Our Research and Scholarship - Pedagogical Research and Educational Scholarship (PRaES)

Themes

Sokolovic-Perovic, M., & Spackman, J. (2025, April 10). Supporting academic and social transition of first year speech and language therapy students. Psychology and Clinical Language Sciences, University of Reading.

Sokolovic-Perovic, M., & Freeman, J. (2024, February 18). Developing resources to support student transition into HE. Teaching and Learning Exchange, CQSD: University of Reading.

Lucas, R., Cage, E., & James, A. I. (2022). Supporting effective transitions from university to post-graduation for autistic students. Frontiers in Psychology, 12, Article 768429.

Cage, E., James, A., Newell, V., & Lucas, R. (2021). Expectations and experiences of the transition out of university for students with mental health conditions. European Journal of Higher Education, 12(3), 1–23.

James, A. (2019). University-school mentoring to support transition into and out of higher education. Psychology Teaching Review, 25(2), 103–107.

James, A. (2018). University-school mentoring: Supporting students’ employability and pupils’ transition into higher education. In L. Arnold & L. Norton (Eds.), HEA action research: Sector case studies (pp. 31–37). Higher Education Academy.

James, A. (2014). Cross-age mentoring to support A-level pupils’ transition into higher education and undergraduate students’ employability. Psychology Teaching Review, 20(2), 79–94.

Spackman, J. & Sokolovic-Perovic, M. (2024, 15 May). Embedding Mental Health and Wellbeing Support Strategies into MSci and MSc Speech and Language Therapy Curricula. Poster presented at the Advance HE conference: Mental Wellbeing in HE, Leeds.

Bizley, S., Branson, A., Fletcher, K., Ho, A., Millmore, A., & Sinclair-Graham, S. (2023). Multidisciplinary Approaches to Reflective Practices Supporting Student Transitions Into Employment. In Willison, D., & Henderson, E. (Eds.), Perspectives on Enhancing Student Transition Into Higher Education and Beyond. IGI Global.

Branson, A., Randell, T., & McDonald, E. (2022). Learning to Study at University. In G. Davey (Eds.), The Psychology Student’s Guide to Study and Employability. (pp. 47-78). SAGE.

Garnham, W., McDonald, E., Branson, A., Ormerod, T., & Garnham, A. (2022). Assessment at University: Developing Your Learning Skills. . In G. Davey (Eds.), The Psychology Student’s Guide to Study and Employability. (pp. 110-114). SAGE.

Branson, A. (2022). Employability Skills: What General Skills with Psychology Give Me? In G. Davey (Eds.), The Psychology Student’s Guide to Study and Employability. (pp. 110-114). SAGE.

Branson, A. (2022). Careers in Professional Psychology. In G. Davey (Eds.), The Psychology Student’s Guide to Study and Employability. (pp. 125-155). SAGE.

Kong, S. C., Lam, S. S. M., Lam, W. W. M., Lau, K. K. M., Yee, L. T. S., & Yung, S. N. (2021). Four case studies on applying alternative assessments in higher education with technology tools to facilitate teaching and learning. In ICERI2021 Proceedings (pp. 8843-8850). The Education University of Hong Kong.

James, A. (2014). Cross-age mentoring to support A-level pupils’ transition into higher education and undergraduate students’ employability. Psychology Teaching Review, 20(2), 79–94.

Pye, R.E., Gnagi, L.K., Chuah, A.B.Q. & Chung, K.L. (2025). High stakes in the assessment arms race: a mixed-methods analysis of reducing assessment in an undergraduate psychology programme. Psychology Learning & Teaching, 0 (0) [online first], https://doi.org/10.1177/14757257251336295

Pape, E. L. (2023). Decolonising the curriculum: The power of small steps. In A. Laville (Ed.), Decolonising the curriculum resource 2023 (p. 16). The University of Reading.

Jenkins, P. (2022) Patterns of special consideration requests at a UK university: reasons given and associations with demographic factors. Assessment & Evaluation in Higher Education , 47 (5). pp. 670-682.

Lucas, R., Cage, E., & James, A. I. (2022). Supporting effective transitions from university to post-graduation for autistic students. Frontiers in Psychology, 12, Article 768429.

Pape, E. L. (2021). The importance of decolonising the curriculum. In A. Henderson & E. Hyder (Eds.), Promoting racial justice in teaching and learning (pp. 28-29). The University of Reading.

Wong, M.S., Weiner, L., Cerniak, J., & Yee, L.T.S. (Eds.). (2021). Incorporating diversity in classroom settings: Real and engaging examples for various psychology courses. (Vol 1: Ability, age, culture, ethnicity/race, gender, religion, sexual orientation, and socioeconomic status). Retrieved from the Society for the Teaching of Psychology website: http://teachpsych.org/ebooks/diverse1

Wong, M.S., Weiner, L., Cerniak, J., & Yee, L.T.S. (Eds.). (2021). Incorporating diversity in classroom settings: Real and engaging examples for various psychology courses. (Vol 2: Intersectionality). Retrieved from the Society for the Teaching of Psychology website: http://teachpsych.org/ebooks/diverse2

Cowie, H., & James, A. (2016). Peer support in England, Japan, and South Korea. In P. K. Smith, K. Kwak, & Y. Toda (Eds.), School bullying in different cultures: Eastern and Western perspectives (pp. 189–207). Cambridge University Press.

Branson, A. (2015). Developing a tailored study support package for postgraduate students. T&L Exchange, University of Reading.

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