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Psychology Teaching Review

Psychology Teaching Review (PTR) was established to encourage research on teaching and learning in psychology; to serve as a vehicle for the sharing of good practice and, to improve the teaching of psychology at all levels. The Editor welcomes articles on any aspect of teaching and learning in psychology, particularly those with a strong theoretical underpinning and a good methodology. PTR will usually be structured into five parts, explained below.

Scheduled publication frequency:

Twice a year

Editors:

General Editor: Nicky Hayes

Book Reviews Editor: Nikki Newhouse

Information for contributors

Submissions which do not obviously fall into one of the categories should be discussed with the Editor.

1. Refereed papers 
Papers should be as short as is consistent with clear presentation of subject matter, and will normally be 5000-7000 words in length. An abstract of no more than 150 words should be provided along with a list of keywords describing the content of the paper. The title should indicate accurately but briefly the subject of the paper. A running head title should be given. A policy of blind reviewing will be applied, so authors are requested not to put any personal information on the manuscript. 

In the first instance, the Editor will read each submitted manuscript to see if it is appropriate to be considered for publication in Psychology
Teaching Review.
 
If it is not, the author will be contacted and feedback given. If it is considered appropriate, the manuscript will be refereed by two independent reviewers. The Editor will decide whether or not to publish the article in the light of the reports received. All papers will be evaluated by the Editor and refereed in terms of academic merit, readability and interest.


2. Short notes 
Papers (up to 1000 words) on empirical findings of research in progress will also be considered for publication. These papers also require an abstract.


3. Debating points 
Submissions are sought from authors who wish to write thought-provoking, controversial pieces (1000-4000 words) designed to inform and stimulate current pedagogical debate. An abstract of no more than 150 words is required. From time to time PTR will produce a special issue which focuses on the perspectives of various groups. For this reason we recommend contacting the editor as soon as possible if you wish to contribute a paper of this nature.


4. Student submissions 
Research by undergraduate students, usually based on project dissertations are especially welcome, as long as the research is relevant to the teaching and learning of psychology. Please follow the guidance provided for refereed papers when submitting contributions of this nature.


5. Practical teaching advice 
Contributors are welcome to share their suggestions for good teaching activities, whether pre-tertiary, undergraduate or postgraduate. Such contributions should outline the nature of the activity, experience of its use and a brief consideration of research, suggesting an explanation for its success

Abstracts 
Current and significant abstracts related to the teaching and learning of psychology will be culled from relevant sources and summarised. Abstracts for submissions should be sent to [email protected]


Book reviews 
Book reviews are also welcomed. These will be considered by the Book Reviews Editor, who will communicate a publication decision directly to the contributor. Book reviewers should offer fair and valid criticisms and avoid being defamatory.

All authors of reviewed books have the right of reply. Reviews (up to 1000 words) should be sent as a word document to the Book Reviews Editor via [email protected]

 
Contributions should be submitted by email attaching a Word compatible document which is double spaced with wide margins. Footnotes
should be avoided, and sheets should be numbered. A copy should be retained by the author. All personal identification should appear on a front page which can be removed for refereeing purposes. Authors are requested to make sure that no personal identification appears elsewhere in the manuscript.
 
Tables should be on separate pages at the end of the document with clear indication in the text where they should be inserted. Each
should have a self-explanatory title and should be comprehensible without reference to the text. They should be referred to in the text by
Arabic numerals. Data given should be checked for accuracy and must agree with mentions in the text. Figures, i.e. diagrams, graphs or other illustrations should add new information to the article and should not duplicate information given elsewhere in a different form.
 
Any Figures that are hand drawn should be in camera-ready form, each on a separate sheet, numbered sequentially (Figure 1, etc.), and
each identified on the back with the title of the paper. They should be carefully drawn, larger than their intended size.
 
Captions should be listed on a separate sheet. Bibliographical references in the text should quote the author's name and the date of
publication thus: Entwistle (2002). They should be listed alphabetically by author at the end of the article according to APA style. For details,
please consult APA Style Manual, but an example of four common sources is given here:


For journal articles: Banyard, P. & Duffy, K. (2014). Student representations of psychology in the UK. Psychology Teaching Review, 20(2), 110–120.

For books: Richardson, J.T.E. (2000). Researching student learning. Approaches to studying in campus-based and distance education. Buckingham: SRHE & Open University Press.

For chapters: Norton, L., Kahn, P., Van Arendsen, J. & Waiters, D. (2001). Reflective thinking about the study of psychology, mathematics and music at degree level: Does it change over the first year? In C. Rust (Ed.), Improving student learning strategically (pp.120–131). Oxford: The Oxford Centre for Staff and Learning Development.

For internet articles: Lovell, A. (7 February 2003). More students, less funding, worse learning? Retrieved 25 March 2005, from The Higher Education Academy website: http://www.heacademv.ac.uk/ resources.asp? process=full_record§ion=generic&id=474

Particular care should be taken to ensure that references are accurate and complete. Give all journal titles in full. Authors should abide by the Society’s ‘Guidelines for the Use of Non-Sexist Language’ which are contained in the booklet Code of Conduct, Ethical Principles and Guidelines, which can be obtained from the Society’s office.

Proofs are sent to authors for the correction of print but not for the introduction of new or different material.

Authors will receive a copy of the publication in which their article is published, but, in order to keep costs down, they will not receive reprints. To facilitate this process please include your address when submitting your contribution.

A copy of the manuscript should be e-mailed as a word document to [email protected].

Authors need not be members of the Division for Teachers and Researchers in Psychology but non-members are encouraged to join. Details may be obtained from the membership section of the Division webpage: (www.bps.org.uk/dtrp) or by contacting the membership team at
Please note that all contributions must be provided in English.

Contact

For any queries please email [email protected]

 

Single issues and subscriptions

For hard copy subscription please contact Commercial Sales

Email: [email protected], please quote full title of the publication you want to subscribe to. We will require your name and details of the billing and delivery address. 
Telephone: Please call 0116 252 9551 and a member of the sales team will process your order. 

All our prices include delivery to your door. Please note all subscriptions must be pre-paid. 


Single issues are available for purchase in pdf format via the BPS Shop online. For members of the Division of Academic, Researchers, Teachers in Psychology you can download the Psychology Teaching Review for free. 

Further information

ISSN: 0965-948X

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