Mapping research on evidence-based practice in education: a mixed analysis

被引：1

作者：

Barbosa, Mayara Lustosa de Oliveira ^{[1
]}

Marin-Suelves, Diana ^{[2
]}

Esteve, Maria Isabel Vidal ^{[2
]}

Mendez, Vicente Gabarda ^{[2
]}

机构：

[1] Inst Fed Brasilia, Brasilia, Brazil

[2] Univ Valencia, Valencia, Spain

来源：

RED-REVISTA DE EDUCACION A DISTANCIA | 2024年 / 24卷 / 77期

关键词：

evidence-based practices; bibliometrics; content analysis; thematic; evolution analysis; YOUNG-CHILDREN; INCLUSIVE EDUCATION; QUALITY INDICATORS; PREPARING TEACHERS; INTERVENTIONS; SCIENCE; AUTISM; INSTRUCTION; NURSES; PERFORMANCE;

D O I：

10.6018/red.576211

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This work is a review approach to the scientific literature on evidence-based practice in teaching/learning processes carried out through a bibliometric study and a content analysis. A total of 1,868 documents extracted from the WOS database were analysed, from which the 100 most cited documents in the last twenty years were selected for an in-depth analysis of the topics addressed in the studies. This study made it possible to identify a growing trend in the number of studies carried out in recent years, the weight of different countries, including the USA, reference authors, sources to be consulted to learn more, and the existing collaboration and co-citation networks. In addition, the content analysis results show the diversity of methodologies, techniques, and resources endorsed for their effectiveness in improving education, professional development, and the effects on participants' performance. With or without technology, evidence-based practices are implemented in different contexts and with diverse populations, such as students with special educational needs. However, studies focused on the training of health professionals predominate.

引用

页数：43

共 122 条

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