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Developing a reflective and empirically informed undergraduate research methods module, including a worked exemplar.

Book
Murray, J. (2016)
Developing a reflective and empirically informed undergraduate research methods module, including a worked exemplar. In Penman, C. & Foster, M. (Eds.). Innovations in Learning and TeachingMerchiston Publishing. ISBN 978-0-9576882-8-5
Teaching research methods is challenging for both staff and students. With increasing expectations to teach a wider breadth of material, the balance and maintenance of suffici...

Academic Diary Or Why Higher Education Still Matters

Journal Article
Hanna, B. (2016)
Academic Diary Or Why Higher Education Still Matters. Teaching fellows journal, Autumn 2016, 23
On the outside of this book the spine is now broken. The plastic red covering is beginning to curl away slightly from the edges of cover. This is a book which I have carried w...

Book Review of 'The Psychologically Literate Citizen: Foundations and Global Perspectives'

Journal Article
Hanna, B. (2013)
Book Review of 'The Psychologically Literate Citizen: Foundations and Global Perspectives'. Psychology Learning and Teaching, 12(2), https://doi.org/10.2304/plat.2013.12.2.203
This volume has the lofty aim of inspiring all of us involved in passing on knowledge about psychology (educationally speaking) to look again at how we do this. The volume spe...

Closing the Gap: an exploration of first-year students’ expectations and experiences of learning

Journal Article
WILLIAMSON, M., LAYBOURN, P., DEANE, J., & TAIT, H. (2011)
Closing the Gap: an exploration of first-year students’ expectations and experiences of learning. Psychology Learning and Teaching, 10(2), 146-157. https://doi.org/10.2304/plat.2011.10.2.146
In line with Edinburgh Napier University's commitment to enhancing undergraduates' first-year experience (FYE), the aim of this qualitative research project was to examine the...

Age-related differences on cognitive overload in an audio-visual memory task

Journal Article
Murray, J., & Thomson, M. E. (2011)
Age-related differences on cognitive overload in an audio-visual memory task. European Journal of Psychology of Education, 26(1), 129-141. https://doi.org/10.1007/s10212-010-0032-7
The present study aimed to provide evidence outlining whether the type of stimuli used in teaching would provoke differing levels of recall across three different academic age...