Rate My Professor Pearl Subban

Pearl Subban has maintained a productive research trajectory since 2005, producing numerous peer-reviewed articles and book chapters. Her seminal publication, "Differentiated instruction: A research basis" (Subban, 2006), has been cited 1181 times, establishing a cornerstone in the literature on tailoring instruction to diverse learners. Other highly influential works include "Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices" (Woodcock, Sharma, Subban, & Hitches, 2022; 484 citations), "Factors influencing teacher self-efficacy for inclusive education: A systematic literature review" (Wray, Sharma, & Subban, 2022; 423 citations), "Primary school teachers' perceptions of inclusive education in Victoria, Australia" (Subban & Sharma, 2006; 397 citations), and "In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: An international comparison of Australian and Italian teachers" (Sharma et al., 2018; 221 citations). Recent contributions feature "Epistemic exclusion in higher education: navigating racialised gatekeeping in Australia" (Chowdhury, Subban, & Chakma, 2026), reflections on racial injustice in South Africa (Subban, 2026), and explorations of teachers’ intentions in inclusive classrooms in China (Long, Sharma, & Subban, 2026). Through her publications and public engagement on Monash Lens, Pearl Subban significantly impacts educational research and practice, advocating for equity and inclusion.