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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.
Transitions and the development of expertise
A-level psychology: Is there a way forward?
Teaching the personal science: From impeccable trivia to the blooming buzzing confusion
Explaining the popularity of psychology at A-level
A-level psychology teachers: Who are they and what do they think about psychology as a subject and a discipline?
Martin Rowley & Elizabeth L. Dalgarno
Learning styles in the classroom: Educational benefit or planning exercise?
Sarah J. Allcock & Julie A. Hulme
Teaching critical appraisal to students in the Behavioural and Life Sciences
The mathematical abilities and personality of undergraduate psychology students relative to other student groups
Roy Bhakta, Clare Wood & Duncan Lawson
Social identity and self-efficacy concern for disability labels
Recent studies in teaching and learning
Abstracts selected and edited by James Hartley