LCT Publications – Page 3 – Legitimation Code Theory

Maia, M. (2021). O conhecimento de design num projeto de criação da identidade visual de uma marca: um estudo qualitativo sobre a prática legitimada do design gráfico, Egitania Sciencia, 29 (jun/dez): 113–132.

Annala, J. (2022). Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions, Teaching in Higher Education: 1–19.

Zheng, J. (2021). A study of psycho-correction discourse in community correction under restorative justice from the perspective of individuation, International Journal of Speech, Language and the Law, 28(1): 139–143.

Hlatshwayo, M. N., Adendorff, H., Blackie, M. A., Fataar, A., & Maluleka, P. (2022). Introducing ‘decolonising knowledge and knowers’, in In Hlatshwayo, M. N., Adendorff, H., Blackie, M. A., Fataar, A., & Maluleka, P. (eds) Decolonising Knowledge and Knowers (pp. 1–10). Routledge.

Hamdi, A. (Bachelors, 2021) Fault analysis for a new MsC course using ChipWhisperer, Universiteit Leiden.

Burghoorn, G. (Bachelors, 2021) Exploration of the ChipWhisperer Lite ARM board for education on Side-Channel Power Analysis, Universiteit Leiden.

Hindhede, A. L., & Højbjerg, K. (2022). Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education–consequences for student academic success, Teaching in Higher Education: 1-16.

Bertram, C. (2022). Reflecting on the nature of Curriculum Inquiry in South Africa 2010–2021. Curriculum Perspectives, 42(1): 71–76.

RITTER, F., & STANDL, B. (2022). Promoting Student Competencies in Informatics Education by Combining Semantic Waves and Algorithmic Thinking, Informatics in Education.

Siebörger, I., & Adendorff, R. D. (2022). Constellations, technicality, iconisation and Eskom: A case from South Africa’s Business Day, Southern African Linguistics and Applied Language Studies: 1-17.

Lee, Y. J., & Wan, D. (2022). Cognitive demands and opportunities for access in school curricula from mainland China: an integrated analysis based on specialisation codes, Educational Studies: 1–19.

Llinares, A., & Nahaat-Sobhy, N. (2022) CLIL students knowledge claims and personal views on a non-curricular topic: comparing high-and low-exposure groups, in AESLA2022 Book of Abstracts (p. 47).

Walldén, R., & Nygård Larsson, P. (2022). “It can be a bit tricky”: negotiating disciplinary language in and out of context in civics classrooms, Classroom Discourse. DOI: 10.1080/19463014.2022.2084426

Hlatshwayo, M. N. (2022). Decolonising the university: Some thoughts on recontextualising knowledge, in Hlatshwayo, M. N., Adendorff, H., Blackie, M. A., Fataar, A., & Maluleka, P. (eds) Decolonising Knowledge and Knowers (pp. 47-64). Routledge.

Georgiou, H. (2022). Preservice Teachers’ Views of the “Social Embeddedness” Tenet of the Nature of Science: A New Method of Analysis, Journal of Science Teacher Education, DOI: 10.1080/1046560X.2022.2043575

Pinto, B. C. N., Silva, R. P., Bertoldo, T. A. T., & Wartha, E. J. (2022). Legitimação e circulação do discurso em aulas de ciências: um modelo multidimensional de análise, Pesquisa e Ensino em Ciências Exatas e da Natureza, 6: e1811.

McPhail, G. J. (2022). Knowledge and Music Education: A Social Realist Account. Taylor & Francis.

Siebörger, I. & Adendorff, R. D. (2022) Development of a translation device for axiological-semantic density in political news articles: wording and charging, Text & Talk, https://doi.org/10.1515/text-2020-0156

Kriel, C., Livingston, C., & Kwenda, C. (2022). Ethical Codes of Conduct in Teaching Practice, International Journal of African Higher Education, 9(1): 142–163.

Essop, M. F. & Adendorff, H. (2022). Using Autonomy to understand active teaching methods in undergraduate science classes, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 169–190).

de Bie, G. & McKenna, S. (2022). Interdisciplinarity requires careful stewardship of powerful knowledge, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 129–147).

Yu, Z., Maton, K. & Doran, Y. (2022). Building complexity in Chemistry through images, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 63–81).

Mouton, M., Rootman-le Grange, I. & Uys, B. (2022) Advancing students’ scientific discourse through collaborative pedagogy, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 148–168).

Steenkamp, C. M. & Rootman-le Grange, I. (2022). Improving assessments in introductory Physics courses, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 41–62).

Hudson, L., Engel-Hills, P. & Winberg, C. (2022). Radiation Physics in theory and practice, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 103–125).

Rewitzky, I. (2022). A conceptual tool for understanding the complexities of mathematical proficiency, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 193–205).

