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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.
The Value Paradox - inducting undergraduate university students in a time of austerity
Tim Jones, Penny Upton & Dean J. Wilkinson
Emotions or Science? Pre-tertiary males' accounts of psychology as a subject choice
Jenny Mercer et al.
Immersive virtual reality in the psychology classroom: What purpose could it serve?
Using a simple, free Voice-over-Internet Protocol service to add interest to lectures and enhance student engagement
Susan J. Beaton & Peter M. Forster
Planarian worms, shock generators and apathetic witnesses: Teaching psychology and graphic novels
Paul A. Aleixo & Claire E. Norris
Is online Patchwork Text Assessment a panacea for assessment practices in higher education?
Penny Upton & Charlotte Taylor
Understanding course content through letter writing: Do informal writing assignments improve grades?
Melina Bersamin, Byron L. Zamboanga & Natalie Orsak-Neff
Drink availability is associated with enhanced examination performance in adults
Chris Pawson, Mark R. Gardner, Sarah Doherty, Laura Martin, Rute Soares & Caroline J. Edmonds
Recent papers on teaching, learning, writing and assessment
DART-P report: Teaching and Career Development workshop
Emma L. Davies & Emma J. Jackson
Series: Psychology Teaching Review