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Meyer -- Threshold concepts in economics : a case study / Nicola Reimann and Ian Jackson -- Threshold concepts, troublesome knowledge and emotional capital : an exploration into learning about others / Glynis Cousin -- Developing new 'world views' : threshold concepts in introductory accounting / Ursula Lucas and Rosina Mladenovic -- Disjunction as a form of troublesome knowledge in problem-based learning / Maggi Savin-Baden -- On the mastery of philosophical concepts : Socratic discourse and the unexpected 'affect' / Jennifer Booth -- Using analogy in science teaching as a bridge to students' understanding of complex issues / Simon Bishop -- Implications of threshold concepts for curriculum design and evaluation / Ray Land ... [et al.]", "tags": [], "relations": {}, "dateAdded": "2015-12-30T16:48:42Z", "dateModified": "2015-12-30T16:48:42Z" } }, { "key": "XZHCWKGW", "version": 21, "library": { "type": "group", "id": 60363, "name": "frostlibrary", "links": { "alternate": { "href": "https://www.zotero.org/groups/frostlibrary", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/60363/items/XZHCWKGW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/frostlibrary/items/XZHCWKGW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 18994, "username": "mroser", "name": "Missy Roser", "links": { "alternate": { "href": "https://www.zotero.org/mroser", "type": "text/html" } } }, "creatorSummary": "Meyer and Land", "parsedDate": "2006", "numChildren": 1 }, "data": { "key": "XZHCWKGW", "version": 21, "itemType": "book", "title": "Overcoming barriers to student understanding: threshold concepts and troublesome knowledge", "creators": [ { "creatorType": "editor", "firstName": "Jan", "lastName": "Meyer" }, { "creatorType": "editor", "firstName": "Ray", "lastName": "Land" } ], "abstractNote": "Overcoming Barriers to Student Learning explores why certain students \"get stuck\" at particular points in the curriculum whilst others grasp concepts with comparative ease. It proposes a \"threshold concepts\" approach to the curriculum, arguing that in certain disciplines there are \"conceptual gateways\" or \"portals\" that lead to previously inaccessible, and initially perhaps \"troublesome,\" ways of thinking about something. A new way of understanding, interpreting, or viewing a topic may thus emerge - having a transformative effect on internal view of subject matter, subject landscape, or even world view. While maintaining that knowledge should indeed be \"troubling\" in order for it to be transformative, this book provides new perspectives on helping students through such conceptual difficulty in order to enhance learning and teaching environments in higher education, and in other educational sectors. 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Meyer, Ray Land, Peter Davies -- Maggi Savin-Baden -- Michael Thomas Flanagan, Jan Smith -- Carol Zander, Jonas Boustedt, Anna Eckerdal, ... et. al. -- Beyond understanding / Threshold concepts and transformative ways of thinking within research into higher education / Embedding threshold concepts: from theory to pedagogical principles to learning activities / Threshold concepts and troublesome knowledge: reflections on the nature of learning and knowledge / Threshold concepts and troublesome knowledge (4): issues of variation and variability / Liquid learning and troublesome spaces: journeys from the threshold? / From playing to understanding: the transformative potential of discourse versus syntax in learning to program / Threshold concepts in computer science: a multi-national empirical investigation Dermot Shinners-Kennedy -- Caroline Baillie, Anne Johnson -- Anna-Karin Carstensen, Jonte Bernhard -- Martin Shanahan, Gigi Foster, Jan H.F. Meyer -- Andrew Ashwin -- Charlotte Taylor -- Moya Cove, Julie McAdam, James McGonigal -- The everydayness of threshold concepts: 'state' as an example from computer science / A threshold model for attitudes in first year engineering students / Threshold concepts and keys to the portal of understanding: some examples from electrical engineering / Associations among prior acquisition of threshold concepts, learning dimensions, and examination performance in first-year economics / Threshold concept acquisition in economics for the 14-19 age group / Threshold concepts, troublesome knowledge and ways of thinking and practising: can we tell the difference in biology? / Mentoring, teaching and professional transformation / Troublesome language knowledge: identifying threshold concepts in grammar learning Marina Orsini-Jones -- Caryl Sibbett, William