Print Page | Sign In
2014 Yearbook Call for Manuscripts

Call for Manuscripts

ALER Yearbook

 

All 2014 conference presenters are encouraged to submit manuscripts based on their presentation for possible publication in the ALER Yearbook.  The co-editors for Volume 37 are Susan Szabo, Leslie Haas and Sheri Vasinda.   The ALER Yearbook is an annual, peer-reviewed publication.  Conference presentation does not guarantee publication.  However, to be considered, a manuscript must be presented at the conference and previously unpublished.

 

Submission Requirements

Style:               The content, organization, and style of manuscripts must follow the Publication Manual of the American
Psychological Association
(6th edition).

 

Format:           Length:            2,000 to 5,000 words

                       Abstract:         75-150 words

                       Title page:       Must include author(s) name(s), affiliation of each author,

e-mail(s) and title of manuscript.

 

Special note:                Authors must remove identifying information from their manuscripts to insure a fair review.  Specifically, if you cite your own work (and state in the paper it is your work), you should cite it as “author (date)” rather than giving your name.  Please do this both in text and the reference list.

 

Procedures:                 Manuscripts should be submitted electronically to the Susan.Szabo@tamuc.edu as a Word document


ALL MANUSCRIPTS MUST BE SUBMITTED ELECTRONICALLY BY JANUARY 20, 2015.

Contact Us by Mail
Dr. April Blakely, Bus. Manager
4076 Loblolly Lane
Richmond, KY 40475
United States
Mission
ALER seeks to stimulate the self-development and professional growth of professors, teachers, reading specialists and students at all educational levels. We encourage the continuing improvement of college and university curricula and assist preparation programs for teachers and reading specialists. Our members work at the forefront of policy, pedagogy and practice.  Further, we encourage the continuing improvement of administrative, clinical, diagnostic and instructional practices related to the learning process.
Follow Us: