Educational Researcher

Papers
(The TQCC of Educational Researcher is 9. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-06-01 to 2026-06-01.)
ArticleCitations
Transitional Kindergarten: The New Kid on the Early Learning Block255
Case for Closing Superintendent Gender Gap: Pre-K Commitment150
College Canceled: What Happened to California’s High School Graduating Class of 2020?108
Exploring Deficit Beliefs Among High School Math Teachers83
School Inclusion of Refugee Students: Recent Trends From International Data53
The Effect of Right to Work Laws on Union Membership and School Resources: Evidence from 1942–201748
The Inequity of Opt-in Educational Resources and an Intervention to Increase Equitable Access47
Decoding Sentiment Signals: Lessons From the Political Reception of the Common Core and Next Generation Science Standards41
Teacher Working Conditions and Dissatisfaction Before and During the COVID-19 Pandemic38
Shared Responsibility for Multilingual Learners Across Levels of the Education System37
The Widening Achievement Gap Between Rich and Poor in a Nordic Country33
Has “Who Comes Back” Changed? Teacher Reentry 2000–201930
Strategies to Better Identify Student Homelessness Using Data in an Urban School District28
The Feasibility and Comparability of Using Artificial Intelligence for Qualitative Data Analysis in Equity-Focused Research28
Teachers’ Strategies for Supporting Transgender and/or Gender-Expansive Elementary School Students26
Distributional Trends and the Induction Supports and Preparedness of Early Career Teachers: Evidence From Longitudinal Nationally Representative Data25
Grow Your Own: An Umbrella Term for Very Different Localized Teacher Pipeline Programs25
Teacher Pension Reform Must Be About Cost and Design25
Language Views for Scientific Sensemaking Matter: A Synthesis of Research on Multilingual Students’ Experiences with Science Practices Through a Translanguaging Lens25
From Credulity Bias to Selective Trust: Children’s Testimonial Learning and Its Educational Implications24
Choosing Alone? Peer Continuity Disparities in Choice-Based Enrollment Systems23
College Students’ Instructor Mindset Perceptions and First-Semester Development23
The Contribution of School Victimization to Sadness, Hopelessness, and Suicidal Ideation Among Bias-Based and Non-Bias-Based Victims and the Moderating Role of School Climate22
Educators Are Not Alright: Mental Health During COVID-1922
Reviewing Concentrated Poverty Literature Through an Antiblackness Lens to Reveal a Concentrated Debt22
Replicating and Extending Effects of “Achievement Gap” Discourse22
A Different Brown Story: Black Teacher Recruitment to Navajo Reservation BIA Schools During the Desegregation Era21
Disrupting White Supremacy and Anti-Black Racism in Educational Organizations21
Misrepresented Funding Gaps in Data for Some States20
The Science of Voting: Coursetaking, Literacy, and Behavior19
Why Black Teachers Matter19
Portraying Teacher Education for Inclusion: An Analysis of the Institutional Discourse of Dual Certification Programs18
Race at the Top17
The Relationships Between State Higher Education Funding Strategies and College Access and Success16
Leveraging a University to Create Local Equity-Oriented K–12 Learning Opportunities: A Conversation Starter16
Educational Outcomes of Natural Disaster Versus Conventional Pathways to Homelessness: Evidence from Hurricane Harvey16
Making Catholic Schools Research Relevant: Assessing Contemporary Trends in the Field of Catholic Education16
Missing the Forest for the Trees: Toward a Networked Racial Analysis of White Parents in Education Policy and Research15
Addressing the Disadvantage Gap Through Generative Learning: A Case for the Science Writing Heuristic Approach14
Still Climbing the Hill: Intersectional Reflections on Brown and Beyond13
School Discipline, Police Contact, and GPA: A Mediation Analysis13
Impact of Removing Exit Exams on Graduation Rates13
Responsible Innovation in Designing AI for Education: Attending to the “How,” the “for What,” the “for Whom,” and the “With Whom” in a Rapidly Growing Field13
There’s No Way for This to End Well: Lesson Planning, Neoliberalism, and Whiteness13
A Quantitative Study of Mathematical Vocabulary Use in Upper Elementary Classrooms13
Reviewer Acknowledgments12
Unlocking Potential: Evaluation of a Digital Math Learning Solution12
Moving Through the Pipeline: Ethnic and Linguistic Disparities in Special Education from Birth Through Age Five12
Incentivizing Retirement: An Analysis of Cash Retirement Incentives for Chicago Teachers12
Posts About Students on Facebook: A Data Ethics Perspective11
Principals’ Priorities, Teacher Evaluation, and Instructional Leadership11
Out-of-Class High School Experiences and Students’ College Aspirations11
“You Need to Be More Responsible”: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities11
Situating Teacher Movement, Space, and Relationships to Pedagogy: A Visual Method and Framework10
Antiblackness as Global Aspiration? Centering Black Studies in Global Higher Education Research10
For What and for Whom? Expanding the Role of Research Syntheses for Diverse Stakeholders10
Fostering, Tailoring, Negotiating: The Complexities of Collaborative Coaching in Schools Under Pressure to Improve10
Racial and Ethnic Disparities in School-Based Disability Identification9
Oral Assessment in the AI Era—Equity, Validity, and Scale9
2024 AERA Presidential AddressWhy Do Darker People Suffer the Most? Examining the Past to Imagine Racial Justice in Education9
Hidden Bias: How a Language Screener Can Misrepresent Dual Language Learner Performance in Mathematics9
Denying Pathology While Implying It? Avoiding Person-Centered Pathology Traps in Counter-Deficit Research9
A Cultural Explanation of Motivation-Achievement Paradox in Math9
College Students’ Sense of Belonging: A Graduation Update9
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