Search

Theoretical framework is one of the main parts of the research paper, so that researchers are expected to be able to determine the relevant theory that underlies their research. The purpose of conducting this systematic literature review (SLR) is to review of theoretical framework, compare, and describe various theoretical research frameworks in an investigative manner on the theme of self efficacy in collaborative science learning that underlies publications in Scopus indexed journals in the last ten years. In this regard, we used the phrase "self-efficacy in collaborative science learning" on the disbursement menu in the Scopus database and found 711 articles. There were 63 articles that met the criteria for analysis. The inclusion and exclusion model used is PRISMA. The newly discovered aspects consist of community of practice, professional learning community, and reflection, which are as a result of the development of a theory of change and a theory of instruction constructed from theoretical frameworks in the recent collaborative science learning practices literature. Therefore, the development of this theory can be considered as a theoretical basis for developing the self-efficacy of prospective science teachers in collaborative learning in the future. The purpose of conducting this systematic literature review (SLR) is to review, compare, and describe various theoretical research frameworks in an investigative manner on the theme of self-efficacy in collaborative science learning that underlies publications in Scopus indexed journals in the last ten years. In this regard, we used the phrase "self-efficacy in collaborative science learning" on the disbursement menu in the Scopus database and found 711 articles. There were 63 articles that met the criteria for analysis. The inclusion and exclusion model used is PRISMA. The newly discovered aspects consist of community of practice, professional learning community, and reflection, which are as a result of the development of a theory of change and a theory of instruction constructed from theoretical frameworks in the recent collaborative science learning practices literature. Therefore, the development of this theory can be considered as a theoretical basis for developing the self-efficacy of prospective science teachers in collaborative learning in the future.

Systematic overview of environmental literacy research in Indonesia is a crucial aspect for determining effective strategies for strengthening environmental literacy, unfortunately, this is not widely available, especially regarding research published in Indonesia. This research aims to reveal the profile, challenges, and opportunities for strengthening environmental literacy in Indonesia. SLR was used in this research by analyzing 36 articles that met the requirements collected from journals registered by Sinta in 10 years. The articles were then analyzed using a content analysis observation sheet. This research showed fluctuations and stagnation in the number of publications. Variations in design, subjects, instruments, and data analysis techniques are also revealed. Important research results also provide interesting findings in environmental literacy profiles, types of schools, and educational curricula. Based on this, researchers in Indonesia have the challenge of increasing the number of environmental literacy research published in Indonesia. This challenge becomes an opportunity to conduct qualitative and mixed-method research involving students at various education levels. Triangulation data analysis is also important. Furthermore, implementing the Adiwiyata curriculum and innovative learning using local wisdom has the potential to strengthen students' environmental literacy. This research provides an overview for other researchers to formulate effective strategies to improve environmental literacy.

Over its 50-year journey, "Educational Considerations" has been a platform embracing diverse voices in education, aiming to stimulate critical thinking on educational matters. From its inception, it invited input from educators and stakeholders, fostering a broad discourse on educational concerns. This inclusivity attracted contributions from various quarters often overlooked by mainstream academic journals: administrators, teachers, non-profit leaders, etc. Their insights have chronicled important shifts in public education, including the evolving nature of school partnerships. These intentional relationships between K-12 institutions and various stakeholders have become pivotal in shaping educational practice and supporting student success. This article explores how "Educational Considerations" has depicted school partnerships over time, highlighting the insights of authors who have defined the essence of collaborative engagement with public schools in order to improve student outcomes and teacher preparation.

The purpose of this research article is to explore how social justice in education has evolved over the past 50 years of peer-reviewed article publications in Kansas State University College of Education's academic journal, "Educational Considerations." The research sought to unveil how social justice in education has evolved over the past 50 years based on publications in "Educational Considerations." The study utilized a qualitative research approach, specifically adopting a document analysis methodology. This research drew its data from peer-reviewed articles published in "Educational Considerations" spanning from 1973 to 2023. Literature not originally found in "Educational Considerations"--but relevant to the research objectives--was only incorporated during the analysis and discussion stages. Thematic data analysis was used to make sense of the collected data. Nancy Fraser's three-dimensional social justice theory served as the underlying framework in which the articles surrounding social justice in education from each era of the journal "Educational Considerations" were analyzed and discussed. The findings show that articles published in this journal remain relevant in addressing contemporary educational challenges, ensuring that the pursuit of educational equity endures. In conclusion, the journal's 50-year history reflects its dedication to promoting equitable education and contributing to the field of education.

This study aimed to investigate research trends related to socio-scientific issues (SSI). The SSI articles analysed were from highest-rating five science education journals with the highest impact ratings, published between 2011 and 2022, including "Science Education" [SE], "Journal of Research in Science Teaching" [JRST], "Science and Education" [S&E], "International Journal of Science Education" [IJSE], and "Research in Science Education" [RSE]. A total of 87 selected relevant SSI articles were analysed to determine research types, research topics, research sample groups, research sites, and authors with the most citations. According to the research findings, IJSE articles are the most widely published articles compared to other articles of similar journals. It is revealed that the most discussed issues in those articles of IJSE are argumentation and decision-making, followed by the nature of science. Pupils in middle and high schools constitute the largest sample groups. The continent that has been widely selected as research sites is European continent. Meanwhile, the country with the most research sites is the United States. The data collection tool most frequently used in the research is interview. S&E's "Nature of Science," "Scientific Inquiry," and "Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry" articles are the most cited articles. Challenges such as addressing efficacy, emotion, and attitude remain noticeably unexplored in SSI studies. Furthermore, exploratory studies on SSI for early childhood education.

