Educational Psychology for Policy and Practice

The mission of Educational Psychology for Policy and Practice (E3P) is to advance educational psychological science in the public sphere as well as to inform educational policy and practice. E3P serves as a peer-reviewed outlet for scholarship that employs educational psychology science to phenomena and issues of direct relevance to educational policy and/or practice. E3P publications are of interest both to educational psychologists interested in applied research and to stakeholders interested in educational policy and practice, including policymakers, administrators, educational practitioners, and the public.

The journal publishes empirical research, literature reviews, and commentaries in the areas of policy and practice. It also supports work that pushes the field forward through theoretical or methodological reviews of educational psychology science as it relates to issues of educational policy and practice.

E3P welcomes manuscripts that focus on policy or practice. This includes empirical and theoretical works as well as commentaries, all of which feature ways educational psychology applies to areas of education policy and/or practice . Importantly, a key requirement is the application of educational psychology theories, constructs, and methods with respect to policy and/or practice.

Disclaimer: APA and the editors of Educational Psychology for Policy and Practice assume no responsibility for statements and opinions advanced by the authors of its articles