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      The potential of threshold concepts: an emerging framework for educational research and practice

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      London Review of Education
      IOE Press
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            Abstract

            This paper explores the notion of a 'threshold concept' and discusses its possible implications for higher education research and practice. Using the case of introductory accounting as an illustration, it is argued that the idea of a threshold concept provides an emerging theoretical framework for a 're-view' of educational research and practice. It is argued that this re-view both demands and supports several forms of dialogue about educational research and practice: within the disciplines (between lecturers and between lecturers and students) and between lecturers and educational developers. Finally, it is suggested that, rather than representing a research field in its own right, the threshold concepts framework may act as a catalyst, drawing together a variety of fields of research in a productive educative framework.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 November 2007
            : 5
            : 3
            : 237-248
            Article
            1474-8460(20071101)5:3L.237;1- s3.phd /ioep/clre/2007/00000005/00000003/art00003
            10.1080/14748460701661294
            0e804c19-78ea-4b64-986a-cf134cfcbf55
            Copyright @ 2007
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            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education

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