Metaverse is a technology which allow users to "experience" a digital universe and includes several components like augmented and virtual reality. Researchers who wish to research the field may not know where to start or the key features of the field. Thus, the present study aims to discuss the general and social, conceptual, and intellectual structures of the field for future researchers on metaverse. For this purpose, the general structure, scientific maps, and socio-intellectual structure of the field were investigated. Then, recommendations are presented for future researchers by bibliometric analysis results. In the study, the abstracts and keywords in publications indexed in the Scopus database and Web of Science database were reviewed. After the data collected from 439 publications were cleaned and combined, 328 documents were analyzed using R. The performance analysis revealed that the most productive writer in the field was Ayiter E., the most influential writer was Bourlakis M., the journal with the most publications was "The Journal of the Association for Information Systems", and the most cited study was "Avatars, People, and Virtual Worlds: Foundations for Research in Metaverses" published in that journal. The examination of the intellectual, social and conceptual framework within the field unveiled predominant associations of metaverse with keywords such as virtual, second life, augmented reality, avatar, virtual world, and virtual reality. The most frequent collaborations were between Korea, Japan and the United States on second life and e-learning.

This study aims at a detailed analysis of bibliometric studies in science education through articles published in peer-reviewed journals. The bibliometric network analysis performed on 846 articles in the Scopus database was conducted on the bibliographic data obtained using the VOSviewer program. In the citation analysis phase, the bibliometrix program, Lotka's law and author impact ratio measurements were used. The results obtained provide trends in the field of science education and important clues for researchers. According to the results obtained, it was determined that the most studies were carried out in 2022, according to years. According to the keyword analysis, it showed that the most frequently used keywords in articles were "education", "research", "bibliometrics", "citation analysis". Looking at the most frequently used terms, the terms "research productivity", "pandemic", "h index", "average" are respectively according to their high relevance scores. It has emerged that the most cited countries are the Spain, America, China, Brazil respectively. "Scientometrics", "Sustainability (Switzerland)", "Computers and Education", "Journal of the American Society for Information Science and Technology" are the most cited journals in studies.

Mixed methods research (MMR) can serve to bridge fields of study disconnected by differences in content, epistemologies, and methods. Such bridging can benefit fields that are interconnected in practice but generally separated in research, such as educational research with its silos of "general" and "special" education in addition to various topic area foci. We explored the extent to which MMR has bridged education research silos by examining the prevalence of MMR studying a single topic (disability) across three subfields: general education, special education, and disability studies in education. We found differences in the prevalence of MMR between subfields and journals within subfields. We discuss patterns in ways MMR may both reflect silos and be employed to bridge long-standing divides.

We examined the use of person- and identity-first language (PFL, IFL) in scholarly writing about autism by reviewing 12,962 journal abstracts from 11 autism research journals (mostly covering the years 2001-2022). We found a preference for PFL (64.68%) over IFL (15.83%) when considering aggregated, within-journal breakdowns (with abstracts using both representing 19.50%). However, when examining language use longitudinally, we observed a general trend toward increasing use of IFL after years of stable trends showing predominant use of PFL. These trends were not consistent across all reviewed journals, as some journals demonstrated preference for either PFL or IFL across all observed years. Notably, we highlight the "Journal of Autism and Developmental Disorders" as a special case that offers a 51-year perspective (1971-2022); here, IFL was predominant until the 1990s, when PFL became a stable majority, and in the late 2010s, IFL started to increase. Journal differences in aggregate breakdowns and longitudinal trends are discussed in line with recent policy changes, journal submission guidelines, and shifting perspectives in autism research. Implications for writing about autistic individuals and the role that language plays within the broader autism research scholarly community are discussed.

This study pursued two major objectives. The first was to use bibliometric techniques to examine bidirectionality in the relationship between teachers and researchers, as indicated by collaborative authorship among these communities. The second was to explore more deeply knowledge mobilization to classrooms by documenting the extent to which research is cited in science education practitioner journals (SEPJ). Specifically, we examined: (a) the frequency of collaboration between researchers and practitioners in the writing of journal articles for both practitioner-focused and academic journals in science education, and (b) the extent to which authors of articles in practitioner-focused journals drew on academic research to support their advocacy for and/or description of science education programs, policies, or practices. Findings indicate that writing collaborations among academic researchers and practitioners are relatively infrequent, even on practitioner-focused articles. Also, articles in SEPJs more often cite books and other resources over academic journals, even those academic journals focused on informing science education teaching and learning. Recommendations include providing open access to published research, development of research summaries for lay audiences, and incentivizing practitioners to engage in research and writing. This study explores only one mechanism by which knowledge can be mobilized to classrooms and only one type of dissemination product (i.e., journal articles) upon which researchers and practitioners can collaborate. Additional limitations are noted including the applicability of the findings only to the specific journals and timeframes analyzed.

This study explored research trends in science, technology, engineering, and mathematics (STEM) education. Descriptive analysis and co-word analysis were used to examine articles published in Social Science Citation Index journals from 2011 to 2020. From a search of the Web of Science database, a total of 761 articles were selected as target samples for analysis. A growing number of STEM-related publications were published after 2016. The most frequently used keywords in these sample papers were also identified. Further analysis identified the leading journals and most represented countries among the target articles. A series of co-word analyses were conducted to reveal word co-occurrence according to the title, keywords, and abstract. Gender moderated engagement in STEM learning and career selection. Higher education was critical in training a STEM workforce to satisfy societal requirements for STEM roles. Our findings indicated that the attention of STEM education researchers has shifted to the professional development of teachers. Discussions and potential research directions in the field are included.

