A bibliometric review of approaches to address conflicts in schools: Exploring the intellectual base

In: Conflict resolution quarterly, Band 37, Heft 2, S. 123-145

Abstract

AbstractIncreasing 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.