Producción científica sobre Educación Multicultural contenida en las bases de datos Social Sciences Citation Index y Arts & Humanities Citation Index

Mónica Vallejo Ruiz; Almudena Ocaña Fernández; Ángel Bueno Sánchez; Manuel Torralbo Rodríguez; Antonio Fernández Cano

doi:10.3989/redc.2005.v28.i2.169

Scientific output on Multicultural Education covered by Social Sciences Citation Index and Arts & Humanities Citation Index

Authors

Mónica Vallejo Ruiz Universidad de Granada. Facultad de Ciencias de la Educación
Almudena Ocaña Fernández Universidad de Granada. Facultad de Ciencias de la Educación
Ángel Bueno Sánchez Universidad de Granada. Facultad de Ciencias de la Educación
Manuel Torralbo Rodríguez Universidad de Córdoba
Antonio Fernández Cano Universidad de Granada. Facultad de Ciencias de la Educación

DOI:

https://doi.org/10.3989/redc.2005.v28.i2.169

Keywords:

research evaluation, bibliometric study, multicultural education, databases, Institute for Scientific Information, longitudinal analysis, productivity, citation, time series, ARIMA models

Abstract

This paper is an inquiry into the productivity on multicultural education using a list of documents retrieved from two databases of Institute for Scientific Information (ISI), Philadelphia, Social Sciences Citation Index and Arts & Humanities Citation Index during the period 1956 to 2003.
Scientometrics indicators relative to longitudinal production, authors and institutional productivity, journal and citations patterns are offered, which allowed a description of the international production in this educational field and to establish evaluative inferences.

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Published

2005-06-30

How to Cite

Vallejo Ruiz, M., Ocaña Fernández, A., Bueno Sánchez, Ángel, Torralbo Rodríguez, M., & Fernández Cano, A. (2005). Scientific output on Multicultural Education covered by Social Sciences Citation Index and Arts & Humanities Citation Index. Revista Española De Documentación Científica, 28(2), 206–220. https://doi.org/10.3989/redc.2005.v28.i2.169

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Issue

Vol. 28 No. 2 (2005)

Section

Studies

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