Educational Research Review From Diverse Perspectives: A Bibliometric Analysis of Web of Science (2011–2020)
This study aims to reveal the bibliometric characteristics of publications on educational research from diverse perspectives, including the level of national-international collaborations, the percentage change in open-access papers, and interactions with other disciplines. Through bibliometric analy...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2022-12-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440221141628 |
| _version_ | 1811187450919256064 |
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| author | Aslıhan Sezgin Keziban Orbay Metin Orbay |
| author_facet | Aslıhan Sezgin Keziban Orbay Metin Orbay |
| author_sort | Aslıhan Sezgin |
| collection | DOAJ |
| description | This study aims to reveal the bibliometric characteristics of publications on educational research from diverse perspectives, including the level of national-international collaborations, the percentage change in open-access papers, and interactions with other disciplines. Through bibliometric analysis, the data were collected from Web of Science (WoS), “Education and Educational Research (E&ER),”“Psychology, Educational (PE),”“Education, Special (ES)” and “Education Scientific Disciplines (ESD)” categories, during 2011 to 2020. The findings suggest that the number of publications in each category and the percentage of open-access publications have increased regularly. However, it was observed that categories, especially the ES category, were partially falling behind, as compared to the growth in WoS; while the ES and the PE categories were the highest regarding national-international collaborations over time. Both collaboration levels were the highest in the E&ER category. It was concluded that the multi-authorship trend has rapidly increased, the number of references has regularly increased, and specifically, the PE category has been distinguished from others in terms of the references used. Meanwhile, the change over time in the aggregate impact factor, calculated for each category as a measure of the widespread impact of the studies, pointed to inflation. The results show that educational research is becoming more organized and international, while less fragmented. Moreover, the findings support that educational research is interdisciplinary in essence and diverse in content. |
| first_indexed | 2024-04-11T14:02:38Z |
| format | Article |
| id | doaj.art-6a26f0302f264f8e94bb10b11baf149f |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-04-11T14:02:38Z |
| publishDate | 2022-12-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-6a26f0302f264f8e94bb10b11baf149f2022-12-22T04:20:01ZengSAGE PublishingSAGE Open2158-24402022-12-011210.1177/21582440221141628Educational Research Review From Diverse Perspectives: A Bibliometric Analysis of Web of Science (2011–2020)Aslıhan Sezgin0Keziban Orbay1Metin Orbay2University of Amasya, TurkeyUniversity of Amasya, TurkeyUniversity of Amasya, TurkeyThis study aims to reveal the bibliometric characteristics of publications on educational research from diverse perspectives, including the level of national-international collaborations, the percentage change in open-access papers, and interactions with other disciplines. Through bibliometric analysis, the data were collected from Web of Science (WoS), “Education and Educational Research (E&ER),”“Psychology, Educational (PE),”“Education, Special (ES)” and “Education Scientific Disciplines (ESD)” categories, during 2011 to 2020. The findings suggest that the number of publications in each category and the percentage of open-access publications have increased regularly. However, it was observed that categories, especially the ES category, were partially falling behind, as compared to the growth in WoS; while the ES and the PE categories were the highest regarding national-international collaborations over time. Both collaboration levels were the highest in the E&ER category. It was concluded that the multi-authorship trend has rapidly increased, the number of references has regularly increased, and specifically, the PE category has been distinguished from others in terms of the references used. Meanwhile, the change over time in the aggregate impact factor, calculated for each category as a measure of the widespread impact of the studies, pointed to inflation. The results show that educational research is becoming more organized and international, while less fragmented. Moreover, the findings support that educational research is interdisciplinary in essence and diverse in content.https://doi.org/10.1177/21582440221141628 |
| spellingShingle | Aslıhan Sezgin Keziban Orbay Metin Orbay Educational Research Review From Diverse Perspectives: A Bibliometric Analysis of Web of Science (2011–2020) SAGE Open |
| title | Educational Research Review From Diverse Perspectives: A Bibliometric Analysis of Web of Science (2011–2020) |
| title_full | Educational Research Review From Diverse Perspectives: A Bibliometric Analysis of Web of Science (2011–2020) |
| title_fullStr | Educational Research Review From Diverse Perspectives: A Bibliometric Analysis of Web of Science (2011–2020) |
| title_full_unstemmed | Educational Research Review From Diverse Perspectives: A Bibliometric Analysis of Web of Science (2011–2020) |
| title_short | Educational Research Review From Diverse Perspectives: A Bibliometric Analysis of Web of Science (2011–2020) |
| title_sort | educational research review from diverse perspectives a bibliometric analysis of web of science 2011 2020 |
| url | https://doi.org/10.1177/21582440221141628 |
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