OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Professional Capital and Community 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 2020-04-01 to 2024-04-01.)

Article	Citations
COVID-19 – school leadership in crisis?	148
Beyond COVID-19 supernova. Is another education coming?	129
School leadership during a pandemic: navigating tensions	96
Professional capital after the pandemic: revisiting and revising classic understandings of teachers' work	79
The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice	74
Principal professionalism in the time of COVID-19	56
Will the pandemic change schools?	50
Pracademics in the pandemic: pedagogies and professionalism	32
Rethinking professional collaboration and agency in a post-pandemic era	30
Building blocks of instructor professional development for innovative ICT use during a pandemic	27
Learning in the time of COVID-19: capitalizing on the opportunity presented by the pandemic	17
Education during the pandemic: the case of Kuwait	16
A capital idea: exploring the relationship between human and social capital and student achievement in schools	14
Defining and exploring pracademia: identity, community, and engagement	13
A research model to study research-practice partnerships in education	13
An exploratory study of teacher buoyancy	12
Considerations for school leaders serving US immigrant communities in the global pandemic	9
At the boundaries: school networks in divided societies	9
Building back better education systems: equity and COVID-19	8
Teaching in the pandemic: reconceptualizing Chilean educators' professionalism now and for the future	8
Mindfulness and study engagement: mediating role of psychological capital and intrinsic motivation	8
Pracademia: an answer but not the answer to an enduring question	8
Crisis and opportunity in teacher preparation in the pandemic: exploring the “adjacent possible”	7
Exploring the potential of collaborative teaching nested within professional learning networks	7
COVID-19 is killing education budgets: are educational public-private partnerships an answer?	7

Supporting teacher candidates to become collaborative teaching professionals: developing professional capital through a collaborative inquiry-based community of practice	6
SPARK-ing innovation: a model for elementary classrooms as COVID-19 unfolds	5
A professional development practice to enhance principals' instructional leadership – enabling and constraining arrangements	5
Is distributed leadership an effective approach for mobilising professional capital across professional learning networks? Exploring a case from England	5
The travel of ideas: the dual structure of mobilized knowledge in the context of professional learning networks	5
Exchange quality in teacher leadership ties: examining relational quality using social network and leader-member exchange theories	5
Exploring perceptions of pracademics in an Arab context	4
Education focused pracademics on twitter: building democratic fora	4
Field building through strategic bricolage: system leadership and the institutionalizing role of intermediary organizations	4
Dwelling in liminal spaces: twin moments of the same reality	4
The conditions of opportunity recognition in schools: an investigation of how entrepreneurial teachers discover new educational opportunities	4
Guest editorialPracademia: exploring the possibilities, power and politics of boundary-spanners straddling the worlds of practice and scholarship	4
A network case of knowledge brokering	4
Humanizing practices in online learning communities during pandemics in the USA	4
Context, school principals and professional learning communities in China: the case of educational group schools	3
Effects of WFH on educators' wellbeing: mediating role of institutional head's support and moderating role of employees' self-efficacy at university level	3
Cultivating a global professional learning network through a blended-learning program – Levers and barriers to success	3
Pracademic productive friction: boundary crossing and pressure points	3
Relationships between policy, teachers' values and professional capital in teacher collaboration in hierarchical Chinese societies	3
An overview of quantitative instruments and measures for impact in coproduction	3
Teachers’ perceptions of their schools changing toward professional learning communities	3
Rethinking social mobility in education: looking through the lens of professional capital	2
Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy	2
Caring school leadership, school context and organizational learning: implications for developing professional capital	2
Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective	2
Editorial: Commentary: connected autonomy	2
Riding the tiger: professional capital and the engagement of Israeli kindergarten teachers with parents' WhatsApp groups	2
Teacher disappointment: subjective definitions, factors and consequences	2
Emotional closeness and emotional distance among schoolteachers: the case of Arab teachers who teach in Jewish schools	2
Emotional capital in schools: principals' caring leadership as a moderator of the mediated association between emotional geographies and school climate	2
Beyond sharing knowledge: knowledge brokers’ strategies to build capacity in education systems	2
Educational leaders' coping with loneliness: the unique perspective of school principals and vice-principals	2
Knowledge mobilisation in sub-Saharan Africa: an impact evaluation of CPDL in improving primary school children’s performance	2
Guest editorial	2
Leveraging professional development to build professional capital in international schools in Asia	2