OOIR: Observatory of International Research

Papers

(The TQCC of Educational Review is 4. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity	53
A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19	51
Sustainability of the Spanish university system during the pandemic caused by COVID-19	50
Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19	48
Emerging trends in telecollaboration and virtual exchange: a bibliometric study	36
Student support as social network: exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic	31
Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis	30
Being “international” differently: a comparative study of transnational approaches to international schooling in China	30
Place-based education–a systematic review of literature	28
Equitable teaching for cultural and linguistic diversity: exploring the possibilities for engaged pedagogy in post-COVID-19 higher education	25
The crypto-growth of “International Schooling”: emergent issues and implications	25
Girls, mental health and academic achievement: a qualitative systematic review	22
Must we wait for youth to speak out before we listen? International youth perspectives and climate change education	22
Mapping roles in research-practice partnerships – a systematic literature review	21
Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review	19
Mapping the eight dimensions of the ideal student in higher education	18
The influx of International Baccalaureate (IB) programmes into local education systems in Hong Kong, Singapore, and South Korea	18
Beyond a seat at the table: imagining educational equity through critical inclusion	18
Teacher professional learning: a holistic and cultural endeavour imbued with transformative possibility	16
A double bind: youth activism, climate change, and education	16
An examination of the relationship between the perceived instructional behaviours of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy	15
Bullying and cyberbullying: a bibliometric analysis of three decades of research in education	14
Embracing socioscientific issues-based teaching and decision-making in teacher professional development	14
Postgraduate research students’ experiences of the COVID-19 pandemic and student-led policy solutions	13
Digital media, political affect, and a youth to come: rethinking climate change education through Deleuzian dramatisation	12

Should I stay or should I go? The impact of the COVID-19 pandemic on regional, rural and remote undergraduate students at an Australian University	12
A conceptual framework of teacher turnover: a systematic review of the empirical international literature and insights from the employee turnover literature	12
“Education cannot cease”: the experiences of parents of primary age children (age 4-11) in Northern Ireland during school closures due to COVID-19	12
Covid-19 and higher education: The Times They Are A’Changin	11
Research on education in Southeast Asia (1996–2019): a bibliometric review	11
Understanding the International Baccalaureate as an emerging field of research: a systematic literature review using bibliographic coupling	11
Agonism in education: a systematic scoping review and discussion of its educational potential	11
The decision to homeschool: potential factors influencing reactive homeschooling practice	11
The effects of cost elimination on secondary school enrolment in Sub-Saharan Africa	11
Revisiting symbolic power and elite language education in China: a critical narrative ethnography of the English education major at a top language university in Shanghai	11
Contemporary, racialised conflicts over LGBT-inclusive education: more strategic secularisms than secular/religious oppositions?	11
Exposing the “shadow”: an empirical scrutiny of the “shadowing process” of private tutoring in India	11
The impact of economic inequality and educational background in shaping how non-activist “Standby” youth in London experience environmental politics	11
School equity, marketisation and access to the Australian senior secondary curriculum	10
The Olympic Games’ impact on the development of teachers: the case of Rio 2016 Official Olympic Education Programme	10
Equity and inclusion in work-integrated learning: participation and outcomes for diverse student groups	10
Conceptualising student participation in school decision making: an integrative model	10
Is the instructional style of teacher educators related to the teaching intention of pre-service teachers? A Self-Determination Theory perspective-based analysis	10
Framing teacher quality in the Australian media: the circulation of key political messages?	10
“Intensely white”: psychology curricula and the (re)production of racism	9
Subjectivities and the future of comparative and international education: teacher researchers and graduate student researchers as co-constructive narrative inquirers	9
School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors	9
Changing expectations related to digitalisation and socialisation in higher education. Horizon scanning of pre- and post-COVID-19 discourses	9
Transnational governing for the pedagogical ideals of K-12 international education: contrasting PISA and IB	9
Fostering “parental participation in schooling”: primary school teachers’ insights from the COVID-19 school closures	9
The challenges of language teaching in Polish complementary schools in the UK during the COVID-19 lockdown	9
Who’s checkin’ for Black girls and women in the “pandemic within a pandemic”? COVID-19, Black Lives Matter and educational implications	9
Are we still “raising aspirations”? The complex relationship between aspiration and widening participation practices in English higher education institutions	9
Teaching in the age of environmental emergencies: a “utopian” exploration of the experiences of teachers committed to environmental education in England	8
Learning with Indigenous wisdom in a time of multiple crises: embodied and emplaced early childhood pedagogies	8
Social inclusion of refugees into higher education: policies and practices of universities in Norway	8
Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices	8
Educational leadership and policy studies in refugee education: a systematic review of existing research	8
Parental involvement in school pedagogy: a threat or a promise?	8
Meta-analytical insights on school SES effects	8
Examining “precarious privilege” in international schooling: white male teachers negotiating contract non-renewal	8
International students’ mobility and lives in transnational spaces: pragmatic or dedicated cosmopolitans?	8
Student voice as part of differentiated instruction: students’ perspectives	7
Kids communicating climate change: learning from the visual language of the SchoolStrike4Climate protests	7
Testing elite transnational education and contesting orders of worth in the face of a pandemic	7
An evaluation of the factors that influence academic success as defined by engaged students	7
Risk factors for child and adolescent bullying and victimisation in Ireland: a systematic literature review	7
Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature	7
Motivation for full degree mobility: analysing sociodemographic factors, mobility capital and field of study	7
Learning from autistic teachers: lessons about change in an era of COVID-19	7
Participatory research methods with young children: a systematic literature review	7
Educational inequality and the paradox of dis/Ability rights in a schooled society: moving towards an intersectional discursive, material, and emotive approach*	7
A crisis of opportunity at English universities: Rethinking higher education through the common good idea	6
The contribution of the International Baccalaureate Diploma to educational inequalities: reinventing historical logics of curriculum stratification in a comprehensive system	6
Chameleoning to fit in? Working class student teachers in Ireland performing differential social class identities in their placement schools	6

Epistemological process towards decolonial praxis and epistemic inequality of an international student	6
Pandemic pedagogies, practices and future possibilities: emerging professional adjustments to the working practices of university teacher educators	6
Beyond the tyranny of the typology: moving from labelling to negotiating international school teachers’ identities	6
School leader trust and collective teacher innovativeness: on individual and organisational ambidexterity’s mediating role	6
The development and impact of teachers’ collective agency during Covid-19: insights from online classrooms in Canada and China	6
“Education as the practice of freedom?” – prison education and the pandemic	6
Inclusive placement learning for diverse higher education students: anxiety, uncertainty and opportunity	6
Instructional reform and multiple institutional logics: insights from executive leadership in English Multi-Academy Trusts	6
The future of the research and teaching nexus in a post-pandemic world	6
A comparative perspective on social class inequalities in parental involvement in education: structural dynamics, institutional design, and cultural factors	6
The domination and exploitation of working class values, identities and labour-power in Sweden’s comprehensive school extension and neo-liberal market reforms	6
Australian teacher educators responding to policy discourses of quality	5
Preparing student teachers post-pandemic: lessons learnt from principals and teachers in New Zealand and Germany	5
Resilience, advocacy and scholar-activism: responding to COVID-19 in Kenyan, Mexican and British universities	5
Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis	5
“They were questioning whether I would even bother coming back”. Exploring evidence of inequality in “access”, “success” and “progression” in higher education for students with vision impairment	5
“That way there are no surprises in the end”: the cooling out function of reception education for newly arrived migrant students in Flanders	5
Capacity or money? Why students choose to drop out of junior high school in rural northeast China	5
Democratic pilgrimage: Swedish students’ understanding of study trips to Holocaust memorial sites	5
Income inequality and student achievement: trends among US States (1992–2019)	5
Conceptualising uncertainty and the role of the teacher for a politics of climate change within and beyond the institution of the school	5
Threat or necessity: an analysis of the development of International Baccalaureate education in Shanghai	5
Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL)	5
Teacher agency in culturally responsive teaching: learning to teach ethnic minority students in the Central Highlands of Vietnam	5
Acculturation and linguistic ideology in the context of global student mobility: a cross-cultural ethnography of anglophone international students in China	5
The “problem” of teacher quality: exploring challenges and opportunities in developing teacher quality during the Covid-19 global pandemic in England	5
Between the flag and the globe: the national identity of Israeli students at United World Colleges and at local Israeli schools	5
English language education in rural schools in Malaysia: a systematic review of research	5
“There is a danger we get too robotic”: an investigation of institutional data logics within secondary schools	5
Professional development among in-service teachers: motivational factors, pathways and coping strategies	5
Assessing twenty-first century competencies: can students lead and facilitate the co-construction process?	4
Promoting educational change in religious enclave schools: a comparison of radical and moderate Haredi activists in Israel	4
Evidence, schmevidence: the abuse of the word “evidence” in policy discourse about education	4
The effect of dual vocational education and training on grades and graduation in Catalonia, Spain	4
Towards a conceptual systematic review: proposing a methodological framework	4
Transportation to school and academic outcomes: a systematic review	4
Influence of empowering and disempowering motivational climates on academic self-concept amongst STEM, social studies, language, and physical education pre-service teachers: a test of basic psychologi	4
Schoolboards' expectations of the superintendent – a Swedish national survey	4
Self-regulated learning (SRL) perspectives and strategies of Australian primary school students: a qualitative exploration at different year levels	4
Do widening participation interventions change university attitudes in UK school children? A systematic review of the efficacy of UK programmes, and quality of evaluation evidence.	4
Open for business: a quantitative analysis of teachers’ experiences of marketisation in international schools	4
Segregation and the attainment gap for permanently disadvantaged pupils in England	4
Reimagining parental engagement in special schools – a practice theoretical approach	4
Thin places of resistance: a caring response to refugees in rural American schools	4
Straddling the global and national: the emerging roles of international schooling	4