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This paper aims to study the scholarly communication of educational psychology by exploring its intellectual structure and general journal citation patterns.

Journal citation data were collected from Journal Citation Reports for 2004‐2005. The structure of the subject relatedness of the journals was created through a cluster analysis using the cosine as its measure. The general citation patterns were discussed in terms of cited and citing frequencies and related ratios.

Six clusters of journals were identified, including general educational psychology/learning/literacy, school psychology, measurement and counseling, Germany‐based educational psychology, creativity, and the other. The following general citation patterns emerged in the study: a small number of journals accounted for a relatively high percentage of the intra‐disciplinary citations; the majority of the selected journals cited more than being cited in the field; the major general educational psychology journals, most school psychology journals, all Germany‐based journals, and creativity journals had higher level of concentration in the field than others; and journals with high cited and citing frequencies and high cited/citing ratios did not necessarily have high level of concentration in the field.

Given the broad scope of educational psychology, the study was limited to the journals included in the educational psychology category of Journal Citation Reports.

Libraries may benefit from the study results for collection development in educational psychology. Prospective authors may use the information to enhance their publishing opportunities. Academic administrators may use the citation information for promotion and tenure review.

The study revealed the subject relatedness and general citation patterns of educational psychology journals in a large context. The visual and quantitative presentation of the citation patterns is conducive to the understanding of educational psychology as a discipline.

This paper aims to introduce an integrated system for measuring, modeling, and managing teaching and learning performance in a university classroom environment.

Four management tools, namely a performance measurement framework (PMF), statistical process control (SPC), structural equation modeling (SEM), and system dynamics (SD), are combined to help professors address important teaching and learning performance management issues.

Concentrating measurement efforts on teaching and learning processes, rather than on outputs, such as the number of students passing a course, or outcomes, for instance average test scores, allows for early detection of problems in the classroom setting.

Combining SEM and SD provides the ability to quantify relationships between model variables. Since the data used to test the model originated from a pre‐university educational system, the intent of future work is to apply the data collected from students taking a fourth‐year engineering course at a university.

The proposed system can be implemented by individual professors for monitoring their own teaching performance, as well as the learning performance of their students. Professors may also analyze how changes to the course structure, such as the number of homework assignments or the length of in‐class exams, will affect student performance and attitude toward the subject of the course.

Four management tools were put together into a compact and manageable system that will help professors improve student performance. The paper demonstrated how SEM estimates of relationships between system variables can be used in SD to quantitatively assess effects of system changes on the performance of students.

COVID-19 is moving the world towards a significant number of structural changes, and this pandemic is influencing each individual, society and industry at large. The present empirical research intends to identify the constructs (latent variables) caused mainly due to the outbreak of COVID-19 and analyze their influence on the education system's performance.

A pilot study was carried out with 105 responses to gain deeper insights into the factor structure and validate the scale. Then, the exploratory factor analysis was applied to explore five factors. Later on, the confirmatory factor analysis was employed to check the model's unidimensionality, validity and reliability. Finally, structural equation modeling (SEM) was used to explore the factors influencing educational performance.

Four hypotheses were tested, out of which two were supported, i.e. “compatibility with online mode” and “new opportunities” were found to influence educational performance significantly.

This investigation aims to provide vital information to the ministry of human resource development and educationists/academicians to understand the influence of the higher education system's factors. Also, it offers some strategies and plans to improve the higher educational systems performance in similar situations.

The previous studies did not identify and analyze the factors that influence the educational system's performance; especially, amid COVID-19 using the exploratory, confirmatory factor analyses and structural equation modeling approach.

The purpose of this paper is to develop a measurement model in order to investigate sorts of organizational cultures (OCs) existing in school organizations.

This study involved 300 teachers of Primary Schools in the Malang City, East Java Indonesia. It used a quantitative approach with structural equation modelling to develop a measurement model of school OC. To enable the measure of this variable to work, OC scale was constructed and validated employing a confirmatory factor analysis.

Results suggest items of the scale are conceptualized as unidimensional measure. The scale, thus, could be used to examine and properly identified types of OCs within a school setting.

