The defining feature of Educational Psychology in Practice is that it aims to publish peer refereed articles representing theory, research and practice which is of relevance to practising educational psychologists working primarily in UK contexts. In its focus on applied psychology it occupies an important complementary position to those journals which emphasise the experimental work of academic psychologists. Whilst the majority of articles submitted to the journal are written by practising psychologists in the UK, submissions are welcomed from outside the profession and from outside the UK.
The journal particularly recognises that relevant applied psychological theory and practice frequently crosses cultural and state boundaries and consequently the journal promotes an interdisciplinary and international approach, reflected in articles which report major pieces of research, debate issues, detail project evaluations, note research, and describe aspects of professional practice. Content also includes book and software reviews and brief resource updates. Educational Psychology in Practice is the major publication of the Association for Educational Psychologists, the professional association and trade union for over 4000 educational psychologists in England, Scotland, Wales and Northern Ireland.
Peer Review: All research and practice articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Referees are usually practising educational psychologists and are elected by members of the Association for Educational Psychologists to serve on the Editorial Board of the journal.
Journal metrics
Usage
201K annual downloads/views
Citation metrics
1.0 (2023) Impact Factor
1.3 (2023) 5 year IF
1.7 (2023) CiteScore (Scopus)
0.783 (2023) SNIP
0.399 (2023) SJR
Speed/acceptance
0 days avg. from submission to first
decision
77 days avg. from submission to first
post-review decision
23% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors
who are deciding where to submit their next manuscript for publication.
However, any one metric only tells a part of the story of a journal’s
quality and impact. Each metric has its limitations which means that it
should never be considered in isolation, and metrics should be used to
support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside
other qualitative factors such as a journal’s aims & scope, its
readership, and a review of past content published in the journal. In
addition, a single article should always be assessed on its own merits and
never based on the metrics of the journal it was published in.
Usage and acceptance rate data above are for the last full calendar year
and are updated annually in February. Speed data is updated every six
months, based on the prior six months. Citation metrics are updated
annually mid-year. Please note that some journals do not display all of
the following metrics
(find out why).
Usage:
the total number of times articles in the journal were viewed by users
of Taylor & Francis Online in the previous calendar year, rounded to the
nearest thousand.
Citation Metrics
Impact Factor*:
the average number of citations received by articles published in the
journal within a two-year window. Only journals in the Clarivate Science
Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI),
Arts and Humanities Citation Index (AHCI) and the Emerging Sources
Citation Index (ESCI) have an Impact Factor.
Impact Factor Best Quartile*:
the journal’s highest subject category ranking in the Journal Citation
Reports. Q1 = 25% of journals with the highest Impact Factors.
5 Year Impact Factor*:
the average number of citations received by articles in the journal
within a five-year window.
CiteScore (Scopus)†:
the average number of citations received by articles in the journal over
a four-year period.
CiteScore Best Quartile†:
the journal’s highest CiteScore ranking in a Scopus subject category. Q1
= 25% of journals with the highest CiteScores.
SNIP
(Source Normalized Impact per Paper):
the number of citations per paper in the journal, divided by citation
potential in the field.
SJR
(Scimago Journal Rank):
Average number of (weighted) citations in one year, divided by the
number of articles published in the journal in the previous three years.
Speed/acceptance
From submission to first decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision. Based on manuscripts receiving a
first decision in the last six months.
From submission to first post-review decision:
the average (median) number of days for a manuscript submitted to the
journal to receive a first decision if it is sent out for peer review.
Based on manuscripts receiving a post-review first decision in the last
six months.
From acceptance to online publication:
the average (median) number of days from acceptance of a manuscript to
online publication of the Version of Record. Based on articles published
in the last six months.
Acceptance rate:
articles accepted for publication by the journal in the previous
calendar year as percentage of all papers receiving a final decision.
Richard Melling - Independent Educational Psychologist, UK
Editorial Board
David Beaumont - Independent Educational Psychologist, UK
Katie Callicott - Educational Psychologist, Birmingham University, UK
Ida Conboy - Educational Psychologist, Islington Educational Psychology Service, UK
Lisa O’Connor – Leicestershire Educational Psychology Service, UK
Frank Pearson - Educational Psychologist, Aston University, UK
Lata Ramoutar – Educational Psychologist, University of Exeter, UK
James Redburn - Educational Psychologist, Waltham Forest Educational Psychology Service, UK
Sarah Sivers – Educational Psychologist, Southend Educational Psychology Service, UK
Will Shield – Educational Psychologist, University of Exeter, UK
Abstracting and indexing
Educational Psychology in Practice is abstracted in Academic Search; Australian Education Index (AEI); British Education Index; ChildData Abstracts; ChildData CD-Rom; ChildData on the web; Child Development Abstracts; EBSCOhost EJS; Education Journal; Educational Research Abstracts online (ERA); Education Resources Information Center ( ERIC); Emerging Sources Citation Index; ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); Family & Society Studies Worldwide; Gay and Lesbian Abstracts; National Children's Bureau; National Database for Research into International Education (NDRI); Psychological Abstracts; PsycINFO; Psych Lit; Religious and Theological Abstracts and Sociological Abstracts; SCOPUS®.
Open access
Educational Psychology in Practice is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
Increase the discoverability and readership of your article
Make an impact and reach new readers, not just those with easy access to a research library
Freely share your work with anyone, anywhere
Comply with funding mandates and meet the requirements of your institution, employer or funder
Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
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Association of Educational Psychologists and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Association of Educational Psychologists and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Association of Educational Psychologists and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Association of Educational Psychologists and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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