Abstract
Volume 20, No. 2, Winter 2014
Editorial
JACQUI TAYLOR
Psychology Teaching Review, 20(2), 1
Introduction to the Special Issue: Pedagogical Action Research in Psychology in a Changing Educational Landscape
LIN NORTON
Psychology Teaching Review, 20(2), 2–4
The Case for Pedagogical Action Research in Psychology Learning and Teaching
LIN NORTON
Psychology Teaching Review, 20(2), 5–13
It is just over 12 years since Psychology Teaching Review’s first Special Issue on action research in psychology. In the guest editorial for that issue I suggested that pedagogical action research can be controversial, and that for some academic psychologists it appears to be no more than curriculum development rather than ‘real’ research (Norton, 2002). I wonder how much has changed since then. It is still difficult to find many studies in the published literature about systematically investigating aspects of our own teaching psychology practice through an action research approach, although there are more sources that use key word phrases like ‘reflective teaching’ and ‘professional practice’. In this paper I am going to consider why this might be the case. I intend to argue for a more inclusive approach to pedagogical research which enables us, as psychology academics, to think more critically about how we teach and how we might improve our students’ learning.
To what extent is mathematical ability predictive of performance in a methodology and statistics course? Can an Action Research Approach be Used to Understand the Relevance of Mathematical Ability in Psychology Undergraduates?
VICTORIA J. BOURNE
Psychology Teaching Review, 20(2), 14–27
Research methods and statistical analysis is typically the least liked and most anxiety provoking aspect of a psychology undergraduate degree, in large part due to the mathematical component of the content. In this first cycle of a piece of action research, students’ mathematical ability is examined in relation to their performance across different assessments. A maths test, including only components relevant to psychological research and analysis, was designed and subsequently completed by 427 students. Factor analysis revealed three distinct facets: understanding of mathematical procedures; interpretation of findings; and understanding the semantics of mathematics. Only the procedural and interpretative factors were predictive of overall course performance. Higher scores on both factors predicted better performance on multiple choice questions assessment and an unseen exam, whereas only the interpretation factor predicted performance on a critical thinking assignment and a lab report. The findings are considered with a view to developing another cycle of action research that more actively involves students.
Teaching Psychological Research Methods through a Pragmatic and Programmatic Approach
PATRICK ROSENKRANZ, AMY FIELDEN, AND EFFY TZEMOU
Psychology Teaching Review, 20(2), 28–35
Research methods teaching in psychology is pivotal in preparing students for the transition from student as learner to independent practitioner. We took an action research approach to re-design, implement and evaluate a module guiding students through a programmatic and pragmatic research cycle. These revisions allow students to experience how diverse psychological methods can be united within a programme of research, whilst working as collaborators. In three sequential studies, researching the same topic, the module integrates qualitative methods with psychometric scale development and finally, hypothesis testing. The evaluation highlighted that students developed a diverse range of transferable skills, but experienced uncertainty associated with the research process and anxiety attributed to the less definitive guidance provided by staff. Interestingly, the reflection prompted by the evaluation methods facilitated student appreciation of this process and its value in preparing them for their final year project.
Clickers in the Classroom: The Use of Student Response Systems in Teaching Psychology
ROSAMOND WATLING, RICHARD CLARKE, AND CHRISTOPHER ROWELL
Psychology Teaching Review, 20(2), 36–38
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 some benefits and identify some challenges involved, and suggest how pedagogical action research can usefully address these challenges. Pedagogical action research is concerned with reflection on current teaching practice, future objectives in terms of refining practice, and assessment of outcomes for both student and instructor. We suggest ways in which action research can provide fruitful and important data that, in turn, can lead to improved outcomes for instructors and students.
Increasing Interest in Cognitive Psychology Using Scenario-Based Assessment
SOPHIE CORMACK
Psychology Teaching Review, 20(2), 39–48
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 interest in cognitive psychology. Reflections on the meaning of assessment led to a reframing of the purpose of the taught classes to serve the assignment, an approach favoured by students that staff had previously resisted. The focus shifted from delivery of content to facilitating students in the assignment work. The complexity and richness of the scenario guaranteed interesting class discussions, helped students practice applying their knowledge of psychology, and inspired students to explore the literature creatively. Observation and student feedback led to further refinements, eventually generating not just increased student enthusiasm but also a significant increase in performance.
