Embedding student-centred active learning environment with upside-down pedagogies in teaching practice: What works for psychology?
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| Title: | Embedding student-centred active learning environment with upside-down pedagogies in teaching practice: What works for psychology? |
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| Authors: | Premkumar, Preethi1 premkump@lsbu.ac.uk, Churchill, Tony2, Elward, Rachael3, Alford, Arezoo4 |
| Source: | Psychology Teaching Review. 2024, Vol. 30 Issue 1, p7-31. 25p. |
| Subject Terms: | *Student-centered learning, *Undergraduate programs, Minorities |
| Abstract: | Student-Centred Active Learning Environment with Upside-down Pedagogies (SCALE-UP) is a set of collaborative learning techniques that are shown to reduce the continuation and awarding gaps between students of Black, Asian and other Minority Ethnicities (BAME) and White students when SCALE-UP is implemented throughout every module in an undergraduate course. The aim of this project was to evaluate the impact of SCALE-UP on a level-four Psychology module consisting of 140 students to inform considerations of wider implementation. Although the grades and gaps on this single module did not differ significantly from other modules, written feedback from students indicated that students appreciated the authenticity of interactions afforded by SCALE-UP. Staff recognised the growing confidence of their students when expressing their views in class, peer interactions and group activities. These are indicators of the potential benefits that large-scale implementation of SCALE-UP could contribute to closing or removing continuation and awarding gaps. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology Teaching Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 177628304 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Embedding student-centred active learning environment with upside-down pedagogies in teaching practice: What works for psychology? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Premkumar%2C+Preethi%22">Premkumar, Preethi</searchLink><relatesTo>1</relatesTo><i> premkump@lsbu.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Churchill%2C+Tony%22">Churchill, Tony</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Elward%2C+Rachael%22">Elward, Rachael</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Alford%2C+Arezoo%22">Alford, Arezoo</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+Teaching+Review%22">Psychology Teaching Review</searchLink>. 2024, Vol. 30 Issue 1, p7-31. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduate+programs%22">Undergraduate programs</searchLink><br /><searchLink fieldCode="DE" term="%22Minorities%22">Minorities</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Student-Centred Active Learning Environment with Upside-down Pedagogies (SCALE-UP) is a set of collaborative learning techniques that are shown to reduce the continuation and awarding gaps between students of Black, Asian and other Minority Ethnicities (BAME) and White students when SCALE-UP is implemented throughout every module in an undergraduate course. The aim of this project was to evaluate the impact of SCALE-UP on a level-four Psychology module consisting of 140 students to inform considerations of wider implementation. Although the grades and gaps on this single module did not differ significantly from other modules, written feedback from students indicated that students appreciated the authenticity of interactions afforded by SCALE-UP. Staff recognised the growing confidence of their students when expressing their views in class, peer interactions and group activities. These are indicators of the potential benefits that large-scale implementation of SCALE-UP could contribute to closing or removing continuation and awarding gaps. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology Teaching Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsptr.2024.30.1.7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 7 Subjects: – SubjectFull: Student-centered learning Type: general – SubjectFull: Undergraduate programs Type: general – SubjectFull: Minorities Type: general Titles: – TitleFull: Embedding student-centred active learning environment with upside-down pedagogies in teaching practice: What works for psychology? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Premkumar, Preethi – PersonEntity: Name: NameFull: Churchill, Tony – PersonEntity: Name: NameFull: Elward, Rachael – PersonEntity: Name: NameFull: Alford, Arezoo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0965948X Numbering: – Type: volume Value: 30 – Type: issue Value: 1 Titles: – TitleFull: Psychology Teaching Review Type: main |
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