Call for Papers: How Psychological Science Can Improve Our Classrooms
- May 1, 2014
Guest Editorial Team
- Elizabeth J. Marsh, PhD, Special Issue Editor
- Kathleen M. Arnold, PhD, Associate Editor
- Megan A. Smith, MA, Associate Editor
- Sara L. Stromeyer, MA, Associate Editor
Translational Issues in Psychological Science (TPS) is a critical issues translational journal, with each issue on a different topic representing multiple viewpoints on psychological science.
Each issue of TPS concentrates on a single important, timely, and/or potentially controversial theme in translational science that is of broad interest to scientists, practitioners, and the general public.
Each article covers a body of basic scientific research and concludes with an application section.
Each issue is edited by a team consisting of the Special Issue Editor, who is an expert in the topical area, and two or three mentored Associate Editors, who are psychologists in advanced stages of training (i.e. advanced doctoral students or post-doctoral psychologists).
For this special issue, the Editors will consider manuscripts focused on:
- learning and retention
- social relations
- education for students with special needs and health concerns
- early education
- many other topics central to incorporating psychological research in the classroom
All submissions will be peer-reviewed by a team of advanced doctoral students, early career psychologists, and psychologists.
Each TPS manuscript must have a psychology student or postdoctoral fellow as one of the authors.
The student’s contribution should be significant enough to warrant listing as a co-author. In cases where the student/fellow is the sole author, the manuscript should be accompanied by a cover letter signed by a faculty advisor or supervisor who verifies that they have reviewed and endorsed the manuscript.
Interested authors should review the detailed instructions for authors for submission details.
The issue will appear in early 2015.
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