Educational Review

Papers
(The TQCC of Educational Review is 4. 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 2021-06-01 to 2025-06-01.)
ArticleCitations
List of reviewers for Educational Review 202270
The solidarity bind: narratives on fractures in solidarity and internalised racism in HE60
Opening up learning environments: liking school among students in reformed learning spaces57
School transition difficulty in Scotland and Ireland: a longitudinal perspective57
Why was inquiry practice not there? Analysis of demand-resource empirics of classroom pedagogy56
Are teachers absent more? Examining differences in absence between K-12 teachers and other college-educated workers53
Should I stay or should I go? The impact of the COVID-19 pandemic on regional, rural and remote undergraduate students at an Australian University40
Former young mothers’ pathways through higher education: a chance to rethink the narrative40
Teachers’ experiences of school-based mental health literacy programmes: a qualitative study of Tackling the Blues36
Professional learning and identities in teaching: international narratives of successful teachers32
Emotional and critical citizens: Portuguese students’ engagement with wicked issues in contemporary EU policy31
Surviving carelessness and disposability in British higher education: the gendered and racialised emotional labours of academic migration30
A liberal education: the social and political impact of the modern university28
Learning ethnographically during the year abroad: modern languages students in Europe and Latin America26
Mental health and gender discourses in school: “Emotional” girls and boys “at risk”24
Family-preschool relationship and family engagement in distance preschool education in the time of COVID-19 in Chile: toward a change of Principals' mentality?23
Classroom assistant roles and deployment models: an international scoping review22
The emergence of multipolarity in global higher education: the Belt and Road Initiative and African students’ motivations to pursue postgraduate education in China20
Moral injury in teaching: the systemic roots of ethical conflict and emotional burnout in education19
Performer versus caring professional: identity conflicts of preschool teachers in the context of performative culture in mainland China17
Why sociology?– comparing the driving forces behind university degree choice in Norway, Hungary and England17
Correction17
Revisiting the debates on “epistemicide”: Insights from the South African school curriculum16
Transformative teaching around the world: stories of cultural impact, technology integration, and innovative pedagogy16
Leaving Chinese internationalised schools: expatriate teachers’ experiences of career transitions16
Gender in an era of post-truth populism: pedagogies, challenges and strategies15
Making a mass institution: Indianapolis and the American high school15
Education for development: professional commitments and practices among Tibetan teachers in Northwest China15
Navigating the power of time in classroom practices: teachers’ and students’ perspectives14
Supporting social inclusion of refugees: a funds of knowledge approach14
The hybridisation of adolescents’ worlds as a source of developmental tensions: a study of discursive manifestations of contradictions14
Towards the compassionate university: from golden thread to global impact14
After the Ivory Tower Falls - How college broke the American dream and blew up our politics—and how to fix it After the Ivory Tower Falls - How college broke the American dream and blew14
Who’s checkin’ for Black girls and women in the “pandemic within a pandemic”? COVID-19, Black Lives Matter and educational implications14
Resilience, advocacy and scholar-activism: responding to COVID-19 in Kenyan, Mexican and British universities14
Culture, power, and ideology: the purpose and value of physical education (PE) in alternative provision schools in England13
Learning with Indigenous wisdom in a time of multiple crises: embodied and emplaced early childhood pedagogies13
Educating refugee-background students: critical issues and dynamic contexts13
Together and apart: co-teaching in the time of COVID-1913
Exploring early childhood practitioners’ perceptions of empathy with children and families: initial findings13
Understanding the identity work and aspirations of Indigenous males navigating elite Australian higher education12
Negotiating for distance: the Chinese middle-class seeking alternative education in the idyll12
Emergent trends in comparative education: the dialectic of the global and the local12
Unpacking the logics of gendered educational choices: 10th graders’ evaluation of appropriate educational tracks12
Pedagogy of resistance: against manufactured ignorance Pedagogy of resistance: against manufactured ignorance , by Henry A. Giroux, London, Bloomsbury Academic, 2022, 2812
Understanding the professional agency of female language teachers in a Chinese university: rhetoric and reality Understanding the professional agency of female language teachers in a Ch12
Decolonising community education and development; understanding the past, learning for the future12
Social leadership in early childhood education and care: an introduction12
Income inequality and student achievement: trends among US States (1992–2019)11
Countering antisemitism through Holocaust education. A comparative perspective on Scotland and Austria11
A scoping review of methods and measures used to capture children's play during school breaktimes11
Decolonising curricula and pedagogy in higher education: bringing decolonial theory into contact with teaching practice11
International L2 students’ engagement with teacher feedback: perspectives from a globalised higher education context11
Will the UK Government’s Initial Teacher Training Market Review Report provide the catalyst for a renewed values-based dialectic in teacher education?11
Public policy and universities: the interplay of knowledge and power11
Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review11
Not for proft: why democracy needs the humanities11
Beyond standards: the fragmentation of education governance and the promise of curriculum reform10
Mind the aspiration gap: how primary school pupils perceive their future adult selves and the perspectives and expectations of parents and teachers10
RETRACTED ARTICLE: Motivational factors and course difficulty as predictors of teaching evaluations: a study of U.S. undergraduates10
Parents talking algorithms: Navigating datafication and family life in digital societies10
Reshaping international teaching and learning in higher education: universities in the information age10
