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 2020-03-01 to 2024-03-01.)

Article	Citations
The changes we need: Education post COVID-19	161
Identifying predictors of retention and professional wellbeing of the early childhood education workforce in a time of change	41
Professional learning networks: From teacher learning to school improvement?	32
Making sense of teacher agency for change with social and epistemic network analysis	21
Models of regulation, education policies, and changes in the education system: a long-term analysis of the Chilean case	18
Youth purpose, meaning in life, social support and life satisfaction among adolescents in Singapore and Israel	18
Leading new, deeper forms of collaborative cultures: Questions and pathways	15
Rejuvenating experienced teachers through Quality Teaching Rounds professional development	15
Continuity and change in educators’ professional learning networks	14
School principals’ skills and teacher absenteeism during Israeli educational reform: Exploring the mediating role of participation in decision-making, trust and job satisfaction	14
Understanding teacher entrepreneurial behavior in schools: Conceptualization and empirical investigation	14
Learning within sustainable educational innovation: An analysis of teachers’ perceptions and leadership practice	13
Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms	12
Back to the future? Reflections on three phases of education policy reform in Wales and their implications for teachers	12
A proposed framework for understanding educational change and transfer: Insights from Singapore teachers’ perceptions of differentiated instruction	12
Large-scale assessments and their effects: The case of mid-stakes tests in Ontario	11
Structural barriers to inclusive education for children with special educational needs and disabilities in China	10
Defining spaces: resource centres, collaboration, and inclusion in Kazakhstan	9
How can education systems improve? A systematic literature review	8
Teacher attributions of workload increase in public sector schools: Reflections on change and policy development	8
Exploring the possibilities and limits to transfer and learning: Examining a teacher leadership initiative using the theory of action framework	8
Creating capacity for learning: Are we there yet?	7
Local education authority’s quality management within a coupled school system: Strategies, actions, and tensions	7
How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives	7
From lost identity to identity grafting: The second generation migrant workers in Beijing	7

Is more autonomy better? How school actors perceive school autonomy and effectiveness in context	7
Educational leaders’ problem-solving for educational improvement: Belief validity testing in conversations	6
Shifting the focus of research on effective professional development: Insights from a case study of implementation	6
A proposed model for teachers’ perceptions of national and moral education: A national identity building curriculum in post-colonial Hong Kong	6
Community schools: bridging educational change through partnerships	5
Pioneer teachers: How far can individual teachers achieve agency within curriculum development?	5
Rethinking teacher evaluation using human, social, and material capital	5
Soliciting, vetting, monitoring, and evaluating: A study of state education agencies’ use of external providers for school improvement efforts	5
Thinking with ‘lexical’ features to reconceptualize the ‘grammar’ of schooling: Shifting the focus from school to society	5
Owning educational change in Korean schools: three driving forces behind sustainable change	5
Enacting autonomy reform in schools: The re-shaping of roles and relationships under Local Schools, Local Decisions	5
Inside school turnaround: What drives success?	5
Tearing down the invisible walls: Designing, implementing, and theorizing psychologically safer co-teaching for inclusion	4
Innovating teaching and instruction in turbulent times: The dynamics of principals’ exploration and exploitation activities	4
Lightening the academic burden on Chinese children: A discourse analysis of recent education policies	4
Middle leaders translating knowledge about improvement: Making change in the school and preschool organisation	4
Educators learning through struggle: Political education in social justice caucuses	4
Changes in teachers’ professional behavior through conducting teacher research	4
Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning	4
Unpacking the support practices of educational advisors: Congruency, loyalty, legitimacy, and urgency	4
Enriching educational accountabilities through collaborative public conversations: Conceptual and methodological insights from the Learning Commission approach	4
Timor-Leste education: supporting sustainable system-wide reform and school leader capacity-building through collaborative foreign aid	4
Sense-making of autonomy and control: Comparing school leaders in public and independent schools in a Swedish case	4
Addressing inequity and underachievement: Intervening to improve middle leaders’problem-solving conversations	4
A theory of action account of an across-school collaboration policy in practice	4
Teachers’ perceptions of autonomy in the tensions between a subject focus and a cross-curricular school profile: A case study of a Finnish upper secondary school	4
Teachers' perceptions of collaboration within an evolving teacher evaluation context	4
Systemically oriented leadership: Leading multi-school organisations in England	4
Identity of China’s modern academic system: A Chinese–Western interaction perspective	4
The times they are a-changin’:Teaching and learning beyond COVID-19	4
Changes in the identity of the teaching profession: A study of a teacher union in Sweden from 1990 to 2017	4
Expansive learning in a change laboratory intervention for teachers	3
What do we know about interventions to improve educator wellbeing? A systematic literature review	3
Beyond deliberation—radical reflexivity, contemplative practices and teacher change	3
Co-creation and decision-making with students about teaching and learning: a systematic literature review	3
“A lot of states were doing it”: The development of Michigan’s Read by Grade Three Law	3
Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan	3
Exploring causal relationships qualitatively: An empirical illustration of how causal relationships become visible across episodes and contexts	3
Integrating positive financial attitudes to nurture students’ identity as informed financial decision-makers in high power distance Chinese contexts	3
Viewing the transition to innovative learning environments through the lens of the burke-litwin model for organizational performance and change	3
Developing organizational knowledge in schools: The role of theory and theorizing in collective capacity building	3
Vectors of educational change: An introduction to the twentieth anniversary issue of the Journal of Educational Change	3