SUBMISSION GUIDELINES FOR TURKISH JOURNAL OF EDUCATION
For manuscript submission
In taking a step toward expediting the publication process, Turkish Journal of Education uses a web-based submission and peer-review. If you have not already created an account, go to www.turje.org and create an account (register) for yourself in the system at the left side of the website.
To monitor the progress of your manuscript throughout the review process, just login our system periodically and check your status of paper.
When preparing your manuscript, please use and follow our template.
TURJE employs an anonymous review policy (i.e., masked review). Therefore, the author's (authors’) name(s) and affiliation should not appear on any part of the article.
Prepare your manuscript and illustrations in appropriate format, according to the instructions given below. Please also be sure that your paper conforms to the scientific and style instructions of the Journal, given below here.
Each manuscript should include an informative, comprehensive abstract of 150 to 170 words with 10 pts. The abstract should explain the critical information related to the paper's aim, method, findings, results and conclusions.
Keywords: Three - five key words should also be given after the abstract.
ÖZ (It is not mandatory for non-Turkish authors)
Her yazının 150-170 sözcük arasında bir ÖZ’ünün bulunması gerekir, ÖZ ve ABSTRACT’ın tamamen uyumlu olması beklenir. Yazının ÖZ’ü amacı, yöntemi, bulguları ve sonuçları hakkındaki kritik bilgileri vermelidir.
Anahtar Sözcükler: Her yazının keyword’lerinin Türkçeleri verilmelidir.
ÖZ Türkiye adresli çalışmalarda zorunludur.
The manuscript should be typed in using MS Word (6.0 or latest versions), A4 (21x29,7 cm.) paper size, Times New Roman (Font) and 11 pts (excludes, Title and abstract), single spaced with 2,5 cm margins on all sides and align full.
UPPERCASE letters should be used in all section headings.
Second Level Sub-headings
Sub-headings should not be numbered and should be capitalized first letter of each word
Third level sub-headings
Third level sub-headings not be numbered and should be sentence case
Number all figures with Arabic numerals sequentially. The figure names should be given below the Figure and the name “figure” should be italicized. An example is presented below:
Figure 1. The model fit of Abortion dimension
Number all tables with Arabic numerals sequentially. The table names should be placed above the table. In first line, there should be the word “Table”. In second line, the brief explanation of title should be found and italicized.
Table 1. ---------------------àFirst Line (Regular)
The name of table---------à Second line (Italic)
Note: SD= strongly disagree; D=disagree; U=undecided; A=agree; SA=strongly agree
Please use APA 6th edition (American Psychological Association, 2010) for in-text and end-text citations. The detailed information from APA publication manual can be retrieved from http://www.apastyle.org/manual/index.aspx or: https://owl.english.purdue.edu/owl/section/2/10/
When you paraphrase some other researcher’s studies use the styles below:
According to Jones (1998), APA style is a difficult citation format for first-time learners. APA style is a difficult citation format for first-time learners (Jones, 1998).
If you have more than one author to cite, use the format below:
Research by Cebesoy and Yeniterzi (2016) supports...
Research findings indicated that … (Cebesoy & Yeniterzi, 2016)
If your citation has 3 to 5 authors, use all the five surnames in the publication for the first time;
(Kernis, Cornell, Sun, Berry, & Harlow, 1993)
In subsequent citations, only use the first author's last name followed by "et al." in the signal phrase or in parentheses.
(Kernis et al., 1993)
For six or more authors, use first author’s name followed by “et al.”
Harris et al. (2001) argued…
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number (issue number), pages. DOI: http://dx.doi.org/xx.xxx/yyyyy
Cebesoy, U. B. & Yeniterzi, B. (2016). Seventh grade students’ mathematical difficulties in force and motion unit. Turkish Journal of Education, 5(1), 18-32. DOI: 10.19128/turje.51242
Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.
Plath, S. (2000). The unabridged journals. K. V. Kukil (Ed.). New York, NY: Anchor.
Chapter in a Book:
Author, A. A., & Author, B. B. (Year of publication). Title of chapter. In A. A. Editor & B. B. Editor (Eds.), Title of book (pages of chapter). Location: Publisher.
O'Neil, J. M., & Egan, J. (1992). Men's and women's gender role journeys: A metaphor for healing, transition, and transformation. In B. R. Wainrib (Ed.), Gender issues across the life cycle (pp. 107-123). New York, NY: Springer.
Surname, F. N. (Year). Title of dissertation (Unpublished doctoral dissertation). Name of Institution, Location.
Tortop, T. (2011). 7th-Grade students’ typical errors and possible misconceptions in graphs concept before and after the regular mathematics instruction. (Unpublished master’s thesis). Middle East Technical University, Ankara.
Thesis/Dissertation from a database:
Biswas, S. (2008). Dopamine D3 receptor: A neuroprotective treatment target in Parkinson's disease. Retrieved from ProQuest Digital Dissertations. (AAT 3295214)
Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online Periodical, volume number (issue number if available). Retrieved from http://www.someaddress.com/full/url/
Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who Make Websites, 149. Retrieved from http://www.alistapart.com/articles/writeliving
Contributor, A. (Year). Title of contribution. Proceedings of the Conference Name, (pp. xxx-xxx). Location: Publisher
Werner, M., Schwanewedel, J., & Mayer, J. (2014). Does the context make a difference? Students’ ability in decision-making and the influence of contexts. In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), Proceedings of the ESERA 2013 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning. (pp. 81-90). Nicosia, Cyprus: European Science Education Research Association.
Contributor, A. (Year, Month). Title of contribution. Contribution, Conference Name, Location.
Fowler, S. R., Zedler, D. L., (2010, March). College students’ use of science content during socio-scientific issues negotiation: Evaluation as a prevailing concept. Paper presented at the National Association of Research in Science Teaching (NARST), Philadelphia, PA.
Contributor, A. (Year, Month). Title of poster. Poster, Conference Name, Location.
Cebesoy, Ü. B., & Tekkaya, C. (2012, September). Are in-service science teachers genetically literate? Some preliminary findings. Poster presented at Applied Education Congress (APPED), Ankara, Turkey.
If the Manuscript has APPENDIXES Should Be Given After Reference List
TÜRKÇE GENİŞLETİLMİŞ ÖZET (It is not mandatory for non-Turkish authors.)
Çalışmanın son sayfasında, en az 750 sözcükten oluşan Türkçe bir özet bulunmalıdır.
Türkçe Genişletilmiş özette metin, 11 punto büyüklüğünde, “Times New Roman” karakteri kullanılarak hazırlanmış olmalıdır. Türkçe Genişletilmiş Özet alt başlıklar içermemeli ve genel olarak;
Hipotezleri (varsa) ve amacını verebilmeli,
Öne çıkan bulgular ve sonuçları hakkında tatmin edici bilgiler sunabilmelidir.
TÜRKÇE GENİŞLETİLMİŞ ÖZET Türkiye adresli çalışmalarda zorunludur.