OOIR: Observatory of International Research

Papers

(The TQCC of European Educational Research Journal is 6. 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
Pandemic Acceleration: Covid-19 and the emergency digitalization of European education	43
From real to virtual mobility: Erasmus students’ transition to online learning amid the COVID-19 crisis	25
The big acceleration in digital education in Italy: The COVID-19 pandemic and the blended-school form	24
Problem solved! How eduprenuers enact a school crisis as business possibilities	23
Home schooling through online teaching in the era of COVID-19: Exploring the role of home-related factors that deepen educational inequalities across European societies	20
Multilingualism: A threat to public education or a resource in public education? – European histories and realities	19
COVID-19 and its effects: On the risk of social inequality through digitalization and the loss of trust in three European education systems	19
School lockdown? Comparative analyses of responses to the COVID-19 pandemic in European countries	18
Editorial: Education in Europe and the COVID-19 Pandemic	18
Troubled schools in troubled times: How COVID-19 affects educational inequalities and what measures can be taken	18
Joy of distance learning? How student self-efficacy and emotions relate to social support and school environment	14
Co-creation and regional adaptation of a resilience-based universal whole-school program in five European regions	14
The voice of inclusion in the midst of neoliberalist noise in the Bologna Process	14
Renegotiating the public good: Responding to the first wave of COVID-19 in England, Germany and Italy	13
Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools	12
Digital teaching as the new normal? Swedish upper secondary teachers’ experiences of emergency remote teaching during the COVID-19 crisis	12
New shadow professionals and infrastructures around the datafied school: Topological thinking as an analytical device	12
Is small beautiful? A scoping review of 21st-century research on small rural schools in Europe	12
The changing value of higher education in England and Portugal: Massification, marketization and public good	12
Interrogating the discourses of ‘teaching excellence’ in higher education	11
Dancing with Covid: Choreographing examinations in pandemic times	11
Global citizenship education: A new ‘moral pedagogy’ for the 21st century?	10
Citizenship-as-competence, what else? Why European citizenship education policy threatens to fall short of its aims	10
Managing expectations by projecting the future school: Observing the Nordic future school reports via temporal topologies	10
The vocational route to higher education in Finland: Students’ backgrounds, choices and study experiences	10

Making work private: Autonomy, intensification and accountability	10
Governing education in times of crisis: State interventions and school accountabilities during the COVID-19 pandemic	10
Policy diffusion and transfer of the Bologna Process in Africa’s national, sub-regional and regional contexts	9
Feeling at home in school: Migrant youths’ narratives on school belonging in Flemish secondary education	9
The paradoxes of practical research: The good intentions of inclusion that exclude and abject	9
Seeds of authoritarian opposition: Far-right education politics in post-war Europe	9
Topologies of desire: Fantasies and their symptoms in educational policy futures	9
Education for a Christian nation: Religion and nationalism in the Hungarian education policy discourse	8
Lecture capture, social topology, and the spatial and temporal arrangements of UK universities	8
The marketisation of education and the democratic deficit	8
All in this together? The reconstitution of policy discourses on teacher collaboration as governance in post-crisis Europe	8
Does pre-schooling contribute to equity in education? Participation in universal pre-school and fourth-grade academic achievement	8
Building trust, resilient regions, and educational narratives: Municipalities dealing with COVID-19 in border regions of Portugal	8
Inclusion/exclusion: Educational closure and social differentiation in world society	8
Auctioning out education: On exogenous privatisation through public procurement	8
Equity lost: Sweden and Finland in the struggle for PISA scores	8
Leading schools during the COVID-19 school closures in Estonia and Finland	7
Teachers in Transition. A Biographical Perspective on Transnational Professionalisation of Internationally Educated Teachers in Germany	7
Externalisation and structural coupling: Applications in comparative policy studies in education	7
Curriculum policy and instructional planning: Teachers’ autonomy across various school contexts	6
Parents for whom school ‘is not that big a deal’. Parental support in home schooling during lockdown in France	6
The politics of educational transitions: Evidence from Catalonia	6
Comparing national identity discourses in history, geography and civic education curricula: The case of France and Ireland	6
Exploring parent and student engagement in school self-evaluation in four European countries	6
The instrumentation of public subsidies for private schools: Different regulatory models with concurrent equity implications	6
Inequities in first education policy responses to the COVID-19 crisis: A comparative analysis in four Central and East European countries	6
What do young adults’ educational experiences tell us about Early School Leaving processes?	6
From self-evident norms to contingent couplings: A systems-theoretical analysis of changes in the relationship between schools and the function systems in Denmark	6
The European Credit Transfer System (ECTS) from the perspective of Irish teacher educators	6