semantics – Page 2 – Legitimation Code Theory

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.

Raspberry Pi Foundation (2021) Semantic waves, in Hello World, The big book of computing pedagogy (pp. 46–48)

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.

Dankenbring, C. A. (PhD, 2021) Legitimation Code Theory as an Analytical Tool for Examining Discourse Within Integrated STEM Education, Purdue University.

Dong, A., & MacDonald, E. (2017). From observations to insights: The hilly road to value creation, in Christensen, B. T., Ball, L. J. & Halskov, K. (eds) Analysing design thinking: Studies of cross-cultural co-creation (pp. 465–481). CRC Press.

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.

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.

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

Llinares, A. & Nashaat-Sobhy, N. (2021) What is an ecosystem? Defining science in primary school CLIL contexts, Language Teaching for Young Learners, 3 (2): 337– 362.

See publisher's page here.

Chinaka, T. W. (2021) Introducing the second law of thermodynamics using Legitimation Code Theory among first year chemistry students, Cypriot Journal of Educational Science, 16(3): 981–994. DOI: 10.18844/cjes.v16i3.5772

Dai, Y. & Wu, Z. (2021) Developing multimodal communicative competence: Insights from “semantic gravity” and the Knowledge Process framework, System, DOI: https://doi.org/10.1016/j.system.2021.102561

Walldén, R. & Nygård Larsson, P. (2021) Negotiating figurative language from literary texts: second-language instruction as dual literacy practice, L1-Educational Studies in Language and Literature, 21, 1–30.

Pessoa, S., Mitchell, T. D., Gomez-Laich, M. P. (2021) Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit, Journal of Management Education, 00 (0): 1–26.

Del-Bosque-Trevino, J., Hough, J. & Purver, M. (2020) Investigating the Semantic Wave in Tutorial Dialogues: An Annotation Scheme and Corpus Study on Analogy Components, 24th Workshop on Semantics and Pragmatics of Dialogue (SEMDIAL / WatchDial), July

Lowe, D., Goldfinch, T., Kadi, A., Willey, K. & Wilkinson, T.(2021) Engineering graduates professional formation: the connection between activity types and professional competencies, European Journal of Engineering Education, DOI: 10.1080/03043797.2021.1901074

Cutrera, G., Massa, M. & Stipcich, S. (2021). Conceptualización y gravedad semántica en la construcción de explicaciones científicas en un aula de fisicoquímica. Un estudio de caso, Góndola, enseñanza y aprendizaje de las ciencias, 16(1): 115–127. DOI: 10.14483/23464712.15534 [Spanish language]

McPhail, G. & McNeill, J. (2021) Some direction: towards a C21 secondary school curriculum, Music Education Research, DOI: 10.1080/14613808.2021.1904232

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.

Fisilla, I. A. & Gunawan, W. (2021) Analysis of semantic density in legal documents, English Language and Literature International Conference (ELLiC), 4: 258–266.

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.

Sandoval, R. I., Navarro-Rangel, Y. & González, J. M. (2021) Semantic profiling: A tool for analyzing knowledge–building in virtual learning environments, 7 (19): 132–147.

Verdis, A., Kokkotas, S. & Dorli, L. (2021) The Use of Narrative Resources in a Career Career-counselling Course, Higher Education Studies, 11 (1): 183–190. DOI: 10.5539/ hes.v11n1p183

Hassan, S. L. (2020) Problem-based learning training and implementation: An analysis using Semantics in Legitimation Code Theory, Perspectives in Education, 38 (2): 186–200. DOI: 10.18820/2519593X/pie.v38.i2.12

Tang, K-S., Tan, A-L. & Mortimer, E. F. (2021) The Multi-timescale, Multi-modal and Multi-perspectival Aspects of Classroom Discourse Analysis in Science Education, Research in Science Education. DOI: https://doi.org/10.1007/s11165-020-09983-1

Evans, R., Moses, J. & Nathans-Kelly, T. M. (2020) Developing best practices for teaching scientific documentation: Toward a better understand of how lab notebooks contribute to knowledge-building in engineering design and experimentation, ASEE 2020. DOI: 10.18260/1-2–34426

Carver, M. (PhD, 2020) African music, knowledge, and curriculum: applying Bernsteinian and Legitimation Code Theory to South African music curricula, Faculty of Humanities, University of the Witswatersrand

Wilmot, K. (2020) Building knowledge with theory: Unpacking complexity in doctoral writing, Critical Studies in Teaching and Learning, 8 (2): 18–38.

Monbec, L., Tilakaratna, N., Brooke, M., Lau, S. T., Chan, Y. S. & Wu, V. (2020) Designing a rubric for reflection in nursing: a Legitimation Code Theory and systemic functional linguistics-informed framework, Assessment & Evaluation in Higher Education. DOI: https://doi.org/10.1080/02602938.2020.1855414

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

Martin, J. L. (PhD, 2013). On Notes and Knowers: The representation, evaluation and legitimation of jazz, PhD thesis, University of Adelaide, Australia.

