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 2021-11-01 to 2025-11-01.)

Article	Citations
‘Gaming’ in the English primary school: ‘do whatever you need to do to make your data look good’	35
Diversity ideologies in Flemish education: explaining variation in teachers’ implementation of multiculturalism, assimilation and colourblindness	33
Special issue introduction: education and the law: critical perspectives on juridification, education governance and social justice	27
‘I am done with that now.’ Sense of alienations in Finnish academia	24
Professional learning communities under test-based accountability: evidence from an Israeli intervention programme	23
Early childhood education and care in South America — a new curricular wave?	21
Who can I be now? The complexity of students in policy enactment	19
Dire straits, educational reforms: ideology, vested interests and evidence Dire straits, educational reforms: ideology, vested interests and evidence , by Montserrat Gom	18
Community educational pacts in Italy: an interpretation of UNESCO’s new social contract for education?	18
Reframing educational governance and its crisis through the ‘totally pedagogised society’	15
A political sociology of education policy	14
Policy networks and venture philanthropy: a network ethnography of ‘Teach for Australia’	14
The ‘Double-Reduction’ Education Policy in China: Three Prevailing Narratives	13
A feminist critical heuristic for educational policy analysis: U.S. social emotional learning policy	13
The pedagogics of language learning policy: Dussel, decoloniality, and the case of Pennsylvania	13
On the uses and use of NAPLAN: the hidden effects of test-based data-centric accountabilities	13
A Foucauldian analysis of research Assessment in a postcolonial context: the example of Hong Kong	12
The pictorial turn that wasn’t (yet?): visuals and the study of education policy and governance	12
Education and support for Scottish Independence, 1979-2016	12
Where are we heading? Hackathons as a new, relational form of policymaking	11
Federations of academic departments: performance-based funding and academic field-level expenditures at Russell group universities	11
When policy intermediaries produce knowledge: A Bourdieusian analysis of the Education Endowment Foundation’s influence in a multi-academy trust	11
Commoning education, challenging the state: the radical instability of Bachilleratos Populares in Buenos Aires	9
The psychological complex in contemporary education policy	9
Examining paradoxes of access in disability law: a critical analysis of the least restrictive environment	9

Rethinking educational federalism: using assemblage theory to analyse policy travel and transformation in Argentina	9
Fashioning groups that inhabit society’s fringes: the work of Australian VET research into disadvantage	9
Power, authority and expertise: policy making about relationships and sex education in English primary schools	8
Ability, inequality and post-pandemic schools. Rethinking contemporary myths of meritocracy	8
Teachers’ work under responsibilising policies: an analysis of educators’ views on China’s 2021 educational reforms	8
Beyond School. The challenge of co-producing and commoning a different episteme for education	8
Made in Sweden? Configured digitalized school leadership practice	8
“Inclusion has gone too far”: how a slogan became policy in Swedish education	7
Local pathways to sustainability education policies: a Comparative case study of three large school districts in the USA	7
Comparing two transfer spaces over time and against a global script: the case of school-autonomy-with-accountability	6
Educational equity in a global context: cases and conversations in educational ethics	6
Comparing degrees of ‘publicness’ and ‘privateness’ in school systems: the development and application of a public-private index	6
Working-class student-hood and ‘job-readiness’: Affective relations of class, gender and employability policy in higher education	6
Not for profit: why democracy needs the humanities	6
Teacher positioning in educational ICT policies: implications for digital teacher identity development in under-resourced contexts	6
‘Embers, and fragments’: social haunting in youth work, impact measurement and policy networks	6
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
Governing by prototype and proto-practice: topological configurations of future classroom labs	5
Keywords in education policy research: a conceptual toolbox	5
Policy implications of collective agency for inclusion: evidence from the Welsh context	5
Illusionary, silencing and civilising – (un)democratic practices in school governance	5
STEM, social mobility and equality: avenues for widening access	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
What is governance? Projects, objects and analytics in education	4
Governing teachers’ subjectivity in neoliberal times: the fabrication of the bonsai teacher	4
Resisting regulation: revealing orders of worth behind the debate over private education regulation in Peru	4
Cutting the Gordian knot of the education ‘crisis’ with teacher testing. A blunt instrument that crushes marginalised pre-service teachers	4
(Re-)framing the teaching profession by reforming teacher education and careers in Chile	4
The policy simulacrum: text, discourse and the hyperreal	4
Crisis policy enactment: primary school leaders’ responses to the Covid-19 pandemic in England	4
The ‘performative’ university: theoretical and personal reflections	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