Irwin, C. & Ellis, J. (2024). Negotiating quotidian justice in the science classroom. International Journal of Science Education. 1-21. DOI: 10.1080/09500693.2024.2401184.
Ettenauer, B. (PhD thesis, 2024) Concept Maps from a Contemporary Perspective. Oregon State University, USA Ettenauer, B. (PhD thesis, 2024) Concept Maps from a Contemporary Perspective. Oregon State University, USA
Moore, M. (2024) What counts as legitimate college writing? An exploration of knowledge structures in written feedback. Journal of Response to Writing, 10(1): 33 pages.Moore, M. (2024) What counts as legitimate college writing An exploration of knowledge structures in written feedback. Journal of Response to Writing, 10(1) 33 pages.
Kasztalska, A. & Maune, M. (2024). “What authority do I have?”: Analysing Legitimation Codes of English composition ITAs, in M. Tseptsura & T. Ruecker (Eds.), Nonnative English-Speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Difference, The WAC Clearinghouse, 97-114. DOI: 10.37514/INT-B.2024.2142.2.06 Kasztalska, A. & Maune, M. (2024). What...
Dankenbring, C. A., Guzey, S. S. & Bryan, L. A. (2024) Legitimation Code Theory as an analytical framework for integrated STEM curriculum and its enactment. Research in Science Education, 54: 49-64. DOI: 10.1007/s11165-023-10103-y
Kasztalska, A. & Maune, M. (2024) “What authority I have?”: Analyzing legitimation codes of English composition ITAs, in M. Tseptsura & T. Ruecker (Eds.), Nonnative English-speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Indifference, University Press of Colorado, 97-114. DOI: 10.37514/INT-B.2024.2142.1.3