International Journal of Instruction 20---1 1
Title Goes Here (max 14 words)
Author Name Affiliated Institution, [email protected].
This paper provides a template for preparing papers for electronic production of the International Journal of Instruction. To use this template, just delete the unwanted text and start typing or cutting and pasting. The abstract must be approximately 150-200 words and written in font 10. Below the abstract, 5-7 key words must be written.
Keywords: List (5-7) key words here (bilingual learners, teaching framework,…)
ABOUT STYLES
The following writing and referencing rules are to be taken into consideration.
The articles need to be not published elsewhere previously. If the article has been presented at any seminar or conference, the name of the conference, the institution where it has been presented and the date of the presentation needs to be mentioned. The Journal is written in English. Thus, the articles need to be written in this language.
The title of the article must be written in capital letters, using font size 11 and bold. One line space must be left after the title. The name and surname of the author(s), their title, and the institution they work for and its web site must be written.
The number of the pages of the article must not exceed 15, including abstract and reference list. The whole work must be written in Times New Roman, font size 10. Subheading must be in bold, and the first letter of each word must be capital letters.
HEADING 1 – MAIN HEADING LEVEL
Heading 2 – subheading
Heading 3 – subheading
All the text must be written using single line spacing, including the reference list. The article should normally consist of the following parts: introduction, context and review of literature, method, findings, discussion and conclusion. 2 Title goes here
In tables font size 9 must be used and vertical lines must be not be drawn. When the contents of the table cannot fit into the table, font size 9 might be used. Number of the table and the title must be written above the table. Table 1
The number of students attending Culture Courses
Total no of students Those enrolled Attendance percentage
Primary School 4.958 543 10.9 %
Secondary School 7.668 2.501 32.6 %
The items on the reference list must be arranged according to APA Referencing. (Publication Manual of the American Psychological Association).
In-Text citations
Use the name of the author(s) followed by the year of publication when citing references within the text and page number. For example:
1 authors (Callan, 1998)
2 authors (Eggen & Kauchak, 2001)
3 or more authors (Ivanitskaya at al., 2002)
How to create a Reference List
Single author: Amer, A. (2006). Reflections on Bloom’s revised taxonumy. Electronic Journal of Research in Educational Psychology, 4/8, 213-230. Bloom, B. S. (1956). Taxonomy of educational objectives, the classification of educational goals, handbook I: Cognitive Domain. New York, NY: David McKay Company.
Callan, R. J. (1998). Circadian rhythm and the business person. International Journal of Value Based Management 11: 9–17.
Forehand, M. (2005). Bloom’s taxonomy: Orginal and revised. In Emerging Persceptives on Learning, Teaching, and Technology. Retrieved 29 March, 2010 from http://eit.tamu.edu/JJ/DE/BloomsTaxonomy.pdf
2 authors: Author surnames go here 3
Biggs, J. B. & Collis, K. (1982). Evaluating the quality of learning: the SOLO taxonomy. New York, NY: Academic Pres.
Eggen, P. & Kauchak, D. (2001). Educational psychology: Windows on classrooms. New Jersey, NJ: Merrill.
Erden, M., & Akman, Y. (1996). Egitim psikolojisi [Educational psychology]. Ankara, Turkey: Arkadas Yayınevi.
Minogue, J. & Jones, G. (2009). Measuring the impact of haptic feedback using the SOLO taxonomy. International Journal of Science Education, 31/10, 1359–1378.
O’Neill, G., & Murphy, F. (2010). Guide to taxonomies of learning. UCD Teaching and Learning/Resources, Retrieved 01 November, 2010 from http://www.ucd.ie/t4cms/ucdtla0034.pdf
3 or more authors:
Ivanitskaya, L.; Clark, D.; Montgomery, G. & Primeau, R. (2002). Interdisciplinary learning: Process and outcomes. Innovative Higher Education, 27/2, 95-111.