Manuscripts to be published in the Journal of Turkish Educational Sciences must be prepared in accordance with the rules specified below and formatted according to the Turkish Template available in the Forms section on the journal’s homepage. Manuscripts accepted for publication must be translated into English after the acceptance process and formatted in accordance with the English Template. Submissions that do not comply with the writing guidelines stated below and are not prepared in accordance with the template are not considered for evaluation.

General Rules

1.     The manuscript must employ a clear and coherent style that enables readers to understand and evaluate every stage of the study.

2.     The language used in the manuscript should be as clear, concise, straightforward, and succinct as possible.

3.     In the Turkish text of the manuscript, the spelling guide of the Turkish Language Association should be followed, and Turkish equivalents should be preferred instead of foreign words whenever possible. If unfamiliar terms are used in Turkish, their original foreign-language equivalents should be provided in parentheses at first mention.

4.     Any information, data, or opinions that do not belong to the author must be properly cited, and the owner and source must be clearly indicated.

5.     The citation and referencing style of the manuscript must be based on the Publication Manual of the American Psychological Association (7th ed.) published by the American Psychological Association (APA).

Formatting Rules

1.     The manuscript must be prepared using Microsoft Word word processing software, in Palatino Linotype font, 10-point size, with 1.5-line spacing, 2.5 cm margins on all sides, and must not exceed 30 pages. This limit may be extended for studies involving lengthy processes, such as mixed-method or action research studies.

2.     Paragraphs must begin with a 1.25 cm indentation, and no additional spacing should be added.

3.     Tables, figures, images, graphs, and similar visual elements must be placed within the text at the appropriate locations. Care must be taken to ensure that these visuals do not exceed the journal’s page dimensions.

4.     The manuscript must include the following sections: title, abstract, keywords, main text, references, appendices (if any), and author statements.

5.     The detailed formatting rules specified below must be followed for the specific sections of the manuscript.

Detailed Formatting Rules for Manuscript Sections

1.     Title

The title of the study should clearly reflect the main subject of the research and, where applicable, include the dependent and independent variables. It should be well chosen, comprehensive, and accurately represent the content of the study.

The title must be written in 16-point bold font, centred on the first page of the manuscript, and consist of no more than 10–12 words. Except for conjunctions, the first letter of each word should be capitalized.

2.     Abstract and Keywords

The abstract of the study should include the purpose, method, main findings, and main recommendations of the research.

The abstract must consist of 200–250 words and be written in 10-point font with 1.15-line spacing, justified alignment. The essential information about the manuscript must be presented in a single paragraph. No citations should be included in the abstract.

Keywords should consist of at least 4 and at most 6 words that reflect the overall content of the study and must be listed under the heading “Keywords.” They must be written in 10-point font with 1.15-line spacing, left-aligned, and the first letter of each keyword must be capitalized.

3.     Main Text

The main text must begin immediately after the Turkish abstract. In all sections of the main text, an impersonal third-person singular form should be used as the subject.

In empirical studies, the main text must consist of the following primary sections, in order: Introduction, Method, Findings, Discussion, and Conclusion. The main text must begin with the heading “Introduction,” and the Method, Findings, Discussion, and Conclusion sections must follow consecutively without starting on a new page. In review-type articles, this sequence may vary depending on the nature of the study.

Introduction Section

In the Introduction section, the research problem must be presented together with its justification, and the theoretical or conceptual framework of the study must be clearly established. The hypotheses to be tested and their rationales should be stated, or the purpose of the study should be explicitly expressed. When presenting this information, direct quotations may be used when necessary; however, instead of quoting paragraphs from other sources, views should preferably be expressed through paraphrasing, and sources that support, oppose, or remain neutral regarding a particular view should be cited. When presenting previous research, a logical sequence must be followed, such as from general to specific or from past to present.

In qualitative studies, the theory and paradigm on which the research is based must be stated in this section. Definitions, abbreviations, and assumptions, if any, must be presented in this section together with their justifications. This section of the study may be presented as a whole or, when necessary, structured using subheadings.

