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It analyzes author instructions and abstracts from the top 150 education research journals, coding whether abstracts are structured and whether they include core research components such as background, data, methodology, findings, and conclusions. Results show many abstracts omit essential elements, and only a small fraction of journals require structured abstracts. Recommendations emphasize improving abstract quality through greater adoption of structured formats.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-state-of-abstracts-in-educational-research/589839/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-state-of-abstracts-in-educational-research/589839.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study evaluates the characteristics and quality of research abstracts in education research journals, including whether abstracts are structured and whether they contain key components of a research study.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data and sources does the study use?",{"text":117,"@type":113},"It uses author instructions from the top 150 education research journals (n=150) and a random sample of education research abstracts (n=189).",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results reveal about structured abstracts and completeness?",{"text":121,"@type":113},"A substantial proportion of abstracts omit important research components, and only 7% of the top 150 journals explicitly require a structured abstract.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589839,1792208832,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","AERA Open  \nJuly-September 2016, Vol. 2, No. 3, pp. 1–9 DOI: 10. 1177/2332858416650168 © The Author(s) 2016. [http://ero.sagepub.com](http://ero.sagepub.com)  \nThe State of Abstracts in Educational Research  \nF. Chris Curran  \nUniversity of Maryland, Baltimore County  \nBackground: There is a well-documented divide between education research and practice. In 2004, Mosteller, Nave, and Miech argued for a focus on the research abstract, particularly structured abstracts, to improve the translation of research into practice. Since their call, no study has systematically examined the quality of abstracts in education research or the degree to which structured abstracts are utilized.  \nPurpose: This study addresses two questions. First, what are the characteristics of the research abstracts required by journalsin the field of education research? Second, to what extent do research abstracts in the field of education research contain the basic components of a research study?  \nData: Original data are drawn from the top 150 education research journals. Data include the instructions to authors regarding abstracts for each journal (n = 150) and a random sample of abstracts (n = 189).  \nMethods: Journal instructions and abstracts were coded. Codes included whether they were structured and whether they included components of a research study, such as the data or findings.  \nResults: A nontrivial proportion of abstracts fail to include important components of a research study. More than one in three lacked information regarding the background, and a similar proportion lacked information on conclusions. Over one quarter omitted information regarding the data, and a similar proportion lacked information on methodology. Only 7% of the top 150 journals explicitly require a structured abstract.  \nConclusions: The quality of abstracts in educational research could be improved. Suggestions for improving abstracts, such as shifting toward structured abstracts, are offered.  \nKeywords: information dissemination, indexing, research to practice, research utilization, research methodology  \nThe field of education research has reached unprecedented levels of productivity. The Institute of Education Sciences’ ERIC database registers over 25,000 articles published in the past year alone. Collectively, this body of work encompasses a vast number of methodological and disciplinary backgrounds, and each article holds the potential to make a contribution to the theory or practice of education. From the interactions ofteachers and students in the classroom to the macrolevel structures of federal involvement, education research can provide muchneeded information to improve educational outcomes.  \nUnfortunately, much of this research fails to be translated into practice. This research–practice divide has been a welldocumented phenomenon for education researchers for a number of years (Broekhamp & van Hout-Wolters, 2007; Korthagen, 2007) . Although numerous factors may contribute to this divide, one contributor is the limited time and resources available to stakeholders to sort through the vast array of education research. With articles frequently extending beyond 30 pages in length and often unavailable outside of libraries and subscription services (Howard, 2012), the time and resources required to identify relevant research can often be prohibitive.  \nGiven the constraints around time and availability of articles, the research abstract often serves as an important indicator of the article’s value, determining whether a reader invests the effort to acquire and read the article in full and, in some cases, even directly influencing practice (Haynes et al., 1990) . Abstracts are brief summaries of a research article, typically placed at the beginning of a paper and increasingly available online even when access to a full article is not. In a commentary in Educational Researcher in 2004, Mosteller, Nave, and Miech argued that improvements to research abstracts in e","cbCaivT2lOWf5KQe","https://ap.wps.com/l/cbCaivT2lOWf5KQe","pdf",287604,"English","# Background\n# Purpose\n# Data\n# Methods\n# Results\n# Conclusions\n# Keywords","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study evaluates the characteristics and quality of research abstracts in education research journals, including whether abstracts are structured and whether they contain key components of a research study.\"},{\"question\":\"What data and sources does the study use?\",\"answer\":\"It uses author instructions from the top 150 education research journals (n=150) and a random sample of education research abstracts (n=189).\"},{\"question\":\"What do the results reveal about structured abstracts and completeness?\",\"answer\":\"A substantial proportion of abstracts omit important research components, and only 7% of the top 150 journals explicitly require a structured abstract.\"}]","The State of Abstracts in Educational Research | PDF",1792068233,23]