Oxford Review of Education

Papers
(The H4-Index of Oxford Review of Education is 15. 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 2022-01-01 to 2026-01-01.)
ArticleCitations
Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’74
Using GIS to analyse early years provision in Northern Ireland – adding another year of segregated education?53
Voices from the classroom: perceptions and obstacles in Indonesian curriculum reform43
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 England41
Knowledge infrastructure crisis: digital democratic deficits and alternative designs for education36
Framing teachers’ curriculum work in the Australian print media: the ‘lesson lottery’, workload, and the evolving role of public policy think tanks34
Senior-secondary vocational tracking and socio-economic inequality in student educational performance: evidence from the Taiwan Education Panel Survey29
What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development27
Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play24
What do we know about teacher education for difficult topics? A systematic review23
Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil22
Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective21
Promoting politically contested change by invisible education policies: the case of ultra-Orthodox public schools in Israel21
Pupil voice as a method in education research: thinking the ‘in-between’17
Emerging horizons for social justice in assessment: can assessment move beyond competence, competition, content and control?16
Participant reflexivity and the complexity inherent to navigating ethical quandaries15
Do teachers read against the text? Studying the prevalence of critical literature pedagogy through a vignette15
Competing interests of stakeholders in a policy-driven test: a sociological analysis15
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