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  • 1
    Book
    Book
    Knowledge and knowers : towards a realist sociology of education (2014)
    London : Routledge
    Details
    UID:
    gbv_745389465
    Format: xii, 244 Seiten , graph. Darst , 24 cm
    ISBN: 9780415479998
    Note: Includes bibliographical references and index
    Additional Edition: ISBN 9780203885734
    Language: English
    Keywords: Pädagogische Soziologie
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  • 2
    Book
    Book
    Accessing academic discourse : systemic functional linguistics and legitimation code theory (2020)
    Abingdon : Routledge, Taylor & Francis Group
    Details
    UID:
    gbv_1729119697
    Format: xi, 315 pages , illustrations , 24 cm
    ISBN: 9780367236076 , 9780367236083 , 0367236087 , 0367236079
    Series Statement: Legitimation code theory
    Content: Academic discourse: an inter-disciplinary dialogue /J.R. Martin, Karl Maton and Y. J. Doran --Part I.Legitimation code theory: opening ideas --Specialization codes: knowledge, knowers and student success /Karl Maton and Rainbow Tsai-Hung Chen --Semantic waves: context, complexity and academic discourse /Karl Maton --Part II.Systemic functional linguistics: responses to LCT --Revisiting mode: context in/dependency in ancient history classroom discourse /J. R. Martin and Erika Margulis --Revisiting field: specialised knowledge in secondary school science and humanities discourse /J. R. Martin --Part III.Bringing SFL and LCT together to explore knowers and values --Seeing values: axiology and affording attitude in Australia's 'invasion' /Y. J. Doran --Historical events and processes in the discourse of disciplinary history and classroom interaction /Teresa Oteíza --Part IV.Academic discourse in the classroom --Live lectures: the significance of presence in building disciplinary knowledge /Susan Hood --Building a pedagogic metalanguage I: curriculum genres /David Rose --Building a pedagogic metalanguage II: knowledge genres /David Rose.
    Content: "Academic discourse is the gateway not only to educational success but to worlds of imagination, discovery and accumulated wisdom. Understanding the nature of academic discourse and developing ways of helping everyone access, shape and change this knowledge is critical to supporting social justice. Yet education research often ignores the forms taken by knowledge and the language through which they are expressed. This volume comprises cutting-edge work that is bringing together sociological and linguistic approaches to access academic discourse. Systemic functional linguistics (SFL) is a long-established and widely known approach to understanding language. Legitimation Code Theory (LCT) is a younger and rapidly growing approach to exploring and shaping knowledge practices. Now evermore research and practice are using these approaches together. This volume presents new advances from this inter-disciplinary dialogue, focusing on state-of-the-art work in SFL provoked by its productive dialogue with LCT. It showcases work by the leading lights of both approaches, including the foremost scholar of SFL and the creator of LCT. Chapters introduce key ideas from LCT, new conceptual developments in SFL, studies using both approaches, and guidelines for shaping curriculum and pedagogy to support access to academic discourse in classrooms. The book is essential reading for all appliable and educational linguists, as well as scholars and practitioners of education and sociology."--
    Note: Includes bibliographical references and index
    Additional Edition: ISBN 9781000696417
    Additional Edition: ISBN 9781000693331
    Additional Edition: ISBN 9781000694871
    Additional Edition: ISBN 9780429280726
    Additional Edition: Erscheint auch als Online-Ausgabe Accessing academic discourse London : Routledge, Taylor & Francis Group, 2020 ISBN 9781000693331
    Additional Edition: ISBN 1000693333
    Additional Edition: ISBN 9780429280726
    Additional Edition: ISBN 0429280726
    Additional Edition: ISBN 9781000694871
    Additional Edition: ISBN 1000694879
    Additional Edition: ISBN 9781000696417
    Additional Edition: ISBN 1000696413
    Language: English
    Keywords: Wissenschaftssprache ; Funktionalismus ; Lerntheorie
    URL: Inhaltsverzeichnis
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  • 3
    Online Resource
    Online Resource
    Teaching science : knowledge, language and pedagogy (2021)
    London : Routledge, Taylor & Francis Group
    Details
    UID:
    gbv_1765049113
    Format: 1 Online-Ressource (xv, 292 Seiten) , Illustrationen
    ISBN: 9781351129268 , 9781351129282 , 9781351129251 , 9781351129275
    Series Statement: Legitimation code theory
    Additional Edition: ISBN 9780815355755
    Additional Edition: ISBN 9780815355762
    Additional Edition: Erscheint auch als Druck-Ausgabe Teaching science Milton Park, Abingdon, Oxon : Routledge, 2021 ISBN 9780815355762
    Additional Edition: ISBN 9780815355755
    Language: English
    Keywords: Aufsatzsammlung
    DOI: 10.4324/9781351129282
    URL: lizenzpflichtig
    URL: lizenzpflichtig
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    Open Access Request
    Stabi Berlin
  • 4
    Book
    Book
    Knowledge-building : educational studies in legitimation code theory (2016)
    London ; New York :Routledge,
    Details
    UID:
    almafu_BV043798538
    Format: xvi, 264 Seiten : , Illustrationen.
