The British Psychological Society

Psychology Teaching Review Vol 10 No 1 August 2002: Special issue - Action research in psychology

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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.

Contents

Editorial

Lin Norton

Evidence-based management and action-at-a-distance

Roger Lindsay, Rosanna Breen & Alan Jenkins

Pedagogic research and evidence-based management

Roger Lindsay, Rosanna Breen & Reneé Paton-Saltzberg

Developing aspect-specific assessment criteria for examination answers and coursework essays in psychology

James Elander

Some preliminaries to action research with mature students

James Hartley & Lin Norton 

The benefits of negotiating student versus staff control over learning

Kevin Shortt

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   

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