OOIR: Observatory of International Research

Papers

(The median citation count of School Effectiveness and School Improvement is 3. 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 2022-05-01 to 2026-05-01.)

Article	Citations
Critical examination of the measurement quality of student outcomes: a systematic review	27
Teachers’ perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection	19
Navigating tensions in processes of school improvement: strategic versus defensive responses among teachers and leaders	17
Effects of after-school program participation on students’ noncognitive development in China: an empirical study of a Wuhan sample under the “Double Reduction” policy	16
How to conceptualize teaching quality in the future: some confirming, some complementary, and some critical remarks, and some of them hopefully helpful	15
A focus on students’ and teachers’ learning through strategic human resource management	13
Capturing quality. Educational quality in secondary analyses of international large-scale assessments: a systematic review	12
Grade Retention Across Borders: A Cross-Country Analysis of the Role of Schools	11
Rethinking teaching-quality research: a reflection on the role of core working assumptions and possible pathways for future research	10
How does leadership affect teacher collaboration? Evidence from teachers in US schools	10
Teachers can differentiate between standards-based leadership skills in principal evaluation surveys: a multilevel analysis	10
Breaking out of silos: using classroom videos for cross-disciplinary and cross-methodological examinations of teaching qualities	9
Teacher Expectations and their Need Support and Thwarting: An SDT Perspective on Ethnic and Socioeconomic Inequality in Education	9
Advancing the field of educational effectiveness and equity	9
High-quality teachers in low-quality schools: understanding the variation in teaching quality in low-achieving Chilean schools	9
Conceptualizing teaching quality: problems, prospects, and a proposal for moving forward	8
Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes	8
The effect of school leaders’ feedback on teaching quality perceived by students – results of an intervention study	8
The strengths and limitations of using quantitative data to inform school inspections	8
Sustaining school improvement initiatives: advice from educational leaders	7
Measuring social marginalisation: using SEM to uncover essential social factors underlying social marginalisation in public schools	7
Promoting school belonging for immigrant students: the interplay of inclusive school climate and multicultural education	7
Hybrid frameworks to capture teaching quality in secondary classrooms: the case of the TEDS-Instruct observation system	7
School leadership and students’ decisions about further education: exploring the roles of goal setting and school socioeconomic composition	7
Understanding networking’s facilitation mechanisms for school turnaround in eastern and western China	6

The school matters: Hong Kong secondary schools’ grade-retention composition, students’ educational performance, and educational inequality	6
A comparison of persistence assumptions for estimating teacher effects	6
Against the odds: predictors of academic success and excellence in majority-minority schools	6
The overwhelming importance of prior achievement when assessing school effects: evidence from the Australian national assessments	5
From improvement to relationship management: a case study of data artifact creation and use in a school improvement network	5
A best-evidence meta-analysis of the effects of digital monitoring tools for teachers on student achievement	5
Academically resilient students: searching for differential teacher effects in mathematics	4
Quality of teaching at secondary schools in Nicaragua, South Korea, and the Netherlands	4
Are we doing okay? Making the case for critically examining small and inconsistent effects in research on teaching quality	4
Beyond the silver bullet: unveiling multiple pathways to school turnaround	3
Reconsidering the measurement of teaching quality using a lens model: measurement dilemmas and trade-offs	3
Principal self-efficacy and school climate as antecedents of collective teacher efficacy	3
When you are not alone: school composition by family structure and students’ academic achievements in South Korea	3
The value of assessing the generic teaching quality of Norwegian secondary education lessons: International Comparative Analysis of Learning and Teaching as a measure of effective teaching behavior	3
The stimulation of school improvement processes: the orientation of development perspectives	3
Stability and consistency of school effects: evidence from senior high schools in China	3
A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools	3
Exploring school-wide positive behavior interventions and supports Tier 2 and Tier 3 practices in California	3
An empirical study on the effectiveness of collaborative school implementation in central China: a value-added approach	3
Editorial	3
Inequalities in learning loss during the COVID-19 pandemic in Chile: the significance of school effectiveness	3