Blackie, M. A. L. (2022). Navigating from science into education research, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 227–240).

Blackie, M. A. L., Adendorff, H. & Mouton, M. (2022) Enacting Legitimation Code Theory in science education, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 1–18).

Conana, H., Solomons, D. & Marshall, D. (2022) Supporting the transition from first to second-year Mathematics using Legitimation Code Theory, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 206–223).

Steggink, D. (MEd, 2021). Enhancing a South African Grade 5 mapwork lesson with a geographic information system (GIS), University of the Witswatersrand.

Dorli, E. (PhD, 2021) The Methodology of Educational Research in the Light of the Legitimation Code Theory [Greek]

Halleson, Y., Nord, A. & Westman, M. (2020) Rörelser mellan konkretion och abstraktion i diskursivt skrivande. Semantiska vågor i elevtexter från två nationella provuppgifter i svenska, Fjortonde nationella konferensen i svenska med didaktisk inriktning, Malmo.

Wünsch-Nagy, N. (PhD, 2022). Multimodal Literacy Development in English Studies Contexts-linguistic and pedagogical perspectives on multimodal meaning-making and knowledge-building in classrooms and museum exhibitions, University of Pécs.

Quilpatay, M. (PhD, 2022) Constellating ideas and beliefs in Pinochet’s Constitution Or how knowledge was put together in Chile’s antidemocratic constitution-making process, University of Sydney.

Rusznyak, L. (2022). Teacher choices in action: an emergent pedagogical response and intervention, in E. Walton & R. Osman (eds) Pedagogical responsiveness in complex contexts, Stockholm: Springer (pp. 141–156).

Rusznyak-L.-2022.-Teacher-Choices-in-Action-An-Emergent-Pedagogical-Response-and-InterventionDownload

Mouton, M. (2021) Harnessing the Beast – COVID-19: Integrative Knowledge-Building with LCT Autonomy, Eurasian Journal of Science and Environmental Education, 1 (1): 27–42.

Jina Asvat, Z. (2022). Semantic waves and their affordances for teaching scaffolding to pre-service teachers, Reading & Writing, 13(1): a346. https://doi.org/10.4102/rw.v13i1.346

Yu, Z. (PhD, 2021) Knowledge-building of Chemistry in Secondary School Chemistry Textbooks: A Multisemiotic Perspective, Tongji University.

Lilliedahl, J. (2022). Visually communicating exclusiveness: How specialist music secondary schools in England represent themselves on the web, Music Education Research: 1–12.

Rusznyak, L. (2022). Using Semantic Pathways to Reveal the” Depth” of Pre-Service Teachers’ Reflections, Education as Change, 26(1): 1–24.

Bond, B. (2022). The Positioning and Purpose of EAP across the University Curriculum: Highlighting Language in Curriculum Policies, in Bond, B. & Bruce, I. Contextualizing English for Academic Purposes in Higher Education: Politics, Policies and Practices, 109–128. Bloomsbury Publishing.

See here.

Kirk, S., & King, J. (2022). EAP teacher observation: Developing criteria and identifying the forms of pedagogic practice they afford, Journal of English for Academic Purposes, 59, 101139.

Truitt, S., Bean, J., Sullivan, J., Paranjothi, G., & Moe, A. (2022). Completing the Circuit: Workforce Development for Advanced Building Construction and Grid-Interactive Efficient Buildings (No. NREL/TP-5500-80480). National Renewable Energy Lab.(NREL), Golden, CO (United States).

Olivier Laubscher, A. (Master, 2022) A phenomenological investigation into selected grade seven teachers’ integration of democratic values into their EMS lessons, University of the Western Cape.

Wolff, K. (2022). Enabling access to scholarly engineering practices, in Young, G. (ed) Academic Development and its Practitioners: A View from the Inside, (pp. 209–228). Sun Press.

Bocheco, O. (2021, PhD) A abordagem matemática no ensino de física e sua qualificação no viés semântico, Universidade Federal de Santa Catarina.

Gale, T. (2022). Higher vocational education as a work of art, in Equity and Access to High Skills through Higher Vocational Education (pp. 291-317), Palgrave Macmillan: Cham.

Amundrud, T. (2022). Multimodal knowledge building in a Japanese secondary English as a foreign language class, Multimodality & Society, 2(1): 64–85.

Minardi, S. (2021). Languages for learning: The role of CLIL teachers, Language Problems and Language Planning, 45(3): 309–330.

Wünsch-Nagy, N. (2019) Changing perspectives: Writing exhibition reviews in Higher Education, 29th European Systemic Functional Linguistics Conference, Portugal.

