Steenkamp, C. M., Rootman-le Grange, I. & Müller-Nedebock, K. K. (2021) Analysing assessments in introductory physics using semantic gravity Refocussing on core concepts and context-dependence. Teaching in Higher Education, 26(6): 871-886. DOI: 10.1080/13562517.2019.1692335
Shay, S. & Steyn, D. (2016) Enabling knowledge progression in vocational curricula: Design as a case study, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 138–157.
Poulet, C. (2016) Knowledge and knowers in tacit pedagogic contexts: Freemasonry in France, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 214–230.
Martin, J. L. (2016) Musicality and musicianship: Specialization in jazz studies, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 193–213.
Hood, S. (2016) Ethnographies on the move, stories on the rise: Methods in the humanities, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 117–137.
Georgiou, H. (2016) Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 176–192.
Christie, F. (2016) Secondary school English literary studies: Cultivating a knower code, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 158-175.
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Hill-Madsen, A. (2024) Intralingual translation in didactic practice: Five case studies. Semiotica, 257: 49-79. DOI: 10.1515/sem-2022-0097
Argüelles-Álvarez, I. & Morton, T. (2023) Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices. Journal of English for Academic Purposes, 65: 101285. DOI: 10.1016/j.jeap.2023.101285
Stolare, M., Olin-Scheller, C. & Liljeqvist, Y. (2023) Tema: Komparativ ämnesdidaktik: Transformationer som utvecklar kraftfull kunskap. Utbildning & Lärande, 17(2). DOI: 10.58714/ul.vl7i2.15841
Randahl, A., Liljekvist, Y., Jakobsson, M. & Nordgren, K. (2023) Föreställningar om kunskap och lärande i lärares planeringssamtal I matematik och historia. Utbildning & Lärande, 17(2). DOI: 10.58714/ul.vl7i2.15859
Morton, T. & Nashaat-Sobhy, N. (2024) Exploring bases of achievement in content and language integrated assessment in a bilingual education program. TESOL Quarterly, 58(1): 5-31.
Cowley-Haselden, S. (PhD thesis, 2021). Knowledge building via Academic Reading Circles on an English for General Academic Purposes pre-sessional course. Coventry University, United Kingdom.
Wilmot, K., Iqani, M. & Madondo, N. (2023) Science and language, knowledge and power. South African Journal of Science, 119(11/12): 16909. DOI: 10.17159/sajs.2023/16909
Maluleka, P. & Mathebula, T. (2022) Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum: A case study of Odera Oruka philosophy. Yesterday & Today, 27: 65-89. DOI: 10.17159/2223-0386/2022/n27a3
Landqvist, M. & Blåsjö, M. (2024) Collaboration, reinvented tools and specialist knowledge: Communication professionals’ experiences of global health crisis management. Discourse & Communication, 1-21. DOI: 10.1177/17504813241227590
Holm-Pedersen, P. (2023) Lærerviden i spændingsfeltet mellem det almene og det konkrete - udvikling og præsentation af analysebegreber til empiriske undersøgelser af lærervidens semantiske tyngde. Et working paper.
Kabel, K. (2021) Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 21: 1-27. DOI: 10.17239/L1ESLL-2021.21.02.19
Kristiansson, M., Randahl, A. (2023) Undervisning om migration på vetenskaplig grund: Lärares kunskapsbyggande inom SO på svenskt mellanstadium. Acta Didacta Norden, 17(3): 1–24. DOI: 10.5617/adno.9149
Mondig, N. (2023) Hur kan ekonomi göras begripligt? En studie om villkor för kraftfull ekonomiundervisning i samhällskunskap. PhD thesis, Karlstads University, Sweden.
Hatisaru, V., Seen, A. & Fraser, S. (2022) Regarding STEM: Perceptions of academics revealed in their drawings and text. In N. Fitzallen, C. Murphy, V. Hatisaru & N. Maher (Eds.), Mathematical Confluences and Journeys (Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, July 3-7): pp. 258-265. Launceston: MERGA.
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Bowdler, S., Nielsen, W., Meedya, S. & Salamonson, Y. (2023) Applying Legitimation Code Theory to teach breastfeeding in nurse education: A case study. Nurse Education, 72: 103780. DOI: 10.1016/j.nepr.2023.103780
Waite, J., Kolaiti, E., Thomas, M. & Maton, K. (2023) Constructing feedback for computer science MCQ wrong answers using semantic profiling (Discussion Paper). Koli Calling '23, November 13-18, 2023, Koli, Finland.
Preciado Lloyd, P. N., Amador, L. M. G. & Diaz Loyo, A. C. (2022) Las reglas del juego de la denuncia por acoso sexual: Alineación de puntos de vista en la implantación de políticas públicas. In O. V. Guzman, M. M. Carillo Huerta & S. F. Gonzalez (Eds.), Retos en la Coyuntura por COVID-19 y la Emergencia Climatica. Montiel & Soriano Editores.
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Book: LCT book series Chapter 1: Tilakaratna, N. & Szenes, E. (2024) Seeing knowledge and knowers in critical reflection: Legitimation Code Theory, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 1-17. DOI: 10.4324/9781003177210-1 Chapter 2: Tilakaratna, N. (2024) Developing disciplinary values:...
Fagan , D. (PhD thesis, 2019) Using ICTs as a pedagogical resource to facilitate epistemological access in science with teacher education students. University of the Western Cape, South Africa.
Elvebakk, L., & Skarstein, D. (2023). Teacher students’ legitimation of teaching activities in the L1 classroom. L1-Educational Studies in Language and Literature, 23: 1-22. DOI: 10.21248/l1esll.2023.23.1.478
Pereira, M. V. M. (2022) Estágio supervisionado em música: Decompondo a prática para tornar visível o conhecimento pedagógico. Revista do Programa de Pós-Graduação em Educação: Universidede Federal de Mato Grosso do Sul (pp. 66–93). DOI: 10.55028/intermeio.v28i55
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