education – Legitimation Code Theory

Rusznyak, L. & Bertram, C. (2021) Conceptualising work-integrated learning to support pre-service teachers’ pedagogic reasoning, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 34–53.

Rusznyak, L., Hlatshwayo, M. N., Fataar, A., & Blackie, M. (2021) Knowledge-building and knowers in educational practices, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 1–12.

Braz de Carvalho, M. & Galian, C. V. A. (2021) The National Common Core Curriculum in Brazil: the power of knowledge linked to music, International Studies in Sociology of Education: 1–23. DOI: 10.1080/09620214.2021.1953396

Tweed, B. (2021) The doing of curriculum mathematics: the case of an Indigenous Māori school in Aotearoa/New Zealand, British Journal of Sociology of Education, DOI: 10.1080/01425692.2021.1941764

Del-Bosque-Trevino, J., Hough, J. & Purver, M. (2020) Investigating the Semantic Wave in Tutorial Dialogues: An Annotation Scheme and Corpus Study on Analogy Components, 24th Workshop on Semantics and Pragmatics of Dialogue (SEMDIAL / WatchDial), July

Cutrera, G., Massa, M. & Stipcich, S. (2021). Conceptualización y gravedad semántica en la construcción de explicaciones científicas en un aula de fisicoquímica. Un estudio de caso, Góndola, enseñanza y aprendizaje de las ciencias, 16(1): 115–127. DOI: 10.14483/23464712.15534 [Spanish language]

Österling, L. (2021) inVisible Theory in Pre-Service Mathematics Teachers’ Practicum Tasks, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2021.1897874

Vernon, Esther K. L. F. (2021) Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography, The Curriculum Journal, 00: 1–26.

Verdis, A., Kokkotas, S. & Dorli, L. (2021) The Use of Narrative Resources in a Career Career-counselling Course, Higher Education Studies, 11 (1): 183–190. DOI: 10.5539/ hes.v11n1p183

Hassan, S. L. (2020) Problem-based learning training and implementation: An analysis using Semantics in Legitimation Code Theory, Perspectives in Education, 38 (2): 186–200. DOI: 10.18820/2519593X/pie.v38.i2.12

Wyszynska Johansson, M. (2020) Tracing the moving target in Didaktik of vocational classroom instruction, Journal of Curriculum Studies, DOI: 10.1080/00220272.2020.1795270

Doorsamy, W. & Bokoro, P. (2019) On the use of Semantics for curriculum development of new Engineering Technology Programme, IEEE AFRICON, July.

Walton, J. (PhD, 2020) Making the Grade: Theorising musical performance assessment, PhD thesis, Griffith University, Australia.

Brooke, M. (2020) Applying semantic gravity wave profiles to develop undergraduate students’ academic literacy, Australian Review of Applied Linguistics. DOI: 10.1075/aral.19012.bro

Quintana-Cifuentes, J. & Purzer, S. (2020) Eliciting Students’ Abstract and Multidisciplinary Thinking in a Design Review, 2020 NARST Annual International Conference, US.

Curzon, P., Thwaite, J. & Maton, K. (2020) Semantic waves: Analysing the effectiveness of computing activities, Cambridge Computing Education Research Symposium, Online, Conference presentation, UK, April.

Locke, P. (PhD, 2020) The business of teaching: Vocational educators’ experiences of marketization reforms, University of Sydney, Australia.

Richardson, S. (PhD, 2020) Teaching jazz: A study of beliefs and pedagogy using Legitimation Code Theory, University of Sydney, Australia.

Bratland, E. (2019) Neoliberal reforms, knowledge and the sociology of education: What concept of knowledge is behind neoliberal education reforms, and what are the organizational principles underlying this type of knowledge?, Edukacja Humanistyczna, 41 (2): 151–168.

Bratland, E. (2020) Professional knowledge in education: What kind of organizational principle are behind the knowledge practices, and what are the conditions for developing this knowledge?, Polskie Towarzystwo Profesjologiczne, 2: 167–176.

Ellery, K. (2019) Congruence in knowledge and knower codes: The challenge of enabling learner autonomy in a science foundation course, Alternation, 26(2): 213–239.

Meyer, B. (2019) What is a Gospel? Reflections on Developing an Integrated Literacy Lesson Cycle in a First Year Tertiary Module Using Legitimation Code Theory, Alternation, 26(2): 240–266.

Portman, D. & Abu-Rass, R. (2019) Student teaching practicum: are we doing it the right way?, Journal of Education for Teaching, 45 (5): 553–566.

Kamai, R. W. (PhD, 2019) A multi-theoretical analysis of the dynamics and effects of terminology in Nigerian and South African high school textbooks on life sciences, University of the Western Cape, South Africa.

Tilakaratna, N. L., Brooke, M. & Monbec, L. (2019) Reflective Writing Across The Disciplines: Challenging Western Critical Thinking Models In The Asian Context, Asian Journal of the Scholarship of Teaching and Learning, 9 (2): 119–141.

Monbec, L. (2019) Theoretical Frameworks For A Qualitative Study of Transfer, Asian Journal of the Scholarship of Teaching and Learning, 9 (2): 142–166.

Pott, R. W. M. & Wolff, K. (2019) Using Legitimation Code Theory to Conceptualize Learning Opportunities in Fluid Mechanics, Fluids, 4 (203). DOI: 10.3390/fluids4040203

Steenkamp, C., Rootman-le Grange, I. & Müller-Nedebock, K. (2019) Analysing assessments in introductory physics using semantic gravity: Refocussing on core concepts and context-dependence, Teaching in Higher Education. DOI: 10.1080/13562517.2019.1692335

Edsall, D. (2019) Visualizing Active Learning with Legitimation Code Theory, JALT, Nagoya.

