Evolution of topics in education research: a systematic review using bibliometric analysis

2019 ◽  
Vol 72 (3) ◽  
pp. 281-297 ◽  
Author(s):  
Cui Huang ◽  
Chao Yang ◽  
Shutao Wang ◽  
Wei Wu ◽  
Jun Su ◽  
...  
2021 ◽  
Vol 13 (13) ◽  
pp. 7102
Author(s):  
Ana Carolina V. Nadalini ◽  
Ricardo de Araujo Kalid ◽  
Ednildo Andrade Torres

The objective of this paper is to present a review of current research on the valuation of ecosystem services, using emergy evaluation methodology (EME). A bibliometric analysis and a systematic review were carried out between 2000 and 2020, using all of Web of Science database subfields that collected 187 papers, selected through the keywords “emergy” and “ecosystem services”. In the second part of the research, we carried out a new search on Web of Science of the 187 initial articles produced, with the words “valuation” and “economic”, in order to analyze those directly related to the evaluation of ecosystem services. The results showed that the EME method is an effective tool to evaluate ecosystem services, since it relates economic and ecological aspects in the evaluations. The research also indicated that the use of isolated methods does not appear to be the most appropriate solution, and that emergy used in combination with other methodologies can be used to obtain more accurate and comprehensive results to evaluate natural resources.


Author(s):  
Javier Caballero-Villarraso ◽  
Jamil Sawas ◽  
Begoña M. Escribano ◽  
Francisco A. Martín-Hersog ◽  
Andrea Valverde-Martínez ◽  
...  

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kam Cheong Li ◽  
Billy Tak-Ming Wong

Purpose This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications. Design/methodology/approach A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis. Findings Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification. Originality/value This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.


2018 ◽  
Vol 5 (1) ◽  
pp. 1519143 ◽  
Author(s):  
Maria Spante ◽  
Sylvana Sofkova Hashemi ◽  
Mona Lundin ◽  
Anne Algers ◽  
Shuyan Wang

2019 ◽  
Vol 93 (sp1) ◽  
pp. 9 ◽  
Author(s):  
Wen Li ◽  
Rengui Jiang ◽  
Yong Zhao ◽  
Jiancang Xie ◽  
Jiwei Zhu ◽  
...  

2020 ◽  
Author(s):  
Mingzhou Gao ◽  
Hui SUN ◽  
Changlong ZHANG ◽  
Dongmei GAO ◽  
Mingqi QIAO

Abstract Background The global incidence of premenstrual syndrome (PMS) and premenstrual dysphoric disorder (PMDD) is increasing, with increasing suicide reports. However, the bibliometric analysis of global research on PMS and PMDD is rare. We aimed to evaluate the global scientific output of research on PMS and PMDD and to explore their research hotspots and frontiers from 1945 to 2018 using a bibliometric analysis methodology.Methods Articles with research on PMS and PMDD between 1945 and 2018 were retrieved from the Web of Science Core Collection (WoSCC). We used the bibliometric method, CiteSpace V and VOSviewer to analyze publication years, journals, countries, institutions, authors, research hotspots, and trends. We plotted the reference co-citation network, and we used keywords to analyze the research hot spots and trends.Results We identified 2,833 publications on PMS and PMDD research from 1945 to 2018, and the annual publication number increased with time, with fluctuations. Psychoneuroendocrinology published the highest number of articles. The United States ranked the highest among the countries with the most publications, and the leading institute was UNIV PENN. Keyword and reference analysis indicated that the menstrual cycle, depression and ovarian hormones were the research hotspots, whereas prevalence, systematic review, anxiety and depression and young women were the research frontiers.Conclusions We depicted overall research on PMS and PMDD by a bibliometric analysis methodology. Prevalence and impact in young women , systematic review evaluations of risk factors, and the association of anxiety and depression with menstrual cycle phases are the latest research frontiers that will pioneer the direction of research in the next few years.


2020 ◽  
pp. 003465432097917
Author(s):  
Leonie Rowan ◽  
Terri Bourke ◽  
Lyra L’Estrange ◽  
Jo Lunn Brownlee ◽  
Mary Ryan ◽  
...  

Teachers consistently identify working with “diverse learners” as challenging. This raises questions about how teacher educators conceptualize and enact preparation of teachers for heterogeneous populations. This article provides a systematic review of literature relating to both “teacher education” and “diverse learners,” to identify knowledge claims regarding the way this “problem” and possible “solutions” should be framed. Analyzing 209 peer-reviewed journal articles (2009–2019), the article identifies groups most frequently described as diverse, three qualitatively different clusters of claims regarding how teachers can be prepared for diversity, and factors identified as constraining preparation. Analysis reveals a literature broad in focus—referencing many groups—but shallow in depth. The majority describe strategies for teaching about or catering to diversity with only few considering teaching for diversity. There is also limited engagement with specialist literature relating to concepts such as gender or race and little attention to teacher educators’ own knowledge. The article concludes with implications for teacher educators, arguing for enhanced critical epistemic reflexivity.


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