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.

Scheduled publication frequency:

  • Twice a year

Editors:

General Editors:
  • Wendy Sims-Schouten
  • Louise Bunce
Book Reviews Editor:
  • Gillian Hendry
Abstracts Editor:
  • Matt Jarvis

The Editor welcomes articles on any aspect of teaching and learning in psychology, particularly those with a strong theoretical underpinning and a good methodology.

Authors need not be members of the Division for Teachers and Researchers in Psychology but non-members are encouraged to join. We also welcome submissions from students.

PTR will usually be structured into six parts, explained below. Submissions which do not obviously fall into one of the categories should be discussed with the editor.

For any queries please email [email protected]

For copyright enquiries and permissions requests please email [email protected]

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ISSN: 0965-948X

As the original copyright holder you retain various rights to your work even after you assign copyright to the society.

Psychology Teaching Review (PTR) aims to encourage research on teaching and learning in psychology to serve as a vehicle for sharing good practice, and to improve the teaching of psychology at all levels.

The Editors welcome articles on any aspect of teaching and learning in psychology, particularly those with a strong theoretical underpinning, a good methodology, and links with practice.

Authors do not need to be members of the Division of Academics, Researchers and Teachers in Psychology but non-members are encouraged to join. We also welcome submissions from students.

The categories of papers accepted to PTR are explained below.  Submissions which do not obviously fall into one of the categories should be discussed with the Editors.

1. Research Articles reporting empirical studies up to 6000 words, presenting primary qualitative or quantitative data.

2. Evidence-Based Practice Evaluations reporting innovative teaching practice, whether pre-tertiary, undergraduate or postgraduate, up to 4000 words. Such contributions should outline the nature of the activity with an evidence-based rationale for its development and present a small-scale evaluation of its effectiveness. Where possible, sufficient detail and/or resources should be provided to enable the teaching practice to be replicated by other educators. We recognise that pre-tertiary educators or educators working outside of university settings may not have access to processes and resources that would enable them to conduct formal research evaluations of teaching (e.g. in relation to obtaining ethical approval). We would encourage you to get in touch with the editorial team who will be able to discuss ways forward.

3. Review Articles reporting the findings of literature reviews or systematic reviews pertaining to the scholarship of learning and teaching of psychology, up to 6000 words. While literature reviews provide a summary of (what the authors believe are) the best and most relevant prior publications, systematic reviews are centred on an objective list of criteria/themes.

4. Reports of up to 2000 words presenting thought-provoking or controversial topics designed to inform and stimulate current pedagogical debate. Articles may focus on personal reflections of current teaching and learning practice, ethical issues in the teaching of psychology, controversies or points to debate in psychology pedagogy, calls for changes to current practice and further research, or political issues in relation to education and teaching in psychology. Such reports may be philosophical or reflective and need not necessarily contain primary research/data.

5. Current and significant abstracts related to the teaching and learning of psychology may be selected and presented.

6. Book reviews of up to 1000 words should offer fair and valid criticisms of the text, and avoid being defamatory. All authors of reviewed books have the right of reply.

General guidelines for contributors

All submissions should be emailed as a word document to the Editors via [email protected].

An abstract of no more than 150 words should be provided along with a list of keywords describing the content of the submission. The title should indicate accurately but briefly the subject of the submission. A running head title should be given.

A policy of blind reviewing will be instated, so authors are requested not to put any personal information on the manuscript. In the first instance, the Editor will read each manuscript to see if it is appropriate to be considered for publication in PTR.  If it is not, the author will be contacted and feedback given. If it is considered appropriate, the manuscript will be independently refereed by two reviewers wherever possible. In the light of the reports received, the Editor will decide whether or not to recommend the article for publication. All papers will be evaluated by the Editor and refereed in terms of academic merit, readability and interest.

Please use double spacing with wide margins. Footnotes should be avoided. Please use page numbers. Tables and Figures should be inserted at the relevant place in the manuscript. 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. They should add new information to the article and should not duplicate information given elsewhere in a different form.

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. 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). The Oxford Centre for Staff and Learning Development.

Particular care should be taken to ensure that references are accurate and complete.

Language

Authors should abide by the BPS Guidelines for the Use of Non-Sexist Language which are contained in the BPS Style Guide.

Please note that all contributions must be provided in English.

Production

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 journal 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.

Guidance last updated October 2021.

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.

References

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:

    Reddy, P., Lantz, C and Hulme, J (2013). Employability in Psychology: a guide for departments. Retrieved 12 March, 2019, from the AdvanceHE website

Particular care should be taken to ensure that references are accurate and complete. Give all journal titles in full.

Language

Authors should abide by the BPS 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.

Please note that all contributions must be provided in English.

Production

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 journal 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 or by contacting the membership team at [email protected]

Hard copy subscriptions of this periodical are no longer available.

We’re currently developing a new online publication system that will integrate with print-on-demand, due to launch in 2022.

Subscriptions will follow in 2023 and will allow organisations (like universities) to subscribe to a digital version of our titles, using their usual access methods for students.

As a gesture of goodwill we’d like to give you permission to download your usual content at the individual licence price, but use the content as you would with an institutional licence.

Visit the BPS Online Shop to download issues.

Call for Papers – Edition 28.1

Psychology Teaching Review (PTR) aims to encourage research on teaching and learning in psychology to serve as a vehicle for sharing good practice, and to improve the teaching of psychology at all levels.

The Editors welcome articles on any aspect of teaching and learning in psychology, particularly those with a strong theoretical underpinning, a good methodology, and links with practice. Authors do not need to be members of the Division of Academics, Researchers and Teachers in Psychology but non-members are encouraged to join. We also welcome submissions from students.

The categories of papers accepted to PTR are explained our notes to contributors. 

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

The submission deadline for the next edition is 7 January 2022.

For informal discussion, please contact the Editorial team at

All queries and submissions should be submitted to the editors via [email protected]

All research submissions will be subject to blind peer review.

Call for papers – Edition 28.2

Psychology Teaching Review (PTR) aims to encourage research on teaching and learning in psychology to serve as a vehicle for sharing good practice, and to improve the teaching of psychology at all levels.

The Editors welcome articles on any aspect of teaching and learning in psychology, particularly those with a strong theoretical underpinning, a good methodology, and links with practice. Authors do not need to be members of the Division of Academics, Researchers and Teachers in Psychology but non-members are encouraged to join. We also welcome submissions from students.

The categories of papers accepted to PTR are explained our notes to contributors. 

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

The submission deadline for the edition is 10 June 2022

For informal discussion, please contact the Editorial team at

All queries and submissions should be submitted to the editors via [email protected]

All research submissions will be subject to blind peer review.