OOIR: Observatory of International Research

Papers

(The median citation count of School Effectiveness and School Improvement is 2. 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 2021-09-01 to 2025-09-01.)

Article	Citations
Critical examination of the measurement quality of student outcomes: a systematic review	87
Effects of after-school program participation on students’ noncognitive development in China: an empirical study of a Wuhan sample under the “Double Reduction” policy	26
Streamlining your school: understanding the relationship between instructional program coherence and school performance	15
How to conceptualize teaching quality in the future: some confirming, some complementary, and some critical remarks, and some of them hopefully helpful	14
Capturing quality. Educational quality in secondary analyses of international large-scale assessments: a systematic review	14
Navigating tensions in processes of school improvement: strategic versus defensive responses among teachers and leaders	14
Teachers’ perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection	14
A focus on students’ and teachers’ learning through strategic human resource management	11
How does leadership affect teacher collaboration? Evidence from teachers in US schools	10
School sector and satisfaction: evidence from a nationally representative sample	9
Teachers can differentiate between standards-based leadership skills in principal evaluation surveys: a multilevel analysis	8
Rethinking teaching-quality research: a reflection on the role of core working assumptions and possible pathways for future research	8
Are class size and teacher characteristics associated with cognitive outcomes in early grades?	7
Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes	6
High-quality teachers in low-quality schools: understanding the variation in teaching quality in low-achieving Chilean schools	6
The strengths and limitations of using quantitative data to inform school inspections	6
The effect of school leaders’ feedback on teaching quality perceived by students – results of an intervention study	6
Positive education in daily teaching, the promotion of wellbeing, and engagement in a whole school approach: a clustered quasi-experimental trial	6
Breaking out of silos: using classroom videos for cross-disciplinary and cross-methodological examinations of teaching qualities	6
Advancing the field of educational effectiveness and equity	6
Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling	6
Conceptualizing teaching quality: problems, prospects, and a proposal for moving forward	5
Measuring social marginalisation: using SEM to uncover essential social factors underlying social marginalisation in public schools	5
Hybrid frameworks to capture teaching quality in secondary classrooms: the case of the TEDS-Instruct observation system	5
School leadership and students’ decisions about further education: exploring the roles of goal setting and school socioeconomic composition	5

Investigating differential teacher effectiveness: searching for the impact of classroom context factors	4
A comparison of persistence assumptions for estimating teacher effects	4
A best-evidence meta-analysis of the effects of digital monitoring tools for teachers on student achievement	4
Sustaining school improvement initiatives: advice from educational leaders	4
The overwhelming importance of prior achievement when assessing school effects: evidence from the Australian national assessments	4
Promoting school belonging for immigrant students: the interplay of inclusive school climate and multicultural education	4
Factors related to differences in digitally measured student perceptions of teaching quality	4
Against the odds: predictors of academic success and excellence in majority-minority schools	4
From improvement to relationship management: a case study of data artifact creation and use in a school improvement network	4
The school matters: Hong Kong secondary schools’ grade-retention composition, students’ educational performance, and educational inequality	4
Incorporating student mobility in studying academic growth in math: comparing several alternative multilevel formulations	3
Quality of teaching at secondary schools in Nicaragua, South Korea, and the Netherlands	3
To what extent is shared instructional leadership related to teacher self-efficacy and student academic performance in China?	3
Academically resilient students: searching for differential teacher effects in mathematics	3
Are we doing okay? Making the case for critically examining small and inconsistent effects in research on teaching quality	3
Exploring school-wide positive behavior interventions and supports Tier 2 and Tier 3 practices in California	3
Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave	2
Reconsidering the measurement of teaching quality using a lens model: measurement dilemmas and trade-offs	2
Inequalities in learning loss during the COVID-19 pandemic in Chile: the significance of school effectiveness	2
The value of assessing the generic teaching quality of Norwegian secondary education lessons: International Comparative Analysis of Learning and Teaching as a measure of effective teaching behavior	2
The stimulation of school improvement processes: the orientation of development perspectives	2
A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools	2
Stability and consistency of school effects: evidence from senior high schools in China	2
Editorial	2
Beyond the silver bullet: unveiling multiple pathways to school turnaround	2
An empirical study on the effectiveness of collaborative school implementation in central China: a value-added approach	2
Principal self-efficacy and school climate as antecedents of collective teacher efficacy	2
When you are not alone: school composition by family structure and students’ academic achievements in South Korea	2