The interest in Data Envelopment Analysis (DEA) has grown since its first put forward in 1978. In response to the overwhelming interest, systematic literature reviews, as well as bibliometric studies, have been performed in describing the state-of-the-art and offering quantitative outlines with regard to the high-impact papers on global applications of DEA and the higher education system (DEA-HE). This study examines 75 systematic literature review (SLR) studies published between 2018 and 2022 and 508 bibliometric studies published between 1992and 2022. Four performance-focused areas are identified through SLR analysis: institutional performance, departmental performance, performance of study program, and performance of other higher education (HE) activities. This study highlights issues, methods, and resolutions in selected SLR literature. Bibliometric analysis revealed an increasing trend in DEA-HE since 2003, with the highest number of publications in 2021. Tommaso Agasisti was the most productive author, and Jill Johnes was the most influential. The journal Scientometric had the most publications in the area. This study lays the groundwork for future research. Future reviewers may find the common practises, constraints, and underlying assumptions presented in this study useful for the selection and analysis of relevant studies.

This article offers a content analysis of technical and professional communication articles related to user experience (TPC-UX) published between 2013 and 2022 in six TPC scholarly journals. This analysis reveals that TPC-UX primarily focuses on product and process topics and illustrates the terminological comingling of "user experience" and "usability." Specific TPC-UX topics identified include "theory," "multimodality," "health and medicine," "localization," "web design," "mobile applications," "accessibility," and "content strategy." These topics suggest that TPC-UX's key affordances are its attunement to networked power dynamics, its theoretically rich treatment of multimodality, and its strategies for navigating contextual complexities.

The Journal of Special Educational Technology (JOSET) has been a leading journal in the domain of technology application in special education since 1978 (Journal Searches, 2023; Resurchify, 2022; SCI Journal, 2023; Scopus, 2022). In this bibliometric study, we examined JOSET's growth, publication trends, contributions, and international collaborations using descriptive, intellectual, conceptual, and social structure analyses. Documents (i.e., articles, editorials, errata, letters, and notes) published in JOSET from 1996 to 2021 were retrieved from the Scopus database and analysed using Biblioshiny embedded in R studio. Co-citation and co-word analyses identified five and two clusters, respectively. The analysis of the collaboration structure in JOSET reveals a positive relationship among authors, with over 75% of publications resulting from collaboration. The results further suggest that the journal continues to keep pace with global trends and contemporary issues, which can enhance its impact and readership and drive the growth of its annual publication number.

Procedural fidelity refers to the degree to which procedures for an assessment or intervention (i.e., independent variables) are implemented consistent with the prescribed protocols. Procedural fidelity is an important factor in demonstrating the internal validity of an experiment and clinical treatments. Previous reviews evaluating the inclusion of procedural fidelity in published empirical articles demonstrated underreporting of procedural fidelity procedures and measures within specific journals. We conducted a systematic review of "The Analysis of Verbal Behavior" (TAVB) to evaluate the trends in procedural fidelity reporting from 2007 to 2021. Of the 253 articles published in "TAVB" during the reporting period, 144 of the articles (168 studies) met inclusionary criteria for further analysis. Our results showed that 54% of studies reported procedural fidelity data, which is slightly higher than previous reviews. In comparison, interobserver-agreement data were reported for a high percentage of studies reviewed (i.e., 93%). Further discussion of results and applied research implications are included.

Education research commonly uses racial terminology but with little understanding of racial classification patterns across the field. In this study, we surface the use of racial terminology using a census of original research published in American Educational Research Association journals between 2009 and 2019. We do so as an ethical quantification exercise, seeking to further social justice goals by encouraging scholarship on racial terminology in education research. Using latent class analysis, we identify six classes of research ranging from about a third of articles that use almost no racial terminology to an eighth of articles that use terminology extensively. More recently published articles are more likely to be part of classes with extensive or narrow racial terminology usage and less likely to be in classes that are absent racial terminology. Qualitative research is more likely to use extensive racial terminology, and quantitative research is more likely to be absent of or narrowly use racial terminology. We conclude with recommendations for how future research can build off of these findings to address questions on how to authentically and purposefully use racial terminology in ways that reflect the complex ways people identify themselves to better situate education research to address racial inequality.

A growing scholarly literature in a subfield of applied linguistics focuses on language testing and language requirements for migrants. We sought to understand what theoretical paradigms and methodological approaches have framed this research and propose future research directions. To this end, we conducted a systematic review of articles on language testing and migration published between 2001 and 2022 in the applied linguistics field. For each of the 46 studies which met inclusion/exclusion criteria, we randomly selected a control article from the same journals. Both the test corpus and the control corpus were double coded for theoretical and methodological characteristics and analysed using contingency tables, Mann-Whitney tests, and forward stepwise logistic regression to predict group membership. The findings revealed that literature on language testing and migration is highly reliant on critical theory and less reliant on features associated with empirical methods. We suggest that research in this domain would benefit from methodological reflexivity (i.e. questioning prevalent assumptions and employing theoretical variety) and that complementary approaches could lead to a more nuanced research consensus and promote research-policy collaboration.

Many online learning experiences integrate some form of dialogic interaction among instructors and learners. However, the degree to which these individuals come to a mutual understanding of their task and topic, a phenomenon called intersubjectivity, often remains a question. This systematic review of online learning research examines 48 peer-reviewed journal articles published between 2004 and 2021, looking at the overall trajectory of the research conversation across time, disciplines, modality and learning activities; major trends in methods, and focus; and interconnectedness. Findings suggest a dispersed body of literature, with some small groups of interconnected work but little cohesion or traction as a research field. This review has implications for future researchers in this area, who are encouraged to synthesize across this body of research and work together to establish and pursue an agenda for the field that will not only further inquiry in this area but also lead to practical knowledge about learning activity design and facilitation that is useful to online instructors.

