teaching – Legitimation Code Theory

Matabane, M. E., Matabane, R. B., Moloib, J., & Sibaya, K. T. (2022). The exploring factors that teachers view as hindering quality in teaching and learning at a TVET college. Research in Educational Policy and Management, 4(1), 51-64. DOI: 10.46303/repam.2022.9 Matabane, M. E., Matabane, R. B., Moloib, T. J., & Sibaya, K. T. (2022). The exploring factors that teachers view as...

Tag: teaching

Matabane, M. E., Matabane, R. B., Moloib, T. J., & Sibaya, K. T. (2022). The exploring factors that teachers view as hindering quality in teaching and learning at a TVET college. Research in Educational Policy and Management, 4(1), 51-64. DOI: 10.46303/repam.2022.9

Wolff, K., Kruger, K., Pott, R., & de Koker, N. (2022). The conceptual nuances of technology-supported learning in engineering, European Journal of Engineering Education: 1–20.

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

Pinto, B. C. N., Silva, R. P., Bertoldo, T. A. T., & Wartha, E. J. (2022). Legitimação e circulação do discurso em aulas de ciências: um modelo multidimensional de análise, Pesquisa e Ensino em Ciências Exatas e da Natureza, 6: e1811.

Kriel, C., Livingston, C., & Kwenda, C. (2022). Ethical Codes of Conduct in Teaching Practice, International Journal of African Higher Education, 9(1): 142–163.

Essop, M. F. & Adendorff, H. (2022). Using Autonomy to understand active teaching methods in undergraduate science classes, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 169–190).

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).

Steenkamp, C. M. & Rootman-le Grange, I. (2022). Improving assessments in introductory Physics courses, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 41–62).

Rewitzky, I. (2022). A conceptual tool for understanding the complexities of mathematical proficiency, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 193–205).

Blackie, M. A. L. (2022). Navigating from science into education research, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 227–240).

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.

Rusznyak, L. (2022). Teacher choices in action: an emergent pedagogical response and intervention, in E. Walton & R. Osman (eds) Pedagogical responsiveness in complex contexts, Stockholm: Springer (pp. 141–156).

Mouton, M. (2021) Harnessing the Beast – COVID-19: Integrative Knowledge-Building with LCT Autonomy, Eurasian Journal of Science and Environmental Education, 1 (1): 27–42.

Rusznyak, L. (2022). Using Semantic Pathways to Reveal the” Depth” of Pre-Service Teachers’ Reflections, Education as Change, 26(1): 1–24.

Minardi, S. (2021). Languages for learning: The role of CLIL teachers, Language Problems and Language Planning, 45(3): 309–330.

Wünsch-Nagy, N. (2019) Changing perspectives: Writing exhibition reviews in Higher Education, 29th European Systemic Functional Linguistics Conference, Portugal.

Johansen, A., & Bungum, B. (2022) Elevator speech: Students’ discussions of forces and acceleration by means of a scale in an elevator, LUMAT: International Journal on Math, Science and Technology Education, 10(1): 23–48.

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

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.

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

Cowley-Haselden, S. (2021) Using learner diaries to explore learner relations to knowledge on an English for General Academic Purposes pre-sessional, Journal of Academic Language & Learning, 14 (1): 15–29.

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

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.

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.

Maton, K. & Doran, Y. J. (i2021) Constellating science: How relations among ideas help build knowledge, 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.

Last, D., Morris, T. & Dececchi, B. (2019) Preparing for future security challenges with practitioner research, Security and Defence Quarterly, 24(2). DOI: 10.35467/sdq/103345

Bovill, C. & Woolmer, C. (2018) How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum, Higher Education: 1–16. DOI: 10.1007/s10734-018-0349-8

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.

Clark, U. (2019) Language, Literacy and Pedagogy, in Developing Language and Literacy in English across the Secondary School Curriculum. Cham: Palgrave Macmillan.

Booi, K. (PhD, 2018) Life Sciences Teacher Educators’ perspectives of the principle of knowledge integration in the Life Sciences teacher education curriculum, Cape Peninsula University of Technology, South Africa.

Simpson-Smith, C. (2018, MA) Is it feasible? A comparison of industry and student engineering texts, Monash University, Australia.

Maton, K. (2013) Making semantic waves: A key to cumulative knowledge-building, Linguistics and Education, 24(1): 8–22.

Clarence, S. (2015) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics, Teaching in Higher Education, 21(2): 123–137.