Psychological Aspects of Teaching - EDU00025I

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  • Department: Education
  • Module co-ordinator: Prof. Chris Kyriacou
  • Credit value: 30 credits
  • Credit level: I
  • Academic year of delivery: 2018-19

Module will run

Occurrence Teaching cycle
A Autumn Term 2018-19 to Summer Term 2018-19

Module aims

The module is intended to introduce students to key psychological concepts that have been applied to education, by looking at concrete issues involved in effective teaching in schools and to explore how psychological concepts can be used as a basis for interventions within primary schools.

Module learning outcomes

Subject content

  • to understand the key psychological concepts underpinning effective teaching in schools in general and interventions in the primary school setting in particular;
  • to understand how theories and empirical research using key psychological concepts have informed our understanding of effective teaching in schools in general and interventions in the primary school setting in particular

Academic and graduate skills

  • Locate and engage with a variety of academic and psycho-educational sources.
  • Extract key points from articles, and to identify current debates and supporting evidence.
  • Contribute to debates in class and to critically reflect on them.
  • Communicate their ideas and understanding effectively, both orally and in writing.
  • Complete weekly learning logs through which they will demonstrate their understanding of key concepts as well as develop their critical writing skills.


Task Length % of module mark
2000 word essay
N/A 40
3000 word essay
N/A 60

Special assessment rules



Task Length % of module mark
Reassessment: 3000 word essay
N/A 100

Module feedback

Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to students within 6 weeks of submission.

Indicative reading

Kyriacou, C. (2007). Effective teaching in schools (3rd ed). Cheltenham: Nelson Thornes.
Adelman, H. S., & Taylor, L. (2000). Promoting mental health in schools in the midst of reform. Journal of School Health, 70, 171-178.
Calear, A. L., & Christensen, H. (2010). Systematic review of school-based prevention and early intervention programs for depression. Journal of Adolescence, 33, 429-438.
Cooper, P. & Whitebread, D. (2007). The effectiveness of nurture groups on student progress: Evidence from a national research study. Emotional and Behavioural Difficulties 12(3), 171-90.
Erlbaum, B. & Vaughn, S. (2001) School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. The Elementary School Journal, Vol. 101 (3), 303-329.
Liddle, I. & Macmillan, S. (2010). Evaluating the FRIENDS programme in a Scottish setting. Educational Psychology in Practice, 26(1), 53-67.
Nash, P. (2006) The assessment & management of psychosocial aspects of reading and language impairments. In: M. Snowling & J.Stackhouse (Eds) Dyslexia, speech & language: A practitioners handbook. Chapter 13. 2nd ed. London: Whurr.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.