Oxford Review of Education

Papers
(The H4-Index of Oxford Review of Education 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 2022-08-01 to 2026-08-01.)
ArticleCitations
Using GIS to analyse early years provision in Northern Ireland – adding another year of segregated education?70
Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England65
Senior-secondary vocational tracking and socio-economic inequality in student educational performance: evidence from the Taiwan Education Panel Survey37
Building communities of hope is the central task of climate educators in the 21st century35
What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development29
Rethinking education and training for the climate: individuals, systems, narrative skills and economic transformation27
Voices from the classroom: perceptions and obstacles in Indonesian curriculum reform23
Knowledge infrastructure crisis: digital democratic deficits and alternative designs for education19
Framing teachers’ curriculum work in the Australian print media: the ‘lesson lottery’, workload, and the evolving role of public policy think tanks19
Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’19
Climate change litigation as a tool for climate change education16
Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play16
What do we know about teacher education for difficult topics? A systematic review15
Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil14
Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective14
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