Overall Process

1. Write your manuscript per the provided guidelines. Please make sure that your name/university name does not appear on the manuscript, so the review may be "blind".
2. Submit your manuscript on-line per provided instructions.
3. Our goal is to have the manuscript reviewed in six weeks or 45 days pending reviewer availability.
4. The Senior Editor responsible for your manuscript will contact you as to whether or not it has been accepted for publication and what changes/suggestions have been made.
5. Once accepted, you can make changes as suggested and create the final manuscript for actual upload to the Journal.
6. The North American Senior Editor is responsible for all final document uploads to the Journal. He will work with you to ensure the final document meets the formatting requirements.
7. The North American Senior Editor will upload your final manuscript to the Journal, and it will be available in the appropriate issue/section of the current Journal.

Submitting a Manuscript

Submitting On-line

1. Click on “Submit a Manuscript”
2. Complete all requested information, and be careful to ensure that your e-mail address is correct as this will be the Editors main form of communication with you.
3. Attach the manuscript as requested, per the guidelines provided below.
4. Submit by clicking on “Submit Manuscript for Review”

Manuscript Format 

General Format

            Research reports should contain the following:

1. Introduction, review of relevant literature, context for inquiry
2. Description and justification for methodology employed
3. Description of research finding
4. Discussion of the finds, implications for practitioners
5. Conclusion and suggestions for further research
6. Do not have your name on the actual manuscript

             Theory/practice manuscripts should contain the following:

1. Statement of the topic or issue to be discussed
2. Reference to relevant literature
3. Discussion to include development of argument/examples of practice
4. Implications for practitioners
5. Conclusion and next steps

               Book reviews should contain:

1. Accurate title, author, publisher of material
2. Overview
3. Critique
4. Conclusion – usefulness to profession

Final manuscripts must include:

1. Abstract (100 to 250 words)
2. Keywords, 5 to 10, listed alphabetical

General instructions:

• Length: Manuscripts should range in length from 3,000 to 5,000 words, including references, tables, and figures
• Format: Double-spaced with appropriate margins, using Times New Roman, 12 point font.  Properly paginate the manuscript.
• Citations: Follow the style of the publication manual of the American Psychological Association in citations, references, tables and figures.
• Figures: Each figure and table must be numbered and mentioned in the text. 
• Mark the intended (approximate) location of all figures and diagrams in the manuscript.  For tables, footnotes are preferable to long headings or text in the body of the table.  Provide figures and tables in separate high-quality files (e.g. JPG, TIFF, or PICT).  If no electronic versions of figures are available, high-quality hard copy that can be reproduced should be sent by separate cover.  The letter size of figures should be large enough to allow for reduction.
• Footnotes should be identified by superscript Arabic numerals and placed directly below the table.
• Figure and table captions should be clear and concise so they can be understood without reference to text.
• Captions must be listed on a separate page at the end of the document.
• Quotations: Citing literature or interviews of more than 40 words should be set off clearly by using hanging indents and 11 point font.  Use double quotation marks for shorter quotations, and single quotation marks within quotations.
• Note:  If emphasizing a phrase or sentence, use italics instead of quotation marks.
• Final submission: Once the manuscript has been through review and editing procedures, the final versions are required to be submitted as text only files.

A Brief Guide to APA Citation and Bibliographical Listing for References

Comprehensive details of APA style and format for manuscripts are described in the Publication Manual and further detail is available from the APA website.  The main points regarding the citation of references are noted here.  In text citation references are based on author(s) surname (omitting initials) and year of publication, for example, (Smith, 1996).  If two or more publications are cited, they appear in brackets, ordered alphabetically, separated by a semicolon, for example, (Jones, 1999; Smith, 1989).  Multiple author publications are likewise cited, but publications with more than five authors are cited using the first author followed by et al., for example, Smith, et al. (1996), with the full list of authors provided in the bibliography.  The year of publication is omitted if any publication is cited again within the same paragraph.  For two to five authors, the full author list and date of publication is cited the first time, followed by, first author et al., in subsequent citations, for example, Smith, Jones and Brown (1997) becomes Smith et al. (1997) and the Smith et al..  References in the bibliography are listed in order of author(s) surname and initials alphabetically, and date of publication: nothing precedes something, so Smith, A (1999) preceded Smith G. (1998), and Smith, A., & Jones, B. (1987), but Smith, A., & Jones, B. (1987) precedes Smith G. (1988).