Thompson -- Jane Osmond, Andrew Turner, Ray Land -- Glynis Cousin -- Vernon Trafford -- Mia O'Brien Nettlesome knowledge, liminality and the taboo in cancer and art therapy experiences: implications for learning and teaching / Threshold concepts and spatial awareness in transport and product design / Threshold concepts: old wine in new bottles or a new form of transactional curriculum inquiry? / Conceptual frameworks as a threshold concept in doctorateness / Threshold concepts for university teaching and learning: a study of troublesome knowledge and transformative thinking in the teaching of threshold concepts", "tags": [], "relations": {}, "dateAdded": "2015-12-30T16:48:33Z", "dateModified": "2015-12-30T16:48:33Z" } }, { "key": "ZN7787CD", "version": 21, "library": { "type": "group", "id": 60363, "name": "frostlibrary", "links": { "alternate": { "href": "https://www.zotero.org/groups/frostlibrary", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/60363/items/ZN7787CD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/frostlibrary/items/ZN7787CD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 18994, "username": "mroser", "name": "Missy Roser", "links": { "alternate": { "href": "https://www.zotero.org/mroser", "type": "text/html" } } }, "creatorSummary": "Land et al.", "parsedDate": "2008", "numChildren": 1 }, "data": { "key": "ZN7787CD", "version": 21, "itemType": "book", "title": "Threshold concepts within the disciplines", "creators": [ { "creatorType": "author", "firstName": "Ray", "lastName": "Land" }, { "creatorType": "author", "firstName": "Jan", "lastName": "Meyer" }, { "creatorType": "author", "firstName": "Jan", "lastName": "Smith" } ], "abstractNote": "", "series": "Educational futures", "seriesNumber": "v. 16", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2008", "publisher": "Sense Publishers", "place": "Rotterdam", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "340", "ISBN": "978-90-8790-267-4 978-90-8790-268-1", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "fcaw.library.umass.edu Library Catalog", "callNumber": "LB1062 .L34 2008", "rights": "", "extra": "", "tags": [ { "tag": "College teaching", "type": 1 }, { "tag": "College teaching. |2 fast |0 (OCoLC)fst00868201", "type": 1 }, { "tag": "Concept learning", "type": 1 }, { "tag": "Concept learning. |2 fast |0 (OCoLC)fst00872948", "type": 1 }, { "tag": "Critical thinking", "type": 1 }, { "tag": "Knowledge, Theory of", "type": 1 }, { "tag": "Knowledge, Theory of. |2 fast |0 (OCoLC)fst00988194", "type": 1 }, { "tag": "Study and teaching (Higher)", "type": 1 }, { "tag": "Study and teaching (Higher) |2 fast |0 (OCoLC)fst00883702", "type": 1 }, { "tag": "Study and teaching (Higher) |2 fast |0 (OCoLC)fst01150267", "type": 1 }, { "tag": "Thought and thinking", "type": 1 }, { "tag": "United States", "type": 1 }, { "tag": "United States. |2 fast |0 (OCoLC)fst01204155", "type": 1 } ], "collections": [ "RDBXF4AE" ], "relations": {}, "dateAdded": "2015-12-30T16:48:33Z", "dateModified": "2015-12-30T16:48:33Z" } }, { "key": "2P9G72QQ", "version": 21, "library": { "type": "group", "id": 60363, "name": "frostlibrary", "links": { "alternate": { "href": "https://www.zotero.org/groups/frostlibrary", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/60363/items/2P9G72QQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/frostlibrary/items/2P9G72QQ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/60363/items/WVWGFPU2", "type": "application/json" } }, "meta": { "createdByUser": { "id": 18994, "username": "mroser", "name": "Missy Roser", "links": { "alternate": { "href": "https://www.zotero.org/mroser", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "2P9G72QQ", "version": 21, "parentItem": "WVWGFPU2", "itemType": "note", "note": "Editors' preface : threshold concepts and transformational learning / Ray Land, Jan H.F. Meyer and Caroline Baillie -- Changing our minds : the developmental potential of threshold concepts / Julie A. Timmermans -- Transcending disciplinary boundaries : a proposed theoretical foundation for threshold concepts / Leslie Schwartzman -- Threshold concepts : 'loaded' knowledge or critical education? / Aidan Ricketts -- Threshold concepts and troublesome knowledge (5) : dynamics of assessment / Ray Land and Jan H.F. Meyer -- Visualizing expertise : revealing the nature of a threshold concept in the development of an authentic pedagogy for clinical education / Ian M. Kinchin, Lyndon B. Cabot and David B. Hay -- Contexts for threshold concepts (I) : a conceptual structure for localizing candidates / Jerry Mead and Simon Gray -- Why is geologic time