OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Educational Change 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 2021-07-01 to 2025-07-01.)

Article	Citations
Co-creation and decision-making with students about teaching and learning: a systematic literature review	50
How are we measuring domains that influence teacher readiness for change? A scoping review of existing instruments in non-tertiary settings	30
External facilitators’ practical work for school improvement: de-professionalising or developing improvement capacity?	22
Layering and institutional change: framework plan revision in Norwegian early childhood education and care	22
Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era	19
The ebbs and flows of equity work amongst organizational shocks and crises	18
Educators, epistemic reflexivity and post-truth conditions	18
Promoting student voice by involving vocational education students and staff in citizenship education development: a participatory action research study	17
Early career teachers’ beliefs and management of work intensification in Norway and Spain	16
Teachers’ perceived opportunity to contribute to school culture transformation	15
Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning	14
Resituating place within learning in schools as COVID-19 response	13
An interrogation of the “learning gaps” discourse: Insights from Korean teachers in Confucian-influenced education	13
Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems	11
“Are we making a quilt, with lots of ill-fitting cloths in here?”: Teachers’ internal conversations on curriculum making	10
A mixed methods study of education researchers’ knowledge mobilization approaches	10
Education systems change: cultural beliefs and practices that support and inhibit deep learning in Vietnam	9
Weaving and stacking: How school districts craft coherence towards continuous improvement	9
“I knew it was a problem before, but did I really?”: Engaging teachers in data use for equity	9
From accountability to shared responsibility: A case study of a multi-layered educational change initiative	8
Team emotion matters: exploring teacher collaboration dynamics over time	7
Getting in, getting rooted, and spread: An actor network analysis of the spread of an educational innovation in Finland and the United States	7
Coach and teacher alignment in the context of educational change	6
How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators	6
Coaching for equity-oriented continuous improvement: Facilitating change	6

Examining boundaries in a large-scale educational research-practice partnership	6
"It has to do with timing and context”: Theoretical models as tools in formative interventions in research-practice partnerships	6
Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership	6
Large-scale school improvement: results of and conditions for systemic changes within coupled school systems	5
Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts	5
School improvement at the next level of work: the struggle for collective agency in a school facing adversity	5
Spiriting urban educational justice: The leadership of African American mothers organizing for school equity and local control	5
From language of enemy to language of opportunity: Understanding teacher resistance to curriculum change in English language teaching and learning in Kyrgyzstan	5
Bridging gaps: a systematic literature review of brokerage in educational change	4
The times they are a-changin’:Teaching and learning beyond COVID-19	4
Viewing the transition to innovative learning environments through the lens of the burke-litwin model for organizational performance and change	4
Lightening the academic burden on Chinese children: A discourse analysis of recent education policies	4
Culturally responsive-sustaining education and student engagement: a call to integrate two fields for educational change	4
Owning educational change in Korean schools: three driving forces behind sustainable change	4
Theorising post-truth in the COVID era	4
We will now resume our regular programming	4
How can we understand and stimulate evidence-informed educational change? A scoping review from a systems perspective	4
Professional learning in global networks: Lessons from ARC	3
Reframing teacher professionalism in the era of postneoliberalism: the paradox of South Korean education reform	3
Beliefs, perception, and change: A study of ego network influence on first-year teachers	3
Pioneer teachers: How far can individual teachers achieve agency within curriculum development?	3
“Stuck in this wheel”: The use of design thinking for change in educational organizations	3
Educators learning through struggle: Political education in social justice caucuses	3
Collaboration and support between Chilean schools from an egonet mixed-method approach	3
Challenges in sustaining professional learning communities focused on equity	3