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About

Facts

Specialty Chief Editor/s:  Jason Osborne, University of Louisville, USA

Indexed in: PubMed Central, Scopus, Web of Science, Google Scholar, DOAJ, CrossRef, PsycINFO

Mission Statement

Educational Psychology is a specialty section of Frontiers in Psychology.

As we move into the 21st century, the broad field of education is at a crossroad, facing challenges to adapt to an increasingly internationalized and diverse environment, instructional technology, new innovations in education, and an increasingly sophisticated understanding of the science of learning. Indeed, educational psychology is truly a multidisciplinary field, drawing on the best science from areas of the social sciences such as human development, education, sociology and anthropology, human factors and ergonomics, genetics and biopsychology, cognitive psychology, social psychology and quantitative psychology. The goal of Educational Psychology is to leverage the best science in all these relevant disciplines to better understand the psychology and practice of education.

We seek to represent all areas of educational psychology scholarship and practice. These areas include, but are not limited to:
- Assessment of human learning, exceptionality, achievement and aptitude, and
   intelligence, including both practical/applied and theoretical aspects.
- The psychology of instruction, teaching and learning, both in formal and non-formal
   settings.
- Applications of research and theory on memory to education.
- Applications of research and theory on cognitive psychology to education.
- Applications of research and theory on attention to education.
- Research and theory relating to motivation and goal orientation.
- Issues relating to human development across the lifespan, particularly as they apply to
   educational settings.
- Applications of research on biological factors as they relate to education.
- Scholarship and research relating to diversity of all types, including:
      - race, ethnicity and cultural diversity;
      - gender, sex and sexual orientation;
      - socioeconomic diversity, rurality and urbanicity;
      - exceptionality, intellectual diversity and giftedness;
      - physical disabilities;
      - consequences of diversity, both positive and negative, including issues such as
         prejudice and discrimination;
      - implications for diversity in promoting best practices in education.
- Best practices in education and instruction, including:
      - scientifically rigorous evaluations of new educational interventions/pedagogies;
      - scientific comparisons of existing practices/pedagogies;
      - meta-analyses of important educational innovations/practices/pedagogies.
- Scholarship relating to educational psychology in the professions, including research on
   the training of educational psychologists practicing in applied settings.
- Advances in instructional design or empirical examinations of best practices in
   instructional design.
- The history of the field of educational psychology, including reviews of important
   theoretical perspectives or important researchers (historically).

Educational Psychology welcomes submissions of the following tier 1 articles: Book Review, Editorial, General Commentary, Hypothesis & Theory, Methods, Mini Review, Opinion, Original Research, Perspective, Review, Specialty Grand Challenge and Technology Report.

All manuscripts must be submitted directly to the section Educational Psychology, where they are peer reviewed by the associate and review editors of the specialty section.

Articles published in the section Educational Psychology will be subject to the Frontiers evaluation system after online publication. Authors of published original research with the highest impact, as judged democratically by the readers, will be invited by the Chief Editor to write a prestigious Frontiers Focused Review - a tier 2 article. This is referred to as "democratic tiering". The author selection is based on article impact analytics of original research published in all Frontiers specialty journals and sections. Focused Reviews are centered on the original discovery, place it into a broader context, and aim to address the wider community across all of Psychology.

Open Access Statement

Frontiers’ philosophy is that all research is for the benefit of humankind. Research is the product of an investment by society and therefore its fruits should be returned to all people without borders or discrimination, serving society universally and in a transparent fashion.

That is why Frontiers provides online free and open access to all of its research publications. For more information on open access click here.

Copyright Statement

Under the Frontiers Conditions for Website Use and the Frontiers General Conditions for Authors, authors of articles published in Frontiers journals retain copyright on their articles, except for any third-party images and other materials added by Frontiers, which are subject to copyright of their respective owners. Authors are therefore free to disseminate and re-publish their articles, subject to any requirements of third-party copyright owners and subject to the original publication being fully cited. Visitors may also download and forward articles subject to the citation requirements and subject to any fees Frontiers may charge for downloading licenses. The ability to copy, download, forward or otherwise distribute any materials is always subject to any copyright notices displayed. Copyright notices must be displayed prominently and may not be obliterated, deleted or hidden, totally or partially. A charge may be made for some facilities (such as downloading of e-magazines), where stated.

Quality

Each Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Frontiers is well aware of the potential impact of published research both on future research and on society and, hence, does not support superficial review, light review or no-review publishing models. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public - and shape society. Therefore, Frontiers only applies the most rigorous and unbiased reviews, established in the high standards of the Frontiers Review System. Furthermore, only the top certified research, evaluated through the democratic Frontiers Evaluation System, is disseminated to increasingly wider communities as it gradually climbs the tiers of the Frontiers Tiering System from specialized expert readership towards public understanding.

Contact

Specialty Chief Editor/s:  Jason Osborne, University of Louisville, USA


Frontiers Editorial Office

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psychology.editorial.office@frontiersin.org

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