2022
Barham, E. and Wood, C., 2022. Teaching the Hidden Curriculum in Political Science. PS: Political Science & Politics. Cambridge University Press, 55(2), pp. 324–328. Available at: https://doi.org/10.1017/S1049096521001384
Burnett, J., DeMora, S.L., Landgrave, M., Lindke, C. and Ninci, A., 2022. How Can We Address Professional Isolation Among Traditionally Underrepresented Students? The Importance of Peer Mentorship. Journal of Political Science Education, Available at: https://doi.org/10.1080/15512169.2022.2053694
2021
Gibbs, J., Hartviksen, J., Lehtonen, A. and Spruce, E., 2021. Pedagogies of inclusion: a critical exploration of small-group teaching practice in higher education. Teaching in Higher Education, 26(5), pp. 696-711. Available at: https://doi-org.libproxy.ucl.ac.uk/10.1080/13562517.2019.1674276
Perez, R.J., Acuña, A. and Reason, R.D., 2021. Pedagogy of Validation: Autobiographical Reading and Writing Courses for First-Year, Low-Income Students. Innovative Higher Education, 46, pp. 623–641. Available at: https://doi.org/10.1007/s10755-021-09555-9
Poorvu Center for Teaching and Learning. 2021. Inclusive Teaching Strategies. Yale. [online] Available at: https://poorvucenter.yale.edu/InclusiveTeachingStrategies [Accessed 20 June 2022].
2020
Howard, T. O., Winkelmes, M. and Shegog, M., 2020. Transparency Teaching in the Virtual Classroom: Assessing the Opportunities and Challenges of Integrating Transparency Teaching Methods with Online Learning. Journal of Political Science Education, 16(2), pp. 198-211. Available at: https://doi.org/10.1080/15512169.2018.1550420
2019
Pacansky-Brock, M., Smedshammer, M. and Vincent-Layton, K., 2019. Humanizing Online Teaching to Equitize Higher Education. Manuscript submitted for publication. Available at: https://www.researchgate.net/profile/Michelle-Pacansky-Brock/publication/339365337_Humanizing_Online_Teaching_To_Equitize_Higher_Ed/links/5e4d701e92851c7f7f488740/Humanizing-Online-Teaching-To-Equitize-Higher-Ed.pdf
2018
Reyes, W.S., Rungduin, T.T, David, A.P. and Bayten, E.O., 2018. A model of pedagogical strategies for low income students in the Philippines. Issues in Educational Research, 28(4), pp. 1009-1023. Available at: https://www.researchgate.net/publication/329129310_A_model_of_pedagogical_strategies_for_low_income_students_in_the_Philippines
2017
Jury, M., Smeding, A., Stephens, N.M., Nelson, J.E., Aelenei, C. and Darnon, C., 2017. The Experience of Low-SES Students in Higher Education: Psychological Barriers to Success and Interventions to Reduce Social-Class Inequality. Journal of Social Issues, 73, pp. 23-41. Available at: https://doi.org/10.1111/josi.12202
2016
Devlin, M. and McKay, J., 2016. Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities. Australasian Journal of Educational Technology, 32(1). Available at: https://doi.org/10.14742/ajet.2053
Norodien-Fataar, N. and Daniels, D., 2016. Exploring the educational engagement practices of disadvantaged students at a South African University. [online] Hdl.handle.net. Available at: http://hdl.handle.net/11189/5903 [Accessed 20 June 2022].
Thomas, L., 2016. Chapter 9: Developing Inclusive Learning to Improve the Engagement, Belonging, Retention, and Success of Students from Diverse Groups. In: M. Shah, A. Bennett and E. Southgate, eds. 2016. Widening Higher Education Participation: A Global Perspective. Kidlington: Chandos Publishing. pp. 135-159. Available at: https://doi.org/10.1016/B978-0-08-100213-1.00009-3
2012
Devlin, M., Kift, S., Nelson, K., Smith, L. and McKay, J., 2012. Effective teaching and support of students from low socioeconomic status backgrounds: Practical advice for teaching staff. [online] Sydney: Australian Government Office for Learning and Teaching. Available at: https://www.lowses.edu.au/assets/Practical%20Advice%20for%20Teaching%20Staff.pdf [Accessed 20 June 2022].
2011
Phillips, P. and Loch, B., 2011. Building Lectures and Building Bridges with Socio-economically Disadvantaged Students. Educational Technology & Society, 14 (3), pp.240–251. Available at: https://www.jstor.org/stable/10.2307/jeductechsoci.14.3.240