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Norton, Lin – Psychology Teaching Review, 2014
It is just over 12 years since "Psychology Teaching Review"'s first Special Issue on action research psychology. In the guest editorial for that issue Lin Norton suggested that pedagogical action research can be controversial, and that for some academic psychologists it appears to be more than curriculum development rather than…
Descriptors: Action Research, Research Needs, Psychology, Relevance (Education)
Watling, Rosamond; Clarke, Richard; Rowell, Christopher – Psychology Teaching Review, 2014
Student response systems (SRSs) have been used in a number of disciplines in higher education and, generally, the literature reports this technology leading to very positive outcomes for student engagement and learning. Learning outcomes are particularly enhanced if the technology is used to promote higher order cognitive skills. Here, we discuss…
Descriptors: Audience Response Systems, Psychology, Educational Technology, Technology Uses in Education
Cormack, Sophie – Psychology Teaching Review, 2014
Students often perceive cognitive psychology as an abstract and difficult subject with little intrinsic interest. When student feedback identified problems with the traditional essay assessment in a cognitive psychology module, action research led to the development of a forensic scenario-based assessment which successfully increased student…
Descriptors: Cognitive Psychology, Student Interests, Vignettes, Action Research
Lindsay, Roger; Breen, Rosanna; Jenkins, Alan – Psychology Teaching Review, 2002
Organisational change in UK higher education has resulted in control of the student learning environment passing from specific disciplines such as psychology to central management teams and university-wide course frameworks. This poses the general question of how disciplines can exert influence upon broad pedagogic issues, when their control…
Descriptors: Foreign Countries, Organizational Change, Higher Education, Educational Environment
Lindsay, Roger; Breen, Rosanna; Paton-Saltzberg, Renee – Psychology Teaching Review, 2002
The introduction of modular schemes and a semesterised academic year are amongst the most fundamental changes ever to occur in UK higher education. There is, however, a notable lack of pedagogic research evidence on the effects upon student learning of course frameworks and the temporal structure of large-scale learning units. In the absence of…
Descriptors: Foreign Countries, Higher Education, School Schedules, Semester System
Hartley, James; Norton, Lin – Psychology Teaching Review, 2002
Since the report of the National Committee of Inquiry into Higher education (1997) on university teaching in the UK, there has been increasing emphasis on the professionalization of university teaching. Following the expansion of higher education, and widening student diversity there is even more of a need for teachers to teach well. Pedagogical…
Descriptors: Foreign Countries, Action Research, Adult Students, Maturity (Individuals)