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Research has increasingly focused on the intersection between gender diversity and autism. Understanding the foci, methods, and rigor of recent studies could help guide and maximize impact in this accelerating research area. We conducted a scoping review of peer-reviewed literature on this topic published between 2018 and 2023. The search generated 1432 records after deduplication. Included studies (N = 84) were of English language, featured original qualitative or quantitative findings, and examined a psychosocial connection between autism and gender spectra variables. Autism prevalence among gender-diverse people was the most-studied sub-topic. Methodological rigor was acceptable overall; however, we identified recurrent threats to generalizability and validity, including inconsistent conceptualization of constructs (e.g. gender dysphoria), weak participant sampling and characterization, and reliance on unvalidated measures. Addressing these limitations and meaningfully engaging with community shareholders will be critical to enhancing the replicability and clinical impact of future research.

Biology as an integral part of science learning continues to be maximized by integrating technology into its learning design. The definite manifestation of this integration process is to achieve meaningfulness, activeness, and effectiveness of the learning carried out. The flipped classroom (FC) is gaining popularity as a pedagogical model that uses the important benefits of technology in its learning environment. FC is proven to be an effective teaching mode that empowers students' 21st-century skills, stimulates students' self-learning, and improves academic performance. The potential of the FC is interesting to explore to what extent biology welcomes the FC. The aimed of this systematic literature review is to review and analyze articles published by Scopus indexed journals. We used the keywords "Flipped classroom and biology" in the search menu in the Scopus database and succeeded in finding 72 articles. There were 21 articles that met the criteria for further analysis. The inclusion and exclusion model used is PRISMA. The findings obtained are the trend of FC publications in biology learning over the last ten years. The approaches used in this research include quantitative, mixed method, case study and qualitative. Key words that are often used by writers are student, human, biology. The biology keyword has a branch, namely active learning. There are 9 countries of origin of authors who publish articles. The United States is a country that is active in publishing. Articles published on each continent are not evenly distributed. The dominant articles are published in collaboration with one country and rarely are articles published by one author. We have succeeded in formulating a picture of the existence of the FC in biology learning over the last ten years. These findings can be a consideration or reference for researchers to explore and study more deeply research related to the FC in biology learning based on their respective urgency.

Environmental problems are a factor that influences the health of the world's great population. Developed countries make pollution part of a serious problem in urban industrial centers. The aim of this research is to address the following objectives: (1) to analyze the trend in the number of environmental literacy research conducted annually; (2) to identify the methodologies employed in investigating environmental literacy in Indonesia; (3) to determine the demographics of research subjects involved in studies related to environmental literacy; (4) to ascertain the geographic locations utilized as research sites for studies concerning environmental literacy. This research focuses on content analysis that has been determined from various research published in scientific journals in Indonesia and international journals. In this research, the focus is on articles discussing environmental literacy in Indonesian journals indexed by SINTA. There are 24 articles discussing environmental literacy. positive trends were found in research related to environmental literacy. Among these articles, quantitative research is often found. The samples found in the article were mostly found in junior high schools. Apart from that, the data collection used was a test instrument. and most often use independently composed instruments. In light of the findings of this study, several recommendations have been made for further research.

Research on flipped learning in English as a Foreign Language (EFL) education has garnered substantial scholarly attention in recent years. This systematic review aims to elucidate the potential of flipped learning within the framework of foreign language education. A total of thirty articles from Social Science Citation Index (SSCI) journals, published between 2018 and 2022, were included in this review based on predetermined inclusion and exclusion criteria. The analysis focused on examining the research contexts, methodologies and foci, learning management systems, learning theories, and learning activities. The findings indicate that the majority of studies predominantly involved higher education students, with a significant number employing a quasi-experimental research design. Furthermore, the flipped learning process was largely informed by constructivist learning theory. The results suggest that the primary advantage of flipped learning lies in its capacity to enhance students' writing, speaking, and overall academic performance. Additionally, the review underscores that the integration of emerging technologies, such as augmented reality, automatic recognition, and artificial intelligence chatbots, into learning activities serves as an effective strategy for improving students' language skills and engagement.

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.

Given the recent upsurge in publications investigating authentic leadership in education since 1997, this study was carried out to review scholarly publications on authentic leadership in educational research, drawing on a database of 91 studies published between 1997 and 2021. Descriptive methods were employed to identify the features of the related literature with respect to the volume of publication, journal and geographic distribution of the literature, types of studies, authorship trends, citation impact, measurement instruments, research methods, identified antecedents, mediators, moderators, and outcomes of authentic leadership in educational research. The results revealed that the published research consisted mostly of empirical studies. The analysis also revealed that more qualitative methods have been employed in recent years. Significant relationships were also found between authentic leadership and different outcomes (e.g. performance, satisfaction, trust in the leader). Recommendations were provided to improve the quality of the authentic leadership literature.

