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 2022-01-01 to 2026-01-01.)

Article	Citations
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 reform	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	41
Knowledge infrastructure crisis: digital democratic deficits and alternative designs for education	36
Framing teachers’ curriculum work in the Australian print media: the ‘lesson lottery’, workload, and the evolving role of public policy think tanks	34
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	24
What do we know about teacher education for difficult topics? A systematic review	23
Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil	22
Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective	21
Promoting politically contested change by invisible education policies: the case of ultra-Orthodox public schools in Israel	21
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 quandaries	15
Do teachers read against the text? Studying the prevalence of critical literature pedagogy through a vignette	15
Competing interests of stakeholders in a policy-driven test: a sociological analysis	15
Staffing rural and remote school communities: right fit – right school, right teacher, right community	13
Writing and the walls: new materialist assemblages as pedagogy in English	13
Reconceptualising early childhood education in Nigeria: a praxis for policy and research	13
The moral grounding of changing educational assessment and accountability: a theoretically informed analysis of moral assemblages in Denmark	12
Knowledgeable but not specialist: Virtual School Heads’ experiences of supporting autistic children in care	12
Failing at the basics: disabled university students’ views on enhancing classroom inclusion	11
Children’s early care experiences and their educational attainment: a population data-linkage study in Wales	10

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	10
Steering the ‘client’-oriented schooling ship: a moral-ecological assessment framework to preserve professional integrity	10
Education, truth and subjectivity: Revisiting Kierkegaard	10
The impact of part-time community education on the academic achievement of minoritised pupils: evidence from Flanders	9
The emerging intersection: the role of architecture in promoting inclusive education	9
Partial, hierarchical and stratified space? Understanding ‘the international’ in studies of international student mobility	9
The political economy of school exclusion in Northern Ireland: the intersection of perspectives from mainstream education, alternative provision and an official education body	8
Testing for sequential bias in school inspections	7
Agenda-setting for education reform: the case of the Vision Statement for the Future of Scottish Education	7
Formal school exclusions over the educational lifecourse in Wales	7
Social sustainability in Early Childhood Education and Care through play, responsiveness and inclusion: teachers’ responses to children’s non-verbal initiatives in play	7
Student diversity, university rankings and the positioning of Russell Group universities	7
Tensions between decolonisation and social justice in education: seeking pathways beyond incommensurability	6
Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention	6
The core content framework and the ‘new science’ of educational research	6
The power of stories: oral storytelling, schooling and onto-epistemologies in rural Malawi	5
Privacy, power, and relationship: ethics and the home-school partnership	5
Experiential learning of decolonial participatory design based on the Indigenous context of the Colombian Amazon	5
Complicated shadows: a discussion of positionality within educational research	5
Serving their communities? The under-admission of children with disabilities and ‘special educational needs’ to ‘faith’ primary schools in England	5
Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia	5
Scaling up early language intervention in educational settings: First steps matter	5
Shifting power relations in innovative learning environments: implications for initial teacher education and practicum	5
Enduring it all to protect Black students: Black educators’ experiences with racial battle fatigue and burn out	5
The DECAY of Merton’s scientific norms and the new academic ethos	4
Perceptions of key education actors towards PISA: the case of Scotland	4
‘Back to the future’: Thinking with Hannah Arendt (1906–1975) and Alec Clegg (1909–1986) on the promise of education	4
Whose children are they? Using Kymlicka on multiculturalism to evaluate rights and freedom in Christian home education	4
School exclusion policies across the UK: convergence and divergence	4
Student intersectional sociodemographic and school variation in GCSE final grades in England following Covid-19 examination cancellations	4
Teachers for social justice: exploring the lives and work of teachers committed to social justice in education	4
Knowledge-making in a crisis: English education during and after Covid-19	4