Citations of ETR&D and related journals, 1990–2004

Scientific communication in the field of educational technology was examined by analyzing references from and citations to articles published in Educational Technology Research and Development (ETR&D) for the period 1990–2004 with particular emphasis on other journals found in the citation record. Data were collected on the 369 core articles found in the 60 issues published during that time period, their reference lists (containing over 14,805 individual items), and citations of those articles in other journals (1,896 entries). The top cited and citing journals during that time period are listed. Nine symbiotic journals (i.e. those that are most cited by ETR&D and frequently cite it) were identified: Contemporary Educational Psychology, Educational Psychologist, Instructional Science, Journal of Computer-Based Instruction (no longer published), Journal of Educational Computing Research, Journal of Educational Psychology, Journal of Educational Research, Journal of Research in Science Teaching, and the Review of Educational Research. The results provide an in-depth, quantitative view of informal connections within the field via the citation record. Implications for further research and the potential influence of new technologies on scientific communication are also discussed.     

An Introduction to the Special Issue: Consultation to Increase Educational Access and Improve Conditions for LGBTQ Youth

ABSTRACT

This article is the introduction for a theme issue of Journal of Educational and Psychological Consultation entitled “Consultation to Increase Educational Access and Improve Conditions for LGBTQ Youth.” First, we discuss the need for consultation to support LGBTQ youth, the current state of consultation research related to LGBTQ youth, and the unique considerations and challenges for conducting research related to LGBTQ youth. Next, we introduce the articles in this special issue. Finally, we address notable gaps and future directions while encouraging researchers and journal editors to embrace the messiness associated with this type of research.     

Commentary: Taking a Social Justice Perspective on Research Supporting LGBTQ Students: Same Team,Different Positions

ABSTRACT

This article is a commentary on a theme issue of Journal of Educational and Psychological Consultation entitled “Consultation to Increase Educational Access and Improve Conditions for LGBTQ Youth.” Writing from the perspective of researchers who have focused on social justice, the authors both provide a critique of the theme issue articles and describe potential areas of overlap between social justice research broadly and research specifically focused on supporting LBGTQ youth. Suggested next steps for research are offered.     

Ten Years of Research: A Systematic Review of Three Refereed LD Journals

Content analyses of journals in the field of LD provide a means of surveying research and publication trends, the knowledge of which may inform policy and practice related to future research agendas. As the first decade of the current millennium was particularly contentious for the field of LD, we felt that a content review would be timely. In this paper, the content of three refereed LD journals—Journal of Learning Disabilities, Learning Disabilities Research & Practice, and Learning Disabilities Quarterly—was analyzed. Articles from 2001–2010 (n = 841) were systematically coded to capture article type, area of interest, population of interest, sample characteristics, and inclusion of students with LD. Results indicate that across the decade, (a) 68% of articles reported empirical research; (b) empirical research trended up; (c) publication of intervention research remained steady; (d) the most common foci were literacy and the non‐academic characteristics of individuals with LD; and (e) inclusion of participants labeled as having a LD declined. We discuss trends, possible explanations, and implications, highlighting areas for future research.     

Statistics,Sound Bites,and School Uniforms: A Reply to Bodine

Abstract

It is refreshing to observe another scholar engaging the important and timely question of the effects of school uniforms on academic achievement. The extant literature is largely anecdotal, often methodologically flawed, unpublished, or published without peer review, and sometimes funded by uniform supply companies.¹ A. Bodine's (2003) “School Uniforms, Academic Achievement, and Uses of Research,” however, adds little information to increase empirical and substantive knowledge of the effectiveness of uniforms in U.S. schools. In response, the authors (a) clarified the intent and contribution of their original study (D. L. Brunsma & K. A. Rockquemore, 1998), (b) responded to the methodological issues raised by A. Bodine, and (c) reflected on the policy implications of the related studies published in The Journal of Educational Research and the Educational Testing Service. By doing so, they hoped to increase academic interest in the school uniform debate and to encourage further empirical analyses of the effects of existing policies.     

Teleconsultation as the New Frontier of Educational and Psychological Consultation: Introduction to the Special Issue

ABSTRACT

In this lead-in article, we define teleconsultation as the delivery of consultative services through videoconferencing and other technologies. We then describe the emergence and potential positive impact of teleconsultation in schools. Finally, we introduce the articles that make up this special issue of the Journal of Educational and Psychological Consultation.     

Are Women Underrepresented as Authors and Editors of Educational Psychology Journals?

