TY - JOUR
T1 - Reflecting on trends in comparative and international education
T2 - A three-year examination of research publications
AU - Davidson, Petrina M.
AU - Taylor, Calley Stevens
AU - Park, Maureen
AU - Dzotsenidze, Nino
AU - Wiseman, Alexander W.
N1 - Publisher Copyright:
© 2018 by Emerald Publishing Limited All rights of reproduction in any form reserved.
PY - 2018
Y1 - 2018
N2 - Consistent and systematic reflective practice is a key element of professionalization. Reflecting on the current status and trends highlights areas of success and areas for further examination within the field of comparative and international education (CIE). This research examines the characteristics of articles in peer-reviewed comparative and international education journals from the last three years in order to identify how the field has changed. Data explored include number of authors, author(s) institutional location(s), research methodology, content or context of analysis, and keywords. Results were compared to questionsand recommendations posed by Bereday in 1964 and in the initial Annual Review in 2013. Single-country studies continued to dominate the field for the third year; however, there has been a shift in methodological approaches, with more balance between qualitative and quantitative methodologies. Collaboration, evidenced by an increase in co-authored articles, has increased across the field. Findings from keyword analysis show that although six keywords have remained at the top of the field across the three years, there are few topics which unite the field. These results indicate that although one strength of the field has been cited as its diversity, CIE lacks a common focus on methods, theories, or contents that set it apart from other education-affiliated disciplines. Scholars are encouraged to continue consistent and systematic reflection in determining future directions of the field by identifying unique approaches to distinguish CIE.
AB - Consistent and systematic reflective practice is a key element of professionalization. Reflecting on the current status and trends highlights areas of success and areas for further examination within the field of comparative and international education (CIE). This research examines the characteristics of articles in peer-reviewed comparative and international education journals from the last three years in order to identify how the field has changed. Data explored include number of authors, author(s) institutional location(s), research methodology, content or context of analysis, and keywords. Results were compared to questionsand recommendations posed by Bereday in 1964 and in the initial Annual Review in 2013. Single-country studies continued to dominate the field for the third year; however, there has been a shift in methodological approaches, with more balance between qualitative and quantitative methodologies. Collaboration, evidenced by an increase in co-authored articles, has increased across the field. Findings from keyword analysis show that although six keywords have remained at the top of the field across the three years, there are few topics which unite the field. These results indicate that although one strength of the field has been cited as its diversity, CIE lacks a common focus on methods, theories, or contents that set it apart from other education-affiliated disciplines. Scholars are encouraged to continue consistent and systematic reflection in determining future directions of the field by identifying unique approaches to distinguish CIE.
KW - Comparative education
KW - Data synthesis
KW - International education
KW - Professionalization
KW - Reflective practice
KW - Research trends
UR - http://www.scopus.com/inward/record.url?scp=85040996784&partnerID=8YFLogxK
U2 - 10.1108/S1479-367920180000034001
DO - 10.1108/S1479-367920180000034001
M3 - Review article
AN - SCOPUS:85040996784
SN - 1479-3679
VL - 34
SP - 1
EP - 27
JO - International Perspectives on Education and Society
JF - International Perspectives on Education and Society
ER -