Madeleine Pownall

Lecturer

University of Leeds

United Kingdom

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Madeleine Pownall is a Lecturer at the University of Leeds, UK. Her research primarily focuses on pedagogical methodologies, feminist psychology, and the accessibility of higher education. Recent articles include investigations into the 'imposter phenomenon,' the teaching of feminist psychology, and the outcomes of undergraduate psychology programs in low- and middle-income countries. She also explores issues related to psychological literacy and global citizenship education within university curricula.

Madeleine Pownall

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Articles (25)

Towards conceptual clarity in pedagogical research: the case of the ‘imposter phenomenon’ jingle/jangle fallacy

Teaching feminist psychology epistemology, ontology, and methodology through conceptual replication research proposals.

Undergraduate Psychology Outcomes in Low- and Middle-Income Countries: A Scoping Review

From problem to practice to policy: Reflections on a feminist psychology policy brief assessment.

The prevalence of “psychological literacy” in U.K. higher education psychology teaching and learning: A national survey registered report.

Development of the ‘Student guide to the hidden curriculum’

Psychologically Literate by Design: Four Case Study Undergraduate Modules that Centre Psychological Literacy

Perceptions of University Accessibility Predicts Feelings of Belongingness in Students with Disabilities

Balancing pedagogical innovation with psychological safety?

Male psychologists and female mathematicians: Gender beliefs and undergraduate degree choices

Is replication possible in qualitative research? A response to Makel et al. (2022)

A Delphi Study to Strengthen Research-Methods Training in Undergraduate Psychology Programs

Student perceptions of global citizenship education in the university curriculum

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Blame it on her ‘baby brain’? Investigating the contents of social stereotypes about pregnant women's warmth and competence

UK Psychology PhD researchers’ knowledge, perceptions, and experiences of open science

Mr. Active and Little Miss Passive? The Transmission and Existence of Gender Stereotypes in Children’s Books

‘We all sort of struggled through it together’: students’ lived experiences of university life during the pandemic

‘Treat GTAs as colleagues, rather than spare parts’: the identity, agency, and wellbeing of graduate teaching assistants

Guidelines to improve internationalization in the psychological sciences

Development and evaluation of two interventions to improve students’ reflection on feedback

“I Hope You Know I’m Proud of You”: Reflections on the Postcard to My Graduating Self Project

“It’s hard to feel a part of something when you’ve never met people”: defining “learning community” in an online era

Does “Psychological Literacy” Feature in Non-Psychology Degrees? A Cross-Discipline Study of Student Perceptions

Embedding open and reproducible science into teaching: A bank of lesson plans and resources.

Collaborators (26)

Nathan Heflick

Samuel James Westwood

Catherine Talbot

Daniel Walker

Jenny Terry

Daniel J Cox

Pam Blundell-Birtill

Amélie Gourdon-Kanhukamwe

Kamil Izydorczak

John Shaw

Ronan McGarrigle

Russell R. C. Hutter

James Bartlett

Zoe Flack

Mahmoud M. Elsherif

Richard Harris

Mark Conner

Olly Robertson

Katherine Button

Zlatomira Ilchovska

Robin Green

Robert Ross

Hannah Rachael Slack

Lucy Prodgers

Martin Vasilev

Flavio Azevedo

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