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. 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.
Scheduled publication frequency:Twice a year
General Editor: Rebecca Stack
Book Reviews Editor: Nikki Newhouse
Abstracts Editor: Matt Jarvis
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. Examples of refereed papers include those presenting primary qualitative or quantitative data, secondary data analysis (e.g. metasynthesis, systematic review), detailed reflection on practice and literature reviews. 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 instated, 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 independently refereed by two reviewers. 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.
2. Practice exchange papers
Submissions are sought from authors who wish to write thought-provoking, controversial pieces (2000-4000 words) designed to inform and stimulate current pedagogical debate. An abstract of 150 words is required. Articles may focus on personal reflections of current teaching and learning practice, ethical issues in the teaching psychology, controversies or points to debate in psychology pedagogy, calls for changes to current practice and further research or debating political issues in related to education and teaching in psychology. Such paper may be philosophical or reflective and need not contain necessarily contain primary research/data.
3. 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.
4. 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 are culled and presented. Abstracts for submissions should be sent to the Abstracts Editor via [email protected]
6. Book reviews
In addition to the above, book reviews are 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]
General Guidelines for refereed contributions
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.
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 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.
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: (www.bps.org.uk/dtrp) or by contacting the membership team at [email protected].
For any queries please email [email protected]
Single issues and subscriptions
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