    ISBN: 978-0-415-69233-5
    Additional Edition: Erscheint auch als Online-Ausgabe ISBN 978-1-315-67234-2
    Language: English
    Subjects: General works
    RVK:
    AK 26600
    Keywords: Wissenssoziologie ; Pädagogische Soziologie ; Lerntheorie
    URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029209939&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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  • 5
    Online Resource
    Online Resource
    Accessing academic discourse : systemic functional linguistics and legitimation code theory (2020)
    Abingdon, Oxon ; : Routledge,
    Details
    UID:
    almahu_9949385792502882
    Format: 1 online resource (xi, 315 pages) : , illustrations
    ISBN: 1000693333 , 9780429280726 , 0429280726 , 9781000694871 , 1000694879 , 9781000696417 , 1000696413 , 9781000693331
    Series Statement: Legitimation code theory: knowledge-building in research and practice
    Content: Academic discourse is the gateway not only to educational success but to worlds of imagination, discovery and accumulated wisdom. Understanding the nature of academic discourse and developing ways of helping everyone access, shape and change this knowledge is critical to supporting social justice. Yet education research often ignores the forms taken by knowledge and the language through which they are expressed. This volume comprises cutting-edge work that is bringing together sociological and linguistic approaches to access academic discourse. Systemic functional linguistics (SFL) is a long-established and widely known approach to understanding language. Legitimation Code Theory (LCT) is a younger and rapidly growing approach to exploring and shaping knowledge practices. Now evermore research and practice are using these approaches together. This volume presentsnew advances from this inter-disciplinary dialogue, focusing on state-of-the-art work in SFL provoked by its productive dialogue with LCT. It showcases work by the leading lights of both approaches, including the foremost scholar of SFL and the creator of LCT. Chapters introduce key ideas from LCT, new conceptual developments in SFL, studies using both approaches, and guidelines for shaping curriculum and pedagogy to support access to academic discourse in classrooms. The book is essential reading for all appliable and educational linguists, as well as scholars and practitioners of education and sociology.
    Additional Edition: Print version: ISBN 0367236087
    Additional Edition: ISBN 9780367236083
    Language: English
    Keywords: Electronic books. ; Electronic books.
    URL: https://www.taylorfrancis.com/books/9780429280726
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    Online Resource
    HU Berlin
  • 6
    E-Resource
    E-Resource
    Teaching science : knowledge, language and pedagogy. (2021)
    [Place of publication not identified], : ROUTLEDGE,
    Details
    UID:
    almahu_9949386703302882
    Format: 1 online resource
    ISBN: 9781351129268 , 1351129260 , 9781351129282 , 1351129287 , 9781351129251 , 1351129252 , 9781351129275 , 1351129279
    Series Statement: Legitimation Code Theory Ser.
