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Skipper, Yvonne – Psychology Teaching Review, 2019
Encouraging students to 'believe that they can achieve' is a central element to teaching. The belief that it is one's efforts and techniques, rather than one's innate abilities which lead to success has a positive impact on learning behaviours. As such, Yvonne Skipper strives to promote this malleable view of intelligence (or growth mindset) in…
Descriptors: College Faculty, Psychology, Teaching Methods, Teacher Effectiveness
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Kennette, Lynne N.; McGuckin, Dawn – Psychology Teaching Review, 2018
This paper examines an experiment conducted at a 2-year college with non-majors. The Immediate Feedback Assessment Technique (IFAT) is a cross between a lottery scratch ticket and a scantron form which was designed to replace scantrons (EpsteinEducation.com). Using the IFAT in an unconventional way (reviewing class material), we expected to find…
Descriptors: Feedback (Response), Student Attitudes, Academic Achievement, Introductory Courses
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Danquah, Adam N. – Psychology Teaching Review, 2017
This paper describes the development and delivery of an innovative approach to teaching qualitative research methods in psychology. The teaching incorporated a range of "active" pedagogical practices that it shares with other teaching in this area, but was designed in such a way as to follow the arc of a qualitative research project in…
Descriptors: Teaching Methods, Instructional Innovation, Qualitative Research, Research Methodology
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Penn, P.; Wells, I. – Psychology Teaching Review, 2017
Over the last 15 years, the subject of feedback on assessment has come under considerable scrutiny in the literature, with a particular focus on the utility of feedback for subsequent assessment (i.e. feed-forward). Organisations such as the Higher Education Academy (HEA) have synthesised research on this topic into guidance for tutors through the…
Descriptors: Feedback (Response), Virtual Classrooms, Educational Environment, Courseware
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Walklet, Elaine; Davis, Sarah; Farrelly, Daniel; Muse, Kate – Psychology Teaching Review, 2016
Student response systems (SRS) are hand-held devices or mobile phone polling systems which collate real-time, individual responses to on-screen questions. Previous research examining their role in higher education has highlighted both advantages and disadvantages of their use. This paper explores how different SRS influence the learning experience…
Descriptors: Learning Experience, Undergraduate Students, Psychology, Handheld Devices
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Turner, Mark; Davila-Ross, Marina – Psychology Teaching Review, 2015
The ability to reason scientifically and communicate research appropriately is central to psychological literacy. Scientific research has little value unless scientists are able to convey results and their consequences clearly to others. In this study, we outline a method of assessing the development of psychological literacy in undergraduate…
Descriptors: Interviews, Research Projects, Psychological Studies, Verbal Communication
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Morys-Carter, Wakefield L.; Paltoglou, Aspasia E.; Davies, Emma L. – Psychology Teaching Review, 2015
Statistics and Research Methods modules are often unpopular with psychology students; however, at Oxford Brookes University the seminar component of the second-year research methods module tends to get very positive feedback. Over half of the seminars work towards the submission of a research-based experimental lab report. This article introduces…
Descriptors: Psychology, Student Research, Research Methodology, Methods Courses
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Lintern, Fiona; Davies, Jamie; McGinty, Andrew; Fisher, Jeannine – Psychology Teaching Review, 2014
The first cohort of a new MSc programme is due to complete the course in August 2014. During the three-year online course students conduct several pieces of action research in their classrooms. There is little research specifically related to classroom practice in the pre-tertiary psychology classroom. The following describes the rationale and…
Descriptors: Action Research, Psychology, Teaching Methods, Masters Programs
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Marie, Dannette; Christian, Brittany M.; Lumsden, Joanne; Miles, Lynden K. – Psychology Teaching Review, 2014
Although conventional psychology is often characterised as the science of the individual mind, it is also important to introduce students to the potential interdisciplinary and multi-dimensional nature of psychology. In this paper we outline the design, development, and delivery of an innovative course that employed an ecological framework to…
Descriptors: Foreign Countries, Classroom Environment, Context Effect, Curriculum Development
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Wesson, Caroline J. – Psychology Teaching Review, 2013
Patchwork text assessment offers an alternative to traditional forms of assessment that are often focused on single assessment outcomes. Embedded within patchwork text assessment is formative assessment whereby short pieces of work, or patches, are shared with staff or peers for feedback which students can reflect upon and use to amend their work…
Descriptors: Social Psychology, Learning Modules, Feedback (Response), Formative Evaluation
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Jones, Steve – Psychology Teaching Review, 2013
This paper describes the introduction of Problem-Based Learning (PBL) into a final-year option module in psychology. The background and rationale for the changes introduced are discussed and the experience of PBL is considered from the point of view of tutor and students. The introduction of PBL considerably increased student attainment in the…
Descriptors: Problem Based Learning, Psychology, College Seniors, Academic Achievement
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Kennette, Lynne N.; Frank, Nichole M. – Psychology Teaching Review, 2013
The present study was conducted to examine the usefulness of peer feedback on APA-style research papers in a writing-intensive class. Subsequent to APA training, students were asked to review and provide feedback on a classmate's APA-style research report for both content and formatting. Performance on this research report was then compared to…
Descriptors: Peer Evaluation, Feedback (Response), Writing Instruction, Research Papers (Students)
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Penn, Felicity; Stephens, Danielle; Morgan, Jessica; Upton, Penney; Upton, Dominic – Psychology Teaching Review, 2013
There is a push for universities to equip graduates with desirable employability skills and "hands-on" experience. This article explores the perceptions of students and staff experiences of a research assistantship scheme. Nine students from the University of Worcester were given the opportunity to work as a student vacation researcher…
Descriptors: Student Attitudes, Research Assistants, Foreign Countries, Experiential Learning
Winstone, Naomi; Millward, Lynne – Psychology Teaching Review, 2012
Teaching and assessing large classes can be reframed from focusing on overcoming difficulties with large classes, to seeking the unique educational opportunities provided by such learning environments. We discuss data and examples illustrating how active learning and formative assessment can be successfully embedded into the teaching of large…
Descriptors: Educational Technology, Educational Opportunities, Active Learning, Feedback (Response)
Winstone, Naomi; Millward, Lynne – Psychology Teaching Review, 2012
The legacy and sustainability of a university education requires student independence and ownership of learning. Adopting a student-centred constructivist approach to teaching and learning allows students to develop a web of self-constructed, interconnected understanding, and supports their development into lifelong learners. The efficacy of this…
Descriptors: Teaching Methods, Psychology, Constructivism (Learning), Essays
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