Muir, T. & Solli, K. (2019) The unreal and the real: English for Research Purposes in Norway, in Corcoran, J. N, Englander, K, Muresan, L-M (eds) Pedagogies and Policies for Publishing Research in English: Local Initiatives Supporting International Scholars. New York: 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

Fagan, D. (PhD, 2020) Using ICTs as a Pedagogical Resource to Facilitate Epistemological Access in Science with Teacher Education Students, PhD thesis, University of the Western Cape, South Africa.

Bowen, N. E. J. A. & Thomas, N. (2020) Manipulating texture and cohesion in academic writing: A keystroke logging study, Journal of Second Language Writing, 50.

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

Doran, Y. J. (2020) Multimodal knowledge: Using language, mathematics and images in physics, in K. Maton, J. R. Martin and Y. J. Doran (eds) Teaching Science: Language, Knowledge, Pedagogy. London: 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.

Curzon, P., Waite, J., Maton, K. & Donohue, J. (2020) Using semantic waves to analyse the effectiveness of unplugged computing activities, WiPSCE – The 15th Workshop in Primary and Secondary Computing Education, Online Conference, Oct.

Lo, Y. L., Lin, A. M. Y. & Liu, Y. (2020) Exploring content and language co-construction in CLIL with semantic waves, International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2020.1810203

Hartnett, L. & McNamara, M. (2020) Using the semantic wave to support intellectual disability nursing students to apply theory and evidence in practice, Learning Disability Practice. 23(6): 40–44, DOI: 10.7748/ldp.2020.e2101

Hartnett, L. & McNamara, M. (2020) Using the semantic wave to support intellectual disability nursing students to apply theory and evidence in practice, Learning Disability Practice. 23(6): 40–44, DOI: 10.7748/ldp.2020.e2101 Hartnett, L. & McNamara, M. (2020) Using the semantic wave to support intellectual disability nursing students to apply theory and evidence in practice, Learning...

Harman, H., Buxton, C. Cardozo-Gaibisso, L. Jiang, L. & Bui, K. (2020) Culturally sustaining systemic functional linguistics praxis in science classrooms, Language and Education. DOI: 10.1080/09500782.2020.1782425

Monbec, L. (2020) Scaffolding content in an online Content and Language Integrated Learning (CLIL) module, International Journal of TESOL Studies, 2 (2). 157–173.

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

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

Brooke, M. (2020) ‘Feminist’ in the sociology of sport: An analysis using Legitimation Code Theory and corpus linguistics, Ampersand, 7.

Doorsamy, W. & Bokoro, P. (2019) On the use of Semantics for curriculum development of new Engineering Technology Programme, IEEE AFRICON, July.

Karlsson, A. M. (2020) SFL och socialsemiotik: Verktyg eller holistisk teoriram?, Globe: A Journal of Language, Culture and Communication, 10: 10–29.

Van Heerden, M. (2020) How do written comments feed-forward? A translation device for developing tutors’ feedback-giving literacy, Journal Innovations in Education and Teaching International. DOI: 10.1080/14703297.2020.1788411

Lizel, H. (PhD, 2020) Teaching and learning threshold concepts in radiation physics for professional practice, Faculty of Health and Wellness Sciences, PhD thesis, Cape Peninsula University of Technology, South Africa.

De Lange, M., Winberg, C. & Dippenaar, H. (2020) Why the English Home Language Curriculum and Assessment Policy Statement will not improve learners’ reading comprehension, Reading & Writing 11(1): a260. https://doi.org/ 10.4102/rw.v11i1.260

Cowley-Haselden, S. (2020) Building knowledge to ease troublesomeness: Affording theory knowledgeability through academic reading circles, Journal of University Teaching & Learning Practice, 17(2).

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.

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.

Svensson, B. (2020) The construction of semantic waves of knowledge-building: High school students’ natural science writing, HERMES – Journal of Language and Communication in Business, 59 (1): 139–152.

Oteiza, T. (2020) Language resources to negotiate official and alternative memories of human rights violations in Chile: A study on classroom interactions, Historical Encounters, 7(2): 26–49.

Matthews, B. (2018) The role of reflexive thought in the achievement of intercultural competence, Intercultural Education. DOI: 10.1080/14675986.2020.1728093

Van Krieken, R., Habibis, B., Smith, P., Hutchins, B., Martin, G. & Maton, K. (2010) Sociology: Themes and perspectives. Fourth Edition. Sydney, Pearson.

Van Krieken, R., Habibis, B., Smith, P., Hutchins, B., Martin, G.. & Maton, K. (2014) Sociology: Themes and perspectives. Fifth Edition. Sydney, Pearson.

