OOIR: Observatory of International Research

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

Article	Citations
List of reviewers for Educational Review 2022	68
The solidarity bind: narratives on fractures in solidarity and internalised racism in HE	59
Are teachers absent more? Examining differences in absence between K-12 teachers and other college-educated workers	57
Former young mothers’ pathways through higher education: a chance to rethink the narrative	57
Why was inquiry practice not there? Analysis of demand-resource empirics of classroom pedagogy	48
School transition difficulty in Scotland and Ireland: a longitudinal perspective	47
Should I stay or should I go? The impact of the COVID-19 pandemic on regional, rural and remote undergraduate students at an Australian University	40
Opening up learning environments: liking school among students in reformed learning spaces	40
Teachers’ experiences of school-based mental health literacy programmes: a qualitative study of Tackling the Blues	34
Classroom assistant roles and deployment models: an international scoping review	31
Professional learning and identities in teaching: international narratives of successful teachers	28
Learning ethnographically during the year abroad: modern languages students in Europe and Latin America	28
Mental health and gender discourses in school: “Emotional” girls and boys “at risk”	26
Emotional and critical citizens: Portuguese students’ engagement with wicked issues in contemporary EU policy	26
Surviving carelessness and disposability in British higher education: the gendered and racialised emotional labours of academic migration	26
A liberal education: the social and political impact of the modern university	23
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
The emergence of multipolarity in global higher education: the Belt and Road Initiative and African students’ motivations to pursue postgraduate education in China	21
Transformative teaching around the world: stories of cultural impact, technology integration, and innovative pedagogy	20
Language, social media and ideologies: translingual Englishes, Facebook and authenticities	19
Correction	18
Education for development: professional commitments and practices among Tibetan teachers in Northwest China	17
Why sociology?– comparing the driving forces behind university degree choice in Norway, Hungary and England	16
Gender in an era of post-truth populism: pedagogies, challenges and strategies	16
Performer versus caring professional: identity conflicts of preschool teachers in the context of performative culture in mainland China	16

Making a mass institution: Indianapolis and the American high school	15
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 blew	15
The future of doctoral research: challenges and opportunities	15
Resilience, advocacy and scholar-activism: responding to COVID-19 in Kenyan, Mexican and British universities	14
Educating refugee-background students: critical issues and dynamic contexts	14
Revisiting the debates on “epistemicide”: Insights from the South African school curriculum	14
Leaving Chinese internationalised schools: expatriate teachers’ experiences of career transitions	14
Supporting social inclusion of refugees: a funds of knowledge approach	14
Towards the compassionate university: from golden thread to global impact	14
Together and apart: co-teaching in the time of COVID-19	13
Social leadership in early childhood education and care: an introduction	13
Unpacking the logics of gendered educational choices: 10th graders’ evaluation of appropriate educational tracks	13
Understanding the identity work and aspirations of Indigenous males navigating elite Australian higher education	13
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 Ch	12
Navigating the power of time in classroom practices: teachers’ and students’ perspectives	12
Culture, power, and ideology: the purpose and value of physical education (PE) in alternative provision schools in England	12
Negotiating for distance: the Chinese middle-class seeking alternative education in the idyll	12
Emergent trends in comparative education: the dialectic of the global and the local	12
Pedagogy of resistance: against manufactured ignorance Pedagogy of resistance: against manufactured ignorance , by Henry A. Giroux, London, Bloomsbury Academic, 2022, 28	12
Exploring early childhood practitioners’ perceptions of empathy with children and families: initial findings	11
Public policy and universities: the interplay of knowledge and power	11
International L2 students’ engagement with teacher feedback: perspectives from a globalised higher education context	11
RETRACTED ARTICLE: Motivational factors and course difficulty as predictors of teaching evaluations: a study of U.S. undergraduates	11
Who’s checkin’ for Black girls and women in the “pandemic within a pandemic”? COVID-19, Black Lives Matter and educational implications	11
A scoping review of methods and measures used to capture children's play during school breaktimes	11
Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review	11
Decolonising curricula and pedagogy in higher education: bringing decolonial theory into contact with teaching practice	11
Learning with Indigenous wisdom in a time of multiple crises: embodied and emplaced early childhood pedagogies	11
The hybridisation of adolescents’ worlds as a source of developmental tensions: a study of discursive manifestations of contradictions	11
Countering antisemitism through Holocaust education. A comparative perspective on Scotland and Austria	11
Income inequality and student achievement: trends among US States (1992–2019)	11
Reshaping international teaching and learning in higher education: universities in the information age	10
Virtues, values and the fracturing of civic and moral virtue in citizenship education policy in England	10
Decentring the West in the International Baccalaureate Diploma Programme: towards a framework for critical reflection on curriculum and teaching	10
Navigating technology in the classroom: a scoping review of technology use during peer collaboration in early educational settings	10
Implementing digital technologies in the school setting – how does it relate to work environment?	10
Will the UK Government’s Initial Teacher Training Market Review Report provide the catalyst for a renewed values-based dialectic in teacher education?	10
Intersectionality in US educational research: visibilizing the historically excluded and under-recognized experiences of disabled girls of color	10
The career prospects of migrant, female academics from minority ethnic backgrounds in the UK’s higher education sector: an integrative review of peer-reviewed literature	9
Beyond standards: the fragmentation of education governance and the promise of curriculum reform	9
Mind the aspiration gap: how primary school pupils perceive their future adult selves and the perspectives and expectations of parents and teachers	9
Parents talking algorithms: Navigating datafication and family life in digital societies	9
Neoliberalisation and educational reforms: impacts on teachers in a single school context	9
Thin places of resistance: a caring response to refugees in rural American schools	8
The struggle for a multilingual future: youth and education in Sri Lanka	8
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 doc	8
Systemic vulnerability as a lens to explore young people’s experiences of transition from alternative provision settings to post-16 mainstream education	8
From assessment to feedback: applications in the second/foreign language classroom From assessment to feedback: applications in the second/foreign language classroom , b	8
Learning from autistic teachers: lessons about change in an era of COVID-19	8
Conceptualising student participation in school decision making: an integrative model	8

