LCT

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Disciplinary map

Published papers and PhD theses on subject areas and key themes (such as 'critical thinking'). For conference papers and descriptions of projects, see LCT bibliography and other pages in PRACTICE section.

  • Academic literacies
  • Accounting
  • Biology
  • Chemistry
  • Creative and performing arts
  • 'Critical thinking'
  • Cultural studies
  • Design studies
  • Engineering
  • English
  • Environmental science
  • History
  • Indigenous studies
  • Journalism / media studies
  • Marketing
  • Mathematics
  • Music
  • Nursing / Medicine / Therapy
  • Physics
  • Second-language learning
  • Sociology

ACADEMIC LITERACIES

Kirk, S. (2017) Waves of reflection: seeing knowledge(s) in academic writing, in Kemp, J. (ed.) EAP in a rapidly changing landscape: issues, challenges and solutions. Proceedings of the 2015 BALEAP Conference. Reading: Garnet.

Clarence, S. (2016) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics, Teaching in Higher Education, 21(2): 123–37, DOI: http://dx.doi.org/10.1080/13562517.2015.1115972

Clarence, S. (2016) Knowledge and knowers in teaching and learning: An enhanced approach to curriculum alignment, Journal of Education, 66: 65-84.

Clarence, S. (2016) Surfing the waves of learning: enacting a Semantics analysis of teaching in a first-year Law course. Higher Education Research & Development, DOI: http://dx.doi.org/10.1080/07294360.2016.1263831

Vorster, J-A. & Quinn, L. (2015) Towards shaping the field: Theorising the knowledge in a formal course for academic developers, Higher Education Research & Development, 34(5): 1031–44.

Clarence, S. (2015) KEYNOTE: Academic literacies and disciplinary knowledge: in search of a shared ontology, Symposium on Academic Literacies and English for Academic Purposes, Durban, South Africa, April.

Maton, K. (2014) A TALL order?: Legitimation Code Theory for academic language and learning,Journal of Academic Language and Learning, 8(3): 34–48.

Hood, S. (2012) Voice and stance as appraisal: Persuasing and positioning in research writing across intellectual fields, in K. Hyland & C. Sancho Guinda (eds) Stance and Voice in Written Academic Genres, Basingstoke: Palgrave Macmillan.

Morgan, M (2011) A Corpus Based Investigation into the Relationship between Propositional Content and Metadiscourse in Student Essay Writing, Unpublished MA thesis, University of Nottingham, Ningbo-China campus.

Hood, S. (2011) Travelling into interdisciplinary space: Making sense of worlds of difference,International Systemic Functional Congress, Lisbon, July.

Hood, S. (2011) Writing discipline: Comparing inscriptions of knowledge and knowers in academic writing, in Christie, F. & Maton, K. (eds.) Disciplinarity: Systemic functional and sociological perspectives. London, Continuum.

Hood, S. (2010) Appraising Research: Evaluation in Academic Writing. London, Palgrave (chapter 6).

Hood, S. (2007) Arguing in and across disciplinary boundaries: Legitimising stategies in applied linguistics and cultural studies, in McCabe, A., O’Donnell, M., & Whittaker, R. (Eds) Advances in Language and Education. London: Continuum.


ACCOUNTING


BIOLOGY

Kelly-Laubscher, R.F & Luckett, K. (2016) Differences in curriculum structure between high school and university Biology: the implications for epistemological access, Journal of Biological Education, 50:4, 425-441

de Bie, G. (PhD, current) Disciplinary Knowledge Structures in a Human Biology Curriculum and the Possible Implications for Cumulative Learning: An analysis using Legitimation Code Theory, Rhodes University, South Africa.

Martin, J.R. & Maton, K. (2013) (eds) Cumulative Knowledge-Building in Secondary Schooling, Linguistics and Education, 24(1): 1-74. (= the semantic wave special all in one handy download)

Martin, J.R. & Maton, K. (2013) Cumulative knowledge-building in secondary schooling: Guest editors’ prefaceLinguistics and Education, 24(1): 1-3.

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

Martin, J.R. (2013) Embedded literacy: Knowledge as meaning, Linguistics and Education, 24(1): 23-37.

Matruglio, E., Maton, K. & Martin, J.R. (2013) Time travel: The role of temporality in enabling semantic waves in secondary school teachingLinguistics and Education, 24(1): 38-49.


CHEMISTRY

Blackie, M. (2014) Creating semantic waves: using Legitimation Code Theory as a tool to aid the teaching of chemistry, Chemistry Education Research and Practice, 15, 462–9.


