Tripping over thresholds: a reflection on legal andragogy

Huxley-Binns, Rebecca

doi:10.1080/03069400.2016.1147310

Cited by 5 publications

(3 citation statements)

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“…It is a critical space in which learning and teaching of legal and criminological concepts at higher education are scaffolded and developed (Glassman & Kang, 2016). It empowers neophytes to take ownership of learning and develop relevant skills and competencies for becoming lifelong learners (Huxley-Binns, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing Student Engagement in Legal and Criminological Modules: An Andragogical Approach in Higher Education

Shumba,

Hussaini

2023

eqr

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The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license.The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.

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Section: Literature Reviewmentioning

confidence: 99%

Enhancing Student Engagement in Legal and Criminological Modules: An Andragogical Approach in Higher Education

Shumba,

Hussaini

2023

eqr

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“…There has been relatively little consideration of legal threshold concepts in the vast threshold concepts literature (see, however, for example, Åkerlind et al, 2011;Huxley-Binns, 2016;Steele, 2019;Weresh, 2013). Nevertheless, a number of threshold concepts for law are identifiable that satisfy the key characteristics of being experienced in varying degrees (attributable to, for example prior knowledge) as transformative, irreversible, integrative, bounded and troublesome (Meyer and Land, 2003).…”

Section: Threshold Conceptsmentioning

confidence: 99%

Threshold concepts in law

Field¹,

Meyer

2020

Key Directions in Legal Education

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Student well-being in tertiary education contexts is an important issue because the psychological health of students is a critical component of their capacity to learn effectively. A large body of international scholarship has now established that significant numbers of students of higher education experience elevated levels of psychological distress and this negatively impacts the quality of their learning at university. Research into law students has shown that around one-third of law students experience higher levels of psychological distress than the general population after their first year of study at law school. Using self-determination theory from positive psychology as a lens, this chapter identifies threshold concepts in law, such as 'legal reasoning', as holding the key to future directions in legal education that support law student well-being.

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“…Knowing when a person is ready to learn can help assess who is ready for college or to move on to a higher learning strategy. If educators can assess the learning thresholds for students, they will be better able to determine which learning activities students can handle on their own successfully, which activities students need instructor assistance with, and which activities are beyond what the student can handle at a given moment (Huxley-Binns, 2016;Thompson & Michell, 2019;Wozniak, 2020). This concept derives from Vygotsky's learning threshold model, which usually applies to children, but which is now emerging as a valid technique for adult learners as well (Procter, 2019;Wood, 2019).…”

Section: Technology Abilitiesmentioning

confidence: 99%

An investigation of the relationship between self-efficacy levels and technology integration and technological pedagogical content knowledge (TPACK) among contingent faculty at Tuskegee University

Price Sampson

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This exploratory study investigated Tuskegee University contingent faculty's integration of technology in instruction, their knowledge of tech-related pedagogy, and self-efficacy regarding learning and integrating technology in the classroom. The data consisted of eight thematic interviews with items derived from the modified HE-TPACK and self-efficacy questionnaires. HE-TPACK is a framework and an instrument to measure the level of technology integration into instruction. It provides insight into how practices and training aspects from the technology content knowledge (TCK), pedagogical knowledge (PK), and technology knowledge (TK) domains interrelate with self-efficacy levels. The results identified several knowledge domains in the HE-TPACK model that were associated with self-efficacy beliefs about technology integration. The eight "second-careerer's" results also indicated that HE-TPACK competencies and learning-centered pedagogy were necessary but insufficient conditions for transformation levels for technology integration for instruction. These "career enders" sought higher education because of the proximity to the student fulfilling their formal positions in the contingent faculty field (Cruz & Shoulder, 2013). The findings of this study are informative to contingent faculty at Tuskegee University, who hope to improve their use of technology in instruction through the LMS, and to leadership to determine more effective ways to support contingent faculty technological needs.

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Tripping over thresholds: a reflection on legal andragogy

Cited by 5 publications

References 0 publications

Enhancing Student Engagement in Legal and Criminological Modules: An Andragogical Approach in Higher Education

Enhancing Student Engagement in Legal and Criminological Modules: An Andragogical Approach in Higher Education

Threshold concepts in law

An investigation of the relationship between self-efficacy levels and technology integration and technological pedagogical content knowledge (TPACK) among contingent faculty at Tuskegee University

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