engineering knowledge. Teaching in Higher Education, 1(1): 1-15.

Wolff, K. and Luckett, K.M. 2013. Integrating multidisciplinary engineering knowledge. Teaching in Higher Education, 18(1): 78-92.