The Educational Psychologist publishes scholarly essays, reviews, critiques, and articles of a theoretical/conceptual nature that contribute to our understanding of the issues, problems, and research associated with the field of educational psychology. Articles representing all aspects of educational psychology are encouraged. The EP, however, does not publish articles whose primary purpose is to report the method and results of an empirical study.
Articles consistent with the journal's purpose include critical, integrative reviews of educational psychology research; conceptual or theoretical syntheses or analyses of educational psychology research; scientifically documented digests of educational psychology research relevant to policy issues; and documented, scholarly essays of general interest to the educational psychology community. Consistent with the journal's mission to serve as a forum for important ideas in educational psychology, articles of varying lengths and covering all aspects of educational psychology will be considered, including articles focusing on implications for educational theory, research, practice, or policy. Articles that report mainly the results of an empirical study or articles that are intended mainly as practical guides are inappropriate for the EP and will be returned to the authors. In addition to publishing regular articles, the journal publishes special issues that are devoted to important themes in educational psychology and keynote reviews with published peer commentary.