Differentiated instruction is an important teaching approach that adapts educational experiences to fit the varied needs and learning styles of students in the classroom. This study examines the trend of research on differentiated instruction, using a bibliometric analysis to understand the current state of research in this area. The analysis was performed using online databases such as Scopus to locate relevant research articles from 1961 to 2023. The results of the analysis revealed that 746 articles were examined, focusing on factors such as publication year, language, journal, authors, and keywords. The findings indicate a gradual increase in research on differentiated instruction, with a significant rise in the number of articles published in recent years. The majority of the research articles were written in English and authored by scholars from universities in the USA and Europe. The keywords used most frequently in the articles included differentiated instruction, inclusive education and differentiation. This study provides a comprehensive view of the research trends in differentiated instruction, underscoring the need for further research to enhance our understanding of the approach's effectiveness and its impact on student learning outcomes. Recommendations for future research in the field of differentiated instruction include the need for research on themes and concepts that are less studied in the field, such as the application of differentiated learning in online learning, and the use of technology in differentiated instruction.

This study examines the methodological dimensions of programming education articles published in educational sciences journals indexed in SSCI by exploring their general trends. To do this, 162 articles published between January 2012 and February 2020 in 30 international journals indexed in SSCI were analyzed with a systematic review method using the "Educational Technology Publication Classification Form" as a data collection tool. The results revealed that most of the studies in this field were conducted in the United States and Turkiye. The number of these studies has increased since 2015, and those studies were carried out using quantitative research methodology. Mostly questionnaires and achievement tests were used as a data collection tool, a convenience sampling method was used, and descriptive analyses were adopted to analyze the data. As a result, the articles examined in this study showed that programming education positively contributes to learners' learning and success levels and the development of their computational thinking skills. We believe that these results will shed light on future studies related to programming education.

In recent years, the number of academic studies in the field of science communication has increased. It is important to make a general examination of the studies on science communication and to reveal their distribution according to years and countries in order to draw the framework of science communication studies. The main aim of this study was to analyze the science communication-based articles published in journals in the Web of Science (WoS) index in the last 22 years. Within the scope of the study, articles were scanned by typing keywords such as "topic", "title", "keywords" science communication from the WoS database and 322 articles were examined by bibliometric analysis method. As a result of the study, the articles published between 2000 and 2022 were examined according to years, countries, funding organizations, research area, publishing houses, country scores and citations. According to the results, most articles were published in 2022(N = 58); USA, UK, Australia, Germany ranked first with the number of articles and SAGE (N = 74) ranked first in publisher distributions. This study offers a global perspective on science communication and proposes a vision for future research.

While metadiscourse use has been well-attended in second language (L2) writing research, relatively less effort has been made in documenting changing patterns of metadiscourse use among L2 writers. The present study addressed this gap by probing a diachronic change of interactive metadiscourse in research articles published in "English Teaching" across a span of 40 years. Using the corpus of 931 articles written by Korean L2 writers, we examined whether, and to what extent, interactive metadiscourse use in academic writing had changed over time. Our findings revealed an overall increase in the frequency of interactive resources mainly driven by a significant increase of evidentials. The observed pattern of change in interactives suggests that academic discourse within the applied linguistics community in Korea is becoming more persuasive and reader-oriented over time, consistent with Hyland and Jiang (2018) who reported a dramatic rise in interactive metadiscourse in the global discourse community of applied linguistics.

As a real time socio-scientific issue, the COVID-19 pandemic has clearly shown us the need for the public to understand science. As experts have repeatedly stressed in recent years, science education plays an important role in developing scientifically literate societies. In this context, it is critical to consider which subjects science educators frequently concentrate on and the messages they give to researchers, policymakers, and other stakeholders. Therefore, the purpose of this study was to use bibliometric data to understand the topics that the articles in the Journal of Research in Science Teaching (JRST), one of the flagship journals about science education and teaching, focused on over the last 20 years. This study employed both descriptive and bibliometric analysis. Based on data from the Web of Science (WoS), descriptive analyses are presented as frequencies and percentages and we used VOSviewer software for bibliometric analysis. Findings showed that more than 80% of the authors of the JRST are from the United States, Australia, Canada, and the United Kingdom. Moreover, results of these analyses demonstrate that the researchers publishing in the JRST focused on two main ideas over the past 20 years: "Which science teaching methods and strategies are most effective?" and "What can be done to make science teaching more inclusive?" As a result, it can be clearly seen that JRST has special attention on inclusive approach in science education which should be designed to include traditionally underrepresented groups.

Literature review shows that the development process of an achievement test is mainly investigated in dissertations. Moreover, preparing a form that will shed light on developing an achievement test is expected to guide those who will administer the test. In this line, the current study aims to create an "Achievement Test Development Process Control Form" and investigate the achievement tests for Maths based on this form. Document analysis was conducted within the framework of qualitative research and was done based on descriptive analysis. Within the scope of the research, 1683 articles published in designated journals between 2015-2020 were reviewed. It was determined that a mathematics achievement test was developed in 39 of these articles, which were coded on the control form. The articles that were included in the scope of the current study were investigated in terms of the type of items used in the tests, the theory or practice on which the test was developed, the use of rubric for open-ended items, the number of items in the pilot and final form, features of the test form as well as those pertaining to the table of specifications, the features of item pool, the evaluation of pilot testing, the evaluation of real study, test validity and reliability, and the setting in which tests were administered. The current study findings show that mostly an item pool was not prepared, the pilot application was not conducted or was not specified, and even if it was conducted, item analysis was not performed, test forms or example items were not included in the articles, and there were some deficiencies regarding validity. On the other hand, it was clear that the articles mostly specified the test goal and reported the reliability coefficient. In light of the current findings, some suggestions are provided for test developers and those who will administer these tests.

