Items where Author is "Hulme, JA"

Journal article

CRANNEY, J., NOLAN, S.A., HULME, J.A., DE SOUZA, L.K., WAITOKI, W., JIA, F., GOEDEKE, S., JOB, R., MACHIN, M.A., KUMAR, A., NARCISS, S., KOJIMA, H., TCHOMBE, T., ILIESCU, D., GULLIFER, J. and JU, X., 2024. Considering cultural responsiveness in the creation of the international competences for undergraduate psychology (ICUP) model: what can psychology learn? Scholarship of Teaching and Learning in Psychology. ISSN 2332-2101 (Forthcoming)

NOLAN, S.A., CRANNEY, J., DE SOUZA, L.K. and HULME, J.A., 2024. Centering psychological literacy in undergraduate psychology education internationally. Psychology Learning and Teaching, 23 (2), pp. 129-135. ISSN 1475-7257

HAMILTON, P.R., HULME, J.A. and HARRISON, E.D., 2023. Experiences of higher education for students with chronic illnesses. Disability & Society, 38 (1), pp. 21-46. ISSN 0968-7599

HARRISON, E., FOX, C. and HULME, J.A., 2022. Development of a measure for assessing victimisation at UK universities. Open Scholarship of Teaching and Learning, 22 (1), pp. 22-47. ISSN 2752-4116

CRANNEY, J., DUNN, D.S., HULME, J.A., NOLAN, S.A., MORRIS, S. and NORRIS, K., 2022. Psychological literacy and undergraduate psychology education: an international provocation. Frontiers in Education, 7: 790600.

HULME, J.A., MCDERMOTT, H. and KENT, A., 2022. Truly inclusive education: teaching qualitative methods in psychology to enhance inclusion in the higher education psychology curriculum. Qualitative Methods in Psychology Bulletin (34), pp. 22-29. ISSN 2044-0820

HARRISON, E.D., HULME, J.A. and FOX, C.L., 2022. A thematic analysis of students' perceptions and experiences of bullying in UK higher education. Europe’s Journal of Psychology, 18 (1), pp. 53-69. ISSN 1841-0413

HARRISON, E.D., FOX, C.L. and HULME, J.A., 2020. Student anti-bullying and harassment policies at UK universities. Journal of Higher Education Policy and Management, 42 (5), pp. 547-562. ISSN 1360-080X

NOLAN, S.A., BAKKER, H.E., CRANNEY, J., HULME, J.A. and DUNN, D.S., 2020. Project assessment: an international perspective. Scholarship of Teaching and Learning in Psychology, 6 (3), pp. 185-197. ISSN 2332-2101

HULME, J.A., 2019. “Giving psychology away” to non-psychologists: comment on Dutke et al., 2019. Psychology Learning and Teaching, 18 (2), pp. 134-136. ISSN 1475-7257

HULME, J.A. and WINSTONE, N.E., 2017. Do no harm: risk aversion versus risk management in the context of pedagogic frailty. Knowledge Management and E-Learning: An International Journal, 9 (3), pp. 261-274. ISSN 2073-7904

HULME, J.A., SKINNER, R., WORSNOP, F., COLLINS, E., BANYARD, P., KITCHING, H.J., WATT, R. and GOODSON, S., 2015. Psychological literacy: a multifaceted perspective. Psychology Teaching Review, 21 (2), p. 12. ISSN 0965-948X

FURNESS, D.N., HULME, J.A., LAWTON, D. and HACKNEY, C.M., 2002. Distribution of the glutamate/aspartate transporter GLAST in relation to the afferent synapses of outer hair cells in the guinea pig cochlea. Journal of the Association for Research in Otolaryngology, 3 (3), pp. 234-247. ISSN 1525-3961

Book contribution

HULME, J.A., STANYARD, R.A., KENT, A. and SKIPPER, Y., 2019. Making a difference with psychology. In: P. KAHN and L. ANDERSON, eds., Developing your teaching towards excellence. Routledge, pp. 39-40. ISBN 9781138591189

Chapter in book

HULME, J.A., 2022. Supporting and developing teaching-focused individuals to professorial level: career progression across boundaries. In: E. MCINTOSH and D. NUTT, eds., The impact of the integrated practitioner: studies in third space professionalism. London: Routledge, pp. 107-114. ISBN 9781003037569

HULME, J.A. and CRANNEY, J., 2022. Psychological literacy and learning for life. In: J. ZUMBACH, D. BERNSTEIN, S. NARCISS and G. MARSICO, eds., International handbook of psychology learning and teaching. Springer. ISBN 9783030262488

CRANNEY, J., HULME, J.A., SULEEMAN, J., JOB, R. and DUNN, D.S., 2020. Assessing learning outcomes in undergraduate psychology education: lessons learned from five countries. In: S.A. NOLAN, C.M. HAKALA and R.E. LANDRUM, eds., Assessing undergraduate learning in psychology: strategies for measuring and improving student performance. Washington, DC: APA, pp. 179-202. ISBN 9781433832284

WINSTONE, N.E. and HULME, J.A., 2019. 'Duck to water' or 'fish out of water'? Diversity in the experiences of negotiating the transition to university. In: S. LYGO-BAKER, I.M. KINCHIN and N.E. WINSTONE, eds., Engaging student voices in higher education: diverse perspectives and expectations in partnership. Palgrave Macmillan, pp. 159-174. ISBN 9783030208240

TAYLOR, J. and HULME, J.A., 2018. An overview of psychological literacy in practice from the UK. In: G.J. RICH, A. PADILLA-LÓPEZ, L.K. SOUZA, L. ZINKIEWICZ, J. TAYLOR and J.L. JAAFAR, eds., Teaching psychology around the world (vol. 4). Teaching Psychology Around the World (4). Cambridge Scholars Publishing, pp. 362-379. ISBN 9781527514119

WINSTONE, N.E. and HULME, J.A., 2017. Integrative disciplinary concepts: the case of psychological literacy. In: I.M. KINCHIN and N.E. WINSTONE, eds., Pedagogic frailty and resilience in the university. Rotterdam: SensePublishers, pp. 93-107. ISBN 9789463009836

BOSTOCK, S.J., HULME, J.A. and DAVYS, M.A., 2006. CommuniCubes: intermediate interactive technology for interaction with large groups. In: D.A. BANKS, ed., Audience response systems in higher education: applications and cases. London: IdeaGroup, pp. 321-333. ISBN 9781591409472