OOIR: Observatory of International Research

Papers

(The median citation count of Oxford Review of Education is 1. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Rethinking teacher education: The trouble with accountability	42
The quest for better teaching	29
The human labour of school data: exploring the production of digital data in schools	29
What is global higher education?	29
The core content framework and the ‘new science’ of educational research	27
Partial, hierarchical and stratified space? Understanding ‘the international’ in studies of international student mobility	23
Interventions fostering well-being of schoolteachers: a review of research	21
Student at a distance: exploring the potential and prerequisites of using telepresence robots in schools	16
The reform of initial teacher education in Wales: from vision to reality	15
Comparative research on teachers and teacher education: global perspectives to inform UNESCO’s SDG 4 agenda	14
The connections and disconnections between teacher education policy and research: reframing evidence	14
Teacher education research, policy and practice: finding future research directions	13
Vocational education: a poor second choice? A comparison of the labour market outcomes of academic and vocational graduates in China	13
Pedagogical practice and students’ perceptions of fully online flipped instruction during COVID-19	13
Teachers for social justice: exploring the lives and work of teachers committed to social justice in education	12
Research capacity-building in teacher education	12
Children, classrooms and challenging behaviour: do the rights of the many outweigh the rights of the few?	12
British teachers’ declining job quality: evidence from the Skills and Employment Survey	11
Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework	11
Gender stereotyping in mothers’ and teachers’ perceptions of boys’ and girls’ mathematics performance in Ireland	11
From subject choice to career path: Female STEM graduates in the UK labour market	11
Randomised controlled trials and the interventionisation of education	11
Concepts, collaboration, and a company of actors: a Vygotskian model for concept development in the 21st century	10
‘Shi men’ as key doctoral practice: understanding international doctoral students’ learning communities and research culture in China	10
Test anxiety: Is it associated with performance in high-stakes examinations?	10

Has the mental health and wellbeing of teachers in England changed over time? New evidence from three datasets	10
Student voice and the school hierarchy: the disconnect between senior leaders and teachers	9
Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development	9
Missing values: engaging the value of higher education and implications for future measurements	9
What should schools do to promote wonder?	9
International development higher education: Looking from the past, looking to the future	9
“Induction and off you go”: professional development for teachers in transnational education	8
Assessment and learning: an in-depth analysis of change in one school’s assessment culture	8
Exploring dynamic processes within the ecological university: a focus on the adaptive cycle	8
The spirit of research	7
Oral language at school entry: dimensionality of speaking and listening skills	7
Virtue as a response to pandemic and crisis	7
When the ‘mindfulness wars’ enter the classroom: making sense of the critique of school-based mindfulness	7
Can SENCOs do their job in a bubble? The impact of Covid-19 on the ways in which we conceptualise provision for learners with special educational needs	7
The political rhetoric of parity of esteem	7
The marginalised few: reflections from the lived experiences of forced displaced academics in Turkish academia	6
Rethinking the ‘global’ in global higher education studies: From the lens of the Chinese idea oftianxia	6
Trends in educational stratification during China’s Great Transformation	6
Decolonial perspectives on global higher education: Disassembling data infrastructures, reassembling the field	6
Research on international and global higher education: Six different perspectives	6
The micro-politics of the enactment of a school literacy policy	6
Factors influencing academic performance and dropout rates in higher education	5
The role of teachers’ implicit social goals in pedagogical reforms in Tanzania	5
Professional contraction and the growth of teacher confidence. Experiences in the teaching of poetry from the Republic of Ireland and Northern Ireland	5
Theoretical and practical knowledge in social pedagogy: levels and agents of the pedagogical knowledge production	5
Perceived discrimination against Dutch Muslim youths in the school context and its relation with externalising behaviour	5
Knowledge, expertise and policy in the examinations crisis in England	5
Constructing ‘good teaching’ through written lesson observation feedback	5
‘We want to, but we can’t’: pre-service teachers’ experiences of learning to teach primary physical education	5
Track prejudice in Belgian secondary schools: examining the influence of social-psychological and structural school features	5
Redefining student voice: applying the lens of critical pragmatism	5
Embracing diglossia in early literacy education in Arabic: A pilot intervention study with kindergarten children	4
How an educational experiment creates motivating conditions for children to role-play a child-initiated PlayWorld	4
Direct and indirect influences of familial socioeconomic status on students’ science achievement	4
Country houses repurposed as private schools: building on inequality	4
Inequality in skills for learning: do gaps in children’s socio-emotional development widen over time according to family background?	4
Gesturing towards decolonial teaching praxis and unlearning colonial methods: teaching reflections in the struggle to decolonise research methodologies	4
The DECAY of Merton’s scientific norms and the new academic ethos	4
Interconnected learning between university and the workplace: a socio-cultural perspective of graduate employability in the UK	4
A validation study for a short-version scale to assess 21^stcentury skills in flipped EFL classrooms	4
Locked in: understanding the ‘irreversibility’ of powerful private supplementary tutoring markets	4
‘Start-up’ capital: cultivating the elite child in an elite international kindergarten in Shenzhen, China	4
A capability approach to understanding academic and socio-emotional outcomes of students with special educational needs in Ireland	4
Secular teachers in Jewish religious schools: passing, resistance, and freedom of religion	4
Contemporary education and guiding pedagogical principals: the prospects for an embodied and intersubjective interpretation of phenomenology	4
Towards an educational humanities for teacher education: Building the relational, emotional, and ethical bases of teaching practice	3
Open-plan schooling and everyday utopias: Australia and Denmark in the 1970s	3
Good schools or good students? The importance of selectivity for school rankings	3
The educational competence of the European Court of Human Rights: judicial pedagogies of religious symbols in classrooms	3
The state and ‘field’ of comparative higher education	3

