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
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.
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
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 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.
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].
For any queries please email [email protected]
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