Jossey-Bass Quarterly Sourcebooks
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New Directions for Community Colleges
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New Directions for
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2 Manuscript Manual for Authors
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Manuscript Manual for Authors 3
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4 Manuscript Manual for Authors
Components of the Manuscript
Make sure your chapter contains the following elements, illustrated by the samples on pages 10 and 14.
Headnote
A sentence alerting readers to the focus of the chapter and whetting their interest
in it.
Title
As short and focused as possible. Titles should not be exhaustively descriptive or
qualified. Avoid subtitles.
Author name(s)
Exactly as you wish them to appear in print.
Text
Write in a readable, practical, and jargon-free tone for a multidisciplinary audience. Do not use footnotes. Double-space the entire manuscript, including quotations, tables, and references.
Headings
Use headings to outline the structure of your chapter. Follow the format shown on
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bibliography of the source would be in your reference section):
Note. Adapted from “Early Predictors of Job Burnout and Engagement,”
by C. Maslach and M. Leiter, 2008, Journal of Applied Psychology, 93, p.
509. Copyright 2008 by the American Psychological Association.
Figures
Figures present information graphically, such as in drawings, graphs, or charts.
Provide figures on separate pages, not run into text. Provide a figure title and
number. Make sure the figure is referred to in the text. List the source if the figure is reproduced or adapted from another work, and provide a letter of permis-
Manuscript Manual for Authors 5
sion to reprint if necessary (see section on permissions on pp. 7–8). Provide final
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Knight (1995) argues cogently that references are a pain in the neck.
In three recent studies, references were associated with neck pain
(Bradley, Ramirez, & Soo, 1997; Day et al., 1991; Knight, 1990, 1995).
As one authority states, "References are a pain in the neck" (Knight,
1995, p. 35).
As Knight (1995) states, "References are a pain in the neck" (p. 35).
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important facts about yourself.
6 Manuscript Manual for Authors
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Manuscript Manual for Authors 7
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or Personal
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Accounts
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8 Manuscript Manual for Authors
Checklist for chapter manuscripts
Please review your manuscript carefully before submitting the final draft to the issue editor. Submit this checklist with your manuscript.
Chapter headnote
Chapter title
Author name(s)
Body of chapter
Reference section (if any)
Author identification (at end of chapter)
Tables, figures, and exhibits (if any)
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Files labeled with author(s) names
Provide name and version of word processing program
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Indicate whether table, figure, or exhibit is adapted or reprinted from
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Each table, figure, or exhibit is referred to in text by number
References
Publication Manual of the American Psychological Association followed throughout
All citations are listed in references
All references are cited in text
Each reference entry includes complete bibliographic information
Manuscript Manual for Authors 9
This chapter describes a comprehensive model for the evaluation of
science education programs that was developed from existing models.
Observations are also provided regarding the role of evaluation models
in the reform of science education.
Headnote
Program Evaluation
in Science Education:
Chapter title
The Model Perspective
First-Level Heading
James W. Altschuld, David Kumar
National concern has been rising for more than a decade regarding what is
taught in American schools and the quality of learning and instruction. A Nation
at Risk (National Commission on Excellence in Science Education, 1983), the
reports of the Holmes Group (1986) and the National Education Goals Panel
(1992), reform movements in states, the utilization of alternative assessment
strategies to measure educational progress, and other similar initiatives clearly
demonstrate this concern. Science educators also have been involved in the
conceptualization and implementation of reform, for example, the ScienceTechnology-Society (STS) movement, Project 2061 (Rutherford & Ahlgren,
Recent Advances in Retreat 1
­0
1990), and the establishment of a national agenda for research in science education (Kyle, 1993). The need for systematic approaches or models for the evaluto these discussion groups; they vote with their feet and go to the one
ation of change is concomitant with new directions in education, and science
that they are most interested in. These single topics sessions often result
education in particular.
in recommendations or conclusions (or both) that are shared later.
This chapter analyzes the literature regarding evaluation models speOther Large Group Activities. Other activities for the entire group
cifically focused on science education, proposes a new comprehensive model
vary substantially by director, perceived needs of the group, and length
for such evaluation, comments briefly on evaluation of reform efforts in sciof the session and may include the following.
ence education, and presents conclusions related to the value of evaluation
Nonastounding Teaching Devices. These devices are often called tips
models.
and tricks. These allow participants to share other effective teaching techniques or systems for dealing with the “administrivia” of faculty life.
