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 | |
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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