Teaching of Psychology: Official Journal of the Society for the Teaching of Psychology
ISSN: 1532-8023 (electronic) 0098-6283 (paper)
Publication Frequency: 4 issues per year
Aims and Scope
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. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching; innovative course descriptions and evaluations; curriculum designs; bibliographic material; demonstrations and laboratory projects; and news items.
A Brief History of the Journal
[Source: Daniel, R. S. (1992). Teaching of Psychology, the journal. In A. E. Puente, J. R. Matthews, and C.L. Brewer (Eds.). Teaching Psychology in America: A History (pp. 433-452). Washington, DC: American Psychological Association.]
Teaching of Psychology evolved into its present form as it succeeded the Teaching of Psychology Newsletter, whose inaugural issue appeared in November, 1950. The newsletter consisted of 59 issues over a 24-year period. Robert S. Daniel (1992), the first editor of the journal proper, noted that this was "an uncommonly long gestation, even for a journal" (p. 433). According to Daniel, nobody is quite sure who edited the first edition, although Elizabeth B. Hurlock, as secretary of Division 2, believes that she produced the first issue (p. 434). Divisional secretary-treasurers (Lillian G. Portenier and Constance D. Lovell) filled the position of editor for the first 7 years.
Wilbert S. Ray was the first appointed editor, assuming the role prior to the November 1958 issue. The content of the journal expanded and the format included a colored cover and a table of contents. In 1963, James M.Joyce succeeded Ray and continued to enlarge the scope of the newsletter. The number of pages increased as well; the Newsletter consisted of 36 pages for Joyce's last issue as editor in 1963. Edward R. Ostrander succeeded Joyce for the first issue of 1964 and was himself succeeded by Theophile S. Krawiec in 1966. Finally Douglas A. Michell served as the last Newsletter editor.
In 1973, Robert S. Daniel was appointed editor for a 2-year term that lasted 13 years. The journal developed its current look under his guidance, increasing from two to four issues a year. In 1985, Charles L. Brewer succeeded Daniel and continued to produce an exceptional journal that was recognized by the editors of Change magazine as one of the top disciplinary journals in the country. After Brewer's dozen years in the leadership position, he retired his IBM-selectric and Randolph A. Smith accepted the role of editor. The original typed manuscripts ceased to exist , being replaced by manuscripts on diskette. Now, as Andrew N. Christopher begins his term as editor, all submissions and reviews occur online. The original mimeographed Teaching of Psychology Newsletter has been successfully replaced by the highly successful Teaching of Psychology, which reproduces the role of the newsletter in disseminating articles that illustrate the creativity and enthusiasm of teachers of psychology.