Part of
Handbook of Pragmatics: 25th Annual Installment
Edited by Frank Brisard, Sigurd D’hondt, Pedro Gras and Mieke Vandenbroucke
[Handbook of Pragmatics 25] 2022
► pp. 2345
References (36)
References
Aris, Sharon M. 2020. “Understanding school choice: What parents prioritise in high schools.” Unpublished PhD thesis, University of Sydney.
Carroll, C. 2017. “Playing the field: An Australian case study of student popular musicians’ informal learning in senior secondary classroom music education.” Unpublished PhD thesis, Sydney Conservatorium of Music, University of Sydney.
2021. “A field divided: How Legitimation Code Theory reveals problems impacting the growth of school music education.” In The Routledge Handbook to Sociology of Music Education, ed. by Ruth Wright, Geir Johansen, Panagiotis A. Kanellopoulos, and Patrick Schmidt, 196–208. London: Routledge. DOI logoGoogle Scholar
Christie, Frances. 2016. “Secondary school English literary studies: Cultivating a knower code.” In Knowledge-building: Educational Studies in Legitimation Code Theory, ed. by Karl Maton, Susan Hood, and Suellen Shay, 158–175. Oxon & New York: Routledge.Google Scholar
De Carvalho, Lucila F. 2010. “A sociology of informal learning in/about design.” Unpublished PhD thesis, University of Sydney.
Doran, Yaegan J. 2016. “Knowledge in physics through mathematics, image and language.” Unpublished PhD thesis, University of Sydney.
Georgiou, Helen. 2014. “Doing positive work: On student understanding of thermodynamics.” Unpublished PhD thesis, University of Sydney.
Lambrinos, Elena M. 2020. “Building ballet: Developing dance and dancers in ballet.” Unpubished PhD thesis. University of Sydney.
Macnaught, Lucy, Karl Maton, J. R. Martin, and Erika Matruglio. 2013. “Jointly constructing semantic waves: Implications for teacher training.” Linguistics and Education 24 (1): 50–63. DOI logoGoogle Scholar
Macnaught, Lucy, Erika Matruglio, and Yaegan J. Doran. In press. “Using historical evidence: Semantic profiles and demonstrating understanding of Ancient History in senior secondary school.” Historical Encounters.
Martin, Jodie L. 2013. “On notes and knowers: The representation, evaluation and legitimation of jazz.” Unpublished PhD thesis, University of Adelaide.
Martin, J. R. 2009. “Realisation, instantiation and individuation: Some thoughts on identity in youth justice conferencing.” Documentacao de Estudos en Linguistica Teorica e Aplicada [Documentation of studies in Theoretical and Applied Linguistics] 25: 549–583. DOI logoGoogle Scholar
2017. “Revisiting field: Specialized knowledge in secondary school science and humanities discourse.” Onomázein (2017): 111–148. DOI logoGoogle Scholar
Martin, J. R., and Karl Maton. 2013. “Cumulative knowledge building in secondary schooling: Guest editor’s preface.” Linguistics & Education 24: 1–3. DOI logoGoogle Scholar
Martin, J. R., Karl Maton, and Yaegan J. Doran. (Eds.). 2020. Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory. Oxon & New York: Routledge.Google Scholar
Martin, J. R., Karl Maton, and Erika Matruglio. 2010. “Historical Cosmologies: Epistemology and axiology in Australian secondary school history discourse.” Revista Signos [Magzine signs] 43(74): 433–463. DOI logoGoogle Scholar
Martin, J. R., and Erika Matruglio. 2013. “Revisiting mode: Context in/dependency in Ancient History classroom discourse.” In Studies in Functional Linguistics and Discourse Analysis (Vol. 5), ed. by L. Zhanzi. Beijing: Higher Education Press.Google Scholar
Martin, J. R., Zappavigna, M., and Dwyer, P. 2012. “Beyond Redemption: Choice and consequence in Youth Justice Conferencing.” In Developing Systemic Functional Linguistics, ed. by Fang Yan and Jonathan J. Webster. London: Equinox.Google Scholar
Maton, Karl. 2013. “Making semantic waves: A key to cumulative knowledge-building.” Linguistics and Education 24 (1): 8–22. DOI logoGoogle Scholar
