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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.
Strengthening the transition to university by confronting the expectation-reality gap in psychology undergraduates
Naomi Winstone & Hannah Bretton
Bridging the gap: Facilitating students' transition from pre-tertiary to university psychology education
Helen J. Kitching & Julie Hulme
Predictors of psychology undergraduate success
Jonathan Catling, Victoria Mason & Tim Jones
Using Problem-Based Learning for the acquisition of psychological knowledge and understanding
Students' engagement with learning technologies
Derek Larkin & Kim C. Huett
The validity of the Major Field Test in Psychology as a programme assessment tool
Shawn P. Gallagher & Shaun P. Cook
Student and staff perceptions of a Vacation Research Assistantship Scheme
Felicity Penn, Danielle Stephens, Jessica Morgan, Penney Upton & Dominic Upton
Influences on personal understanding: Intentions, approaches to learning, perceptions of assessment, and a 'meeting of minds'
Evangelia Karagiannopoulou & Noel Entwistle
Introducing patchwork assessment to a social psychology module: The utility of feedback
Caroline J. Wesson
The value of peer feedback opportunities for students in writing intensive classes
Lynne N. Kennette & Nichole M. Frank
Recent papers on teaching, learning, writing and assessment