| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Abstracts of recent articles published in Psychology Teaching Review
|
Dutke, Stephan
|
|
2017
|
|
2 |
p. 276-280
|
artikel
|
| 2 |
Abstracts of recent articles published in Teaching of Psychology
|
Wiggins, Sally
|
|
2016
|
|
2 |
p. 204-208
|
artikel
|
| 3 |
Abstracts of recent articles published in Teaching of Psychology
|
Dutke, Stephan
|
|
2017
|
|
2 |
p. 281-285
|
artikel
|
| 4 |
Abstracts of recent articles published in Teaching of Psychology
|
|
|
2018
|
|
2 |
p. 248-254
|
artikel
|
| 5 |
Abstracts of recent articles published in Teaching of Psychology
|
|
|
2018
|
|
2 |
p. 242-247
|
artikel
|
| 6 |
Abstracts of recent articles published in Teaching of Psychology
|
|
|
2015
|
|
2 |
p. 212-217
|
artikel
|
| 7 |
Abstracts of recent articles published in Teaching of Psychology
|
|
|
2019
|
|
2 |
p. 212-217
|
artikel
|
| 8 |
A Comparison of Intergenerational Service-Learning and Traditional Pedagogy among Undergraduate Psychology Students
|
Zucchero, Renee' A.
|
|
2019
|
|
2 |
p. 179-196
|
artikel
|
| 9 |
Active Learning in a Child Psychology Course: Observing Play Behavior at a Children’s Museum
|
Kingery, Julie Newman
|
|
2018
|
|
2 |
p. 209-218
|
artikel
|
| 10 |
Amanda Ludlow and Roberto Gutierrez, Developmental Psychology
|
Han, Buxin
|
|
2015
|
|
2 |
p. 192-194
|
artikel
|
| 11 |
A Poststructuralist View on Student’s Project Groups: Possibilities and Limitations
|
Christensen, Gerd
|
|
2016
|
|
2 |
p. 168-179
|
artikel
|
| 12 |
Application of Formalised Developmental Feedback for Feed-Forward to Foster Student Ownership of the Learning Process
|
Todd, Valerie J.
|
|
2014
|
|
2 |
p. 137-143
|
artikel
|
| 13 |
A Primer for Creating a Flipped Psychology Course
|
Hussey, Heather D.
|
|
2015
|
|
2 |
p. 169-185
|
artikel
|
| 14 |
Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research
|
Wiggins, Sally
|
|
2016
|
|
2 |
p. 136-154
|
artikel
|
| 15 |
Book Reviews
|
Davies, Emma L.
|
|
2014
|
|
2 |
p. 144-160
|
artikel
|
| 16 |
College Students’ Value Judgments of Workplace Skills
|
Ritzer, Darren R.
|
|
2019
|
|
2 |
p. 154-164
|
artikel
|
| 17 |
Comment on Paper Prepared by the European Federation of Psychologists’ Associations
|
Arnold, Christopher
|
|
2019
|
|
2 |
p. 124-126
|
artikel
|
| 18 |
Comment on “Psychology Curricula for Non-Psychologists? A Framework Recommended by the European Federation of Psychologists’ Associations’ Board of Educational Affairs” Dutke et al., 2019
|
Bernstein, Douglas
|
|
2019
|
|
2 |
p. 121-123
|
artikel
|
| 19 |
Conference Abstracts
|
|
|
2014
|
|
2 |
p. 161-194
|
artikel
|
| 20 |
Curriculum Design for (Non-)Psychology Programs – a Reflection on General and Specific Issues, and Approaches on How to Address Them: Comment on Dutke et al., 2019
|
Narciss, Susanne
|
|
2019
|
|
2 |
p. 144-147
|
artikel
|
| 21 |
“Dear Fresher …” – How Online Questionnaires can Improve Learning and Teaching Statistics
|
Bebermeier, Sarah
|
|
2015
|
|
2 |
p. 147-157
|
artikel
|
| 22 |
Developing a Drawing Task to Differentiate Group Average Time Course vs. Dynamics in the Individual
|
Blech, Christine
|
|
2017
|
|
2 |
p. 212-231
|
artikel
|
| 23 |
Editorial
|
Spinath, Birgit
|
|
2015
|
|
2 |
p. 113-114
|
artikel
|
| 24 |
Empirically Founded Teaching in Psychology – An Example for the Combination of Evidence-based Teaching and the Scholarship of Teaching and Learning
|
Boser, Julia
|
|
2017
|
|
2 |
p. 261-275
|
artikel
|
| 25 |
Ethics as an Undergraduate Psychology Outcome: When, Where, and How to Teach it
|
Ruiz, Ana
|
|
2014
|
|
2 |
p. 120-128
|
artikel
|
| 26 |
From Anxiety to Confidence: Exploring the Measurement of Statistics Confidence and its Relationship with Experience, Knowledge and Competence within Psychology Undergraduate Students
|
Paltoglou, Aspasia E
|
|
2019
|
|
2 |
p. 165-178
|
artikel
|
| 27 |
“Giving psychology away” to non-psychologists: Comment on Dutke et al., 2019
|
Hulme, Julie A
|
|
2019
|
|
2 |
p. 134-136
|
artikel
|
| 28 |
Going too Far or Not Far Enough? The Framework for Psychology Curricula for Non-psychologists revisited – Reply to Comments
|
Dutke, Stephan
|
|
2019
|
|
2 |
p. 148-153
|
artikel
|
| 29 |
Holding the Baby: Using the Leiden Infant Simulator Sensitivity Assessment to Examine Attachment Theory’s Sensitivity Hypothesis
|
Julal, Fay S.
