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 2021-05-01 to 2025-05-01.)

Article	Citations
How are we measuring domains that influence teacher readiness for change? A scoping review of existing instruments in non-tertiary settings	46
Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era	29
Co-creation and decision-making with students about teaching and learning: a systematic literature review	20
Layering and institutional change: framework plan revision in Norwegian early childhood education and care	20
The ebbs and flows of equity work amongst organizational shocks and crises	19
External facilitators’ practical work for school improvement: de-professionalising or developing improvement capacity?	19
Early career teachers’ beliefs and management of work intensification in Norway and Spain	17
Educators, epistemic reflexivity and post-truth conditions	17
Promoting student voice by involving vocational education students and staff in citizenship education development: a participatory action research study	14
Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning	13
An interrogation of the “learning gaps” discourse: Insights from Korean teachers in Confucian-influenced education	12
Teachers’ perceived opportunity to contribute to school culture transformation	12
Resituating place within learning in schools as COVID-19 response	11
Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems	10
Education systems change: cultural beliefs and practices that support and inhibit deep learning in Vietnam	10
A mixed methods study of education researchers’ knowledge mobilization approaches	10
“Are we making a quilt, with lots of ill-fitting cloths in here?”: Teachers’ internal conversations on curriculum making	10
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
"It has to do with timing and context”: Theoretical models as tools in formative interventions in research-practice partnerships	7
Teachers' perceptions of collaboration within an evolving teacher evaluation context	6
Examining boundaries in a large-scale educational research-practice partnership	6

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