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Psychology Teaching Review encourages research on teaching and learning in psychology, to serve as a vehicle for the sharing of good practice, and to improve the teaching of psychology at all levels. It carries articles on any aspects of teaching and learning in psychology, particularly those with a strong theoretical underpinning.
In this special issue, the contributors demonstrate a number of different forms that action research can take and described some stimulating and innovative approaches to the teaching of psychology. This issue shows that pedagogical action research has a role to play in both our policy and in our practice.
Evidence-based management and action-at-a-distance
Roger Lindsay, Rosanna Breen & Alan Jenkins
Pedagogic research and evidence-based management
Roger Lindsay, Rosanna Breen & ReneÃ© Paton-Saltzberg
Developing aspect-specific assessment criteria for examination answers and coursework essays in psychology
Some preliminaries to action research with mature students
James Hartley & Lin Norton
The benefits of negotiating student versus staff control over learning
Teaching qualitative research methods: Some innovations and reflections on practice
Oliver J. Mason
Engaging the learner: Reflections on the use of student presentations
Paul Sander, Lalage Sanders & Keith Stevenson
'I have learned that psychology is linked to almost everything we do.' Developing and evaluating the impact of a work-based learning module in an undergraduate psychology programme
Michael Wrennall & Douglas Forbes
Learning outcomes and assessment strategies for a psychology sandwich placement year
Peter Reddy & Ros Hill
Series: Psychology Teaching Review