Table of Contents
Editorial
| Editorial | |
| Ann Harlow, Mira Peter, Anne McKim |
Foreword
| Foreword | |
| Jan Meyer |
Articles
| 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.” | |
| Ann Harlow, Mira Peter |
| Dancing onto the page: Crossing an academic borderland | |
| Nicholas Rowe, Rosemary Martin |
| Transformed understandings: Subjective interpretation and the arts | |
| Kirstine Moffat, Anne McKim |
| ‘Crossing frontiers without a map’—the role of threshold concepts and problematic knowledge in religious education and spirituality | |
| Peter Mudge |
| Doctorates in the dark: Threshold concepts and the improvement of doctoral supervision | |
| E. Marcia Johnson |
| Embedding threshold concepts: The use of a practice—theory—practice cycle | |
| Mary Hedges |
| Student and expert perceptions of the role of mathematics within physics | |
| Marcus Wilson |
| Modularisation of learning outcomes in terms of threshold concepts | |
| Tony Parker, Daniel McGill |
| Forging the jewels of the curriculum: Educational practice inspired by a thermodynamic model of threshold concepts | |
| Jonathan Scott |
Afterword
| ‘Nettlesome knowledge’ and threshold concepts: An afterword | |
| Susan Groundwater-Smith |
Contributors
| Contributors | |
| - - |
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