LCT3: Third International Legitimation Code Theory Conference has ended

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LCT3: Third International Legitimation Code Theory Conference

Welcome to LCT3!

Programme Updates
Friday - 11.35: session 20 – Mathew Toll & Shi Chunxu is back on, in B48, replacing Sha Xie.

Friday
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11:00am SAST

A conceptual framework for understanding the complexities of mathematical proficiency Room B46Ingrid Rewitzky Blended learning and knower building: Reconcilable or not? Room B45Ilse Rootman-le Grance & Hanelie Adendorff Preparing language teachers for assessment practice: Finding the ‘missing’ curriculum in teacher training Room B47Maryna de Lange & Hanlie Dippenaar Pride and prejudice: The one-sided nature of the feedback dialogue TBAMartina van Heerden The specialization codes of law and order Room B48Patricia N Preciado Lloyd & Louise M Greathouse

11:45am SAST

Evaluative language for knower construction in promotional blurbs of English literary study books TBABin Tang Practice or personal? Pre-service teachers giving peer-feedback Room B45Dale Langsford Supporting the transition from first to second year mathematics using LCT Room B46Honjiswa Conana • Deon Solomons & Delia Marshall Surfacing knowledge and knowers in school leadership development clubs Room B47Farhana Kajee

1:30pm SAST

Autonomy analysis of the Mathematics Comprehension Test of Academic Potential Room B46Naomi Msusa Autonomy journeys and pedagogic moves: A lesson cycle in a first year university classroom TBABilly Meyer Inter-weaving legitimate codes of professional legal education and global citizenship education Room B48Robert Tam Understanding specialization in specialized music programs through multimodal discourse analysis Room B45Jonathan Lilliedahl

2:15pm SAST

Sound waves and semantic waves: LCT in African music curricula Room B45Mandy Carver The case of the academy and teacher education for the post-compulsory education & training sector Room B47Mark Herrett Understanding first-year students' participation in the curriculum: A Specialization gaze TBAEmmanuel Ekale Esambe Using Lego and Semantics to mediate the conceptual grasp of Thermodynamics Room B46Karin Wolff & Tobias Louw

3:30pm SAST

Cultivated knowing, constrained knowledge: Jazz educators’ espoused and enacted curricula Room B47Saul Richardson How educative is educative? Examining mathematics curriculum materials Room B46Steve Thornton Mind matters: An on-line resource for actuarial science students Room B45Billy Enderstein Variations on a theme: Understanding student learning through semantic codes TBANicholas West & Francine Masson

4:15pm SAST

Emerging constellations of Earth's movement in space: A case study of children in South Africa Room B46Ngonidzashe Mushaikwa • Mpunki Nakedi & Lee Rusznyak From frustration to exhilaration: A tour with LCT Room B45Shoba Rathilal & Nalini Chitanand Semantic density in legal studies examination responses Room B48Jennifer Kompara-Tosio Using Specialization to conceptualize musical performance assessment in higher education Room B47Jack Walton

10:45am SAST

Exploring project-based learning to navigate the articulation gap Room B45Marnel Mouton Semantic analysis of key media studies course readings: Implications for improving student reading competencies Room B46Fiona Jackson The use of wording related to semantic density shift in chemistry teaching Room B47Ademir J Silva Jr • Eduardo F Mortimer • Bruno Ferreira Santos What matters in the workplace: Generic skills or specialised knowledge? Room B48Corrinne Shaw & Azqa Singh • Nicky Wolmarans

1:30pm SAST

Educational leadership cosmologies: Autonomy of a Hybrid Mode conceptualisation Room B45JP Bosman Stretching LCT a bit: Towards the racial contract code theory Room B46Siya Sabata Touring the epistemic plane: Student question-posing in chemical engineering education Room B47Robbie Pott & Sunel Nortje Tracing the moving target in Didaktik of vocational education and training Room B48Martina Wyszynska Johansson

2:15pm SAST

Influence of feedback on assessment when using semantic waves Room B45Ekaterina Rzyankina Making semantic waves in biochemistry Room B47LTG de Almeida • Lucas Passos Barreto • EF Mortimer & AM Macedo Semantic density in Zimbabwean judgements: Implications for social justice Room B46Dylan Nemaramba The diminishing autonomy of vocational education: Teachers' perspectives Room B48Patrick Locke

