Scholarship of Teaching and Learning in Psychology features teacher-ready reviews of current research and contemporary theories as well as empirical research designed to foster systematic intentional changes to improve teaching and learning outcomes.
Our mission is to leverage psychological science to provide resources that integrate research, theory, and practice to benefit high school, community college, college, and university educators and their students.
An online, peer-refereed journal devoted to increasing our shared knowledge base about the teaching of educational psychology to a variety of educational constituencies, including pre-service and in-service teachers, administrators, policy-makers, parents, and the public.
Psychology Learning and Teaching (PLAT) is an international peer-reviewed journal devoted to enhancing knowledge of how to improve learning and teaching of psychology. To this purpose, PLAT publishes research articles, reviews, target articles and corresponding comments as well as reports on good and innovative learning, teaching and assessment practices. Through PLAT, it is hoped to establish a culture of scholarship in relation to teaching and learning in psychology and related areas.
Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology.
Learning and Individual Differences is a research journal devoted to publishing articles that make a substantial contribution to an understanding of individual differences within an educational context.
The main purpose of the Journal of Educational Psychology® is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are pertinent to educational psychology.
Contemporary Educational Psychology publishes articles that involve the application of psychological theory and science to the educational process. Of particular relevance are descriptions of empirical research and the presentation of theory designed to either explicate or enhance the educational process.
The scholarly essays, reviews, critiques, and theoretical and conceptual articles featured in this exceptional journal contribute to understanding issues, problems, and research concerning all aspects of educational psychology.
The British Journal of Educational Psychology publishes psychological research that makes a significant contribution to the understanding and practice of education as well as advances the field in terms of theory related to educational psychology. Our aim is to publish research which has a broad international appeal to researchers and practitioners in education. We welcome empirical and methodological papers, experimental studies, observations of classroom behaviours, interviews, and surveys.