Resources for Authors
Prairie Journal of Educational Research PJER believes that the submission process should be a learning experience for Kansas State University College of Education students. Below are some suggested resources. The College of Education Faculty is also a great source of additional support, and we encourage authors to solicit feedback from trusted professors prior to submission in PJER.
PJER requires the use of the rules set forth in the Publication Manual of American Psychological Association, 6th edition. Other helpful APA information can be found on Kansas State University’s APA Citation Guide, Purdue University’s Online Writing Lab, and the APA Style website.
Authors are also encouraged to take advantage of the writing center at K-State for assistance with writing.
Resources for Reviewers
Reviewer Training Video
This short video will teach you how to use PJER's online review platform and what kind of feedback we are looking for.
PJER is committed to providing support for students who take on the challenge of reviewing for the first time.
Below we have provided examples of the types of articles we accept. These articles are not meant to serve as the perfect prototype, but are merely examples of journal articles that we believe would receive favorable reviews on PJER’s Article Review Form criteria (i.e. timeliness/significance of research topic, review of literature, research design/methodology, presentation and discussion of findings/conclusions, writing style). Please note that some articles may require the viewer to login through the K-State library website with a K-State eID to access.
Quantitative Research Examples
Eckles, J., & Stradley, E. (2012). A social network analysis of student retention using archival data. Social Psychology of Education, 15(2), 165-180. Retrieved from http://link.springer.com/article/10.1007%2Fs11218-011-9173-z
Haverback, H.R., & Mee, M. (2013). Middle school teachers’ perceptions of the benefits and barriers of common planning. Journal of Curriculum and Instruction, 7(2), 6-19. Retrieved from http://www.joci.ecu.edu/index.php/JoCI/article/view/171
Qualitative Research Examples
Ruecker, T. (2013). High-stakes testing and latina/o students: Creating a hierarchy of college readiness. Journal of Hispanic Higher Education, 12(4), 303-320. Retrieved from http://jhh.sagepub.com/content/early/2013/07/03/1538192713493011
Ankrum, J.W., Genest, M.T., & Belcastro, E.G. (2014). The power of verbal scaffolding: “Showing” beginning readers how to use reading strategies. Early Childhood Education Journal, 42, 39-47. Retrieved from http://link.springer.com/article/10.1007%2Fs10643-013-0586-5
Mixed Methods Research Examples
Bishop, A.G., Brownell, M.T., Klinger, J.K., Leko, M.M., & Galman, S.A.C. (2010). Differences in beginning special education teachers: The influence of personal attributes, preparation, and school environment on classroom reading practices. Learning Disability Quarterly, 33, 75-92. Retrieved from http://ldq.sagepub.com/content/33/2/75.short
Hoffman, J.L., & Bresciani, M.J. (2012). Identifying what student affairs professionals value: A mixed methods analysis of professional competencies listed in job descriptions. Research & Practice in Assessment, 7(1), 26-40. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA339254319&v=2.1&u=ksu&it=r&p=AONE&sw=w&asid=3a8f2f636f2ee220a73aacafa511ac74
Action Research Examples
Albaugh, B.M. (2013). Blogging about books: What we can learn from our students. Networks, 15(2), 1-9. Retrieved from http://journals.library.wisc.edu/index.php/networks
LaRocco, D.J., Taylor, B.A., & D’Annolfo, S.C. (2014). Urban community schools: Educator perceptions of the effects of children’s health and wellness on learning. Current Issues in Education, 17(1), 1-13. Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1319/556