Mapping global research on shadow education: Trends and future agenda
Zalik Nuryana, Wenbin Xu, Shiqi Lu, Zaidatun Tasir, Suyadi Suyadi
Abstract
This study aimed to analyze bibliographies of journals, authors, and research topics on shadow education using the Scopus database. Bibliometric analysis focuses on the metadata of journals, authors, and topics, visualized, and analyzed to produce a road map, research trends, and future agenda. The data were obtained from 207 articles published on Scopus downloaded on 29/8/2021 by using “shadow education” or “shadow curriculum” keywords. Furthermore, descriptive statistical methods and bibliometric analysis using Biblioshiny, an R-based application that generates bibliometric maps were used. Shadow education research has not been widely developed. Therefore, this bibliographic study may form the basis for future developments. Shadow education is the highest trend, followed by education and policy, high stakes testing, teacher education, curriculum, academic achievement, and private tutoring. This study provides an overview of trends in journals, authors, and research topics related to shadow education. Specifically, it provides relevant information to develop the potential and related themes in the future.
Keywords
Bibliometric analysis; Educational development; Shadow curriculum; Shadow education
DOI:
http://doi.org/10.11591/ijere.v12i2.24667
Refbacks
There are currently no refbacks.
Copyright (c) 2023 Institute of Advanced Engineering and Science
International Journal of Evaluation and Research in Education (IJERE) p-ISSN: 2252-8822, e-ISSN: 2620-5440 The journal is published by Institute of Advanced Engineering and Science (IAES) in collaboration with Intelektual Pustaka Media Utama (IPMU)
<div class="statcounter"<a title="Web Analytics Made Easy - StatCounter" href="http://statcounter.com/" target="_blank"<img class="statcounter" src="//c.statcounter.com/11672324/0/2a82bdb4/0/" alt="Web Analytics Made Easy - StatCounter"</div> View IJERE Stats This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License .