The prerequisite for doctoral students in Chinese universities to obtain their degrees was to publish a certain number of papers in designated journals, which is the main pressure on doctoral students in China. This study focused on the publication pressure of doctoral students in pedagogy in China under the policy of breaking the 'five only', which aims to diversify the evaluation criteria for academic quality and reduce the reliance on paper publications. The study analyzed the data of 36 pedagogical CSSCI journals from 2016 to 2020, and examined the trends and patterns of publishing pedagogy articles in these journals. The study also explored the factors that influence the publication pressure of doctoral students in pedagogy, such as the admission system, the expansion of doctoral enrollment, and the recruitment system for young teachers. The results show that Chinese pedagogy CSSCI journals are declining in number and are dominated by well-known scholars and institutions. Doctoral students in pedagogy face a more severe academic situation than university teachers, as they have to publish papers to graduate and compete for limited journal space. They also face the pressure of publication under the applicationappraisal system and the system of "promote or leave". The study suggests that colleges and universities need to break through the quantitative evaluation system of doctoral students' academic achievements and pay more attention to the training system and academic culture that promote their physical and mental health and academic development.

This article aims to map the scales validated in the international literature for the assessment of learning environments. A systematic literature review was carried out in articles from the web of Science database in the period from 1970 to 2020. After completing the three stages proposed by Tranfield, Denyer, and Smart (2003), 94 articles were selected to compose the final sample. Most of the articles analyzed were published from 2011 to 2020 (54.2%). Barry J. Fraser is the author who published most of the articles from the analyzed sample (10), which confirms his representativeness in studies involving the subject. Most articles involve the area of Education and Educational Research (78.7%). Twenty scales used to assess the learning environment were identified. The What Is Happening In This Class? Instrument is the most cited and most used in the articles analyzed. We also identified that the six dimensions of this instrument appear in four or five different scales, which reveals its contribution to the construction of assessment scales. The study results can assist in the development of a multidimensional scale of learning environments.

In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.

Authors should attract readers to read their articles from the very beginning of the article; this is important because readers will stop reading an article if they are not sure that they will obtain new, interesting and important information from the article. This study aims to investigate the rhetorical moves found in a research article abstract (henceforth RAA) published in high-impact international journals and how authors employ a research gap strategy (henceforth RGS) in their article abstracts. One hundred abstracts were chosen from ten highimpact international journals in language-related fields (henceforth LRF) for this study. The results showed that the RAAs have at least 4 moves (Moves 2, 3, 4, and 5) while only 55 or 55% of them have an RGS in the abstracts. The most frequent RGS used by the authors was Strategy 2 and the least employed strategies were Strategy 1 and Strategy 4. This implies that, although publishing in high-impact international journals, authors in LRF tend not to use Strategy 1 (nonexistence or absence of research on a particular topic or aspect) and Strategy 4 (contrasting or conflicting previous research findings) in their RAAs but they may address these strategies in their article introductions.

A challenging step in any qualitative research project is data coding and analysis. If the data coding is done appropriately, it will lead the researchers to develop patterns or themes and to make final inferences about the research problem. As such, qualitative researchers are supposed to take systematically informed steps and procedures to perform qualitative data coding and analysis. However, this is not as easy as it might be thought, and even published articles might fall short of providing a thorough explanation of their methods and procedures, making it difficult for other researchers, especially early career researchers, to aim for replication of the study. This article presents a review of the methods and data coding and analysis procedures in the field of L2 writing as a case in point. We scrutinized and analyzed all 168 articles with a qualitative orientation published in the "Journal of Second Language Writing" (JSLW) over its lifecycle. We present the results and discuss some articles to illustrate how L2 writing researchers handled qualitative data coding and analysis and showcase problematic areas. The outcomes of the review and analysis, including the showcase articles, provide some tips and guidelines for prospective L2 writing researchers and other stakeholders more broadly.

The field of curriculum is characterized by its porous and evolving boundaries, which are influenced by ongoing shifts in sociological, technological, scientific, and political domains. Given this dynamic context, the field necessitates continuous advancements to address these evolving trends. Consequently, its scope and prevailing research foci are subject to change, thereby shaping curricular adaptations. The primary objective of this study is to delineate the contemporary scope of curriculum studies by examining prevailing topics of discourse. Research articles published in two selected journals--Curriculum Inquiry and Journal of Curriculum Studies--were analyzed to achieve this. These journals were chosen for their alignment with the study's objective and were employed as primary data sources. A bibliometric analysis was conducted on data harvested from these publications, utilizing descriptive statistics through the Web of Science (WoS) system as an initial analytical step. Subsequently, VOSviewer software was employed for advanced bibliometric analyses. The study's findings offer both visual and descriptive insights into how the thematic focus within curriculum studies has shifted over time. Notably, recent discussions within the field underscore the exigency for democratic curriculum reforms. Moreover, the issues addressed by the selected journals closely align with current societal challenges.

