OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Educational Change is 6. 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 2021-06-01 to 2025-06-01.)

Article	Citations
How are we measuring domains that influence teacher readiness for change? A scoping review of existing instruments in non-tertiary settings	48
Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era	29
External facilitators’ practical work for school improvement: de-professionalising or developing improvement capacity?	22
Layering and institutional change: framework plan revision in Norwegian early childhood education and care	21
Co-creation and decision-making with students about teaching and learning: a systematic literature review	20
The ebbs and flows of equity work amongst organizational shocks and crises	19
Educators, epistemic reflexivity and post-truth conditions	18
Early career teachers’ beliefs and management of work intensification in Norway and Spain	18
Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning	14
Promoting student voice by involving vocational education students and staff in citizenship education development: a participatory action research study	14
Teachers’ perceived opportunity to contribute to school culture transformation	13
An interrogation of the “learning gaps” discourse: Insights from Korean teachers in Confucian-influenced education	13
Resituating place within learning in schools as COVID-19 response	12
Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems	11
Education systems change: cultural beliefs and practices that support and inhibit deep learning in Vietnam	11
“Are we making a quilt, with lots of ill-fitting cloths in here?”: Teachers’ internal conversations on curriculum making	10
A mixed methods study of education researchers’ knowledge mobilization approaches	9
“I knew it was a problem before, but did I really?”: Engaging teachers in data use for equity	9
Weaving and stacking: How school districts craft coherence towards continuous improvement	9
Team emotion matters: exploring teacher collaboration dynamics over time	8
"It has to do with timing and context”: Theoretical models as tools in formative interventions in research-practice partnerships	7
From accountability to shared responsibility: A case study of a multi-layered educational change initiative	7
Getting in, getting rooted, and spread: An actor network analysis of the spread of an educational innovation in Finland and the United States	7
Coaching for equity-oriented continuous improvement: Facilitating change	6
How teachers’ student voice practices affect student engagement and achievement: exploring choice, receptivity, and responsiveness to student voice as moderators	6

Coach and teacher alignment in the context of educational change	6
Examining boundaries in a large-scale educational research-practice partnership	6
Cascading webs of interdependence: Examining how and when coordinated change happens in a district central office partnership	6