Oxford Review of Education

Papers
(The H4-Index of Oxford Review of Education is 14. 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.)
ArticleCitations
Higher education expansion and the secondary school curriculum in Scotland in the second half of the twentieth century43
Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England42
Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’33
Senior-secondary vocational tracking and socio-economic inequality in student educational performance: evidence from the Taiwan Education Panel Survey27
Using GIS to analyse early years provision in Northern Ireland – adding another year of segregated education?23
What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development20
Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play19
Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective19
Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil18
Promoting politically contested change by invisible education policies: the case of ultra-Orthodox public schools in Israel17
Pupil voice as a method in education research: thinking the ‘in-between’16
Emerging horizons for social justice in assessment: can assessment move beyond competence, competition, content and control?15
Untangling the sociomateriality of the classroom: biographies of school spaces (c. 1960–2014)14
What to learn? Curricular interest among socially vulnerable students14
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