Journal of Curriculum Studies

A. Scope
B. Submitting a paper
C. Cover page
D. Abstracts and keywords
E. Copyright permission
F. Code of experimental ethics and practice
G. Effect sizes in statistical studies
H. Notes on style

H1. Abbreviations, spelling, dictionary
H2. Quotation marks and punctuation
H3. Ellipses
H4. Acronyms
H5. Names in text
H6. Emphases
H7. Headings and sub-headings
H8. Numbers and trademarks
H9. Mathematical scripts
H10. Personal pronouns

I. Citations in text
J. Artwork, tables, and figures
K. Endnotes
L. Author's bionote
M. Acknowledgements
N. Essay Reviews
O. Reference lists

O1. Books
O2. Chapters in a book
O3. Journal articles
O4. Technical reports and unpublished papers
O5. Dissertations and theses
O6. Electronic journals
O7. Newspapers and magazines
O8. Internet sources
O9. Personal communications
O10. Cases in law and Government legislation
O11. Languages

P. Electronic processing: submission of final, revised version
Q. Proofs and reprints
R. Further information

Appendix 1: Specimen letter to request permission to reprint copyright material

• pedagogic theory;
• teacher education and development;
• assessment and evaluation; and
• the present state of schooling.

• Authors should write clearly and concisely, stating objectives clearly, and defining terms.

• Arguments should be substantiated with well-reasoned supporting evidence.

• The title (and sub-title) of a paper should reflect as accurately as possible its key focus.

• For all papers, gender-, race- and creed-inclusive language is mandatory.

• An Abstract (about 150 words) is required for a paper, and it should precede the text (see Section D).

• For peer-review purposes, an author's name (or any identifying feature) should NOT appear in the text of the paper itself (i.e. the paper should be 'blind').

• An author's name and address should appear on the outside of all packages mailed to an Editor of JCS.

• Before submitting a paper, ensure that:

(1) all quotations within the text have been checked meticulously for accuracy (wording and page number(s)) against the original sources (see Section H3 below);

(2) in-text references correspond exactly with items in the reference list at the end of the paper (see Section I below);

(3) the details of items in the reference list (author, initials, year of publication, article or chapter title, journal or book title, place of publication, and publisher, etc.) are correct (see Section O below).

• A typescript should be printed on one single side of A4 or 8 x 11 inch white good-quality paper, double-spaced throughout (including items within a reference list).

• A typescript should demonstrate ample white margins of least 1 inch.

• SIX copies of a paper should be submitted.

 • An author should include his or her telephone and fax number, as well as an e-mail address, on a separate 'cover page' of a typescript (see Section C). A biographical note (see Section L) should also be included on the cover page.

• A paper submitted to JCS is subject to peer-review by scholars knowledgeable in the subject-of-study.

• An accepted typescript in its final, revised version should also be submitted on disk (see Section P).

• In preparing a paper, an author is encouraged to review articles in the area he or she is addressing which have been previously published in JCS, and, where appropriate, to reference them. This will enhance context, coherence, and continuity for the journal's readers. A catalogue of all papers previously published in JCS is available at: http://www.edu.uwo.ca/jcs.

• the title of the paper,

• name of the author(s),

• mailing address of the corresponding author,

• author's fax and telephone numbers, and e-mail address,

• author's bionote (see Section L), and

• if relevant, notice of any forthcoming changes in an author's location.

[End of Abstract]

Keywords: Keyword; Keyword; Keyword

[Text of paper]

For human participants in a research survey, secure their written consent for data and other material, and for verbatim quotations from interviews, etc., to be used.

G. Effect sizes in statistical studies

Always provide some effect-size estimate when reporting a p-value. See Kline, R. B. (2004) Beyond Significance Testing: Reforming Data Analysis Methods in Behavioral Research (Washington, DC: American Psychological Association).

