Teacher of psychology, author, researcher.




Firth, J. (forthcoming, 2020). Supporting beginning teachers to link learning, memory and inquiry. In Salahjee (Ed.), Mentoring science teachers in the secondary school: A practical guide. Abingdon, Oxon: Routledge.

Firth, J. (2019). [Review of the book Learning for sustainability in times of accelerating change, by A. E. J. Wals & P. B. Corcoran]. Scottish Education Review, 51(1), 82-83.

Firth, J. (2019). The teacher's guide to research: Engaging with, applying and conducting research in the classroom. Abingdon, Oxon: Routledge.

Firth, J., Rivers, I., & Boyle, J. (2019). A systematic review of interleaving as a concept learning strategy: A study protocol. Social Science Protocols, July 2019, 1-7. http://dx.doi.org/10.7565/ssp.2019.2650

Firth, J. (2019). Creative thinking: Practical strategies to boost ideas, productivity and flow. Glasgow: Arboretum Books.

Firth, J. (2019). Spacing and interleaving in the psychology classroom. ATP Today Magazine, February, 10.

Firth, J. (2019). Higher Psychology: Practise and pass. Glasgow: Leckie & Leckie.

Firth, J. (2019). National 5 & CfE Higher Psychology student book (2nd Ed.). Glasgow: Leckie & Leckie.

Firth, J. (2018). Teachers’ beliefs about memory: What are the implications for in-service teacher education? Psychology of Education Review, 42(2), 15-22.

Firth, J. (2018). Is it all just memorisation? The Profession: The Annual Publication for Early Career Teachers, 1, 31-35.

Firth, J. (2018). How to learn: Effective study and revision methods for any course. Glasgow: Arboretum Books.

Firth, J. (2018). The application of spacing and interleaving approaches in the classroomImpact, 2, 23-26.

Smith, M. & Firth, J. (2018). Psychology in the classroom: A teacher's guide to what works. Abingdon, Oxon: Routledge.

Firth, J. (2017). Experts in learning. In L. Rycroft-Smith & J. L. Dutaut (Eds.) Flip the system UK: A teachers’ manifesto (pp. 20-28). Abingdon, Oxon: Routledge.

Firth, J., Smith, M., Harvard, B., & Boxer, A. (2017). Assessment as learning: The role of retrieval practice in the classroom. Impact, 1, 18-22.

Firth, J. (2017). Spacing out instruction for more effective learning: Revisiting material after days and weeks helps us remember betterNature Partner Journals (NPJ) Science of Learning Community (guest post).

Firth, J. & Smith, M. (2017). AQA GCSE Psychology All-in-One Revision and Practice. London: Collins.

Firth, J. (2016). Research engagement for the school teacher and its role in the education community. Education in the North, 23(2), 161-166.

Firth, J. (2016). Spacing in teaching practice. Learning Scientists Blog (guest post). 

Firth, J. (2015). Student blogs for homework… and connected learning. ATP Today Magazine. (download)

Firth, J. (2015). National 5 & CfE Higher Psychology student book. Glasgow: Leckie & Leckie.

Firth, J. (2011). Higher Psychology: Success Guide. Glasgow: Leckie & Leckie.

Staddon, G., Duffy, A., Cherrie, R., Firth, J. and McDermott, J. (2005). Psychology for Higher. Paisley: Unity Publications.



‘Metacognition: how effectively can students and educators reflect on experience?’ Seminar at the University of Glasgow’s School of Psychology, Glasgow, 17th May 2019.

‘Mythbusting.’ Keynote at Accelerate Early Career Teachers, Chartered College of Teaching/Department of Education event, Manchester, 16 March 2019.

‘Working memory: What do teachers need to know?.’ ResearchEd Scotland, Dollar, Stirlingshire, 22nd Sept 2018.

‘How do we learn new concepts? Examples, differences and interleaving.’ ResearchEd Annual Conference, London, 8th Sept 2018.

'The use of spacing and interleaving in classroom learning'. Third Space event for Chartered College of Teaching, National STEM Learning Centre, York, 17th March 2018. 

'Memory, transfer and creativity: Applying the cognitive psychology of education in the face of global threats'. HASS Postgraduate Seminar, University of Strathclyde, Glasgow, 15th February 2018.

‘Teacher engagement with research: a confused agenda?’ Co-presented with Anna Beck, Philip Tonner & Stella Mouroutsou at SERA Annual Conference, Ayr, 24nd Nov 2017.

'How can interleaving be applied in the classroom?' SERA Annual Conference, Ayr, 22nd Nov 2017.

'Teachers’ beliefs about memory: what are the implications for in-service teacher education?'. BPS Psychology of Education Section Annual Conference, Edinburgh, 27th Oct 2017.

'Applying the spacing effect to classroom tasks' (academic poster). SERA Annual Conference, Dundee, 23rd November 2016.

'Supporting the development of teacher research: An exploration of Hutcheson's Centre for Research'. SERA Annual Conference, Dundee, 23rd Nov 2016.

'Collaboration for the psychology teacher' (workshop). Co-facilitated with Hannele Puolakka at EFPTA Biannual Conference, Prague, 9th April 2016.

'How can education in the social sciences prepare young people for major societal changes?'. SERA Annual Conference, Aberdeen, 20th Nov 2015.

'Putting our psychological knowledge of memory and learning to use'. Co-presented with Mark Healy at the Annual Conference of the Association for the Teaching of Psychology, Scotland branch, Perth, 3rd October 2015.

'Establishing a teacher research centre'. Co-presented with Dr Philip Tonner at ResearchEd Scotland, Glasgow, 30th Aug 2015. 

'Recent research for NQ Psychology'. Annual Conference of the Association for the Teaching of Psychology, Scotland branch, Glasgow, 3rd February 2007.