Threshold Concepts: Undergraduate Teaching, Postgraduate Training and Professional Development - Countries List: South Africa
|Goebel, J. L. S. (2017) Students’ Learning of Threshold Concepts in Undergraduate Economics,|
Doctor of Philosophy Thesis, School of Education, College of Humanities, University of KwaZulu-Natal, January 2017
https://www.researchgate.net/publication/316543406_Students%27_learning_of_threshold_concepts_in_undergraduate_economics (last accessed: 26 September 2017)
|Maistry, S. M. (2017) Betwixt and between: Liminality and dissonance in developing threshold competences for research supervision in South Africa,|
South African Journal of Higher Education 31 (1), 119-134.
|Maistry, S. M. (2015) Crossing over to education for PhD study: liminality and threshold crossing,|
Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa 17, 209-225.
|Goebel, J. L. and Maistry, S. M. (2014) Threshold Concepts: Insights for teaching and learning in undergraduate economics in South Africa?,|
8th Annual Teaching & Learning Higher Education Conference, UKZN, Pinetown, September 2014
|Ferreira, A., Lemmer, M. and Gunstone, R. (2017) Alternative Conceptions: Turning Adversity into Advantage,|
Research in Science Education: Available online: 04 August 2017, DOI 10.1007/s11165-017-9638-y.
https://link.springer.com/article/10.1007/s11165-017-9638-y (last accessed: 16 August 2017)
|Fullard, A. (2016) Using the ACRL Framework for Information Literacy to foster teaching and learning partnerships,|
South African Journal of Libraries and Information Science 82 (2), 46-56.
http://sajlis.journals.ac.za/pub/article/view/1627 (last accessed: 25 February 2017)
|Ojo, E. O. (2016) On teaching economics 1: A qualitative case study of a South African university,|
PhD Thesis, University of the Witwatersrand, Johannesburg, South Africa, April 2016
http://www.legitimationcodetheory.com/pdf/2016Ojo_PhD.pdf (last accessed: 14 July 2016)
|McKenna, S. (2016) Crossing conceptual thresholds in doctoral communities,|
Innovations in Education and Teaching International: Available online 21 Mar 2016, DOI: 10.1080/14703297.2016.1155471.
http://dx.doi.org/10.1080/14703297.2016.1155471 (last accessed: 30 March 2016)
|van Schalkwyk, S. C., Murdoch-Eaton, D., Tekian, A., van der Vleuten, C. and Cilliers, F. (2016) The supervisors toolkit: A framework for doctoral supervision in health professions education: AMEE Guide No. 104,|
Medical Teacher: Available online 21 Mar 2016, DOI: 10.3109/0142159X.2016.1142517.
http://dx.doi.org/10.3109/0142159X.2016.1142517 (last accessed: 30 March 2016)
|Winberg, C., Winberg, S., Jacobs, C., Garraway, J. and Engel-Hills, P. (2016) I take engineering with me: epistemological transitions across an engineering curriculum,|
Teaching in Higher Education: Avaiable online 16 Mar 2016, DOI: 10.1080/13562517.2016.1160045.
http://dx.doi.org/10.1080/13562517.2016.1160045 (last accessed: 22 March 2016)
|Rohlwink, M. (2014) Threshold concepts - ECP symp. 2014,|
ECP symp. 2014:
http://www.slideshare.net/MonikaRohlwink1/threshold-concepts-ecp-symp-2014 (last accessed: 26 January 2016)
|Frith, V. and Lloyd, P. (2016) Investigating Proportional Reasoning in a University Quantitative Literacy Course ,|
Numeracy 9 (1), Article 3: DOI: 10.5038/1936-46188.8.131.52.
http://scholarcommons.usf.edu/numeracy/vol9/iss1/art3 (last accessed: 18 January 2016)
|Khalo, X. and Bayaga, A. (2015) Analysis of errors due to deficient mastery of prerequisite skills, facts and concepts: A case of financial mathematics,|
The Independent Journal of Teaching and Learning 10, 98-113.
http://iiespace.iie.ac.za/handle/11622/58 (last accessed: 3 November 2015)
|Pillay, K. (2015) Learning and the Illusion of Solid and Separate Things: Troublesome Knowledge and the Curriculum,|
Edge Hill University Centre for Learning and Teaching University Learning and Teaching Day Conference 6th July 2015
https://www.edgehill.ac.uk/clt/files/2015/03/Learning-and-the-Illusion-of-Solid-and-Separate-Things-ver3.pdf (last accessed: 20 September 2015)
|Long, C. (2015) Learning Pathways within the Multiplicative Conceptual Field: Insights Reflected through a Rasch Measurement Framework,|
Empirische Studien zur Didaktik der Mathematik, Volume 24, Waxman Verlag GmbH, Münster, Germany
Adapted version of Caroline Longs Doctorate in Education Thesis, University of Cape Town, December 2011
https://books.google.co.uk/books?hl=en&lr=&id=MkpzCgAAQBAJ&oi=fnd&pg=PA1&ots=xXEvqmAhPN&sig=Fjr70xw7lwgi_TebnNAXl5WwWJs#v=onepage&q&f=false (last accessed: 6 September 2015)
|Frith, V. and Lloyd, P. (2014) Students difficulty with proportional reasoning in a university quantitative literacy course : Part 2 : HELTASA 2012 Special Section,|
South African Journal of Higher Education 28 (3), 940-960.
