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 2022-08-01 to 2026-08-01.)

Article	Citations
Using GIS to analyse early years provision in Northern Ireland – adding another year of segregated education?	70
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	65
Senior-secondary vocational tracking and socio-economic inequality in student educational performance: evidence from the Taiwan Education Panel Survey	37
Building communities of hope is the central task of climate educators in the 21st century	35
What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development	29
Rethinking education and training for the climate: individuals, systems, narrative skills and economic transformation	27
Voices from the classroom: perceptions and obstacles in Indonesian curriculum reform	23
Knowledge infrastructure crisis: digital democratic deficits and alternative designs for education	19
Framing teachers’ curriculum work in the Australian print media: the ‘lesson lottery’, workload, and the evolving role of public policy think tanks	19
Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’	19
Climate change litigation as a tool for climate change education	16
Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play	16
What do we know about teacher education for difficult topics? A systematic review	15
Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil	14
Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective	14
Promoting politically contested change by invisible education policies: the case of ultra-Orthodox public schools in Israel	13
Pupil voice as a method in education research: thinking the ‘in-between’	13
Reconceptualising early childhood education in Nigeria: a praxis for policy and research	12
Writing and the walls: new materialist assemblages as pedagogy in English	12
Do teachers read against the text? Studying the prevalence of critical literature pedagogy through a vignette	11
Exploring Galápagos children’s place attachment, local ecological knowledge, and pro-environmental behaviour	11
Emerging horizons for social justice in assessment: can assessment move beyond competence, competition, content and control?	11
Competing interests of stakeholders in a policy-driven test: a sociological analysis	10
Staffing rural and remote school communities: right fit – right school, right teacher, right community	10
Participant reflexivity and the complexity inherent to navigating ethical quandaries	10

The moral grounding of changing educational assessment and accountability: a theoretically informed analysis of moral assemblages in Denmark	9
Children’s early care experiences and their educational attainment: a population data-linkage study in Wales	9
Steering the ‘client’-oriented schooling ship: a moral-ecological assessment framework to preserve professional integrity	9
Failing at the basics: disabled university students’ views on enhancing classroom inclusion	9
The emerging intersection: the role of architecture in promoting inclusive education	8
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	8
Formal school exclusions over the educational lifecourse in Wales	8
The political economy of school exclusion in Northern Ireland: the intersection of perspectives from mainstream education, alternative provision and an official education body	7
The impact of part-time community education on the academic achievement of minoritised pupils: evidence from Flanders	7
Student diversity, university rankings and the positioning of Russell Group universities	6
The education and labour market outcomes of England’s gifted and talented children	6
Testing for sequential bias in school inspections	6
Pedagogy of the possessed: teaching, certainty and wonder in Fyodor Dostoevsky’s Demons	6
Game-based learning as a pedagogical tool towards climate change learning and participation	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
Privacy, power, and relationship: ethics and the home-school partnership	5
Scaling up early language intervention in educational settings: First steps matter	5
Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention	5
Understanding ‘knowledge-rich curriculum’ and ‘powerful knowledge’ in England’s Curriculum and Assessment Review: a case for educational and curriculum thinking	5
Complicated shadows: a discussion of positionality within educational research	5
Tensions between decolonisation and social justice in education: seeking pathways beyond incommensurability	5
Agenda-setting for education reform: the case of the Vision Statement for the Future of Scottish Education	5
Shifting power relations in innovative learning environments: implications for initial teacher education and practicum	5
The core content framework and the ‘new science’ of educational research	5
The power of stories: oral storytelling, schooling and onto-epistemologies in rural Malawi	5
Serving their communities? The under-admission of children with disabilities and ‘special educational needs’ to ‘faith’ primary schools in England	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
Student performance following the conversion of single-sex schools to co-education: evidence from Colombia	4
Experiential learning of decolonial participatory design based on the Indigenous context of the Colombian Amazon	4
Enduring it all to protect Black students: Black educators’ experiences with racial battle fatigue and burn out	4
Student intersectional sociodemographic and school variation in GCSE final grades in England following Covid-19 examination cancellations	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
Perceptions of key education actors towards PISA: the case of Scotland	4
School exclusion policies across the UK: convergence and divergence	4