primary education – Legitimation Code Theory

Olivier Laubscher, A. (Master, 2022) A phenomenological investigation into selected grade seven teachers’ integration of democratic values into their EMS lessons, University of the Western Cape.

Walldén, R., & Larsson, P. N. (2021) “Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history, Linguistics and Education, 65: 100960.

Wennås Brante, E., & Walldén, R. (2021) “Internet? That’s an app you can download”. First-graders use linguistic resources to describe internet and digital information, Education Inquiry: 1-2. DOI: 10.1080/20004508.2021.1950273

Jackson, G. (2021) Harry Potter and the Critical gaze: Autonomy pathways in literary response writing, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 69–85.

Westerlund, R. & Besser, S. (2021) Reconsidering Calkins’ Process Writing Pedagogy for Multilingual Learners: Units of Study in a Fourth Grade Classroom, WCER Working Paper No. 2021-4

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

Lin, Y-J. & Wan, D. (2020) How complex or abstract are science learning outcomes? A novel coding scheme based on semantic density and gravity, Research in Science Education. DOI: https://doi.org/10.1007/s11165-020-09955-5

Lilinares, A. & Nashaat Nashwa (2019) Defining across languages, modes and fields in CLIL programs, 29th European Systemic Functional Linguistics, Portugal.

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

Zhao, Q. (PhD, 2012) Knowledge Building in Physics Textbooks in Primary and Secondary Schools, Xiamen University, China.

Meidell Sigsgaard, A-V. (PhD, 2013) Who Knows What?: The Teaching of knowledge and knowers in a fifth grade Danish as a Second Language classroom, Danish School of Education, Aarhus University, Denmark.

Lamont, A. & Maton, K. (2008) Choosing music: Exploratory studies into the low uptake of music GCSE, British Journal of Music Education 25(3): 267–282.

Meidell Sigsgaard, A.V. (2013). ”Hvad skal jeg skrive nu? ‐ Det må du selv vide…” – udvekslingsstrukturanalyse af samtaler mellem lærere og elever i undervisningen af dansk som andetsprog og historie. Nordand, 8(1). [Danish language]

See article here.

Zavale, N. (2017) Princípios epistémicos e sociais subjacentes à nova reforma curricular no ensino geral em Moçambique: Uma abordagem sociológica, Revista Cientifica da Universidade Eduardo Mondlane, 1(2): 31–54. [Portuguese language]

Doran, Y.J. (2017) The role of mathematics in physics: Building knowledge and describing the empirical world, Onomázein, March: 209–226.

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.

Meidell Sigsgaard, A-V. (2012) Who has the knowledge if not the primary knower? Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History, in Knox, J. (ed) To Boldly Proceed: Papers from the 39th International Systemic Functional Congress, Sydney: ISFC.