Educational & Child Psychology
The Editorial Board seeks to publish papers that make significant and original contributions to the field of educational and child psychology. Approaches should be rigorous, firmly grounded within the discipline of psychology and intended to stimulate and deepen understanding of issues in educational and child psychology for an international audience of professional applied psychologists and others concerned for the education and development of children.
Papers may be empirical, theoretical, conceptual, or present reviews.
Educational & Child Psychology is published four times a year. Each part of the publication consists of papers devoted to a theme of relevance for educational psychologists. The themes are announced in advance – generally as a ‘Call for papers’ issued in The Psychologist with a nominated member of the Editorial Board as a point of contact for that issue.
Scheduled publication frequency:Four issues a year (March, June, September and December)
Dr Fraser Lauchlan Strathclyde University and Sacro Cuore-Ludum Design School, Italy
Tom Billington University of Sheffield
Chris Boyle University of Exeter
Rachel Cole Young Epilepsy
Sandra Dunsmuir University College London
Simon Gibbs Newcastle University
Anne Greig Argyll & Bute Psychological Service
Charmian Hobbs Independent Psychologist
Barbara Kelly Strathclyde University
Tommy MacKay Psychology Consultancy Services
Wilma Resing Leiden University
Sue Roffey University of Western Sydney
Phil Stringer University College London and Hampshire County Council
Anthony Williams University of Sheffield
Information for contributors
These guidelines are provided to assist Authors, Referees and Editors. Compliance in all respects is appreciated. Manuscripts are accepted for consideration on the understanding that they consist of the authors’ original unpublished work that is not being submitted for consideration elsewhere.
All papers should include an Abstract (of not more than 250 words) and up to five ‘keywords’. The Abstract must be structured and presented under subheadings that indicate: The Aim(s); Method/Rationale; Findings; Limitations; Conclusions.
The main body of text in papers should usually be 3500–5000 words in length although papers outside this range may be considered at the Editor’s discretion. Authors must indicate the word length of papers with and without the reference section, excluding any tables or figures.
Any one issue of the publication will usually consist of a maximum of eight papers. Referees’ comments and Editors’ judgement of the balance and salience of papers will determine which papers are finally selected for publication.
Overall, the presentation of papers should conform to the British Psychological Society’s Style Guide. Non-discriminatory language should be used throughout. Spelling should be anglicised when appropriate. Text should be concise and written for an international readership of
applied psychologists. Abbreviations, acronyms and unfamiliar specialist terms should be explained in the text at least once. Referencing should follow the current Society formats.
Black-Hawkins, K., Florian, L. & Rouse, M. (2007). Achievement and inclusion in schools. London: Routledge/Falmer.
Woolfolk-Hoy, A. & Weinstein, C.S. (2006). Student and teacher perspectives on classroom management. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management (pp.181–219) London: LEA.
Jordan, A., Schwartz, E. & McGhie-Richmond, D. (2009). Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25, 525–542.
The Editorial Board reserve the right to amend text to achieve conformity with Educational & Child Psychology’s aims and style.
An electronic copy should be sent to the Editor for a specific issue, by emailed attachment (in MS Word or rich text format). We are unable to consider papers that are not submitted for a specific issue. Graphs, pictures or diagrams, etc., must be submitted in a format suitable for
printing in black-and-white. The cover page must provide the full title of the paper, all authorial details and address (postal and email). The body of the paper, starting on page 2, should include the title and abstract, but omit any detail by which the author(s) may be identified. Text should be in at least 12 point Times New Roman and double-spaced. The submission must confirm that all authors approve the submission and that the paper is their original work and not under consideration elsewhere. Manuscripts that do not conform to these requirements will be returned to the author(s).
All papers are usually read by two referees in addition to the Editor. The refereeing process is anonymous. It is important, therefore, that all submissions conform to the above guidelines. The referees’ comments will, at the Editor’s discretion, be passed to the authors.
The Editorial Board is always pleased to consider suggestions for themed editions. Anyone wishing to propose a theme and to assist as a ‘Guest Editor’ should contact the General Editor, Dr Fraser Lauchlan.
Single issues and subscriptions
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