H. Notes on style

An author is asked to take account of the diverse audience of the JCS. Clearly explain (perhaps in an endnote) or avoid the use of a term that might be meaningful only to a local or national audience.

For stylistic questions not answered in these Guidelines, consult The Chicago Manual of Style, 15th edn (2003).

Some specific points of style for the typescripts of papers, research reports, case studies, reports, and essay reviews follow:

• JCS prefers US to 'American', USA to 'United States', and UK to 'United Kingdom'.

• JCS uses (conservative) British, not US, spelling, i.e. colour not color; behaviour (behavioural) not behavior, [school] programme not program; [the teachers] practised not practiced; centre not center; organization not organisation; analyse not analyze, etc.

• The recommended dictionary for use by authors is the Oxford English Dictionary.

• Single 'quotes' are used for quotations rather than double "quotes", unless the 'quote is "within" another quote'.

• Punctuation should follow the British style, e.g. 'quotes precede punctuation'.

• Indent a quotation of three (or more) sentences (or very long quotations of fewer sentences). Such indented quotes should bear no quote marks.

• Punctuation of common abbreviations should follow the following conventions: e.g. i.e. cf. Note that such abbreviations are NOT followed by a comma or a (double) point/period.

• Dashes: an em dash should be clearly indicated in typescripts by way of either a triple hyphen (---); for an en dash use a double hyphen (--).

• Avoid the use of the upper case in headings and references, i.e. only the first word in paper titles and in all subheads is in upper case.

• Use apostrophes sparingly. Thus, decades should be referred to as follows: 'The 1980s [NOT the 1980's] saw . . .'. Possessives associated with acronyms (e.g. APU), should be written as follows: 'The APU's findings that . . .', but, NB, the plural is APUs.

• For an omission within a quoted sentence, enter three dots (with a one space before the first dot; one space after the third dot).

•  For the omission of one or more sentences, enter four dots (with the first dot as a true period).

• Other punctuation may precede or follow three dots, but never four dots.

• Ellipsis points should NOT precede a quotation.

• Editorial alterations of all types to a quoted source should be enclosed in square brackets: [ ].

• For additional details, see The Chicago Manual of Style, 15th edn (2003: 460--462).

• All acronyms for national agencies, examinations, etc., should be spelled out the first time they are introduced in a text. Thereafter the acronym can be used if appropriate, e.g. 'The work of the Assessment of Performance Unit (APU) in the early 1980s . . .'. Subsequently, 'The APU studies of achievement . . .'.

• For an acronym in an in-text reference: (Department of Education and Science [DES] 1989a); for an acronym transferred to a reference list: Department of Education and Science (DES) (1989a).

• Brief biographical details of significant national figures should be noted in the text (or perhaps in an endnote) unless it is quite clear that the person concerned would be known internationally. Some suggested editorial emendations to a typical text are indicated in the following with square brackets: 'From the time of H. E. Armstrong [in the 19th century] to the curriculum development work associated with the Nuffield Foundation [in the 1960s], there has been a shift from heurism to constructivism in the design of [British] science courses'.

• The preferred local (national) usage for ethnic and other minorities should he used in all typescripts. For the USA, African-American, Hispanic, and Native American are used., e.g. 'The African-American presidential candidate, Jesse Jackson...'. For the UK, African-Caribbean (not 'West Indian'), etc.

Material to be emphasized (italicized in the printed version) should be underlined in the typescript (i.e. do NOT use italics or bolding). Use emphases sparingly.

• The argument in a JCS paper is normally organized into sections with headings (underlined) at two levels: level 1 (centre heading): centred; level 2 (sub-heading): flush left. [If a third level (sub-sub-heading) is used: one indentation left.]

• Examine the logical structure of all headings and sub-headings in relationship to the argument in the text.

• n (not N) should be used in typescripts.

• Numbers in text should take the following forms: 300, 3000, 30,000.

• Spell out numbers under 10 unless used with a specific unit of measure, e.g. nine pupils but 9 mm (do not introduce periods with measure).

