Trends in Educational Research: A Content Analysis of the Studies Published in International Journal of Instruction

Eğmir, Eray; Erdem, Cahit; Koçyiğit, Mehmet

doi:10.12973/iji.2017.10318a

Cited by 26 publications

(29 citation statements)

References 12 publications

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“…Other subjects in the scientific opus of educational sciences are covered significantly less, which is also due to the topical orientation of the journals in which the papers were published. Our findings are similar with the results of the analysis of the articles published in International Journal of Instruction from 2008 to 2017 (Eğmir et al, 2017), as well as with the results of other previously conducted researches (e.g. QANU, 2013; Keiner and Hofbauer, 2018).…”

Section: The Content Of Educational Sciencessupporting

confidence: 92%

“…Either way, conclusions about the specificity of any science, including educational sciences, can be made by analysing scientific papers published in academic journals, which have a significant role in any scientific discipline. Journals offer scientists a forum for communicating scientific achievements, ideas, discussions, exchange of information, and accumulation of knowledge gained within a particular field (Nolen, 2009;Eğmir et al, 2017). Journal articles are a suitable source of empirical analysis of research output, as they reflect results, emergence and impact of research (Aman and Botte, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Characteristics of educational sciences research activity in European post-socialist countries in the period 1996 to 2013: Content analysis approach

Bouillet

Jokić

2019

European Educational Research Journal

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In European post-socialistic countries or more commonly known as Central and Eastern Europe (CEE) countries, regardless of their differences and specifics, the common communist and post-communist legacies in the field of educational sciences are still recognizable. The aim of this paper is to explore research activity in the educational sciences in 15 CEE countries: 11 EU member states and 4 former Yugoslav Republic in the period from 1996 to 2013. The purpose of this research is to recognize the specificity and dynamics of subject and content issues, and development of methodological approaches in the educational science research. The sample consists of abstracts 2,395 papers by CEE authors published in 265 journals indexed in Scopus between 1996 and 2013. Content analysis was applied, where the abstracts were grouped into specifically created categories describing the content and methods of the paper and analysed on the basis of two criterion variables -CEE and non-CEE or international journals. The χ 2 test showed that the field of educational sciences in 15 European post-socialist countries changed over time in terms of quantity, content, and methods, becoming more expansive and diverse, which is recognisable both in papers published in international and in CEE journals.

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Section: The Content Of Educational Sciencessupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Characteristics of educational sciences research activity in European post-socialist countries in the period 1996 to 2013: Content analysis approach

Bouillet

Jokić

2019

European Educational Research Journal

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“…Eğitim teknolojisi (Bozkaya, Aydın & Kumtepe, 2012;Hrastinski & Keller, 2007), okul öncesi öğretmenliği (Yılmaz & Altınkurt, 2012), eğitim araştırmaları (Göktaş vd., 2012) gibi alanlarda yapılan araştırma eğilimlerini belirleme çalışmalarında nicel yöntemlerin daha sık kullanıldığı belirlenmiştir. Karma yöntemler de farklı alanlarda en az kullanılan yöntem türü olarak belirlenmiştir (Eğmir, Erdem, & Koçyiğit, 2017;Gülbahar & Alper, 2009). Her ne kadar nicel yöntemlerin bazı üstünlükleri olsa da nitel ve özellikle karma yöntemleri kullanan daha fazla sayıda araştırmaya ihtiyaç vardır (Eğmir, Erdem, & Koçyiğit, 2017).…”

Section: Sonuç Ve Tartışmaunclassified

“…Karma yöntemler de farklı alanlarda en az kullanılan yöntem türü olarak belirlenmiştir (Eğmir, Erdem, & Koçyiğit, 2017;Gülbahar & Alper, 2009). Her ne kadar nicel yöntemlerin bazı üstünlükleri olsa da nitel ve özellikle karma yöntemleri kullanan daha fazla sayıda araştırmaya ihtiyaç vardır (Eğmir, Erdem, & Koçyiğit, 2017).…”

Section: Sonuç Ve Tartışmaunclassified

Medya Okuryazarlığı Araştırmalarında Eğilimler: Lisansüstü Tezlere Yönelik Bir İçerik Analizi

Erdem

2018

Kuramsal Eğitimbilim

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This research aims to review postgraduate dissertations in media literacy field. To this end, 65 postgraduate dissertations that were completed between 2007-2017 in Turkey and that are accessible were reviewed with respect to completion year, university, department, topic, method, design, data collection technique, data analysis technique, sampling method and sample type variables. This is a qualitative, descriptive literature review study and document analysis was used to collect data via a dissertation review form. In the data analysis, content analysis method was used and percentages and frequencies were calculated for each category. The research results reveal that the highest number of dissertations was completed in 2013, only one dissertation was completed in 18 universities, the highest number of dissertations was carried out in journalism and radio TV and cinema departments; however, when departments related to educational sciences are combined, the highest number of dissertations were carried out in these departments, the most investigated topics are identification of the effects of media literacy education and participants' levels of media literacy, while quantitative methods are mostly used in dissertations, mixed methods are the least resorted, and the most addressed sample type includes secondary school students and prospective teachers follow them. This study aims to identify research trends in media literacy and guide future studies.

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“…In order to integrate academic studies to see their mutual contributions, there is a need in examining and comparing research studies periodically (Cohen, Manion & Morrison, 2005;Selçuk, Palancı, Kandemir & Dündar, 2014). These synthesizing studies, in any field, may focus on articles (Solak, 2014;Yağız, Aydın & Akdemir, 2016), theses (Adıgüzel & Ergünay, 2012;İnal et al, 2016;Özmen, Cephe & Kınık, 2016) or studies in certain journals (Eğmir, Erdem & Koçyiğit, 2017) though some studies also examine articles, proceedings and theses (Alptekin & Tatar, 2011). With respect to ELT and applied linguistics, research trends in articles and theses are examined by researchers around the world (Motha, 2009;Woravut, 2012).…”

Section: Introductionmentioning

confidence: 99%

A content analysis of graduate research on English preparatory programs at universities

Koçyiğit

Erdem

2018

HumanSciences

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This study examines master’s and doctoral theses on English preparatory classes at tertiary level in Turkey in terms of completion year, thesis type, subject areas, data types, research design, sample groups, problem statements and recommendations. This study is a systematic review of literature and the data was collected through document analysis technique. Content analysis was carried out on the theses selected through criterion sampling method. A total of 82 theses, which were completed by July 2017, were included in the analysis based on inclusion criteria. The analysis reveals significant results as to theses on English preparatory classes at universities. The most frequent subject areas in the theses were identified as learning styles/strategies, motivation/attitude/belief, program evaluation, increasing vocabulary knowledge, reading skills and foreign language anxiety respectively. The majority of the theses rest on quantitative data and employ descriptive research designs. Samples in the theses mostly consist of students while few of them address instructors. The most frequent themes in problem statements include inadequacy, importance and failure while the most frequent recommendations are about motivation and anxiety, and in-service training. This study has the potential to guide future research by putting forth research trends in graduate research on English preparatory classes at tertiary level.

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Trends in Educational Research: A Content Analysis of the Studies Published in International Journal of Instruction

Cited by 26 publications

References 12 publications

Characteristics of educational sciences research activity in European post-socialist countries in the period 1996 to 2013: Content analysis approach

Characteristics of educational sciences research activity in European post-socialist countries in the period 1996 to 2013: Content analysis approach

Medya Okuryazarlığı Araştırmalarında Eğilimler: Lisansüstü Tezlere Yönelik Bir İçerik Analizi

A content analysis of graduate research on English preparatory programs at universities

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