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    Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising within the disciplines (English)

    In: Improving student learning; Improving student learning theory and practice - 10 years on ; 412-424  ; 2003

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    Table of contents conference proceedings

    The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.

    9
    Ten years of Improving Student Learning
    Gibbs, G. / Oxford Centre for Staff Development et al. | 2003
    27
    Learners' narratives: real-life stories about constructive-developmental pedagogy
    Magolda, M. B. B. / Oxford Centre for Staff Development et al. | 2003
    37
    Qualitative and quantitative: complementary approaches to research on student learning
    Trigwell, K. / Richardson, J. T. E. / Oxford Centre for Staff Development et al. | 2003
    50
    Towards disciplinary models of learning
    Lucas, U. / Meyer, J. H. F. / Oxford Centre for Staff Development et al. | 2003
    67
    From skills to subjects: the reconceptualisation of writing development in higher education
    McKenna, C. / Oxford Centre for Staff Development et al. | 2003
    75
    Fragmentation or cohesion? Students' learning within and across modular undergraduate programmes
    Baron, H. / Oxford Centre for Staff Development et al. | 2003
    86
    Teachers' and students conceptions of the professional world
    Reid, A. / Davies, A. / Oxford Centre for Staff Development et al. | 2003
    97
    The Kolb Cycle, reflection and all that... what is new?
    Weedon, E. / Cowan, J. / Oxford Centre for Staff Development et al. | 2003
    109
    Students' experiences of learning to present
    Hounsell, D. / McCune, V. / Oxford Centre for Staff Development et al. | 2003
    119
    Variation in the experience of teaching creative practices: the community of practice dimension
    Drew, L. / Williams, C. / Oxford Centre for Staff Development et al. | 2003
    130
    Supervisory practices and development programmes to support postgraduate student learning
    Wisker, G. / Robinson, G. / Trafford, V. / Warnes, M. / Oxford Centre for Staff Development et al. | 2003
    148
    From practice to theory in developing generic skills
    de la Harpe, B. / Radloff, A. / Oxford Centre for Staff Development et al. | 2003
    157
    Encouraging lifelong learning using information literacy: the development of a theoretical evaluative framework
    Haberle, N. / Oxford Centre for Staff Development et al. | 2003
    171
    Learning to learn from online dialogue: are we building cairns or dry stane dykes?
    Broumley, L. / Oxford Centre for Staff Development et al. | 2003
    183
    Evoked conceptions of learning and learning environments
    Trigwell, K. / Ashwin, P. / Oxford Centre for Staff Development et al. | 2003
    194
    Procedural approaches to learning: do these provide a viable bridge to a deep approach?
    Case, J. / Marshall, D. / Oxford Centre for Staff Development et al. | 2003
    202
    Explaining achievement in higher education
    Jansen, E. P. W. A. / Bruinsma, M. / Oxford Centre for Staff Development et al. | 2003
    215
    Inquiring into a higher education classroom: insights into the different perspective of teacher and students
    Mann, S. J. / Oxford Centre for Staff Development et al. | 2003
    225
    Relating teaching and research through scholarly understanding of the subject matter
    Prosser, M. / Ramsden, P. / Martin, E. / Trigwell, K. / Oxford Centre for Staff Development et al. | 2003
    235
    Variation in the conceptions of learning of physiotherapy students in England and Wales: a longitudinal multicentre study
    Morris, J. / Meyer, J. H. F. / Oxford Centre for Staff Development et al. | 2003
    251
    Variation in students' experiences of small group tutorials
    Ashwin, P. / Oxford Centre for Staff Development et al. | 2003
    257
    Supporting learners of statistics: the difference between personal sense and cultural meaning
    Gordon, S. / Oxford Centre for Staff Development et al. | 2003
    269
    Toward a developmental model of intercultural maturity: an holistic approach to collegiate education
    King, P. M. / Magolda, M. B. / Oxford Centre for Staff Development et al. | 2003
    285
    Meeting the challenge of diversity: a cautionary tale about learning styles
    Price, L. / Richardson, J. T. E. / Oxford Centre for Staff Development et al. | 2003
    296
    Raising educational research capacity: a discipline-based approach
    Cousin, G. / Healey, M. / Jenkins, A. / Bradbeer, J. / King, H. / members of the Learning to Do Pedagogic Research Group / Oxford Centre for Staff Development et al. | 2003
    307
    The Pedagogical Academy - a way to encourage and reward scholarly teaching
    Andersson, P. H. / Olsson, T. / Almqvist, M. / Zetterqvist, L. / Axelsson, A. / Olsson, G. / Roxa, T. / Oxford Centre for Staff Development et al. | 2003
    315
    Assessing group practice
    Bryan, C. / Oxford Centre for Staff Development et al. | 2003
    316
    How guided reflection can enhance group work
    Bryan, C. / Green, D. / Oxford Centre for Staff Development et al. | 2003
    326
    Assessing in triplicate
    Smart, J. / Dixon, S. / Oxford Centre for Staff Development et al. | 2003
    333
    `The show must go on!' group formation and affectivity: some considerations for group work from higher education performing arts programmes
    Maguire, T. / Oxford Centre for Staff Development et al. | 2003
    342
    Challenges of diversity - exploring experiences and cultural change
    Clegg, S. / Garrahan, P. / Oxford Centre for Staff Development et al. | 2003
    343
    Racialising discourses and critical reflection in the academy
    Parr, S. / Clegg, S. / Wan, S. / Oxford Centre for Staff Development et al. | 2003
    353
    Striving for genuine inclusion - academic assessment and disabled students
    Freewood, M. / Spriggs, L. / Oxford Centre for Staff Development et al. | 2003
    363
    Symposium on academic malpractice among students
    Ashworth, P. / Oxford Centre for Staff Development et al. | 2003
    365
    Deterring student plagiarism: where best to start?
    Carroll, J. / Oxford Centre for Staff Development et al. | 2003
    374
    Why simply policing plagiarism is not the answer
    Freewood, M. / Macdonald, R. / Ashworth, P. / Oxford Centre for Staff Development et al. | 2003
    384
    Academic cheating: an investigation of medical students' views of cheating on a problem based learning course
    Cogdell, B. / Matthew, B. / Gray, C. / Oxford Centre for Staff Development et al. | 2003
    399
    The enhancing teaching-learning environments in undergraduate courses project
    Trigwell, K. / Oxford Centre for Staff Development et al. | 2003
    400
    The enhancing teaching-learning environments in undergraduate courses project: some initial reflections and observations
    McCune, V. / Reimann, N. / Oxford Centre for Staff Development et al. | 2003
    412
    Threshold concepts and troublesome knowledge: linkages to ways of thinking and practising within the disciplines
    Meyer, J. H. F. / Land, R. / Oxford Centre for Staff Development et al. | 2003

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