| Title: |
Embedding Student-Centred Active Learning Environment with Upside-Down Pedagogies in Teaching Practice: What Works for Psychology? |
| Language: |
English |
| Authors: |
Preethi Premkumar; Tony Churchill; Rachael Elward; Arezoo Alford |
| Source: |
Psychology Teaching Review. 2024 30(1):7-31. |
| Availability: |
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: https://www.bps.org.uk/publications/psychology-teaching-review |
| Peer Reviewed: |
Y |
| Page Count: |
25 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research; Tests/Questionnaires |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Student Centered Learning; Active Learning; Psychology; Cooperative Learning; Racial Differences; Undergraduate Students; Academic Achievement; Achievement Gap; Ethnicity; Grades (Scholastic); Minority Group Students; White Students; Learner Engagement; Program Effectiveness; Attendance |
| DOI: |
10.53841/bpsptr.2024.30.1.7 |
| ISSN: |
0965-948X; 2396-9571 |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1427438 |
| Database: |
ERIC |