CREATIVE & PERFORMING ARTS (see also MUSIC)

Behardien, I. (2014)Who They Are’ or ‘What and How they Know’: An investigation by a fine art lecturer into the basis of her own legitimacy, MPhil in Education, University of Cape Town, South Africa.

Ravelli, L., Paltridge, B., Starfield, S. (2014) Diversity in Creative and Performing Arts doctoral writing: a positive way forward, in Ravelli, L., Paltridge, B., Starfield, S.(eds) Doctoral Writing in the Creative and Performing Arts: The researcher/practitioner nexus. London, Libri.

Hay, C. (2012) ‘What is to count as knowledge’: The evolving directing programme at the National Institute of Dramatic ArtAustralasian Drama Studies 60 (April 2012): 194: 207.


'CRITICAL THINKING'

Szenes, E., Tilakaratna, N. & Maton, K. (2015) The knowledge practices of critical thinking, in Davies, M. & Barnett, R. (eds) The Palgrave Handbook of Critical Thinking in Higher Education, London: Palgrave Macmillan.

Szenes, E. & Tilakaratna, N. (2013) Critical thinking and employment readiness: The role of semantic waves in preparing students for life after university, 11th Biennial Conference of the Association for Academic Language and Learning, RMIT University, Melbourne, Nov.

Roach, G. (PhD, current) Critical Thinking in Knowledge Production: Realisations in Masters' students research essays, University of Nottingham China Campus, Ningbo, China.

Pedagogic Research Project:

Knowledge Practices of Critical Thinking in Applied Disciplines - Eszter Szenes, Namali Tilakaratna and Karl Maton, University of Sydney

Aims to explore the knowledge practices of critical thinking and reflection in applied disciplines, map organising principles of undergraduate student texts in social work and business, explore  linguistic resources through which skilful writers construe a sense of belonging in their professional communities of practice, and contribute to academic literacy support programs designed by the Learning Centre at the University of Sydney. Uses LCT to map the ‘semantic profiles’ of undergraduate student texts and SFL to reveal  the linguistic resources by which skilful writers achieve these knowledge practices. Results are informing:

  • an intervention and the development of learning and teaching resources and tutor training for the Bridging sociocultural Incongruity in the undergraduate Education Curriculum (BIEC), a funded Widening Participation project to embed Critical Thinking into a first-year core unit in Education (EDUF1019)
  • Central Program Workshop Development at the Learning Centre, University of Sydney: a new four-hour workshop for undergraduate and postgraduate coursework students, 'Critical reflection in the Social and Health Sciences'

CULTURAL STUDIES

Hood, S. (2016) Ethnographies on the move, stories on the rise: Methods in the humanities, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory, London: Routledge.

Maton, K. (2010) Analysing knowledge claims and practices: Languages of legitimation, in Maton, K. & Moore, R. (Eds.) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London, Continuum, 35-59. [originally published 2000]

Maton, K. (2010) Progress and canons in the arts and humanities: Knowers and gazes, in Maton, K. & Moore, R. (Eds.) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London, Continuum, 154-178.

Maton, K. (2002) Popes, Kings and cultural studies: Placing the commitment to non-disciplinarity in historical context, in Herbrechter, S. (Ed.) Cultural Studies: Interdisciplinarity and translation. Amsterdam, Rodopi, 31-53.

Maton, K. & Wright, H.K. (2002) Returning cultural studies to education, International Journal of Cultural Studies, 5(4): 379-392.


DESIGN STUDIES

Giloi, S. (2016) The Knowledge-Knower Structures Used in the Assessment of Graphic Design Practical Work in a Multi-Campus Context, Rhodes University, South Africa.

Wolmarans, N. (2016) Inferential reasoning in design: Relations between material product and specialised disciplinary knowledgeDesign Studies, http://dx.doi.org/10.1016/j.destud.2015.12.003

Wolmarans, N. (2016) Exploring the role of disciplinary knowledge in engineering when learning to design, in Adams, R.S., Buzzanell, P., Siddiqui, J.A. (eds) Analyzing Design Review Conversations, Purdue University Press.

Giloi, Susan (PhD, ongoing) An Analysis of the Knowledge and Knower Structures used in the Assessment of Graphic Design Practical Work, Rhodes University, South Africa.

Shay, S. & Steyn, D. (2016) Enabling knowledge progression in vocational curricula: Design as a case study, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory, London: Routledge.