Single-case designs substantiate the effectiveness of interventions for people with disabilities and other populations through the repeated measurement of behavior over time. Consequently, employing accurate and reliable systems of measurement is critical to the validity of single-case designs. Much of the data in single-case research are collected through systematic direct observation. Direct observation often involves the use of time sampling, wherein an observer indicates whether a behavior occurred during a specific period. Although scholars have highlighted the potential for time sampling to distort the results of single-case design, targeted reviews indicate time sampling continues to be used in literature involving people with disabilities. The current study reviews literature from the field of special education, in which single-case designs are frequently used to evaluate the efficacy of practices. Using a large, representative sample of 1,425 randomly selected single-case design articles from 33 special education journals, we coded articles to determine the type and features of measurement systems employed by researchers. Findings indicate one-fifth of articles feature some form of time sampling. In addition, time sampling is more prevalent in journals pertaining to individuals with emotional/behavioral disorders. A discussion of implications for research quality follows an overview of results.

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.

This paper outlines the development of a new Indigenous research methodology: Indigenous Literature Re-view Methodology (ILRM). In the rejection of the idea that Western, dominant forms of research 'about' Indigenous peoples are most valid, ILRM was developed with aims to research in ways that give greater emphasis to Indigenous voices and knowledges, foregrounding Indigenous ways of being, doing and knowing. The advantages of ILRM include identifying themes as 'relevant' as opposed to 'common'. This method is based on relatedness, which is framed by Aboriginal ontology, axiology and epistemology, or ways of being, ways of doing and ways of knowing. Describing and employing ILRM to re-view Indigenous Australian boarding school literature, it was found there is a modest but robust body of research that has emerged in the past 20 years. Sixty-six written sources (i.e. journal articles, reports, theses and books) which were published in 2000 onwards and focussed on a topic of contemporary Indigenous boarding schooling were analysed. Sources that included a chapter or section on boarding as part of a publication focussed on other topics were not included in this re-view. Seven major themes emerged, including home, student experience, transitions, access, staff, health and evaluation. This paper focusses on the development and use of ILRM as an Indigenous methodology for researchers in Indigenous fields of study.

This study comprehensively explores cogenerative dialogue in science education from a sociocultural perspective. Analyzing 120 papers and theses from January 2001 to December 2022 in Korean and English journals, we examine their objectives, themes, methods, learners, educational levels, participants, researcher roles, coteaching connections, and program durations. Our data analysis reveals growing diversity in cogenerative dialogue research objectives and subjects across countries. Consistent patterns emerge regarding researcher roles, participant groups, and program durations. This research offers insights into the evolving cogenerative dialogue landscape in science education, informing future investigations and highlighting trends in this field. The findings presented not only shed light on the current state of research but also provide direction for future investigations, highlighting trends and distinctive features in various facets of cogenerative dialogue-related studies. Specifically, we offer suggestions for the need for research in Korean science education contexts and more broadly in the Asia-Pacific region.

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.

Research shows that prerequisite courses prepare students for participation in more challenging coursework and more advanced future learning. Despite being a field that heavily relies on research evidence to inform clinical decisions as part of evidence-based practice, many undergraduate Communication Sciences and Disorder (CSD) programs do not include prerequisite undergraduate coursework dedicated to research methods. The purpose of the present study was to explore speech-language pathology and audiology graduate students' experiences with and opinions about critical appraisal of research articles. A total of 201 graduate students from institutions nationwide completed an online survey with questions related to exposure to research appraisal, use of an appraisal tool, and perspectives on the importance of research appraisal and confidence in appraisal skills. Results indicated that nearly one-third of the respondents did not learn or could not remember learning about article appraisal in their undergraduate CSD programs, though almost all survey respondents reported that they had learned about article appraisal in their graduate classes. Over half of the students used an article appraisal tool to bolster their learning of article critiques, almost all of whom found it helpful. Most of the respondents recognized the importance of article appraisal knowledge prior to graduate school but suggested that many of their undergraduate instructors did not place importance on the skill. Respondents' confidence in their article appraisal skills ranged from "least confident" to "most confident". This study supports early and ongoing practice with article appraisal, which will provide these future clinicians with the confidence to communicate their knowledge and understanding when making evidence-informed clinical decisions. Additionally, instructors who teach article appraisal may consider using a hands-on appraisal tool since almost all students with experience using them believe they are helpful.

Science, technology, engineering, and mathematics (STEM) education has recently been gaining popularity in a number of countries. This seems to have ramifications for increasing the intensity with which professional development programmes are implemented at both in-service and pre-service teacher levels. The present study provides a systematic literature review on scientific articles published between 2015 and 2021, examining how STEM teacher professional development programmes (STEMTPD) led in the pre-service teacher corpus. Following a screening process, 66 studies were found to be eligible and in compliance with the review criteria. The review's findings indicate a positive trend in STEM-TPD scientific articles, with an increase in publications from year to year in many countries. The majority of studies were conducted in the United States and Turkey using various research methods. The STEM-TPD programme is carried out in three areas, namely, included in existing courses, conducted outside of lectures, and carried out on newly developed courses. We also ultimately discuss the seven most frequently used elements of STEM-TPD and the types of participant collaboration.

