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Legitimation Code Theory

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Tag: SG

Hudson, L., Engel-Hills, P. & Winberg, C. (2020) The potential of a simulated workplace environment for emergency remote teaching, International Journal of Work – Integrated Learning, 21 (5): 559–772.

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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.

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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

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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

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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.

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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.

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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

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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

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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

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Wiefling, F. (2020) Interpretación de la metáfora gramatical en ensayos académicos de antropología de 1890 y 1990, III Encuentro Iberoamericano de Retórica, Buenos Aires. [Spanish language]

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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.

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