CoChat
Sign Up
Cited by 311Evaluation of Teaching PracticesEducational Theory and Curriculum StudiesEducational Strategies and Epistemologies

The DOI matches its Crossref record.

Threshold Concepts within the Disciplines

Land, Ray, Meyer, Jan H.F., Smith, Jan·2008·BRILL eBooks
DOI 10.1163/9789460911477
Open this paper in CoChat — free account

Abstract

Threshold 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.

Overview

Integrity signals

Registry

Crossref · 10.1163/9789460911477

Cites

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Still being checked.

Cited by

Sorted by citations

Related

See all

Metadata

Authors
Land, R., Meyer, J. H. F., & Smith, J.
ORCID
Venue
BRILL eBooks
Publisher
BRILL
Published
2008-01-01
DOI
10.1163/9789460911477
OpenAlex
W1528558039
Cited by
311
References
0
Citations by year
2026: 4 · 2025: 7 · 2024: 22 · 2023: 10 · 2022: 8 · 2021: 18 · 2020: 23 · 2019: 18 · 2018: 15 · 2017: 16 · 2016: 27 · 2015: 19 · 2014: 22 · 2013: 26 · 2012: 21
FWCI
24.47
Type
book
Language
en
Open access
closed
Locations
  • BRILL eBooks (publishedVersion)
  • Durham Research Online (Durham University) (acceptedVersion)
Topics
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords
threshold concepts, higher education teaching and learning, disciplinary knowledge, troublesome knowledge, being and becoming, academic socialization, teacher effectiveness, quality assurance, professional accreditation, computing education, engineering education, biology education, design education, economics education

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review