• For decimals, use the form 0.05 (not .05).

• Statistical abbreviations should conform to standard usage (e.g. p, t, R²).

• Numbers for sections within a text should be used very sparingly. Bullets may be used for lists. In necessary cases, use (1), (2), etc.

• When using a word which is or is asserted to be a proprietary term or trademark, authors must use symbol such as ®.

• Special care should be taken with mathematical scripts, especially subscripts and superscripts and differentiation between the letter 'ell' and the figure one, and the letter 'oh' and the figure zero. If a keyboard does not have the required characters, it is preferable to use longhand, in which case it is important to differentiate between capital and small letters, K, k and x and other similar groups of letters.

• For simple fractions in the text, the solidus / should be used instead of a horizontal line, care being taken to insert parentheses where necessary to avoid ambiguity, for example, I /(n-1).

In papers with more than one author, 'we' refers to those authors. In all other instances in which 'we' is used, either ensure that the referents are crystal clear or substitute another wording. Similar care should be taken with 'you'.

I. Citations in text

• Do not use 'ibid.' or related Latin abbreviations. Simply repeat the original citation verbatim, i.e. (Egan 1997).

• A citation should be included in prefatory material to a quote (wherever possible) rather than placed at the end. Thus: 'Egan (1997: 237) notes that curricular critics frequently hark back to the past' is preferred to 'Egan notes that curricular critics frequently hark back to the past (Egan 1997: 237)'.

• Multiple citations within parentheses should be divided by a comma, NOT a semicolon, and there should be no use of  '&' in such instances.

• References to works published in the same year should be cited as, e.g. (Smith 1991a, b).

• Multiple citations within a text should be ordered alphabetically by author's name.

• 'et al.' should be used in a reference within the text when an article or book has three or more authors, but note that all authors' names are to be given in the relevant entry in the reference list.

• Page spans in citations in a text should be given in full, e.g. 'Sedgewick (1935: 102--103; emphasis added) outlines them as follows: '.

• A quotation from a 'subject' or from an interview should normally be accompanied by a date and a research note.

For compiling a list of references, see Section O.

• Each table and figure should have a descriptive title and each column an appropriate heading. Where appropriate, a legend should be provided.

• The titles and legends to any figures must be typed separately following the text and should be grouped together.

• For all figures, original copies of figures should be supplied.

• Tables and figures should be referred to in text as follows: figure 1, table 1 (i.e. lower case); 'As seen in table [or figure] 1 . . .' (NOT Tab., fig. or Fig).

• The place at which a table or figure is to be inserted in the printed text should be indicated clearly in a typescript. Thus:

_________________________

Insert table 2 about here

________________________

• Each figure and table must be on a separate sheet (NOT embedded in the text).

• Ensure that endnotes are typed separately at the conclusion of a paper (and NOT 'embedded' in the text by a word-processing system).

• Citations in an endnote (including www addresses) should be included in the reference list.

Rena Upitis is Dean of the Faculty of Education at Queen's University, Kingston, ON K7L 3N6, Canada; e-mail: renup@xxxxx.xxx). Her most recent books are (with Eileen Phillips and William Higginson) Creative Mathematics (New York:Routledge, 1997) and Can I Play You My Song?: The Compositions and Invented Notations of Children (Portsmouth, NH: Heinemann, 1992).

M. Acknowledgements
 

References to the book (or books) being reviewed are included in a footnote at the bottom of the first page of the essay review using the following conventions, i.e. for an essay review entitled 'Power and Criticism: Poststructural Investigations in Education', the footnote should read:

The book reviewed here is David R. Olson, Psychological Theory and Educational Reform: How School Remakes Mind and Society (Cambridge: Cambridge University Press, 2003), xiv+343 pp., £47.50 (hbk), ISBN 0-521-82510-5, £17.99 (pbk), ISBN 0-521-53211-6.

