OOIR: Observatory of International Research

Papers

(The TQCC of Oxford Review of Education 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 2021-05-01 to 2025-05-01.)

Article	Citations
Higher education expansion and the secondary school curriculum in Scotland in the second half of the twentieth century	43
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	42
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 Survey	27
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 development	20
Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective	19
Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play	19
Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil	18
Promoting politically contested change by invisible education policies: the case of ultra-Orthodox public schools in Israel	17
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
What to learn? Curricular interest among socially vulnerable students	14
Untangling the sociomateriality of the classroom: biographies of school spaces (c. 1960–2014)	14
Do teachers read against the text? Studying the prevalence of critical literature pedagogy through a vignette	13
Open-plan schooling and everyday utopias: Australia and Denmark in the 1970s	13
Competing interests of stakeholders in a policy-driven test: a sociological analysis	12
Education, truth and subjectivity: Revisiting Kierkegaard	12
The moral grounding of changing educational assessment and accountability: a theoretically informed analysis of moral assemblages in Denmark	10
Failing at the basics: disabled university students’ views on enhancing classroom inclusion	10
The marginalised few: reflections from the lived experiences of forced displaced academics in Turkish academia	9
Steering the ‘client’-oriented schooling ship: a moral-ecological assessment framework to preserve professional integrity	9
Trends in educational stratification during China’s Great Transformation	9
Knowledgeable but not specialist: Virtual School Heads’ experiences of supporting autistic children in care	9
The spaces and places of schooling: historical perspectives	9

Raymond Williams and the new industrial trainers: a critique and a proposal	8
The emerging intersection: the role of architecture in promoting inclusive education	8
Formal school exclusions over the educational lifecourse in Wales	8
Partial, hierarchical and stratified space? Understanding ‘the international’ in studies of international student mobility	7
Colour-evasive racial ideologies underpinning the hidden curriculum of a majority-minority occupational therapy school in London, England: an analysis of minoritised undergraduate students’ experience	7
‘Start-up’ capital: cultivating the elite child in an elite international kindergarten in Shenzhen, China	7
Children, classrooms and challenging behaviour: do the rights of the many outweigh the rights of the few?	7
The political economy of school exclusion in Northern Ireland: the intersection of perspectives from mainstream education, alternative provision and an official education body	7
Student diversity, university rankings and the positioning of Russell Group universities	6
Agenda-setting for education reform: the case of the Vision Statement for the Future of Scottish Education	6
Testing for sequential bias in school inspections	6
Scaling up early language intervention in educational settings: First steps matter	6
Social sustainability in Early Childhood Education and Care through play, responsiveness and inclusion: teachers’ responses to children’s non-verbal initiatives in play	6
Interconnected learning between university and the workplace: a socio-cultural perspective of graduate employability in the UK	6
Shifting power relations in innovative learning environments: implications for initial teacher education and practicum	5
Redefining the meaning of teaching in the era of (post-) performativity: the voices of Singaporean teachers	5
Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention	5
Complicated shadows: a discussion of positionality within educational research	5
The core content framework and the ‘new science’ of educational research	5
Privacy, power, and relationship: ethics and the home-school partnership	5
The power of stories: oral storytelling, schooling and onto-epistemologies in rural Malawi	5
Perceptions of key education actors towards PISA: the case of Scotland	4
The pedagogy of latrines. A kaleidoscopic look at the history of school bathrooms in Argentina, 1880-1930	4
‘Back to the future’: Thinking with Hannah Arendt (1906–1975) and Alec Clegg (1909–1986) on the promise of education	4
Student intersectional sociodemographic and school variation in GCSE final grades in England following Covid-19 examination cancellations	4
School exclusion policies across the UK: convergence and divergence	4
The DECAY of Merton’s scientific norms and the new academic ethos	4
Whose children are they? Using Kymlicka on multiculturalism to evaluate rights and freedom in Christian home education	4
Serving their communities? The under-admission of children with disabilities and ‘special educational needs’ to ‘faith’ primary schools in England	4
Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia	4
Teachers for social justice: exploring the lives and work of teachers committed to social justice in education	4