Articles Hub 学術論文ハブ

Highly cited education related articles according to Scopus.

Highly cited education related articles according to Scopus.

Highly cited education related articles according to Scopus.

Selected by the event host Prof. Florence Martin, before this database was created. Therefore, we kept this selection of article as how it is even though its citation count does not exceed 1000 on Google Scholar. 

This paper explains the logic and rationale of Met-analysis as a tool for research on education with illustrations from meta analysis of educational studies. 

This paper contains a consideration of the nature and role of warrants for research conclusions in educational research. The paper argues the need for an explicit warrant in the form of a logical and persuasive link between the evidence produced and the conclusions drawn (with appropriate qualifications and caveats). It describes social scientific warrants, some problems arising in real-life research, and the nature of warrants as used by practitioners and policy-makers. It examines some objections to the 'scientific' basis of warranted practice. Overall, the paper argues that greater transparency, complete specifications of the logic, and the elimination of plausible rival alternative explanations for the evidence are key approaches (and ones that are independent of the method used to derive the evidence)

Shulman coined the term “Pedagogical Content Knowledge” with the attempt to avert the sharp distinction between content (the subject matter to be taught) and pedagogic process. PCK represents the pedagogical understanding of subject matter, and be recognized as the core of teaching profession in the research community of teacher education.

Shulman coined the term “Pedagogical Content Knowledge” with the attempt to avert the sharp distinction between content (the subject matter to be taught) and pedagogic process. PCK represents the pedagogical understanding of subject matter, and be recognized as the core of teaching profession in the research community of teacher education.

Shulman coined the term “Pedagogical Content Knowledge” with the attempt to avert the sharp distinction between content (the subject matter to be taught) and pedagogic process. PCK represents the pedagogical understanding of subject matter, and be recognized as the core of teaching profession in the research community of teacher education.