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SPTP invites original articles related to the scholarship of teaching and learning in school psychology. Articles that are both data driven and conceptual, but consistent with best practices in the training of school psychologists are accepted. SPTP has a 30% acceptance rate. A strong preference is given to applied manuscripts that link theory to practice. 

The journal publishes six major types of articles: (1) pilot and small-scale studies; (2) theoretical articles integrating available conceptual and empirical literature; (3) empirical qualitative, quantitative, or mixed-methods analyses of promising practices; (4) systematic scoping reviews of training topics; (5) position articles that debate key training issues in our field; and (6) exemplars of evidence-based strategies for teaching of school psychology. 

Coverage may include such topics as:

• Student learning

• Professional challenges

• Supervision theory, process, and procedures

• Training activities (e.g., remote learning, licensure, capstone ideas, anti-racist framework)

• Curriculum design (e.g., how to teach topics, such as research methods, introductory course material, assessment, counseling)

• Ethical and legal aspects of training, graduation programming, and accreditation

• Training in research and scholarly activity