|
|
2018
|
|
2 |
p. 229-241
|
artikel
|
| 30 |
Imparting psychological knowledge, promoting scientific literacy, and adjusting the public image of psychological science: The manifold functions of teaching psychology to non-psychologists. Comment on Dutke et al., 2019
|
Richter, Tobias
|
|
2019
|
|
2 |
p. 127-130
|
artikel
|
| 31 |
Introduction to the Special Issue: Vancouver International Conference on the Teaching of Psychology (2013)
|
Dastur, Farhad
|
|
2014
|
|
2 |
p. 81-82
|
artikel
|
| 32 |
Jaan Valsiner, An Invitation to Cultural Psychology
|
Meringolo, Patrizia
|
|
2015
|
|
2 |
p. 195-196
|
artikel
|
| 33 |
Journal Abstracts
|
|
|
2014
|
|
2 |
p. 195-202
|
artikel
|
| 34 |
Kevin Silber, Schizophrenia
|
Bender, Sara
|
|
2015
|
|
2 |
p. 186-188
|
artikel
|
| 35 |
Learner Perspectives of Online Problem-Based Learning and Applications from Cognitive Load Theory
|
Chen, Ruth
|
|
2016
|
|
2 |
p. 195-203
|
artikel
|
| 36 |
Learning and Embodied Cognition: A Review and Proposal
|
Sullivan, Jaclynn V.
|
|
2018
|
|
2 |
p. 128-143
|
artikel
|
| 37 |
Learning Psychology and Becoming Psychologists: Developing Professional Identity through Group Experiential Learning
|
Falgares, Giorgio
|
|
2017
|
|
2 |
p. 232-247
|
artikel
|
| 38 |
Learning Scientific Explanations by Means of Worked Examples – Promoting Psychology Students’ Explanation Competence
|
Klopp, Eric
|
|
2018
|
|
2 |
p. 144-165
|
artikel
|
| 39 |
Leigh A. Carter and Jeffrey E. Barnett, Self-care for Clinicians in Training: A Guide to Psychological Wellness for Graduate Students in Psychology
|
Zinkiewicz, Lucy
|
|
2015
|
|
2 |
p. 197-198
|
artikel
|
| 40 |
Looking for a Good Read? Running a Psychology Book Club
|
Segrist, Daniel J.
|
|
2018
|
|
2 |
p. 219-228
|
artikel
|
| 41 |
Marylène Gagné (Ed.), The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory
|
Van Doorn, Judy Rouse
|
|
2015
|
|
2 |
p. 205-209
|
artikel
|
| 42 |
PeerWise: Evaluating the Effectiveness of a Web-Based Learning Aid in a Second-Year Psychology Subject
|
Howe, Piers D. L.
|
|
2018
|
|
2 |
p. 166-176
|
artikel
|
| 43 |
Perceived Helpfulness of Peer Editing Activities: First-Year Students' Views and Writing Performance Outcomes
|
Ludemann, Pamela M.
|
|
2014
|
|
2 |
p. 129-136
|
artikel
|
| 44 |
PLAT 17(2) 2018
|
Spinath, Birgit
|
|
2018
|
|
2 |
p. 125-127
|
artikel
|
| 45 |
PLAT 18(2) 2019
|
Spinath, Birgit
|
|
2019
|
|
2 |
p. 108-110
|
artikel
|
| 46 |
PLAT 16(2) 2017: Introduction to the Special Issue on Evidence-based Teaching (EBT): Examples from Learning and Teaching Psychology
|
Dutke, Stephan
|
|
2017
|
|
2 |
p. 175-178
|
artikel
|
| 47 |
PLAT 15(2) 2016: Introduction to the Special Issue on Problem-Based Learning and Psychology
|
Wiggins, Sally
|
|
2016
|
|
2 |
p. 133-135
|
artikel
|
| 48 |
Pragmatic Suggestions for Improving Psychology’s Perceived Relevance for Non-majors: Comment on Dutke et al., 2019
|
Pusateri, Thomas P
|
|
2019
|
|
2 |
p. 140-143
|
artikel
|
| 49 |
Predictors of Student Satisfaction with University Psychology Courses: A Review
|
Green, Heather J.
