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001			BRILL9789460911477
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007			cr un uuuua
008			191130s2008 ne sb 001 0 eng d
020			_a9789460911477 _q(electronic book)
020			_z9789087902681 _q(print)
024	7		_a10.1163/9789460911477 _2DOI
035			_a(OCoLC)778365964
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB1062
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a378.125 _223
245	0	0	_aThreshold Concepts within the Disciplines / _cEdited by Ray Land; Jan H.F. Meyer; Jan Smith.
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2008.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aEducational Futures ; _v16
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material / _rRay Land , Jan H.F. Meyer and Jan Smith -- Beyond Understanding / _rDavid Perkins -- Threshold Concepts and Transformative Ways of Thinking within Research into Higher Education / _rNoel Entwistle -- Embedding Threshold Concepts: from theory to pedagogical principles to learning activities / _rPeter Davies and Jean Mangan -- Threshold Concepts and Troublesome Knowledge / _rRobert McCormick -- Threshold Concepts and Troublesome Knowledge (4) / _rJan H.F. Meyer , Ray Land and Peter Davies -- Liquid Learning and Troublesome Spaces: Journeys from the Threshold? / _rMaggi Savin-Baden -- From Playing to Understanding / _rMichael Thomas Flanagan and Jan Smith -- Threshold Concepts In Computer Science: A Multi-National Empirical Investigation / _rCarol Zander , Jonas Boustedt , Anna Eckerdal , Robert McCartney , Jan Erik Moström , Mark Ratcliffe and Kate Sanders -- The Everydayness of Threshold Concepts / _rDermot Shinners-Kennedy -- A Threshold Model for Attitudes in First Year Engineering Students / _rCaroline Baillie and Anne Johnson -- Threshold Concepts and Keys to the Portal of Understanding / _rAnna-Karin Carstensen and Jonte Bernhard -- Associations among Prior Acquisition of Threshold Concepts, Learning Dimensions, and Examination Performance in First-Year Economics / _rMartin P. Shanahan , Gigi Foster and Jan H.F. Meyer -- What Do Students’ Examination Answers Reveal about Threshold Concept Acquisition in the 14–19 Age Groups? / _rAndrew Ashwin -- Threshold Concepts, Troublesome Knowledge and Ways of Thinking and Practising / _rCharlotte E. Taylor -- Mentoring, Teaching and Professional Transformation / _rMoya Cove , Julie McAdam and James McGonigal -- Troublesome Language Knowledge: Identifying Threshold Concepts in Grammar Learning / _rMarina Orsini-Jones -- Nettlesome Knowledge, Liminality and the Taboo in Cancer and Art Therapy Experiences / _rCaryl Sibbett and William Thompson -- Threshold Concepts and Spatial Awareness in Transport and Product Design / _rJane Osmond , Andrew Turner and Ray Land -- Threshold Concepts: Old Wine in New Bottles or a New Form of Transactional Curriculum Inquiry? / _rGlynis Cousin -- Conceptual Frameworks as a Threshold Concept in Doctorateness / _rVernon Trafford -- Threshold Concepts For University Teaching and Learning / _rMia O’Brien -- List of Contributors / _rRay Land , Jan H.F. Meyer and Jan Smith -- Index / _rRay Land , Jan H.F. Meyer and Jan Smith.
520			_aThreshold Concepts within the Disciplines brings together leading writers from various disciplines and national contexts in an important and readable volume for all those concerned with teaching and learning in higher education. The foundational principle of threshold concepts is that there are, in each discipline, ‘conceptual gateways’ or ‘portals’ that must be negotiated to arrive at important new understandings. In crossing the portal, transformation occurs, both in knowledge and subjectivity. Such transformation involves troublesome knowledge, a key concern for contributors to this book, who identify threshold concepts in their own fields and suggest how to deal with them. Part One extends and enhances the threshold concept framework, containing chapters that articulate its qualities, its links to other social theories of learning and other traditions in educational research. Part Two encompasses the disciplinary heart of the book with contributions from a diversity of areas including computing, engineering, biology, design, modern languages, education and economics. In the many empirical case studies educators show how they have used the threshold concept framework to inform and evaluate their teaching contexts. Other chapters emphasise the equally important ‘being and becoming’ dimension of learning. Part Three suggests pedagogic directions for those at the centre of the education project with contributions focusing on the socialisation of academics and their continuing quest to be effective teachers. The book will be of interest to disciplinary teachers, educational researchers and educational developers. It also is of relevance to issues in quality assurance and professional accreditation.
588			_aDescription based on print version record.
650		0	_aThought and thinking _xStudy and teaching (Higher)
650		0	_aCollege teaching.
700	1		_aLand, Ray, _eeditor.
700	1		_aMeyer, Jan H.F., _eeditor.
700	1		_aSmith, Jan, _eeditor.
776	0	8	_iPrint version: _tThreshold Concepts within the Disciplines, _dLeiden Boston : Brill | Sense, 2008 _w9789087902681
830		0	_aEducational Futures ; _v16.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789460911477
999			_c44242 _d44242