Method Section

The Method section must consist of the following subsections: research method, research design, sample (which may also be referred to as the study group depending on the nature of the study), data collection instruments, and data analysis. In this section, the procedures followed in the study must be described clearly and comprehensively in a manner that allows for replication. If the rationale for the selected method has not been discussed in the problem statement, it must be addressed in this section. Information must be provided regarding the characteristics, development, validity, and reliability of the data collection instruments. The statistical techniques used in data analysis, their purposes, the significance levels adopted, and the stages of content or thematic analysis must be specified.

Information regarding ethics committee approval (name of the committee, date, and approval number) must be stated in this section, as well as on the final page of the manuscript. In addition, in case reports, information confirming that informed voluntary consent was obtained must also be included in this section.

Findings Section

The Findings section must include the statistical analyses conducted to test the hypotheses of the study, as well as the mean and standard deviation values for each variable. Tables and figures must be presented in the relevant sections where they are discussed in the text. Findings should be presented in a logical sequence consistent with the purpose of the study. Information presented in tables should not be repeated verbatim in the text; however, noteworthy or exceptional results highlighted in the tables should be addressed.

When reporting results based on statistical techniques, the values required to be reported in the literature for the relevant technique must be taken into consideration.

Findings of qualitative research should be presented in a manner consistent with the purpose of the study, and when necessary, should include direct quotations from participants. If direct quotations are included, participants must be anonymized.

Discussion Section

The Discussion section must include the interpretation and discussion of the research findings in light of the relevant literature. In this section, the researcher’s interpretations of the findings should not be presented as definitive facts; rather, the study findings should be examined by comparing them with findings reported in the relevant literature. Interpretations should be evaluated together with the results of other studies, and attention should be drawn to findings that support or differ from the present study. The implications of these similarities or differences should be clarified, and, when necessary, informed inferences regarding the findings may also be included.

Conclusion Section

In the Conclusion section, a conclusion consistent with the purpose of the study and addressing the main research question must be presented. The Conclusion section must be structured in a way that is grounded in and supported by the findings of the study.

Based on the findings and conclusions of the study, recommendations for practice and future research in the relevant field should be included either under the “Conclusion” section or under a subheading titled “Conclusion and Recommendations.” If desired, recommendations may be presented in a numbered format. The limitations of the study must also be stated under this heading.

4.     Tables

Tables must be presented at the relevant locations within the text where they are discussed. The table number and table title must appear above the table. Tables, together with their titles, must be centred within the text; the table number must be written in bold, and the first letter of each word in the table title must be capitalized. In the first row of the table containing definitions, explanations, or headings, the text must be written in bold and italic.

Tables must be written in 10-point font with single line spacing; however, they must not exceed the journal’s page dimensions. When necessary, the font size in tables may be reduced to 8-point.

If a table is reproduced from another source, the full bibliographic reference must be provided below the table.

5.     Figures

Figures must be presented at the relevant locations within the text where they are discussed. The figure number and figure title must appear below the figure. Figures, together with their titles, must be centred within the text; the figure number must be written in italics, and the first letter of the first word of the figure title must be capitalized.

When a source citation is required for a figure, the full bibliographic reference must be provided alongside the figure title.

Figures must not exceed the journal’s page dimensions. Accordingly, when placing figures within the text, attention must be paid both to the required dimensions and to ensuring that the visuals or information presented within the figure are clear and legible.

6.     References

The References section must appear on the page immediately following the main text, without starting on a new page. Every source cited in the text must be included in the References list, and likewise, every source listed in the References must be cited in the text.

References must be formatted in accordance with APA 7 citation guidelines.

References must be listed with a 1.25 cm hanging indent and written with 1.5-line spacing.

In-text citations must be presented as illustrated in the examples below, including the author’s surname, year of publication, and, in the case of direct quotations, the page number. Citations must not be provided in the form of footnotes.

