International Journal of Instruction is an open access journal. The term open access gives the right of readers to read, download, distribute, copy, print, search, or link to the full texts of the articles free of charge. International Journal of Instruction also has initiated to sign Budapest Open Access Initiative (BOAI) (http://www.budapestopenaccessinitiative.org/list_signatures). According to BOAI (Budapest Open Access Initiative); By “open access” to peer-reviewed research literature, its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The author(s) and copyright holder(s) grant(s) to all users a free access to articles.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. International Journal of Instruction apply the Creative Commons Attribution NonCommercial 4.0 International Licence (CC BY-NC-ND 4.0) to all manuscripts to be published.
Policy of Screening for Plagiarism
Papers submitted to International Journal of Instruction will be screened for plagiarism using Turnitin/iThenticate plagiarism detection tools. Papers leading to plagiarism will be immediately rejected by International Journal of Instruction.
Payments for Publication
We don't normally ask any fee from international authors. The Journal management has the right to change the article fee or not to charge articles when it deems necessary.
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.
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
The abstract must be brief, informative and self-explanatory and should be written in past tense. It must not exceed 150-200 words in length and should concisely summarize all important results of the paper without excessive methodical and experimental details. Standard nomenclature should be used and abbreviations should be avoided.
Below the abstract, about 5 to 7 key words characterizing the paper should be listed.
The introduction should give a concise background and provide the rationale to the presented study. It should provide a clear statement of the problem and should be understandable to colleagues from a broad range of scientific disciplines.
The title page should contain the title of paper, running title (optional), names (s) and address (es) of the author (s), the name of the corresponding author (marked with asterisk) along with phone, fax/E-mail information, an abstract, keywords.
This should give detailed and sufficient information of materials and procedures used to allow experiments to be reproduced. Previously published procedures and sources of laboratory procedures should be cited. Information on the equipment model, manufacturer’s name and address including the city, province/state and country should be provided. The procedures should be written in past tense and should consist of paragraphs with individual methods
This should describe the design of the experiment and the obtained results. All tables, figures, graphs, statistical analyses and sample calculations should be presented in this section.
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.
The number of students attending Culture Courses
Total no of students
The discussion should relate the presented results to those of previous own or other studies, interprets them and draw conclusions. It can outline working hypotheses, theories, and applications.
Writing a conclusion is the final part of the research paper, drawing everything together and tying it into initial research. Writing a conclusion involves summing up the paper and giving a very brief description of the results, although you should not go into too much detail about this.
The items on the reference list must be arranged according to APA Referencing. (Publication Manual of the American Psychological Association).
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
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
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.