JCS uses the following conventions for references. Note that references to multi-authored books and articles should be fully spelled out in reference lists, i.e. et al. should NOT be used in reference lists. The '&' should not be used except for publisher's names.

O1. Books

Hare, W. (1993) What Makes a Good Teacher: Reflections on Some Characteristics Central to the Educational Enterprise (London, ON: The Althouse Press).

Ellerton, N. F. and Clements, M. A. (1994) The National Curriculum Debacle (West Perth, Australia: Meridian Press).

Mortimore, P. (ed.) (1999) Understanding Pedagogy and Its Impact on Learning (London: Paul Chapman).

Leithwood, K. and Hallinger, P. (eds) (2002) Second International Handbook of Educational Leadership and Administration (Dordrecht, The Netherlands: Kluwer).

Dewey, J. (1956 [1902]) The Child and the Curriculum (Chicago: University of Chicago Press).

Note the following expansions of the above convention:

Foucault, M. (1992) Nonsense, trans. W. Smith (London: Falmer).
Foucault, M. (1992) Nonsense, ed. W. Smith
Foucault, M. (1992) Nonsense, 3rd edn
Foucault, M. (1992) Nonsense, 3rd revised edn
Foucault, M. (1992) Nonsense, revised
Foucault, M. (1992) Nonsense, 3rd edn, ed. W. Smith
Foucault, M. (1992) Nonsense, 3rd edn, trans. W. Smith
Foucault, M. (1992) Nonsense, ed. and trans. W. Smith

Adams, M.-L. (1994). Sex at the board: or keeping children from sexual knowledge. In S. Prentice (ed.), Sex in Schools: Canadian Education and Sexual Regulation (Toronto, ON: Our Schools/Our Selves), 60--81.

Stodolsky, S. S. (1989) Is teaching really by the book? In P. W. Jackson and S. Haroutunian-Gordon (eds), From Socrates to Software: The Teacher as Text and the Text of the Teacher, 89th Yearbook, Part I, of the National Society for the Study of Education (Chicago: NSSE), 159--184.

• A reference to a chapter in an edited book MUST include the page numbers for that chapter. Such references should include the full page span (e.g. 212--252, NOT 212--52).

• Note that a single editor is indicated by (ed.), WITH a point/period---and multiple editors by (eds), WITHOUT a point/period.

Terhart, E. (2003) Constructivism and teaching: a new paradigm in general didactics. Journal of Curriculum Studies, 35 (1), 25--44.

Burnham, C. A. and Anderson, T. H. (1991) Learning to sew on a button by reading a procedural text. CSR Technical Report No. 543, Center for the Study of Reading, University of Illinois at Urbana-Champaign. ERIC ED 332 157.

Clark, C. M. and Lampert, M. (1985) What knowledge is of most worth to teachers? Insights from studies of teacher thinking. Paper presented at the annual meeting of the American Educational Research Association (College of Education, Michigan State University, East Lansing, USA). ERIC ED 266 109.

Ross, M. (1994) Epistemic Dependence and Autonomy in Justification: The Case for Intellectual Autonomy in Schools. Doctoral dissertation, University of British Columbia, Vancouver, BC.

Mintrop, H. (2003) The limits of sanctions in low-performing schools: a study of Maryland and Kentucky schools on probation. Education Policy Analysis Archives, 11 (3). Available at: http://epaa.asu.edu/epaa/v11n3.html (accessed December 28 2004).

Sheppard, R. (1998) Pioneering teenagers: young scientists make waves. Maclean's, 25 May, 58.

Barrow, R. (1996) Personal communication, 2 May.

For a case in law and government legislation, follow the advice in the Chicago style manual.

In reference lists, citations in German and French should NOT be translated. For other languages in a reference list, add a translation in square-bracket parentheses.

• For the main text of a paper, most standard word-processing packages are acceptable. Word-processed files should be prepared according to the journal style. Submit papers in both WORD, etc. and RTF format.