This study developed e-scale to measure OC within a school context. The measure was tested in referring to the data derived from a limited sample of primary school teachers in Malang City, Indonesia.

This study recommends that school principals are expected to create an OC to ensure the improvement of individual capacities is carried out effectively.

The investigation focused on a school OC as a complex project. Since not many research studies developed the scales to measure this specific cultural construct, the findings add to the theory in this area.

The purpose of this study is to investigate the impact of information and communication technology (ICT) use on the educational performance of new millennium learners (NMLs). Even though many factors might influence individual performance besides ICT use itself, the research focus was on the relationship between the behavioral patterns of ICT use and educational performance.

A nation‐wide survey with 1,071 tenth graders considered as NMLs was conducted in Korea. The behavioral patterns of the learners' ICT use were identified in three dimensions of place, purpose and context, and the educational performance was measured in cognitive, affective and socio‐cultural domains.

Based on correlation and regression analyses, the better use of ICT for NMLs and the directions for the future study related to ICT use and educational performance were suggested.

Major contribution of this study is to divide ICT use into place, purpose and context of using ICT and to investigate their relationships with educational performance refined with cognitive, affective and socio‐cultural domains. Limitations of the study are coined with the samples and self‐report survey tools. Continuing effort to validate the tools and various samples is needed.

Policy makers could use the results of the study to implement the ICT diffusion and adaption process.

There is no such questionnaires related to ICT use and educational performance in Korea, as well as in other nations. More cross‐cultural studies would be a great help in the field of education.

Increased interest in team dynamics has resulted in new methods for measuring teamwork over time. The primary purpose of this chapter is to provide a survey of recent developments in teamwork/collaboration measurement in an educational context. Key topics include conceptual frameworks, large-scale assessments, and innovative measurement techniques.

A range of methods for collecting and analyzing teamwork data are discussed, and five frameworks for measuring collaborative problem solving (CPS) over time are compared. Frameworks from Programme for International Student Assessment (PISA), Assessment and Teaching of 21st Century Skills (ATC21S) project, Educational Testing Service (ETS), ACT, and von Davier and Halpin (2013) are discussed. Results of assessments developed from these frameworks are also considered.

New techniques for measuring team dynamics over time have great potential to improve education and work outcomes. Preliminary results of the assessments developed from these frameworks show that important advances in teamwork measurement have been enabled by innovative task designs, data-mining techniques, and novel applications of stochastic models.

This novel overview and comparison of interdisciplinary approaches will help to indicate where progress has been made and what challenges are ahead.

This article begins with a brief reading of the state of the practice of empirical social science research on measurement before proceeding to the discussion of an exemplary instance of this researcher's ethnographic effort to improve indicators of social capital formation. Given the central role measurement plays in social science research, it is appropriate, that a volume on methodological innovations in ethnography would contain a chapter about the relationship of ethnography to measure development. However, it is worth acknowledging that the line of argumentation advanced in this chapter is unconventional. The central tenant of this chapter – that ethnography has much to offer to the field of measurement and that ethnographers ought to take the contribution that they have the potential to make to the field of measurement seriously – at present might be thought to have little agreement either among those researchers whose primary focus is measurement or among ethnographers. This chapter contends that the features and strengths of ethnography specifically, and qualitative research more generally, makes it uniquely suited to contribute to the development of new indicators and the improvement of existing indicators. This chapter modestly hopes to encourage discussion of this contention and illustrate how this author sees his own ethnographic research into indicators of social capital formation as an attempt to address a pressing methodological dilemma within the field, more general of social scientific measure development.

Demands for accountability in education are not a new phenomenon, however, they have increased significantly in the recent past and have encompassed not only educational outcomes but also efficiency. In this study, ratio measures, similar to those recommended by the GASB, were compared to measures of relative efficiency determined through the use of data envelopment analysis (DEA). The consistency of the two approaches in distinguishing between relatively efficient and inefficient school districts was examined. It was found that compared to the DEA approach, the ratio measures, may be unable to provide reliable information for educational decision making.