Educational Review

Papers
(The H4-Index of Educational Review is 14. 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 2020-05-01 to 2024-05-01.)
ArticleCitations
Sustainability of the Spanish university system during the pandemic caused by COVID-1949
Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity45
A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-1944
Supporting transgender students in schools: beyond an individualist approach to trans inclusion in the education system42
Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-1939
Emerging trends in telecollaboration and virtual exchange: a bibliometric study29
Being “international” differently: a comparative study of transnational approaches to international schooling in China24
Student support as social network: exploring non-traditional student experiences of academic and wellbeing support during the Covid-19 pandemic23
The crypto-growth of “International Schooling”: emergent issues and implications22
Equitable teaching for cultural and linguistic diversity: exploring the possibilities for engaged pedagogy in post-COVID-19 higher education21
Towards a social and epistemic justice approach for exploring the injustices of English as a Medium of Instruction in basic education19
Girls, mental health and academic achievement: a qualitative systematic review17
Digital stories for transition: co-constructing an evidence base in the early years with autistic children, families and practitioners15
The influx of International Baccalaureate (IB) programmes into local education systems in Hong Kong, Singapore, and South Korea15
Distance education: a systems view of online learning14
A tension between rationalities: “off-rolling” as gaming and the implications for head teachers and the inclusion agenda14
Must we wait for youth to speak out before we listen? International youth perspectives and climate change education14
Mapping roles in research-practice partnerships – a systematic literature review14
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