Subfield Of Education Research Articles

A bibliometric analysis of digital storytelling in language education

This study provides a comprehensive overview of the research in digital storytelling and identifies the key themes and trends in this area. Digital storytelling is an emerging field that has gained significant attention in recent years. In this study, we conducted a bibliometric analysis of the digital storytelling literature to examine this field's growth and development. The data collected from the Web of Science database was analyzed quantitatively, revealing a significant growth in digital storytelling as a field in recent years. The analysis revealed that the number of publications in this area has noticeably increased. The field's most productive authors, journals, and institutions were identified, and the key themes, trends, and challenges in digital storytelling research were identified. The analysis revealed that the most frequent keywords in the literature were "technology," "literacy," "education," language," "students," "learning-motivation," "pedagogy," "English," and "stories." The key themes that emerged from the literature were the use of digital storytelling in education, the role of technology in digital storytelling, and the use of digital storytelling for social change. The co-occurrence of keywords revealed strong connections between the themes of education, learning, and technology in digital storytelling research. The analysis also revealed that the field of digital storytelling had grown rapidly in recent years, with a significant increase in the number of publications. The number of publications in digital storytelling has increased exponentially in the last decade, and this trend is expected to continue. The analysis also revealed that the majority of publications in digital storytelling are in the subfields of education and English. The analysis revealed that the field of digital storytelling is still in its early stages, and there is a need for more research in this area.

Dual Certification in Special and Elementary Education and Associated Benefits for Students With Disabilities and Their Teachers

Researchers and policymakers use certification as a metric of teaching quality in subject areas as well as subfields of education. We examined the association between having a teacher with dual certification in elementary and special education and math and reading achievement for students with disabilities (SWDs). We also examined whether dual certification related to teachers’ efficacy and job satisfaction. Using the Early Childhood Longitudinal Study: Kindergarten Class of 2010–2011, we employed ordinary least square regression models supplemented with school and child fixed effects to examine differences for children with disabilities based on certification type of their teachers in kindergarten, first, and second grades. After controlling for confounding variation at the school and child levels, we find that SWDs with teachers with dual certification score better in math. Results also suggest that teachers with dual certification exhibit more positive dispositions related to teaching SWDs.

Domínios de ação de pesquisadores em Educação no Brasil

Abstract This article outlines areas of action of researchers as tools to interpret for whom the area of Education produces knowledge. It contextualizes the research in Education in Brazil in its peculiar institutional and epistemological conditions. It works with sociological concepts such as scientific field, scientific capitals, and autonomy of the professional field to illuminate aspects of the Brazilian academic context of knowledge production in Education. It associates these concepts with the notions of domain and dialogue with audiences to advance in the interpretation of the contradictions and heteronomies faced by the area. It is grounded on the qualitative analysis of semi-structured interviews with Brazilian researchers recognized for their academic representativeness with productivity grants and a history of leadership in scientific research. It questions how relationships with different social groups support processes of knowledge production and circulation. To account for this questioning, it characterizes the academic-scientific subfield of Education in terms of specific capitals, research audiences, prestige criteria, and political relations. It discusses strategies of dialogue as instrumental categories to interpret phenomena associated with scientific and political legitimacy. As a result, it finds four domains of action in knowledge production in Education: scientific-disciplinary; pedagogical; political-managerial; dialogical socio-educational. It concludes that, when acting in the different domains, these researchers differently order the priorities conferred to scientific rigor and socio-educational intervention.

The Educational Nexus to the War on Drugs: A Systematic Review

The war on drugs has had a heavy impact on educational settings, yet to date the fields of education in emergencies and comparative and international education have largely overlooked it. This systematic review of relevant empirical studies published between 1988 and 2018 across 20 subfields of education examines how academic scholarship has addressed the intersection of schooling and the war on drugs. Through a content analysis of 420 articles, we quantified the occurrence of terms related to the war on drugs, identified patterns and trends, and explored their underlying meaning. We found abundant academic literature on drugs and schools, particularly with regard to student drug use, but little research that examines the educational implications of the war on drugs. We draw from the concept of assemblage to frame the scope of this global conflict and conclude with a research agenda that incorporates discussions about the war on drugs in the education in emergencies field.