Walldén, R. (2019) Scaffolding or side-tracking? The role of knowledge about language incontent instruction, Linguistics and Education, 54: 1–10.

Giloi, S. & Quinn, L. (2019) Assessment of Sustainable Design: The Significance of Absence, The Design Journal, 22 (6): 833–851. DOI: 10.1080/14606925.2019.1651601

Conana, H. & Marshall, D. (2019) Supporting Student Learning in Foundation Programmes and Beyond: Using Legitimation Code Theory as a Theoretical Lens to Think about Transition, Alternation, 26 (2): 183–212. DOI: 10.29086/2519-5476/2019/v26n2a9

Walton, E. & Rusznyak, L. (2019) Cumulative knowledge–building for inclusive education in initial teacher education, European Journal of Teacher Education, DOI: 10.1080/02619768.2019.1686480

Strydom, S. and Fourie-Malherbe, M. (2019), Pluralism as a Vehicle for Theory-building in Educational Technology Research, in Huisman , J. & Tight, M. (eds) Theory and Method in Higher Education Research (pp. 173–191). Emerald Publishing Limited.

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).

See book in publisher's website.

Nygård Larsson, P., Svensson Källberg, P. & Karlsson, A. (2019) Educational inclusion and social cohesion: the diversity of contemporary pedagogy, Understanding International Migration in the 21st Century, Sweden.

See entry here.

Waite, J., Maton, K., Curzon, P. & Tuttiett, L. (2019) Unplugged computing and semantic waves: analysing crazy characters, Proceeding of UKICER – The UK and Ireland Computing Education Research Conference, University of Kent, Canterbury, UK, September.

Martin, J. R., Maton, K. & Doran, Y. J. (2020) Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory, London: Routledge.

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Carroll, C. (2019) ‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms, British Journal of Music Education: 1–17. DOI: https://doi.org/10.1017/S0265051719000196

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.

Martin, J. R. (2019) Ideational semiosis: field, discourse semantics and lexicogrammar, 29th European Systemic Functional Linguistics Conference, Portugal.

Subethra, P. & Vivienne, W. (2019) Tutors Use of Semantic Waves as a Teaching Strategy to Guide Student Learning: A Case Study, International Conference The Future of Education, 9th Edition, Italy

McPhail, G. & McNeill, J. (2019) One direction: a future for secondary school music education?, Music Education Research, 22 (4): 432–446.

Last, D., Morris, T. & Dececchi, B. (2019) Preparing for future security challenges with practitioner research, Security and Defence Quarterly, 24(2). DOI: 10.35467/sdq/103345

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

Kinchin, I. M. (2019) Accessing Expert Understanding: The Value of Visualising Knowledge Structures in Professional Education, in Trimmer K., Newman T., Padró F. (eds) Ensuring Quality in Professional Education Volume II (pp. 71–89). Palgrave Macmillan, Cham.

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.

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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.

Steffensen, T. & Hull Havgaard, M. (2018) Knowledge and behaviour management in the multi-ethnic classroom: An ethnographic study of teachers’ classroommanagement strategies and minority pupils’ participation in different school subjects, Ethnography and Education, DOI: 10.1080/17457823.2018.1519401

Aris, S. (2017) Indian tigers: What high school selection by parents pursuing academic performance reveals about class culture and migration, Journal of Ethnic and Migration Studies, 43(14): 2440-2455.

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.

Clark, U. (2019) Language, Literacy and Pedagogy, in Developing Language and Literacy in English across the Secondary School Curriculum. Cham: Palgrave Macmillan.

See chapter here.

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

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.

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.

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.

Carver, M. (2017) Knowledge transfer: Indigenous African Music in the South African music curriculum, African Music: Journal of the International Library of African Music, 10(3): 119-141.

Wright, H.K. & Maton, K. (2004) Cultural studies and education: From Birmingham origin to glocal presence, Review of Education, Pedagogy & Cultural Studies, 26 (2–3): 73–90.

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.

Maton K. (2007) Knowledge–knower structures in intellectual and educational fields, in F. Christie & J.R. Martin (eds) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives (pp. 87–108). London: Continuum.

Maton, K. & Moore, R. (eds) (2010) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London: Continuum.

Locke, P. & Maton, K. (2019) Serving two masters: How vocational educators experience marketization reforms, Journal of Vocational Education & Training, 71(1): 1–20.

Maton, K. & Chen, R. T-H. (2016) LCT in qualitative research: Creating a translation device for studying constructivist pedagogy, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory. London: Routledge.

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Maton, K., Carvalho, L. & Dong, A. (2016) LCT in praxis: Creating an e-learning environment for informal learning of principled knowledge, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory. London: Routledge.

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Maton, K. (2014) Building powerful knowledge: The significance of semantic waves, in Rata, E. & Barrett, B. (eds) Knowledge and the Future of the Curriculum: International studies in social realism, London: Palgrave Macmillan.

Maton, K. (2014) A TALL order?: Legitimation Code Theory for academic language and learning, Journal of Academic Language and Learning, 8(3): 34–48.

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Maton, K. (2010) Analysing knowledge claims and practices: Languages of legitimation, in Maton, K. & Moore, R. (eds) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind (pp. 35–59). London: Continuum.