Brackets and notes

However, the exact order and appearance of citation elements in a bibliography are not the only things dictated by the style. The way in which you cite in your text when using a

or any other manner of referring to a source are also dictated by the style.  

Some require you to place references in brackets at the end of a sentence, listing author(s) and page number(s), or author(s), year of publication and page number(s). Citation styles requiring this include APA and Harvard. If you like, you can also refer to multiple sources with regard to a single sentence. However, remember that the closing bracket should precede the sentence's full stop or a comma.

Other styles require you to create a footnote that gives the author(s), year of publication and page number(s). The footnotes appear in numerical order at the bottom of the page in question. This is the case, for instance, in the Chicago style (16th edition).

Some styles want you to create an endnote giving the source details and the exact part of the source being cited. The numbered footnotes are located at the very end of the text.

Should you refer to the same source on a number of occasions, you will repeatedly need to cite it between brackets or in a footnote or endnote for each reference. If you refer to another page in the same source as in the previous citation, some style will allow you to use ‘ibidem’, which is abbreviated as ‘ibid.’, followed by the page number being referred to.

The complete reference to a source you have cited (between brackets or in a footnote or endnote) should be included in the reference list (also known as bibliography or cited works), which will generally speaking be in alphabetical order of the authors’ names.

Each source only has to be mentioned once in a bibliography, see below:

 

References

Bender Sebring, Allensworth, Bryk, Easton & Luppescu (2006). The essential supports for school improvement. Chicago: Consortium on Chicago School Research.

Hargreaves & Fullan (2012). Professional capital. Transforming teaching in every school. Toronto: teachers College Press.

Kambel, E. (2013). Sirius Peer review Norway, 14 and 15 November 2013. Barcelona: Sirius.

Lomos, C., Hofman, R. & Bosker, R. J. (2011). Professional community and student achievement a meta-­‐analysis. School Effectiveness and School Improvement,22(2), 121-­‐148.

Muijs, S. Harris, A. Chapman, C., Stoll, L. & Russ, J. (2004). Improving schools in socioeconomically disadvantaged areas A review of research evidence. School effectiveness and school improvement: An international Journal of research, policy and practice, 15(2), 149-­‐175.

Payne, C.M. (2008). So much reform, so little change. The persistence of failure in urban schools. Cambridge: Harvard Education Press.

Severiens, S. & Tudjman, T. (2013). Professional capital in schools as regards education for migrant children. An exploration of policies in the Sirius network countries. Barcelona: Kitbook.

Severiens, S., Wolff, R. & Herpen, S. van (2014). Teaching for diversity. European Journal of Teacher Education.
doi 10.1080/02619768.2013.845166.

Tudjman, T. (2012). Sirius Peer review Zagreb, 10 and 11 October 2012. Barcelona: Sirius.

Tudjman, T. (2013a). Equal educational opportunities policy in educational practice. Creating optimal learning and development chances for pupils with a migrant background in Antwerp 22 and 23 January 2013. A peer review report. Barcelona: Sirius.

Tudjman, T. (2013b) Policy makers meeting Rotterdam, 11th of December 2012. Policies in the Sirius countries on professional capacity building with a focus on improving the educational position of migrant children. Barcelona: Sirius.