Aiming for Outstanding: Action Research from Students of the MSc in the Teaching of Psychology
FIONA LINTERN, JAMIE DAVIES, ANDREW MCGINTY, AND JEANNINE FISHER
Psychology Teaching Review, 20(2), 49–63
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 context of the MSc in the Teaching of Psychology and reports on three students’ final year research. The first considers the benefits of Psychology Applied Learning Scenarios (PALS) as applied to an A-level Psychology lesson. This is followed by research on the academic impact the flipped classroom can have on AS and A-level progress and the perceptions of this teaching technique learners have. Finally a plenary designed to develop critical thinking skills and meet the criteria for an ‘outstanding’ lesson is discussed. Conducting action research into one’s own teaching produces reflective, self-critical practitioners and these skills are also transmitted to their own students.
What expectations do sixth-form students have of their learning and their teachers and what expectations do teachers have of their students? Stage One of the Action Research Cycle
CHARMAINE DEUKER
Psychology Teaching Review, 20(2), 64–78
Action research is an invaluable resource, which can be utilised by those involved in teaching and learning as a reflective tool enabling a person to make informed decisions about their working practices. Developing and improving teaching skills is an essential part of the teacher’s role so this method was used to explore concerns that were evident around two main issues. The first issue centred around how best to explore difficulties that may be experienced by sixth-form students in their learning, especially when making the transition between GCSEs and A-levels, and secondly what teachers and learners expected of each other in their respective roles. Insights gained from these issues could then be used to inform and address intervention strategies to deal with the concerns highlighted. This study is, therefore, a first stage of the action research cycle and it is hoped that the findings and conclusions that emerge from this study will inform future research to address these matters.
Cross-Age Mentoring to Support A-Level Pupils’ Transition into Higher Education and Undergraduate Students’ Employability
ALANA I. JAMES
Psychology Teaching Review, 20(2), 79–94
Two challenges identified for psychology higher education are supporting entry students’ transition, and supporting graduates’ transition into employment. The evaluation of the first phase of a cross-age mentoring action research project targeting these issues is presented: eight psychology undergraduates mentored 20 A-level psychology pupils in two schools. Mentors showed significant increases in two of nine psychological literacies, in self-efficacy but not self-esteem, were highly satisfied with the experience, and reported benefits including enhanced communication skills. Mentees did not improve relative to pupils who were not mentored on attitudes towards higher education, self-efficacy or self-esteem, though reported benefits included enhanced insight into going to university, greater knowledge of psychology, and gains in academic skills. Mentees in one school were highly satisfied, with greater variation in the second. Adaptations identified for the next project iteration include greater focus upon the psychology A-level curriculum, and increased communication between mentors and school staff.
The Future of Pedagogical Action Research in Psychology
SOPHIE CORMACK, VICTORIA BOURNE, CHARMAINE DEUKER, LIN NORTON, CATHAL O’SIOCHCRU, AND ROSAMOND WATLING
Psychology Teaching Review, 20(2), 95–110
Psychology lecturers are well-qualified to carry out action research which would contribute to the theoretical understanding of learning as well as having practical benefits for students. Pedagogical action research demonstrates how knowledge of psychology can be applied to solve practical problems, providing role models of psychological literacy to students, who can also beneficially be involved as participant researchers. Academics are urged to collect evidence to influence policy where higher education is facing new challenges, whether from changing economic conditions, technological developments, globalisation, student diversity, or greater expectations for personalised, engaging and flexible learning. Five specific areas within the teaching of psychology are identified as offering rich opportunities for action research: study abroad; study skills for transition to university; engaging students with statistics; gamification; and teaching psychology to students from other disciplines. Readers are invited to join the authors in collaborating on future pedagogic action research in these areas.
Other Articles
Student Representations of Psychology in the UK
PHILIP BANYARD AND KAREN DUFFY
Psychology Teaching Review, 20(2), 110–121
Psychology is a popular choice for UK students in their secondary school curriculum. Policy makers and elite universities, however, express concern about the subject. The British Psychological Society (2013) commissioned a detailed study of the provision of school curricula in psychology and as part of this work a survey of students was conducted. There were 870 responses to an online survey which used similar questions to a previous survey in 2001. The quantitative data showed a consistent set of responses across the two surveys and confirmed the high regard for the subject held by students. The student representation of psychology in the UK is of a subject that is interesting, engaging, challenging and relevant. The risk for the continued high regard of students for this subject comes from a bias towards historical account in the syllabuses, the attitude to the subject of policy makers and the advice given to students about subject choice by universities.
