lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Mapping and analysing reviews of research on teaching, 1980-2018, in Web of Science: An overview of a second-order research topography
Uppsala University, Sweden.
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Linnaeus Knowledge Environments, Education in Change. (SITE)ORCID iD: 0000-0003-0644-3489
University of Gothenburg, Sweden;Jönköping university, Sweden.
Uppsala University, Sweden.
Show others and affiliations
2021 (English)In: Review of Education, E-ISSN 2049-6613, Vol. 9, no 2, p. 541-594Article in journal (Refereed) Published
Abstract [en]

A third level of educational research is emerging, in addition to original research and secondary‐level reviews. Whereas most third‐level research syntheses focus on rather restricted topical areas, this study introduces a comparative and integrative overview of prominent second‐order research on teaching, including many different types of reviews and aspects of teaching. The purpose of the study is to illuminate patterns in a second‐order research topography in the widespread and multi‐faceted field of research on teaching from 1980 to the present, in order to discuss its implications for research and review‐making. The overview encompasses 75 most‐cited reviews of research on teaching published in international, refereed journals from 1980 to 2018 in the Web of Science. The overview utilised a specific coding procedure covering methodology, review topics and context. The study shows that several research traditions have contributed to advances in the research on teaching over time. Reviews have become more formalised, but the distribution of different types of review formats and research traditions is relatively constant. The single most established review format is meta‐analysis, but it is less dominant than might be expected in an era of evidence‐based education. The reviewers mainly belong to educational psychology, applied linguistics/research on language teaching, or research on science teaching. Whereas most reviews of research on science teaching are qualitative, reviews performed by psychologists and language‐education researchers are mainly quantitative or based on mixed methods as a way to rationally and cumulatively summarise and downsize unmanageable amounts of research.

Place, publisher, year, edition, pages
John Wiley & Sons, 2021. Vol. 9, no 2, p. 541-594
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-101521DOI: 10.1002/rev3.3258ISI: 000623654400001Scopus ID: 2-s2.0-85101832479Local ID: 2021OAI: oai:DiVA.org:lnu-101521DiVA, id: diva2:1534868
Available from: 2021-03-05 Created: 2021-03-05 Last updated: 2023-03-22Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full textScopus

Authority records

Sundberg, Daniel

Search in DiVA

By author/editor
Sundberg, Daniel
By organisation
Department of Education and Teacher's PracticeEducation in Change
In the same journal
Review of Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 94 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf