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Educational research systems as the Spanish one can be studied using scientometric tools. Here 41 secondary-bibliometric studies are synthesized in a tertiary study, which could illuminate the nature of this research system, revealing at the same time its underlying framework. A clustering procedure reveals how this system has been scientometrically approached through the time.

This study tries to obtaining some inferences about the field of Program Evaluation, synthesising some patterns about research methodologies used by them. Concretely, foundation epistemological paradigm, specific design and its validity threats, the evaluation model, sample techniques, instruments for data collection, data analysis techniques, the evaluative agents and other different methodological characteristics in use. To this respect, we have obtained indicators about 208 studies published in Spain from 1975 year to 2000, mainly papers from educational scientific journals. These studies were achieved from retrieval in several data base and completed with other crossed-references. ResumenEste estudio pretende realizar inferencias sobre el campo de la Evaluación de Programas Educativos (E.P.E.), sintetizando ciertos patrones relativos a la metodología de sus investigaciones.En concreto, sobre el paradigma de fundamentación epistemológica, la metodologíade investigación específica, el modelo evaluativo empleado, las técni-cas de muestreo, los instrumentos empleados para la recogida de información y las técnicas de análisis de datos, el diseños de investigación, las amenazas a su validez, los agentes evaluadores y otras características metodológi-casconsideradas. Para ello, se revisaron 208 trabajos realizados y/o publicados en España desde el año 1975 al 2000, publicados la mayoría como artículos en revistas científicas especializadas. Obtenidos a partir de una bús-queda en diversas bases de datos, complementada con una búsqueda manual de referencias cruzadas KeywordsProgram-Evaluation, Educational Programs, Research Methodology, Spanish Production, Research Analysis, Scientometric Review. DescriptoresEvaluación de programas, programas educativos, metodología de la investigación, producción española, análisis de la investigación, revisión cienciométrica.

Introducción: Se revisa la evolución, situación actual y perspectivas de las revistas de investigación sobre educación, haciendo énfasis sobre las publicadas en español. Metodología: Se utiliza la estructura de la metodología DAFO (debilidades, amenazas, fortalezas y oportunidades), que ha demostrado ser una técnica muy eficaz para analizar y formular estrategias de acción que conduzcan a la mejora de un producto o servicio. Resultados: Se identifican las principales debilidades, amenazas, fortalezas y oportunidades de las revistas de investigación en educación, señalando los elementos fundamentales, internos y externos, que influyen sobre su desarrollo y calidad. Discusión: Se presentan conclusiones sobre el futuro de las revistas de investigación educativa como instrumento de comunicación científica, señalando opciones de mejora y propuestas para aprovechar mejor este potente recurso de comunicación y difusión del conocimiento científico. El ámbito de las revistas iberoamericanas se revela como un campo dinámico y complejo, con múltiple problemas pero también con retos y grandes posibilidades.

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This paper investigates the short and long-term pernicious impact of armed conflicts on education and educational agents (students, teachers and students’ parents), using a multivocal review by means of the integration and qualitative analysis of 60 research reports (voices) found in two databases: Web of Science and PROQUEST in the period between 1995 –date of the first founding paper- until 2014. Through the analysis of source data (voices) and taking the “multivocal review” as a method, the voices have been combined in nine categories, namely: a) Refusal and impediments to a return to education; b) Educational infrastructure damaged or destroyed; c) Cuts in or withdrawal of spending on education; d) Loss of the educational and protective functions of the family; e) Loss of the academic community; f) Non-qualified teaching staff; g) Drastic loss of skills; h) Abandoning school (population movements, destruction of networks and social environment); i) Behavioural problems: traumas, pedagogical roles and self-victimization. These categories have highlighted the serious consequences arising from conflicts, infringing as they do the most basic human rights and in particular the right to a sound education during childhood.

This paper comments on the phenomenon of “publish or perish” associated with the current information explosion and its awful consequence: the curse that hangs over academia which dooms it to publish incessantly irrelevant and pointless documents. The overabundance of publications is not justified and is not even necessary in many contexts for personal promotion, and even less for the advancement of science. Therefore, the current role of scientific journals is highly questionable that its aim could be misleading. Huge numbers of articles are published, but they are not read because the aim is principally “publish for publish,” or publication for its own sake. The standard corrective tool for improving scientific communication—peer review—cannot function adequately, and biases and perversions are introduced which undermine society’s confidence in the scientific enterprise. A dark landscape unfurls itself across the world of scientific information, forcing us to question and improve its current state. Methodologically this paper goes halfway between the essay and the review trying to provoke engaged and useful controversy.