Science Editing

Original Articles

Bibliometric analysis of publications on inclusive education from the Web of Science Core Collection published from 1992 to 2020: Jia-Fen Wu, Xiaoxiao Lin; Sci Ed. 2021;8(1):79-84. Published online February 20, 2021; DOI: https://doi.org/10.6087/kcse.233

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Purpose
This study analyzed the bibliometric characteristics of publications on inclusive education in the Social Science Citation Index and Science Citation Index Expanded in the Web of Science Core Collection from 1992 to 2020.
Methods
Terms related to “inclusive education” and “inclusion of education” were used as keywords to search for journal articles on July 3, 2020.
Results
There were 1,786 articles, representing 3,376 authors, in the 345 journals scanned. The United States, United Kingdom, and Australia were the three leading countries/regions in this field. In the top 12 countries, the top 15 institutions and the top 10 most-cited journals were identified by either the number of publications or the number of total citations. Core themes from the 30 most highly-cited articles were teachers’ attitudes, teachers’ self-efficacy, and the effects of inclusive education. Teachers included both pre-service and in-service teachers; students represented those with and without special educational needs.
Conclusion
The results indicate that the United States, United Kingdom, and Australia dominated inclusive education research, originating most of the highly-cited articles, having more prolific authors, and presenting the most-cited institutions. Furthermore, three emerging core themes from the 30 most highly-cited articles were teachers’ attitudes, teachers’ self-efficacy, and the effects of inclusive education. Frontline teachers are recommended to submit manuscripts about their teaching experiences to the most-cited journals, which have a large readership. To measure the effects of inclusive education, it is essential to formulate reliable, valid, and culture-free research instruments for future studies.

Citations

Citations to this article as recorded by

The measurement of teachers’ attitudes toward inclusive education: An empirical study in East Java, Indonesia
Ediyanto, Norimune Kawai
Cogent Education.2023;[Epub] CrossRef
Kaynaştırma Eğitimi ve Destek Eğitim Odaları: Bibliyometrik Bir Analiz
Halil ÇİN, Semra AYDIN, Ahmet ASLAN, Medet AYDIN
Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi.2023; 20(2): 339. CrossRef

Bibliometric analysis of flipped classroom publications from the Web of Science Core Collection published from 2000 to 2019: Hsin-Luen Tsai, Jia-Fen Wu; Sci Ed. 2020;7(2):163-168. Published online August 20, 2020; DOI: https://doi.org/10.6087/kcse.212; Correction in: Sci Ed 2021;8(1):129

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217 Download
6 Web of Science
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Abstract PDF

Purpose
This study analyzed the bibliometric characteristics of flipped classroom publications in the Social Science Citation Index and Science Citation Index Expanded from 2000 to 2019. Methods: The terms related to “flipped classroom” and “inverted learning” were the keywords for searching journal articles on January 3, 2020. Results: There are 645 articles (including 33 early-access articles), representing 1,938 authors in the 210 journals scanned. The United States, China, and Taiwan were three leading countries/regions in this field. In the top 10 countries, to 10 institutions, the top eight most-cited journals were identified by either the number of publications or the number of citations. Hot-spot themes from the 24 highly-cited articles and author keyword co-occurrence analysis focus on empirical research in the flipped classroom, the overall feasibility of the flipped classroom course design and practical model, and students’ performances, and student-regulated learning (active learning and readiness) outcomes. Conclusion: TThe results indicate that the United States dominated flipped classroom research, originating most of the highly-cited articles, having more prolific authors, and presenting the most-cited institutions. Furthermore, little research has been undertaken into arriving at an understanding of evidentiary effectiveness or consistency in a flipped classroom. Based on the trends identified, we need a call for more specific types of research into the effectiveness of flipped classroom studies and systematic reviews.

Citations

Citations to this article as recorded by

Teaching English as a Foreign Language in Higher Education using flipped learning/flipped classrooms: a literature review
Rosemary Fisher, Quyen Tran, Elena Verezub
Innovation in Language Learning and Teaching.2024; 18(4): 332. CrossRef
RETHİNKİNG CLASSROOMS: A COMPREHENSİVE ANALYSİS OF POSTGRADUATE THESES ON THE FLİPPED CLASSROOM MODEL İN TURKEY
Beytullah Karagöz, Hakan Karatop, Ali Erdönmez
Journal of Advanced Education Studies.2024; 6(1): 134. CrossRef
Ters Yüz Öğrenme Konusunda Yapılan Araştırmaların Bibliyometrik Analizi
Ali Ateş, Halük Ünsal
Türk Eğitim Bilimleri Dergisi.2024; 22(2): 1084. CrossRef
A conceptual review of the effectiveness of flipped learning in vocational learners’ cognitive skills and emotional states
Xiuqin Zhou
Frontiers in Psychology.2023;[Epub] CrossRef
Review of flipped learning in engineering education: Scientific mapping and research horizon
Md Abdullah Al Mamun, Md Abul Kalam Azad, Md Abdullah Al Mamun, Michael Boyle
Education and Information Technologies.2022; 27(1): 1261. CrossRef

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