Research output per year
Research output per year
Personal profile
Biography
Dr Sally Baker is an Associate Professor of Migration and Education. Sally's research interests centre on policy and practice related to language and literacies, particularly students’ academic reading and writing ‘in transition’, students from refugee backgrounds, and broader issues of equity in higher education. Sally is founder and a co-chair of the Australian Refugee Education Special interest Group. Join us: www.refugee-education.org
Qualifications
PhD
Research Interests
I am generally interested in issues relating to educational equity, particular issues pertaining to transition/s, language and literacy/oracy, participation, and support. I am also interested in forced migration, particularly integration, education, and employability.
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- 1 Similar Profiles
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REFUGEES IN HIGHER EDUCATION: DEBATE, DISCOURSE AND PRACTICE
Stevenson, J. & Baker, S., 1 Jan 2018, Emerald Group Publishing Ltd. 152 p.Research output: Book/Report › Book › peer-review
Open Access42 Citations (Scopus) -
Shifts in the treatment of knowledge in academic reading and writing: Adding complexity to students’ transitions between A-levels and university in the UK
Baker, S., 1 Oct 2018, In: Arts and Humanities in Higher Education. 17, 4, p. 388-409 22 p.Research output: Contribution to journal › Article › peer-review
10 Citations (Scopus) -
Transition in students' reading and writing: The case of a-levels to University in the UK
Baker, S., 2018, Transitions in Writing. Miller, K. S. & Stevenson, M. (eds.). Brill Academic Publishers, p. 11-46 36 p. (Studies in Writing; vol. 36).Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review
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’Hot’, ’Cold’ and ’Warm’ supports: Towards theorising where refugee students go for assistance at university
Baker, S., Ramsay, G., Irwin, E. & Miles, L., 24 May 2018, In: Teaching in Higher Education. 23, 1, p. 1-16 16 p.Research output: Contribution to journal › Article › peer-review
50 Citations (Scopus) -
Students’ writing ‘in transition’ from A-levels to university: how assessment drives students’ understandings, practices and discourses
Baker, S., 2 Jan 2017, In: Assessment and Evaluation in Higher Education. 42, 1, p. 18-36 19 p.Research output: Contribution to journal › Article › peer-review
11 Citations (Scopus)
Projects
- 1 Active
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Culturally Responsive Graduate Capital employability training for domestic Culturally and Linguistically Marginalised (CALM) students
10/07/24 → 31/01/26
Project: Research