Manuscript Submission Guidelines
for Authors

Types of Submissions

  • Teaching of Psychology is devoted to improving the teaching and learning processes in psychology at all educational levels, from high school through undergraduate- and graduate-level learning. The journal includes four major types of articles: (1) pilot and small-scale studies, (2) conceptual and methodological empirical replications, (3) full-length empirical studies and integrative pieces, and (4) evidence-based strategies for teaching of psychology.

  • Here are specific details on each of the four major types of articles the journal will consider. For guidance about which section your paper best fits, please contact the editor Aaron S. Richmond at

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    Proof of Concept Corner

    This section will house promising pilot studies or small-scale studies. Submissions to this Corner should be shorter articles that provide quantitative evidence for teaching and learning related interventions, establish associations in teaching of psychology variables, and/or to present descriptive data to purpose problems to solve. They must be:

    • No more than 3000 words.
    • The word count does not include references, tables, and figures.
    • Data driven.
    • Novel.

    Previously published ToP examples:

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      The Replication Corner

      As there is a growing concern for replication of studies in psychology and ToP is committed to improving our science. As such, ToP would like to encourage the publication of replication studies. In this section, we encourage authors to not only replicate findings from previously published studies, but to also have some novelty to their study (e.g., different type of institution, psychology subject matter, class size, additional measures, etc.). Submissions in this section must be:

      • Data driven.
      • Small- or large-scale studies.
      • No more than 3000 words or commensurate with the original article.
      • The word count does not include references, tables, and figures.
      • Attempt to replicate previously published work on any subject, population, or outlet (e.g., PLAT, SOTLP, TEPP, SoTL journal).
      • Have implications for practical teaching, curricular, programmatic, or advising responsibilities.

      Previously published ToP examples:

      • Friedrich, J., Childress, J., & Cheng, D. (2018). Replicating a national survey on statistical training in undergraduate psychology programs: Are there “new statistics” in the new millennium? Teaching of Psychology, 45, 312–323.
      • Giambra, L. M. (1976). Mathematical background and grade-point average as predictors of course grade in an undergraduate behavioral statistics course: A replication. Teaching of Psychology, 3, 184–185.
      • Saville, B. K., Pope, D., Lovaas, P., & Williams, J. (2012). Interteaching and the testing effect: A systematic replication. Teaching of Psychology, 39, 280–283.

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          The Science of Teaching & Learning Corner

          Submissions to this corner should be full-length articles that are data- or theory-driven, or meta-analytic investigations, or conceptual position articles.  Submissions to this section are meant to illuminate teaching of psychology topics with broad implications or importance to SoTL researchers. They may:

          • No more than 7,500 words in length.
          • The word count does not include references, tables, and figures.
          • Integrative literature reviews.
          • Full studies (i.e., not short pilot studies), multiple experiment manuscripts, large meta-analytic reviews, etc.
          • Op-ed articles. For example, pros and cons of moving a psych major from BA to BS, changing the experimental sequence, how to get students more interested in research, career advice, etc.

          Previously published ToP examples:

            • Fierro, C., Ostrovsky, & DiDoménico, M. C. (2018). Current state of history of psychology teaching and education in Argentina: An empirical bibliometric investigation. Teaching of Psychology, 45, 132-145.
            • Gurung, R. A. R., & Hackathorn, J. (2018). Ramp it up: A call for more research in Introductory Psychology. Teaching of Psychology, 45, 302-311.
            • Landrum, R. E. (2019). Affordances and alignments: Continuing challenges in advising undergraduate psychology majors. Teaching of Psychology, 45, 84-90.
            • Richmond, A. S., Morgan, K. M., Slattery, J. M., Mitchell, N. G., & Cooper, A. G. (2019). Project syllabus: An exploratory study of learner-centered syllabi. Teaching of Psychology, 46, 6-15.

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            The Scholarly Teacher Corner

              This corner is meant to provide a forum for shorter articles that provide practical reviews, activities, and/or resources for teachers of psychology to directly use in their classroom or teaching responsibilities. They can be reflective essays, practical activities, nondata driven emerging ideas, subject specific (e.g., abnormal, developmental, etc.), how to incorporate a book into your course, research reviews that illuminate findings for teachers of psychology, translating new research, issues to consider, etc. Articles in this corner should be

              • Provide practical hands on advice for teachers.
              • Be based on past research or evidence.
              • No more than 3500 words.
              • The word count does not include references, tables, and figures.
              • Include instructional materials on Figshare. Possible Appendices (for online materials or Open Access) that provide the actual activities or course materials. SAGE is a partner of Figshare, the industry leading open repository of research data. This helps us improve the discoverability of supplementary data we publish, as well as support the visualization of this data online. There’s no limit to each article’s accompanying supplementary data, and it’s free to access on SAGE Journals as well as on the Figshare platform. Here are some related links: 

                  Previously published ToP examples:

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                  Scholarship of Teaching and Learning Workshop

                  If you are looking for ways to improve your SoTL research skills, the STP SoTL Workshop is designed to support faculty/graduate student members in receiving guidance on SoTL research from an experienced mentor and consult with both statistical and publication experts. Each participant is placed with a mentor and a team of 3-4 peers. Participants are supported in designing studies, analyzing learning data, and writing/revising a complete manuscript. Mentors work virtually with their teams starting in June and the experience culminates at the SoTL Workshop during the ACT Conference. Please refer to the STP website for more details

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