Disciplinary traditions and the dissemination of knowledge. An international comparison of publication patterns in journals of education

Ertl, Hubert; Zierer, Klaus; Phillips, David; Tippelt, Rudolf

doi:10.1080/03054985.2014.1001350

Cited by 10 publications

(17 citation statements)

References 11 publications

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“…In the German context, the use of empirical data in all the research grants in our sample may be surprising considering the more philosophical, humanities-based tradition in ER there, shown in earlier research (Dees and Botte, 2012; Schriewer and Keiner, 1992). Yet, this confirms what Ertl et al (2013, 2015) discovered in examining publication patterns in both countries. This may be explained by the increased attempts of scholars to find utilitarian answers to “what works” in education, more generally reflecting a highly instrumental science-for-development model institutionalized globally (Drori et al, 2003).…”

Section: Discussion: Er On Systems In Context or Learners In The Systemsupporting

confidence: 86%

“…This explains the presence of social policy and development studies disciplines as well as the international focus in 24 research grants in the UK. By contrast, German ER is dominated by learner-centered disciplines, such as education science and psychology, but far more focused on the core discipline, confirming earlier research (Dees and Botte, 2012;Ertl et al, 2013Ertl et al, , 2015Huth, 2012).…”

Section: Discussion: Er On Systems In Context or Learners In The Systemsupporting

confidence: 79%

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Two worlds of educational research? Comparing the levels, objects, disciplines, methodologies, and themes in educational research in the UK and Germany, 2005–2015

Zapp

Marques

Powell

2017

Research in Comparative and International Education

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Embedded in social worlds, education systems and research reflect distinct national trajectories. We compare two contrasting traditions of educational research (ER). Whereas British ER exhibits a multidisciplinary and pragmatic character, German ER reflects pedagogy and mainly humanities-based traditions. Yet, in both countries, policymakers’ growing demand for evidence in ER resulted in increased funding, specific research programs, and mandatory large-scale assessments. These have reshaped the field, suggesting more similar ER agendas. Based on a comprehensive original dataset of basic ER projects funded by the main grant-making agencies in both countries (2005–2015), we analyze five dimensions: levels, objects, disciplines, methodologies, and themes. We find epistemic drift, with partial convergence characterized by a multi-level focus, multidisciplinary approach, strongly empirical and quantitative methodology, and a premium on teaching and learning themes. The cases remain distinct in exploring systemic questions in a wider contextual frame (UK) or concentrating more narrowly on the individual learner (Germany).

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Section: Discussion: Er On Systems In Context or Learners In The Systemsupporting

confidence: 86%

Section: Discussion: Er On Systems In Context or Learners In The Systemsupporting

confidence: 79%

Two worlds of educational research? Comparing the levels, objects, disciplines, methodologies, and themes in educational research in the UK and Germany, 2005–2015

Zapp

Marques

Powell

2017

Research in Comparative and International Education

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“…The competition to obtain visibility for one's ideas through publications has intensified in the last decades. An increasing number of researchers are seeking to publish academic journal articles (Plume and Van Weijen 2014), and many scientific fields have seen a proliferation in the number of academic journals (Ertl et al 2015). There is evidence of academic journals going to great lengths to jockey for a better position in the global rankings as measured, for example by the journal impact factor (Martin 2016;Times Higher Education 2015).…”

Section: Introductionmentioning

confidence: 99%

Lost in translation? Comparative education research and the production of academic knowledge

Mazenod¹

2017

Compare: A Journal of Comparative and International Education

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The worth of academic knowledge tends to be tested against global metrics of citations and articles published in high-ranking English language academic journals. This paper examines academic knowledge production in three local fields of research with different national languages (English, Finnish and French). It focuses on knowledge production on the topic of apprenticeship where there are distinctive differences in the three local research fields and the associated patterns of academic publication over a 15-year period. The findings suggest that publication patterns are still largely tied to the respective national languages. Concerns are raised about the limited visibility of non-Anglophone local contexts and conceptual frameworks as filtered through global academic knowledge production processes. The language practices in the production of academic knowledge need to be challenged to ensure that knowledge from these sources is not lost in translation or in the recontextualisation for global audiences.

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“…This paper reports on the work of two projects, funded by the German Research Foundation ( Deutsche Forschungsgemeinschaft ), on the analysis of publication patterns in international journals of education. The detailed results of these projects have been presented elsewhere (Ertl et al, 2015; Zierer et al, 2013; Zierer and Ertl, 2014); the focus of this paper is thus on the methodological approaches and challenges that have guided the comparison of journals published in different national and international jurisdictions.…”

Section: Introductionmentioning

confidence: 99%

“… 2 For a more detailed discussion of Wagner and Wittrock’s (1991) classification see Ertl et al (2015). …”

mentioning

confidence: 99%

Why Comparing? Some Insights from a Comparison of Publications in Educational Journals in England and Germany

Ertl

Zierer

2017

Research in Comparative and International Education

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This paper discusses rationales for comparative work in education and draws on two projects on analysing publications in educational journals internationally. It uses the cases of Germany and England to illustrate the points made. The paper outlines some of the major developments in education in these two countries and identifies their implications for the work of academics in this discipline. The main argument is that the analysis of journal publications provides for tracking of the development of academic disciplines, and that the comparisons of publication patterns in two countries offers insights into the particular starting points and trajectories of a field of study such as education.

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Disciplinary traditions and the dissemination of knowledge. An international comparison of publication patterns in journals of education

Cited by 10 publications

References 11 publications

Two worlds of educational research? Comparing the levels, objects, disciplines, methodologies, and themes in educational research in the UK and Germany, 2005–2015

Two worlds of educational research? Comparing the levels, objects, disciplines, methodologies, and themes in educational research in the UK and Germany, 2005–2015

Lost in translation? Comparative education research and the production of academic knowledge

Why Comparing? Some Insights from a Comparison of Publications in Educational Journals in England and Germany

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