The Evolution of Simulation-Based Learning Across the Disciplines, 1965–2018: A Science Map of the Literature

Background. Simulation-based learning (SBL) has been applied and studied in educational settings for at least six decades. While numerous reviews of research have been conducted from different perspectives, none to date have used bibliometric methods to analyze the evolution of simulation-based learning as a ‘knowledge base’. Aim. The review sought to document the growth and geographic distribution of research on SBL. In addition, the review aimed to identify key authors and documents, and analyze the intellectual structure of this knowledge base. Finally, the review highlighted emerging topics in this literature. Method. The authors identified 2,812 Scopus-indexed SBL documents published between 1965 and 2018. Bibliographic data were exported from Scopus and analyzed using VOSviewer software. Analyses included descriptive statistics, citation and co-citation analysis, and keyword co-occurrence analysis. Results. The review found a rapidly increasing publication trajectory with 90% of the literature published since 2000. Although SBL studies have been authored in 94 different countries, the literature is concentrated in Anglo-American-European societies. The review found that the intellectual structure of this knowledge base is comprised of four schools of thought encompassing research on SBL in management education, medical education, technology-enhanced SBL, and learning theories in SBL. Another notable finding was that SBL researchers in medical and management education have progressed on parallel tracks leading to the balkanization on knowledge. Surprisingly, the conceptual core of the field is located in the school of thought associated with learning theories in SBL. This implies that SBL is a subfield of education rather than a discipline in and of itself. Emerging topics that have attracted scholars writing on SBL in recent years are identified and implications for future research discussed.

Aesthetics, string figures, and the politics of the visible in science and education

This paper positions Aesthetics, specifically the politics of Aesthetics, as a frame for approaching traditionally conservative subfields of education, such as science education. Drawing primarily from Jacques Rancière’s work on Aesthetics and Politics, and Donna Haraway’s work with String Figures (SF), we outline the political stakes of engaging, transforming, and ‘playing-with’ the aesthetic dimensions of what science education (and education more broadly) might look like. In the first part of the article, we highlight the political potentiality of a turn toward aesthetics in (science) education, which includes a discussion of theory that supports this shift. We aim to, in part, disrupt the current distribution of the sensible to more deeply, and visibly, entangle science education with multi-species justice and a politics of equality writ large. In the second part of this article, we present our own string figure, an example of what we mean by a radical aesthetic shift in terms of what it allows students to see as visible, possible, and sensible in the world through science and education. We weave a string figure/SF story about our bee companions, who are/have been deeply affected by the Anthropocene, while simultaneously world-making in the Chthulucene. In concluding, we revisit our primary goal which is to open up new forms of political engagement in science education toward the goal of multi-species justice.

\u2018Democracy\u2019 in education: an omnipresent yet distanced \u2018other\u2019

Like many concepts and notions used in various subfields of education, the idea of democracy is both floating and polysemic. It can also be a conveniently loose term that can be used by some to position themselves above others and to ‘teach them’ lessons about how to ‘do’ democracy, often creating unjustified hierarchies and moralistic judgements. Based on Mikhail Bakhtin’s concepts of 'authoritative discourse and internally persuasive discourse', this article examines how the contested idea of democracy is constructed and negotiated at a key International Conference on democratic education. Excerpts from talks given at the conference serve as case studies in this paper, without the intention to generalise about discourses of democracy in education. The results hint at uncritical attempts, often based on pathos, to totalise and generalise ‘democracy/the democratic’ especially within discourses on ‘democratic schools’. Such discourses can contribute to cultural othering and stereotyping, as well as, simplistic assumptions about how ‘democracy’ functions and comes-into-being. They can also help the utterer hide their sentiments. Thus, the aim of this paper is to deconstruct an essentialised and somewhat empty vision of democracy discourse in education. The fact that the idea of ‘freedom’ is often used as a synonym for ‘democracy’ during the conference is also discussed.

Historical trends in counsellor education dissertations

ABSTRACTThere exists a dearth of literature on the content, research method and research design trends of dissertations in education. Within one large subfield of education (i.e. counsellor education), an online and full-text archive of dissertations has become available. This archive contains over 200 dissertations produced in Oregon State University’s Counselling Academic Unit from 1947 to 2014. Research questions concerning decadal differences in content, research method and research design were examined empirically. No decadal differences were discovered in the three aforementioned areas. Reasons for these findings were discussed.

