Exploring two decades of research on classroom dialogue by using bibliometric analysis

2019 ◽  
Vol 137 ◽  
pp. 12-31 ◽  
Author(s):  
Yu Song ◽  
Xieling Chen ◽  
Tianyong Hao ◽  
Zhinan Liu ◽  
Zixin Lan
2020 ◽  
Vol 58 (7) ◽  
pp. 1311-1341
Author(s):  
Tianyong Hao ◽  
Xieling Chen ◽  
Yu Song

With growing interest in technology and its application within education, an increasing volume of research literature concerning the utilisation of technology in classroom dialogue has become available. To provide a comprehensive overview of the research area, this paper reports the results of topic-based bibliometric analysis of relevant articles published from 1999 to 2018. Trends in articles and citations, productive institutions, countries/regions and journals are identified. Vital research interests in the research area and how have they evolved over time have been specified and visualised. Interest in the application of technology in classroom dialogue has grown significantly during the past 20 years and will continue to expand. The USA is the top productive country in the field, and countries/regions and institutions that display a large number of international collaborations are likely to be influential. Topic analysis highlights the existing prominence of research in the areas of Dialogue, Settings, Collaboration and Information communications technology, as well as increasing interest in Learning achievement and Teacher professional development. Findings obtained in this study could potentially help promote the use of technology in classroom dialogue, and provide suggestions for scholars and project investigators in (re)allocating research resources.


PCI Journal ◽  
2015 ◽  
Vol 60 (1) ◽  
Author(s):  
José R. Martí-Vargas ◽  
Emili García-Taengua ◽  
W. Micah Hale ◽  
Mohamed K. ElBatanouny ◽  
Paul H. Ziehl

2019 ◽  
Vol 3 ◽  
pp. 13 ◽  
Author(s):  
Vishnu Chandra ◽  
Neil Jain ◽  
Pratik Shukla ◽  
Ethan Wajswol ◽  
Sohail Contractor ◽  
...  

Objectives: The integrated interventional radiology (IR) residency has only been established relatively recently as compared to other specialties. Although some preliminary information is available based on survey data five, no comprehensive bibliometric analysis documenting the importance of the quantity and quality of research in applying to an integrated-IR program currently exists. As the first bibliometric analysis of matched IR residents, the data obtained from this study fills a gap in the literature. Materials and Methods: A list of matched residents from the 2018 integrated-IR match were identified by contacting program directors. The Scopus database was used to search for resident research information, including total publications, first-author publications, radiology-related publications, and h-indices. Each matriculating program was categorized into one of five tiers based on the average faculty Hirsch index (h-index). Results: Sixty-three programs and 117 matched residents were identified and reviewed on the Scopus database. For the 2018 cycle, 274 total publications were produced by matched applicants, with a mean of 2.34 ± 0.41 publication per matched applicant. The average h-index for matched applicants was 0.96 ± 0.13. On univariate analysis, the number of radiology-related publications, highest journal impact factor, and h-index were all associated with an increased likelihood of matching into a higher tier program (P < 0.05). Other research variables displayed no statistical significance. All applicants with PhDs matched into tier one programs. Conclusions: Research serves as an important element in successfully matching into an integrated-IR residency. h-index, number of radiology-related manuscripts, and highest journal impact factors are all positively associated with matching into a higher tier program.


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