The purpose of this study was to investigate the conceptualisation and contextualisation of mixed-methods research within the research methodology paradigm to ascertain the categorisation of mixed methods as a type of research, research design or research approach. The methodology adopted for this paper is qualitative in nature and involves the analysis of documents and contents. The content of journals and books was analysed to review and draw inferences relating to the themes set out for investigation in the study. Thematic analysis was used for the analysis of data for the study. The study revealed that mixed-methods research was situated within the context of types of research, research design and research approach as evident in the result of the systematic review of the articles selected for the study. Findings from the study further revealed that the conceptualisation of mixed methods within the context type of research and research approach was more than that of a research design. This study is novel and has contributed new knowledge in the aspect of research methodology with specific emphasis and definitive conceptualisation, contextualisation, and categorisation of mixed methods as a type of research, research design or research approach. Just like qualitative and quantitative research, there is a need for definitive conceptualisation, contextualisation, and categorisation of mixed-methods research. Meanwhile, this article is a synthesis for further discourse on mixed-methods research to establish a definitive conclusion on mixed-methods research conceptualisation.

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.

Technology advancement provides an opportunity for helping both teachers and students to solve and improve mathematics teaching and learning performances. This systematic review aims to add to the discussion through a comprehensive overview of the integration of digital technologies into the teaching and learning of geometry at the secondary school level. A systematic literature review was conducted following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines, with a focus on publication trends, types of technologies used, types of contributions, learning domains and research methods. Twenty-nine articles published between 2010 and 2022 were searched from the ERIC database. The findings showed that the majority of the articles were published in 2015 and the technologies that were used were GeoGebra, augmented reality, computer animation package, video-based cooperative, graphing calculator, micromedia flash, Powtoon animation, learning management system, interactive whiteboard, digital simulations-applets, iPads and tablet. Most of the reviewed articles focused on the effectiveness of the technologies in geometry teaching and learning. The findings indicated that the majority of the reviewed articles used quantitative research methods followed by qualitative methods studies. It is suggested that other studies be conducted with other databases and focus on challenges of integrating technology into the teaching and learning of geometry.

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.

The aim of this study was to compare bibliometric indicators of scientific productivity in physical activity (PA) in children and adolescents with Autism spectrum disorder (ASD) and Down syndrome (DS) in the PubMed database. A bibliometric study was conducted for the last 5 years (2017 to 2021). The data collected for each article were: year of publication, language of publication, country, journal name, and type of paper. The results showed that there was higher scientific productivity in the population with DS (20 studies) relative to their counterparts with ASD (31 studies). The language of publication in both cases was English. There were 10 countries that published on PA in ASD and 14 countries that published on DS. Overall, the greatest interest in publishing on PA in children and adolescents with ASD was in North America (6 studies), followed by Asia (5 studies) and Europe (4 studies). In the DS population it was in Europe (13 studies), North America (9 studies) and South America (4 studies). Nineteen journals were identified that published in the ASD population and 29 journals in DS. Six experimental studies were identified in ASD and 7 in DS. There was a higher scientific productivity with original studies. There was a positive trend of increasing scientific productivity over the years in both populations. We suggest the need to promote research on PA in both populations, regardless of the type of study, as it is an indicator of overall health status.

This study chronicles my long journey toward publication in reputable international journals, detailing the challenges encountered throughout the process of article preparation and publication. Using an autoethnography approach involving personal reflection, I aim to document my journey from selecting the research topic to providing a self-budget for publication. I seek to offer insights into the challenges, encompassing title formulation, participant recruitment, manuscript preparation, submission, revision, and article processing charge payment.

This systematic review aimed to investigate the role of technology as a solution in Speech-Language Pathology (SLP). A total of 49 articles published between 2004 and 2023 were examined to gather information on general aspects, methodology, technology implementation, learning outcomes, and limitations and solutions related to technology-enhanced learning strategies in SLP research. The study focused on identifying the target participants, technological approaches, and the effectiveness of technology in SLP. The analysis revealed that the majority of studies included graduate students and general participants, highlighting a need for further exploration of technology's impact on babies and older adults in the field of SLP. Various technologies such as augmented reality (AR), virtual reality (VR), robots, and artificial intelligence (AI) were investigated, with computer-based, web-based, and online multimedia environments being the most used technology environments. Limitations of previous studies were identified, and potential solutions and advantages were suggested for guiding future research. The findings can be used as a reference for researchers, practitioners, schools, associations, and policy-makers intending to conduct SLP studies or implement technology-enhanced SLP solutions. The identified limitations and proposed solutions can serve as a reference for improving future studies in this field.

This study aimed to map the international scientific literature on the intersection between ballet and gender and sexuality through a systematic review and bibliometric analysis. The Scopus and Web of Science (WoS) databases were searched. First, the term 'ballet' combined with 'gender' was searched, and then a separate search was conducted using the term 'ballet' combined with 'sexuality.' The main issues detected by researchers concerning women in ballet was that they are not given the same opportunities to develop their creativity and agency as men and are absent from leadership positions. As for men, multiple analyses have been conducted regarding how they break gender barriers when they enter this environment, and the link between ballet and homosexuality is frequently discussed from a social perspective. This can make those who identify as heterosexual feel that they should emphasize their masculine characteristics so as not to be mistaken for homosexuals. However, there is a lack of tension from the perspective of ballet as a protection against heteronormativity for men considered deviant in the broader social logic.

Research has oftentimes been carried out in Indigenous communities for the sole benefit of the western researcher. As a result, feelings of distrust toward researchers and research institutions have become prevalent among Indigenous peoples. However, this distrust can be resolved through the use of research approaches and methods that reflect Indigenous perspectives, beliefs, and values and that centre the entire research process on the Indigenous community in question and their need for sustainable development. One such Indigenous research approach is rooted in relationality, whereby all living things and the natural world have a shared history and future. In this article, we explore the use of relational methods in research with Indigenous communities to decolonise the research process and capture Indigenous experiences using an inherently Indigenous approach. A systematic review of the extant literature to identify the key characteristics of relational methods used when conducting research with Indigenous peoples was conducted for the period 2012 to 2021. Five key characteristics of relational methods stood out, namely: collaboration, trusting and reciprocal relationships, flexibility, relational data, and reflexivity. These findings are discussed in the context of postcolonial theory and considerations for researching sustainable development in Indigenous communities.

Undergraduate students entering the classroom are often expected to have the skills needed to find, utilize, and synthesize academic scholarship. Yet, few feel prepared to do so. The research methods classroom provides immense opportunities for developing a meaningful foundation for students to enhance information literacy such that they feel comfortable and confident using peer-reviewed scholarship. In this activity, students collaborate to engage with peers to access institutional databases, explore empirical articles, practice citation skills, and ask questions about the process of engaging in meaningful research. Courses: Social science/communication research methods, introductory courses that require peer-reviewed sources, undergraduate capstones, Communication Theory. Objectives: Students will: (1) gain hands-on tools for and experience with locating, searching for, and understanding content within peer-reviewed empirical articles from online databases; (2) engage in group collaboration to demystify the search for and use of scholarly article content in and beyond the research methods course; and (3) develop working relationships with peers to facilitate a positive, engaging, and supportive classroom climate early in the semester.

Students' engagement in multimodal remediation of learning material in the form of slideshow presentations dominates universities. Yet, diversification of learning artifacts through the creation of more diverse types of multimodal content is scarce. The current article therefore proposes an innovative project during which students summarize research articles (RAs) by remediating their content into two increasingly popular communication formats: infographics and graphical abstracts (GAs). Following step-by-step activities that enhance student agency, learners self-regulate, work in groups, and learn to design these types of visuals. We discuss both modes and practices and present them visually in the format of instructional infographics, providing insights compiled in our own reflective journals as course facilitators. Courses: Professional Communication, Academic Communication, Science Communication, Technical Writing, Social Science Research Methods, English for Research Purposes, English for Specific Purposes, English for Academic Purposes, Visual Literacy, and Multimodality courses. The activities of multimodal remediation of academic texts into infographics and GAs may be adapted for all levels of students, including those who plan to continue with research activities in the future. Objectives: The proposed activities will help students to: (1) extract essential information from the RAs; (2) become acquainted with expert expectations regarding infographics and GAs (i.e. author guidelines in scientific journals); (3) critically evaluate the construction criteria of visuals for scholarly publication; (4) communicate research content (scientific data) visually by learning to design two popular formats for communicating research; (5) reflect on how effective multimodal construction is compared to the ones created by peers or the examples provided; (6) familiarize themselves with the target academic discourse; (7) foster learner agency, self-regulation, and autonomy; and (8) develop effective team working and collaboration subskills (e.g. responsibility sharing, taking into account the perspectives of others, etc.).

In this paper, we suggest that in most cases there is no need for a lengthy description of methodological procedures in qualitative higher education journal articles. Doing so often adds no real value beyond creating a scientific façade, and the space this requires as a proportion of the total paper word limit could be better utilized for crafting a more critical contribution for the field. With the relatively short word limits allowed for articles, there is always a trade-off between what can be covered and what might be needed. However, our preference would be to have journals and authors use the space to develop a deeper conceptual or theoretical engagement with the topic of interest, rather than writing about interview protocols and how codes and themes were identified.

Experimental studies have a considerable impact on the educational policies and practices of many countries. In Turkey, policymakers are planning to initiate a STEM education reform in K-12 schools based on experimental studies. However, the methodological flaws in these studies may lead to biased outcomes and may mislead the STEM education community. Despite the importance of methodological quality, to the best of our knowledge, there are no studies that investigate the methodological quality of experimental STEM education articles published in scholarly journals. Therefore, in this study, we conducted a methodological review to examine the methodological quality of experimental STEM education articles published in refereed Turkish journals from 2014 to 2020. During the targeted period, we located 68 articles. We analyzed these articles by developing a coding framework. We found that the selected articles suffer seriously from various methodological flaws. We discuss the findings in light of the literature on methodological quality and suggest ways to improve the rigor of the experimental designs used. Ultimately, we discuss some implications for authors, journals editors, policymakers, and curriculum developers.

The current discussion about assessment in the language teaching context--involving topics such as immigration and citizenship, and university entrance--has brought with it the issue of justice in assessment. Although in Colombia such concerns are not generally discussed, it is important to consider fairness when it comes to classroom assessment. This paper presents a review of five Colombian well-known journals during the period 2009-2020 aiming to identify the scholarly discussion regarding language assessment and testing in the country. Findings suggest that Colombian researchers are concerned with fair and democratic assessment practices, and the involvement of students in peer- and self-assessment practices to improve learning and promote autonomy. Also, there is a perceived need for more teacher education in language assessment.

The aim of the present article is to provide a systematic review of qualitative studies in the leading journals of our field focusing on their distributional properties in the various journals as well as topic choice and selected quality control issues. In order to achieve this aim, we carried out a systematic review of research articles published in leading journals in our field, namely, "Applied Linguistics," "Language Learning," "Language Teaching Research," "Studies in Second Language Acquisition" and "Modern Language Journal" between 2016 and 2020. Our sample contains 93 articles in which researchers employed qualitative research methods or mixed methods including a qualitative component. Our main results indicate that there is great variation among journals in terms of the number of qualitative studies. As for topic considerations, some traditional individual difference variables seem to have a dominant role, with cognitive processes involved in language acquisition gaining some ground as well. Concerning quality control issues, there could be room for improvement with regard to reporting the quality control measures, including the tools employed in the studies. Based on our results, we can conclude that a more systematic understanding of acceptable processes in the field of applied linguistics could increase not only the number of qualitative articles published but also their topical importance.

The emphasis in Ed.D. programs on professional knowledge and practical research means methodological training in these programs must prepare their candidates for the career demands graduates will likely encounter; practitioner research is well-suited to this task. Yet, the lower status traditionally accorded to practitioner research, along with an absence of clear guidelines for its methodology and quality, challenge its acceptance as a form of knowledge production. The current study analyzes 74 accounts of practitioner research in literacy for evidence of methodological quality. Findings reveal ways practitioner researchers systematically conduct and report their inquiries as well as areas for improvement. The hallmarks of quality identified in this study can be used by research educators to advance practitioner research as a methodology and knowledge generating endeavor.

This study set out to establish if creative writing ability, the quality of language learning, exercise intensity, and methodological mastery had any effect, either individually or simultaneously, on the quality of journal articles written by undergraduate students at the State Islamic University of Purwokerto. This study was quantitative in nature and applied a correlational technique. The study's participants were all undergraduate students who had published at least one paper in a scientific journal. Based on the faculties and study programs, proportionate random sampling was used to select a sample of 185 students. Questionnaires were distributed to this sample to collect primary data. With the help of the SPSS version 25.0 application, the data were analyzed using one-predictor regression analysis and multivariate regression. The study found out that learning the Indonesian language not only serves a function as the official state language and a tool for developing culture, science, and technology--it also serves as a learning tool that contributes to efforts to improve the quality of education and student journal articles. Of the four variables analyzed, the variable that contributes most is the quality of language learning, followed by the intensity of exercise. The variable with the smallest contribution was creative writing ability. Based on this, it could be concluded that creative writing ability, the quality of language learning, intensity of practice, and methodological mastery significantly influence the quality of journal articles by undergraduate students at the State Islamic University of Purwokerto, both individually and in combination.

The aim of the study was to comprehensively examine the theses studies and articles in the field of gifted and talented education in Türkiye between the years 2018-2021. Thematic content analysis was applied to a total of 37 articles and 28 theses studies according to criteria determined by the researchers. A total of 65 research were examined by considering the parameters of research types, university distributions, publication years, subject, aims, keywords used, research methods, samples (type and size), data collection tools, data analysis method, results and suggestions. Theses and articles were analyzed using matrix. The data gathered was analyzed using descriptive statistcs method and content analysis. The majorities of the studies examined were Master's theses and were designed with descriptive and mixed research methods. In the studies, STEM, module/programme/activity development, environmental education, problem-based learning and project-based learning were frequently encountered, and it was aimed to develop skills and affective areas in students in related subjects. It was observed that there was no consensus in the use of keywords in terms of the sample group in the studies examined. In line with all the findings, it is recommended to include values education in the activities, to carry out studies on problem-based learning, argumentation, environmental education and out-of-school learning environments. In addition, it is recommended to provide consensus on the use of sampling keywords (gifted, gifted and talented< et al.) in order to facilitate the searches of researchers.

This study aims to investigate the trustworthiness of empirical research published in distance education (DE) journals, an area that has yet to be systematically explored. The review covers 238 empirical studies which were based on primary data and published in 2021 in eight DE journals listed in Social Science Citation Index (SSCI) or Emerging Sources Citation Index (ESCI). Findings suggest that they are fairly good in terms of clarity in context of study, purpose of study, and duration if a study involves an intervention or is otherwise length-sensitive, albeit the existence of small room for improvement. In contrast, a large proportion of the studies reviewed are less rigorous to different but considerable and even alarming degrees in terms of research approach and design, sampling strategies, source of data, researcher bias, ethical concerns, and limitations. Put specifically, less than one quarter of the sample studies adopted the qualitative approach while over 90% of the quantitative studies followed the survey and correlational designs, resulting in a staggering disproportion from the perspective of diversity in research approach and design. Over 60% of the sample studies did not spell out their sampling strategies and only about 20% of the specified sampling strategies were probabilistic in nature, limiting the generalizability of the findings. Over 90% employed questionnaires/scales/rubrics and/or interview protocols to collect data but over 70% of these two types of instruments were neither reviewed nor piloted before put to use with less than 50% available in full content, hence likely to undermine the value of the findings. Researcher bias, ethical concerns, and limitations were addressed in 10%, 50%, and 70% of the studies respectively. Implications for future research are also discussed in the light of these findings.

This research aims to conduct content analysis of the published articles on school leadership in the Scopus database and thus ascertain the tendencies of articles that were published in journals. It is a qualitative research with a design involving document analysis. The research has been limited to 88 articles on school leadership within the Scopus database that were subsequently analysed. In the selection process, attention has been paid to select articles published in journals that were indexed in the Scopus database for the period between 2012 and 2017. The articles were analysed through content analysis. Based on the data it was found that school managers are predominantly used as the sample group. It was also indicated that the studies were mostly qualitative and co-authored. As a result of the analysis conducted, it was ascertained that studies on school leadership were generally performed in the United States.

This review study was carried out using content analysis and it was aimed to analyze the articles published in national journals in the field of augmented reality. The sample of this study, in which the content analysis method was used, consists of 87 academic studies conducted in the field of augmented reality in education in Turkey between 2012 and 2020. Studies obtained as a result of scanning were analyzed according to some variables such as the publication year, purpose, subject area, approach / method, sample group, sample number, data collection tool of study. As a result of the analysis of the research, it was observed that the first studies started in 2012 and increased with each year. It has been determined that most of the studies are aimed at determining the effect of augmented reality on students' achievement. In addition, it was seen that the vast majority of researches were carried out in the field of science education, using the experimental research method with 40-60 university students. Furthermore; it has been determined that the achievement test in quantitative studies and interview form in Research Article qualitative research is more preferred as a data collection tool.

With the exponential rise in scientific research as a result of the spread of information technology, there is an emerging need to process and systemize the information contained in such publications in both national and international settings. The academic journals, in paper as well as electronic forms, are the most used channels of academic communication among researchers, due to the confidence that this information resource enjoys and the standards it applies. In addition, new ideas and developments appear in academic journals long before the books refer to them. Articles, topics, and issues of concern are published in them that do not appear in book form. In this background, this study investigates the research trends in 179 ESL/EFL published studies in "ELT Journal" and "TESOL Quarterly," journals that are acclaimed universally as the setters of research benchmarks. Results show that the focus subjects in these classify into subcategories (trends) which include Global English and Lingua Franca, learner's issues, teacher's issues, cultural perspectives, assessment issues, and ESL research methodology and Multimedia & ICT in Language Education. Noticeably, researchers preferred to qualitatively study the Teaching Practices and Methods (f=43) and Global English and Lingua Franca (f=39). However, gaps are perceptible in the ongoing trends to fill which the study makes certain recommendations in its conclusion.

It is seen that the number of studies dealing with the values in children's literary products has been increased. Although there are many reviews on the studies concerning with value education, these reviews do not provide some significant details about these studies. This study has provided a content analysis of the studies on the values in children's literature. In order to achieve this aim a total of 136 studies carried out in the period between 2007-2020 were analyzed. Of these studies 44 were articles and 92 were theses. The data were first collected through the "form of publication classification on the values in children's literature works". It has been found that the values in children's literature works are mostly analyzed in master's thesis. Within these studies the most frequently analyzed literary genre has also been found to be stories. In the master's thesis there are analyses on a single work or on multiple works. It has been also found that the literary works analyzed are mostly by Turkish authors. The values covered in children's literature works have been analyzed taking into consideration the Turkish courses educational programs and core values list. It has been found that the most frequent values covered in children's literature works affection truthfulness, honesty, helpfulness.

The individual's learning process begins with birth and continues with discoveries in the living spaces. The curiosity-driven learning process is the basis of cognitive development, and nowadays, much research is being done to understand this development field. Determining the focal point of research on cognitive development in preschool in Turkey has shed light on the work to be done later. This study consists of theses and articles written in development and education related to the field of cognitive development in children aged 3-6. The study consists of 53 studies chosen randomly from the scientific research published between the years 2008-2018 within the field of cognitive development in 3-6 aged children. The keywords of "cognitive development, mental development, cognition" were applied while searching through the Higher Education Council Theses Center and The Turkish Academic Network and Information Center (ULAKBIM). Twenty-four theses that have been in Higher Education Council Theses Center and 29 articles in The Turkish Academic Network and Information Center (ULAKBIM) were reviewed using content analysis through a form that includes subject areas, data collection tools used in the research, data analysis methods, references, and sample characteristics. In this study, it was found that academic studies of early childhood were focused on 60-72 months. It has been observed that there has been an increase in the number of studies conducted on children aged 0-2 years. The increase in the number of new academic studies on this period, which is critical for brain development, will also prepare a strong ground for understanding and developing the later stages of early childhood.

The current study employed a content analysis approach to analyze and compare argumentation research in K-12 mathematics and science education published on top five academic journals with the highest impact factor from 2010 to 2019. It includes 9 research articles in the field of mathematics education and 77 research articles in the field of science education. The objectives of this study are to examine the similarities and differences in number of articles, contributors by nationality, method and design, subject, model, setting, and research topics. The results show that despite the argumentation research trend in both contexts tends to decrease, there are more researches related to argumentation on science subject compared to mathematics at K-12 level. These results have an impact on the increasingly diverse categories of argumentation studies in K-12 science. The implications of this research can obviously provide insights to the study of argumentation for mathematics education, science, and education researchers.

In the eary periods of distance education when it was considered as a separate field. During the pandemic process, even the education - training and evaluation processes have started to be done through distance education. The present research tries to reveal research trends including the development of distance education and the pandemic process. The research was carried out in qualitative research design with document analysis. 333 articles published in the field of distance education between 2017-2020 in the Dergipark database constitute the sample of the present research. These articles are examined in terms of form, methodology and content. Data analysis for the present research was conducted by descriptive analysis method. While the trend of quantitative research was at the forefront in the distance education researches until the pandemic process; in 2020, which covers the pandemic process, the qualitative research trend has come to the fore and the interviews were conducted from afar; there are also studies that try to reveal the problems related to distance education, and the use of online tools has increased. In addition, it has been observed that studies on distance education have started to be published in many other fields apart from the field of distance education.

The aim of this research is to determine the tendencies of the articles published on the use of technology in Turkish education from different aspects such as subject fields, methods, data collection tools used in research, data analysis methods, sampling features. The scope of the research consists of articles indexed by Google Scholar in the field of technology-assisted Turkish education between 2000 and 2018. In the study, all articles were reviewed by using "Turkish Education Publication Classification Form (TEYSF)" and descriptive analysis was applied for these studies. According to the research findings in which 100 articles were reviewed, it was determined that there were deficiencies in the method parts of the studies. It has been determined that the researchers prefer using 21 to 30 references per article. Also, the journal of Turkish Studies has been found to publish the most articles in the field of technology-assisted Turkish education. However, it has also been determined that the research questions are not explicitly stated in the articles. It was determined that studies with 1 or 2 authors were performed at a rate of 81% in article studies, however, 79% of the articles were published between 2013 and 2018, and that, when the fields of Turkish education of articles were analyzed, most studies were made in the field of teaching Turkish as a foreign language. While making data analysis of the research, it was concluded that the frequency/percentage/Figure, SPSS, t-test were mostly preferred for the quantitative part, and descriptive analysis for the qualitative part. As a result, articles written in the field of technology assisted Turkish education are discussed in many dimensions and suggestions for researchers are given based on the study.

Methodological trends are a key to the development of research in open and distance learning as a cognitive field. The purpose of this study was to review the methodological trends in the open and distance learning scholarly communication literature. It is important that research strategies are reviewed often to ensure the production of quality research output in a cognitive discipline. The study adopted qualitative content analysis to a sample of 1,393 articles published in five open and distance learning (ODL) journals from 2009 to 2018. The main findings of the study indicated that qualitative and quantitative methodologies were used more often than mixed methods research methodology, which was underrepresented. This implies that research in ODL relied heavily on positivist and interpretivist epistemologies, rather than pragmatist ones. Survey research approaches dominated in the research articles published in the ODL journals during the period under study. The main data analysis techniques were statistical and narrative techniques. Having ascertained that there is a gap in the use of mixed methods research in ODL, there is a need to set the future direction for open and distance learning research to focus on mixed methods research to minimise the weakness inherent in using only one method.

The study aimed to uncover the general trends of published researches undertaken in the field of Social Studies Education. To this end, SSCI, SCI-EXPANDED, A&HCI, CPCI-S, CPCI-SSH, and ESCI indexed journals were scanned through the Web of Science database. In the study, 55 articles which were suitable for scope of the research, and published between the years of 2016 to 2019 with an address in Turkey were accessed, classified, and included in the study. In the analysis of the data, content analysis method and descriptive statistics such as percentage and frequency were utilized. In the content analysis various variables were considered, such as author(s), year of the research, purpose of the study, results, research methods, sampling methods, and data collection tools. The results revealed that the majority of researches used the qualitative research method, the number of articles published was the highest in 2019, the most commonly used data collection tool was the interview, the samples included secondary school students at most, and the studies were clustered in a sample range of 31-100 participants.