Dong, A., Maton, K. & Carvalho, L. (2015) The structuring of design knowledge, in Rodgers, P. & Yee, J. (eds) Routledge Companion to Design Research. London, Routledge

Blickem, C. (PhD, 2014) The Recontextualisation of Architecture and Accounting Education: Views from the academy and the professions, University of Waikato, New Zealand.

Steyn, D. (2012) Conceptualizing Design Knowledge and its Recontextualization in the Studio Work Component of a Design Found Curriculum, MPhil in Education thesis, University of Cape Town, South Africa.

Chatteur, F., Carvalho, L. & Dong, A. (2010) Embedding pedagogical principles and theories into design patterns. In P. Goodyear & S. Retalis (eds) Technology-enhanced Learning: Design patterns and pattern languages (pp. 183–200), Rotterdam: Sense.

Carvalho, L. (2010) A Sociology of Informal Learning in/about Design, unpublished PhD thesis, University of Sydney.

Carvalho, L. Dong, A. & Maton, K. (2009) Legitimating design: A sociology of knowledge account of the field, Design Studies 30(5): 483-502.

Carvalho, L. & Dong, A. (2007) Knowledge and identity in the design field. In Zehner, R. & Reidsema, C. (Eds.) Proceedings of ConnectED International Conference on Design Education.Sydney, UNSW. ISBN - 978-00646-48147-0


ENGINEERING

Vahed, A., McKenna, S. & Singh, S. (2016) Linking the 'know-that' and 'know-how' knowledge through games: A quest to evolve the future for science and engineering, Higher Education.

Winberg, C., Winberg, S., Jacobs, C., Garraway, J. & Engel-Hills, P. (2016) “I take engineering with me”: Epistemological transitions across engineering curriculumTeaching in Higher Education, DOI:10.1080/13562517.2016.1160045

Wolmarans, N. (2016) Inferential reasoning in design: Relations between material product and specialised disciplinary knowledgeDesign Studies, http://dx.doi.org/10.1016/j.destud.2015.12.003

Wolmarans, N. (2016) Exploring the role of disciplinary knowledge in engineering when learning to design, in Adams, R.S., Buzzanell, P., Siddiqui, J.A. (eds) Analyzing Design Review Conversations, Purdue University Press.

Wolff, K. (2015) Insights into conceptual and contextual engineering problem-solving practices in the 21st century: Some implications for curriculum redesignProceedings of the 3rd Biennial Conference of the South African Society for Engineering Education, pp. 189-198. Durban: SASEE

Wolff, K. (PhD, 2015) Negotiating Disciplinary Boundaries in Engineering Problem-Solving Practice, University of Cape Town, South Africa.

Winberg, C., Rip, A. & Winberg, C. (2014) The ethics of curriculum development: Engineers and technicians in a context of development, 2014 IEEE International Symposium on Ethics in Science, Technology and Engineering, Chicago: IEEE.

Wolff, K. & Hoffman, F. (2014) Knowledge and knowers in engineering assessmentCritical Studies in Teaching and Learning, 2(1): 74–95.

Wolff, K. (2013) ‘Reservoirs’ and ‘repertoires’: Epistemological and discursive complexities in multidisciplinary engineering practiceJournal of Academic Writing, 3(1): 84–94.

Wolff, K. & Luckett, K. (2013) Integrating multidiscipinary engineering knowledge, Teaching in Higher Education, , 18(1): 78-92.

Winberg, C. (2012) 'We're engaged': Mechanical engineering and the community, in Trowler, P, Saunders, M. & Bamber, V. (eds) Tribes and Territories in the 21st Century: Rethinking the significance of disciplines in higher education, London: Routledge.

Ahern A., O’Connor T., Mac Ruairc, G. and McNamara, M. (2012) Critical thinking in the university curriculum: The impact on engineering education, European Journal of Engineering Education, 37 (2): 125–132.

Case, J. M. (2011) Knowledge matters: interrogating the curriculum debate in engineering using the sociology of knowledge, Journal of Education, 51, 73-92.


ENGLISH

Jackson, F. (2016) Unraveling high school English literature pedagogic practices: a Legitimation Code Theory analysis, Language and Education, DOI: 10.1080/09500782.2016.1177070

Jackson, F. (2015) Using Legitimation Code Theory to track pedagogic practice in a South African English home language poetry lesson, Journal of Education, 63: 29–54.

Jackson, Fiona (PhD, current) Case Studies of how Grade 10 Teachers of English Construct English as a Subject, During A Time Of Curriculum Reform, University of KwaZulu-Natal, South Africa.

