Vol. 19 No. 2 (2014)

Published January 6, 2015

https://doi.org/10.15663/wje.v19i2

Special Edition: Emergent learning and threshold concepts in tertiary education

Journal cover

Editorial

Ann Harlow, Mira Peter, Anne McKim

https://doi.org/10.15663/wje.v19i2.93

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Foreword

Jan Meyer

https://doi.org/10.15663/wje.v19i2.94

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Articles

Ann Harlow, Mira Peter

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.'

https://doi.org/10.15663/wje.v19i2.95

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Nicholas Rowe, Rosemary Martin

Dancing onto the page: Crossing an academic borderland

https://doi.org/10.15663/wje.v19i2.96

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Kirstine Moffat, Anne McKim

Transformed understandings: Subjective interpretation and the arts

https://doi.org/10.15663/wje.v19i2.97

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Peter Mudge

'Crossing frontiers without a map''”the role of threshold concepts and problematic knowledge in religious education and spirituality

https://doi.org/10.15663/wje.v19i2.98

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E. Marcia Johnson

Doctorates in the dark: Threshold concepts and the improvement of doctoral supervision

https://doi.org/10.15663/wje.v19i2.99

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Mary Hedges

Embedding threshold concepts: The use of a practice'”theory'”practice cycle

https://doi.org/10.15663/wje.v19i2.100

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Marcus Wilson

Student and expert perceptions of the role of mathematics within physics

https://doi.org/10.15663/wje.v19i2.101

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Tony Parker, Daniel McGill

Modularisation of learning outcomes in terms of threshold concepts

https://doi.org/10.15663/wje.v19i2.102

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Jonathan Scott

Forging the jewels of the curriculum: Educational practice inspired by a thermodynamic model of threshold concepts

https://doi.org/10.15663/wje.v19i2.103

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Afterword

Susan Groundwater-Smith

'Nettlesome knowledge' and threshold concepts: An afterword

https://doi.org/10.15663/wje.v19i2.104

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Contributors

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https://doi.org/10.15663/wje.v19i2.105

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