|
|
2015
|
|
2 |
p. 131-146
|
artikel
|
| 50 |
Psychology curricula for non-psychologists? A framework recommended by the European Federation of Psychologists' Associations' Board of Educational Affairs
|
Dutke, Stephan
|
|
2019
|
|
2 |
p. 111-120
|
artikel
|
| 51 |
Psychology in an Interdisciplinary Setting: A Large-Scale Project to Improve University Teaching
|
Koch, Franziska D.
|
|
2015
|
|
2 |
p. 158-168
|
artikel
|
| 52 |
Quick, Easy Mindset Intervention Can Boost Academic Achievement in Large Introductory Psychology Classes
|
Bostwick, Keiko C. P.
|
|
2018
|
|
2 |
p. 177-193
|
artikel
|
| 53 |
Redesigning a Large Enrollment Course: The Impact on Academic Performance, Course Completion and Student Perceptions in Introductory Psychology
|
Hudson, Danae L.
|
|
2014
|
|
2 |
p. 107-119
|
artikel
|
| 54 |
Reflective Practice for Psychology Students: The Use of Reflective Journal Feedback in Higher Education
|
Bruno, Andreina
|
|
2017
|
|
2 |
p. 248-260
|
artikel
|
| 55 |
Riddle Me This: Using Riddles That Violate Gender Stereotypes To Demonstrate The Pervasiveness Of Stereotypes
|
Skorinko, Jeanine Lee McHugh
|
|
2018
|
|
2 |
p. 194-208
|
artikel
|
| 56 |
Sandra Goss Lucas and Douglas A. Bernstein, Teaching Psychology: A Step-by-Step Guide, 2nd edition
|
Birkett, Melissa
|
|
2015
|
|
2 |
p. 199-201
|
artikel
|
| 57 |
Scientific Competencies in the Social Sciences
|
Dietrich, Heike
|
|
2015
|
|
2 |
p. 115-130
|
artikel
|
| 58 |
Student Mental Health Self-Disclosures in Classrooms: Perceptions and Implications
|
Wood, Benjamin T.
|
|
2014
|
|
2 |
p. 83-94
|
artikel
|
| 59 |
Students Improve in Reading Comprehension by Learning How to Teach Reading Strategies. An Evidence-based Approach for Teacher Education
|
Koch, Helvi
|
|
2017
|
|
2 |
p. 197-211
|
artikel
|
| 60 |
Susan A. David, Ilona Boniwell and Amanda Conley Ayers (Eds), The Oxford Handbook of Happiness
|
Narloch, Rodger
|
|
2015
|
|
2 |
p. 189-191
|
artikel
|
| 61 |
Teaching non-psychologists: The third step. Comment on Dutke et al., 2019
|
Steinebach, Christoph
|
|
2019
|
|
2 |
p. 131-133
|
artikel
|
| 62 |
The Discursive Construction of Group Cohesion in Problem-based Learning Tutorials
|
Hendry, Gillian
|
|
2016
|
|
2 |
p. 180-194
|
artikel
|
| 63 |
The Purpose of Tutorial Groups: Social Influence and The Group As Means and Objective
|
Rosander, Michael
|
|
2016
|
|
2 |
p. 155-167
|
artikel
|
| 64 |
The Testing Effect in the Psychology Classroom: A Meta-Analytic Perspective
|
Schwieren, Juliane
|
|
2017
|
|
2 |
p. 179-196
|
artikel
|
| 65 |
Thomas M. Holtgraves (Ed), The Oxford Handbook of Language and Social Psychology
|
Kreitler, Shulamith
|
|
2015
|
|
2 |
p. 210-211
|
artikel
|
| 66 |
Tim Lomas, Kate Hefferon and Itai Ivtzan, Applied Positive Psychology: Integrated Positive Practice
|
Campbell,, Kelly
|
|
2015
|
|
2 |
p. 202-204
|
artikel
|
| 67 |
To Go Ahead: “Comment on Dutke et al., 2019”
|
Zani, Bruna
|
|
2019
|
|
2 |
p. 137-139
|
artikel
|
| 68 |
Use of Diverse Case Studies in an Undergraduate Research Methods and Statistics Course
|
Grant, Janie Busby
|
|
2019
|
|
2 |
p. 197-211
|
artikel
|
| 69 |
What Makes a Student Non-traditional? A Comparison of Students Over and Under Age 25 in Online, Accelerated Psychology Courses
|
Tilley, Brian P.
|
|
2014
|
|
2 |
p. 95-106
|
artikel
|
Tijdschrift beschrijving