Society for the Teaching of Psychology: Division 2 of the American Psychological Association

Teaching of Psychology
Official Journal of the Society for the Teaching of Psychology

Teaching of Psychology journal cover

ISSN: 1532-8023 (electronic) 0098-6283 (paper)
Publication Frequency: 4 issues per year
Publisher: Sage

STP Members,  please note: The STP Executive Committee voted to discontinue mailing of print issues of Teaching of Psychology to STP members.  STP members will continue to have online access to all past and current issues including "Online First" articles.  You may read the rationale for this decision here. Individuals who prefer to subscribe to receive print issues may do so directly from SAGE Publications (click here), but purchasing a print subscription from SAGE does not include membership in STP.

ToP online access (for STP Members only)

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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.

Call for Papers for a Special Issue on "Metascience and Psychology Pedagogy"

Journal: Teaching of Psychology

Special Issue Editors: Dr. Madeleine Pownall & Dr. Richard Harris

Overview

The field of psychology is undergoing a transformative period of self-reflection catalyzed by the metascience movement, the replication crisis, and the rise of open science. These developments not only challenge existing practices in psychological research but also have implications for how psychology is and should be taught. This Special Issue in Teaching of Psychology aims to explore the intersections between metascience and pedagogy, considering how psychology pedagogy can respond to and inform the evolving landscape of research practices in the discipline.

Themes

1. Metascientific Considerations of Psychology Pedagogical Research

Submissions are invited to focus on the rigor, robustness, and inclusivity of research on psychology pedagogy. Questions may include:

  • Who is included in pedagogical research, and how does this affect the generalisability and equity of findings?
  • How can methods in pedagogy research be improved to enhance rigor, transparency, and reproducibility?
  • What characterizes rigorous and high-quality pedagogical research in psychology?
  • How can we improve the impact and quality of pedagogical research in psychology?
  • How can pedagogical research in psychology better meet the needs of practitioners and educators to improve practical impact?

2. Responding to Metascience in Psychology Pedagogy

We also welcome submissions that explore how psychology pedagogy can adapt to and reflect broader metascientific developments. Questions may include:

  • How can lessons from the replication crisis and open science inform psychology curricula?
  • What pedagogical strategies foster critical thinking about research practices and metascientific principles?
  • How can psychology educators instill values of rigor, transparency, and reproducibility in the next generation of students and future psychologists?
  • What do psychology students know about metascience? What should psychology students know?

This Special Issue will provide a platform for scholarship at the cutting edge of psychology, pedagogy, and metascience. As open science practices and the replication crisis continue to shape the discipline, educators play a critical role in equipping students with the tools to engage with these changes. At the same time, pedagogical research must reflect these same standards of rigor and inclusivity. This Special Issue aims to address these dual challenges, offering a space for both conceptual and empirical contributions to guide the field forward.

Article Types

We welcome contributions across the four major types of articles published in Teaching of Psychology. Submissions may be theoretical and/or empirical, but we prioritize papers that make an empirical contribution:

  • Pilot and Small-Scale Studies: Innovative studies exploring new ideas or approaches related to metascience and pedagogy.
  • Conceptual and Methodological Empirical Replications: Research that replicates or builds upon prior pedagogical studies, with a focus on improving methods or addressing metascientific concerns.
  • Full-Length Empirical Studies and Integrative Pieces: Comprehensive studies or reviews synthesizing current knowledge at the intersection of metascience and psychology pedagogy.
  • Evidence-Based Strategies for Teaching Psychology: Practical recommendations for integrating metascience and open science into psychology teaching practices.

Consistent with our Mission Statement and the Statement on Addressing Systemic Racism and Inequity in STP, we encourage contributions from colleagues who are from underrepresented groups and have diverse backgrounds and experiences. Topics may include:

  • Strategies for teaching replication and reproducibility in psychology courses.
  • Incorporating open science practices into undergraduate and graduate curricula.
  • Innovations in research methods for studying psychology pedagogy.
  • Analyses of representation and inclusivity in pedagogical research.
  • Case studies of successful integration of metascience into teaching practices.

Timeline

Expressions of interest (max. 2 pages) should be sent to the Guest-Editor Dr. Madeleine Pownall at M.V.Pownall@leeds.ac.uk by 1st April 2025 with the subject line "ToP Special Issue Submission: Name of Paper."

11th April 2025: Authors will be notified of the review outcome.

1st September 2025: Deadline for full papers.

2026: Special Issue publication.


A Brief History of the Journal

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.

[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.]

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