To determine the progress women have made in the last 20 years in terms of contributions to the knowledge base (i.e., authorship) and reputations as leading contributors (i.e., appointments as editors and editorial board members) in educational psychology, we analyzed data from six journals: theAmerican Educational Research Journal, Contemporary Educational Psychology,theEducational Psychologist, Educational Psychology Review,theJournal of Experimental Education,and theJournal of Educational Psychology.Results indicated that (a) women's progress in terms of authorships could be predicted by their increasing representation as educational psychologists, (b) opportunities for females to become editorial board members seem to be getting better, and (c) opportunities for females to become editors seem to be getting worse.     

Statistical Techniques Employed in AERJ and JCP Articles from 1988 to 1997: A Methodological Review

The authors of the present methodological review investigated the patterns of statistical usage and reporting practices in 756 articles published in the American Educational Research Journal (AERJ) and in the Journal of Counseling Psychology (JCP) over a 10-year period. First, some findings from other similar reviews are summarized. Second, the authors present a framework for characterizing selected research practices that emphasizes, in part, elements of the recent report of the American Psychological Association (APA) Task Force on Statistical Inference (Wilkinson & APA Task Force on Statistical Inference, 1999). Third, characterizations of 10 years of analytic practices in 2 journals are presented and evaluated within that framework. The article concludes with a discussion of the changes that may be necessary to improve the statistical state of affairs in behavioral research.     

Analytic considerations in distance education research

Abstract

All articles submitted to The American Journal of Distance Education are subjected to a multi‐stage review process. One of the stages of review is an evaluation of methodology, including the appropriateness of any analytic procedures that are used. For this article, a number of empirical research reports submitted over the past several years were reviewed to identify common analytic problems and errors often overlooked by distance education researchers.     

A Drop in the Bucket: Randomized Controlled Trials Testing Reading and Math Interventions

The purpose of this study was to determine the proportion of empirical studies published in the last 5 years in a sample of special education peer‐reviewed journals that (1) assessed the effects of reading and math interventions with group designs and (2) used random assignment to treatment conditions to test those interventions. A hand search of articles from the Journal of Special Education, Exceptional Children, Learning Disabilities Research & Practice, the Journal of Learning Disabilities, and School Psychology Review yielded 806 relevant articles, of which 5.46 percent tested a reading or math intervention using a group design and 4.22 percent used random assignment. These findings indicate that randomized experimental designs, which offer the highest level of evidence of an intervention's efficacy, are underrepresented in the literature, at least in the area of reading and math interventions.     

General or Specific Learning of Figure‐Ground Perception

Abstract

B?, O. 1978. General or Specific Learning of Figure‐Ground Perception. Scandinavian Journal of Educational Research 22, 129‐153. Two training programs, one for auditory and one for visual figure‐ground perception, were constructed. The training effect for each program was tested in small groups of 8 pupils and the gain compared with a control group. The pupils were partly from an institution for brain damaged children and partly from an institution for mentally retarded. The effect measured was the pre‐test‐post‐test difference on tests for auditory and for visual figure‐ground perception. Both training groups showed higher gain score than the control group on both tests, but the effect was significant only for visual training on visual figure‐ground perception.     

Grading of Student's Attainment: Purposes and Functions

Abstract

Lysne, A. 1984. Grading of Students' Attainment: Purposes and Functions. Scandinavian Journal of Educational Research 28, 149‐165. The article discusses the complex problem of evaluation and grading of students' achievement. During the 1970's a strong movement against the traditional formal grading and use of marks came up in many countries in the western world. The basic problem under question has been what type of reference measures should be used in grading students' achievement — measures of individual potentials or comprehensive norms or standards for attainment of skills and knowledge? The answer to this question depends, of course, on the type of functions the grades are supposed to serve. For individual guidance, it might be sufficient to give information about progress in relation to personal potentials, but that type of evaluation and grading can certainly not be used for selective purposes. A number of factors and viewpoints have to be taken into consideration when new reforms of grading systems for our schools are under discussion and planning.     

Consultee-Centered Consultation: Contemporary Perspectives and a Framework for the Future

ABSTRACT

Consultee-centered consultation (CCC) is a familiar, but historically understudied, model of consultation. This Special Issue of the Journal of Educational and Psychological Consultation summarizes, supplements, and updates the CCC research base; considers the role of CCC in contemporary school and community settings; and calls for and helps guide future CCC research and practice. This introduction to the Special Issue begins with a definition of CCC, individuates the model from its historical roots in mental health consultation, and provides a timeline of significant events in the evolution of the CCC model. Next, each article in the Special Issue is previewed in order to highlight unique contributions made to the CCC literature. Collectively, these articles provide a summary of the current state of CCC, multicultural frameworks for CCC training and practice, and multiple directions for future research.     

