higher education – Legitimation Code Theory

Da Silva, A. M. & Rottava, L. (2023) Ondas Semânticas no ensino de Português como língua adicional: Gravidade e densidade semântica na construção do conhecimento. SciELO Preprints. DOI: 10.1590/01031813v62220238671079

Da Silva, A. M. & Rottava, L. (2023) Ondas Semânticas no ensino de Português como língua adicional: Gravidade e densidade semântica na construção do conhecimento. SciELO Preprints. DOI: 10.1590/01031813v62220238671079

Macnaught, L. (2024) Writing blog critiques in teacher education: Teaching students what is valued with semantic gravity and genre theory, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 145-165. DOI: 10.4324/9781003177210-10

Macnaught, L. (2024) Writing blog critiques in teacher education: Teaching students what is valued with semantic gravity and genre theory, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 145-165. DOI: 10.4324/9781003177210-10

Pountney, R. (2019) Sharing and building the higher education curriculum: Course design in an open and collegial context, European Journal of Curriculum Studies.

Bean, J. (2022) Cracking the Code: A new perspective on architectural education. ACSA 110th Annual Meeting – EMPOWER (May 18-20, 2022).

Skipp, J. (2023) Fostering interdisciplinary skills in doctoral students from across the disciplines on an English for Special Academic Purposes (ESAP) course. Journal of Education, Innovation, and Communication, 5(2): 47-61. DOI: 10.34097/jeicom-5-2-December-23-4

Skipp, J. (2023) Fostering interdisciplinary skills in doctoral students from across the disciplines on an English for Special Academic Purposes (ESAP) course. Journal of Education, Innovation, and Communication, 5(2): 47-61. DOI: 10.34097/jeicom-5-2-December-23-4

Bozbiyik, M. & Morton, T. (2023) Transitioning between ‘Outside’ and ‘Inside’ knowledge in an online university EMI chemistry course. Applied Linguistics, 44(2): 265-286. DOI: 10.1093/applin/amac068

Bozbiyik, M. & Morton, T. (2023) Transitioning between ‘Outside’ and ‘Inside’ knowledge in an online university EMI chemistry course. Applied Linguistics, 44(2): 265-286. DOI: 10.1093/applin/amac068

Blackie, M. A. L. & Adendorff, H. (2022) A decolonial science education: How do we move forward? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 103–120. DOI: 10.4324/9781003106968-7

Blackie, M. A. L. & Adendorff, H. (2022) A decolonial science education: How do we move forward? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 103–120. DOI: 10.4324/9781003106968-7

Steenkamp, C. M., Rootman-le Grange, I. & Müller-Nedebock, K. K. (2021) Analysing assessments in introductory physics using semantic gravity Refocussing on core concepts and context-dependence. Teaching in Higher Education, 26(6): 871-886. DOI: 10.1080/13562517.2019.1692335

Steenkamp, C. M., Rootman-le Grange, I. & Müller-Nedebock, K. K. (2021) Analysing assessments in introductory physics using semantic gravity Refocussing on core concepts and context-dependence. Teaching in Higher Education, 26(6): 871-886. DOI: 10.1080/13562517.2019.1692335

Georgiou, H. (2016) Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 176–192.

Georgiou, H. (2016) Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 176–192.

Argüelles-Álvarez, I. & Morton, T. (2023) Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices. Journal of English for Academic Purposes, 65: 101285. DOI: 10.1016/j.jeap.2023.101285

Argüelles-Álvarez, I. & Morton, T. (2023) Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices. Journal of English for Academic Purposes, 65: 101285. DOI: 10.1016/j.jeap.2023.101285

Cowley-Haselden, S. (PhD thesis, 2021). Knowledge building via Academic Reading Circles on an English for General Academic Purposes pre-sessional course. Coventry University, United Kingdom.

Adamek, P. (PhD, 2022) Legitimation in the Academic Discourse of Two Earth Science Sub-disciplines, National Institute of Education, Nanyang Technological University.

Adamek, P. (2022). Legitimation in the academic discourse of two earth science sub-disciplines. PhD thesisDownload

Rathilal, S. (PhD, 2020) Planning for Numeracy in Higher Education: A South African University of Technology Case Study, University of KwaZulu-Natal.

