Oxford Review of Education

Papers
(The H4-Index of Oxford Review of Education is 16. 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.)
ArticleCitations
Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’88
Using GIS to analyse early years provision in Northern Ireland – adding another year of segregated education?62
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 England57
Framing teachers’ curriculum work in the Australian print media: the ‘lesson lottery’, workload, and the evolving role of public policy think tanks55
Senior-secondary vocational tracking and socio-economic inequality in student educational performance: evidence from the Taiwan Education Panel Survey45
Rethinking education and training for the climate: individuals, systems, narrative skills and economic transformation43
Knowledge infrastructure crisis: digital democratic deficits and alternative designs for education33
Voices from the classroom: perceptions and obstacles in Indonesian curriculum reform31
Building communities of hope is the central task of climate educators in the 21st century29
What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development27
What do we know about teacher education for difficult topics? A systematic review25
Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play24
Climate change litigation as a tool for climate change education23
Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil21
Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective18
Pupil voice as a method in education research: thinking the ‘in-between’17
Participant reflexivity and the complexity inherent to navigating ethical quandaries16
Promoting politically contested change by invisible education policies: the case of ultra-Orthodox public schools in Israel16
Reconceptualising early childhood education in Nigeria: a praxis for policy and research16
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