Skip to main content

Research Repository

Advanced Search

Professor Julie Rattray's Outputs (4)

Reflections on my experience of developing and implementing a metalearning program for an EFL elective course in a Taiwanese secondary school (2017)
Journal Article
Lin, S., Rattray, J., & Walker-Gleaves, C. (2018). Reflections on my experience of developing and implementing a metalearning program for an EFL elective course in a Taiwanese secondary school. Thinking Skills and Creativity, 27, 120-130. https://doi.org/10.1016/j.tsc.2017.12.001

This paper reports my personal reflection on the development and application of a metalearning program for a class of 10th grade (age: 15–16 years) students. Despite new government curriculum guidelines for senior high schools emphasizing critical th... Read More about Reflections on my experience of developing and implementing a metalearning program for an EFL elective course in a Taiwanese secondary school.

Transforming Thinking through Problem-based Learning in the News Media Literacy Class: Critical thinking as a threshold concept towards threshold capabilities (2017)
Journal Article
Rattray, J., & Chen, D. (2017). Transforming Thinking through Problem-based Learning in the News Media Literacy Class: Critical thinking as a threshold concept towards threshold capabilities. Practice and evidence of scholarship of teaching and learning in higher education, 12(2), 272-293

This paper considers the extent to which critical thinking might be conceived of as a threshold concept which unlocks threshold capabilities in learners. Utilising a problem-based learning approach to pedagogy the paper reports a small scale study wh... Read More about Transforming Thinking through Problem-based Learning in the News Media Literacy Class: Critical thinking as a threshold concept towards threshold capabilities.

Challenges affecting the development of metalearning capacity in Taiwanese secondary school students. (2017)
Journal Article
Lin, S., Rattray, J., & Walker-Gleaves, C. (2017). Challenges affecting the development of metalearning capacity in Taiwanese secondary school students. Reflective Practice, 18(3), 381-396. https://doi.org/10.1080/14623943.2017.1294533

This paper examines the challenges faced in the Taiwanese secondary school context during the development of the students’ metalearning capacity. During two rounds of action research over the 2011–2012 and 2012–2013 school years, 12 and 15 10th grade... Read More about Challenges affecting the development of metalearning capacity in Taiwanese secondary school students..

Assessing Liminality: The Use of Ipsative Formative Assessment During a Postgraduate Taught Induction Programme to Support the Development of Criticality (2017)
Book Chapter
Rattray, J. (2017). Assessing Liminality: The Use of Ipsative Formative Assessment During a Postgraduate Taught Induction Programme to Support the Development of Criticality. In G. Hughes (Ed.), Ipsative Assessment and Learning Gain: International Case Studies (149-171). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-56502-0_8

Threshold concepts represent the most troublesome and transformative knowledge within a discipline and they have been afforded increasing amounts of attention over the past decade. The chapter argues that critical thinking represents a threshold conc... Read More about Assessing Liminality: The Use of Ipsative Formative Assessment During a Postgraduate Taught Induction Programme to Support the Development of Criticality.