The British Psychological Society

Psychology Teaching Review Vol 19 No 2 Autumn 2013

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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.

 

Contents

Editorial

Jacqui Taylor

Articles

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

Steve Jones

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

Features

Recent papers on teaching, learning, writing and assessment

James Hartley

 

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