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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.
What can psychology do for young people?
Where the difference lies: Predicting inter-disciplinary differences in epistemological beliefs
Burning the candle at both ends: Exploring undergraduates' perceptions of juggling work with study
Halfway there! The expectations and experiences of single- and dual-honours psychology students in their second year
Martin Rowley, Derek Larkin & James Hartley
An evaluation of student performance and preference for traditional and online delivery modes
Jonathan Catling & Victoria Mason
Weapons of mass deception: An active learning demonstration of attitudes, persuasion and the value of critical thinking skills
Chris J. Pawson & Kate I. Cherniavsky
Investing in assessment: The role of formative assessment in teaching psychological research methods
Recent studies in teaching and learning
Abstracts selected and edited by James Hartley
Series: Psychology Teaching Review