OOIR: Observatory of International Research

Papers

(The TQCC of British Educational Research Journal is 5. 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 2022-01-01 to 2026-01-01.)

Article	Citations
Levelling down? Understanding the decline of the maintained nursery sector in England	77
Ethos within the British boarding school: A small‐scale analysis of the ‘Head's Welcome’ as an act of legitimation	49
Effectiveness of educational interventions: An ecological systems analysis of initiatives from the UK opportunity areas programme	47
Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes	45
The mediating role of student engagement in the relationship between teacher and digital support and learner satisfaction in blended learning environments at higher education	43
‘It's missing the heart of what writing is about’: teachers' interpretations of writing assessment criteria	41
Teacher‐composed cases of practice as and for dissemination, reflection and data	40
“I get by with a little help from my friends”: The importance of peer‐led emotion work during the primary to secondary school transition	40
An integrated conceptual model for enhancing refugee education	33
Caught in the vacuum: Policies addressing online harms in Maltese secondary schools	28
The ups and downs in perceived societal appreciation of the teaching profession during COVID‐19: A longitudinal trajectory analysis	21
Socioeconomic and Indigenous school segregation in Australia: The role of institutional differentiation and fees	21
Single‐sex schooling, gender and educational performance: Evidence using PISA data	20
Performance motivation and emotion regulation as drivers of academic competence and problem‐solving skills in AI‐enhanced preschool education: A SEM study	20
Learning to explain environmental crises: A dialogic analysis of teacher professional learning between Chile and the United States	19
Teachers', parents', and pupils' perceptions and described experiences of toilet provisions and practices within English schools	19
Care trajectories and imagining potential: Positioning the need for skills, confidence and communication among key professionals supporting the higher education progression of care‐experienced young p	18
Unsettling subject English in the twenty‐first century	17
From classroom challenges to scholarly insights: A bibliometric analysis of novice teacher research	16
Young athletes as sports activists: Empowerment as a fundamental element of the process	16
Unlocking education through relationship building: Identity and agency in English educational institutions during Covid‐19	16
The association between family socioeconomic status and urban–rural and high‐school attainment gaps: A logistic regression analysis of the China Family Panel Studies data	16
The role of the teacher's culture in classroom management: A case study of primary schools in French Polynesia	16
Teachers’ gender bias in STEM: Results from a vignette study	14
Organizational and Psychological factors in teacher educators’ professional identity development: An empirical analysis	14

Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?	14
Teacher perspectives on the introduction of linguistics in the languages classroom: Evidence from a co‐creation project on French, German and Spanish	13
Can the teaching style reduce inequality in the classroom? Evidence from a quasi‐experiment	13
‘They just want the perfect kids on show’: The illegal exclusion of children with special educational needs and disabilities from primary schools	13
Factors influencing the retake rate of college entrance examinations: A macro perspective analysis	13
A critical exploration of inclusion policies of elite UK universities	13
Educators' positive practices with refugee pupils at two schools in England	13
Experiences in times of COVID‐19: Home‐life, social connections, and schooling for Aotearoa New Zealand children	12
The potential of deep learning in improving K‐12 students' writing skills: A systematic review	12
Poe or Gemini for fostering writing skills in Japanese upper‐intermediate learners: Uncovering the consequences on positive emotions, boredom to write, academic self‐efficacy and writing development	12
Children's agency in England's primary schools: A case for structured freedom	12
Issue Information	11
BERJ 50th anniversary collection: Virtual issue 2015–2022	11
Issue Information	11
The lasting influence of an open climate of classroom discussion on political trust: Results from a seven‐year panel study among English youth	11
‘Sir, I don't know what I'm doing’: An investigation into the role of happy accidents in a secondary school art classroom	11
Workplace support for newly qualified doctors and secondary school teachers: A comparative analysis	10
How do homeschoolers approach creative arts learning and how can they be supported? Developing a flexible framework for homeschool contexts	10
Retention among newly qualified second‐year teachers: The reception–integration model	10
The link between school leadership, staff job satisfaction and retention. Longitudinal evidence from England	10
Time well spent? Temporal dimensions of study abroad and implications for student experiences and outcomes under the UK Turing Scheme	10
Does study abroad affect student academic achievement?	10
Young children's right to be heard on the quality of their education: Addressing potential misunderstandings in the context of early childhood education	10
How hermeneutics can guide grading in integrated STEAM education: An evidence‐informed perspective	10
Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet	9
The relationship between faculty members’ perceptions of technology leadership and their technology integration into higher education—Evidence from China	9
Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020	9
Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction	9
Reimagining school leadership: A qualitative study on how distributed leadership models influence innovation culture in semi‐government schools in Pakistan	9
Examining the impact of gamified mobile and AI ‐assisted language learning on academic integrity, creative trait motivation and writing performance	9
Teachers taking perceptions of student attributes into consideration when formulating track recommendations?	9
The future of educational research: Observations from the outgoing editors of the British Educational Research Journal	9
Reducing anxiety, promoting enjoyment and enhancing overall English proficiency: The impact of AI‐assisted language learning in Chinese EFL contexts	9
Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers	9
Re‐imagining a decolonised, anti‐racist curriculum within initial teacher education in a Welsh university	8
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Motility, viscosity and field: A portrayal of migrant teachers' professional mobility and ethical conflicts in American and Australian faith‐based schools	8
Distributed leadership in action: Different manifestations and what they require from school leaders	8
Enhancing teacher innovative practices through principal learning‐centred leadership and teacher knowledge sharing	8
The role of autonomy in forming an integrated identity among early career academics	8
Personality‐sensitive pedagogies: A study of small group interactive behaviours among 9‐ to 10‐year‐olds	8
	8
The ‘Friday effect’: School attendance over the weekⁱ	8
Growing in organisations: The multifaceted effects of organisational support on teachers' digital literacy	8
‘Fish in simulated water’? A Bourdieusian analysis of Chinese doctoral students' learning experiences in Southeast Asian developing countries	8
Intergenerational transmission of educational disadvantage: Education progression of children of care leavers compared to a general population sample	8
International student agency in academic self‐formation: Mobility as agency situated within knowledge structures	8
‘I make a lot of the choices myself—I think I've taught myself that through the imbalance of support’: The internal conversations, reflexivity and post‐school educational achievement of care‐experienc	8
Ethical AI in language education: A Delphi study focusing on social and emotional aspects of learning	8
To be in AI‐integrated language classes or not to be: Academic emotion regulation, self‐esteem, L2 learning experiences and growth mindsets are in focus	8

Strategies teachers use to support students' self‐regulation skill development in mainstream primary schools: A scoping review	8
The GCSE attainment gap: Assessing the influence of permanent school exclusion	7
Emotional experiences and stigma among families benefiting from Barcelona's shock plan against school segregation and for inclusion and equal opportunities and educational success	7
Representations of schooling and childhood during the COVID‐19 pandemic in England	7
‘Populism’ and competing epistemic communities in English educational policy: A response to Craske and Watson	7
Issue Information	7
BERJ 50th anniversary collection: Virtual issue 1985 to 1994	7
The role of social capital in the job quality of Chilean university graduates	7
Features of measuring soft skills in a saturated digital environment: Exploring the relationship between cognitive control and digital literacy at the individual level	7
	7
Editorial: BERJ 50th Anniversary Collection: Virtual issue 1975 to 1984	7
To protect and preserve? Explaining the gap between structural and superficial racial equality regimes in North Atlantic Rim universities	7
Enhancing online MBA programmes: Student perceptions and key factors in programme design and delivery	7
Early career orientation of primary school students: The impact of pedagogical intervention on future teachers and pupils	7
Learning to ‘be’ an activist: Exploring the relationship between activism and informal education in a youth activism group case study	7
	7
Factors influencing the adoption of generative AI in education: A systematic review, proposed framework and future research agenda	7
Categorisations of care: Exploring representations of care leavers in higher education through critical praxis	7
School partnered approaches to emotionally based school avoidance in UK primary and secondary school‐age learners: A systematic review	7
Under‐standing: The ‘sleeping beauty’ of educational metaphors	7
Drivers of school choice: Primary school selection in a free choice context	7
The path increasingly travelled: Vocational entry qualifications, socioeconomic status and university outcomes	6
Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature	6
Navigating the dilemmas of educational reform: A case study of Montessori implementation in a Taiwanese public school	6
‘… They're talking to you as if they're kind of dumbing it down’: A thematic analysis of Black students' perceived reasons for the university awarding gap	6
Indonesian inquiry: A narrative of biocultural teaching on Sulawesi Utara	6
Our World, Our Futures: A dialogic approach to environmental literacy and global citizenship education in primary schools in the Maldives and England	6
Mental wellbeing among higher education students in England during the pandemic: A longitudinal study of COVID‐19 experiences, social connectedness and greenspace use	6
Classroom social networks, students' peer‐related social experiences and sense of belonging: The specific case of students with SEN	6
Do they know what they know? Accuracy in teacher candidates' self‐assessments and its influencing factors	6
Tensions in teaching balanced controversial history: Competing voices within a student teacher in Northern Ireland	6
Technology‐enhanced learning in higher education institutions: Exploring the lived experiences of students with specific learning differences and their lecturers	6
What are the success factors for schools in remote Indigenous communities?	6
Longitudinal links of negative student–teacher relationships and positive class climate with traditional bullying and cyberbullying perpetration	6
Rigour in interpretive qualitative research in education: Ideas to think with	6
Achievement goals, academic engagement and performance: The mediating role of self‐regulated learning strategies	6
How does dialogic teaching facilitate students' creative thinking? Evidence from a sequential analysis of teacher–student dialogue in primary language classrooms	6
Parental involvement and academic achievement in Year 4 and Year 8 students: A meta‐analysis based on large‐scale assessments in China	6
From challenge to innovation: A grassroots study of teachers’ classroom assessment innovations	6
Crafting agency in a host community: Accessing and participating in the English higher education sector by Ukrainian refugees	6
Where should phonics teaching start? ‘satpin’ and its origins, rivals and implications	6
Unveiling student sentiment dynamics toward AI‐based education through statistical analysis and Monte Carlo simulation	6
Do schools that employ an inspector get better inspection grades?	6
Assessing the learning of pupils with special educational needs and disabilities in mainstream school physical education	6
Activism in the arts: Co‐researching cultural inequalities with young people during the COVID‐19 pandemic	6
Exploring the public's beliefs, emotions and sentiments towards the adoption of the metaverse in education: A qualitative inquiry using big data	5
The role of visual perception and executive functions on writing skills with learning disabilities: The case of Turkish‐speaking children	5
Boarding schools: A longitudinal examination of Australian Indigenous and non‐Indigenous boarders’ and non‐boarders’ wellbeing	5
Some clarifications on educational research and practice	5
A model for principals' STEM leadership capability	5
Understanding Biesta's three purposes of education: A framework proposal	5
Curriculum leadership in a rural indigenous high school in Taiwan implementing the 108 Curriculum Guidelines	5
Intersections between cognitive‐emotion regulation, critical thinking and academic resilience with academic motivation and autonomy in EFL learners: Contributions of AI‐mediated	5
Antecedents of environmental protection participation intentions among Chinese adolescents: The perspectives of rational choice, moral norms, and supporting environment	5
Presidential Address: BERA. Who are we? How did we get here? Where are we going?	5
AI‐assisted learning environments in China: Exploring the intersections of emotion regulation strategies, grit tendencies, self‐compassion, L2 learning experiences and academic d	5
Manifestations of the ethics of hospitality at children's hospitality centres in Saudi Arabia	5
Issue Information	5
The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England	5
Can teacher quality be profiled? A cluster analysis of teachers' beliefs, practices and students' perceptions of effectiveness	5
The moderation effect of morphological awareness on the relationship between word detection skills and reading comprehension in Chinese children with and without dyslexia	5
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The Ruskin Speech and Great Debate in English education, 1976–1979: A study of motivation	5
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Practice‐based educational and theatre research: A scoping review	5
The role of beliefs and social–emotional skills in shaping educational expectations among Romanian adolescents	5
When ease becomes a barrier: What influences student intentions to use Generative AI in higher education?	5
School health and wellbeing and national education system reform: A qualitative study	5
Are local students disadvantaged? Understanding institutional, local and national sense of belonging in higher education	5
Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality	5