Van Krieken, R., Habibis, D., Smith, P., Maton, K., Martin, G., Churchill, B., West, B, & Hanson, E. (2020) Sociology: Themes and perspectives. Seventh Edition. Sydney, Pearson.

Lambrinos, E. (PhD, 2020) Building Ballet: developing dance and dancers in ballet, University of Sydney, Australia.

Brooke, M. (2020) Applying semantic gravity wave profiles to develop undergraduate students’ academic literacy, Australian Review of Applied Linguistics. DOI: 10.1075/aral.19012.bro

Quintana-Cifuentes, J. & Purzer, S. (2020) Eliciting Students’ Abstract and Multidisciplinary Thinking in a Design Review, 2020 NARST Annual International Conference, US.

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.

Bratland, E. (2019) Neoliberal reforms, knowledge and the sociology of education: What concept of knowledge is behind neoliberal education reforms, and what are the organizational principles underlying this type of knowledge?, Edukacja Humanistyczna, 41 (2): 151–168.

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

Lück, J., McKenna, S. & Harran, M. (2019) Curriculating powerful knowledge for public managers and administrators, Africa Education Review, 22 (6): 90–106.

Kinchin, I., Winstone, N. & Medland, E. (2020) Considering the concept of recipience in student learning from a modified Bernsteinian perspective, Studies in Higher Education. DOI: 10.1080/03075079.2020.1717459.

Bratland, E. (2020) Professional knowledge in education: What kind of organizational principle are behind the knowledge practices, and what are the conditions for developing this knowledge?, Polskie Towarzystwo Profesjologiczne, 2: 167–176.

Georgiou, H. (2020) Characterising Communication of Scientific Concepts in Student-Generated Digital Products, Education Sciences, 10(1): 18. DOI: 10.3390/educsci10010018

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.

Cowley-Haselden, S. (2020) Analysing Discourse in the Liminal Space. Talking Our Way through It, in Timmermans, J. A. & Land, R. (eds) Threshold Concepts on the Edge (pp. 89–100), Brill | Sense.

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

Martin, J. R., Maton, K. & Doran, Y. J. (2020) Academic discourse: An inter-disciplinary dialogue, in Martin, J. R., Maton, K. & Doran, Y. J. (eds) Accessing Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, London, Routledge, 1–31.

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

Kirk, S. (2019) Knowledge-oriented perspectives on EAP: Some tools for thinking and practice, BALEAP Professional Issues Meeting (PIM), University of Northampton, June.

Steenkamp, C., Rootman-le Grange, I. & Müller-Nedebock, K. (2019) Analysing assessments in introductory physics using semantic gravity: Refocussing on core concepts and context-dependence, Teaching in Higher Education. DOI: 10.1080/13562517.2019.1692335

Edsall, D. (2019) Visualizing Active Learning with Legitimation Code Theory, JALT, Nagoya.

Walldén, R. (2019) Scaffolding or side-tracking? The role of knowledge about language incontent instruction, Linguistics and Education, 54: 1–10.

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

Walton, E. & Rusznyak, L. (2019) Cumulative knowledge–building for inclusive education in initial teacher education, European Journal of Teacher Education, DOI: 10.1080/02619768.2019.1686480

Kirk, S. (PhD, 2019) Enacting the Curriculum in English for Academic Purposes: A Legitimation Code Theory Analysis, Durham University.

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.

Monbec, L. (2019) Systemic functional linguistics for the EGAP module: Revisiting the common core, Journal of English for Academic Purposes. DOI: https://doi.org/10.1016/j.jeap.2019.100794

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.

Frost, K., Clothier, J., Huisman, A. & Wigglesworth, G. (2019) Responding to a TOEFL iBT integrated speaking task: Mapping task demands and test takers’ use of stimulus content, Language Testing: 1–23. DOI: https://doi.org/10.1177/0265532219860750

Martin, J. R., Maton, K. & Doran, Y. J. (2020) Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory, London: Routledge.

2020-Accessing-Academic-DiscourseDownload

Buxton, C., Harman, R., Cardozo-Gaibisso, L., Jiang, L., Bui, K. & Allexsaht-Snider, M. (2019) Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners, Research in Science Education, DOI: https://doi.org/10.1007/s11165-019-9846-8

Kinchin, I., Möllits, A. & Reiska, P. (2019) Uncovering Types of Knowledge in Concept Maps, Education Sciences, 9(2): 131.

Mazwayi, V. & Booi, K. (2018) How prepared are first-year life sciences pre-service teachers for the laboratory learning environment? A case study at a University of Technology, Proceedings of the EDULEARN18 Conference, Spain.

Santos, B. & Mortimer, E. (2019) Ondas semânticas e a dimensão epistêmica do discurso na sala de aula de Química, Investigações em Ensino de Ciências, 24 (1): 62–80.

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

Byers, S. (PhD, 2018) An LCT Examination of Comprehension and Pedagogy in Middle Years English and Science, University of Wollongong, Australia.