Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 4 |
Descriptor
| Control Groups | 4 |
| Writing Assignments | 4 |
| Experimental Groups | 3 |
| Psychology | 3 |
| Feedback (Response) | 2 |
| Retention (Psychology) | 2 |
| Scores | 2 |
| Academic Achievement | 1 |
| Achievement Gains | 1 |
| Active Learning | 1 |
| College Students | 1 |
| More ▼ | |
Source
| Teaching of Psychology | 4 |
Author
| Blessing, Jennifer S. | 1 |
| Blessing, Stephen B. | 1 |
| Braasch, Jason L. G. | 1 |
| Culley, Marci R. | 1 |
| Daniel, Frances | 1 |
| Gaze, Catherine M. | 1 |
| Myers, Ashley C. | 1 |
| Stevenson, Colleen M. | 1 |
| Stewart, Tracie L. | 1 |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 3 |
| Reports - Evaluative | 1 |
Education Level
| Higher Education | 2 |
| Postsecondary Education | 2 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkStevenson, Colleen M. – Teaching of Psychology, 2020
This study examined whether a low-stakes write-to-learn (WTL) assignment improved exam performance. Students in one section of a child development course completed five assignments during a semester, whereby they identified 15 key concepts and related them to six themes (e.g., nature and nurture). Students in another section did not. Students who…
Descriptors: Tests, Writing Assignments, Retention (Psychology), Scores
Daniel, Frances; Gaze, Catherine M.; Braasch, Jason L. G. – Teaching of Psychology, 2015
We examined how writing cover letters to the instructor influenced final papers in research methods courses. After receiving instructor feedback on drafts of each section of an American Psychological Association style research paper throughout the semester, students in two classes wrote cover letters to the instructor explaining how the instructor…
Descriptors: Research Methodology, Methods Courses, Feedback (Response), Writing Improvement
Blessing, Stephen B.; Blessing, Jennifer S. – Teaching of Psychology, 2015
A capstone experience serves as a culminating exercise for students to assimilate the information learned in a course and to realize how to use the material and skills in different contexts. Both majors and nonmajors benefit from having the material in the introductory course consolidated in such a way, for later study in the field and to more…
Descriptors: Introductory Courses, Learning Activities, Instructional Films, Instructional Materials
Stewart, Tracie L.; Myers, Ashley C.; Culley, Marci R. – Teaching of Psychology, 2010
We assessed the benefits of employing microthemes--short in-class writing assignments designed to facilitate active learning--as pedagogical tools in psychology courses. Students in target course sections completed 10 in-class microthemes during a semester. We designed the microthemes to serve as active learning assignments that would enhance…
Descriptors: Feedback (Response), Writing Assignments, Active Learning, Psychology
