The ‘bullied’ gay, lesbian, bisexual, transgender, intersex and otherwise Queer (GLBTIQ) student is a fairly recent figure in the sexuality education research literature. GLBTIQ students have previously been problematised by sex education research in a range of different ways and have been the subjects of varying methodological interventions. This paper explores how the different ways in which GLBTIQ students have been constructed by research, have been to some extent interdependent on the research questions behind the inquiries and the methodologies and methods employed to explore them. To achieve this, the paper draws on a Foucaultian view of research as discursive and the GLBTIQ subject as an entry point for considering different research discourses. It reviews constructions of GLBTIQ students in past, recent and emerging research projects through post-structuralist reflection on the key research reports, studies and peer-reviewed journal articles that have shaped the field of contemporary research. Rather than asserting a dichotomy between sex education research that contributes to constructions of the ‘deviant homosexual student’ and studies that contribute to ‘bullying victim’ tropes, the paper considers both the usefulness and limitations of the many different types of inquiries being pursued and the diverse constructions of GLBTIQ students they offer. Future research approaches for particular contexts and audiences are identified.

The purpose of this study was to survey and report on the empirical literature at the intersection of science education research in Latin American and previous studies addressing international research trends in this field. Reports on international trends in science education research indicate that authors from English-speaking countries are major contributors of publications. Despite the internationalization of the science education community, as represented by the publication of the work generated in non-English-speaking countries, research trends in science education in Latin America are uncommon in the literature. Therefore, it was deemed important to explore the scholarly productivity of science education researchers from Latin America to learn about the research orientations pursued by scholars from this region. Collective review findings are presented with respect to author’s nationality, publication volume generated in each country, research type and topic, collaborative research, and areas for future research. Of the ten countries represented in this study, Brazilian authors were the most research active scholars followed by their colleagues from Venezuela, Mexico, and Argentina. The History, Philosophy and the Nature of Science (HPNOS) was the topic that most attracted the interest of Latin American science education researchers, and the Empirical Qualitative studies was the most frequent research type combination in the analyzed publications. Findings in this study suggest a relationship between investment power in Research and Development (R&D) and the scholarly productivity not only in science education but also in the scientific field in the countries of the region.

Knowledges from academic and professional research-based institutions have long been valued over the organic intellectualism of those who are most affected by educational and social inequities. In contrast, participatory action research (PAR) projects are collective investigations that rely on indigenous knowledge, combined with the desire to take individual and/or collective action. PAR with youth (YPAR) engages in rigorous research inquiries and represents a radical effort in education research to value the inquiry-based knowledge production of the youth who directly experience the educational contexts that scholars endeavor to understand. In this chapter, we outline the foundations of YPAR and examine the distinct epistemological, methodological, and pedagogical contributions of an interdisciplinary corpus of YPAR studies and scholarship. We outline the origins and disciplines of YPAR and make a case for its role in education research, discuss its contributions to the field and the tensions and possibilities of YPAR across disciplines, and close by proposing a YPAR critical-epistemological framework that centers youth and their communities, alongside practitioners, scholars, and researchers, as knowledge producers and change agents for social justice.

This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, andScience Education from 1990 to 2007. The multi-stage clustering technique was employed to investigate with what topics, to what development trends, and from whose contribution that the journal publications constructed as a science education research field. This study found that the research topic of Conceptual Change & Concept Mapping was the most studied topic, although the number of publications has slightly declined in the 2000’s. The studies in the themes of Professional Development, Nature of Science and Socio-Scientific Issues, and Conceptual Chang and Analogy were found to be gaining attention over the years. This study also found that, embedded in the most cited references, the supporting disciplines and theories of science education research are constructivist learning, cognitive psychology, pedagogy, and philosophy of science.

For both physicists who teach students in university and physics educators, how physics should be taught is a vital question. This study reviewed the trends of research in the field of physics education to identify the status of physics education research and help researchers in future studies. 2,959 articles were collected from the American Journal of Physics (AJP) and 745 articles from the Physics Review Physics Education Research (PRPER). Abstracts of the collected articles were used for the study. After preprocessing the texts of the abstracts, topics were extracted from the texts using topic modeling. The Late Dirichlet Allocation (LDA) model of Mallet was used for topic modeling. A total of 13 topics were extracted from the two journals. In recent years, “pedagogical content of knowledge (PCK),” “assessment” of achievement and “gender” of student have been topics of increasing interest; “teacher education” and “students’ reasoning process” have been topics with continuous high interest, and “introductory physics” and “problem solving” in physics have been topics with decreasing interest. Keywords: physics education research, physics education, research trend, topic modeling.

Issue information for History Education Research Journal 18(2).

In this article, we applied structural topic modeling to identify the themes of computer engineering education research using bibliometric metadata. Our findings reveal that research mainly focuses on subjects that are not unique to computer engineering education and that there is increasing attention to learning analytics and psychological research.

Abstract This article describes several latent variable approaches that can support rigorous quantitative inquiry in music education. I provide a definition of latent variables, list several advantages associated with their use for the measurement of constructs, and review three types of latent variables featuring utility for music education scholars: factor models, item response models, and latent class (mixture) models. Each type of model is illustrated with exemplar studies from music education literature. In addition, I report the results of a systematic analysis of latent variables’ use in published music education research. Over the past decade, latent variables were used in only 14.29% of the quantitative research reports in two prominent journals: the Bulletin of the Council for Research in Music Education and the Journal of Research in Music Education. The majority of these latent variable applications (80.56%) were factor models; however, there are myriad additional possibilities. While not appropriate for every study, latent variable models have as-yet unrealized potential to improve the richness and rigor in nearly all areas of music education research.

This paper engages questions about ends in environmental education research. In doing so, I argue that such questions are essentially normative, and that normative questions are underrepresented in this field. After cautioning about perils of prescribing research agendas, I gently suggest that in environmental education key normative questions exist at the intersection of ‘education’ and ‘ethics’, and that they point to an area of research that deserves more attention. In describing the intersecting nature of these ideas, I show that how education is conceived in turn shapes interpretations of ethics, and vice versa. Seen this way, I also show how ethics inquiry in an educational context can be conceived as a means to explore controversy, dissonance, unconventional ideas, and to imagine new possibilities. Finally, I argue that research at this intersection of education and ethics can provide insights that can enable us to teach, inquire, and ultimately live as if the world mattered.

International Journal of Vocational and Technical Education Research is run by is run by the European Centre for Research, Training and Development, United Kingdom. The journal publishes original research, reviews, case analysis and other material on all aspects of nutrition and Metabolism research vocational and technical education studies. Papers submitted in this journal must be […]