Educational performance pressure and mental ill-being: the case of Danish primary and lower secondary schools, 1975–2024	8
Exposing the “shadow”: an empirical scrutiny of the “shadowing process” of private tutoring in India	7
Pandemic pedagogies, practices and future possibilities: emerging professional adjustments to the working practices of university teacher educators	7
International teachers’ lived experiences: examining internationalised schooling in Shanghai	7
Write on! Cultivating social capital in a writing group for doctoral education and beyond	7
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
Supporting students to engage with case studies: a model of engagement principles	7
Teacher agency in culturally responsive teaching: learning to teach ethnic minority students in the Central Highlands of Vietnam	7
Correction	7
Sustainability of the Spanish university system during the pandemic caused by COVID-19	7
Making your doctoral research project ambitious: Developing large-scale studies with real-world impact	7
Pupils’ informal social strategies in a Swedish compulsory school – What pupils do and say, out of sight of the teachers, while managing written individual assignments	6
Language teacher identity tensions: nexus of agency, emotion and investment	6
Parental involvement in school pedagogy: a threat or a promise?	6
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
Right where we belong: how refugee teachers and students are changing the future of education	6
Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL)	6
Embracing complexity: rethinking education inspection in England	6
An evaluation of the factors that influence academic success as defined by engaged students	6
School leaders navigating student wellbeing: the interplay between academic achievement and economic logics in Danish schools	6
Addressing underachievement and early school leaving in Europe: the role of institutional factors	5
Transformative teaching and learning in further education: pedagogies of hope and social justice	5
Threat or necessity: an analysis of the development of International Baccalaureate education in Shanghai	5
“It’s about portraying that we are organised …” A case study looking at understanding identity changes within one Free school’s Physical Education and School Sport (PESS) programme	5
Nine guiding principles for women in higher education	5
“ We Have to Charge Levies, Else We Will Close Down the Schools ”. Delivering Ghana’s education capitation grant programme within chronic resource constraints: impacts a	5
The development and impact of teachers’ collective agency during Covid-19: insights from online classrooms in Canada and China	5
Masculinity and emotionality in education: critical reflections on discourses of boys’ behaviour and mental health	5
Desiring-futures in education policy: assemblage theory, artificial intelligence, and UNESCO’s futures of education	5
Culturally sensitive research methods for educational administration and leadership	5
Emoji in higher education: a healthcare-based perspective	5
Equity and inclusion in work-integrated learning: participation and outcomes for diverse student groups	5
Embracing socioscientific issues-based teaching and decision-making in teacher professional development	5
On learning: a general theory of objects and object-relations	5
Racism, Islamophobia and trust in schools: perceptions of diversity in schools in Barcelona	5
“Taking off the shackles”: the joy, freedom and gravitational pull of low-stakes curriculum innovation within a high-stakes assessment framework	5
Competency and affective skill outcomes for 11–19-year-olds through progressive and reconstructionist pedagogies: a systematic review	4
Parents’ (dis)satisfaction with schools: evidence from longitudinal administrative data from Spain	4
Learning disruption or learning loss: using evidence from unplanned closures to inform returning to school after COVID-19	4
Fascism on trial. Education and the possibility of democracy	4
The Enlightenment salon: a gendered site for constructivist pedagogy	4
Dire Straits - Education Reforms: ideology, vested interests and evidence Dire Straits - Education Reforms: ideology, vested interests and evidence , by Montserrat Gomen	4
A double bind: youth activism, climate change, and education	4
Is being clever enough? Young people’s construction of the ideal student in computer science education	4
Psychoeducational groups: process and practice	4
The “problem” of teacher quality: exploring challenges and opportunities in developing teacher quality during the Covid-19 global pandemic in England	4
Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature	4