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 2022-05-01 to 2026-05-01.)

Article	Citations
Special issue introduction: education and the law: critical perspectives on juridification, education governance and social justice	41
Who can I be now? The complexity of students in policy enactment	37
Community educational pacts in Italy: an interpretation of UNESCO’s new social contract for education?	36
Professional learning communities under test-based accountability: evidence from an Israeli intervention programme	31
‘Gaming’ in the English primary school: ‘do whatever you need to do to make your data look good’	25
Diversity ideologies in Flemish education: explaining variation in teachers’ implementation of multiculturalism, assimilation and colourblindness	25
Dire straits, educational reforms: ideology, vested interests and evidence Dire straits, educational reforms: ideology, vested interests and evidence , by Montserrat Gom	23
A political sociology of education policy	19
Policy networks and venture philanthropy: a network ethnography of ‘Teach for Australia’	17
On the uses and use of NAPLAN: the hidden effects of test-based data-centric accountabilities	16
A feminist critical heuristic for educational policy analysis: U.S. social emotional learning policy	15
The pedagogics of language learning policy: Dussel, decoloniality, and the case of Pennsylvania	15
The ‘Double-Reduction’ Education Policy in China: Three Prevailing Narratives	15
Hybrid network governance: methodologies of studying online and offline networking in global climate education policy	15
The pictorial turn that wasn’t (yet?): visuals and the study of education policy and governance	15
When policy intermediaries produce knowledge: A Bourdieusian analysis of the Education Endowment Foundation’s influence in a multi-academy trust	13
A Foucauldian analysis of research Assessment in a postcolonial context: the example of Hong Kong	13
Where are we heading? Hackathons as a new, relational form of policymaking	13
The psychological complex in contemporary education policy	12
Federations of academic departments: performance-based funding and academic field-level expenditures at Russell group universities	12
Fashioning groups that inhabit society’s fringes: the work of Australian VET research into disadvantage	11
Rethinking educational federalism: using assemblage theory to analyse policy travel and transformation in Argentina	11
Made in Sweden? Configured digitalized school leadership practice	11
Analyzing school leadership policy reform in Lebanon	10
Beyond School. The challenge of co-producing and commoning a different episteme for education	10

Teachers’ work under responsibilising policies: an analysis of educators’ views on China’s 2021 educational reforms	8
Commoning education, challenging the state: the radical instability of Bachilleratos Populares in Buenos Aires	8
Performing the epistemorphic in social policy: the case of higher education	7
Teacher positioning in educational ICT policies: implications for digital teacher identity development in under-resourced contexts	7
Local pathways to sustainability education policies: a Comparative case study of three large school districts in the USA	7
Teacher-led issue networks in Swedish ed-tech policymaking – the case of generative AI	7
Examining paradoxes of access in disability law: a critical analysis of the least restrictive environment	7
Neurofarming HE: how to think, feel and act in the Ne(ur)oliberal university	7
Educational equity in a global context: cases and conversations in educational ethics	6
Working-class student-hood and ‘job-readiness’: Affective relations of class, gender and employability policy in higher education	6
Street-Level Bureaucracy in health promoting schools: a cross case analysis through Bourdieu’s capital theory	6
Comparing two transfer spaces over time and against a global script: the case of school-autonomy-with-accountability	6
Information and attitudes about a counter-cultural educational policy: a mixed study on school choice in Chile	6
Artificial intelligence as a site of global educational governance: the case of UNESCO	6
“Inclusion has gone too far”: how a slogan became policy in Swedish education	6
‘Embers, and fragments’: social haunting in youth work, impact measurement and policy networks	5
Illusionary, silencing and civilising – (un)democratic practices in school governance	5
Equity audits and school resource allocation: Applying critical resource theory to increase equal opportunity in schools	5
Towards a European model of collective skill formation? Analysing the European Alliance for Apprenticeships	5
Pursuing social justice through education policy programmes: capturing subtleties with a modified welfare regime analysis	5
Policy implications of collective agency for inclusion: evidence from the Welsh context	5
Not for profit: why democracy needs the humanities	5
The neurotic parent: affect, risk and school choice	5
Rootedness, continuity and connection: the value of place in discussions of social mobility	5
Keywords in education policy research: a conceptual toolbox	5
The policy simulacrum: text, discourse and the hyperreal	4
Policy tug of war: EBacc, progress 8 and modern foreign languages 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
Resisting regulation: revealing orders of worth behind the debate over private education regulation in Peru	4
Governing by prototype and proto-practice: topological configurations of future classroom labs	4
Accountability with Chinese characteristics: exploring foreign teachers’ experiences of curriculum reform in international schools in China	4
“Don’t take it personally”: the scandal of school and democracy	4
Governing teachers’ subjectivity in neoliberal times: the fabrication of the bonsai teacher	4
Cutting the Gordian knot of the education ‘crisis’ with teacher testing. A blunt instrument that crushes marginalised pre-service teachers	4
Crisis policy enactment: primary school leaders’ responses to the Covid-19 pandemic in England	4
(Re-)framing the teaching profession by reforming teacher education and careers in Chile	4
The ‘performative’ university: theoretical and personal reflections	4
Using Zemiology to explore the potential social harms of a lifelong learning entitlement	4
Ofsted experiences: performing inspection and suicidal ideations	4
Affective philanthropy and the im/possibility of governance: the LEGO Foundation’s involvement in public education	4
What is governance? Projects, objects and analytics in education	4