OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Educational Change 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 2021-04-01 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
Shifting the focus of research on effective professional development: Insights from a case study of implementation	6
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
Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis	5

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