Christie, F. (2016) Secondary school English literary studies: Cultivating a knower code, in K. Maton, S. Hood and S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory, London: Routledge.

Macken-Horarik, M. (2011) Building a knowledge structure for English: Reflections on the challenges of coherence, cumulative learning, portability and face validity, The Australian Journal of Education 55(3): 197-213.

Maton, K. (2009) Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building, British Journal of Sociology of Education 30(1): 43-57.


ENVIRONMENTAL SCIENCE

Glenn, E. (PhD, 2016) From Clashing to Matching: Examining the legitimation codes that underpin shifting views about climate change, Institute for Sustainable Futures, University of Technology Sydney, Australia.

Tan, M. (PhD, 2012) Knowledge, Truth, and Schooling for Social Change: Studying environmental education in science classrooms, Ontario Institute for Studies in Education, University of Toronto, Canada


HISTORY

Oteíza, T. (in press) Events and processes in the discourse of history: Disciplinary History and History classroom interaction, in Martin, J. R., Maton, K., Wang Pin & Wang Zhenhua (eds) Understanding Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, Shanghai, Shanghai Jiao Tong University.

Bharath, Pranitha (PhD, current) History textbooks, University of KwaZulu-Natal, South Africa.

Martin, J.R. & Maton, K. (2013) (eds) Cumulative Knowledge-Building in Secondary Schooling, Linguistics and Education, 24(1): 1-74. (= the semantic wave special all in one handy download)

Martin, J.R. & Maton, K. (2013) Cumulative knowledge-building in secondary schooling: Guest editors’ prefaceLinguistics and Education, 24(1): 1-3.

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

Martin, J.R. (2013) Embedded literacy: Knowledge as meaning, Linguistics and Education, 24(1): 23-37.

Matruglio, E., Maton, K. & Martin, J.R. (2013) Time travel: The role of temporality in enabling semantic waves in secondary school teachingLinguistics and Education, 24(1): 38-49.

Macnaught, L., Maton, K., Martin, J.R. & Matruglio, E. (2013) Jointly constructing semantic waves: Implications for teacher training, Linguistics and Education, 24(1): 50-63.

Maton, K., Martin, J.R., Matruglio, E. & Macnaught, L. (2012) Power Pedagogy Colloquium39th International Systemic Functional Congress, UTS, Sydney, July.

Shay, S. (2011) Curriculum formation: A case study from History, Studies in Higher Education,36(3): 315-329.

Martin, J., Maton, K. & Matruglio, E. (2010) Historical cosmologies: Epistemology and axiology in Australian secondary school history, Revista Signos 43(74): 433-463.

Freebody, P., Maton, K., & Martin, J. (2008) Talk, text and knowledge in cumulative, integrated learning: A response to ‘intellectual challenge’, Australian Journal of Language and Literacy, 31: 188-201.


INDIGENOUS STUDIES

Kelly, B.L. (2009) Conflict and collaboration: a sociology of knowledge production in the field of Indigenous Studies, Australian Social Policy Conference, Social Policy Research Centre, UNSW, July.


JOURNALISM / MEDIA STUDIES

Kilpert, L. & Shay, S. (2013) Kindling fires: examining the potential for cumulative learning in a Journalism curriculum, Teaching in Higher Education, 18(1): 40-52.

Jo-Anne Vorster (PhD, awarded 2010) A Social-Realist Analysis of Collaborative Curriculum Development Processes in an Academic Department at a South African University. Rhodes University, South Africa

Kilpert, L. (2010) Kindling fires: Weighing the potential for cumulative learning in a private higher education Journalism curriculum. Unpublished MPhil thesis, University of Cape Town, South Africa.

Vorster, J-A. (2010) Disciplinary shifts in higher education, in Ivinson, G., Davies, B. & Fitz, J. (eds.) Knowledge and Identity: Bernsteinian approaches and applications. London, Routledge.


MANAGEMENT

Arbaugh, J.B., Fornaciari, C.J., & Hwang, A. (2016) Identifying research topic development in business and management education research using Legitimation Code Theory, Journal of Management Education doi:10.1177/1052562916631109


MARKETING

Arbee, A., Hugo, W. & Thomson, C. (2014) Epistemological access in Marketing - a demonstration of the use of Legitimation Code Theory in higher education, Journal of Education, 59: 39–63.

