1 Journal of Educational Sciences Research (JESR) is an internationally peer-viewed journal that will be online twice a year, in April and October. The scope of the journal encompasses both theoretical and applied research articles and original research reports regarding educational sciences. The publication language of the journal is English. The manuscripts must be sent to address in Word format. The manuscripts received undergo a rigorous peer review, based on initial section editor screening and anonymized refereeing by at least two independent referees. In the case of one of the referees view being positive and the other s negative, the manuscript is sent to a third referee and a step is taken according to the third referee s review. The manuscripts sent to the journal: 1. Must not be published anywhere else and sent to more than one journal concurrently. 2. Must include the name, place and date of the activity if presented in a scientific meeting. 3. Must include the name of the supporting institution and project number if supported by a research institution or fund. 4. Manuscripts from master s theses or doctoral dissertations must certainly include this information. In case of unjust authorship, authors are responsible for it. 5. Manuscripts must be prepared according to the rules of journal. 6. Manuscripts that do not follow the rules for writing and layout are not accepted for evaluation and resent to its author for the necessary corrections. 7. The size of the figures, graphs and other illustrations must not exceed 10 cm x 18 cm. 8. Manuscripts must not exceed 20 pages including the body of the text, summary, references and appendices. 9. An English abstract with maximum 200 words stating the aim, method, findings and results of the study must be included. 10. Emphases in text must made italic, not underlined or bold. 11. The manuscripts sent must be saved in Microsoft Word The authors are responsible for the content of the manuscript published; opinions put forward, correctness of the references and figures, and the visuals with copyright. 13. No fee is paid to the author/s for the articles accepted for publication. 14. The manuscripts and floppy disks, and CD s sent to the journal are not sent back to the author whether the manuscript is published or not. 15. Authors agreed to English proofreading, websites and other costs arising from the fees.
2 Manuscript Writing Guidelines 1. 1 line spacing and 11 point Palatino Linotype typeface must be used in the manuscript. Margins must be 2,5 cm at the top, bottom, left and right of every page. The text must be in single column and each paragraph must be composed of at least three sentences. 2. First line of every paragraph must be indented 1,25 cm and no space must be left between the paragraphs. 3. In research manuscripts, INTRODUCTION, METHOD, FINDINGS, RESULT, DISCUSSION AND SUGGESTIONS sections must take place. Numbers must not be used in the headings (i.e. 1. Introduction). 4. In reviews or the manuscripts in which theoretical analysis is done, the headings can be according to the content. 5. If emphasis is needed in the text, not bold but italic must be used. Manuscript Heading 1. English heading must be put consecutively. 2. The manuscript heading must indicate the subject, field, scope and limitations of the problem clearly. 3. The manuscript heading must not be longer than 15 words. 4. English heading of the manuscript must be bold, centered and written with 16 pt. (Palatino Linotype). Author Names 1. Under the manuscript heading, author/s name/s must take place (Palatino Linotype-14 pt.). 2. Author title must not be written. 3. Names must be written in lowercase letters and the surnames in uppercase. The name of the institution must be written in italic. 4. Author or authors title, institution, , must be given as a footnote (Palatino Linotype-8 pt.). Abstract 1. Before each manuscript, there must be an abstract. 2. Abstracts must include information about the aim, method, important findings and result.
3 3. Abstracts must be justified and must not be longer than maximum 200 words. 4. Abstracts must be written in Palatino Linotype typeface, 10 points and single space. Key Words 1. At least 3, at most 5 words that explain the content of the manuscript must be used. 2. Key words must not be chosen arbitrarily. These words must give information about the manuscript. Introduction 1. Introduction presents a specific problem under study and discusses it. 2. Long explanations and definitions must not be used in the introduction part. 3. Related studies must be included. Method 1. In the method section, Research Design, Population-Sample, Data Gathering Instrument and Data Analysis subsections must take place. Detailed information must be given under these sections. 2. The research design and the reason to choose it must be stated. 3. For quantitative studies Population-Sample, for qualitative studies Participants subtitles can be preferred. 4. Under this subtitle, population and sampling method must be explained and information about the sample must be given. 5. Under Data Gathering Instrument subtitle, the data gathering instrument or instruments used must be written. Psychometric information about validity and reliability studies and statistical characteristics of the data gathering instrument must be stated. 6. Under data analysis subtitle, data analysis techniques and reasons for choosing them must be written. Findings 1. In the findings section, findings of the research must be written. 2. Findings must follow the order of the research questions. 3. Findings only related with the research questions must be included. 4. Tables or graphs related with the evidence supporting the results can be included. 5. Maximum 5-6 tables must be used.
