pedagogy – Legitimation Code Theory

Irwin, C. & Ellis, J. (2024). Negotiating quotidian justice in the science classroom. International Journal of Science Education. 1-21. DOI: 10.1080/09500693.2024.2401184.

Irwin, C. & Ellis, J. (2024). Negotiating quotidian justice in the science classroom. International Journal of Science Education. 1-21. DOI: 10.1080/09500693.2024.2401184.

Swift (PhD, 2023). A social realist challenge to the structuring of professional practice knowledge for initial teacher education in England. Keele University.

Swift (2023). A social realist challenge to the structuring of professional practice knowledge for initial teacher education in England. PhD thesisDownload

Hamdi, A. (Bachelors, 2021) Fault analysis for a new MsC course using ChipWhisperer, Universiteit Leiden.

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.

de Bie, G. & McKenna, S. (2022). Interdisciplinarity requires careful stewardship of powerful knowledge, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 129–147).

Mouton, M., Rootman-le Grange, I. & Uys, B. (2022) Advancing students’ scientific discourse through collaborative pedagogy, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 148–168).

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

Halleson, Y., Nord, A. & Westman, M. (2020) Rörelser mellan konkretion och abstraktion i diskursivt skrivande. Semantiska vågor i elevtexter från två nationella provuppgifter i svenska, Fjortonde nationella konferensen i svenska med didaktisk inriktning, Malmo.

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.

Barrett, B. & McPhail, G. (2021) Conceptualizing a Radical Visible Pedagogy, Journal of Education, 0 (0). DOI: 10.1177/00220574211053576

Waite, J. & Sentance, S. (2021) Teaching programming in schools: a review of approaches and strategies, Raspberry Pi Foundation

Kinchin, I. M., & Correia, P. R. (2021). Visualizing the Complexity of Knowledges to Support the Professional Development of University Teaching, knowledge, 1(1), 52–60.

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

Bassi, M. M. (PhD, 2021) Multilingual teacher-talk in secondary school classrooms in Yola, North-East Nigeria: exploring the interface of language and knowledge using Legitimation Code Theory and Terminology Theory. University of the Western Cape.

See thesis here.

Langsford, D. (2021) Coping in complex, changing classroom contexts: An investigation of the bases of pre-service teachers’ pedagogic reasoning, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 54–68.

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.

Cutrera, G. E., Massa, M. B. & Stipcich, S. (2021) Nominalización en Procesos de Condensación de Significados en la Enseñanza de Solución Saturada: un estudio de caso en una escuela secundaria, Ciência & Educação (Bauru), 27: https://doi.org/10.1590/1516-731320210028

Dube, S. (2021) The Decoloniality of being Political Studies/Science: Legitimising a(nother) way of being, Critical Studies in Teaching and Learning (CriSTaL), 9 (1): 58–77.

Narodien-Fataar, N. (2021) Exploring lecturers’ engagement with the institutional programmes at a university of technology, in Ralarala, M. K., Naidoo, R. & Hassan, S. L. (eds) Knowledge Beyond Colour Lines: Towards Repurposing Knowledge Generation in South African Higher Education. African Sun Media.

Meyer, W. (Mphil, 2021) A critical reflection on my integrated literacy pedagogy based on Reading to Learn, LCT (Semantics) and LCT (Autonomy) (and its effects on student writing), University of Cape Town, South Africa.

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.

Jackson, G. (2021) Axiological constellations in literary response writing: Critical SFL praxis in an ELA classroom, Language and Education. DOI: https://doi.org/10.1080/09500782.2020.1856132

Jackson-2021-Axiological-constellations-in-literary-response-writing-Critical-SFL-praxis-in-an-ELA-classroomDownload

Pountney, R. (2019) Seeing and framing mentoring through the lens of knowledge practices CollectivEd Working Papers, Carnegie School of Education, 7: 45–51.

Maton, K. (2021) Animating science: Activating the affordances of multimedia in teaching, in Maton, K., Martin, J.R. and Doran, Y. J. (eds) Teaching Science: Knowledge, language, pedagogy. Routledge.

Boryczko, M. (2020) Critical thinking in social work education. A case study of knowledge practices in students’ reflective writings using semantic gravity profiling, Social Work Education. DOI: 10.1080/02615479.2020.1836143

Xie, M. (2020) Enabling students’ knowledge building in English classrooms in China: The role of teacher monologue, Text & Talk. https://doi.org/10.1515/text-2019-0126

Maton, K. (2021) Targeting science: Successfully integrating mathematics into science teaching, in Maton, K., Martin, J. R. and Doran, Y. J. (eds) Teaching Science: Knowledge, language, pedagogy. Routledge.

Langsford, D. (PhD, 2020) ‘Those who can think, teach’: The pedagogical reasoning of pre-service teachers from different initial teacher education pathways, PhD thesis, University of the Witwatersrand, South Africa.

Nagy, N. (2020) Addressing controversy: Changing pre-service teachers’ gazes through an exhibition visit, Journal of Museum Education, 45(3): 273–287.

Cranwell, P. & Whiteside, K. (2020) Investigation into the semantic density and semantic gravity wave profile of teachers when discussing electrophilic aromatic substitution (SEAr), Journal of Chemical Education. DOI: https://doi.org/10.1021/acs.jchemed.0c00571

Nofemela, R. & Winberg, C. (2020) The relevance of Kaizen-based work-readiness training for South African University of Technology student, The Journal for Transdisciplinary Research in Southern Africa, 16 (1).

Jackson, F. M. (PhD, 2019) Mapping the pedagogic practice of grade ten English teachers: a qualitative multi-lensed study, PhD thesis, University of Kwazulu-Natal, South Africa.

Nofemela, F. (PhD, 2019) The effect of Kaizen-based training on the work-readiness of graduates from South African universities of technology, PhD thesis, Cape Peninsula University of Technology, South Africa.

Stead, R., Dimitrova, R., Pourgoura, A., Roberts, S. & West, S. (2020) Building knowledge and learning communities using LEGO® in Nursing, in K. Gravett, N. Yakovchuk & I. M. Kinchin (eds) Enhancing Student-Centred Teaching in Higher Education (pp. 77–112), UK: Palgrave Macmillan.

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.

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

Tilakaratna, N. L., Brooke, M., Monbec, L., Tiang Lau, S., Xi Wu, V. & Shih Chan, Y. (2020) Insights Into an Interdisciplinary Project on Critical Reflection in Nursing: Using SFL and LCT to Enhance SoTL Research and Practice, in Plews, R. C. & Amos, M. L. (eds) Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) (pp. 303–327). IGI Global.

Garzón Duarte, E. (2020) Student-teachers’ practicum as the scenario to build cumulative learning through semantic waving instructional models, Open Journal of Social Sciences, 8 (2): 77–88. DOI: 10.4236/jss.2020.82007

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.

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.

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

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.

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

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.