Author Guidelines

Author Guidelines

IJPPH requests contributors to abide by the following guidelines to be considered their articles acceptable for publication by the editorial board. Nevertheless, submission and initial acceptance does not ensure the publication and therefore, the authors are suggested to strictly follow the guidelines and the process.

Guidelines to authors

1. Articles must be original and relevant in local educational contexts.
   
2. Articles should not exceed 5000 words (excluding abstract, references and appendices).
   
3. Article should start with an abstract and should proceed with introduction/background, sub- headings and end with conclusion, followed by references.
   
4. Research articles might include objectives, methods, results discussions and conclusion.
   
5. The abstract of the article must not exceed 250 words.
   
6. Five keywords should be listed up immediately after the abstract.
   
7. Manuscripts should be typed in Times New Romans, 12 fonts size, with double space and printed/printable in A4 paper.
   
8. Tables and figures in the article should be numbered and given a brief title.
   
9. Figures and maps should have a clear and brief caption describing them.
   
10. Authors are required to maintain consistency in terms of spelling, punctuation and other mechanical and format conventions throughout the manuscript.
    
11. Manuscript will be reviewed by anonymous experts in the same subject and further comments will be sent for improvement.
    
12. A second round of comments, if deemed necessary by the editorial board, may be offered to the author with a week of extended time.
    
13. The Editorial Board reserves right to reject articles if authors do not abide by the submission guidelines, reviewer’s comments or cross the deadlines.
    
14. The Editorial Board has right to condense or make necessary modifications in the final manuscript before publications.
    
15. APA style should be adopted throughout the manuscript(including in-text citations and listing references). Some references/in-text citations have been illustrated below;
    

Reference entries

Journal Articles

Quaiyum, A. (2011). Mathematical problem-solving behaviors: gender perspective. Nepalese Journal of Integrated Sciences, 1, 15-18.

Jantassova, D., Zhilkishenova, S. & Klukina, E. (2009). Computer dictionaries and encyclopedia in teaching English as a second Language. Journal of NELTA, 14, 55-62.

Books:

Bhattarai, G.R.(2005). Thematic analysis of research reports. Kathmandu: Ratna Pustak Bhandar.

Cohen, L., Manion, L. & Morrison, K. (2010). Research methods in education (6th edition). London: Routledge.

Edited books:

Norton, B. & Toohey, K. (Eds.) (1997).Critical pedagogies and language learning. Cambridge: CUP.

Chapters in Edited Books

Suydam, M. N. (1981). Untangling clues from research on problem solving. In S. Krulik (ed.), Problem solving in school mathematics, 1980 yearbook (pp.195-203). Reston, VA: National Council of Teachers of Mathematics.

Online resources:

May, T. (2000). Teaching as a subversive activity. Retrieved on 10 July, 2011 from http://thormay.net/unwiseideas/teachers.html.

In-text citation

Short Quotations (less than 40 words)
Lave and Wenger (1991) argues for ‘legitimate peripheral participation’ (p. 34).

Long Quotations (more than 40 words)
Eckhert and McConnell-Ginet (1992) define community of practice as follows: An aggregate of people who come together around mutual engagement in an endeavour. Ways of doing things, ways of talking, beliefs values, power relations – in short, practices – emerge in the course of this mutual endeavour. Likewise, there must be a mutual interaction among the members. (p. 464)

Paraphrasing
Single author
The construction of teacher identity is a process in which teachers engage in interaction not only with other members but also with broader socio-cultural context (Wenger, 1998).

Multiple authors:
Identity is constructed through the reflective practice in which teachers listen to opinions of students in the classroom and change contents and methods of teaching for better learning (Richards, 1990; Bartlett, 1990).

Copyright Policy

Open access authors retain the copyrights of their papers and all open access articles are distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution and reproduction in any medium, provided that the original work is properly cited.

Authorship

To give appropriate credit to each author, the individual contributions of authors should be specified in the manuscript.

An 'author' is generally considered to be someone who has made substantive intellectual contributions to a published study. We recommend that that you adhere to the guidelines for authorship that are applicable in your research field or, in the absence of any guidelines, to the International Committee of Medical Journal Editors (ICMJE) guidelines. According to the ICMJE guidelines, to qualify as an author one should have:

1. made substantial contributions to conception and design, or acquisition of data, or analysis and interpretation of data;
   
2. been involved in drafting the manuscript or revising it critically for important intellectual content;
   
3. given final approval of the version to be published. Each author should have participated sufficiently in the work to take public responsibility for appropriate portions of the content; and
   
4. agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.
   

Acquisition of funding, collection of data, or general supervision of the research group, alone, does not usually justify authorship.

Contribution Notes:

Conception & Design: SMY Arafat

Management of data: SMY Arafat, S Ahmed & MS Uddin 

Drafting of the manuscript:  SMY Arafat & S Ahmed

Critical revision of the manuscript: SMY Arafat, S Ahmed & MS Uddin

Final Approval of the manuscript: SMY Arafat