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 Unpublished PhD thesis, University of Sydney.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 Unpublished PhD thesis, Sydney Conservatorium of Music, University of Sydney.
Carroll, C. 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.
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.
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 Unpublished PhD thesis, University of Sydney.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 Unpublished PhD thesis, University of Sydney.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 Unpublished PhD thesis, University of Sydney.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.
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 Unpublished PhD thesis, University of Adelaide.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.
Martin, J. R. 2017. “Revisiting field: Specialized knowledge in secondary school science and humanities discourse.” Onomázein (2017): 111–148.
Martin, J. R., and Karl Maton. 2013. “Cumulative knowledge building in secondary schooling: Guest editor’s preface.” Linguistics & Education 24: 1–3.
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.
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.
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.
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.
Maton, Karl. 2013. “Making semantic waves: A key to cumulative knowledge-building.” Linguistics and Education 24 (1): 8–22.
Maton, Karl. 2014. Knowledge and Knowers: Towards a Realist Sociology of Education. London: Routledge.
Maton, Karl. 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.
Maton, Karl. 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.
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.
Maton, Karl, and Yaegan J. Doran. 2017b. “Semantic density: A translation device for revealing complexity of knowledge practices in discourse. Part 1 – Wording.” Onomázein (2017): 46–76.
Maton, Karl, Susan Hood, and Suellen Shay (Eds.). 2016. Knowledge-building: Educational studies in Legitimation Code Theory. Oxon & New York: Routledge.
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.
Maton, Karl, and Sarah K. Howard. 2018. “Taking autonomy tours: A key to integrative knowledge-building.” LCT Centre Occasional Paper 1 (June): 1–35.
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.
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.
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.
Matruglio, Erika. 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.
Matruglio, Erika. 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.
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.
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.