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

Article	Citations
How are we measuring domains that influence teacher readiness for change? A scoping review of existing instruments in non-tertiary settings	36
External facilitators’ practical work for school improvement: de-professionalising or developing improvement capacity?	31
Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era	31
Layering and institutional change: framework plan revision in Norwegian early childhood education and care	31
Co-creation and decision-making with students about teaching and learning: a systematic literature review	28
Educators, epistemic reflexivity and post-truth conditions	23
Early career teachers’ beliefs and management of work intensification in Norway and Spain	20
The ebbs and flows of equity work amongst organizational shocks and crises	20
Promoting student voice by involving vocational education students and staff in citizenship education development: a participatory action research study	20
Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning	18
Teachers’ perceived opportunity to contribute to school culture transformation	18
An interrogation of the “learning gaps” discourse: Insights from Korean teachers in Confucian-influenced education	14
Resituating place within learning in schools as COVID-19 response	12
Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems	12
“Are we making a quilt, with lots of ill-fitting cloths in here?”: Teachers’ internal conversations on curriculum making	11
Education systems change: cultural beliefs and practices that support and inhibit deep learning in Vietnam	9
A mixed methods study of education researchers’ knowledge mobilization approaches	9
Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership	8
“I knew it was a problem before, but did I really?”: Engaging teachers in data use for equity	8
Weaving and stacking: How school districts craft coherence towards continuous improvement	8
Exploring the impact of COVID-19 on the grammar of schools in project-based learning contexts	7
How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators	7
Examining boundaries in a large-scale educational research-practice partnership	7
School improvement at the next level of work: the struggle for collective agency in a school facing adversity	7
Coach and teacher alignment in the context of educational change	7

"It has to do with timing and context”: Theoretical models as tools in formative interventions in research-practice partnerships	7
Coaching for equity-oriented continuous improvement: Facilitating change	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
The times they are a-changin’:Teaching and learning beyond COVID-19	6
Large-scale school improvement: results of and conditions for systemic changes within coupled school systems	6
Theorising post-truth in the COVID era	5
Driving educational improvement through transformative agency by double stimulation in a high school change laboratory	5
Bridging gaps: a systematic literature review of brokerage in educational change	5
Culturally responsive-sustaining education and student engagement: a call to integrate two fields for educational change	4
How can we understand and stimulate evidence-informed educational change? A scoping review from a systems perspective	4
“Stuck in this wheel”: The use of design thinking for change in educational organizations	4
Understanding teacher voice at schools in China: definition and narrative Inquiry	4
Collaboration and support between Chilean schools from an egonet mixed-method approach	4
Lightening the academic burden on Chinese children: A discourse analysis of recent education policies	4
Professional learning in global networks: Lessons from ARC	4
Beliefs, perception, and change: A study of ego network influence on first-year teachers	4
The limits of free speech: the intersection of first amendment rights and justice-centered school leadership	3
Leading Complex Educational Change Via National Participative Reforms? A Case of Finnish Core Curriculum Reform Leadership	3
Actors’ involvement during collective sensemaking of educational change: a review study from a systems lens	3
Reframing teacher professionalism in the era of postneoliberalism: the paradox of South Korean education reform	3
Valuing COVID-19 as an opportunity to understand teacher agency	3
Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan	3
Challenges in sustaining professional learning communities focused on equity	3
Correction to: Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership	3
Can Korea have academic achievement plus well-being? The case of Hyukshin schools	3