Arbee, A. (PhD, 2012) Knowledge and Knowers in the Discipline of Marketing at the University of KwaZulu-Natal, University of KwaZulu-Natal.


MATHEMATICS

Doran, Y.J. (in press) The role of mathematics in physics: Building knowledge and describing the empirical world, Onomazein.

Mtombeni, Thabi (PhD, current) A Social Realist Account of the Influence of Knowledge and Knower Structures in Curriculum Development Practices in the First Year Chemistry and Mathematics Curricula, Rhodes University, South Africa.

Thornton, S. (2008) Speaking with different voices: Knowledge legitimation codes of mathematicians and mathematics educators, in: Goos, M., Brown, R., & Makar, K. (Eds.),Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia.  MERGA.

See also such papers as:

Morgan, C., Tsatsaroni, A. & Lerman, S. (2002) Mathematics teachers’ positions and practices in discourses of assessment, British Journal of Sociology of Education 23(3), 445-461.

Lerman, S., Xu, G. & Tsatsaroni, A. (2002) Developing theories of mathematics education research: the ESM story, Educational Studies in Mathematics 51(1-2), July.


MUSIC

Martin, J. L. (2016) Musicality and musicianship: Specialisation in jazz studies, in K. Maton, S. Hood and S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory, London: Routledge.

Weekes, T. (PhD, 2014) From Dot Points to Disciplinarity: The theory and practice of disciplinary literacies in secondary schooling, University of New England, Australia.

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

Lilliedahl, J. (PhD, 2013) Musik i (ut)bildning: Gränsdragningar och inramningar i läroplans(kon)texter för gymnasieskolan, Diss, Örebro University, Sweden.

Lilliedahl, J. (2013). Musik i läroplanen & Läroplanen i musik [Music in curriculum & curriculum in music]. In: Varkøy, Ø. & Söderman, J. (eds) Musik för alla: Filosofiska och didaktiska perspektiv på musik, bildning och samhälle. Lund: Studentlitteratur.

Martin, J.L. (2012a) The Jazz is strong in this one: Presentation and positioning of knowers in performance student texts, in Knox, J. (ed.) To Boldly Proceed: Papers from the 39th International Systemic Functional Congress, Sydney: ISFC.

Martin, J.L. (2012b) Instantiation, realisation and multimodal musical semantic waves, in Knox, J. (ed.) To Boldly Proceed: Papers from the 39th International Systemic Functional Congress, Sydney: ISFC.

Lamont, A. & Maton, K. (2010) Unpopular music: Beliefs and behaviours towards music in education, in Wright, R. (Ed.) Sociology and Music Education. London, Ashgate, 63-80.

Lamont, A. & Maton, K. (2008) Choosing music: Exploratory studies into the low uptake of music GCSEBritish Journal of Music Education 25(3): 267-282.

Maton K. (2007) Knowledge-knower structures in intellectual and educational fields, in Christie, F. & Martin, J. (Eds.) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives. London, Continuum, 87-108 (page numbers marked).


NURSING / MEDICINE / THERAPY

Whitcombe, S.W. (2013) Problem-based learning students' perceptions of knowledge and professional identity: Occupational therapists as 'knowers', British Journal of Occupational Therapy, 76(1): 37-42.

McNamara, M.S. & Fealy, G.M. (2011) Editorial - Legitimation Code Theory: A new lens through which to view our academic practice, Contemporary Nurse, 38(1-2).

Louw, G. (2010) The Concepts of Differentiated Forms of Knowledge that Inform the Medical (MBChB) Curriculum of the University of Cape Town. MPhil in Education, University of Cape Town, South Africa.

McNamara, M.S. (2010) What lies beneath? The underlying principles structuring the field of academic nursing in Ireland, Journal of Professional Nursing 26(6): 377-384.

McNamara, M.S. (2010) Lost in transition? A discursive analysis of academic nursing in Ireland,Nursing Science Quarterly 23(3): 249-256

McNamara, M.S. (2010) Where is nursing in academic nursing? Disciplinary discourses, identities and clinical practice: a critical perspective from IrelandJournal of Clinical Nursing 19(5-6): 766-774.

McNamara, M.S. (2009) Nursing academics' languages of legitimation: A discourse analysis,International Journal of Nursing Studies 46: 1566-1579.

McNamara, M.S. (2009) Academic leadership in nursing: Legitimating the discipline in contested spacesJournal of Nursing Management, 17(4): 484–493.

McNamara, M.S. (2008) The Discursive Construction of the Nursing Academic, unpublished EdD thesis, The Open University, UK.