Some challenges for educational research in Latin America

Founding director of the Centro de Estudios Educativos (Centre for Educational Studies) in Mexico City and of the Revista Latinoamericana de Estudios Educativos(Latin American Journal of Educational Studies). He was in charge of the National Programme of Educational Research of the National Council for Science and Technology. He now carries out research at the Regional Centre for Adult Education and Functional Literacy for Latin America. His recent publications include: La política de alfabetización de seis países latinoamericanos, Participatory Research: A New Research Paradigm?and Elementos para una propuesta orientada a elevar la calidad: La enseñanza tutorial.     

Envisioning a Culturally Imaginative Educational Psychology

Culture has mostly been neglected in mainstream educational psychology research. In this paper, we argued for the need to cultivate a cultural imagination and provided seven key recommendations for conducting culturally imaginative research. We explained how these recommendations could prove useful in avoiding the two types of errors that trap cross-cultural researchers. The first type is the cultural attribution error which pertains to attributing any observed difference to culture even if culture is not the relevant factor. The second type is the cultural blind spot error which pertains to the failure to see how culture influences psycho-educational processes and outcomes. We proffered seven recommendations to avoid these twin pitfalls. We reviewed the papers published from 2006 to 2016 in four flagship educational psychology journals including the Journal of Educational Psychology, Contemporary Educational Psychology, Cognition and Instruction, and British Journal of Educational Psychology. Our review focused on how educational psychologists have studied culture over the past decade and how the published studies aligned with our seven recommendations. The content analysis indicated that only a small percentage of the articles dealt with culture, most of the studies drew on Western samples, and that almost all studies relied on an etic approach with very few studies using an emic bottom-up perspective. We ended with a justification for why a culturally imaginative educational psychology is urgently needed in an increasingly diverse world.     

Research on Children’s Play: Analysis of Developmental and Early Education Journals from 2005 to 2007

Our review examined four early childhood journals (Early Child Development and Care, Early Childhood Education Journal, Journal of Research in Childhood Education, and Early Childhood Research Quarterly) and four developmental science journals (Child Development, Developmental Psychology, Journal of Applied Developmental Psychology, and Merrill Palmer Quarterly) from 2005 to 2007. Only 57 articles out of over 1,000 (conservative estimate) included the term ‘play’ in the title, abstract or as a key word. Of these 57 articles, only 19 were primarily focused on play, 16 from ECE journals and only three from developmental science journals (Z = 2.43, p < .05). While the ECE journals drew implications for practice, the developmental science journals did not. Seven ECE journal articles dealt with the concept of play in education and four other ECE journal articles covered play and literacy. The findings suggest the need for more careful use of the term play in early education and child development studies and a reevaluation of rationales and methods for its study.     

A Review of “Education,Indigenous Knowledges,and Development in the Global South: Contesting Knowledges for a Sustainable Future”

ABSTRACT

This study focused on designing a flood-risk education program to enhance 15-year-old students’ flood-risk perception. In the flood-risk education program, learning processes were modeled in such a way that the arousal of moderate levels of fear should prompt experiential and analytical information processing. In this way, understanding of flood risk in the surroundings should prompt students’ threat and coping appraisal. To accomplish this, the program consisted of a variety of student-directed parts, such as serious games and flood simulations. The design of the program was based on theoretical understandings from learning theory, information processing, and risk communication. Furthermore, empirical findings about students’ risk perceptions were incorporated. The design process was guided by the principles of Educational Design Research and had an iterative character.     

Uses and abuses of statistical significance tests and other statistical resources: a comparative study

The empirical study we present here deals with a pedagogical issue that has not been thoroughly explored up until now in our field. Previous empirical studies in other sectors have identified the opinions of researchers about this topic, showing that completely unacceptable interpretations have been made of significance tests and other statistical resources. We tried to show the degree to which these errors of interpretation appear in a sample of university professors and researchers. To evaluate the beliefs and opinions of the university professors about certain methodological and statistical questions, we adapted the "Psychometrics Group Instrument" questionnaire by Mittag (1999) and Mittag and Thompson (Educational Researcher 29:14-20, 2000). We specifically wanted to detect opinions about: (1) avoiding inappropriate interpretations, (2) rectifying incorrect uses, (3) creating a debate on possible alternatives, and (4) proposing editorial changes in the publication criteria. In this study, we compare the results we obtained with those obtained by two other equivalent studies (Gordon, Journal of Vocational Educational Research 26:1-18, 2001; Mittag and Thompson, Educational Researcher 29:14-20, 2000). The characteristics of the sample and the scope of the results are described, and a critical reflection is carried out on typical misunderstandings in interpretation that show a worrisome lack of understanding of some basic methodological and statistical concepts.