. 2014. Knowledge and Knowers: Towards a Realist Sociology of Education. London: Routledge.Google Scholar
. 2016a. “Building knowledge about knowledge-building.” In Knowledge-building: Educational studies in Legitimation Code Theory, ed. by Karl Maton, Susan Hood, and Suellen Shay, 1–23. Oxon & New York: Routledge.Google Scholar
. 2016b. “Starting points: Resources and architechtural glossary.” In Knowledge-building: Educational studies in Legitimation Code Theory, ed. by Karl Maton, Susan Hood, and Suellen Shay, 233–243. Oxon & New York: Routledge.Google Scholar
Maton, Karl, and Yaegan J. Doran. 2017a. “Condensation: A translation device for revealing complexity of knowledge practices in discourse. Part 2 – Clausing and sequencing.” Onomázein (2017): 77–110. DOI logoGoogle Scholar
. 2017b. “Semantic density: A translation device for revealing complexity of knowledge practices in discourse. Part 1 – Wording.” Onomázein (2017): 46–76. DOI logoGoogle Scholar
Maton, Karl, Susan Hood, and Suellen Shay (Eds.). 2016. Knowledge-building: Educational studies in Legitimation Code Theory. Oxon & New York: Routledge.Google Scholar
Maton, Karl, and Sarah K. Howard. 2016. “LCT in mixed methods research: Evolving an instrument for quantitative data.” In Knowledge-building: Educational Studies in Legitimation Code Theory, ed. by Karl Maton, Susan Hood, and Suellen Shay, 49–71. Oxon & New York: Routledge.Google Scholar
. 2018. “Taking autonomy tours: A key to integrative knowledge-building.” LCT Centre Occasional Paper 1 (June): 1–35.Google Scholar
Maton, Karl, J. R. Martin, and Erika Matruglio. 2016. “LCT and systemic functional linguistics: Enacting complementary theories for explanatory power.” In Knowledge-building: Educational studies in Legitimation Code Theory, ed. by Karl Maton, Susan Hood, and Suellen Shay, 93–113. London: Routledge.Google Scholar
Maton, Karl, and Rob Moore. 2010. “Coalitions of the mind.” In Social Realism, Knowledge and the Sociology of Education, ed. by Karl Maton and Rob Moore, 1–13. London, New York: Continuum.Google Scholar
Matruglio, Erika. 2014. “Humanities’ humanity: Construing the social in HSC modern and ancient history, society and culture, and community and family studies.” Unpublished PhD thesis, University of Technology Sydney.
. 2015. “Cultivating a gaze: How knowers are made in community and family studies and ancient history.” Paper presented at the 42nd International Systemic Functional Linguistics Congress, Aachen, Germany.
. 2017. “Being the right kind of person: the ideal CAFS student.” Paper presented at the the Second International Legitimation Code Theory Conference (LCTC2), hosted by the LCT Centre for Knowledge-Building at the University of Sydney.
Matruglio, Erika., Karl Maton, and J. R. Martin. 2013. “Time travel: The role of temporality in enabling semantic waves in secondary school teaching.” Linguistics and Education 24 (1): 38–49. DOI logoGoogle Scholar
Poulet, Célia. 2010. “Recognising and revealing knowers: an enhanced Bernsteinian analysis of masonic recruitment and apprenticeship.” British Journal of Sociology of Education 31 (6): 793–812. DOI logoGoogle Scholar
Richardson, Saul A. 2020. “Teaching jazz: A study of beliefs and pedagogy using Legitimation Code Theory.” Unpublished PhD thesis, University of Sydney.
Weekes, Patricia. 2014. “From dot points to disciplinarity: The theory and practice of disciplinary literacies in secondary schooling.” Unpublished PhD thesis, University of New England, Australia.
Cited by (1)

Cited by one other publication

Wei, Bing, Zhangyu Zhan, Zhimeng Jiang & Linwei Yu
2024. Representation of Learning Outcomes Stipulated by the Intended Curriculum in Four Series of Chemistry Textbooks: Based on Legitimation Code Theory. Research in Science Education DOI logo

This list is based on CrossRef data as of 16 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.