    Content: Science has never been more important, yet science education faces serious challenges. At present, science education research only sees half the picture, focusing on how students learn and their changing conceptions. Both teaching practice and what is taught, science knowledge itself, are missing. This book offers new, interdisciplinary ways of thinking about science teaching that foreground the forms taken by science knowledge and the language, imagery and gesture through which they are expressed. This book brings together leading international scholars from Systemic Functional Linguistics, a long-established approach to language, and Legitimation Code Theory, a rapidly growing sociological approach to knowledge practices. It explores how to bring knowledge, language and pedagogy back into the picture of science education but also offers radical innovations that will shape future research. Part I sets out new ways of understanding the role of knowledge in integrating mathematics into science, teaching scientific explanations and using multimedia resources such as animations. Part II provides new concepts for showing the role of language in complex scientific explanations, in how scientific taxonomies are built, and in combining with mathematics and images to create science knowledge. Part III draws on the approaches to explore how more students can access scientific knowledge, how to teach professional reasoning, the role of body language in science teaching, and making mathematics understandable to all learners. Teaching Science offers major leaps forward in understanding knowledge, language and pedagogy that will shape the research agenda far beyond science education.
    Note: 〈P〉〈/P〉〈P〉〈STRONG〉Chapter 1.〈/STRONG〉 The teaching of science: New insights into knowledge, language and pedagogy〈I〉, Y. J. Doran, Karl Maton and J. R. Martin. 〈/I〉〈B〉Part I -- Knowledge-Building in Science Education〈/B〉〈I〉. 〈/I〉〈STRONG〉Chapter 2〈/STRONG〉〈I〉〈STRONG〉.〈/STRONG〉 〈/I〉Targeting science: Successfully integrating mathematics into science teaching〈I〉, Karl Maton and Sarah K. Howard. 〈/I〉〈STRONG〉Chapter 3〈/STRONG〉〈I〉〈STRONG〉.〈/STRONG〉 〈/I〉Constellating science: How relations among ideas help build knowledge, 〈I〉Karl Maton and Y. J. Doran〈/I〉. 〈STRONG〉Chapter 4〈/STRONG〉〈I〉〈STRONG〉.〈/STRONG〉 〈/I〉Animating science: Activating the affordances of multimedia in teaching, 〈I〉Karl Maton and Sarah K. Howard. 〈/I〉〈STRONG〉Part II -- Language in Science Education. Chapter 5.〈/STRONG〉 Field relations: Understanding scientific explanations, 〈I〉Y. J. Doran and J. R. Martin. 〈/I〉〈STRONG〉Chapter 6.〈/STRONG〉 Building taxonomies: A discourse semantic model of entities and dimensions in biology, 〈I〉Jing Hao〈/I〉. 〈STRONG〉Chapter 7.〈/STRONG〉 Multimodal knowledge: Using language, mathematics and images in physics, 〈I〉Y. J. Doran. 〈/I〉〈STRONG〉Part III -- Pedagogy in Science Education. Chapter 8.〈/STRONG〉 Widening access to science: Developing both knowledge and knowers, 〈I〉Karen Ellery〈/I〉. 〈STRONG〉Chapter 9.〈/STRONG〉 The relationship between specialized disciplinary knowledge and its application in the world: A case study in engineering design, 〈I〉Nicky Wolmarans〈/I〉. 〈STRONG〉Chapter 10.〈/STRONG〉 Grounded learning: Telling and showing in the language and paralanguage of a science lecture, 〈I〉Susan Hood and Jing Hao. 〈/I〉〈STRONG〉Chapter 11.〈/STRONG〉 Doing maths: (De)constructing procedures for maths processes〈I〉, David Rose〈/P〉〈/I〉
    Additional Edition: Print version: ISBN 0815355750
    Additional Edition: ISBN 9780815355755
    Language: English
    Keywords: Electronic books.
    DOI: 10.4324/9781351129282
    URL: https://www.taylorfrancis.com/books/9781351129282
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  • 7
    Online Resource
    Online Resource
    Social realism, knowledge and the sociology of education : coalitions of the mind (2010)
    London ; : Continuum,
    Details
    UID:
    almahu_9948312962402882
    Format: viii, 198 p.
    Edition: Electronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries.