• Do NOT use the 'style' features of a word-processing package for inserting headings, etc. and such features as automated numbering, bullets, etc.

• For tables, use the table function provided with the word-processing package.

• All text should be saved in one file with the complete text (including the title page, abstract, all sections of the body of the paper, references), followed by numbered tables and the figure captions.

• Avoid the use of colour and tints.

• Figures should be produced as near to the finished size as possible.

• All figures must be numbered in the order in which they occur (e.g. figure 1, figure 2 etc.). In multi-part figures, each part should be labelled (e.g. figure 1 (a), figure 1 (b) etc.).

• The figure captions must be saved as a separate file with the text and numbered correspondingly.

• The filename for the graphic should be descriptive of the graphic, e.g. Figure 1, Figure 2a.

• Files should be saved in TIFF (tagged image file format), PostScript, or EPS (encapsulated PostScript) format, containing all the necessary font information and the source file of the application (e.g. CorelDraw/Mac, CorelDraw/PC).

Ian Westbury,
General Editor, JCS
Department of Curriculum and Instruction
University of Illinois at Urbana-Champaign
390 Education Building
1310 S. Sixth St.
CHAMPAIGN, IL 61820
USA

Corresponding authors can receive their (published) paper by e-mail as a pdf file. This allows an author to print up to 50 copies, free of charge, and disseminate them to colleagues. In many cases this facility will be available up to two weeks prior to publication. Or, alternatively, corresponding authors will receive the traditional 50 offprints. A copy of the journal will be sent by post to all corresponding authors after publication. Additional copies of the journal can be purchased.
 

Robert Boostrom
Editor USA: Journal of Curriculum Studies
Department of Teacher Education
University of Southern Indiana
8600 University Blvd
EVANSVILLE, IN 47712, USA

E-mail: rboostro@usi.edu

Geoffrey Milburn
Editor Canada: Journal of Curriculum Studies
J.G. Althouse Faculty of Education
University of Western Ontario
1137 Western Road
LONDON, Ontario
CANADA N6G 167

E-mail: milburn@uwo.ca
Web-site: http://www.uwo.ca/edu/jcs

Margery D. Osborne
Editor Asia/Pacific: Journal of Curriculum Studies
Centre for Research in Pedagogy and Practice
National Institute of Education
Nanyang Technological University
1 Nanyang Walk, Blk 2, Level 2
SINGAPORE 637616

E-mail: mosborne@nie.edu.sg

Andrew Stables
Editor Europe: Journal of Curriculum Studies
Department of Education
University of Bath
BATH BA2 7AY
UNITED KINGDOM

E-mail: edsawgs@bath.ac.uk

Ian Westbury
Department of Curriculum and Instruction
University of Illinois at Urbana-Champaign
390 Education Building
1310 S. Sixth Street
CHAMPAIGN, IL 61820
USAE-mail: westbury@uiuc.edu

 

[FIRST PAGE]

Dear

I/We am/are preparing an academic article entitled (Title, Author(s) which will be published in the Journal of Curriculum Studies by Taylor & Francis Group Ltd.

I/We would like to ask your permission to reprint the work listed in the attached permission statement. I/We request non-exclusive world rights in English for the listed material, which may be published in print, electronic, or digital forms.

I/We hope that you will be able to grant me/us permission to use this material, for which full acknowledgement will be made. If you do not control these rights, please let me/us know to whom I/we should apply.

I/We appreciate your co-operation in making this material available and would ask you kindly to return this complete form duly signed.

Yours faithfully,

[SECOND PAGE]

I grant permission for the use of the work listed above for non-exclusive world rights in English, which may be published in print, electronic, or digital forms:

Signed: ___________________________________

Please print name: ___________________________

Position:___________________________________

Organization: _______________________________
 
 

<Insert Your Name and Address>

January 12, 2005

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