6.1.  In-Text Citation

·       In-text citation may be presented in different forms:

Example 1: In a study conducted by Küçükahmet (2002)…

Example 2: According to Küçükahmet (2002), “........” (p. 15)…

Example 3: … it has been observed that there is an effect (Küçükahmet, 2002).

·       Citation examples for the sample text based on the number of authors:

Single-author works: (Küçükahmet, 2002)

Two-author works: (Yüksel and Özdemir, 2015)

Works with three or more authors: In in-text citations, “et al.” must be used after the surname of the first author from the first citation onward.
Example citation: (Yılmaz et al., 2012)

·       If more than one source is cited in parentheses at the end of a sentence, the references must be listed in alphabetical order.

Example citation: … (Bacanlı, 2001; Gysbers and Henderson, 1997; Küçükahmet, 2002).

·       Works published by institutions and organizations:

Example of first citation: (Ministry of National Education [MoNE], 2014)
Subsequent citations: (MoNE, 2014)

·       Works with no identified author:

If an in-text citation is to be made to a web-based source with no identified author, the title of the article or section should be shortened appropriately and provided together with the year.

Example citation: (“Where Is Technology Going”, 2017)

·       In-text citations when the original source cannot be accessed:

Example: (as cited in Yıldırım, 2012). Only the bibliographic information for Yıldırım (2012) must be included in the References section. It is not necessary to include bibliographic information for Bloom.

6.2.  References Section

·       In the References section, sources must be listed in alphabetical order.

·       For works with multiple authors, an ampersand (&) must be used before the surname of the final author.

·       If a work has seven or fewer authors, all authors must be listed in the References section.

·       If a work has eight or more authors, the names of the first six authors must be listed, followed by an ellipsis (…), and then the surname of the final author, together with the year of publication.

6.2.1.      Books and Book Chapters

Küçükahmet, L. (2002). Öğretimde planlama ve değerlendirme. Nobel.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters. 

6.2.1.2.   Edited Books

Güçlü, N. (Ed.). (2000). Sınıf yönetimi. Nobel.

Buttjes, D. & Byram, M. (Eds.). (1991). Mediating languages and cultures: Towards an intercultural theory of foreign language education. Multilingual Matters.

6.2.1.3.   Chapter in an Edited Book 

Kukul, V. (2013). Oyunla ilgili tarihsel gelişim ve yaklaşımlar. In M. A. Ocak (Ed.), Eğitsel dijital oyunlar (pp. 19-31). Pegem Akademi.

Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. L. Egbert & G. M. Petrie (Eds.), CALL research perspectives(pp. 41-51). Lawrence Erlbaum. 

6.2.1.4.   Translated Books

Hellman, H. (2001). Büyük çekişmeler: Bilim tarihinden seçilmiş on tartışma (F. Baytok, Trans.). TÜBİTAK.

6.2.2.      Journal Articles

6.2.2.1.  Journal Articles with a DOI

If the publication has a DOI number, it must be included in the reference list as shown in the example below.

Yılmaz, R. & Kılıç-Çakmak, E. (2012). Educational interface agents as social models to influence learner achievement, attitude and retention of learning. Computers & Education, 59(2), 828-838. https://doi.org/10.1016/j.compedu.2012.03.020

6.2.2.2. Journal Articles without a DOI

If the publication does not have a DOI number, the URL from which the publication can be accessed must be provided.

Yılmaz, B. (2005). Türkiye’de kamu yönetiminin yeniden yapılandırılması süreci ve halk kütüphaneleri. Türk Kütüphaneciliği, 19, 56-77. Retrieved from http://www.tk.org.tr

6.2.2.3. Magazine Articles

Bilgici, Z. (2016, July). Ebeveynimiz geleceğimizi nasıl etkiliyor? Bilim ve Teknik (584), 32-33.

6.2.3.      Online Newspaper Articles

If the article was accessed online, the URL must be provided.

