'Hot', 'cold' and 'warm' supports: towards theorising where refugee students go for assistance at university

- Baker, Sally, Ramsay, Georgina, Irwin, Evonne, Miles, Lauren

Core or periphery? The positioning of language and literacies in enabling programs in Australia

- Baker, Sally, Irwin, Evonne

Embedding academic literacies in the enabling curriculum: innovations to enhance successful student transitions into undergraduate study

- Hunt, Jaime W., Baker, Sally

Exploring teacher-writer identities in the classroom: conceptualising the struggle

- Cremin, Teresa, Baker, Sally

Exploring the discursively constructed identities of a teacher-writer teaching writing

- Cremin, Teresa, Baker, Sally

Research with former refugees: moving towards an ethics in practice

- Thapliyal, Nisha, Baker, Sally

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, Sally

Students' reading and writing 'in transition': what lessons can be learnt from a case study of A-levels to university transitions to help enabling educators to 'bridge the gap' into undergraduate study?

- Baker, Sally, Irwin, Evonne

Students' writing "in transition' from A-levels to university: how assessment drives students' understandings, practices and discourses

- Baker, Sally

Teachers' identities as writers: teacher, support staff and pupils accounts of the role of emotion in the writing classroom

- Baker, Sally, Cremin, Teresa

Transitions and shifting understandings of writing: building rich pictures of how moving from school to university is experienced through exploration of students' discourses of writing

- Baker, Sally