OOIR: Observatory of International Research

Papers

(The TQCC of Oxford Review of Education is 5. 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 2021-12-01 to 2025-12-01.)

Article	Citations
Higher education expansion and the secondary school curriculum in Scotland in the second half of the twentieth century	69
Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’	50
Using GIS to analyse early years provision in Northern Ireland – adding another year of segregated education?	42
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 England	38
Voices from the classroom: perceptions and obstacles in Indonesian curriculum reform	34
Senior-secondary vocational tracking and socio-economic inequality in student educational performance: evidence from the Taiwan Education Panel Survey	33
Knowledge infrastructure crisis: digital democratic deficits and alternative designs for education	27
Framing teachers’ curriculum work in the Australian print media: the ‘lesson lottery’, workload, and the evolving role of public policy think tanks	26
What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development	22
Theory-informed beliefs in early childhood education: contradictions in child development theories and models of play	21
Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil	20
What do we know about teacher education for difficult topics? A systematic review	20
Promoting politically contested change by invisible education policies: the case of ultra-Orthodox public schools in Israel	19
Predictors and mediators of pressure/tension in university students’ distance learning during the Covid-19 pandemic: A self-determination theory perspective	18
Pupil voice as a method in education research: thinking the ‘in-between’	16
Competing interests of stakeholders in a policy-driven test: a sociological analysis	15
Emerging horizons for social justice in assessment: can assessment move beyond competence, competition, content and control?	15
Do teachers read against the text? Studying the prevalence of critical literature pedagogy through a vignette	14
Participant reflexivity and the complexity inherent to navigating ethical quandaries	14
Reconceptualising early childhood education in Nigeria: a praxis for policy and research	13
Staffing rural and remote school communities: right fit – right school, right teacher, right community	13
The moral grounding of changing educational assessment and accountability: a theoretically informed analysis of moral assemblages in Denmark	13
Knowledgeable but not specialist: Virtual School Heads’ experiences of supporting autistic children in care	12
Education, truth and subjectivity: Revisiting Kierkegaard	12
Steering the ‘client’-oriented schooling ship: a moral-ecological assessment framework to preserve professional integrity	12

Children’s early care experiences and their educational attainment: a population data-linkage study in Wales	11
Failing at the basics: disabled university students’ views on enhancing classroom inclusion	11
The emerging intersection: the role of architecture in promoting inclusive education	10
The impact of part-time community education on the academic achievement of minoritised pupils: evidence from Flanders	10
Colour-evasive racial ideologies underpinning the hidden curriculum of a majority-minority occupational therapy school in London, England: an analysis of minoritised undergraduate students’ experience	10
The political economy of school exclusion in Northern Ireland: the intersection of perspectives from mainstream education, alternative provision and an official education body	9
Formal school exclusions over the educational lifecourse in Wales	9
‘Start-up’ capital: cultivating the elite child in an elite international kindergarten in Shenzhen, China	9
Social sustainability in Early Childhood Education and Care through play, responsiveness and inclusion: teachers’ responses to children’s non-verbal initiatives in play	8
Partial, hierarchical and stratified space? Understanding ‘the international’ in studies of international student mobility	8
Agenda-setting for education reform: the case of the Vision Statement for the Future of Scottish Education	7
Student diversity, university rankings and the positioning of Russell Group universities	7
Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention	7
Testing for sequential bias in school inspections	7
Tensions between decolonisation and social justice in education: seeking pathways beyond incommensurability	6
The core content framework and the ‘new science’ of educational research	6
Shifting power relations in innovative learning environments: implications for initial teacher education and practicum	6
Redefining the meaning of teaching in the era of (post-) performativity: the voices of Singaporean teachers	6
The power of stories: oral storytelling, schooling and onto-epistemologies in rural Malawi	6
Complicated shadows: a discussion of positionality within educational research	6
Scaling up early language intervention in educational settings: First steps matter	6
Privacy, power, and relationship: ethics and the home-school partnership	6
Whose children are they? Using Kymlicka on multiculturalism to evaluate rights and freedom in Christian home education	5
Enduring it all to protect Black students: Black educators’ experiences with racial battle fatigue and burn out	5
The DECAY of Merton’s scientific norms and the new academic ethos	5
Experiential learning of decolonial participatory design based on the Indigenous context of the Colombian Amazon	5
Serving their communities? The under-admission of children with disabilities and ‘special educational needs’ to ‘faith’ primary schools in England	5
School exclusion policies across the UK: convergence and divergence	5
Teachers for social justice: exploring the lives and work of teachers committed to social justice in education	5
Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia	5