The troublesome nature of intraprofessional collaboration: A threshold concept perspective

2020 ◽  
Vol 54 (12) ◽  
pp. 1088-1090
Author(s):  
Chirag Bhat ◽  
Mark Goldszmidt
Keyword(s):  
Threshold Concept ◽  
Intraprofessional Collaboration

scholarly journals COVID-19 cytokine storm syndrome: a threshold concept

2021 ◽  
Vol 2 (2) ◽  
pp. e49-e50 ◽  
Author(s):  
Luke Y C Chen ◽  
Tien T T Quach
Keyword(s):  
Cytokine Storm ◽  
Threshold Concept

Threshold Concept Pedagogy for Antiracist Social Studies Teaching

2021 ◽  
Vol 23 (2) ◽  
pp. 87-94
Author(s):  
William L. Smith ◽  
Ryan M. Crowley ◽  
Sara B. Demoiny ◽  
Jenna Cushing-Leubner
Keyword(s):  
Social Studies ◽  
Threshold Concept ◽  
Social Studies Teaching

Die Bahnhofsmission – Ort gelebter Ökumene. Theologische Reflexionen

2021 ◽  
Vol 81 (4) ◽  
pp. 286-296
Author(s):  
Dorothea Sattler
Keyword(s):  
Social Change ◽  
Early Stage ◽  
Individual Case ◽  
Self Reflection ◽  
Threshold Concept ◽  
The Core ◽  
Low Threshold

Abstract This article examines the questions of why the ›Bahnhofsmission‹ is suitable as a seismograph of social change, how it performs this function, what it can achieve and where its limits lie. This is done with the help of self-reflection of the practice of the ›Bahnhofsmission‹ and by unfolding practical examples. The seismograph function is described as a task of the ›Bahnhofsmission‹ that goes beyond the core of individual case assistance and is of benefit to society as a whole. This involves drawing attention to changes at an early stage in order to identify structures of poverty and injustice as causes of need for help as well as of exclusion and to contribute to the elimination of those structures. Due to their location at the station and their open, low-threshold concept, ›Bahnhofsmissionen‹ have an excellent seismographic potential. Where they succeed in raising this potential, they can become incubators for innovation.

scholarly journals Proportional reasoning as a threshold to numeracy at university: A framework for analysis

Pythagoras ◽  
2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Pam Lloyd ◽  
Vera Frith
Keyword(s):  
Proportional Reasoning ◽  
Reasoning Ability ◽  
Full Understanding ◽  
Liminal Space ◽  
Critical Reasoning ◽  
Preliminary Results ◽  
Threshold Concept ◽  
Assessment Questions ◽  
Development Of Students ◽  
Experience Difficulty

There is a generally acknowledged need for students to be quantitatively literate in an increasingly quantitative world. This includes the ability to reason critically about data in context. We have noted that students experience difficulty with the application of certain mathematical and statistical concepts, which in turn impedes progress in the development of students’ critical reasoning ability. One such concept, which has the characteristics of a threshold concept, is that of proportional reasoning. The main focus of this article is a description of the development of a framework using an adapted phenomenographic approach that can be used to describe students’ experiences in the acquisition of the concept of comparing quantities in relative terms. The framework has also helped to make explicit the elements that constitute a full understanding of the requirements for the proportional comparison of quantities. Preliminary results from using the framework to analyse students’ responses to assessment questions showed that many students were challenged by proportional reasoning. When considering the notion of the liminal space that is occupied en route to a full understanding of a threshold concept, about half of the students in the study were at the preliminal stage of understanding the concept and very few were at the threshold.

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