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Psychology Teaching Review Vol 19 No 2 Autumn 2013

Psychology Teaching Review Vol 19 No 2 Autumn 2013

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Quick Overview

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.




Jacqui Taylor


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


Recent papers on teaching, learning, writing and assessment
James Hartley


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