ISSN: 2222-6990
Open access
This paper explored a trend analysis related to Institutional Repository research from 2000 until October 2023. This research aims to determine: (1) the present publication trends and evolvement in the institutional repository's management of research data; (2) the most effective authors and institutions in the institutional repository's management of research data; (3) the most cited papers on institutional repository research data management; and (4) the major keywords and subjects related to the institutional repository's management of research data. The data was obtained through the Scopus database with the keywords institutional AND repository*OR open AND access OR scholarly AND communication OR digital AND library* OR research AND management. For analysis purposes, the selected year is 2000 to 2023. The search resulted in 309 documents and became 285 documents after screening. The data has been exported and analyzed using tools such as VOSviewer, Publish or Perish (PoP) and Microsoft Excel. The results showed that most publications were in 2018, 2019 and 2020. The most significant contributors that published the most research documents were Doctor, G. and Ifijeh, G by the author (4 publications), Universität de Barcelona by Institution (5 publications), English by language (97,5%), United States of America by country (64,04%), Journal of Library Philosophy and Practice by titles (22 publications). This study found the article ‘‘evolving academic library specialties’’ written by Cox and Corrall as the most cited publication. Moreover, based on the results of network visualization mapping, study on research data on institutional repository was divided into six main themes: managing research data; development Institutional Repository in developing country; implementation of user education program towards Institutional Repository; developed digital library using institutional repository; user behaviour towards Institutional Repository; essential of the Institutional Repository towards institutions and society. This study recommended a study towards user acceptance and self-archiving for Malaysian polytechnic Institutional Repository for further studies.
Abbas Pourhosein Gilakjani. (2012). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching. Journal of Studies in Education, 2(1), 104. https://doi.org/10.5296/jse.v2i1.1007
Adi Putra, M. J., Widodo, A., & Sopandi, W. (2017). Science Teachers’ Pedagogical Content Knowledge and Integrated Approach. Journal of Physics: Conference Series, 895, 012144. https://doi.org/10.1088/1742-6596/895/1/012144
Ahmad, S., Hussain, A., Batool, A., Khadija Sittar, & Malik, M. (2016). Play and Cognitive Development: Formal Operational Perspective of Piaget’s Theory. Journal of Education and Practice, 7(28), 72–79.
Akbari, R., & Moradkhani, S. (2012). Is a Degree Relevant? A Comparison of Pedagogical Thought Units of Teachers with and without ELT-related Academic Credentials. Australian Journal of Teacher Education, 37(12).
https://doi.org/10.14221/ajte.2012v37n12.5
Atkins, S. L. (2015). Creating a Language-Rich Math Class. Routledge.
Berry, A., Loughran, J., & van Driel, J. H. (2008). Revisiting the Roots of Pedagogical Content Knowledge. International Journal of Science Education, 30(10), 1271–1279. https://doi.org/10.1080/09500690801998885
Björklund, C., van den Heuvel-Panhuizen, M., & Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM, 52(4), 607–619. https://doi.org/10.1007/s11858-020-01177-3
Chee, J., Mariani, M. N., Othman, A. J., & Mashitah, M. R. N. (2017). Understanding the content pedagogical knowledge among preschool teachers and application of developmentally appropriate practices in teaching. International Journal of Advanced and Applied Sciences, 4(3), 148–153. https://doi.org/10.21833/ijaas.2017.03.023
Chen, J.-Q., McCray, J., Adams, M., & Leow, C. (2013). A Survey Study of Early Childhood Teachers’ Beliefs and Confidence about Teaching Early Math. Early Childhood Education Journal, 42(6), 367–377. https://doi.org/10.1007/s10643-013-0619-0
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). London: Sage Publications Ltd.
Depaepe, F., Verschaffel, L., & Kelchtermans, G. (2013). Pedagogical content knowledge: A systematic review of the way in which the concept has pervaded mathematics educational research. Teaching and Teacher Education, 34, 12–25. https://doi.org/10.1016/j.tate.2013.03.001
Educational Testing Service (ETS). (2018). The official practice test. ParaPro Assessment. Test Code: 0755, 1755. ETS The Praxis Series. United States Department of Education. Washington www.ets.org/praxis
Friese, S. (2019). Qualitative data analysis with ATLAS.ti. Los Angeles: Sage.