This study aimed to reveal the trend of research on e-assessment in the field of educational sciences through scientific mapping and bibliometric analyses. For this purpose, the numerical distribution of research on e-assessment, citation analysis, research themes and the change of trend topics were examined. The publications to be examined were selected from WoS database according to PRISMA model, and 911 studies were included in the analysis. VOSviewer, Biblioshiny, Smart Bibliometrics and Leximancer software were used in data analysis. Apparently, there has been a significant increase in the number of research since 2005, and publications have been mostly produced in form of articles and papers. The most cited and the most productive countries are the USA, the United Kingdom and Australia, while the most cited journals are Assessment & Evaluation in Higher Education and British Journal of Educational Technology. An analysis of the keyword map revealed that the themes of technology and motivation, blended learning and collaboration, interaction and innovative approaches, validity and reliability, higher education, quality, basic disciplines and COVID-19 were frequently emphasized in the studies on e-assessment. An analysis of trend topics by years showed that, between 2010 and 2021, the trend topic distribution changed to include topics such as COVID-19, academic integrity, engagement, cheating, case study, and higher education. All these findings reveal that e-evaluation activities have displayed a development and transformation over time with the effect of developing technology, the pandemic, the spread of e-learning, the expansion of communication opportunities and many other factors.

The online environment spreads a strong culture of self-disclosure by providing individuals with countless opportunities for social interaction. This spread has accelerated with the COVID-19 pandemic. As the culture of self-disclosure in the online environment increases, it is curious how families, students, and educators are affected by the situation. It is important for psychological counselors who are engaged in adaptive, preventive, and remedial work in schools to investigate the opportunities and risky aspects of online self-disclosure. It should be carefully examined to see how it will add innovations to counselors' practices. This study aims to present a publication profile on online self-disclosure through bibliometric analysis. In this context, only 256 articles published in English and Turkish related to education, psychology, and family were analyzed. According to the findings, the country with the highest number of publications on online self-disclosure was the USA. The most publishing institutions are universities in the USA. The most productive year on the subject was 2021. It was determined that more and more effective publications were made with adolescents. The most frequently repeated keyword is self-disclosure, while social disruption is the most frequently repeated keyword in terms of psychological factors. It can be said that online self-disclosure is in its infancy in both educational and psychological counseling literature.

The main objective of research is to ascertain the existing situation of STEAM education research over three decades based on the Scopus database. The entire documents are 256 findings globally data shorted by year, region, and highest cited to 100 documents. The analysis technique used VOSViewer, Microsoft Excel and word cloud generator. The result of document type article is ranks first in Global and conference paper rank first in South East Asia. The sources that have published the top cited papers are "Journal of Small Business Management" in global and the "Education Sciences" in South East Asia. Meanwhile, the author with the most citations is Jeon M from the U.S.A. Specifically, the country with the most publications is US with 31 articles and 2553 citations. Whereas the majority of Southeast Asian countries have 9 articles and 10 citations. Supported the visualization analysis, VOSViewer's global region is divided into 4 clusters and 62 keywords to assist with the visualization analysis. A pair of clusters containing 14 keywords each for the South Asia region. The terms program, project, environment, model, and implication are frequently used in STEAM throughout the world. The keyword STEAM education appears in analyses conducted in South-East Asia. The outcome of this research can serve as a resource for scholars interested in STEAM and education. Further research into STEAM education trends can be conducted by focusing on a single region or on more specific issues.

This study examined the impact of journals that focus on supporting individuals with learning disabilities (LDs). We analyzed the visibility of 360 articles that appeared in seven scholarly outlets (ILD, IJRLD, JLD, LDCJ, LDMJ, LDQ, and LDRP) over a one-year period (2022). Using a two-year Google-based Journal Impact Factor (two-year GJIF), the Journal of Learning Disabilities (JLD) was found to have the greatest impact as measured by the number of citations. JLD articles published in 2020-2021 were referenced an average of 9.24 times in 2022, compared to the remaining journals, which were referenced between 1.45 and 6.00 times. However, the variation in citations for different papers was enormous, even within specific journals (e.g., one JLD study reached 61 citations, while others were not even quoted once). It is essential that key findings about how to effectively support individuals with LDs are disseminated as widely as feasible. Only then will it be possible for them to reach their potential and find their place in the mainstream of society.

This study uses a diachronic corpus-based analysis to explore the topics presented in LGBTQ-related research articles published between 2001 and 2020, and to examine diachronic changes in these topics over time. The data are from 400 LGBTQ-related research articles which are divided into four time periods (2001-2005, 2006-2010, 2011-2015, 2016-2020) with 100 articles per period. We analyzed the data by looking at keywords, comparing keywords across time, and investigating the concordance lines. The findings from the keywords analysis revealed thirteen LGBTQ-related topics: sexuality, gender, relationship, hate, research, theory, culture, socio-politics, standard, science, place, sport, and nationality. The findings from the comparison across the four time periods show the diachronic changes in topics by looking at keywords identified as always key, previously key, and recently key. The concordance lines show in-depth investigation of the topics to discuss about LGBTQ. The in-depth investigation of the concordance lines indicates that LGBTQ people have difficulty in coming out due to traditional values. This analysis of LGBTQ-related research articles provides new insights into the way LGBTQ people are discussed which can be useful for further studies regarding application of a methodological framework to investigate LGBTQ-related topics in other types of data sources.

We report the results of a bibliometric study of 696 empirical articles (EAs) published in "TESOL Quarterly" (TQ) over its lifespan (1967-2019). We report overall and periodic reviews (1967-1979, 1980-1989, 1990-1999, 2000-2009, 2010-2019) concerning the following themes: (1) contexts and participants, (2) research foci and theoretical orientations, and (3) research methodology and data sources. A typical article was written by a single author addressing a learning/teaching English issue related to undergraduates in US universities. The most common research foci were instruction, learning, and assessment. A quarter of the articles did not have a specifiable theoretical orientation, and for those that had, the main theoretical orientations were linguistic/scientific, linguistic/cognitive, and social. The most frequently used research methodologies were quantitative, qualitative, and eclectic, and the top three data sources used by researchers were elicitation, multiple sources, and observation. Based on the findings, we make suggestions for future research in TESOL. Overall, the present review and analysis of published EAs give readers a birds-eye view of the research gravity in TQ over the last 52 years.