Decentring the West in the International Baccalaureate Diploma Programme: towards a framework for critical reflection on curriculum and teaching9
Neoliberalisation and educational reforms: impacts on teachers in a single school context9
Implementing digital technologies in the school setting – how does it relate to work environment?9
The career prospects of migrant, female academics from minority ethnic backgrounds in the UK’s higher education sector: an integrative review of peer-reviewed literature9
Virtues, values and the fracturing of civic and moral virtue in citizenship education policy in England9
Navigating technology in the classroom: a scoping review of technology use during peer collaboration in early educational settings9
Intersectionality in US educational research: visibilizing the historically excluded and under-recognized experiences of disabled girls of color9
The struggle for a multilingual future: youth and education in Sri Lanka8
Exposing the “shadow”: an empirical scrutiny of the “shadowing process” of private tutoring in India8
Write on! Cultivating social capital in a writing group for doctoral education and beyond8
Correction8
Systemic vulnerability as a lens to explore young people’s experiences of transition from alternative provision settings to post-16 mainstream education8
What do New Zealand teachers and principals perceive is happening for English as an additional language students with the changing architecture of New Zealand schools?7
Conceptualising student participation in school decision making: an integrative model7
Becoming a Scholar: cross-cultural reflections on identity and agency in an education doctorate Becoming a Scholar: cross-cultural reflections on identity and agency in an education doc7
Pandemic pedagogies, practices and future possibilities: emerging professional adjustments to the working practices of university teacher educators7
Thin places of resistance: a caring response to refugees in rural American schools7
Educational performance pressure and mental ill-being: the case of Danish primary and lower secondary schools, 1975–20247
Teacher agency in culturally responsive teaching: learning to teach ethnic minority students in the Central Highlands of Vietnam7
From assessment to feedback: applications in the second/foreign language classroom From assessment to feedback: applications in the second/foreign language classroom , b7
China’s approach to inward student mobility since 1949: an analysis of the state’s role from historical and political economy perspectives7
Learning from autistic teachers: lessons about change in an era of COVID-196
Reading autoethnography: reflections on justice and love Reading autoethnography: reflections on justice and love , by James M. Salvo, New York, Routledge, 2020, 154 pp.6
Pupils’ informal social strategies in a Swedish compulsory school – What pupils do and say, out of sight of the teachers, while managing written individual assignments6
Supporting students to engage with case studies: a model of engagement principles6
Right where we belong: how refugee teachers and students are changing the future of education6
Embracing complexity: rethinking education inspection in England6
School leaders navigating student wellbeing: the interplay between academic achievement and economic logics in Danish schools6
International teachers’ lived experiences: examining internationalised schooling in Shanghai6
Sustainability of the Spanish university system during the pandemic caused by COVID-196
Making your doctoral research project ambitious: Developing large-scale studies with real-world impact6
Language teacher identity tensions: nexus of agency, emotion and investment6
Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL)6
Teaching practicum research in Finland: a scoping review6
Racism, Islamophobia and trust in schools: perceptions of diversity in schools in Barcelona5
Emoji in higher education: a healthcare-based perspective5
An evaluation of the factors that influence academic success as defined by engaged students5
The development and impact of teachers’ collective agency during Covid-19: insights from online classrooms in Canada and China5
We Have to Charge Levies, Else We Will Close Down the Schools ”. Delivering Ghana’s education capitation grant programme within chronic resource constraints: impacts a5
“Taking off the shackles”: the joy, freedom and gravitational pull of low-stakes curriculum innovation within a high-stakes assessment framework5
Culturally sensitive research methods for educational administration and leadership5
Transformative teaching and learning in further education: pedagogies of hope and social justice5
Equity and inclusion in work-integrated learning: participation and outcomes for diverse student groups5
Nine guiding principles for women in higher education5
Parental involvement in school pedagogy: a threat or a promise?5
Addressing underachievement and early school leaving in Europe: the role of institutional factors5
On learning: a general theory of objects and object-relations5
Desiring-futures in education policy: assemblage theory, artificial intelligence, and UNESCO’s futures of education5
Embracing socioscientific issues-based teaching and decision-making in teacher professional development5
Masculinity and emotionality in education: critical reflections on discourses of boys’ behaviour and mental health4
Competency and affective skill outcomes for 11–19-year-olds through progressive and reconstructionist pedagogies: a systematic review4
The “problem” of teacher quality: exploring challenges and opportunities in developing teacher quality during the Covid-19 global pandemic in England4
Parents’ (dis)satisfaction with schools: evidence from longitudinal administrative data from Spain4
Threat or necessity: an analysis of the development of International Baccalaureate education in Shanghai4
Fascism on trial. Education and the possibility of democracy4
A double bind: youth activism, climate change, and education4
Psychoeducational groups: process and practice4
Is being clever enough? Young people’s construction of the ideal student in computer science education4
The Enlightenment salon: a gendered site for constructivist pedagogy4
“I had to be a mother”: foundation phase male teachers negotiating masculinity in the Mpumalanga Province of South Africa4
Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature4
Dire Straits - Education Reforms: ideology, vested interests and evidence Dire Straits - Education Reforms: ideology, vested interests and evidence , by Montserrat Gomen4
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