Meidell Sigsgaard, A-V. (PhD, 2013) Who Knows What?: The Teaching of knowledge and knowers in a fifth grade Danish as a Second Language classroom, Danish School of Education, Aarhus University, Denmark.
Martin, J.L. (PhD, 2013) On Notes and Knowers: The representation, evaluation and legitimation of jazz, Discipline of Linguistics, University of Adelaide, Australia.
Lilliedahl, J. (PhD, 2013) Musik i (ut)bildning: Gränsdragningar och inramningar i läroplans(kon)texter för gymnasieskolan, Diss, Örebro University, Sweden.
Whitcombe, S. W. (2013) Developing skills of problem-based learning: What about specialist knowledge, International Journal of Continuing Education and Lifelong Learning, 5(2): 41–56.
O’Brien, R. & Elder, C. (2013) New ways for exploring who knows what in a native title case: A sociological approach, Australian Aboriginal Studies, 2: 29–41.
Meidell Sigsgaard, A.V. (2013). ”Hvad skal jeg skrive nu? ‐ Det må du selv vide…” – udvekslingsstrukturanalyse af samtaler mellem lærere og elever i undervisningen af dansk som andetsprog og historie. Nordand, 8(1). [Danish language] See article here.
Matruglio, E., Maton, K. & Martin, J.R. (2013) Time travel: The role of temporality in enabling semantic waves in secondary school teaching, Linguistics and Education, 24(1): 38–49.
Macnaught, L., Maton, K., Martin, J.R. & Matruglio, E. (2013) Jointly constructing semantic waves: Implications for teacher training, Linguistics and Education, 24(1): 50–63.
Tang, B. (2013) On the relationship between knowledge structures and nominalization, Foreign Language and Literature, 29(4): 86–90. [Chinese language]
Wolff, K. (2013) ‘Reservoirs’ and ‘repertoires’: Epistemological and discursive complexities in multidisciplinary engineering practice, Journal of Academic Writing, 3(1): 84–94.
Whitcombe, S.W. (2013) Problem-based learning students’ perceptions of knowledge and professional identity: Occupational therapists as ‘knowers’, British Journal of Occupational Therapy, 76(1): 37–42.
Vitale, P. (2013) Seeing beyond the local context: The understandings of slavery and the slave trade of students in Reunion Island schools, International Studies in Sociology of Education, 23(4): 338–357.
Szenes, E. & Tilakaratna, N. (2013) Critical thinking and employment readiness: The role of semantic waves in preparing students for life after university, 11th Biennial Conference of the Association for Academic Language and Learning, RMIT University, Melbourne, November.
Singh, V. & Gero, J.S. (2013) Developing a multi-agent model to study the social formation of design practice. In Chakrabarti, A. & Prakash, R.V. (Eds.), ICoRD’13 Global Product Development (pp. 631–641). Berlin: Springer.
Shay, S. (2013) Conceptualizing curriculum differentiation in higher education: A sociology of knowledge point of view, British Journal of Sociology of Education, 34(4): 563–82.
Martin, J.R. & Maton, K. (2013) Cumulative knowledge-building in secondary schooling: Guest editors’ preface, Linguistics and Education, 24(1): 1–3.
Martin, J. R. & Matruglio, E. (2013) Revisiting mode: Context in/dependency in Ancient History classroom discourse. In H. Guowen, Y. Zhu, Z. Delu & Y. Xinzhang (eds), Studies in Functional Linguistics and Discourse Analysis (pp. 72–95). Beijing, China: Higher Education Press.
Martin, J.R., Zappavigna, M., Cleirigh, C. & Dwyer, P. (2013) Users in uses of language: Embodied identity in Youth Justice Conferencing, Text and Talk, 33(4–5): 467–496.
Martin, J.R. (2013) Embedded literacy: Knowledge as meaning, Linguistics and Education, 24(1): 23–37.
Larsen, V. (2013) Faglighed og Problembaseret Læring: Vidensstrukturer i professionsuddannelser, Institut for Planlægning [Disciplinarity and Inter-disciplinarity in Problem Based Learning – Knowledge Structures in Professional Education], Aalborg Universitet.
Larsen, V. (2013) Transversal knowledge formations in Professional Bachelor Education employing Problem Based Learning (PBL), Journal of Problem Based Learning in Higher Education, 1(1): 53–71.
Evans, J. (2014) Ideational border crossings: Rethinking the politics of knowledge within and across disciplines, Discourse: Studies in the cultural politics of education, 35(1): 45–60.
López-Bonilla, G. (2013) Prácticas disciplinares, Prácticas escolares: Qué son las disciplinas académicas y cómo se relacionan con la educación formal en las ciencias y en las humanidades, Revista Mexicana de Investigación Educativa, 18(57): 383–412.