Georgiou, H., Turney, A., Matruglio, E., Jones, P., Gardiner, P. & Edwards-Groves, C. (2022) Creativity in Higher Education: A Qualitative Analysis of Experts’ Views in Three Disciplines, Education Science, 12 (3): 154–168.

Hlatshwayo, M. N., Adendorff, H., Blackie, M.A.L., Fataar, A. and Maluleka, P. (eds) (2022) Decolonizing Knowledge and Knowers: Struggles for university transformation in South Africa, Routledge.

2022-Decolonising-Knowledge-and-KnowersDownload

Maton, K., Martin, J.R. and Doran, Y.J. (eds) (2021) Teaching Science: Knowledge, language, pedagogy, Routledge.

2021-Teaching-Science-Karl-versionDownload

Winberg, C., McKenna, S. and Wilmot. K. (eds) (2021) Building Knowledge in Higher Education: Enhancing teaching and learning with Legitimation Code Theory, Routledge.

2021-Building-Knowledge-in-Higher-Education.pdfDownload

Maton, K., Hood, S. and Shay, S. (eds) (2016) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge.

2016BOOK-KBDownload

Clarence, S. (2021) Turning Access into Success: Improving university education with Legitimation Code Theory, Routledge.

2021-Turning-Access-Into-SuccessDownload

Hudson, L. (PhD, 2020) Teaching and learning threshold concepts in radiation physics for professional practice, CPUT, South Africa.

Dorli, E. (2021) Educational research methodology in light of Legitimation Code Theory, National and Kapodistrian University of Athens, Greece.

See entry here.

Martin, J. (2022). Pedagogic discourse: marshalling register variation, Revista Signos. Estudios de Lingüística, 54(107): 771–798.

de Andrade, D. G., Pinto, B. C. N., Oliveira, I. T., & Wartha, E. J. (2021) Construindo Ondas Semânticas em Aulas Remotas, XIII Encontro Nacional de Pesquisa em Educação em Ciências, 2021: 1–19.

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

Wang, W. (2021) A Review on Semantic Waves and Its Application in Discourse Analysis, Journal of Contemporary Educational Research, 5(12): 183–188.

Pinto, B. C. N., & Wartha, E. J. (2021). DIMENSÃO SEMÂNTICA NA SALA DE AULA DE CIÊNCIAS: RODAS DE CONVERSA COMO PROMOTOR DE ONDAS SEMÂNTICAS, Investigações em Ensino de Ciências, 26(3): 220–236.

Krause, U., Béneker, T., & Tartwijk, J. V. (2022) Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons, European Journal of Investigation in Health, Psychology and Education, 12(1): 11–27.

Johansen, A., & Bungum, B. (2022) Elevator speech: Students’ discussions of forces and acceleration by means of a scale in an elevator, LUMAT: International Journal on Math, Science and Technology Education, 10(1): 23–48.

Daoud, S., & Kasztalska, A. (2022) Exploring native-speakerism in teacher job recruitment discourse through Legitimation Code Theory: The case of the United Arab Emirates, Language Teaching Research. doi.org/10.1177/13621688211066883

Munn, D. (2021) Learning transfer from an in-sessional ESAP module to International Relations and Development students’ core disciplinary writing assignments: Teaching semantic gravity to support cumulative knowledge building, Journal of Academic Language and Learning, 15(1): 187–213.

Herrett, M. F. (PhD, 2020) A secure seat at the academic high table? An exploratory study of the field of university-based teacher education for post-compulsory education and training in England: a Legitimation Code Theory analysis, University College London, UK.

Blackie, M. A. (2022) Knowledge building in chemistry education, Foundations of Chemistry, 24 (15): 97–111.

Bowdler, S., Moroney, T., Meedva, S., & Nielsen, W. (2022) Riding the wave to reduce the theoretical and practical divide, Australian Nursing and Midwifery Journal, 27(6): 38.

Lubbe, I. (PhD, 2021) Knowledge and knower structures and recontextualising logics in an accounting curricular framework, University of Cape Town, South Africa.

Pott, R. W., & Nortjé, S. (2021) The use of student question-posing in reactor design to encourage an open-ended approach to learning, European Journal of Engineering Education, 46(6): 874–888.

de Almeida, L. A., de Jesus Silva Jr, A., & dos Santos, B. F. (2021) Semantic Gravity and Contextualization in the Chemistry Questions of the Brazilian National High School Examination, IOSTE Letters, 1 (1): 53–59.

Winberg, C. & Hollis-Turner, S. (2021) Practical subjects in the vocational curriculum: A critical review of the literature, Journal of Education, 85: 7–28

Guimarães de Andrade, D. & Wartha, E. J. (2021) Teoria do Código de Legitimação: um Novo Olhar para a Sala de Aula de Ciências, Mandacaru: Revista de Ensino de Ciências e Matemática, 1 (1): 56–80.