This research examined articles about models and modelling in the context of science education in Turkey by using content analysis method. Two specific academic databases; one of which was Dergipark, a platform including the academic journals published in Turkey, and Scholar Google were examined in detail so that totally 71 articles on models and modelling in science education were identified. The "article analysis form" developed by the researchers considering into the relevant literature was used to examine these articles. The findings were presented in tables and charts to show the frequency and percentile values regarding the articles examined. As a result, it was found that the purpose of most of the articles is to examine the effect of model/modelling-based teaching method. Concerning the discipline related in the articles, physics was seen to be on the top of the list, more specifically astronomy subject. As another result, qualitative research method appeared to be the most commonly used research method in the articles at hand. Lastly, it was found out that the most frequently examined variable was the mental model of the participants, and the most preferred data collection instrument was conceptual understanding test.

Thematic analysis is a methodology with wide use in content analysis and field work through interviews, observations, and focus groups. Despite popularity with researchers, there are several questions and problems with the methodology. There was an absence in exploration and explanation of the methods and hidden steps in thematic analysis. Using a case study with a thematic analysis of the methods of thematic analysis and an autoethnography, issues and concerns were examined across a broad sample of articles published using thematic analysis. Seven major problems permeate thematic analysis research, and recommendations to improve thematic analysis and all qualitative research are presented.

We conducted a content analysis of counseling scholarship related to Whiteness for articles published in national peer-reviewed counseling journals within the 35-year time frame (1984-2019) following the publication of Janet Helms's seminal work on White racial identity. We identified articles within eight counseling journals for a final sample of 63 articles--eight qualitative (12.7%), 38 quantitative (60.3%), and 17 theoretical (27.0%). Our findings outline publication characteristics and trends and present themes for key findings in this area of scholarship. They reveal patterns such as type of research methodology, sampling, correlations between White racial identity and other constructs, and limitations of White racial identity assessment. Based on this overview of extant research on Whiteness, our recommendations include future research that focuses on behavioral and clinical manifestations, anti-racism training within counselor education, and developing a better overall understanding of how White attitudes and behaviors function for self-protection.

This study explores the methodology presented in four leading educational leadership journals for a period of three years to investigate the predominant methodologies reported in journals most read by faculty members in educational administration or leadership programs. This content analysis study uses frequency and percentages to gather data on the published methodologies of four educational leadership journals. We used an established coding protocol, and our coding was not interpretive. The analysis revealed that qualitative methods were published more frequently than quantitative methods in the leading educational leadership journals with an emphasis on studies using a descriptive qualitative design, a descriptive quantitative design, correlational research, and case studies. This study replicated a study conducted by Wells, Kolek, Williams, and Saunders (2015) which was a content analysis of three major higher education journals to examine the methodologic characteristics of published research from 1996-2000 and 2006-2010 respectively. The authors discuss the relevance of the study for EdD programs in Educational Administration/Leadership. The analysis may inform decisions about how to best develop scholar-practitioners' capacity to use systemic and systematic inquiry to solve complex problems of practice.

This research aims to determine the trends of the studies about in-service teacher training in Turkey. It is a descriptive study using document analysis based on qualitative research method. Various databases were searched and 56 articles about in-service teacher training between 2012 and 2019 were used and included in the study. The data of the study was collected by "Article Classification Form", conceptualized and analysed in terms of its various characteristics within certain themes. According to the findings, there is a decreasing trend in the number of studies between the years of 2012-2019 related to in-service teacher training in Turkey. The studies were mostly carried out in descriptive structures with an unplanned manner during the in-service training of teachers by making urgent decisions. Moreover, the number of comprehensive and planned studies using mixed designs with different participants and multiple data collection and analysis processes is not sufficient. In this context, more emphasis should be given to the studies on in-service teacher training, numbers of which have been decreasing as of 2019, and the possible studies to be carried out should be planned in a comprehensive manner considering the real needs.

The purpose of this research is a comprehensive review of studies towards educational data mining (EDM) in Turkey. For the purpose of this study, graduate theses and articles conducted in Turkey were examined in detail. As a result of the literature review, 48 studies were analyzed in the context of the data mining purpose, the technique used in the study, the purpose of the study, the sample, the data sources and the analysis tool used in the study. In addition, the input variables used in the studies for estimating student achievement in EDM were examined. As a result of the research, it was found that EDM studies were mostly aimed at prediction from data mining tasks. One of the results of this study is that artificial neural networks are the most commonly used technique in EDM studies. When the distributions of EDM studies according to their objectives are examined, it is seen that studies are predominantly aimed at predicting student achievement. It is seen that university students are preferred as the sample in EDM studies, achievement scores are used as data source and SPSS application is used more as an analysis tool. In the last part of the research, recommendations were made based on the results to the researchers.