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Journal

Educational Psychology in Practice

Theory, research and practice in educational psychology

Journal of the Association for Educational Psychologists

Publisher: Routledge

ISSN: 0266-7363 (Print), 1469-5839 (Online)

Volume: 27

Publication Frequency: 4 issues per year

Aim & Scope

The defining feature of Educational Psychology in Practice is that it aims to publish peer refereed articles representing theory, research and practice which is of relevance to practising educational psychologists working primarily in UK contexts. In its focus on applied psychology it occupies an important complementary position to those journals which emphasise the experimental work of academic psychologists. Whilst the majority of articles submitted to the journal are written by practising psychologists in the UK, submissions are welcomed from outside the profession and from outside the UK.

The journal particularly recognises that relevant applied psychological theory and practice frequently crosses cultural and state boundaries and consequently the journal promotes an interdisciplinary and international approach, reflected in articles which report major pieces of research, debate issues, detail project evaluations, note research, and describe aspects of professional practice. Content also includes book and software reviews and brief resource updates. Educational Psychology in Practice is the major publication of the Association for Educational Psychologists, the professional association and trade union for over 3000 educational psychologists in England, Scotland, Wales and Northern Ireland.

Peer Review:
All research and practice articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Referees are usually practicing educational psychologists and are elected by members of the Association for Educational Psychologists to serve on the Editorial Board of the journal.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis and The Association for Educational Psychologists make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and The Association for Educational Psychologists and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and The Association for Educational Psychologists.