Barrett, B. & McPhail, G. (2021) Conceptualizing a Radical Visible Pedagogy, Journal of Education, 0 (0). DOI: 10.1177/00220574211053576

Waite, J. & Sentance, S. (2021) Teaching programming in schools: a review of approaches and strategies, Raspberry Pi Foundation

Bratland, E., & El Ghami, M. (2021) The Janus Face of Professional Knowledge: What Organizational Principles Are behind the Students’ Perceptions of Professional Knowledge in New Norwegian Teacher Education?, Education Research International, 2021.

Castro, G. G., & Ortega, F. J. R. (2021) Tendencias sobre argumentación clínica desde un enfoque multimodal, Tecné, Episteme y Didaxis: TED, 3047–3052.

West, N. J. (2021, MEd) Changing identities and gazes through participation in a PGDIP(HE) programme: a case study of transformation, University of the Witwatersrand, South Africa.

Strydom, S. (2021) The Digital Scholar as Author: Choices in disseminating scholarly work, in Van Petegem, W., Bosman, J.P., De Klerk, M. & Strydom, S. (2021) Evolving as a Digital Scholar: Teaching and researching in a digital world, Leuven University Press (pp. 89–113)

Kinchin, I. M., & Correia, P. R. (2021). Visualizing the Complexity of Knowledges to Support the Professional Development of University Teaching, knowledge, 1(1), 52–60.

Mitchell, T. D., Pessoa, S., Gómez‐Laich, M. P., & Maune, M. (2021). Degrees of Reasoning: Student Uptake of a Language‐Focused Approach to Scaffolding Patterns of Logical Reasoning in the Case Analysis Genre, TESOL Quarterly, 0 (0).

Jawahar, K. (PhD, 2021) A Semantic Gravity perspective on South African school chemistry curriculum alignment, University of KwaZulu-Natal

Bosman, J. P. (2021) The Digital Scholar as Integrator: why, how and where to bring your teaching, research and social impact to life, in Van Petegem, W., Bosman, J.P., De Klerk, M. & Strydom, S. (2021) Evolving as a Digital Scholar: Teaching and researching in a digital world, Leuven University Press (pp. 89–113)

Boughey, C., & McKenna, S. (2021) Understanding higher education: Alternative perspectives. African Minds: South Africa.

Wilmot, K., & McKenna, S. (2021) Putting Knowledge at the Centre: the uptake of Legitimation Code Theory in Higher Education Studies in South Africa, in Huisman, J. & Tight, M. (eds) Theory and Method in Higher Education Research. Emerald Publishing Limited (pp. 147–160).

van Schalkwyk, S., & Jacobs, C. (2021) Borders and Tensions in the Context of Doctoral Writing, in Re-imagining doctoral writing (pp. 89–106), WAC Clearinghouse.

Ravelli, L., Starfield, S., & Paltridge, B. (2021) Re-Imagining Doctoral Writing through the Visual and Performing arts, in Re-imagining doctoral writing (pp. 217–234), WAC Clearinghouse.

Flening, E., Asplund, F., & Edin Grimheden, M. (2021) Measuring professional skills misalignment based on early-career engineers’ perceptions of engineering expertise, European Journal of Engineering Education, 1–27.

Padayachee, K., & Dison, L. (2021) Stakeholder Struggles in the Uptake and Use of Blended and Online Learning in Higher Education, in Carloni, G., Fotheringham, C., Virga, A. & Zuccala, B. (eds) Blended Learning and the Global South: Virtual Exchanges in Higher Education (pp. 39–54).

Raspberry Pi Foundation (2021) Semantic waves, in Hello World, The big book of computing pedagogy (pp. 46–48)

Gachago, D., Jones, B., Esambe, E. E., Jongile, S., & Ivala, E. (2021). Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development. Critical Studies in Teaching and Learning (CriSTaL), 9 (SI), 145-169.

Hatisaru, V. (2021) The views of STEM specialisation among academics, in Marks, R. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 41 (2), June.

Jackson, A. J. (PhD, 2020) Knowledge and values in literary response writing: critical praxis in an ELA classroom

Bassi, M. M. (PhD, 2021) Multilingual teacher-talk in secondary school classrooms in Yola, North-East Nigeria: exploring the interface of language and knowledge using Legitimation Code Theory and Terminology Theory. University of the Western Cape.

See thesis here.

Zhao, W. (2020) Exploring college English teaching of rhetorical knowledge: A Legitimation Code Theory analysis, Language Teaching Research.

Walldén, R., & Larsson, P. N. (2021) “Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history, Linguistics and Education, 65: 100960.