Information for Peer Reviewers
All submissions to the Journal of Music Theory Pedagogy undergo initial review by the editors. Submissions that pass initial editorial screening will be peer reviewed by two to three anonymous readers. The Journal of Music Theory Pedagogy employs a double anonymous peer review model, in which peer reviewers will not be aware of the submitting authors' identity. In the case of a split decision, one of the co-editors or the executive editor will be included for feedback and discussion.
Manuscript submissions will be acknowledged via email upon receipt.
The editorial board sets a goal for decision within 60 days. Please note: JMTP does not accept unsolicited reviews. Authors should keep a copy of the manuscript to prevent unforeseen software malfunction.
Authors are typically given up to 30 days from the initial editorial recommendation to prepare a revision. When revisions are requested, reviewers will outline the key issues to be resolved in the revised version. The author may decline to resubmit their manuscript or resubmit with changes.
Upon resubmission, authors must provide a detailed list of changes made in response to reviewer feedback. If authors decline reviewer suggestions, they should provide a rationale.
A proof copy will be sent back to the authors prior to publication. This will allow the individuals to review copy-editing decisions prior to final publication.
The Journal of Music Theory Pedagogy does not charge any review fees.
Please disclose any conflicts of interest. These can include awareness of the author’s identity or involvement in a project that directly conflicts with the submission.
Reviews should be structured as follows:
Click the "Register" button at the top of the page to be automatically notified by email when new journal issues or announcements are published.
New authors will need to register with the journal before submitting. View the Submissions page for information on submitting your article to this journal.
The Journal of Music Theory Pedagogy is a publication of the University of Oklahoma Libraries and supported by the Gail Boyd de Stwolinski Center for Music Theory Pedagogy at the University of Oklahoma.
