| Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines JHF Meyer, R Land http://www.tla.ed.ac.uk/etl/docs/ETLreport4.pdf, 2002 | 2975 | 2002 |
| Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning JHF Meyer, R Land Higher Education 49, 373-388, 2005 | 2374 | 2005 |
| Overcoming barriers to student understanding J Meyer, R Land Taylor & Francis Limited, 2005 | 1216 | 2005 |
| Threshold concepts and transformational learning JHF Meyer, R Land, C Baillie Brill, 2010 | 517 | 2010 |
| Threshold concepts and troublesome knowledge JHF Meyer, R Land Overcoming barriers to student understanding: Threshold concepts and …, 2006 | 499* | 2006 |
| Threshold concepts and troublesome knowledge (3): Implications for course design and evaluation R Land, G Cousin, JHF Meyer, P Davies Improving student learning diversity and inclusivity 4, 53-64, 2005 | 463 | 2005 |
| Threshold concepts within the disciplines R Land, J Meyer, J Smith Sense Publishers, 2008 | 395 | 2008 |
| Threshold concepts and troublesome knowledge: Issues of liminality JHF Meyer, R Land Overcoming barriers to student understanding, 43-56, 2006 | 272 | 2006 |
| Threshold capabilities: threshold concepts and knowledge capability linked through variation theory C Baillie, JA Bowden, JHF Meyer Higher education 65, 227-246, 2013 | 257 | 2013 |
| Study orchestration: the manifestation, interpretation and consequences of contextualised approaches to studying JHF Meyer Higher Education 22 (3), 297-316, 1991 | 246 | 1991 |
| Students' Conceptions of Research. I: A qualitative and quantitative analysis JHF Meyer, MP Shanahan, RC Laugksch Scandinavian journal of educational research 49 (3), 225-244, 2005 | 235 | 2005 |
| Individual study orchestrations and their association with learning outcome JHF Meyer, P Parsons, TT Dunne Higher Education 20, 67-89, 1990 | 216 | 1990 |
| Student failure: Disintegrated patterns of study strategies and perceptions of the learning environment NJ Entwistle, JHF Meyer, H Tait Higher Education 21 (2), 249-261, 1991 | 207 | 1991 |
| Conclusion: Implications of threshold concepts for course design and evaluation R Land, G Cousin, JHF Meyer, P Davies Overcoming barriers to student understanding, 195-206, 2006 | 196 | 2006 |
| Threshold concepts in practice R Land, JHF Meyer, MT Flanagan Springer, 2016 | 184 | 2016 |
| Evaluating the quality of student learning. I—An unfolding analysis of the association between perceptions of learning context and approaches to studying at an individual level JHF Meyer, MW Muller Studies in Higher Education 15 (2), 131-154, 1990 | 183 | 1990 |
| The modelling of ‘dissonant’study orchestration in higher education JHF Meyer European Journal of Psychology of Education 15, 5-18, 2000 | 163 | 2000 |
| ‘Towards a mapping of the student world’: the identification of variation in students' conceptions of, and motivations to learn, introductory accounting U Lucas, JHF Meyer The British Accounting Review 37 (2), 177-204, 2005 | 145 | 2005 |
| The approaches to teaching inventory: A critique of its development and applicability JHF Meyer, MG Eley British journal of educational psychology 76 (3), 633-649, 2006 | 142 | 2006 |
| Threshold concepts and troublesome knowledge (4): Issues of variation and variability. JHF Meyer, R Land, P Davies Sense Publishers, 2008 | 132 | 2008 |
Ray LandEmeritus Professor of Higher Education Durham University在 durham.ac.uk 的电子邮件经过验证
