OOIR: Observatory of International Research

Papers

(The TQCC of Oxford Review of Education is 5. 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 2021-08-01 to 2025-08-01.)

Article	Citations
Higher education expansion and the secondary school curriculum in Scotland in the second half of the twentieth century	50
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	45
Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’	34
Using GIS to analyse early years provision in Northern Ireland – adding another year of segregated education?	31
Senior-secondary vocational tracking and socio-economic inequality in student educational performance: evidence from the Taiwan Education Panel Survey	29
What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development	27
Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play	25
What do we know about teacher education for difficult topics? A systematic review	24
Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil	20
Promoting politically contested change by invisible education policies: the case of ultra-Orthodox public schools in Israel	18
Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective	17
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
Open-plan schooling and everyday utopias: Australia and Denmark in the 1970s	15
Competing interests of stakeholders in a policy-driven test: a sociological analysis	15
Do teachers read against the text? Studying the prevalence of critical literature pedagogy through a vignette	15
Participant reflexivity and the complexity inherent to navigating ethical quandaries	14
The moral grounding of changing educational assessment and accountability: a theoretically informed analysis of moral assemblages in Denmark	12
Untangling the sociomateriality of the classroom: biographies of school spaces (c. 1960–2014)	12
Failing at the basics: disabled university students’ views on enhancing classroom inclusion	12
Knowledgeable but not specialist: Virtual School Heads’ experiences of supporting autistic children in care	11
The spaces and places of schooling: historical perspectives	11
Steering the ‘client’-oriented schooling ship: a moral-ecological assessment framework to preserve professional integrity	11
Trends in educational stratification during China’s Great Transformation	10
Raymond Williams and the new industrial trainers: a critique and a proposal	10

Education, truth and subjectivity: Revisiting Kierkegaard	10
The political economy of school exclusion in Northern Ireland: the intersection of perspectives from mainstream education, alternative provision and an official education body	10
The marginalised few: reflections from the lived experiences of forced displaced academics in Turkish academia	10
Formal school exclusions over the educational lifecourse in Wales	10
The emerging intersection: the role of architecture in promoting inclusive education	9
‘Start-up’ capital: cultivating the elite child in an elite international kindergarten in Shenzhen, China	9
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	9
Agenda-setting for education reform: the case of the Vision Statement for the Future of Scottish Education	8
Social sustainability in Early Childhood Education and Care through play, responsiveness and inclusion: teachers’ responses to children’s non-verbal initiatives in play	8
Student diversity, university rankings and the positioning of Russell Group universities	8
Partial, hierarchical and stratified space? Understanding ‘the international’ in studies of international student mobility	8
Testing for sequential bias in school inspections	8
Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention	7
Scaling up early language intervention in educational settings: First steps matter	7
The power of stories: oral storytelling, schooling and onto-epistemologies in rural Malawi	6
Complicated shadows: a discussion of positionality within educational research	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	6
Redefining the meaning of teaching in the era of (post-) performativity: the voices of Singaporean teachers	6
Tensions between decolonisation and social justice in education: seeking pathways beyond incommensurability	6
The core content framework and the ‘new science’ of educational research	6
Privacy, power, and relationship: ethics and the home-school partnership	5
Perceptions of key education actors towards PISA: the case of Scotland	5
The pedagogy of latrines. A kaleidoscopic look at the history of school bathrooms in Argentina, 1880-1930	5
Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia	5
Student intersectional sociodemographic and school variation in GCSE final grades in England following Covid-19 examination cancellations	5
Whose children are they? Using Kymlicka on multiculturalism to evaluate rights and freedom in Christian home education	5
The DECAY of Merton’s scientific norms and the new academic ethos	5
Serving their communities? The under-admission of children with disabilities and ‘special educational needs’ to ‘faith’ primary schools in England	5
‘Back to the future’: Thinking with Hannah Arendt (1906–1975) and Alec Clegg (1909–1986) on the promise of education	5
Teachers for social justice: exploring the lives and work of teachers committed to social justice in education	5
School exclusion policies across the UK: convergence and divergence	5