Nieminen, J. H., Bearman, M., & Tai, J. (2022). How is theory used in assessment and feedback research? A critical review, Assessment & Evaluation in Higher Education: 1–18.

Jacobs, C., & Van Schalkwyk, S. (2022). What knowledge matters in health professions education?, Teaching in Higher Education: 1–16.

Wolff, K., Kruger, K., Pott, R., & de Koker, N. (2022). The conceptual nuances of technology-supported learning in engineering, European Journal of Engineering Education: 1–20.

Annala, J. (2022). Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions, Teaching in Higher Education: 1–19.

Hindhede, A. L., & Højbjerg, K. (2022). Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education–consequences for student academic success, Teaching in Higher Education: 1-16.

Hlatshwayo, M. N. (2022). Decolonising the university: Some thoughts on recontextualising knowledge, in Hlatshwayo, M. N., Adendorff, H., Blackie, M. A., Fataar, A., & Maluleka, P. (eds) Decolonising Knowledge and Knowers (pp. 47-64). Routledge.

Georgiou, H. (2022). Preservice Teachers’ Views of the “Social Embeddedness” Tenet of the Nature of Science: A New Method of Analysis, Journal of Science Teacher Education, DOI: 10.1080/1046560X.2022.2043575

Kriel, C., Livingston, C., & Kwenda, C. (2022). Ethical Codes of Conduct in Teaching Practice, International Journal of African Higher Education, 9(1): 142–163.

Steenkamp, C. M. & Rootman-le Grange, I. (2022). Improving assessments in introductory Physics courses, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 41–62).

Hudson, L., Engel-Hills, P. & Winberg, C. (2022). Radiation Physics in theory and practice, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 103–125).

Rewitzky, I. (2022). A conceptual tool for understanding the complexities of mathematical proficiency, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 193–205).

Blackie, M. A. L. (2022). Navigating from science into education research, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 227–240).

Blackie, M. A. L., Adendorff, H. & Mouton, M. (2022) Enacting Legitimation Code Theory in science education, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 1–18).

Conana, H., Solomons, D. & Marshall, D. (2022) Supporting the transition from first to second-year Mathematics using Legitimation Code Theory, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 206–223).

Dorli, E. (PhD, 2021) The Methodology of Educational Research in the Light of the Legitimation Code Theory [Greek]

Wünsch-Nagy, N. (PhD, 2022). Multimodal Literacy Development in English Studies Contexts-linguistic and pedagogical perspectives on multimodal meaning-making and knowledge-building in classrooms and museum exhibitions, University of Pécs.

Rusznyak, L. (2022). Teacher choices in action: an emergent pedagogical response and intervention, in E. Walton & R. Osman (eds) Pedagogical responsiveness in complex contexts, Stockholm: Springer (pp. 141–156).

Rusznyak-L.-2022.-Teacher-Choices-in-Action-An-Emergent-Pedagogical-Response-and-InterventionDownload

Mouton, M. (2021) Harnessing the Beast – COVID-19: Integrative Knowledge-Building with LCT Autonomy, Eurasian Journal of Science and Environmental Education, 1 (1): 27–42.

Jina Asvat, Z. (2022). Semantic waves and their affordances for teaching scaffolding to pre-service teachers, Reading & Writing, 13(1): a346. https://doi.org/10.4102/rw.v13i1.346

Rusznyak, L. (2022). Using Semantic Pathways to Reveal the” Depth” of Pre-Service Teachers’ Reflections, Education as Change, 26(1): 1–24.

Bond, B. (2022). The Positioning and Purpose of EAP across the University Curriculum: Highlighting Language in Curriculum Policies, in Bond, B. & Bruce, I. Contextualizing English for Academic Purposes in Higher Education: Politics, Policies and Practices, 109–128. Bloomsbury Publishing.

See here.

Wolff, K. (2022). Enabling access to scholarly engineering practices, in Young, G. (ed) Academic Development and its Practitioners: A View from the Inside, (pp. 209–228). Sun Press.

Gale, T. (2022). Higher vocational education as a work of art, in Equity and Access to High Skills through Higher Vocational Education (pp. 291-317), Palgrave Macmillan: Cham.

Wünsch-Nagy, N. (2019) Changing perspectives: Writing exhibition reviews in Higher Education, 29th European Systemic Functional Linguistics Conference, Portugal.