Analysis of the Literature
Important Teachers. This is an opportunity for each participant to
describe the characteristics of a former teacher who had an effect on
Seeking literature related to the conceptualization and design of evaluations for
their lives.
science education programs and projects is a complex undertaking. The authors’
Advice to a New Teacher. Sharing what you would tell a new colleague
often, of course, identifies good advice for experienced teachers as well.
Books Revisited. This is an opportunity for folks to read an important
paragraph or a sentence that provides the essence of their book.
Commencement. The endings of the seminars are called commencements, and the final sessions typically include the following elements.
Presentations. These include presentations from the groups completing the search for the great teacher; discussions of f­ollow-up implementation activities that will be done back on campus; and acknowledgments
of all the people, particularly the staff, who have contributed so much to
the seminar.
Benedictions. This activity allows all participants to have an opportunity to help bring closure to the seminar though a brief w
­ rap-up statement.
Certificates. Diplomas are often presented, sometimes accompanied
by gentle group humming of “Pomp and Circumstance”!
Evaluations. Evaluation forms are often completed to provide feedback in this age of accountability and continuous improvement.
Second-Level
Heading
Third-Level
Heading
Evolutions
For the first fifteen years, the GTS model was used only for teaching
celebrations. After all, they were called “Great Teaching Seminars,” and
10 Manuscript Manual for Authors
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I am preparing an article for publication in a forthcoming issue of
published by Jossey-Bass, a Publishing Unit of John Wiley & Sons, Inc..
, which is
I request your permission to include the following material in this and all subsequent editions of the
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Manuscript Manual for Authors 11
Sample References
Use the following format for preparing double-spaced references. Please refer to
the Publication Manual of the American Psychological Association, Sixth Edition if
you have questions on references or other stylistic matters that are not covered
here.
Book (1 author)
Pollan, M. (2006). The omnivore’s dilemma: A natural history of four meals. New York,
NY: Penguin.
Book (2 or more authors)
Ward, G. C., & Burns, K. (2007). The war: An intimate history, 1941–1945. New
York, NY: Knopf.
Edited book
Greenberg, J. (Ed.). (2008). Of prairie, woods, and water: Two centuries of Chicago
nature writing. Chicago, IL: University of Chicago Press.
Chapter in an edited book
Gould, G. (1984). Streisand as Schwarzkopf. In T. Page (Ed.), The Glenn Gould
reader (pp. 308–311). New York, NY: Vintage.
Journal article (journal paginated by volume)
Miller, M. T., & Pope, M. L. (2003). Faculty senate leadership as a presidential pathway: Clear passage or caught in a maze? Community College Journal of Research and
Practice, 27, 119 –129.
Journal article (journal paginated by issue)
Blair, W. (1977). Americanized comic braggarts. Critical Inquiry, 4(2), 331–349.
Publication with an ERIC ED number
Carter, D. J., & Wilson. R. (1993). Eleventh annual report on the status of minorities in
higher education. Washington, D.C.: Office of Minority Concerns. Retrieved from
ERIC database. (ED363250)
Newspaper article
Schwartz, J. (1993, September 30). Obesity affects economic, social status. The
Washington Post, pp. A1, A4.
12 Manuscript Manual for Authors
Carey, B. (2008, September 4). For the brain, remembering is like reliving. The
New York Times. Retrieved from http://www.nytimes.com/2008/09/05/
science/05brain.html
Online Periodical
Morasse, S., Guderley, H., & Dodson, J. J. (2008). Paternal reproductive strategy
influences metabolic capacities and muscle development of Atlantic salmon (Salmo
salar L.) embryos. Physiological and Biochemical Zoology, 81(4), 402–413.
doi:10.1086/589012
Online document
Evanston Public Library Board of Trustees. (2008). Evanston Public Library strategic
plan, 2000–2010: a decade of outreach. Retrieved from http://www.epl.org/library/
strategic-plan-00.html
Jossey-Bass quarterly sourcebook (entire volume)
Hofmann, E., & Voloch, D. (Eds.). (2012). New Directions for Higher Education: No.
158. Dual enrollment: Strategies, outcomes, and lessons for school–college partnerships.
San Francisco, CA: Jossey-Bass.
