美國教育研究議題的演變與趨勢觀察：以2015至2025年AERA和IES研究取向為分析視角

The Evolution and Trend of Educational Research Topics in the United States: An Analysis Based on the Research Orientations of AERA and IES from 2015 to 2025

本研究分析2015至2025年間美國教育研究議題的演變，聚焦美國教育研究學會（AERA）與美國教育科學院（IES）。研究採次級資料與主題分析，蒐集AERA歷年年會主題、481場次議題及IES的118件研究計畫，透過人工建檔、語意歸納與交叉檢核，辨識核心趨勢。美國教育研究自十九世紀末萌芽，歷經科學化與制度化，逐步由分散嘗試走向完整專業的研究體系。AERA作為全球最大教育研究社群，其年會主題由正義、公共性逐漸轉向種族不正義、責任與修復重建，場次議題亦呈現由倡議到批判再到實踐的演變，並納入AI與科技衝擊等挑戰。相較之下，IES作為官方機構，研究焦點長期穩定，圍繞學生、教師與課程介入，並強調成效驗證與政策應用。整體而言，AERA偏重理念倡議與批判思維，IES則突出實證與實務導向，兩者互補，共同構築美國教育研究的雙軌模式，並形塑未來發展。

This study analyzes the evolution of U.S. educational research topics from 2015 to 2025, focusing on the orientations of the American Educational Research Association (AERA) and the Institute of Education Sciences (IES). Using secondary data and thematic analysis, the study collected AERA’s annual meeting themes, 481 session topics, and 118 IES research projects during this period. Through manual coding, semantic categorization, and cross-checking, the study identified core concerns and trends. Since its emergence in the late 19th century, U.S. educational research has undergone phases of scientification and institutionalization, gradually shifting from fragmented attempts to a more systematic and professionalized research framework. As the world’s largest educational research community, AERA has seen its annual themes move from justice and public good toward racial injustice, responsibility, and reconstruction. Its session topics reflect a progression from advocacy to critique and practice, while also incorporating challenges such as AI and technological impacts. In contrast, IES, as a governmental agency, has maintained stable research foci centered on students, teachers, and curricular interventions, emphasizing effectiveness evaluation and policy application. Overall, AERA highlights advocacy and critical thinking, while IES emphasizes empirical and practice-oriented research. Together, they form a dual-track model that continues to shape the future of U.S. educational research.