|Tedre, M., Brash, D., Männikkö-Barbutiu, S. and Cronjé, J. (2014) Towards identification and classification of core and threshold concepts in methodology education in computing,|
Proceeding of the ITiCSE14 19th Annual Conference on Innovation and Technology in Computer Science Education, June 23-25, 2014, Uppsala, Sweden, ACM New York, NY, USA, 2014, doi>10.1145/2591708.2591758, pp 237-242
https://www.openconf.org/iticse2014/modules/request.php?module=oc_program&action=summary.php&id=1145 (last accessed: 28 June 2014)
|Sheik Ismail, A. (2014) Factors that affect the persistence of Master of Occupational Therapy students at Stellenbosch University,|
Master of Occupational Therapy Thesis, Stellenbosch University, South Africa, April 2014
http://hdl.handle.net/10019.1/86200 (last accessed: 25 April 2014)
|Lloyd, P. and Frith, V. (2013) Proportional reasoning as a threshold to numeracy at university: A framework for analysis,|
Pythagoras, 34(2), Art. #234, 9 pages on-line:
http://dx.doi.org/10.4102/pythagoras.v34i2.234 (last accessed: 16 October 2013)
|Chetty, J. and van der Westhuizen, D. (2013) "I hate programming" and Other Oscillating Emotions Experienced by Novice Students Learning Computer Programming,|
In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA), Jan Herrington et al. (Eds.), Victoria, Canada, June 24, 2013, AACE, ISBN 978-1-939797-03-2, pp 1889-1894
http://www.editlib.org/p/112226 (last accessed: 4 August 2013)
|Chetty, J. and van der Westhuizen, D. (2013) The Transient Emotions and Conceptions of Students Crossing a Threshold While Learning to Program: A Phenomenographic Study,|
In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA), Jan Herrington et al. (Eds.), Victoria, Canada, June 24, 2013, AACE, ISBN 978-1-939797-03-2, pp 1895-1905.
http://www.editlib.org/p/112227 (last accessed: 4 August 2013)
|Craig, T. S. and Campbell, A. (2013) Vector Calculus for Engineers - The Academic Development Model,|
CULMS Newsletter No.7, July 2013, pp 21-25:
http://www.math.auckland.ac.nz/CULMS/wp-content/uploads/2010/08/CULMS-No7-Issue.pdf#page=21 (last accessed: 12 July 2013)
|Frith, V. and Lloyd, P. (2013) Quantitative Literacy and Epistemological Access at University: Reflections on Using the Threshold Concept Framework for Research,|
Mathematics Education and Society 7th International Conference, 2-7 April 2013, Cape Town, South Africa:
http://www.mes7.uct.ac.za/Frith%20_%20Lloyd_Paper.pdf           (last accessed: 27 March 2013)
|Peté, M. (2013) Employing Poetry to Understand the Transformative Experience of Attending a Virtual Conference,|
Qualitative Inquiry 19 (2), 127-128
|Long C. (2012) Mathematical, cognitive and didactic elements of the multiplicative conceptual field investigated within a Rasch assessment and measurement framework,|
Durham University School of Education Research Seminar, 9th July 2012.
Presentation: http://www.dur.ac.uk/resources/education/research/Durhamseminar9thJulyforprintingpurposes.pptx [last accessed: 19 July 2012].
|Sibanda, L., Case, J. and von Blottnitz, H. (2011) Sustainable development as a threshold concept in engineering education,|
Proceedings of the First Biennial Conference of the South African Society for Engineering Education, 10-12 August 2011, Stellenbosch, South Africa, pp 206-212:
http://www.sasee.org.za/wp-content/uploads/2012/02/Proceedings-of-the-1st-Biennial-SASEE-Conference.pdf (last accessed 14 February 2012)
|Long, C., Wendt, H. and Dunne, T.(2011) Applying Rasch measurement in mathematics education research: steps towards a triangulated investigation into proficiency in the multiplicative conceptual field,|
Educational Research and Evaluation: An International Journal on Theory and Practice, 17 (5), 387-407.
|Behari-Leak, K. and Williams, S. (2011) Crossing the Threshold from Discipline Expert to Discipline Practitioner,|
Alternation 18 (1), 4-27:
http://alternation.ukzn.ac.za/docs/Alternation%2018.1%20%282011%29.pdf#page=8 [last accessed 11 February 2012]
|Long C. (2009) From Whole Number to Real Number: Applying Rasch Measurement to Investigate Threshold Concepts,|
Pythagoras, 70, 32-34.
http://pythagoras.org.za/index.php/pythagoras/article/view/37/28 [last accessed 18 November 2011].
|Anderson, T. R. and Rogan, J. M. (2011) Curriculum Develeopment, Part 1: Components of the Curriculum and Influences on the Process of Curriculum Design,|
Biochemistry and Molecular Biology Education, 39 (1), 68-76.
|Dunne, T. (2011) Road Maps for Learning: A Birds Eye View,|
Measurement, 9 (2-3), 134-137.
|Blackie, M.A.L., Case, J.M. and Jawitz, J. (2010) Student-centredness: the link between transforming students and transforming ourselves,|
Teaching in Higher Education, 15 (6), 637-646.
|Dunne, T., Low, T. and Ardington, C. (2003) Exploring Threshold concepts in basic Statistics, using the Internet,|
The International Association for Statistical Education, Statistics & the Internet, Berlin, Germany, 2003, (IASE/ISI Satellite, 2003)
[http://www.stat.auckland.ac.nz/~iase/publications/6/Dunne.pdf last accessed 22 July 2009]