Presentation on theme: "APA Style BOOK Weinstein, C. S., & Mignano, A. (1993). Organizing the elementary school classroom: Lessons from research and practice. New York: McGraw-Hill."— Presentation transcript:
APA Style BOOK Weinstein, C. S., & Mignano, A. (1993). Organizing the elementary school classroom: Lessons from research and practice. New York: McGraw-Hill.
Cities that do no require states or countries Baltimore Boston Chicago Los Angeles New York Philadelphia San Francisco Amsterdam Jerusalem London Milan Moscow Paris Rome Stockholm Tokoyo Vienna
BOOK WITH MULTIPLE EDITIONS Woolfolk, A. E. (2004). Educational psychology (9th ed.). Boston: Allyn & Bacon.
EDITED BOOK Wittrock, M. (Ed.). (1986). Handbook of research on teaching (3rd ed.). New York: Macmillan. CHAPTER IN AN EDITED BOOK Anderson, L. M. (1989). Classroom instruction. In M. Reynolds (Ed.), Knowledge base for beginning teachers (pp. 101-116). New York: Pergamon.
JOURNAL ARTICLE Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-248.
Electronic Media Article in an Internet-only journal Fredrickson, B. L. (2000, March 7). Cultivating positive emotions to optimize health and well being. Prevention & Treatment, 3, Article 0001a. Retrieved November 20, 2000, from http://journals.apa.org/prevention/volume3/pre0030001a.html Stand-alone document, no author identified, no date. If the author of a document is not identified, begin the reference with the title of the document. GVU's 8th WWW user survey. (n.d.). Retrieved August 8, 2000, from http://www.cc.gatech.edu/gvu/usersurveys/survey1997-10/ Internet articles based on a print source VandenBos, G., Knapp, S., & Doe, J. (2001). Role of reference elements in the selection of resources by psychology undergraduates. Journal of Bibliographic Research, 5, 117-123. Retrieved October 13, 2001, from http://jbr.org/articles.html See: http://www.apastyle.org/elecsource.html for more information http://www.apastyle.org/elecsource.html
Crediting an idea Results of research on teaching suggest that classroom organization is a key to student learning (Anderson, 1992; Evertson, Emmer, & Marshall, 1986; Good, 1989). [NOTE: Articles are alphabetical by first author’s name within parentheses] OR Results of research by Anderson (1992), Evertson, Emmer, and Marshall (1986), and Good (1989), suggest that classroom organization is a key to student learning.
Quotes Many educators agree with Dewey’s (1940) statement, “Once is never enough when it comes to a good idea” (p. 79). [period after parentheses] Many educators wonder along with Dewey’s (1940), “Is once is enough when it comes to a good idea?” (p. 79 ). [question mark inside quote if part of original,period after parentheses]
Quotations of 40 words of more are blocked and indented on the left but not the right. Miele (1993) found the following: The placebo effect…disappeared when behaviors were studied in this manner. Furthermore the behaviors were never exhibited again [italics added], when reel [sic] drugs were administered. Earlier studies (e.g., Abdullah, 1984; Fox, 1979) were clearly premature in attributing the results to a placebo effect. (p. 276) [period before parentheses]
Headings: Using 3 levels Objectives for Learning (level 1) The items listed in the overview at the beginning of this chapter are examples of learning objectives. Although there are many different approaches to writing objectives, each assumes.... Kinds of Objectives (level 2) At a very general, abstract level are the grand goals society may have for graduates of public schools, such as increased intellectual development and effective citizenship. But very general goals become meaningless.... Mager: Start with the specific. (level 3) Robert Mager has developed a very influential system for writing instructional objectives. Mager’s idea is that objectives ought to describe what students will be doing....
Headings: Using 3 levels Objectives for Learning (level 1) This is the main heading of a section. It is centered and all the important words are capitalized. No italics here.... Kinds of Objectives (level 2) The 2nd level heading is at the left margin and all the important words are capitalized. Use italics here.... Mager: Start with the specific. (level 3) At the 3rd level, the heading is indented, in italics, only the first word and the first word after a colon are capitalized. The paragraph starts on the same line as the heading (it is called a paragraph heading)…..