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Tag: 2011

Bennett, S., Maton, K. & Carrington, L. (2011) Understanding the complexity of technology acceptance by higher education students, in T. Teo (ed) Technology Acceptance in Education: Research and issues (pp. 63–77). Netherlands: Sense.

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Christie, F. & Maton, K. (eds) (2011) Disciplinarity: Functional linguistic and sociological perspectives. London: Continuum.

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Christie, F. & Maton, K. (2011) Why disciplinarity?, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives (pp. 1–9). London: Continuum.

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Maton, K. (2011) Theories and things: The semantics of disciplinarity, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives (pp. 62–84). London: Continuum.

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Maton, K. (2011) Knowledge-building: Analysing the cumulative development of ideas, in Ivinson, G., Davies, B. & Fitz, J. (eds) Knowledge and Identity: Concepts and applications in Bernstein’s sociology (pp. 23–38). London: Routledge.

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Tann, K. (PhD, 2011) Semogenesis of a Nation: An iconography of Japanese identity, Department of Linguistics, University of Sydney, Australia.

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Poulet, C. (PhD, 2011) L’apprentissage d’une pratique democratique: L’exemple de la prise de parole en Franc-Maconnerie, Department of Sociology, University of Provence, France.

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Morgan, M. (MA, 2011) A Corpus Based Investigation into the Relationship between Propositional Content and Metadiscourse in Student Essay Writing, University of Nottingham, Ningbo-China campus, China.

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Vorster, J. (2011) Disciplinary shifts in higher education, in Ivinson, G., Davies, B. & Fitz, J. (eds.) Knowledge and Identity: Bernsteinian approaches and applications. London: Routledge.

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Poulet, C. (2011) Le maniement du raisonnement analogique dans l’apprentissage maçonnique: Transférabilité du sens et abstraction du langage. Signes, Discours et Sociétés, 7. [French language]

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McNamara, M.S. & Fealy, G.M. (2011) Editorial – Legitimation Code Theory: A new lens through which to view our academic practice, Contemporary Nurse, 38(1-2).

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Howard, S.K. & Maton, K. (2011) Theorising knowledge practices: A missing piece of the educational technology puzzle, Research in Learning Technology, 19(3): 191–206.

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Chen, R., Maton, K. & Bennett, S. (2011) Absenting discipline: Constructivist approaches in online learning, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives (pp.129–150).  London: Continuum.

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Case, J. M. (2011) Knowledge matters: Interrogating the curriculum debate in engineering using the sociology of knowledge, Journal of Education, 51, 73–92.

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Bennett, S. & Maton, K. (2011) Intellectual field or faith-based religion: Moving on from the idea of ‘digital natives’, in Thomas, M. (ed) Deconstructing Digital Natives: Young people, technology and the new literacies (pp. 169–185).  New York: Routledge.

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Hugo, W. (2011) Editorial, Journal of Education, 51: 1–8.

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Shay, S. (2011) Curriculum formation: A case study from History, Studies in Higher Education, 36(3): 315–329.

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Martin, J. R. (2011) Bridging troubled waters: Interdisciplinarity and what makes it stick. In Christie, F. & Maton, K. (eds), Disciplinarity: Functional linguistic and sociological perspectives (pp. 35–61). London: Continuum.

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Yi, L. (2011) Bernsteinian perspectives on the Reading to Learn program, Annual Review of Functional Linguistics in China, 3: 109–123.

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Kilpert, L. (2011) Lighting fires from fires: A description of the research entitled ‘Kindling fires’, The Journal of Independent Teaching and Learning, 6: 14–24.

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Macken-Horarik, M. (2011) Building a knowledge structure for English: Reflections on the challenges of coherence, cumulative learning, portability and face validity, The Australian Journal of Education, 55(3): 197–213.

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Hood, S. (2011) Keynote: Travelling into interdisciplinary space: Making sense of worlds of difference, International Systemic Functional Congress, Lisbon, July. (Slides available)

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Hood, S. (2011) Writing discipline: Comparing inscriptions of knowledge and knowers in academic writing. In Christie, F. & Maton, K. (eds), Disciplinarity: Functional linguistic and sociological perspectives (pp. 106–128). London: Continuum.

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Gao, L. (2011) Eclecticism or principled eclecticism, Creative Education, 2(4): 363–369.

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Firth, R. (2011) Making geography visible as an object of study in the secondary school curriculum, The Curriculum Journal, 22(3): 289–316.

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