semantics – Page 2 – Legitimation Code Theory

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.

Wilmot, K. (Phd, 2019) Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory, University of Sydney, Australia.

Carroll, C. L. (2019) Seeing the invisible: Theorising connections between informal and formal musical knowledge, Research Studies in Music Education, 42(1): 37–55.

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.

Awodele, W. A. (Mphil, 2019) The epistemic properties in a typical engineering science course and its relation to student success: a case study, University of Cape Town, South Africa.

Mouton, M. (2019) A case for project based learning to enact semantic waves: towards cumulative knowledge building, Journal of Biological Education, DOI: 10.1080/00219266.2019.1585379

Mouton, M. & Archer, E. (2019) Legitimation code theory to facilitate transition from high school to first-year biology, Journal of Biological Education, 53(1): 2–20.

Kinchin, I. M. (2019) Accessing Expert Understanding: The Value of Visualising Knowledge Structures in Professional Education, in Trimmer K., Newman T., Padró F. (eds) Ensuring Quality in Professional Education Volume II (pp. 71–89). Palgrave Macmillan, Cham.

Oteiza, T., Henriquez, R. & Canelo, V. (2018) Language resources to negotiate historical thinking in history classroom interactions, Linguistics and Education, 47: 1–15.

Monbec, L. (2018) Designing an EAP curriculum for transfer: A focus on knowledge, Journal of Academic Language & Learning, 12(2): 88–101.