The importance of academic journals in second language (L2) research is evident on at least two levels. Journals are, first of all, central to the process of disseminating scientific findings. Journals are also critical on a professional level as most L2 researchers must publish articles to advance their careers. However, not all journals are perceived as equal; some may be considered more prestigious or of higher quality and may, therefore, achieve a greater impact on the field. It is therefore necessary that we understand the identity and quality of L2 research journals, yet very little research (e.g., Egbert, 2007; VanPatten & Williams, 2002) has considered these issues to date. The current study sought to explore L2 journal identity and quality, and the relationship between these constructs. In order to do so, a database was compiled based on three different types of sources: (1) a questionnaire eliciting L2 researchers' perceptions of the quality and prestige of 27 journals that publish L2 research (N = 327); (2) manual coding of different types of articles (e.g., empirical studies, review papers), data (quantitative, qualitative, mixed), research settings, and authorship patterns (K = 2,024) using the same 27 journals; and (3) bibliometric and submission data such as impact factors, citation counts, and acceptance rates. Descriptive statistics were applied to explore overall quality and prestige ratings as well as publication trends found in each journal. The relationships between those patterns and subjective ratings were also examined. In addition, regression models were built to determine the extent to which perceptions of journal quality and prestige could be explained as a function of journal and article features. We discuss the findings of the study in terms of on-going debates concerning publication practices, study quality, impact factors, journal selection, and the "journal culture" in applied linguistics.

Wider visibility of information literacy (IL) outside of the library and information science (LIS) field is important to the success of IL instruction, learning, and research. The development and major updates of several information literacy documents in the past decade evidence the changing landscape of IL research, but how these changes have impacted other disciplines remains to be seen. To aid in this discussion, this article examines a wide range of higher education teaching journals to expand on Badke's (2011) work, "Why Information Literacy is Invisible." Specifically, this study examines articles published in 30 general higher education and 32 disciplinary higher education journals between 2012 and 2022. Although there is a notable increase in the discussion of IL within higher education and non-LIS disciplines journals, there is a gap in references to the five major information literacy documents, supporting Badke's notion that some LIS work remains underrepresented in the broader academic literature.

This feature offers an archive of articles published in other venues during the past year and serves as a valuable tool to readers of "Reading in a Foreign Language" ("RFL"). It treats any topic within the scope of "RFL" and second language reading. The articles are listed in alphabetical order, each with a complete reference as well as a brief summary. The editors of this feature attempt to include all related articles that appear in other venues. However, undoubtedly, this list is not exhaustive.

This bibliometric study analyzed the research topic structure of the "Reading in a Foreign Language" ("RFL") journal in the past two decades. Using two well recognized bibliometric approaches, namely, the keyword co-occurrence analysis and hierarchical cluster analysis, the study examined author keywords and their co-occurrence of 184 research articles from 2002 to 2020. Results revealed that (1) the journal covered a wide range of reading research topics, and its most frequently researched topics were extensive reading, reading fluency, vocabulary learning, reading of foreign languages other than English, etc; (2) frequently researched topics were clustered into eight groups, including development of reading fluency, learner factors, vocabulary, etc.; and (3) the network of research topics centered around six large nodes (i.e., standardized keywords), namely extensive reading, reading fluency, vocabulary learning, reader characteristics, reading instructions, and reading comprehension. The findings might help readers and potential contributors familiarize with the research topic structure of the "RFL" journal. This study has important pedagogical implications.

Using the metaphor of a publication "pipeline," this article offers practical tips for early-career scholars to take their ideas from concept to publication. Too often, conference presentations do not continue to publication, limiting the potential for dissemination of research work throughout the field and impeding professional scholarly growth. Here, experienced scholars share what they have found helpful to maximize publication productivity.

This paper considers the research evidence-base informing teaching practice and policy in subject English in schools. We explore the "Australian Journal of English Education," the flagship research publication from the Australian Association of Teachers of English, at a time when an evidence-base is in high demand. Our aim is to understand the research outputs that are valued by the authors, editors, reviewers and readers of this association journal. We analyse the research published from the release of the "Australian Curriculum English" in 2014, until the end of 2022. We deduce the particular topic contributions made in 139 research articles according to the message systems of curriculum, pedagogy and assessment. We also consider the theories, methods and recommendations made in the light of increasingly recognised deficits in the research evidence base around knowledge, efficacy and application. Our findings indicate robust engagement with highly contextualised research making visible the transformative work of English teachers.

This study documented the associations and variability of four prestige metrics for kinesiology-related journals. Four prestige metrics for the year 2022 were collected from three database services for 334 kinesiology-related journals. The prestige measures were highly skewed and had large variability, with medical journals having the highest values. There were strong nonlinear and heteroscedastic associations between all four prestige indicators, however rankings of top 10% journals based on these metrics had considerable disagreement between metrics. The substantial variability of journal prestige metrics was larger than the variation previously reported for scholar subjective perceptions of journal prestige. The prestige metrics provided inconsistent and unrealistically precise estimates of kinesiology journal prestige. Great care should be exercised in interpreting prestige metrics and scholar perceptions of journal prestige in diverse disciplines like kinesiology.

