Students’ acquisition of a threshold concept in childhood and youth studies

References

• Atherton, J., Hadfield, P., & Meyers, R. (2008). Threshold concept in the wild. Expanded version of a paper presented at Threshold concepts: From theory to practice conference, Queens University, Kingston Ontario, June 2008. Retrieved from http://www.doceo.co.uk/tools/Threshold_Concepts_Wild_expanded_70.pdf
   Google Scholar
• Bell, D. (2006). Variations on the rural idyll. In P. J. Cloke, T. Marsden, & P. H. Mooney (Eds.), The handbook of rural studies (pp. 149–160). London: Sage.10.4135/9781848608016
   Google Scholar
• Booth, J. (2003). On the mastery of philosophical concepts: Socratic discourse and the unexpected ‘affect’. In J. Meyer & R. Land (Eds.), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge (pp. 173–182). London: Routledge.
   Google Scholar
• Clouder, L. (2005). Caring as a ‘threshold concept’: Transforming students in higher education into health(care) professionals. Teaching in Higher Education, 10, 505–517.10.1080/13562510500239141
   Web of Science ®Google Scholar
• Conolly, A. (2008). Challenges of generating qualitative data with socially excluded young people. International Journal of Social Research Methodology, 11, 201–214.10.1080/13645570701401446
   Web of Science ®Google Scholar
• Cook, D. (2009). Editorial: When a child is not a child, and other conceptual hazards of childhood studies. Childhood, 16, 5–10.10.1177/0907568208101687
   Web of Science ®Google Scholar
• Cousin, G. (2006, December). An introduction to threshold concepts. Planet, 17, 4–5.
   Google Scholar
• Cousin, G. (2012). Threshold concepts, troublesome knowledge and emotional capital: An exploration into learning about others. In J. Meyer & R. Land (Eds.), Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge (pp. 134–147). London: Routledge.
   Google Scholar
• Kiley, M. (2009). Identifying threshold concepts and proposing strategies to support doctoral candidates. Innovations in Education and Teaching International, 46, 293–304.10.1080/14703290903069001
   Web of Science ®Google Scholar
• McWilliam, E. (2008). Unlearning how to teach. Innovations in Education and Teaching International, 45, 263–269.10.1080/14703290802176147
   Web of Science ®Google Scholar
• Meyer, J., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practicing within the disciplines. Enhancing teaching-learning environments in undergraduate courses, Occasional Report, May, 2003. Retrieved from http://www.etl.tla.ed.ac.uk//docs/ETLreport4.pdf
   Google Scholar
• Meyer, J., & Land, R. (2005). Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49, 373–388.10.1007/s10734-004-6779-5
   Web of Science ®Google Scholar
• Meyer, J., & Land, J. (2012). Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. Oxon: Routledge.
   Google Scholar
• Orlandi, K., & Anderson, B. (2012). Researching the role of dialogue, writing and critical reflection in unlearning for students with professional backgrounds. Teaching Anthropology, 2, 22–27.
   Google Scholar
• Palmer, R. E. (2001). The liminality of hemes and the meaning of hermeneutics. MacMurry College. Retrieved from http://www.mac.edu/~rpalmer/liminality.html
   Google Scholar
• Pilcher, J. (1995). Age and generation in modern Britain. Oxford: Oxford University Press.
   Google Scholar
• Sambell, K. (2010). Enquiry-based learning and formative assessment environments: Student perspectives. Practitioner Research in Higher Education, 4, 52–62.
   Google Scholar
• Sambell, K., & Gibson, M. (2006). Staff and students’ views of academic literacy in childhood studies: An initial survey. Retrieved from http://medal.unn.ac.uk/reports.htm
   Google Scholar
• Thomson, P. (2008). Doing visual research with children and young people. London: Routledge.
   Google Scholar
• Valentine, G. (2003). Boundary crossings: Transitions from childhood to adulthood. Children’s Geographies, 1, 37–52.10.1080/14733280302186
   Google Scholar
• Williams, R. (1975). The country and the city. Oxford: Oxford University Press.
   Google Scholar
• Wisker, G., & Robinson, G. (2009). Encouraging postgraduate students of literature and art to cross conceptual thresholds. Innovations in Education and Teaching International, 46, 317–330.10.1080/14703290903069035
   Web of Science ®Google Scholar