Learning Sciences Institute Australia

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Research interests

  • Moderation
  • Enacted assessment practices
  • Assessment for learning and teachers’ work
  • Doctoral study investigated assessment and online moderation processes focusing on the formation of teacher identity

Competitive grants and projects

2011 Australian Research Council (ARC) Discovery grant ((DP110104309) ‘Grammar and Praxis: Investigating a Grammatics for 21st Century English’
2001 ARC Strategic Partnership with Industry – Research and Training Scheme (SPIRT) ‘Putting scaffolding to work in language and literacy classrooms: new perspectives in ESL classrooms’

Publications

Book chapters

Macken-Horarik, M. & Isaac, A. Appraising Appraisal. In Thompson, Geoff & Alba-Juez, Laura (eds.). Evaluation in Context. Amsterdam: John Benjamins, pp 67-92.
Christie, F. & Macken-Horarik, M. Disciplinarity and School Subject English. In F. Christie & K. Maton (Eds.) Disciplinarity: Functional Linguistic and Sociological Perspectives. London: Continuum, pp.175-196.
Macken-Horarik, M. Multiliteracies and ‘basic skills’ accountability, in L. Unswsorth (Ed.) 2008: New Literacies and the English Curriculum: Multimodal Perspectives. London: Continuum, pp. 283-308.
Macken-Horarik, M. & Adoniou, M. Genre and Register in Multiliteracies”, in B. Spolsky and F. Hult (Eds.) Handbook of Educational Linguistics, Blackwell, MA, Oxford, Victoria, pp. 367-382.

Articles

Macken-Horarik, M. (NON REVIEWED) Grammar in wonderland: What might a re-imagined grammar look like in contemporary school English? METAphor, English Teachers’ Association Journal, Vol. 1, 2016.

Refereed Conferences proceedings

Macken-Horarik, M. & Love, K. Obama, Rudd and a grammar for rhetoric in the National English Curriculum, for Bridging Divides AATE/ALEA Conference Proceedings, Hobart, July, 2009. Paper accepted 16/6/09.

Macken-Horarik, M. A good enough grammatics: Developing an effective metalanguage for school English in an era of multiliteracies. Proceedings of ISFC 25: Voices Around the World, August, 2008: edited by C. Wu, C. Matthiessen & M. Herke, Macquarie University, Sydney.

Refereed Journal Articles

Macken-Horarik, M. Meta-semiosis and Meaning: Understanding & fostering literary interpretation through tools of systemic functional semiotics (based on plenary address for ASFLA conference in Brisbane, 2015). In prep for Language and Education. (In prep)
In prep Macken-Horarik, M. Developing a grammatics good enough for school English: Linguistic starting points and crucial reference points for the profession. Paper based on plenary address for ISFC in Mendoza, 2015. In draft for Functional Linguistics. (In prep)
Sandiford, C. & Macken-Horarik, M. Changing stories: Mapping development in student narrative writing. For English in Education. (In prep)
Love, K. Macken-Horarik, M. & Horarik, S. Knowledge about Language: Troubling Teachers’ Avowed Knowledge. For Research in the Teaching of English (Under review)
Macken-Horarik M. & Sandiford, C. Diagnosing development: A grammatics for tracking student progress in narrative composition. International Journal of Language Studies, 10 (3) 61-94
Love, K., Macken-Horarik, M. & Horarik, S. Grammatical knowledge and its application: A snapshot of Australian Teachers’ Views, for Australian Journal of Language and Literacy, 38 (3), 171-182.
Macken-Horarik, M., Sandiford, C. Love, K. & Unsworth, L. New ways of working ‘with grammar in mind’ in School English: Insights from systemic functional grammatics, Linguistics and Education, 31, 145-158.
Herrington, M. & Macken-Horarik, M. Linguistically informed teaching of Spelling: Toward a Relational Approach, for Australian Journal of Language and Literacy, 38 (2), 61-71.
Unsworth, L. & Macken-Horarik, M. Interpretive responses to images in picture books by primary and secondary school students: Exploring curriculum expectations of a ‘visual grammatics,’ for English in Education, 49 (1), 56-79.
Macken-Horarik, M. Making Productive Use of Four Models of School English: A Case Study Revisited. English in Australia, 49, (3), 7-19.
Macken-Horarik, M. & Unsworth, L. New Challenges for literature study in primary school English: Building teacher knowledge and know-how through systemic functional theory, for special issue of Onomázein: Revista semestral de lingűística filogía y traducción, 230-251.
Love, K., Sandiford, C., Macken-Horarik, M. & Unsworth, L. From ‘Bored Witless’ to ‘Rhetorical Nous’: Teacher Orientation to Knowledge about Language and Strengthening Student Persuasive Writing. English in Australia, 49, (3), 43-56.
Macken-Horarik, M. English in a Tempest: The Value of Metaphor for Re-Imagining Grammar in English. English in Australia (special issue in honour of Garth Boomer), 48 (3), 46-53.
Macken-Horarik, M. Why school English needs a ‘good enough’ grammatics (and not more grammar). Changing English: Studies in Culture and Education, 19 (2), 179-194.
Macken-Horarik, M. Building a knowledge structure for English: reflections on the challenges of coherence, portability, cumulative learning and face validity. Australian Journal of Education (special issue on national curriculum) edited by Parlo Singh and Bill Atweh, Vol. 55, No. 3, 183-278.
Macken-Horarik, M. Love, K. & Unsworth, L. A grammatics ‘good enough’ for school English in the 21st century: Four challenges in realising the potential. Australian Journal of Language and Literacy. 34, (1), 9-21.
Macken-Horarik, M. & Morgan W. Towards a Metalanguage Adequate to Linguistic Achievement in Post-structuralism and English: Reflections on Voicing in the Writing of Secondary Students. Linguistics and Education. 22, (2), 133-149.
cken-Horarik, M. Multiliteracies, metalanguage and the protean mind: navigating school English in a sea of change. English in Australia, 44, (1), pp. 33-42.
cken-Horarik, M. Navigational metalanguages for new territory in English: The potential of grammatics. English Teaching: Practice and Critique December, 2009, Volume 8, Number 3 pp. 55-69
Macken-Horarik, M. & Harders, P. Scaffolding Literacy and the Year 9 Boys: Developing a Language-Centred Literacy Pedagogy, for TESOL in Context, Vol. 18, No. 2. pp 4-2.
Macken-Horarik, M. & Morgan, W. Getting “meta”: Reflexivity and literariness in a secondary English literature course”, with Wendy Morgan for English Teaching: Practice and Critique, Vol. 6, No. 4, pp.22-35.