Building Knowledge In Higher Education: Enhancing Teaching and Learning with Legitimation Code Theory

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Figures
List of Tables
Notes on Contributors
1 ‘Nothing so practical as good theory’: Legitimation Code Theory in higher education
	Introduction to higher education studies
	An introduction to Legitimation Code Theory
	Introduction to ‘building knowledge in higher education’
	References
Part I
	Student learning acrossthe disciplinary map
		2 Demystifying reflective writing in teacher education with semantic gravity
			Introduction
			Academic reflections in teacher education
			Research context
			Theoretical frameworks
			Methodology
			Findings and discussion
			Conclusion
			Acknowledgements
			References
		3 Making waves in teacher education: Scaffolding students’ disciplinary understandings by ‘doing’ analysis
			Introduction
			Part I
			Semantic gravity and semantic profiles
			Scaffolding throughout the module
			Pushing students from novices towards ‘experts’ through jigsaw reading
			Part II
			Practicing analysis: flipped learning and in-class application
			Strengths and limitations of heuristics and models
			Notes
			References
		4 New assessment forms in higher education: A study of student generated digital media products in the health sciences
			Background
			Literature review
			Method and results
			Discussion
			Notes
			References
		5 Misalignments in assessments: Using Semantics to reveal weaknesses
			Introduction
			Methodology
			Results
			Discussion
			References
		6 Supporting the academic success of students through making knowledge-building visible
			Introduction
			Stellar and epistemological constellations
			Knowledge selection for university-based coursework
			Constellation analysis in action
			Constellations for knowledge-building and knower-building
			Acknowledgements
			References
		7 (Un)critical reflection: Uncovering disciplinary values in Social Work and Business reflective writing assignments
			Introduction
			Reflective writing: a review of the literature
			Theoretical foundations: Legitimation Code Theory and axiological cosmologies
			Research methods
			Axiological cosmology in high-achieving reflective journals in Business Studies
			Reasons for inappropriate behaviour: uncovering ‘hidden’ values
			Building a constellation of values
			Axiological cosmology in high-achieving critical reflection essays in Social Work
			Power and powerlessness in Social Work: revealing disciplinary values
			Discussion of findings
			Concluding remarks
			Notes
			References
		8 Learning how to theorize in doctoral writing: A tool for teaching and learning
			Introduction
			Doctoral writing pedagogy
			Practical tools for analyzing the theorizing process
			Theoretical framework and methodology
			Analysis
			Draft text
			Final text
			Discussion and conclusion
			References
Part II
	Professional learning inhigher education
		9 Changing curriculum and teaching practice: A practical theory for academic staff development
			Introduction
			Academic development as a field
			Framework for the analysis
			The data
			Vignettes and analysis
			Discussion
			Conclusion
			References
		10 A Semantics analysis of first-year Physics teaching: Developing students’ use of representations in problem-solving
			Introduction
			Developing students’ use of representations in problem-solving
			LCT and Physics as a discipline
			Developing an analytical framework
			The context of the study and the methodology
			Research findings part 1: using semantic profiles to analyse teaching approaches to problem tasks
			Research findings part 2: using semantic profiles to analyse students’ approaches to problem tasks
			Discussion and conclusion
			References
		11 From principle to practice: Enabling theory–practice bridging in engineering education
			Introduction
			Problem context and literature: complexities for twenty-first century engineering educators
			Research context
			Theoretical framework
			Research methodology
			Using theory and research in engineering academic development
			Concluding remarks
			Acknowledgement
			References
		12 Building the knowledge base of blended learning: Implications for educational technology and academic development
			Introduction
			The field of educational technology in higher education: setting the scene
			Educational technology in South Africa: a voice from the South
			An institutional blended learning short course: an overview
			Uncovering knowledge and knower practices in the course
			The knowledge base of blended learning
			Blended learning: external language of description and translation device
			The practice of teaching blended learning
			What does this mean for the broader educational technology field?
			What does this mean for blended learning academic developers in the field of educational technology?
			Conclusions
			References
		13 Legitimate participation in programme renewal: The role of academic development units
			Introduction
			Methodology
			Analysis
			Discussion
			Recommendations
			References
		14 Decolonizing The Science Curriculum: When good intentions are not enough
			Introduction
			Our entry into the conversation
			Analyzing the #SMF debate with Specialization and gazes
			Where does the power lie?
			What counts as decolonization of science curricula?
			#SMF and Autonomy
			Introjected codes
			Projected codes
			Exotic codes
			Traversing several codes
			Note
			References
		15 The role of assessment in preparing academic developers for professional practice
			Introduction
			Context
			Theorizing assessment practices
			Enacting the LCT dimension of Semantics
			This study
			Using the analytical framework to understand context
			Using substantive theory to understand context
			Demonstrating praxis
			Implications for pedagogy
			Conclusion
			Notes
			References
		16 Academic Development: Autonomy pathways towards gaining legitimacy
			Introduction
			Academic development in South Africa
			Autonomy
			The study
			Autonomy in this analysis – relating data to theory
			AD serves several constituents at once
			Addressing contextual demands
			The importance of meeting the real teaching and learning needs of academics
			Conclusion: insights gained from Autonomy
			References
Index