2018 – Legitimation Code Theory

See book in publisher's website.

PhD thesis available here.

Zappavigna, M. & Martin, J. (2018) Performing Identity: A Topological Perspective, in Discourse and Diversionary Justice (pp. 245–268). Cham: Palgrave Macmillan.

de Bie, G. (PhD, 2018) Disciplinary Knowledge Structures in a Human Biology Curriculum and the Possible Implications for Cumulative Learning: An analysis using Legitimation Code Theory, Rhodes University, South Africa.

Giqwa, N. (PhD, 2018) An Investigation of Knowledge and its Circulation amongst Workers in Waste Management Workplaces: Expanded Public Works Programme (EPWP) case studies, Rhodes University, South Africa.

Mtombeni, T. (PhD) A Social Realist Account of the Influence of Knowledge and Knower Structures in Curriculum Development Practices in the First Year Chemistry and Mathematics Curricula, Rhodes University, South Africa.

Tag: 2018

Curzon, P., McOwan, P., Donohue, J., Wright, S. & Marsh, W. (2018) Teaching Computing Concepts, in Sentance, S., Barendsen, E. & Schulte, C. (eds) Computer Science Education: Perspectives on Teaching and Learning in School (pp. 91–108).

Mazwayi, V. & Booi, K. (2018) How prepared are first-year life sciences pre-service teachers for the laboratory learning environment? A case study at a University of Technology, Proceedings of the EDULEARN18 Conference, Spain.

Byers, S. (PhD, 2018) An LCT Examination of Comprehension and Pedagogy in Middle Years English and Science, University of Wollongong, Australia.

Toll, M. (2018) There ain’t no party like an S-Club party, SSPS Magazine, 7: 38–39.

Bovill, C. & Woolmer, C. (2018) How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum, Higher Education: 1–16. DOI: 10.1007/s10734-018-0349-8

James, B. (2018) Closing the gap between text and context in academic writing research—An “impossible” task?, Journal of English for Academic Purposes, 36: 99–107.

Hu, G. & Liu, Y. (2018) Three minute thesis presentations as an academic genre: A cross-disciplinary study of genre moves, Journal of English for Academic Purposes, 35: 16–30.

Oteiza, T., Henriquez, R. & Canelo, V. (2018) Language resources to negotiate historical thinking in history classroom interactions, Linguistics and Education, 47: 1–15.

Collett, K. S., Von der Heyden, B., Pott, R. W. M. & Stander, J. (2018) A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions, South African Journal of Higher Education, 32(6): 582‒603

Clarence, S. (2018) Understanding the student experience through the lens of academic staff development practice and research, in Ashwin, P. & Case, J. Higher Education Pathways: South African Undergraduate Education and the Public Good (pp. 204–215). Bloemfontein: African Minds.

Winberg, C., Wright, J., Wolff, K. E., Pallitt, N., Bozalek, V. G. and Conana, H. (2018) Critical interdisciplinary dialogues: Towards a pedagogy of well-being in STEM disciplines and fields, South African Journal of Higher Education, 32(6): 270–287.

Nygard Larsson, P. (2018) “We’re talking about mobility:” Discourse strategies for promoting disciplinary knowledge and language in educational contexts, Linguistics and Education, 48: 61–75.

Hu, G. (2018) Disciplinary knowledge making and academic discourse, in Y., Leung, J., Katchen, S., Hwang, & Y., Chen (eds.), Reconceptualizing English language teaching and learning in the 21st century (pp. 553–573). Taipei: Crane Publishing.

Wolff, K. (2018) Researching the engineering theory-practice divide in industrial problem solving, European Journal of Engineering Education, DOI: 10.1080/03043797.2018.1516738

Monbec, L. (2018) Designing an EAP curriculum for transfer: A focus on knowledge, Journal of Academic Language & Learning, 12(2): 88–101.

Aldred, E. M. (PhD, 2018) The landscape of EdD programmes in England. School of Education, University of Nottingham, England.