Georgiou, H., Turney, A., Matruglio, E., Jones, P., Gardiner, P. & Edwards-Groves, C. (2022) Creativity in Higher Education: A Qualitative Analysis of Experts’ Views in Three Disciplines, Education Science, 12 (3): 154–168.

Clarence, S. (2021) Turning Access into Success: Improving university education with Legitimation Code Theory, Routledge.

2021-Turning-Access-Into-SuccessDownload

Munn, D. (2021) Learning transfer from an in-sessional ESAP module to International Relations and Development students’ core disciplinary writing assignments: Teaching semantic gravity to support cumulative knowledge building, Journal of Academic Language and Learning, 15(1): 187–213.

Herrett, M. F. (PhD, 2020) A secure seat at the academic high table? An exploratory study of the field of university-based teacher education for post-compulsory education and training in England: a Legitimation Code Theory analysis, University College London, UK.

Blackie, M. A. (2022) Knowledge building in chemistry education, Foundations of Chemistry, 24 (15): 97–111.

Bowdler, S., Moroney, T., Meedva, S., & Nielsen, W. (2022) Riding the wave to reduce the theoretical and practical divide, Australian Nursing and Midwifery Journal, 27(6): 38.

Lubbe, I. (PhD, 2021) Knowledge and knower structures and recontextualising logics in an accounting curricular framework, University of Cape Town, South Africa.

Pott, R. W., & Nortjé, S. (2021) The use of student question-posing in reactor design to encourage an open-ended approach to learning, European Journal of Engineering Education, 46(6): 874–888.

Mitchell, T. D., Pessoa, S., Gómez‐Laich, M. P., & Maune, M. (2021). Degrees of Reasoning: Student Uptake of a Language‐Focused Approach to Scaffolding Patterns of Logical Reasoning in the Case Analysis Genre, TESOL Quarterly, 0 (0).

Boughey, C., & McKenna, S. (2021) Understanding higher education: Alternative perspectives. African Minds: South Africa.

Wilmot, K., & McKenna, S. (2021) Putting Knowledge at the Centre: the uptake of Legitimation Code Theory in Higher Education Studies in South Africa, in Huisman, J. & Tight, M. (eds) Theory and Method in Higher Education Research. Emerald Publishing Limited (pp. 147–160).

Flening, E., Asplund, F., & Edin Grimheden, M. (2021) Measuring professional skills misalignment based on early-career engineers’ perceptions of engineering expertise, European Journal of Engineering Education, 1–27.

Padayachee, K., & Dison, L. (2021) Stakeholder Struggles in the Uptake and Use of Blended and Online Learning in Higher Education, in Carloni, G., Fotheringham, C., Virga, A. & Zuccala, B. (eds) Blended Learning and the Global South: Virtual Exchanges in Higher Education (pp. 39–54).

Gachago, D., Jones, B., Esambe, E. E., Jongile, S., & Ivala, E. (2021). Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development. Critical Studies in Teaching and Learning (CriSTaL), 9 (SI), 145-169.

Hatisaru, V. (2021) The views of STEM specialisation among academics, in Marks, R. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 41 (2), June.

Zhao, W. (2020) Exploring college English teaching of rhetorical knowledge: A Legitimation Code Theory analysis, Language Teaching Research.

Shi, D. (2021) Multimodality and Classroom Languaging Dynamics: An Ecosocial Semiotic Perspective in Asian Contexts. Routledge.

See publisher website.

Bratland, E., & El Ghami, M. (2021) The Icarus Effect Rephrased: Range of Semantic Gravity and Forms of Knowledge in New Norwegian Teacher Education, Education Research International.

Boughey, C. & McKenna, S. (2021) “Dominant discourses, policy challenges”, in Understanding Higher Education: Alternate Perspectives (pp. 23–52). South Africa: African Minds.

Boughey, C. & McKenna, S. (2021) “Reconceptualising curriculum, structuring access”, in Understanding Higher Education: Alternate Perspectives (pp. 82–117). South Africa: African Minds.

Moosa, M. & Langsford, D. (2021) “I haven’t had the fun that is portrayed”: First-year student expectations and experiences of starting at university, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 127–145.

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. & 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.