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A bibliometric review of approaches to address conflicts in schools: Exploring the intellectual base
Göteborgs universitet.
Umeå University, Faculty of Social Sciences, Department of Sociology. (Inforsk)
Umeå University, Faculty of Social Sciences, Department of applied educational science.
2019 (English)In: Conflict Resolution Quarterly, ISSN 1536-5581, E-ISSN 1541-1508Article in journal (Refereed) Epub ahead of print
Abstract [en]

Increasing numbers of student teachers, teachers, and teacher educators require training in research‐based knowledge about how to address conflicts in schools. There are also increasing numbers of relevant publications, and hence, a perceived need to map influential theories, methods, and topics that shaped the field of research. To meet this need, a bibliometric study was conducted. The reviewed literature, 608 publications referring to studies by 197 influential authors, was subdivided into two periods: 1996–2010 and 2011–2015. The intellectual structure was examined by author co‐citation analysis. The findings indicate seven clusters of authors from period one and four from period two.

Place, publisher, year, edition, pages
2019.
Keywords [en]
author co-citation analysis, intellectual base, conflict resolution, conflict management, bibliometrics, school, education, teacher, student
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-163105DOI: 10.1002/crq.21266OAI: oai:DiVA.org:umu-163105DiVA, id: diva2:1349221
Funder
Swedish Research Council, 2014-02132Available from: 2019-09-06 Created: 2019-09-06 Last updated: 2019-11-15

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Lindahl, JonasLundström, Agneta

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