Gilar Jatisunda, M., Hidayanti, M., Lita, Salim Nahdi, D., Cahyaningsih, U., & Suciawati, V. (2021). Mathematical knowledge for early childhood teaching: A deep insight on how pre-service teachers prepare mathematical activities. Journal of Physics: Conference Series, 1778(1), 012017. https://doi.org/10.1088/1742-6596/1778/1/012017
Khalil, N., Aljanazrah, A., Hamed, G., & Murtagh, E. (2022). Exploring Teacher Educators’ Perspectives of Play-Based Learning: A Mixed Method Approach. Education Sciences, 12(2), 95. https://doi.org/10.3390/educsci1202009
Kim, H. K., & Han, H. S. (2015). Understanding early childhood teachers’ beliefs and self-stated practices about social competence instructional strategies in the context of developmentally appropriate practice: a comparison of preservice and in-service teachers in the United States.
European Early Childhood Education Research Journal, 23(4), 476–496. https://doi.org/10.1080/1350293x.2015.1087152
Kutluca, A. Y., & Nacar, S. (2021). Corrigendum to “Exploring Preschool Teachers’ Pedagogical Content Knowledge: The Effect of Professional Experience” [Journal of Science Learning 4(2) (2021) 160-172]. Journal of Science Learning, 4(3), 219. https://doi.org/10.17509/jsl.v4i3.36170
Myers, S. (2021). Constructing Knowing: Paradigmatic and Narrative Modes of Representation and the Social Context of Meaning-Making. Emerald Publishing Limited EBooks, 15–30. https://doi.org/10.1108/978-1-80071-074-020211002
McCray, J. S., & Chen, J.-Q. (2012). Pedagogical Content Knowledge for Preschool Mathematics: Construct Validity of a New Teacher Interview. Journal of Research in Childhood Education, 26(3), 291–307. https://doi.org/10.1080/02568543.2012.685123
Michael Quinn Patton. (2014). Qualitative research & evaluation methods : integrating theory and practice. Thousand Oaks: Sage Publications, Inc.
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1–4. https://doi.org/10.33750/ijhi.v4i1.102
Ministry of Education (MOE) Malaysia. (2012). School Inspectorate and Quality Assurance (SIQA) of national preschool teaching report. Ministry of Education, Kuala Lumpur, Malaysia.
Ministry of Education Malaysia. (2010). National Standard Preschool Curriculum, Department of Curriculum Developing, Kuala Lumpur.
Ministry of Education Malaysia. (2017). National Standard Preschool Curriculum, Department of Curriculum Developing, Kuala Lumpur.
NAEYC. (2020). Developmentally Appropriate Practice National Association for the Education of Young Children Position Statement. https://www.naeyc.org/sites/default/files/globallyshared/downloads/PDFs/resources/positionstatements/dap-statement_0.pdf
Obaid, M. A. S. (2012). The Impact Of Using Multi-Sensory Approach For Teaching Students With Learning Disabilities. Journal of International Education Research (JIER), 9(1), 75–82. https://doi.org/10.19030/jier.v9i1.7502
Oppermann, E., Anders, Y., & Hachfeld, A. (2016). The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play. Teaching and Teacher Education, 58, 174–184. https://doi.org/10.1016/j.tate.2016.05.004
Puteh, S. N., & Ali, A. (2010). The play approach in teaching language and literacy for preschool education. Pendidikan Bahasa Melayu, 1, 1-15.
Shing, C. L., Saat, R. M., & Loke, S. H. (2018). The Knowledge of Teaching Pedagogical Content Knowledge (PCK). MOJES: Malaysian Online Journal of Educational Sciences, 3(3), 40-55.
Shulman, L. S. (2013). Those who Understand: Knowledge Growth in Teaching. Journal of Education, 193(3), 1–11. https://doi.org/10.1177/002205741319300302
Sockett, H. (1987). Further Comment: Has Shulman Got the Strategy Right? Harvard Educational Review, 57(2), 208–220. https://doi.org/10.17763/haer.57.2.n026767181833w77
Zurek, A., Torquati, J. C., & Acar, ?. H. (2014). Scaffolding as a Tool for Environmental Education in Early Childhood. International Journal of Early Childhood Environmental Education, 2(1), 27–57.
(Seman et al., 2023)
Seman, N., Ismail, N. K., Awang, Z., Ali, H. M., Jantan, H., & Jumaren, A. (2023). Exploring Content And Pedagogical Knowledge Using The Vak Approach For Early Math Addition. International Journal of Academic Research in Business and Social Sciences, 13(12), 5940-5970.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode