OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Education Policy 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 2021-05-01 to 2025-05-01.)

Article	Citations
Community educational pacts in Italy: an interpretation of UNESCO’s new social contract for education?	37
Who can I be now? The complexity of students in policy enactment	30
Professional learning communities under test-based accountability: evidence from an Israeli intervention programme	27
Early childhood education and care in South America — a new curricular wave?	26
‘Gaming’ in the English primary school: ‘do whatever you need to do to make your data look good’	24
Diversity ideologies in Flemish education: explaining variation in teachers’ implementation of multiculturalism, assimilation and colourblindness	19
Reframing educational governance and its crisis through the ‘totally pedagogised society’	18
‘I am done with that now.’ Sense of alienations in Finnish academia	18
Dire straits, educational reforms: ideology, vested interests and evidence Dire straits, educational reforms: ideology, vested interests and evidence , by Montserrat Gom	17
A political sociology of education policy	17
Policy networks and venture philanthropy: a network ethnography of ‘Teach for Australia’	17
The ‘Double-Reduction’ Education Policy in China: Three Prevailing Narratives	14
School reform in an era of standardization. Authentic accountabilities	14
A feminist critical heuristic for educational policy analysis: U.S. social emotional learning policy	14
On the uses and use of NAPLAN: the hidden effects of test-based data-centric accountabilities	14
When policy intermediaries produce knowledge: A Bourdieusian analysis of the Education Endowment Foundation’s influence in a multi-academy trust	12
Where are we heading? Hackathons as a new, relational form of policymaking	11
Education and support for Scottish Independence, 1979-2016	11
A Foucauldian analysis of research Assessment in a postcolonial context: the example of Hong Kong	11
The pedagogics of language learning policy: Dussel, decoloniality, and the case of Pennsylvania	11
Venture philanthropy in public schools in Australia: tracing policy mobility and policy networks	11
The psychological complex in contemporary education policy	9
Federations of academic departments: performance-based funding and academic field-level expenditures at Russell group universities	9
Conservative philanthropies and organizations shaping U.S. educational policy and practice	8
Commoning education, challenging the state: the radical instability of Bachilleratos Populares in Buenos Aires	8

Made in Sweden? Configured digitalized school leadership practice	8
Ability, inequality and post-pandemic schools. Rethinking contemporary myths of meritocracy	8
Fashioning groups that inhabit society’s fringes: the work of Australian VET research into disadvantage	8
Teachers’ work under responsibilising policies: an analysis of educators’ views on China’s 2021 educational reforms	8
Comparing degrees of ‘publicness’ and ‘privateness’ in school systems: the development and application of a public-private index	7
Power, authority and expertise: policy making about relationships and sex education in English primary schools	7
Beyond School. The challenge of co-producing and commoning a different episteme for education	7
Examining paradoxes of access in disability law: a critical analysis of the least restrictive environment	7
Educational imaginaries: governance at the intersection of technology and education	6
Working-class student-hood and ‘job-readiness’: Affective relations of class, gender and employability policy in higher education	6
Teacher positioning in educational ICT policies: implications for digital teacher identity development in under-resourced contexts	6
Public education, neoliberalism, and teachers: New York, Mexico City, Toronto	6
Effects of spatial competition on public educational efficiency: an analysis for the Chilean Metropolitan Region	5
‘Embers, and fragments’: social haunting in youth work, impact measurement and policy networks	5
The ‘everywhere and nowhere’ English language policy in Queensland government schools: a license for commercialisation	5
Towards a European model of collective skill formation? Analysing the European Alliance for Apprenticeships	5
Policy implications of collective agency for inclusion: evidence from the Welsh context	5
Comparing two transfer spaces over time and against a global script: the case of school-autonomy-with-accountability	5
Not for profit: why democracy needs the humanities	5
The intricacies of conditionality: education policy review in Greece 2015–2018	5
An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument	4
Illusionary, silencing and civilising – (un)democratic practices in school governance	4
STEM, social mobility and equality: avenues for widening access	4
Cutting the Gordian knot of the education ‘crisis’ with teacher testing. A blunt instrument that crushes marginalised pre-service teachers	4
Keywords in education policy research: a conceptual toolbox	4
Resisting regulation: revealing orders of worth behind the debate over private education regulation in Peru	4
Accountability with Chinese characteristics: exploring foreign teachers’ experiences of curriculum reform in international schools in China	4
Education department policy constructions within highly political contexts: a critical policy study of multiculturalism	4
Governing by prototype and proto-practice: topological configurations of future classroom labs	4
Crisis policy enactment: primary school leaders’ responses to the Covid-19 pandemic in England	4
Metrics, standards and alignment in teacher policy: critiquing fundamentalism and imagining pluralism Metrics, standards and alignment in teacher policy: critiquing fundamentalism and i	4