Chapter in a Jossey-Bass quarterly sourcebook
Kinnick, K. N. (2012). The Impact of Dual Enrollment on the Institution. In E.
Hofmann & D. Voloch (Eds.), New Directions for Higher Education: No. 158. Dual
enrollment: Strategies, outcomes, and lessons for school–college partnerships (pp.
39–47). San Francisco, CA: Jossey-Bass.
Unauthored article
In Texas, ad heats up race for governor. (2002, July 30). The New York Times.
Retrieved from http://www.nytimes.com
Unpublished paper
Teplin, L. A., McClelland, G. M., Abram, K. M., & Washburn, J. J. (2005, March).
Early violent death in delinquent youth: A prospective longitudinal study. Paper presented at the meeting of the American Psychology-Law Society, La Jolla, CA.
Unpublished dissertation
Choi, M. (2008). Contesting imaginaires in death rituals during the Northern Song
Dynasty (Doctoral dissertation). Available from ProQuest Dissertations and Theses
database. (AAT 3300426)
Healey, D. (2005). Attention deficit/hyperactivity disorder and creativity: An investigation into their relationship (Unpublished doctoral dissertation). University of Canterbury, Christchurch, New Zealand.
Manuscript Manual for Authors 13
PROGRAM EVALUATION IN SCIENCE EDUCATION: THE MODEL PERSPECTIVE 19
by
byincluding
includingaalarger,
larger,more
morerepresentative
representativesample
sampleofofstudents
studentsand
andbybyusing
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Theyalso
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uleimplementation,
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andways
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best
categorize
categorizethe
theinstructional
instructionalmodules
modulesbased
basedon
onstudent
studentcharacteristics.
characteristics.The
The
above
evaluation
activities
took
place
under
conditions
of
rigorous
control,
above evaluation activities took place under conditions of rigorous control,
with
withthe
theclasses
classesofofparticipating
participatingteachers
teachersbeing
beingsupervised
supervisedclosely
closelybybylocal
local
project
projectstaff.
staff.(Small,
(Small,asasnoted,
noted,did
didnot
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phase.)
While
Whilethe
themicro-developmental
micro-developmental(formative)
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levelofofevaluation
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was
prominent
(1978), and
and Small
Small (1988),
(1988), it
prominentininPines
Pines (1980),
(1980), Mayer
Mayer and
and Stoever
Stoever (1978),
itwasn’t
wasn’tsolely
solely confined
confined to
to those
those authors.
authors. Welch
Welchimplied
impliedsome
someofofthe
thesame
same
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his1974
1974article.
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Virginia’s
StandardsofofLearning-Science
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(Exline,1985)
1985)and
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theEvaluation
Evaluationofofa aChild-Structured
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(Espejo,
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(Espejo,Good,
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andWestmeyer,
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1975)have
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s description
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descriptionofofa amodel
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being
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contained“program
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mentarygrade
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middleand
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andideas
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howscience
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shouldbebetaught
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andlearned.
learned.
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Hismain
mainemphasis,
emphasis,however,
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wasmore
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congruentwith
withthe
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Thewriting
writingofofEspejo,
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andWestmeyer
Westmeyer(1975)
(1975)isis
related
relatedbut
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hadaadifferent
differentconceptual
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base.ItItessentially
essentiallyemployed
employedtheories
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andassessing
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Macro-System (Contextual)
(Contextual)Level.
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ThemacromacroEvaluationofof the
the Macro-System
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levelofofevaluation
evaluationisisprominent
prominentininExline
Exline(1985),
(1985),Exline
Exlineand
andTonelTonel11 METHODOLOGICAL ISSUES
son
son(1987),
(1987),and
andsomewhat
somewhatemphasized
emphasizedininthe
thewriting
writingofofWelch
Welch(1974)
(1974)and
and
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and Severs
Severs (1986).
(1986). At
Atthe
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Extheideas
ideasof
of Shell,
Shell, Horn,
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Blair, W. (1977). Americanized comic braggarts.line
Critical
Inquiry,
4(2),a331–349.
(1985)
described
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beguninin1978
1978in
(1985)
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a comprehensive
evaluation
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References
Author
Identification
MARSHA J. HIRANO-NAKANISHI is director of the division of analytic studies in the
system office of the California State University.
14 Manuscript Manual for Authors
MANUSCRIPT MANUAL
FOR
AUTHORS
11