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Psychology | Educational Psychology Review - incl. option to publish open access (Societies)

Educational Psychology Review

Educational Psychology Review

Editor-in-Chief: Daniel H. Robinson

ISSN: 1040-726X (print version)
ISSN: 1573-336X (electronic version)

Journal no. 10648

Call for Papers

There are several types of manuscripts that fit within the scope of Educational Psychology Review (EPR). Manuscripts must meet the following three criteria: (1) scholarly (not purely opinion or contrary to existing literature); (2) useful, important and timely (readers will be eager to tell others about the article); and (3) the main purpose is not reporting findings from an original empirical study.

Here are some types of manuscripts that are especially welcome:
  • Integrative reviews – these are necessary to advance the field in a specific area by synthesizing the relevant literature to better enable researchers to identify new and needed directions for future studies.
  • Research into Practice - papers that are not empirical but rather describe a well-supported educational innovation or intervention and how it might be implemented. Such papers are written with the practitioner in mind.
  • Commentaries – these can be long or short and should address a recent educational psychology article.
  • Interviews – these can serve several purposes. For example, they may capture and preserve historical stories that affect the development of our field. Another approach seeks a person’s views on topics that may not have been sufficiently expressed in the literature.
  • Replications - these articles must contain multiple experiments. The first experiment must follow the method used in the original study – the only difference should be the participants. If the original study’s results are replicated, then a second experiment should extend the replication by changing one aspect of the method besides participants. This might involve different materials, a longer exposure to materials, a greater delay between acquisition and testing, and so forth. Finally, an experiment that results in different results based on the extension should be replicated one more time. Thus, replication articles that successfully replicate the findings for an original empirical study require at least three experiments. For those replications that fail to replicate the results of the original study, a second replication should follow the first. Then, if the results cannot be replicated after two attempts, a third experiment should contain an extension that the authors believe would allow for replication of the original study’s results. In this way, we can begin to identify the boundary conditions of the effect.
For more information, see:
Robinson, D. H. (2006). Editorial. Educational Psychology Review, 18, 115-117.

 

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