Hakan, A. (2015, December 23). Dış politikada 7 olay 7 yorum. Hürriyet. Retrieved from https://www.hurriyet.com.tr/yazarlar/ahmet-hakan/dis-politikada-7-olay-7-yorum-%2040030640

Schwartz, J. (1993, September 30). Obesity affects economic, social status. The Washington Post, pp. 1-4. Retrieved from https://www.washingtonpost.com/archive/politics/1993/09/30/obesity-affects-economic-social-status/87aff38c-a24d-4d5f-99e5-e0d7f73ff9d9/

6.2.4.      Symposia and Conferences

Küçük, E. & Doğan, F. (2009). Okul öncesi dönemde hayvan kavramının oluşumu. Poster presented at the V. Ulusal Okul Öncesi Eğitimi Kongresi, September 15–17, Gazi University, Ankara.

Dinçer, S., Şenkal, O., & Sezgin, M. E. (2012). Fatih projesi kapsamında öğretmen, öğrenci ve veli koordinasyonu ve bilgisayar okuryazarlık düzeyleri. Paper presented at the Akademik Bilişim 2013 Conference, March 3–6, Akdeniz University, Antalya. Retrieved from http://ab.org.tr/ab13/bildiri/13.pdf

Levin, B. B., He, Y., & Allen, M. H. (2010). What do they believe now? A cross-sectional longitudinal follow-up study of teachers’ beliefs in action. Paper presented at the Annual Meeting of the American Educational Research Association, April 22–24, Denver. Retrieved from http://www.aera.net/repository

6.2.4.1. Regularly Published Online Conference Proceedings

Bogatyreova, M. (2016). Creative capital of foreign language education – the driving force of knowledge society. Procedia - Social and Behavioral Sciences, 236, 235-239. https://doi.org/10.1016/j.sbspro.2016.12.015

Wyver, S., Bundy, A., Naughton, G., Tranter, P., Sandseter, E. B., & Ragan, J. (2010). Safe outdoor play for young children, s. Paradoxes and consequences. In S. Howard (Ed.), Proceedings of the AARE International Education Research Conference (pp. 192-193). AARE. Retrieved fromhttps://www.aare.edu.au/10pap/2071WyverBundyNaughtonTranterSandseterRagen.pdf

6.2.5.      Research Reports

Republic of Türkiye Ministry of Development, Information Society Department. (2015). Bilgi toplumu stratejisi ve eylem planı (Publication No. 2939). Retrieved from http://www.kalkinma.gov.tr

Kessy, S. S. A., & Urio, F. M. (2006). The Contribution of Microfinance Institutions to Poverty Reduction in Tanzania (Research Report No. 06.3). Retrieved from http://www.repoa.or.tz/documents_storage/Publications/Reports/06.3_Kessyand.pdf

6.2.6.      Doctoral and Master’s Theses

Çetin, E. (2016). Okul öncesi çocukların problem çözme sürecinde teknoloji destekli şematik düzenleyicilerin kullanımına yönelik bir durum çalışması. (Doctoral dissertation). Retrieved from http://tez.yok.gov.tr

McNeil, D. S. (2006). Meaning through narrative: A personal narrative discussing growing up with an alcoholic mother.(Master’s thesis). ProQuest Dissertations and Theses database. (UMI No. 1434728).

6.2.7.      A Specific Page on a Website

If the author of the webpage is known:

Karabağ, S. (2015). Eğitim ölçme ve değerlendirme sürecidir. Retrieved from http://egtbil.gazi.edu.tr/posts/view/title/prof.-dr.-servet-karabag%27in-hurriyet%27teki-kose-yazisi-129819

Shakespeare, W. (1623). Antony and Cleopatra. Retrieved from http://www.shakespeare-online.com/quotes/antonyquotes.html

If the author of the webpage is not specified and the site belongs to an official institution:

Harvard University. (2015). About Harvard. Retrieved from http://www.harvard.edu/about-harvard

Açık ve Uzaktan Eğitim Fakültesi. (n.d.). Sosyoloji programının genel bilgileri. Retrieved from http://auzefsosyoloji.istanbul.edu.tr/program-genel-bilgi2.html

If the author of the webpage is not specified and the site does not belong to an official institution:

Bilgi ekonomisi. (2014). Retrieved from https://tr.wikipedia.org/wiki/Bilgi_ekonomisi

Knowledge economy. (2015). Retrieved from https://en.wikipedia.org/wiki/Knowledge_economy

 

7.       Appendices

If supplementary materials, such as scales used in the study, are to be provided, they must be included in this section. Appendices must be presented after the References section, without starting on a new page.