3:30pm SAST

Academics' conceptualisations of innovation in engineering education in Zimbabwean universities Room B48Barbara Nhemachena Learning to teach in a situated learnership model of teacher education Room B46Loredana Borello Lonergan and Semantics: A hope for chemistry education? Room B47Margaret Blackie Pedagogic functions of synonyms in assessment contexts: A perspective from Semantics Room B45Talatu Banu

4:15pm SAST

Feedback as knowledge practice: Code clashes in teacher practice and student expectations Room B45Gina Roach & Vinita Gaikwad How Zimbabwean Deputy Heads receive their technical training: A semantic analysis Room B48Phillip Chuma Learning potentials of term variation in high school life sciences textbooks: Perspectives from Semantics Room B47Moses Adokonye Africa • Baba Danjuma Danjuma & Richard Awoshiri Kamai Learning to learn: Autonomy tours for autonomous science learners Room B46Karen Ellery

10:45am SAST

Developing scientific discourse through project-based learning Room B46Marvel Mouton & Ilse Rootman-le Grange From cornfield to forest: becoming scholars of teaching in science Room B47Hanelie Adendorff Semantic weaving to develop inclusive teaching practices Room B48Elizabeth Walton & Lee Rusznyak Tracing a supervisor-student developmental journey through the tracking feedback 'conversations' Room B45Sherran Clarence & Martina van Heerden

1:30pm SAST

Building chemistry knowledge through images Room B47Yu Zhigang • Yaegan Doran Namibian Educational Leadership and Management Masters curricula Room B45Loide Mwasheka Vaino Semantic waves in novice and experienced teacher-talk Room B48Sunday Dauda Malgwi The grand tour: LCT informing pedagogy and instructional design Room B46Dorian Love

2:15pm SAST

Code match: Semantic-autonomy waves in junior secondary literary analysis Room B45Glenn (AJ) Jackson Legitimizing research in English teacher education: A semantic profile of MA writing Room B48Vicky Ariza Pinzón Semantic profiles in chemistry texts: How Reading To Learn pedagogy enables literacy development Room B47Anna Maria Hipkiss & Susanne Staf • Pernilla Andersson Varga Specialization: An alternative language of description for threshold concepts Room B46Lizel Hudson • Penelope Engel-Hills & Chris Winberg

3:30pm SAST

Knowledge and knower structures in self-directed learning Room B45Verner Larson Negotiating semantic waves: Integrating LCT into EAP Room B46Daniel O'Sullivan Semantic profiling as means for assessing teacher students' practicum lessons Room B47Anna Maria Hipkiss & Sally Windsor Semantic profiling in South African medical rescue education Room B48M Marais & LD Christopher • Navindhra Naidoo

4:15pm SAST

Building knowledge and knowers in a longitudinal professional learning programme in the health sciences Room B48Shirra Moch & Patrick McInerney Eradicating knowledge blindness on a generic EAP course for postgraduates Room B46Susie Cowley-Haselden Facilitating epistemological access by developing students, and experiences of undergraduate research Room B45Anisa Vahed Unpacking' and 'repacking' during the tutorial journey: Surfing semantic waves in multi-lingualism Room B47Salochana Lorraine Hassan

10:45am SAST

Challenging paradigms: Literacy interventions in tertiary environments Room B45Daniel O'Sullivan Interdisciplinarity requires stewardship of powerful knowledge Room B46Gabie de Bie & Sioux McKenna Planning and scaffolding academic writing with Semantics in teacher education Room B48Anna-Vera Meidell Sigsgaard & Susanne Karen Jacobsen Semantic analysis of introductory physics assessments: Towards cumulative learning Room B47Ilse Rootman-le Grange & Kristian Mueller-Nedebock • Christine Margarete Steenkamp

11:35am SAST

Autonomy pathways to compare active teaching methods in undergraduate physiology classes Room B46Faadiel Essop & Hanelie Adendorff Knowledge and rhetoric: A Specialisation analysis of courtroom argumentation Room B48Mathew Toll & Shi Chunxu Understanding knowledge practices in a transformative citizen science context Room B47Louine Boothway & Ingrid Schudel Using Semantics with Reading To Learn to develop an integrated literacy pedagogy for the first level university Room B45William Henry Meyer