4 6. Tables must be clear and straightforward. 7. Data presented in tables or graphs must not be repeated in text. 8. Tables or graphs must be given in text and take place right after the related text. 9. Discussion must be put under Results, Discussion and Suggestions title. Result, Discussion and Suggestions 1. Answers to the questions asked in the introduction part and findings supporting and not supporting these answers must be referred. 2. Findings not supporting the answer to the research question must be explained. 3. Evidence showing the originality of the research must be stated. 4. Similarities of and differences between the findings with the findings of the other research must be explained. 5. Unexpected findings and results must be explained. 6. Limitations that will influence the validity and generalization of the findings must be included. 7. Inferences showing the importance of the research must be done. 8. Suggestions must be written according to the findings. Suggestions not based on the findings must not be included. 9. If possible, suggestions regarding the theory and practice must be made. Title and Subtitles 1. The title and subtitles of the manuscript must be according to APA writing style. 2. The first letter of the words in section titles must be in capital letters, the others in lower case letters, centered and bold. 3. The first letter of the words in section subtitles must be in capital letters, the others in lower case letters, left aligned and bold. 4. If titles needed under subtitles, paragraph heading must be used. Subtitle Second level subtitle Third level subtitle Forth level subtitle. Fifth level subtitle. MIDDLE TITLE
5 Tables and Figures 1. Tables and figures must be prepared as they would appear in the manuscript, ready to be published. 2. The width of tables must be maximum 16 cm. 3. Text in tables must be in Palatino Linotype 9 points and single spaced. 4. Table headings must be above the table and left aligned as shown below. 5. Side lines must not be used in tables as shown below. Table 1. Views of school administrators and teachers on organizational values 6. Figure headings must be centered under the figure as shown below. Figure 1. Turkish educational system Citations in Text Citations in the text of the manuscript must include the author s last name, the year of publication enclosed in parentheses. With direct citations, a specific page reference must be included. 1. One author: (Yılmaz, 2008), (Yılmaz, 2008, 84), According to Yılmaz (2008, 84) 2. Two authors: (Yılmaz & Altınkurt, 2009) or According to Yılmaz and Altınkurt (2009) 3. Three authors: (Yılmaz, Altınkurt & Karaköse, 2009) 4. If the work has four or five authors, the names of all the authors must be included the first time the work is cited (Aydın, Yılmaz, Memduhoğlu, Oğuz & Güngör, 2008). For all subsequent citations of this work, et al. must be used (Aydın et al., 2008). 5. If the work has six or more authors, et al. must be used in the first and subsequent citations. 6. If more than one study by the same author is cited, studies must be ordered as follows:
6 (Yılmaz, 2009a, 2009b) 7. If more than one work is cited about the same topic, the citations must be ordered according to the date order and the citations belonging to the same year must be ordered alphabetically: (Podsakoff, MacKenzie, Moorman & Fetter, 1990; Deluga, 1995; Brockner, Siegel, Daly, Tyler & Martin, 1997; Francisco, 2000; İşbaşı, 2000) 8. The names of institutions must be written both in full and in initials in the first mention and in initials in the subsequent uses: Yükseköğretim Kurulu (YÖK) - (Yükseköğretim Kurulu [YÖK], 1998) Milli Eğitim Bakanlığı (MEB) - (Milli Eğitim Bakanlığı [MEB], 2000) Ministry of National Education (MoNE) - (Ministry of National Education [MoNE], 2000) 9. Constitutional texts must be shown as below: (Milli Eğitim Temel Kanunu, 1973) (National Education Fundamental Constitution, 1973) References Book (one author) Aydın, A. (2004a). Düşünce tarihi ve insan doğası. İstanbul: Gendaş Yayınları. Organ, D. W. (1988). Organizational citizenship behavior: The good soldier syndrome. Canada: Lexington Books. Book translated into other language (one author) Rosen, R. H. (1998). İnsan yönetimi. (Çev: G. Bulut). İstanbul: MESS Yayınları. Book (two authors) Yıldırım, A. & Şişmşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Bryk, A. S. & Schneider, B. (1996). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation. Book translated into other language (two authors) Cooper, R. & Sawaf, A. (1997). Liderlikte duygusal zekâ. (Çev: Z. Ayman & B. Sancar). İstanbul: Sistem Yayınları. Book (three authors) Köklü, N., Büyüköztürk, Ş. & Çokluk-Bökeoğlu, Ö. (2006). Sosyal bilimler için istatistik. Ankara: Pegem A Yayıncılık. Hoy, W. K., Tarter, C. J. & Kottkamp, R. B. (1991). Open schools-healthy schools. Newbury Park, CA: SAGE. Edited Book Memduhoğlu, H. B. & Yılmaz, K. (Edt.) (2010). Türk eğitim sistemi ve okul yönetimi. 2. Baskı.
