higher education – Page 2 – Legitimation Code Theory

Msusa, N. (2019) Semantic waves: Writer performance ranges on the National Benchmark Tests (NBT) academic literacy test, Alternation, 26(2): 267–289.

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.

Conana, H., Marshall, D. & Solomons, 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.

Brooke, M. (2019) Using semantic gravity profiling to develop critical reflection, Reflective Practice, 20 (6): 808–821.

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

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

Morreira, S. (2019) Disruption by Curriculum Design: Using Steve Biko’s I Write What I Like as a Tool for Participatory Parity in post-Apartheid Higher Education, Alternation, 26 (2): 161–182. DOI: 10.29086/2519-5476/2019/v26n2a8

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.

Klassen, M. & Case, J. M. (2019) Legitimating Engineering Education Research: A View from Sociology of Knowledge, Research in Engineering Education Symposium, Cape Town, South Africa.

Juárez Pacheco, S. & Gage, O. (2019) Legitimate codes of exchange: Gaining awareness from transnational inquiry, 29th European Systemic Functional Linguistics Conference, Portugal.

Nagy, N. (2019) Making semantic waves in art exhibition reviews: Explicit disciplinary literacy development in undergraduate students, 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

Brooke, M. (2019) Guiding teacher talk in the Content and Language Integrated Learning classroom using Semantics from Legitimation Code Theory, Teaching in Higher Education. DOI: 10.1080/13562517.2019.1598968

Dorfling, C., Wolff, K. & Akdogan, G. (2019) Expanding the semantic range to enable meaningful real-world application in chemical engineering, South African Journal of Higher Education, 33 (1): 42‒58.

Dorfling, C., Wolff, K. & Akdogan, G. (2019) Expanding the semantic range to enable meaningful real-world application in chemical engineering, South African Journal of Higher Education, 33 (1): 42‒58.

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

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.

Hao, J. & Hood, S. (2019) Valuing science: The role of language and body language in a health science lecture, Journal of Pragmatics, 139: 200–215.

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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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.

PhD thesis available here.

Vahed, A., McKenna, S. & Singh, S. (2016) Linking the ‘know-that’ and ‘know-how’ knowledge through games: a quest to evolve the future for science and engineering education, Higher Education, 71(6): 781–790.

Hay, C. (2016) Knowledge and Knowers, in Knowledge, Creativity and Failure. Creativity, Education and the Arts (pp. 17–46). Cham: Palgrave Macmillan.

Mtombeni, T. (PhD, 2018) 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.

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.