Examples of APA Format for Bibliographies

Journal Article

Coll, R.K., Halsey, E., & Eames, C. (1997).  Keeping the customer satisfied.  Journal of Cooperative Education, 32(3), 31-40. 

Kyle, D.W., & McCutcheon, (1984).  Collaborative research: Development and issues.  Journal of Curriculum Studies, 16(2), 173-179.

Larsen, S. (1986).  Information can be transmitted but knowledge must be induced.  Programmed Learning and Educational Technology, 23(4), 331-336.

Wessels, W.J., & Pumphry, G. (1995).  The effects of cooperative education on job search time, quality of job placement and advancement, Journal of Cooperative Education, 30(1), 42-52.

Conference Paper Presentation

Arzi, H.J., White, R.T., & Fensham, P.J.  (1987, April).  Teachers’ knowledge of science: An account of a longitudinal study progress.  Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.

Hodges, D., Rainsbury, E., Sutherland, J., & Wong, C. (1998, August).  Collaborative assessment: The employers’ perspective.  Paper presented at the third Asia-Pacific conference on cooperative education. Hong Kong.

Sweeney, M., & Twomey, P. (1997, August).  Preparing graduates for 2020: The role of cooperative education.  Paper presented at the tenth world conference on cooperative education, Cape Town, South Africa

Conference Proceedings

Kilpatrick, J. (1987).  What constructivism might be in mathematics education.  In J.C. Bergeon, N. Herscovics & A. Kieran (Eds.), Proceedings of the Eleventh Annual for the Psychology of Mathematics Education (Vol, 1, pp 3-27).  Montreal: International Group for the Psychology of Mathematics Education.

Pickles, T. (1993).  Value and quality of industrial placement: Students’ views. In R.J.A. Bradley & A.N. Glynn (Eds.), Proceedings of the Eighth World Conference on Cooperative Education (pp. 209-212). Dublin, Ireland: World Association Cooperative Education.

Wagstaffe, D.. (1995). Advantages of cooperative education to students. In V. Lewis, B. Bailey, C. Williams-Myers & J. Yee-Sing (Eds.), Proceedings of the Ninth World Conference on Cooperative Education (p. 83). Kingston, Jamaica: World Association for Cooperative Education.

Chapter in a Book

Ball. S.J. (1988).  Humanistic research procedures: Participant observation.  In J.P. Keeves (Ed.), Educational research, methodology, and measurement: An international handbook (pp. 507-510). Sydney: Pergamon Press.

Clark, C.M., & Peterson, P.L. (1986).  Teachers’ thought process.  In M.C. Wittrock (Ed.), Handbook of research teaching (Ed.). New York: Macmillan.

Reichardt, C.S., & Cook, T.D. (1979).  Beyond qualitative versus quantitative methods.  In T.D. Cook & C.S. Reichardt (Eds.), Qualitative and quantitative methods in evaluation research (pp. 7-32).  Beverly Hills, CA: Sage.

Shulman, L.S. (1988).  The nature of disciplined inquiry in education.  In R.M. Jaeger (Ed.), Complementary methods for research in education (pp. 1-58).  Washington, DC: American Educational Research Association.

Book

Apple, M. (1979). Ideology and curriculum.  London: Routledge and Kegan Paul.

Kemmins, S., & McTaggert, R. (Eds.). (1988).  The action research planner (3rd ed.). Deakin University, Geelong: Deakin University Press.

Linklater, P. (1987). Education and the world of work: Positive partnerships.  Stoney Stratford, England: Open University Press.

Patton, M.Q. (1990).  Qualitative evaluation and research methods.  Newbury Park, CA: Sage.