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Legitimation Code Theory

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Tag: education

Ellery, K. & Boughey, C. (2016) Promoting epistemic and learning-context access in a science foundation course: Supporting student learning. Higher Education Conference (HEC2016), Amsterdam, Netherlands, July.

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Córdova Jiménez, J.P., Melo, G., Bacigalupo, F. & Manghi, D. (2016) Olas de significado en la interacción profesor-alumno: análisis de dos clases de Ciencias Naturales de un 6to de primaria [Semantic waves in teacher-student interaction: analysis of two Natural Science lessons in 6th grade], Ciência & Educação, 22(2): 335–350.

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Conana, H., Marshall, D. & Case, J.M. (2016) Exploring pedagogical possibilities for transformative approaches to academic literacies in undergraduate physics, Critical Studies in Teaching and Learning, 4(2): 28–44.

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Clarence, S. (2016) Surfing the waves of learning: enacting a semantics analysis of teaching in a first-year Law course. Higher Education Research & Development, 36(5): 920–933.

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Meidell Sigsgaard, A-V. (2015) Demokrati og semantiske bølger i andetsprogsundervisningen, Viden om Literacy, 18: 12–22. [Danish language]

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Schudel, I. (2014) Exploring a knowledge-focused trajectory for researching environmental learning in the South African curriculum, Southern African Journal of Environmental Education, 30: 96–117.

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Clarence, S. (2014) Surfing the waves of learning? Exploring the possibility of enabling greater cumulative knowledge building through pedagogy using Semantics, Higher Education Close-Up 7, Lancaster, July.

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Blackie, M. (2014) Creating semantic waves: Using Legitimation Code Theory as a tool to aid the teaching of chemistry, Chemistry Education Research and Practice, 15: 462–469.

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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.

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Martin, J.R. (2013) Embedded literacy: Knowledge as meaning, Linguistics and Education, 24(1): 23–37.

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Luckett, K. & Hunma, A. (2014) Making gazes explicit: facilitating epistemic access in the Humanities, Higher Education, 67(2): 183–198.

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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.

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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.

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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.

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Vorster, J. & Quinn, L. (2012) Privileging knowledge, creating knowers: An analysis of a formal programme for university lecturers. In L. Quinn (Ed.), Re-imagining Academic Staff Development: Spaces for disruption (pp. 71–87). Stellenbosch: Sun Medi.

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

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Hay, C. (2012) ‘What is to count as knowledge’: The evolving directing programme at the National Institute of Dramatic Art, Australasian Drama Studies 60 (April): 194–207.

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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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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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Lamont, A. & Maton, K. (2010) Unpopular music: Beliefs and behaviours towards music in education. In Wright, R. (ed), Sociology and Music Education (pp. 63–80). London: Ashgate.

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Doherty, C. (2010) Doing business: Knowledges in the internationalised business lecture, Higher Education Research & Development, 29(3): 245–258.

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Doherty, C. (2008) Student subsidy of the internationalized curriculum: Knowing, voicing and producing the Other, Pedagogy, Culture and Society, 16(3): 269–288.

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Hood, S. (2007) Arguing in and across disciplinary boundaries: Legitimising stategies in applied linguistics and cultural studies, in McCabe, A., O’Donnell, M., & Whittaker, R. (eds), Advances in Language and Education (pp. 185–194). London: Continuum.

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

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Hugo, W. (2014) Semantic density and semantic gravity, Journal of Education, 59: 1–14.

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Giloi, S. & Belluigi, D.Z. (2017) Underlying knowledge-knower structures in graphic design: Contributing to establishing a cohesive language for use in graphic design education, Art, Design & Communication in Higher Education, 16(1): 7–22.

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Ellery, K. (2017) A code theory perspective on science access: Clashes and conflicts, South African Journal of Higher Education, 31(3): 82–98.

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