OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Educational Change 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 2021-04-01 to 2025-04-01.)

Article	Citations
The importance of care in post-COVID education	43
What do we know about interventions to improve educator wellbeing? A systematic literature review	24
Team emotion matters: exploring teacher collaboration dynamics over time	18
Teacher agency and transformation at the crossroads of a diffused school change movement: An empirical typology of the Hyukshin Schools in South Korea	18
The limits of the “system of schools” approach: Superintendent perspectives on change efforts in U.S. Catholic school systems	17
Correction to: Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership	16
From accountability to shared responsibility: A case study of a multi-layered educational change initiative	16
Docility and dilemmas: Mapping ‘performative evaluation’ and informal learning	16
Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era	14
Developing organizational knowledge in schools: The role of theory and theorizing in collective capacity building	12
Anatomy of an educational change: The safe learning model, Sierra Leone	12
How are we measuring domains that influence teacher readiness for change? A scoping review of existing instruments in non-tertiary settings	11
External facilitators’ practical work for school improvement: de-professionalising or developing improvement capacity?	10
Beyond deliberation—radical reflexivity, contemplative practices and teacher change	10
Can Korea have academic achievement plus well-being? The case of Hyukshin schools	10
Getting policy done in educational practice: What happens when multiple central government policies meet clusters of organization routines in schools	8
Leading Complex Educational Change Via National Participative Reforms? A Case of Finnish Core Curriculum Reform Leadership	7
Layering and institutional change: framework plan revision in Norwegian early childhood education and care	7
Valuing COVID-19 as an opportunity to understand teacher agency	7
“Embracing the essence of student voice…then doing something with the data”: One district’s critical use of evidence	7
Co-creation and decision-making with students about teaching and learning: a systematic literature review	6
Teachers’ academic optimism and professional practice in an urban full-service community high school	6
Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan	6
Shifting the focus of research on effective professional development: Insights from a case study of implementation	6
Educational leaders’ problem-solving for educational improvement: Belief validity testing in conversations	5

Continuous improvement and the ‘wicked’ problems of racial inequity	5
Promoting student voice by involving vocational education students and staff in citizenship education development: a participatory action research study	5
Immigrant family legal clinic: A case of integrated student supports in a community school context	5
Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership	5
"It has to do with timing and context”: Theoretical models as tools in formative interventions in research-practice partnerships	5
Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis	5
How can education systems improve? A systematic literature review	4
How online learning can engage students and extend the reach of talented teachers: evidence from a pandemic-era national virtual summer program	4
Systemically oriented leadership: Leading multi-school organisations in England	4
Lightening the academic burden on Chinese children: A discourse analysis of recent education policies	4
Getting in, getting rooted, and spread: An actor network analysis of the spread of an educational innovation in Finland and the United States	4
The ebbs and flows of equity work amongst organizational shocks and crises	4
Educators, epistemic reflexivity and post-truth conditions	4
Is more autonomy better? How school actors perceive school autonomy and effectiveness in context	4
Early career teachers’ beliefs and management of work intensification in Norway and Spain	4
Teachers' perceptions of collaboration within an evolving teacher evaluation context	4
Data use in language schools: The case of EFL teachers’ data-driven decision making	4
Struggle as a precondition for changes in educational policy: A Bourdieusian text analysis of a conflict between legislators and the Danish teachers’ union	4
We will now resume our regular programming	3
Structural barriers to inclusive education for children with special educational needs and disabilities in China	3
Teachers’ perceived opportunity to contribute to school culture transformation	3
Owning educational change in Korean schools: three driving forces behind sustainable change	3
Examining boundaries in a large-scale educational research-practice partnership	3
An interrogation of the “learning gaps” discourse: Insights from Korean teachers in Confucian-influenced education	3
Culturally responsive-sustaining education and student engagement: a call to integrate two fields for educational change	2
How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators	2
Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning	2
Coaching for equity-oriented continuous improvement: Facilitating change	2
Viewing the transition to innovative learning environments through the lens of the burke-litwin model for organizational performance and change	2
“I have been pushed outside of my comfort zone and have grown as a result”: Teacher professional learning and innovation during the pandemic	2
How can we understand and stimulate evidence-informed educational change? A scoping review from a systems perspective	2