With an increased emphasis being placed on the importance of postgraduate students publishing articles in international journals, many students may feel a need to organise learning communities with faculty members or their peers to support this aspirational activity. Most research in this area is related to doctoral students, but places relatively little focus on master ones. This study aims to conceptualise possible patterns for the formation of such learning communities through a comparative institutional analysis, based on a qualitative game theoretic discussion. We propose four basic learning community modes: individual (i.e. one-on-one consultancy by faculty staff reviewing individual student drafts); lecture (i.e. writing lectures led by a faculty staff member); peer collaboration (i.e. only students working together on their drafts); and, solo (i.e. individual students working on their own manuscripts without structured support). This is one of a small number of attempts to formalise and provide an analytical model of possible types of coordination between faculty members and master's course students regarding learning community activities. Our analysis indicates that the most efficient strategy for students reaching the point of successful submission is to have faculty members support them by facilitating groups of student authors and providing feedback on their drafts.

This document analysis sought to examine the nature and scope of articles relating to teaching and giftedness published in Australia's only gifted education journal -- the Australasian Journal of Gifted Education (AJGE) from 1992 to 2024. Utilising the Publish or Perish software program to identify a corpus of related literature published in the AJGE since its inception, 43 articles were chosen as fitting the search criteria. For each article, basic descriptors are provided including the frequency of citing other research from within the AJGE. Previous research has identified limitations in Australian gifted education research but also acknowledged the small and relatively young field's promising achievement of a level of recognition through a developing citation profile (Jolly et al., 2024). Yet this could be enhanced through a more dedicated commitment on the part of Australian researchers to cite relevant Australian research wherever possible, to ensure the continued progression of our citation profile. This study provides insight into citing patterns by AJGE authors in one topic area, in the hope that it will encourage future contributors to more frequently examine and cite local research in the field.

Purpose: This study aims to undertake a theoretical and technical exploration of the literature on Work Readiness (WR) through the implementation of a systematic literature review and bibliometric analysis. The present study addresses seven distinct research questions: (1) an examination of the descriptive features characterizing the literature on WR, (2) an analysis of trends in annual scientific publications related to WR, (3) the identification of the most pertinent and high-impact sources contributing to WR, (4) the delineation of the globally cited articles exerting the most influence on WR, (5) the determination of the most relevant countries associated with WR, (6) an evaluation of the outcomes derived from Bradford's Law of Scattering and Lotka's Law of scientific productivity in the context of WR, and (7) the identification of the prevailing research avenues that hold significance for future studies on WR. Design/methodology/approach: The present study employed Systematic Literature Review (SLR) and bibliometric analysis mapping techniques to analyze 521 articles extracted from the Scopus database. The analysis utilized Biblioshiny software and VOSviewer software as the primary tools. Findings: The findings reveal that WR constitutes a steadily expanding subject discipline, showcasing a notable 9.12% annual growth in scientific production spanning from 1975 to 2023. Australia, the USA, and Canada emerged as the most productive countries within the field of WR, as evidenced by their cumulative scientific production. The thematic map of keyword analysis suggests several burgeoning pathways for future researchers in the WR domain, including workplace learning, functional capacity evaluation, graduate WR, digital literacy, blended learning, resilience, and curriculum. Originality/value: This study contributes to the WR discourse by providing a comprehensive literature review. The findings of this study hold significance for graduates, universities, employers, the higher education industry, and the broader community.

Published articles within the "Journal of Research on Technology in Education (JRTE)" report on original research and include project descriptions, evaluations, literature syntheses, assessments, and theoretical or conceptual positions. These works inform the field of educational technology related to teaching and learning. As the flagship journal for International Society for Technology in Education (ISTE), "JRTE" (previously "JRCE") is a major research outlet for academic research centered around practical application of technology across educational contexts. Using the Scopus database, I retrieved 440 "JRTE" research articles from 2001 through 2020. In this article, bibliometric methods are used to explore trends in "JRTE." Findings of this study provide a comprehensive overview on articles on practitioner-focused educational technology in teaching and learning over the past 20 years.

As in other subfields of psychology, developmental science faces a long-standing problem of limited diversity in research participants. This issue especially raises concerns when researchers make unwarranted broad claims about their results, such as using generic language that implies that a finding is unvarying and applies across participants and contexts. Variation in editorial practices may contribute to the extent to which generic language is used or how much information is provided about participant demographics. The present study expands on an existing corpus of articles published in developmental psychology journals and examines the extent to which generic language differed by journal and sample characteristics (such as racial/ethnic diversity or sample size). We observed widespread use of generic language: 73% of articles included at least one generic statement in article components that were coded (i.e. titles, highlights, and abstracts). However, differences across journals were observed: Articles published in "Developmental Science" and "JECP" (which require authors to include short research highlights) tended to have higher rates of generic language than articles published in "Child Development" and "Developmental Psychology" (which did not require highlights). Articles that fully reported sample race and ethnicity also included fewer generic statements to describe their results than articles with more incomplete reporting. We conclude by highlighting the importance of editorial policies in shaping scholarship, as well as challenges and opportunities for researchers to consider when reporting demographic information in a global field and clearly and accurately communicating the importance of research findings.

Purpose: Research on disciplinary literacy in English has struggled with how to represent large-scale disciplinary communities and consider issues of justice and power. The purpose of this study is to offer insights into the disciplinary practice of a community of literary scholars. Design/methodology/approach: Using statistical topic modeling augmented with complementary qualitative analysis and interpretive rhetorical analysis, the authors describe patterns in a corpus of 4,039 articles published in the year 2018 and drawn from 215 peer-reviewed literary journals, a corpus comprising 15.5 million words. Findings: Analysis suggests that contemporary literary scholars collectively build knowledge that considers diverse matters of form, including literary and linguistic forms, literary works and other representational forms; criticality, including critical theories and critical concepts; and humanity, including humanistic themes, human institutions and people/places. Originality/value: This manuscript offers detail about the nature of contemporary literary scholarship as evident through linguistic patterns in and across published works.