جست‌وجوی استاد و پژوهشگر

• Functional Grammar
• Discourse Semantics
• Register
• +۶ مورد دیگر

Dr Yaegan Doran is a Lecturer in the Department of Linguistics and a Research Fellow at the LCT Centre for Knowledge-Building, The University of Sydney. His work bridges Systemic Functional Linguistics (SFL) and Legitimation Code Theory (LCT) to explore language, semiosis, knowledge, and education. He holds a PhD from the University of Sydney and contributes to interdisciplinary research in educational linguistics, multimodality, and language and identity. Education: BA (Hons) and PhD from the University of Sydney Research: Focuses on functional grammar, discourse semantics, register, genre, semiotics and multimodality, knowledge, identity, and community Affiliations: Member of the Sydney Southeast Asia Centre Students: Supervises projects on multimodal discourse analysis, therapeutic communities, and Indonesian speakers' phonology His research emphasizes multimodal knowledge-building in science education, particularly physics and chemistry, through the interplay of language, mathematics, and images. Collaborative projects with Karl Maton and J.R. Martin address pedagogical strategies for scientific explanations and semantic profiling in history education. Selected grants include a 2011 NSW Department of Education-funded project on multimodal learning in physics. Publications span books, edited volumes, journal articles, and book chapters, with a focus on SFL methodologies and LCT applications.

Helen Georgiouمشاهده پروفایل

مدرس ارشد

• Science Education
• Student Understanding in STEM
• Legitimation Code Theory (LCT)
• +۳ مورد دیگر

Helen Georgiou is a Senior Lecturer in the School of Education at the University of Wollongong, Australia. Her research focuses on enhancing student understanding in STEM disciplines, particularly through the lens of Legitimation Code Theory (LCT). She holds a PhD from The University of Sydney on student misconceptions in thermodynamics. Her work addresses curriculum design, teacher training, and gender representation in physics. Georgiou has led projects such as 'Developing Transferable Skills' (NSW Department of Education) and 'LIFT as we climb' (Department of Industry), focusing on STEM education and entrepreneurship. She supervises multiple higher-degree research students exploring topics like science teacher perceptions, blended learning adoption, and academic literacy in EFL contexts. Her research interests include diagnostic assessment techniques, multimodal learning tools (e.g., makerspaces), and peer observation in professional development. She contributes to policy debates through publications analyzing curriculum reforms and international science assessment outcomes. Key collaborations include the LCT Centre for Knowledge-Building (Associate Member since 2017) and interdisciplinary projects with nursing, architecture, and engineering disciplines. Her teaching focuses on preparing educators to address persistent student challenges in STEM through evidence-based practices.

• Sociology of Education
• Legitimation Code Theory
• Knowledge-Building
• +۱ مورد دیگر

Karl Maton is Professor of Sociology at the University of Sydney and creator of Legitimation Code Theory (LCT), a framework applied globally in education and sociology. He holds honorary positions at Rhodes University and University of the Witwatersrand. His research develops theoretical tools for analyzing knowledge-building practices across disciplines. LCT has significantly influenced educational research, teacher training, and curriculum design internationally. He supervises doctoral candidates investigating knowledge practices across diverse fields including physics, ballet, and secondary education. His extensive publications include seminal works like 'Knowledge and Knowers' and edited volumes bridging sociology and linguistics.

• Literacy Education
• Disciplinary Literacy Practices
• Systemic Functional Linguistics
• +۵ مورد دیگر

Erika Matruglio is an Associate Professor in the School of Education at the University of Wollongong, affiliated with the Faculty of Social Sciences. She specializes in literacy education, disciplinary literacy practices, and the application of Systemic Functional Linguistics and Legitimation Code Theory in educational contexts. Her research focuses on equitable educational outcomes, particularly in writing pedagogy across disciplines. Matruglio holds a Ph.D. in Education from the University of Technology Sydney (2014), alongside earlier degrees in Applied Linguistics, Teaching, and Languages. Her academic journey includes roles as Senior Lecturer (2014–2023) and current Associate Professor (2024–present). Her work addresses literacy demands in school subjects, disciplinary discourse analysis, and supporting diverse student populations. Key publications explore writing in STEM, history, and language education. She has secured grants, including the NSW Department of Education's funding for improving secondary writing outcomes (2020–2023). Awards: Highly Commended in ALEA Doctoral Thesis Award (2016), OCTAL Teaching Award (University of Wollongong). Service: Member of the LCT Centre for Knowledge-Building, reviewer for TESOL Quarterly , and conference presenter on literacy and pedagogy. Matruglio supervises doctoral research in areas like academic writing development and multimodal composition. Her teaching includes courses on pedagogical grammar and discourse analysis, emphasizing practical applications of linguistic theory.

• Systemic Functional Linguistics
• Semiotics
• Academic Discourse Analysis
• +۳ مورد دیگر

Yaegan Doran is an Associate Professor at the School of Education, University of Wollongong. His work bridges systemic functional linguistics (SFL), semiotics, and educational theory, with a focus on knowledge representation in academic and scientific discourse. He co-edits the Language, Context and Text journal and leads research on multimodal knowledge systems, particularly in science education and climate communication. Research interests include systemic functional grammar, semiotic typology, and the interplay between language, mathematics, and visual modes in constructing disciplinary knowledge. His recent work explores climate discourse on social media and historical semantic analysis in education. Key contributions span book chapters in Teaching Science: Knowledge, Language, Pedagogy (Routledge, 2021) and Accessing Academic Discourse (Routledge, 2020). His 2024 papers advance semiotic typology frameworks and re-examine contextual realization in SFL theory. Collaborations include projects with J.R. Martin (SFL pioneer), Karl Maton (LCT theorist), and interdisciplinary teams analyzing environmental discourses. Doran’s work emphasizes translational devices like semantic density and condensation for revealing knowledge practices in academic texts.