Effects of a positive education programme on secondary school students’ mental health and wellbeing; challenges of the school context	3
Inequalities in late adolescents’ educational experiences and wellbeing during the Covid-19 pandemic	3
A critical examination of the educational policy discourse on/for school extra-curricular activities – a Deweyan perspective	3
Redefining the meaning of teaching in the era of (post-) performativity: the voices of Singaporean teachers	3
Youth experiences of co-designing a well-being intervention: reflections, learnings and recommendations	3
The impact of working conditions on the UK’s teaching assistants	3
Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil	3
The influence of socio-demographics and school factors on GCSE attainment: results from the first record linkage data in Northern Ireland	3
What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development	3
‘Closing the gap’: the conditions under which children in care are most likely to catch up in mainstream schools	2
Measuring indicators of Sustainable Development Goal Target 4.2.1: factor structure of a direct assessment tool in four Asian countries	2
Student volunteering in historical perspective: debates and tensions in Israeli higher education	2
‘Teachers are just the ones who learned Dao before students’: exploring influences of culture on pedagogical partnership in Chinese universities	2
Examining Teaching for Mastery as an instance of ‘hyperreal’ cross national policy borrowing	2
Mathematics curriculum waves within vocational education	2
Parity of participation? Primary-school children reflect critically on being successful during schooling	2
Knowledgeable but not specialist: Virtual School Heads’ experiences of supporting autistic children in care	2
Gender differences in students’ perceptions of teacher and peer feedback in mathematics: lessons from Denmark	2
Pedagogies for the future: ethnographic reflections on two Latin American learning journeys	2
Typologising formal school-to-school collaborations—education collectives—in China through the metaphor of Chinese landscape painting	2
Tessellation, shamanism, and being alive to things	2
The power of stories: oral storytelling, schooling and onto-epistemologies in rural Malawi	2
Scaling up early language intervention in educational settings: First steps matter	2
Analysing English year-one mathematics textbooks through the lens of foundational number sense: A cautionary tale for importers of overseas-authored materials	2
Understanding how institutional dynamics can contribute to educational inequality in Nordic cities	2
Who are the children we teach? Considering identities, place and time-space in education	2
Formabiap’s Indigenous educative community, Peru: a biosocial pedagogy	2
A slippery slope: early learning and equity in rural India	2
Social differentiation in career decision-making processes and higher education intentions: the role of family background and school composition in the use of different sources of information	2
Social in/justice and the deficit foundations of oracy	2
Increasing inclusion for ethnic minority students by teaching the British Empire and global history in the English history curriculum	2
Teaching and learning: what matters for intervention	1
Do school preferences differ between mothers and fathers? International evidence from PISA	1
School food, sustainability, and interdependence: learning from Japan’s Shokuiku?	1
Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children	1
Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia	1
Untangling the sociomateriality of the classroom: biographies of school spaces (c. 1960–2014)	1
School climate and resilience promoting characteristics: exploring latent patterns of student perceptions in California	1
Conceptualising small rural school-community relationships within a divided society: people, meanings, practices and spaces	1
The association between social goals and academic variables in school: a systematic review	1
Looping: does keeping the same secondary school mathematics teacher lead to better outcomes?	1
Factors influencing teachers’ grading standards in mathematics	1
The complexity of student-led research: from terminology to practice in a case study of three countries	1
Raymond Williams and the new industrial trainers: a critique and a proposal	1
Participation and responsiveness: children’s rightsinplay from the perspective of play-responsive early childhood education and care and the UNCRC	1
‘Back to the future’: Thinking with Hannah Arendt (1906–1975) and Alec Clegg (1909–1986) on the promise of education	1
Student voice and teacher voice in educational research: a systematic review of 25 years of literature from 1995–2020	1
Interpreting the effectiveness of academic English writing programmes in higher education: A meta-analysis	1
Perceptions and pedagogical considerations in professional development training for integration of an early literacy program in Kenya	1
Teaching on the Other Side: how identity affects the capacity for agency of teachers who have crossed the community divide in the Northern Ireland educational system	1
Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective	1
Higher education expansion and the secondary school curriculum in Scotland in the second half of the twentieth century	1
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 England	1
Anxiety and performance during tests: the roles of coping and updating	1
Indigenous heritage as an educational resource in primary education	1
Failing at the basics: disabled university students’ views on enhancing classroom inclusion	1
The spaces and places of schooling: historical perspectives	1
Insights on student-centred and knowledge-centred teaching: Jewish studies teachers, pedagogy and community	1
The Sisyphean continuum: countering the racial-colonial challenges of Indigenous education	1
Negative capital: a generalised definition and application to educational effectiveness and equity	1
Pedagogy and Indigenous knowing and learning	1
Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play	1
Young people’s literacy, numeracy achievements, and the school-to-work transition: a longitudinal study of regional variation	1
Identifying a research agenda for postgraduate taught education in the UK: lessons from a machine learning facilitated systematic scoping review	1
Standardisation and architectural ideas for school buildings in Soviet Lithuania	1