Items where Subject is "B Philosophy. Psychology. Religion > BF Psychology > BF77 Study and teaching"

A

• Azoulay, N., Collings, R. M. and Hill, K. M. (2017) Stats Mentor – improving the experience of statistics for Psychology students. Poster presented to: Learning and Teaching Conference 2017: Waterside in the Time of the TEF, The University of Northampton, 16 May 2017.

C

• Callaghan, J. (2015) Are boys and girls born or made? Understanding the development of gender. In: Capdevila, R., Dixon, J. and Briggs, G. (eds.) Investigating Psychology 2: From Biological to Developmental. Milton Keynes: The Open University. pp. 137-196.
• Callaghan, J. (2011) Becoming a psychologist: knowledge and skills in context. Paper presented to: 14th Biennial Conference of The International Society for Theoretical Psychology (ISTP 2011), Thessaloniki, Greece, 27 June - 01 July 2011. (Unpublished)
• Callaghan, J. (2010) Working with 'the community': student accounts of community based work in South Africa. Paper presented to: 3rd Qualitative Research on Mental Health Conference (QRMH3): The Disabled Self: Theoretical and Empirical Approaches to Stigma and Recovery, University of Nottingham, 25-27 August 2010. (Unpublished)
• Callaghan, J. (2010) All about me? Professional identities, whiteness and reflexivity. Paper presented to: British Psychological Society Psychology of Women Section (POWS) Annual Conference 2010, Windsor, England, 14-16 July 2010. (Unpublished)
• Callaghan, J. (2008) Race, class and gender in women students' accounts of professional training in Psychology. Invited Presentation presented to: Department of Psychology, University of Witwatersrand, Johannesburg, South Africa, 6 March 2008. (Unpublished)
• Callaghan, J. (2006) Becoming a psychologist: feminism, activism, professionalism. In: Shefer, T., Boonzaier, F. and Kiguwa, P. (eds.) The Gender of Psychology. Cape Town: Juta. pp. 293-300.
• Callaghan, J. (2005) Professionalisation and depoliticisation: South African women students in professional psychological training. International Journal of Critical Psychology. 8, pp. 117-138. 1471-4167.
• Callaghan, J. (2005) Becoming a psychologist: professionalism, feminism, activism. Annual Review of Critical Psychology. 4, pp. 139-154. 1746-739X.
• Callaghan, J. (2003) Exploring South African psychology: township girls, the community and identity in women students' talk about professional training. Agenda. 57, pp. 34-44. 1013-0950.
• Callaghan, J., Fellin, L. C. and Alexander, J. (2017) Children’s experiences of domestic violence: a teaching and training challenge. In: Newnes, C. and Golding, L. (eds.) Teaching Critical Psychology: International Perspectives. UK: Routledge.
• Collings, R. M. and Hill, K. M. (2018) Stats Mentors: evaluating the impact. Paper presented to: Higher Education Academy (HEA) Annual Conference 2018: Teaching in the Spotlight: Learning from Global Communities, Birmingham, 03-05 July 2018.
• Collings, R. M., Hill, K. M. and Azoulay, N. (2017) “I became a stats mentor because I know how daunting research methods and statistics can be”. Evaluating the stats mentor programme. In: BPS East Midlands Branch Abstract Book. Leicester: British Psychological Society.

D

• Dann, C. and Beetham, T. (2018) Exploring diversity in psychology through ABL-informed patchwork assessment practices. Workshop presented to: Institute of Learning and Teaching Conference 2018, Kings Park Conference Centre, Northampton, 15 May 2018.

G

• Gordon-Finlayson, A. (2016) Handling claims of exceptional experience in qualitative research. Symposium presented to: Second Transpersonal Research Colloquium (TRC): Research Models and Methods for Transpersonal Research, Highgate House, Creaton, Northants, 15-16 September 2016. (Unpublished)
• Gordon-Finlayson, A. and Becker, S. (2013) Teaching quality in qualitative research. Workshop presented to: Higher Education Academy, Science, Technology, Engineering and Maths (HEA STEM) Workshop: Supervising Qualitative Dissertations in Psychology: Developing Practice and Guidelines, University of Teeside, Darlington, 20 June 2013. (Unpublished)
• Gordon-Finlayson, A., Becker, S., Sullivan, C. and Wiggins, S. (2015) Qualitative undergraduate dissertation supervision in psychology: current practice, needs and support for supervisors. Paper presented to: British Psychological Society (BPS) Qualitative Methods in Psychology Section Annual Conference 2015, Anglia Ruskin University, Cambridge, 02-04 September 2015.