Mapping the field of educational administration research: a journal citation network analysis

PurposeThe purpose of this study is to uncover how knowledge is exchanged and disseminated in the educational administration research literature through the journal citation network.Design/methodology/approachDrawing upon social network theory and citation network studies in other disciplines, we constructed an educational administration journal citation network by extracting all 157,372 citations from 5,359 journal articles in 30 educational administration journals from 2009 to 2013. We then performed social network analysis to visualize the network structure by journal clusters, and quantified journal prominence and interdisciplinarity by calculating Freeman indegree and betweenness, respectively. In addition to journal-to-journal citations, we examined the sources of non-journal citations by citation counts.FindingsThe results of journal prominence, interdisciplinarity, and eight journal clusters in the citation network indicate that educational administration, as a porous field, intimately interacts with the sub-fields of education (e.g., urban education and teacher education), other disciplines (e.g., economics, human resources, sociology, and psychology), and the research internationally. In addition to journals as the knowledge source (45.29%), we also found books (31.08%) and reports (14.98%) are important citation sources in the educational administration research literature. The most cited books and reports shed light on the knowledge base in the theory, research, and practice of educational administration.Originality/valueThe results of this by far the largest-scale study of educational administration journals present abundant evidence that educational administration is a porous field. This study also presents social network analysis as an alternative method to evaluate journal influence in the educational administration field.

A Study of Teaching Methods in Entrepreneurship Education for Graduate Students

AbstractAs stated in numerous studies, education is becoming more and more important everywhere in the world and research in are growing and getting legitimacy in the scientific communities, however a few scholars have focused on the subfield of education. Although the key to a successful education is to find the most effective way to manage the teachable skills and identify the best match between student needs and teaching techniques, there is no universal pedagogical recipe to teach and the choice of techniques and modalities depends mainly on the objectives, contents and constraints imposed by the institutional context.Education programs in are a new phenomenon in Iran. These programs vary widely in terms of short term objectives, target audiences, format and pedagogical approach. The first M.Sc. management program has been initiated in the University of Tehran in 2005. One of the basic courses in this curriculum is business planning. This paper attempts to identify the appropriate teaching methods in this course conducting two qualitative studies by semi-structured interviews. Results of the first study on a sample of experts in teaching methods complete the list of teaching methods that could be used in education. The results of second study on a sample of lecturers of business planning course show that appropriate teaching methods of this course are respectively group project, case study, individual project, development of a new venture creation project, and problem-solving. Furthermore, in this study, the appropriate teaching methods in each component of this course have been presented.Keywords: Entrepreneurship education, Teaching methods, M.Sc. students, planning1. IntroductionThe last decade has witnessed the powerful emergence of research worldwide. There seems to be widespread recognition that is the engine driving the economy and society of most nations (Alberti et al, 2004). Nowadays both scholars and policy makers are becoming aware of the importance of the educational system for entrepreneurship. Entrepreneurship education has different short term and long term results in the society (Hannon et al. 2006).Most education programs present different objectives. These may be specific and immediately measurable objectives as well as more general and complex ones. Through the identification of various objectives of education, we might have a deeper understanding of educational needs as well as a more weighted choice of evaluative criteria and pedagogical techniques (Alberti et al, 2004).Rae and Carswell (2001) and Shepherd and Douglas (1997) have discussed that there is a distinction between the teachable and the non-teachable elements of entrepreneurship. The key to a successful education is to find the most effective way to manage the teachable skills and identify the best match between student needs and teaching techniques (Lee et al, 2007).In Iran, the master program initiated in university of Tehran in 2005 and the first faculty of was founded in 2007. On the other hand, an optional course of fundamental of entrepreneurship was included in the curriculum for non-business students in university of Tehran and many other universities in Iran. Business plan is one of the key courses in the education program in the faculty of in University of Tehran. This is one of the rare studies in the subfield of education and focuses on the analysis of teaching methods of business plan course. This paper has been structured in five parts. A review of the literature on education and specifically on teaching methods in education as well as teaching methods in business plan course has been presented in the second section. …