# | Title | Journal | Year | Citations |
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1 | Teacher Stress: Directions for future research | Educational Review | 2001 | 1,082 |
2 | Effects of parental involvement on academic achievement: a meta-synthesis | Educational Review | 2014 | 534 |
3 | Barriers to parental involvement in education: an explanatory model | Educational Review | 2011 | 498 |
4 | EVALUATIVE REACTIONS TO ACCENTS | Educational Review | 1970 | 335 |
5 | Learning for Cosmopolitan Citizenship: Theoretical debates and young people's experiences | Educational Review | 2003 | 288 |
6 | Domination, Access, Diversity and Design: A synthesis for critical literacy education | Educational Review | 2000 | 282 |
7 | Global citizenship: abstraction or framework for action? | Educational Review | 2006 | 273 |
8 | Evaluating the relationship between physical education, sport and social inclusion | Educational Review | 2005 | 268 |
9 | Parental involvement to parental engagement: a continuum | Educational Review | 2014 | 264 |
10 | Teacher job satisfaction: the importance of school working conditions and teacher characteristics | Educational Review | 2021 | 229 |
11 | Student voice and the perils of popularity | Educational Review | 2006 | 199 |
12 | Teacher Stress: a review | Educational Review | 1977 | 185 |
13 | Singapore schools and professional learning communities: teacher professional development and school leadership in an Asian hierarchical system | Educational Review | 2012 | 171 |
14 | Exploring Learning Through Visual, Actional and Linguistic Communication: The multimodal environment of a science classroom | Educational Review | 2001 | 154 |
15 | Relational agency and disposition in sociocultural accounts of learning to teach | Educational Review | 2004 | 154 |
16 | Teachers as ‘managed professionals’ in the global education industry: the New Zealand experience | Educational Review | 2005 | 148 |
17 | Critical reflection as a framework for transformative learning in teacher education | Educational Review | 2015 | 147 |
18 | Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions | Educational Review | 2012 | 144 |
19 | Investigating gender differences in reading | Educational Review | 2010 | 135 |
20 | Dynamic Assessment in Educational Settings: Realising potential | Educational Review | 2003 | 133 |
21 | Differential teacher attention to boys and girls in the classroom | Educational Review | 2006 | 130 |
22 | Different Ways of Teaching Values | Educational Review | 2000 | 129 |
23 | The quality and effectiveness of descriptive rubrics | Educational Review | 2015 | 129 |
24 | Can restorative practices in schools make a difference? | Educational Review | 2008 | 128 |
25 | Emancipatory research and disabled people: some observations and questions | Educational Review | 2005 | 121 |
26 | 'Inclusion in Practice': Does practice make perfect? | Educational Review | 2001 | 119 |
27 | Reflections on activity theory | Educational Review | 2009 | 115 |
28 | SOME OBSERVATIONS ON THE EFFICIENCY OF LECTURING | Educational Review | 1967 | 113 |
29 | Barriers to parental involvement in education: an update | Educational Review | 2018 | 111 |
30 | Understanding learning cultures | Educational Review | 2007 | 109 |
31 | Thirty Years of Global Education: A reminder of key principles and precedents | Educational Review | 2003 | 108 |
32 | ‘Agency in mobility’: towards a conceptualisation of international student agency in transnational mobility | Educational Review | 2018 | 108 |
33 | Male Primary Teachers and Perceptions of Masculinity | Educational Review | 2003 | 106 |
34 | An Evaluation of Handwriting Performance | Educational Review | 1984 | 101 |
35 | Which Classroom Behaviours do Primary School Teachers say they find most Troublesome? | Educational Review | 1988 | 100 |
36 | Leadership development and school improvement: contemporary issues in leadership development | Educational Review | 2009 | 99 |
37 | The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms | Educational Review | 2019 | 97 |
38 | Education for global citizenship: teacher agency and curricular structure in Ontario schools | Educational Review | 2006 | 94 |
39 | Inclusion in Education: Comparing pupils' development in special and regular education | Educational Review | 2001 | 93 |
40 | Collaborative research methodology for investigating teaching and learning: the use of interactive whiteboard technology | Educational Review | 2005 | 93 |
41 | Social Science and Evidence-based Everything: The case of education | Educational Review | 2002 | 88 |
42 | Removing policy from its pedestal: some theoretical framings and practical possibilities | Educational Review | 2007 | 88 |
43 | School truancy and the disciplinary problems of bullying victims | Educational Review | 2008 | 85 |
44 | Committed, face‐value, hybrid or mutual adaptation? The experiences of international students in Australian higher education | Educational Review | 2011 | 85 |
45 | The relationship between parental literacy involvement, socio-economic status and reading literacy | Educational Review | 2017 | 85 |
46 | Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? | Educational Review | 2019 | 85 |
47 | Making the Most of What You've Got? Resources, Values and Inequalities in Young Women's Transitions to Adulthood | Educational Review | 2003 | 83 |
48 | Parental involvement of immigrant parents: a meta-synthesis | Educational Review | 2019 | 83 |
49 | Differences between Pupils from Mixed and Single‐sex Schools in Their Enjoyment of School Subjects and in Their Attitudes to Science and to School | Educational Review | 1990 | 82 |
50 | Inclusive education in developing countries: a closer look at its implementation in the last 10 years | Educational Review | 2015 | 81 |