Hipkiss, A.M. & Andersson, P. (2018) Spotlighting pedagogic metalanguage in Reading to Learn – How teachers build legitimate knowledge during tutorial sessions, Linguistics and Education, 47: 93–104.

Ruszynak, L. (2018) What messages about teacher professionalism are transmitted through South African pre-service teacher education programmes?, South African Journal of Education, 38 (3), 1–11.

Kamai, R. (PhD, 2018) A multi-theoretical analysis of the dynamics and effects of variation in the use of terms in school science textbooks in Nigeria and South Africa, University of the Western Cape, South Africa.

Zappavigna, M. & Martin, J. (2018) Performing Identity: A Topological Perspective, in Discourse and Diversionary Justice (pp. 245–268). Cham: Palgrave Macmillan.

de Bie, G. (PhD, 2018) Disciplinary Knowledge Structures in a Human Biology Curriculum and the Possible Implications for Cumulative Learning: An analysis using Legitimation Code Theory, Rhodes University, South Africa.

Giqwa, N. (PhD, 2018) An Investigation of Knowledge and its Circulation amongst Workers in Waste Management Workplaces: Expanded Public Works Programme (EPWP) case studies, Rhodes University, South Africa.

Booi, K. (PhD, 2018) Life Sciences Teacher Educators’ perspectives of the principle of knowledge integration in the Life Sciences teacher education curriculum, Cape Peninsula University of Technology, South Africa.

Simpson-Smith, C. (2018, MA) Is it feasible? A comparison of industry and student engineering texts, Monash University, Australia.

Kajee, F.A. (PhD, 2018) Knowledge and Knowers in Educational leadership and Management (ELM) Master’s programmes in South Africa, Rhodes University, South Africa.

Winberg, C., Bester, M., Scholtz, D., Monnapula-Mapesela, M., Ronald, N., Snyman, J., Staak, A., Sabata,S., Sebolao, R., Makua, M. & Machika, P. (2018) In search of graduate attributes: A survey of six flagship programs, South African Journal of Higher Education, 32(1): 233-251.

Luckett, K. (2018) Gazes in the post-colony: an analysis of African philosophies using Legitimation Code Theory, Teaching in Higher Education: 1–15.

Lilliedahl, J. (2018) Building knowledge through arts integration, Pedagogies: An International Journal, 13(2): 133-145.

Karlsson, A. Larsson, P. & Jakobsson, A. (2018) Multilingual students’ use of translanguaging in science classrooms, International Journal of Science Education, DOI: 10.1080/09500693.2018.1477261

Johnson, M. (2018) Success in information technology – what do student nurses think it takes? A quantitative study based on Legitimation Code Theory, Research in Learning Technology, 26: 2049.

Kinchin, I. (2018) Implications for student feedback: Changing the game, in Kinchin, I. (ed) Visualising powerful knowledge to develop the expert student (pp. 103–115). Rotterdam: SensePublishers.

Georgiou, H. & Crook, S. (2018) Watching the pendulum swing: Changes in the NSW physics curriculum and consequences for the discipline, Science Education News, 67(1): 20–24.

Ellery, K. (2018) Legitimation of knowers for access in Science, Journal of Education, 71: 24–38. DOI: http://dx.doi.org/10.17159/2520-9868/i71a02

Booi, K. & Khuzwayo, M. (2018) Sciences Teacher Education Curriculum Re-alignment: Science education lecturers’ perspectives of knowledge integration at South African universities, Journal of Curriculum and Teaching, 7(1): 52-63.

Martin, J. L. (2018) Writing about music: The selection and arrangement of notation in jazz students’ written texts, British Journal of Music Education, 35(1): 73–89.

Rootman-le Grange, I. & Blackie, M. (2018) Assessing assessment: In pursuit of meaningful learning, Chemistry Education Research and Practice, 19: 484–490.

Mckenna, S., Quinn, L and & Vorster, J. (2018) Mapping the field of Higher Education Research using PhD examination reports, Higher Education Research & Development, 37(3): 579–592.

Doran, Y.J. (2018) The Discourse of Physics: Building Knowledge through Language, Mathematics and Image, New York: Routledge.