Dr Ellie Willard

This article describes part of a three year research project into problems with processing numerical information in secondary school children. In this section of the research the researcher was interested in identification of secondary school children who face this challenge and how their attitudes towards mathematics, learning and their future have been affected. Q methodology was identified as the chosen method to facilitate data collection due to the small sample size expected and the age of the students the researcher was working with. Students with number sense difficulties in Years 7, 8 and 9 (N=375) at a school in the UK were screened for number processing problems using a computerised screening program. 22 were identified. A Q sort was conducted with 34 students in total; 12 students presenting with number processing difficulties and 22 students who had no processing problems with numerical information (9 who were low achievers in mathematics and 13 that were competent in mathematics). The effectiveness of the research method in this context and a summary of the findings are discussed in this article.

This short report will outline a remote work experience scheme that has successfully been running for three years in the Psychology group within the Leeds School of Social Sciences. It is designed to aid transition to university for pre-tertiary students by introducing them to undergraduate literacy skills and making their expectations of university level study more realistic. Students act as remote research assistants by working on a brief provided by an academic within the psychology group. The brief summarises a research topic and asks for students to source relevant research and produce a reflective report of their thoughts on the area. The lead academic then provides a brief reference on the work received to the student and their school or college. The scheme is still growing and being refined year on year. This paper describes the scheme in its current form and discusses its effectiveness and potential future directions.

This article outlines the design of a module introducing Developmental Psychology to distance learners undertaking a two-year part-time BPS accredited MSc Psychology (Conversion) degree. The module was redesigned to accommodate increased student numbers. Online learners differ significantly from those in face-to-face learning environments, in terms of both student characteristics and patterns of engagement. We applied psychological principles to the delivery of this asynchronous online module. Our aims in this module were (1) to create engaging, informative content, (2) to develop students’ critical thinking skills, and (3) to develop their ability to apply developmental psychological theory to the real world. We enacted five key principles in our module design: Naturalistic/warm delivery style; Collaborative teaching; Scaffolding; Reducing cognitive load; and Engaging activities to enhance learning. This article aims to prompt discussion from other practitioners who are involved in remote delivery about their experiences in adapting to a remote learning environment.