    Language: English
    Keywords: Electronic books.
    URL: Click to View
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    HU Berlin
  • 8
    Online Resource
    Online Resource
    Disciplinarity : functional linguistic and sociological perspectives (2011)
    London ; : Continuum International,
    Details
    UID:
    almahu_9948314016202882
    Format: x, 262 p.
    Edition: Electronic reproduction. Ann Arbor, MI : ProQuest, 2015. Available via World Wide Web. Access may be limited to ProQuest affiliated libraries.
    Language: English
    Keywords: Electronic books.
    URL: Click to View
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    Online Resource
    HU Berlin
  • 9
    Online Resource
    Online Resource
    Social realism, knowledge and the sociology of education : coalitions of the mind (2010)
    London ; : Continuum,
    Details
    UID:
    almafu_9959232093102883
    Format: 1 online resource (207 p.)
    Edition: 1st ed.
    ISBN: 1-282-45311-4 , 9786612453113 , 1-4411-9905-5
    Content: This key volume is both timely and important in bringing together for the first time seminal papers and new material to examine an increasingly influential school of thought: realist sociology of education that places knowledge at its heart. This volume covers issues in the sociology of knowledge, the educational system and policy, professional autonomy, vocational education, educational research and teaching, as well as the nature of such disciplines as cultural studies, English, science and the arts. The chapters also directly address the nature of sociology of education itself. The realist
    Note: Description based upon print version of record. , Contents; List of Contributors; Acknowledgements; Introduction: Coalitions of the Mind; Chapter 1: Reconceptualizing Knowledge and the Curriculum in the Sociology of Education; Chapter 2: Analysing Knowledge Claims and Practices: Languages of Legitimation; Chapter 3: 'Voice Discourse' and the Problem of Knowledge and Identity; Chapter 4: Promoting Official Pedagogic Identities: The Sacred and the Profane; Chapter 5: Competency-Based Training, Powerful Knowledge and the Working Class; Chapter 6: Knowledge and Truth in the Sociology of Education , Chapter 7: Knowledge Structures and the Canon: A Preference for JudgementsChapter 8: Canons and Progress in the Arts and Humanities: Knowers and Gazes; References; Index , English
    Additional Edition: ISBN 1-4411-3850-1
    Additional Edition: ISBN 1-84706-505-8
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    FU Berlin
  • 10
    Online Resource
    Online Resource
    Social realism, knowledge and the sociology of education : coalitions of the mind (2010)
    London ; : Continuum,
    Details
    UID:
    edocfu_9959232093102883
    Format: 1 online resource (207 p.)
    Edition: 1st ed.
    ISBN: 1-282-45311-4 , 9786612453113 , 1-4411-9905-5
    Content: This key volume is both timely and important in bringing together for the first time seminal papers and new material to examine an increasingly influential school of thought: realist sociology of education that places knowledge at its heart. This volume covers issues in the sociology of knowledge, the educational system and policy, professional autonomy, vocational education, educational research and teaching, as well as the nature of such disciplines as cultural studies, English, science and the arts. The chapters also directly address the nature of sociology of education itself. The realist
    Note: Description based upon print version of record. , Contents; List of Contributors; Acknowledgements; Introduction: Coalitions of the Mind; Chapter 1: Reconceptualizing Knowledge and the Curriculum in the Sociology of Education; Chapter 2: Analysing Knowledge Claims and Practices: Languages of Legitimation; Chapter 3: 'Voice Discourse' and the Problem of Knowledge and Identity; Chapter 4: Promoting Official Pedagogic Identities: The Sacred and the Profane; Chapter 5: Competency-Based Training, Powerful Knowledge and the Working Class; Chapter 6: Knowledge and Truth in the Sociology of Education , Chapter 7: Knowledge Structures and the Canon: A Preference for JudgementsChapter 8: Canons and Progress in the Arts and Humanities: Knowers and Gazes; References; Index , English
    Additional Edition: ISBN 1-4411-3850-1
    Additional Edition: ISBN 1-84706-505-8
    Language: English
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    FU Berlin
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