OOIR: Observatory of International Research

Papers

(The TQCC of Cambridge Journal 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 2020-09-01 to 2024-09-01.)

Article	Citations
Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019	53
The relationship between emotional intelligence and leadership in school leaders: a systematic review	48
Incivility: the new type of bullying in higher education	36
Is race still relevant? Student perceptions and experiences of racism in higher education	28
Data, performativity and the erosion of trust in teachers	18
Conceptions of assessment in pre-service teachers’ narratives of students’ failure	18
‘I just want to feel like I’m part of everyone else’: how schools unintentionally contribute to the isolation of students who identify as LGBT+	17
Child participatory research methods: exploring grade 6 pupils’ experiences of private tutoring in Kazakhstan	16
‘Cosmopolitan start-up’ capital: mobility and school choices of global middle class parents	14
Classroom instruction and practices that reach all learners	13
Finding and using students’ funds of knowledge and identity in superdiverse primary schools: a collaborative action research project	13
Teachers’ concepts of good citizenship and associations with their teaching styles	12
Teaching on insecure foundations? Pre-service teachers in England’s perceptions of the wider curriculum subjects in primary schools	12
Initial English language teacher education: the effects of a module on teacher research	11
Different fiction genres take children’s memories to different places	11
Exploring the associations between student participation, wellbeing and recognition at school	9
A systematic review and metasynthesis of qualitative research into teachers’ authenticity	9
Silent or silenced? Minority ethnic students and the battle against racism	9
Finding a way through the fog: school staff experiences of the Covid-19 pandemic	8
Diversity, difference, equity: how student differences are socially constructed in Singapore	8
Mental health, identity and informal education opportunities for adolescents with experience of living in state care: a role for digital storytelling	8
The relational features of evidence use	8
Can ranking contribute to the quality assurance of higher education? An examination of the Chinese Disciplinary Ranking	8
Learning to Live Together Harmoniously: a conceptual framework	8
Decentring the ‘resilient teacher’: exploring interactions between individuals and their social ecologies	7

Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice	7
Improving students’ academic performance and reducing conflicts through family involvement in primary school learning activities: a Mexican case study	7
Love, care, and solidarity: understanding the emotional and affective labour of school leadership	7
Does attending academically selective schools increase higher education participation rates?	6
Identifying teachers’ strengths to face COVID-19: narratives from across the globe	6
Democratic citizenship, critical literacy and educational policy in England: a conceptual paradox?	6
Ethics, values and Values Based Practice in educational psychology	6
From practicum to the second year of teaching: examining novice teacher identity reconstruction	5
Young girls’ experiences of ‘good’ food imperatives in a working class school community: rethinking food desire?	5
Dongshias reflexive habitus to understand Chinese rural students’ academic success	5
Managing cognitive dissonance in art teacher education	5
Secondary school students’ experiences of presence in daily classroom practice	5
But who are all these journal articles for? Writing, reading and our unhandsome condition	5
A review of the English school meal: ‘progress or a recipe for disaster’?	5
Conceptualisations and implications of ‘newness’ in education outside the classroom	5