OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Educational Change is 2. 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
Layering and institutional change: framework plan revision in Norwegian early childhood education and care	40
External facilitators’ practical work for school improvement: de-professionalising or developing improvement capacity?	35
Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era	34
How are we measuring domains that influence teacher readiness for change? A scoping review of existing instruments in non-tertiary settings	32
Co-creation and decision-making with students about teaching and learning: a systematic literature review	24
Educators, epistemic reflexivity and post-truth conditions	23
The ebbs and flows of equity work amongst organizational shocks and crises	21
Early career teachers’ beliefs and management of work intensification in Norway and Spain	20
Pre-service teachers’ perceived agency in developing family–school cooperation for language learning	14
Promoting student voice by involving vocational education students and staff in citizenship education development: a participatory action research study	14
An interrogation of the “learning gaps” discourse: Insights from Korean teachers in Confucian-influenced education	13
Teachers’ perceived opportunity to contribute to school culture transformation	12
Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning	12
Correction: Educational networks as catalysts for cultural change: a tale of two systems	10
A mixed methods study of education researchers’ knowledge mobilization approaches	10
Resituating place within learning in schools as COVID-19 response	10
Weaving and stacking: How school districts craft coherence towards continuous improvement	9
Education systems change: cultural beliefs and practices that support and inhibit deep learning in Vietnam	9
“I knew it was a problem before, but did I really?”: Engaging teachers in data use for equity	9
"It has to do with timing and context”: Theoretical models as tools in formative interventions in research-practice partnerships	7
Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems	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	7
Collective agency in instructional leadership teams: tracing development at the next level of work	7
Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership	7

Coaching for equity-oriented continuous improvement: Facilitating change	6
Examining boundaries in a large-scale educational research-practice partnership	6
Exploring epistemic fluency and professional learning in multi-stakeholder collaboration	5
How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators	5
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
The times they are a-changin’:Teaching and learning beyond COVID-19	5
School improvement at the next level of work: the struggle for collective agency in a school facing adversity	5
Correction: Pre-service teachers’ perceived agency in developing family–school cooperation for language learning	5
Bridging gaps: a systematic literature review of brokerage in educational change	4
Understanding teacher voice at schools in China: definition and narrative Inquiry	4
Driving educational improvement through transformative agency by double stimulation in a high school change laboratory	4
Teachers as bricoleurs: Adopting and adapting EdTech for agency and innovation	4
How can we understand and stimulate evidence-informed educational change? A scoping review from a systems perspective	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
Beliefs, perception, and change: A study of ego network influence on first-year teachers	3
Reframing teacher professionalism in the era of postneoliberalism: the paradox of South Korean education reform	3
Collaboration and support between Chilean schools from an egonet mixed-method approach	3
How can we develop teachers’ innovative capacity to drive complex educational change? A scoping review	3
Challenges in sustaining professional learning communities focused on equity	3
Professional learning in global networks: Lessons from ARC	3
The limits of free speech: the intersection of first amendment rights and justice-centered school leadership	2
Correction to: Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership	2
What do we know about interventions to improve educator wellbeing? A systematic literature review	2
Leading Complex Educational Change Via National Participative Reforms? A Case of Finnish Core Curriculum Reform Leadership	2
Valuing COVID-19 as an opportunity to understand teacher agency	2
Actors’ involvement during collective sensemaking of educational change: a review study from a systems lens	2
Networked professional learning communities for multilingual family engagement	2
Data use in language schools: The case of EFL teachers’ data-driven decision making	2
Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan	2
Can Korea have academic achievement plus well-being? The case of Hyukshin schools	2
“Stuck in this wheel”: The use of design thinking for change in educational organizations	2
An ecological perspective on language teacher agency in educational reform	2