Hartnett, Liz (PhD, ongoing) Knowledge Practices in Irish Intellectual Disability Nursing in Higher Education, University College Dublin, Ireland.

PHYSICS

Doran, Y.J. (in press) The role of mathematics in physics: Building knowledge and describing the empirical world, Onomazein.

Conana, H.C. (PhD, 2015) Using Semantic Profiling to Characterize Pedagogical Practices and Student Learning: A case study in two introductory physics courses, Faculty of Science, University of the Western Cape, South Africa.

Doran, Y. J. (PhD, 2016) Knowledge in Physics through Mathematics, Image and Language, Dept of Linguistics, University of Sydney, Australia.

Georgiou, H. (2016) Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory, London: Routledge.

Ellery, K. (PhD, 2016) Epistemological Access in a Science Foundation Course: A social realist perspective, Rhodes University, South Africa.

Georgiou, H. (2014) Doing Positive Work: On student understanding of thermodynamics, unpublished PhD thesis, Faculty of Science, University of Sydney, Australia

Georgiou, H., Maton, K. & Sharma, M. (2014) Recovering knowledge for science education research: Exploring the ‘Icarus effect’ in student workCanadian Journal of Science, Mathematics, and Technology Education, 14(3): 252-268.

Gill, T., Maton, K., Martin, J.R., Unsworth, L. & Howard, S.K. (2013) Riding the next wave: Facing challenges for linguists posed by knowledge-building, ASFLA Annual Conference, Melbourne, October.

Alexandre, M.F. (PhD, 2012) Critical Discourse Analysis of Interviews with Portuguese Scientists - Representation and Legitimation of Scientific Knowledge and its Specialities, Faculty of Letters, University of Lisbon.

Zhao, Q. (PhD, 2012) Knowledge Building in Physics Textbooks in Primary and Secondary Schools, Xiamen University, China.

Christine Lindstrøm (2010) Link Maps and Map Meetings: A theoretical and experimental case for stronger scaffolding in teaching physics novices, unpublished PhD thesis, School of Physics, Faculty of Science, University of Sydney, Australia

Lindstrøm, C. & Sharma, M.D. (2010) Mapping the knowledge structure of physics, paper presented at Creating ACTICE Minds in our Science and Mathematics students: Proceedings of the 16th UniServe Science Annual Conference, Sydney, Sept-Oct.

Doran, Y.J. (Hons, 2010) Knowledge and Multisemiosis in Undergraduate Physics, Dept of Linguistics, University of Sydney.


PSYCHOLOGY

Haupt, Genevieve (PhD, current) An Investigation of Formal Access to the Master’s Degree in Clinical Psychology across Universities in South Africa: A Legitimation Code Theory analysis, Rhodes University, South Africa.


SECOND-LANGUAGE LEARNING

Liu, Yi (PhD, current) Commitment Resources as Scaffolding Strategies For Teaching English Reading and Writing, Zhongshan University, China

Meidell Sigsgaard, A.V. (2013). ”Hvad skal jeg skrive nu? ‐ Det må du selv vide…” – udvekslingsstrukturanalyse af samtaler mellem lærere og elever i undervisningen af dansk som andetsprog og historie. Nordand, 8(1).

Meidell Sigsgaard, A-V. (PhD, 2013) Who Knows What?: The Teaching of knowledge and knowers in a fifth grade Danish as a Second Language classroom, Danish School of Education, Aarhus University, Denmark

Meidell Sigsgaard, A-V. (2012) Who has the knowledge if not the primary knower? Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History, in Knox, J. (ed.) To Boldly Proceed: Papers from the 39th International Systemic Functional Congress, Sydney: ISFC.

Gao, L (EdD, 2007) The Changing Context of Tertiary English Teaching in China and Teachers' Responses to the Challenges, Faculty of Education, University of Wollongong, Australia


SOCIOLOGY

Stavrou, S. (PhD, 2012) Réforme de l'université et transformations curriculaires: des activités de recontextualisation aux effets sur les savoirs - Les universités françaises et le cas des masters en sciences humaines et sociales, Department of Sociology, University of Provence, France.

Luckett, K. (2012) Disciplinarity in question: Comparing knowledge and knower codes in sociologyResearch Papers in Education, 27(1): 19-40.

Luckett, K. (2009) The relationship between knowledge structure and curriculum: a case study in sociology, Studies in Higher Education, 34(4): 441-453.

Last Updated on Tuesday, 18 April 2017 12:28