How Can iPad Apps Enrich Postgraduate Psychology Research?
NATALIA KUCIRKOVA
Psychology Teaching Review, 20(2), 121–125
In this short Opinion piece, I outline how iPad apps can facilitate theory development, data collection, data representation and dissemination of postgraduate psychology research. I reflect on how apps supported my own postgraduate research practice and how one particular app—Our Story—enriched the individual stages of my research enquiry. I argue that iPad apps are part of an emerging metaphor according to which postgraduate psychology is a dynamic and iterative research process, rather than a linear static model.
Employability in the First Degree: The Role of Work Placements on Students’ Perceptions of Graduate Employability
LYNSEY MAHMOOD, LETITIA SLABU, GEORGINA RANDSLEY DE MOURA, AND TIM HOPTHROW
Psychology Teaching Review, 20(2), 126–136
Employers often claim that graduates are not ready for the world of work as they lack employability skills (Archer & Davison, 2008). One policy response to this claim has been to encourage students to undertake a work placement to enhance success in the competitive job market (The Dearing Report, 1997). The present research investigated whether psychology students, who were enrolled on an undergraduate degree programme that included a one-year work placement, understood the advantages and disadvantages of work placements and perceived its impact on employability. We present questionnaire data from 49 undergraduates at different stages of their degree programme—pre- and post-placement. Generally, students perceived the employability benefits of the work placement. However, there were differences in how these were articulated by pre- and post-placement students, with post-placement students able to use more concrete terms. This suggests that there is some development throughout the applied degree, but emphasis needs to be placed on training students how to demonstrate the skills they have developed through the work placement to potential employers.
Informing Scotland’s Mental Health Strategy from the Classroom Context
DANNETTE MARIE, BRITTANY M. CHRISTIAN, JOANNE LUMSDEN, AND LYNDEN K. MILES
Psychology Teaching Review, 20(2), 137–144
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 engage students in mental health issues and policy via the teaching of a course on the basic elements of qualitative inquiry. Students received two lectures on qualitative methodology and methods and then participated in a set of practical-based activities that involved examining mental health themes and undertaking semi-structured interviews. The information gleaned from the students’ interviews was collated and formed the basis of a formal submission to Scotland’s National Mental Health Strategy 2011–2015. In this way the present approach encouraged students to consider the multiple levels of analysis that can be employed when researching mental health issues, fostered active citizenship through their participation in a democratic process, and drew a clear connection between psychological research and mental health policy.
A Double Take: The Practical and Ethical Dilemmas of Teaching the Visual Method of Photo Elicitation
CAROLINE WAKEFIELD AND SAL WATT
Psychology Teaching Review, 20(2), 145–157
This paper advocates the teaching of photo elicitation in higher education as a valuable data collection technique and draws on our experience of teaching this visual method across two consecutive postgraduate cohorts. Building on previous work (Watt & Wakefield, 2014) and based on a former concern regarding student duty of care, a modification was made that constrained or made less ‘risky’ the topic area of a photo elicitation project for the second year group. The paper compares and contrasts the effects of this change through student and tutor reflections. In Cohort 1, (year one) although the reflections of some of the students gave us cause for concern, the work produced was exceptionally creative and of an excellent standard. The work produced by the following year, Cohort 2, was of much lower quality, in the main lacked creativity which was supported by student reflection that similarly lacked depth or insight. In comparing and contrasting the two cohorts we discuss the effect of the topic change in potentially affecting student engagement, creativity and quality of work. In taking what pedagogically, we perceived as a less risky topic area, we discuss the potential this had on stifling creativity and student engagement concluding that ours should serve as a cautionary tale that there is a need to be careful in what we wish for; a less risky topic equated to less risky work and affected student engagement.
Publishing with Undergraduates
JAMES HARTLEY
Psychology Teaching Review, 20(2), 158–160
This short paper describes the author’s experiences of publishing with undergraduates for more than 40 years: it discusses the advantages and disadvantages for staff and students.
On Learning to Write Those **** References
JAMES HARTLEY
Psychology Teaching Review, 20(2), 161–162
(no abstract)
Recent Papers on Teaching, Learning, Writing and Assessment
JAMES HARTLEY
Psychology Teaching Review, 20(2), 163–165
(no abstract)