Psychology Teaching Review Vol 16 No 2 2010

Psychology Teaching Review Vol 16 No 2 2010
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Item # MZCAT-685
ISBN 0965-948X
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Summary 

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.

 

Description 

Contents

Editorial
Paul Sander

Transitions and the development of expertise
Susan Hallam

A-level psychology: Is there a way forward?
Marc Smith

Teaching the personal science: From impeccable trivia to the blooming buzzing confusion
Philip Banyard

Explaining the popularity of psychology at A-level
Kevin Walker

A-level psychology teachers: Who are they and what do they think about psychology as a subject and a discipline?
Martin Rowley & Elizabeth L. Dalgarno

Learning styles in the classroom: Educational benefit or planning exercise?
Sarah J. Allcock & Julie A. Hulme

Teaching critical appraisal to students in the Behavioural and Life Sciences
Anna Phillips

The mathematical abilities and personality of undergraduate psychology students relative to other student groups
Roy Bhakta, Clare Wood & Duncan Lawson

Social identity and self-efficacy concern for disability labels
David Jodrell

Recent studies in teaching and learning

Abstracts selected and edited by James Hartley

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