H

• Heaney, C., Green, A., Rostron, C. and Walker, N. (2012) A qualitative and quantitative investigation of the psychology content of UK physiotherapy education programs. Journal of Physical Therapy Education. 26(3), pp. 48-56. 0899-1855.
• Hill, K. M. (2015) Sharing career journeys. Invited Presentation presented to: Vertical Enhancement of Statistics and Psychology Research (VESPR) Networking Event, Oxford Brookes University, 03 December 2015. (Unpublished)
• Hill, K. M. and Davis, L. (2017) Enhancing the Psychology student journey through STEM outreach. In: HEA STEM Conference 2017: Achieving Excellence in Teaching and Learning Abstract Book. York, UK: Higher Eduction Academy.

M

• Maunder, R. (2015) Early applied experience: helping first-year students to bridge theory-practice gaps. In: Taylor, J. and Hulme, J. A. (eds.) Psychological Literacy: A Compendium of Practice. pp. 35-37. (Unpublished)
• Maunder, R. (2010) Learning through transition: the use of cultural tools, social comparison and personal reflection to negotiate the higher education journey. Paper presented to: British Psychological Society Psychology of Education Section Annual Conference 2010, Milton Keynes, England, 12-14 November 2010. (Unpublished)
• Maunder, R. (2009) A review of 'Favorite Activities for the Teaching of Psychology' / Ludy T Benjamin Jr (Ed), 2008, American Psychological Association. Psychology Learning and Teaching (PLAT). 8(2), p. 62.
• Maunder, R., Cunliffe, M., Galvin, J., Mjali, S. and Rogers, J. (2013) Listening to student voices: student researchers exploring undergraduate experiences of university transition. Higher Education. 66(2), pp. 139-152. 1573-174X.
• Maunder, R., Cunliffe, M. and Mjali, S. (2010) Transition experiences in HE: the role of expectations, social identity and personal growth. Poster presented to: 2nd Annual Aim Higher West Yorkshire Symposium: What is Transition?, University of Leeds, England, 16 July 2010. (Unpublished)
• Maunder, R., Fritz, C. O. and Mitchell, G. (2014) To specialise or not to specialise? That is the question. ATP Today. October(2014), pp. 20-21. 0305-7607.
• Maunder, R., Gingham, J. and Rogers, J. (2010) Transition in Higher Education: exploring the experiences of first and second year psychology undergraduate students. The Psychology of Education Review. 34(1), pp. 50-54. 0262-4087.
• Maunder, R., Gingham, J. and Rogers, J. (2009) Transition in higher education: exploring the experiences of first and second year psychology undergraduate students. Paper presented to: British Psychological Society Psychology of Education Annual Conference, Preston, 30 October - 01 November 2009. (Unpublished)
• Maunder, R. and Harrop, A. (2003) Investigating students' perceptions of what contributes to productive seminars and lectures, and staff predictions of students' perceptions: how well do staff know their students? Journal of Further and Higher Education. 27(4), pp. 443-456. 1469-9486.
• Maunder, R., Mjali, S. and Cunliffe, M. (2010) Exploring transition in HE for first and second year undergraduate psychology students: the role of expectations, personal growth and social identity in shaping experiences. Paper presented to: 2nd Annual Aim Higher West Yorkshire Symposium: What is Transition?, University of Leeds, England, 16 July 2010. (Unpublished)

S

• Smith, L.-A. and Mitchell, G. (2014) Incorporating Ashoka U into Psychology teaching. Paper presented to: 6th International Social Innovation Research Conference (ISIRC), The University of Northampton, 01-03 September 2014. (Unpublished)