troublesome knowledge? / Kim A. Cheek -- A preliminary framework for isolating and teaching threshold concepts in philosophy / Monica R. Cowart -- Conceptual intersections : re-viewing academic numeracy in the tertiary education sector as a threshold concept / Rosanne Quinnell and Rachel Thompson -- Threshold concepts : challenging the way we think, teach and learn in biology / Pauline M. Ross ... [et al.] -- The testable hypothesis as a threshold concept for biology students / Charlotte E. Taylor and Jan H.F. Meyer -- Assessing progression in students' economic understanding : the role of threshold concepts / Peter Davies and Jean Mangan -- Threshold concepts and attrition in first-year economics / Martin P. Shanahan, Gigi Foster and Jan H.F. Meyer -- Compounded thresholds in electrical engineering / Michael T. Flanagan, Phillip Taylor and Jan H.F. Meyer -- Threshold concepts in computer science : an ongoing empirical investigation / Lynda Thomas ... [et al.] -- Identifying a potential threshold concept in nanoscience and technology : engaging theory in the service of practice / Eun-Jung Park and Greg Light -- Troublesome grammar knowledge and action-research-led assessment design : learning from liminality / Marina Orsini-Jones -- Engineering and social justice : negotiating the spectrum of liminality / Jens Kabo and Caroline Baillie -- What decoding the disciplines can offer threshold concepts / Leah Shopkow -- Identifying threshold concepts in the bank reconciliation section of an introductory accounting course : creating an ontological shift for students / Sidney Weil and Nicholas Mcguigan -- The threshold concept journey in design : from identification to application / Jane Osmond and Andrew Turner -- Modes of variation in pupils' apprehension of a threshold concept in economics / Ming Fai Pang and Jan H.F. Meyer -- Exploration of societal transitions in Estonia from the threshold concepts perspective of teaching and learning / Dagmar Kutsar and Anita Kärner -- Learning to be a researcher : the concepts and crossings / Margaret Kiley and Gina Wisker", "tags": [], "relations": {}, "dateAdded": "2015-12-30T16:47:56Z", "dateModified": "2015-12-30T16:47:56Z" } }, { "key": "WVWGFPU2", "version": 21, "library": { "type": "group", "id": 60363, "name": "frostlibrary", "links": { "alternate": { "href": "https://www.zotero.org/groups/frostlibrary", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/60363/items/WVWGFPU2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/frostlibrary/items/WVWGFPU2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 18994, "username": "mroser", "name": "Missy Roser", "links": { "alternate": { "href": "https://www.zotero.org/mroser", "type": "text/html" } } }, "creatorSummary": "Meyer et al.", "parsedDate": "2010", "numChildren": 1 }, "data": { "key": "WVWGFPU2", "version": 21, "itemType": "book", "title": "Threshold concepts and transformational learning", "creators": [ { "creatorType": "editor", "firstName": "Jan", "lastName": "Meyer" }, { "creatorType": "editor", "firstName": "Ray", "lastName": "Land" }, { "creatorType": "editor", "firstName": "Caroline", "lastName": "Baillie" } ], "abstractNote": "Over the last decade the notion of 'threshold concepts' has proved influential around the world as a powerful means of exploring and discussing the key points of transformation that students experience in their higher education courses and the 'troublesome knowledge' that these often present. 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\"Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of \"threshold concepts\"--concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field's most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites--first-year writing programs, WAC/WID programs, writing centers, writing majors--and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field\"-- \"\"Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of \"threshold concepts\"--concepts that are critical for epistemological participation in a discipline.\"--

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Analysis of data from students and instructors (of the history course) suggests threshold concepts that are shared among history and writing courses; however, the data also indicate that the extent to which these shared concepts are enacted through instruction is somewhat inconsistent. The article ultimately suggests that threshold concepts might prove a productive frame through which to consider questions related to writing and transfer, and also to general education more broadly. 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