Vol 19, No 2 (2014)

Special Edition: Emergent learning and threshold concepts in tertiary education

DOI: 10.15663/wje.v19i2

Table of Contents


Editorial PDF
Ann Harlow, Mira Peter, Anne McKim


Foreword PDF
Jan Meyer


Mastering threshold concepts in tertiary education: “I know exactly what you are saying and I can understand it but I’ve got nowhere to hook it.” PDF
Ann Harlow, Mira Peter
Dancing onto the page: Crossing an academic borderland PDF
Nicholas Rowe, Rosemary Martin
Transformed understandings: Subjective interpretation and the arts PDF
Kirstine Moffat, Anne McKim
‘Crossing frontiers without a map’—the role of threshold concepts and problematic knowledge in religious education and spirituality PDF
Peter Mudge
Doctorates in the dark: Threshold concepts and the improvement of doctoral supervision PDF
E. Marcia Johnson
Embedding threshold concepts: The use of a practice—theory—practice cycle PDF
Mary Hedges
Student and expert perceptions of the role of mathematics within physics PDF
Marcus Wilson
Modularisation of learning outcomes in terms of threshold concepts PDF
Tony Parker, Daniel McGill
Forging the jewels of the curriculum: Educational practice inspired by a thermodynamic model of threshold concepts PDF
Jonathan Scott


‘Nettlesome knowledge’ and threshold concepts: An afterword PDF
Susan Groundwater-Smith


Contributors PDF
- -

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.


© Wilf Malcolm Institute of Educational Research, Te Kura Toi Tangata Faculty of Education, 2015