8.       Author Statements

Author statements must be included on the final page of the manuscript. In this context, authors are required to provide statements regarding author contributions and ethics committee approval, and, if applicable, to declare support, acknowledgments, and conflicts of interest. All four statements must be prepared; if not applicable, this must be explicitly stated.

Under the Author Contribution(s) Statement, the distribution of each author’s contribution to the preparation of the manuscript must be briefly specified.

Under the Funding and Acknowledgment Statement, information about any institutions or organizations supporting the study, or individuals who contributed to the research but are not listed as authors, must be provided, if applicable.

Under the Conflict of Interest Statement, any potential conflicts of interest between the researchers and other individuals or institutions related to the study must be declared, if applicable.

Under the Ethical Approval Statement, information regarding ethics approval must be provided for studies requiring such approval, including the name of the committee, the date, and the approval number.

Under the Transparency Statement section, information regarding the use of artificial intelligence support must be included in studies where such support has been utilized. The specific part in which AI support was received, the tool used, and the purpose of its use should be clearly stated, and it must be declared that responsibility remains with the author.

9.       Specific Principles for Review Studies

Publications to be included in the Journal of Turkish Educational Sciences are grouped into two main categories. The first category consists of empirical studies, which are expected not to be limited solely to validity and reliability studies. The second category includes review studies, model proposals, and case reports, grouped under the four categories specified below. These studies are comprehensive reviews that present the most recent literature on topics that are widely discussed or of significant interest both nationally and internationally.

Reviews or syntheses of empirical studies on topics that may be of benefit to the readership

The primary objective of manuscripts in the first group is to introduce a field to the reader from multiple perspectives and to provide a broad framework of understanding. The aim is to acquaint a readership composed largely of academics, practitioners, and students with diverse questions, approaches, and findings in the theoretical and empirical literature, and to create a reliable and comprehensive source on the subject. These manuscripts seek to avoid presenting prior studies, approaches, and findings in a uniform and repetitive manner. In other words, instead of offering two-dimensional summaries of the literature, the goal is to produce scholarly work capable of generating new questions and laying the groundwork for further research.

Review articles are structured differently from empirical research articles in terms of the organization of the main text. In such studies, the Introduction section is addressed more extensively, and the purpose and rationale of the study are explained in detail. Depending on the type of review, sections such as Method and Findings may not be included. The Discussion section, similar in scope to the Introduction, comprehensively addresses previous studies conducted on the same topic and provides their synthesis. These sections are followed by a concluding part that includes interpretation and evaluation.

Trend analyses on topics that may be of benefit to the readership

In the second group of manuscripts, the aim is to provide a quantitative interpretation and review of studies published in a specific field. The distinguishing feature of this group, compared to the first group, is that the reviewed studies are limited exclusively to empirical research.

Presentation of accumulated knowledge in the theoretical literature in the form of model proposals incorporating cause–effect relationships

Studies included in this group are defined as those in which empirical studies published on a particular topic are reviewed and summarized using statistical or meta-analytic methods rather than solely quantitative description. Meta-analysis, a technique used to cumulatively and statistically synthesize the findings of empirical studies conducted on a given topic, provides a broader perspective for understanding phenomena and relationships that would not be possible within a single study.

Case reports and discussions

The primary objective of case reports is to enhance the exchange of knowledge among practitioners and to provide a valuable resource for those working in applied settings. The aim is not merely to present cases, but to examine and discuss them within a coherent theoretical framework and, where appropriate, to analyse them from different conceptual perspectives.