2014

Fletcher, Julie (2014) '"Come as You Are": Inclusive, Transitional and Multicultural Pedagogy in a First-Year Foundation Unit'. In: Strong Starts, Supported Transitions and Student Success. Funston, Andrew, Gil, Miguel and Gilmore, Gwen, eds. Cambridge Scholars Publishing, Newcastle upon Tyne, UK, pp. 171-188.

Zammit, Brian ORCID: 0000-0002-9551-8974 (2014) Embedding a Third-Generation Transition Pedagogy: the Role of Core Foundation Units. In: Strong Starts, Supported Transitions and Student Success. Funston, Andrew, Gil, Miguel and Gilmore, Gwen, eds. Cambridge Scholars Publishing, Newcastle Upon Tyne, UK, pp. 143-170.

Best, Gillian (2014) Students Supporting Student Learning (SSSL) and Practices of Empowerment. In: Strong Starts, Supported Transitions and Student Success. Funston, Andrew, Gil, Miguel and Gilmore, Gwen, eds. Cambridge Scholars Publishing, Newcastle Upon Tyne, pp. 245-259.

Funston, Andrew, Gil, Miguel and Gilmore, Gwen ORCID: 0000-0001-7793-2867 (2014) Supporting students' transitions in challenging times. In: Strong starts, supported transitions and student success. Funston, Andrew, Gil, Miguel and Gilmore, Gwen, eds. Cambridge Scholars Publishing, Newcastle upon Tyne, pp. 1-30.

1 March 2014

Gil, Miguel (2014) Approaches to retention and transition: An antipodean perspective. In: Strong Starts, Supported Transitions and Student Success. Funston, Andrew, Gil, Miguel and Gilmore, Gwen, eds. Cambridge Scholars Pubishing, Newcastle upon Tyne, UK, pp. 31-65.

Gilmore, Gwen ORCID: 0000-0001-7793-2867 (2014) Exploring First-Year Transition Pedagogy: Indicators of Enhanced Transition and Retention in an Experiential Early-Years Teacher-Education Setting. In: Strong Starts, Supported Transitions and Student Success. Funston, Andrew, Gil, Miguel and Gilmore, Gwen, eds. Cambridge Scholars Publishing, Newcastle upon Tyne, UK, pp. 189-218.

Custance, Juanita, Fox, John ORCID: 0000-0002-2402-2859 and O'Maley, Pauline (2014) Becoming a community of readers: Academic literacies in the social work classroom. In: Strong Starts, Supported Transitions and Student Success. Funston, Andrew, Gil, Miguel and Gilmore, Gwen, eds. Cambridge Scholars Pub, Newcastle upon Tyne, UK, pp. 219-244.