7 Ankara: Pegem Akademi Yayıncılık. Hoy, W. K. & Miskel, C. G. (Eds.) (2003). Studies in leading and organizing schools. Greenwich: Information Age Publishing. Article or chapter in an edited book Yayla, A. (2009). Eğitimin felsefi temelleri. Eğitim bilimine giriş.(edt: H. B. Memduhoğlu & K. Yılmaz). Ankara: Pegem Akademi Yayıncılık. ss Hoy, W. K. & Tschannen-Moran, M. (2003). The conceptualization and measurement of faculty trust in schools: the omnibus t-scale. Studies in leading and organizing schools. (Edt: W. K. Hoy & C. G. Miskel). Greenwich: Information Age Publishing. pp Article or chapter in a book translated into other language Finger, J. & Bamford, B. (2010). Ölçme değerlendirmenin yönetimi. (Çev: K. Yılmaz & E. Oğuz). Sınıf yönetimi stratejileri öğretmen kılavuzu [The classroom teacher's book of management essentials]. (Çev. Edt: T. Karaköse). Ankara: Nobel Yayıncılık. ss Articles Yılmaz, K. (2010). Devlet ortaöğretim okullarında görev yapan öğretmenlerin örgütsel adalet algıları. Kuram ve Uygulamada Eğitim Bilimleri, 10 (1), Çokluk-Bökeoğlu, Ö. & Yılmaz, K. (2008). İlköğretim okullarında örgütsel güven hakkında öğretmen görüşleri. Kuram ve Uygulamada Eğitim Yönetimi, 14 (54), Oğuz, E., Yılmaz, K. & Taşdan, M. (2007). İlköğretim denetmenlerinin ve ilköğretim okulu yöneticilerinin denetim inançları. Manas Üniversitesi Sosyal Bilimler Dergisi, 17, Aydın, A. (2004b). Psikolojide yeni arayışlar ve insan doğası tartışmaları. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 1 (1), Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, 39 (4), Hoy, W. K. & Tarter, C. J. (2004). Organizational justice in schools: no justice without trust. International Journal of Educational Management, 18 (4), Smith, C. A., Organ, D. W. & Near, J. P. (1983). Organizational citizenship behavior: its nature and antecedents. Journal of Applied Psychology, 68 (44), Paper published in proceedings Yılmaz, K. (2009). Okul yöneticilerinin örgüt ve yönetime ilişkin abartılar hakkındaki görüşleri. IV. Eğitim Yönetimi Kongresi. Pamukkale Üniversitesi Eğitim Fakültesi & EYEDDER Mayıs Denizli. ss Erdem, M., Yılmaz, K. & Taşdan, M. (2005). Türkiye de eğitim bilimlerinin kurumsallaşması. XIV. Ulusal Eğitim Bilimleri Kongresi. Pamukkale Üniversitesi Eğitim Fakültesi Eylül Denizli. ss Unpublished paper presented in a symposium or published abstract of a paper presented
8 Ağaoğlu, E., Altınkurt, Y., Yılmaz, K. & Karaköse, T. (2010). Okul yöneticilerinin yeterliklerine ilişkin okul yöneticilerinin ve öğretmenlerin görüşleri. V. Ulusal Eğitim Yönetimi Kongresi. Gazi Üniversitesi Eğitim Fakültesi & EYEDDER. 1 2 Mayıs Antalya. Turan, S. (2006). Eğitim yönetiminde paradigmatik dönüşümler (dönüşen bir şey yok). Türkiye de Eğitim Yönetimi ve Denetimi Sorunları ve Çözüm Önerileri Toplantısı Nisan EYEDDER-Ankara Üniversitesi Eğitim Bilimleri Fakültesi. Ankara. Turan, S. (2001). School climate, supportive leadership behavior and faculty trust in Turkish public schools. American Educational Research Association (AERA). April 10 14, Seattle Washington, USA. Unpublished master s thesis or doctoral dissertation Arı, G. S. (2003). İşletmelerde güven ve personel güçlendirme ilişkisi: bankacılık sektöründe bir araştırma. Yayınlanmamış Doktora Tezi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara. Kamer, M. (2001). Örgütsel güven, örgütsel bağlılık ve örgütsel vatandaşlık davranışlarına etkisi. Yayınlanmamış Yüksek Lisans Tezi. Marmara Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul. Evans, T. J. (1996). Elementary teachers and principals perceptions of principals leadership style and school social organization. Unpublished Doctoral Dissertation. Western Michigan University, Kalamazoo, Michigan. Unpublished research Balcı, A. & Yılmaz, K. (2005). Okul yöneticisi profili araştırması. Yayınlanmamış Araştırma. Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi. Dictionary Türk Dil Kurumu (2005). Türkçe sözlük. Ankara: Türk Dil Kurumu Yayını. Türk Dil Kurumu (1975). Felsefe terimleri sözlüğü. Ankara: Türk Dil Kurumu Yayını. Encyclopedia Meydan Larousse (1990). Meydan larousse ansiklopedisi. İstanbul: Meydan Yayınevi. Report or other institutional texts MoNE (1977). Report by the ministry of national education supervision council. Ankara: MoNE Publications. Online sources Bates, R. J. (2001a). Technology, values and the management of schools. British Educational Management and Administration Society Annual Conference. 5 7 October Newport Pagnall. Retrieved Date: Yılmaz, K. (2009). Secondary education pre-service science and mathematics teachers classroom management styles in Turkey. Asia-Pacific Forum on Science Learning and Teaching, 10 (2). Retrieved Date: