A bibliometric mapping of shadow education research: achievements, limitations, and the future

This study aims to map the literature on shadow education using metadata extracted from 488 publications indexed in the Web of Science database. It is termed as shadow education because much of its content mimics what is learned in schools. The study uses bibliometric procedures to describe and visu...

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Bibliographic Details
Published inAsia Pacific education review Vol. 23; no. 2; pp. 341 - 359
Main Authors Hajar, Anas, Karakus, Mehmet
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.06.2022
Springer
Springer Nature B.V
교육연구소
Subjects
Bibliometrics
Education
Educational Psychology
Educational Research
Educational Sociology
Educational Trends
Equal Education
Pedagogy
Periodicals
Private Education
Resistance (Psychology)
Science
Tutoring
교육학
Literature review
Science mapping
Bibliometric analysis
Shadow education
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Summary:This study aims to map the literature on shadow education using metadata extracted from 488 publications indexed in the Web of Science database. It is termed as shadow education because much of its content mimics what is learned in schools. The study uses bibliometric procedures to describe and visually represent available literature on shadow education in terms of main sources, key authors, institutions, and countries leading the production and dissemination of research on shadow education. Further, the study elaborates on h-classics publications to obtain an in-depth understanding of the most influential scientific outputs in this domain. Key findings of the study are that research on shadow education (a) has experienced steady growth over the last decade; (b) is disseminated through a wide range of outlets, mainly in the disciplines of sociology of education, economics of education, educational psychology, and language education; (c) is published mainly by scholars working in East Asia and the United States; (d) has focused on tangible (quantifiable) benefits related to improved examination results; and (e) reveals how this form of instruction primarily benefits students hailing from high socioeconomic backgrounds, thereby contributing to greater educational inequality. This study also suggests pedagogical implications and areas for ongoing research.
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SourceType-Scholarly Journals-1
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ISSN:1598-1037
1876-407X
DOI:10.1007/s12564-022-09759-4