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Author Guidelines

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 Anatolian Journal of Education.


Payments for Publication

AJE is free of charge. We don't 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. 


About Styles

The following writing and referencing rules are to be taken into consideration.

Click here for the AJE TEMPLATE.

·       The articles should not be published elsewhere previously. If any part of the article has been presented at a 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 language of the manuscripts published in AJE is English.

·        The title of the article must be written in capital letters, using font size 11 and bold. One line space should 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 should be written under the title.

·        Writing headings and subheadins are shown below. While writing subheadings, the first letter of each word should be capitalized.


Heading 2 – Subheading

Heading 3 – Subheading

·    The whole text should be written using single line spacing, including the reference list.

·    The article should normally consist of the following parts: “introduction, method, findings, conclusion, discussion and suggestions.”

·    The number of the pages of the article must not exceed 15, including abstract and reference list. (If reduction the page number of the manuscript effects the quality, the editör(s) or the referee may decide to publish more than 15 pages).

·    The whole work, except main headings and tables, should be written in Times New Roman, font size 10. Main headings should be 11 and tables should be 9 font size.

Title Page

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.


The abstract should be brief, informative and self-explanatory and should be written in past tense. It should 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.

Key words: 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.


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


The findings should describe the design of the study 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 ans shpuld be formed according to APA 6th edition (Publication Manual of the American Psychological Association). For a brief information, please click here.

Number of the table and the title must be written above the table.

Table X

Proportion of Errors in Younger and Older Groups


Level of difficulty





M (SD)

%95 CI



M (SD)

%95 CI



.05 (.08)

[.02, .11]



.14 (.15)

[.08, .22]



.05 (.07)

[.02, .10]



.17 (.15)

[.08, .28]



.11 (.10)

[.07, .17]



.26 (.21)

[.15, .39]

Note. CI = confidence interval.

Conclusion, Discussion and Suggestions

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 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. Some suggestions should be made for implementers, researchers, educators etc. in accordance with the findings of the study. Suggestions can also be given under a separate title.


The items on the reference list must be arranged according to APA 6th edition (Publication Manual of the American Psychological Association).

For a brief information, please click here.

In-Text citations

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 et al., 2002)

How to Create a Reference List

Single author:

Amer, A. (2006). Reflections on Bloom’s revised taxonumy. Electronic Journal of Research in Educational Psychology4(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

Two authors:

Biggs, J. B., & Collis, K. (1982). Evaluating the quality of learning: the SOLO taxonomy. New York, NY: Academic Press.

Eggen, P., & Kauchak, D. (2001). Educational psychology: Windows on classrooms. New Jersey, NJ: Merrill.

Erden, M., & Akman, Y. (1996). Egitim psikolojisi [Educational psychology]. Ankara, Türkiye: Arkadas Yayınevi.

Minogue, J., & Jones, G. (2009). Measuring the impact of haptic feedback using the SOLO taxonomy. International Journal of Science Education31(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

Three or more authors:

Ivanitskaya, L., Clark, D., Montgomery, G., & Primeau, R. (2002). Interdisciplinary learning: Process and outcomes. Innovative Higher Education, 27(2), 95-111.