| # | Title | Journal | Year | Citations |
|---|
| 1 | Why I want to teach and how I feel about teaching—formation of teacher identity from pre-service to the beginning teacher phase | Educational Research for Policy and Practice | 2009 | 115 |
| 2 | Educational reform in Singapore: from quantity to quality | Educational Research for Policy and Practice | 2008 | 105 |
| 3 | Is the learning approach of students from the Confucian heritage culture problematic? | Educational Research for Policy and Practice | 2013 | 102 |
| 4 | China’s policy of Chinese as a foreign language and the use of overseas Confucius Institutes | Educational Research for Policy and Practice | 2010 | 70 |
| 5 | Forms of assessment and their potential for enhancing learning: conceptual and cultural issues | Educational Research for Policy and Practice | 2008 | 67 |
| 6 | The roles of teacher efficacy in instructional innovation: its predictive relations to constructivist and didactic instruction | Educational Research for Policy and Practice | 2013 | 67 |
| 7 | Global Trends, National Policies and Institutional Responses: Restructuring Higher Education in Malaysia | Educational Research for Policy and Practice | 2004 | 64 |
| 8 | Framing the framework: discourses in Australia’s national values education policy | Educational Research for Policy and Practice | 2009 | 60 |
| 9 | English language teaching reform in Sultanate of Oman: The case of theory and practice disparity | Educational Research for Policy and Practice | 2012 | 53 |
| 10 | Why context matters: a comparative perspective on education reform and policy implementation | Educational Research for Policy and Practice | 2018 | 50 |
| 11 | Students’ Perception of Change in the Singapore Education System | Educational Research for Policy and Practice | 2004 | 49 |
| 12 | Education and Economic, Political, and Social Change in Vietnam | Educational Research for Policy and Practice | 2004 | 47 |
| 13 | The Singapore School and the School Excellence Model | Educational Research for Policy and Practice | 2003 | 45 |
| 14 | Does the pandemic help us make education more equitable? | Educational Research for Policy and Practice | 2021 | 45 |
| 15 | Ethnicity, self-concept, and school belonging: effects on school engagement | Educational Research for Policy and Practice | 2010 | 42 |
| 16 | The effects of teacher collaboration in Grade 9 Applied Mathematics | Educational Research for Policy and Practice | 2011 | 40 |
| 17 | Peer assessment in a test-dominated setting: empowering, boring or facilitating examination preparation? | Educational Research for Policy and Practice | 2010 | 36 |
| 18 | The policies of reintroducing Liberal Studies into Hong Kong secondary schools | Educational Research for Policy and Practice | 2010 | 35 |
| 19 | Higher Education Governance as a Key Policy Issue in the 21st Century | Educational Research for Policy and Practice | 2003 | 34 |
| 20 | Work, skills development for employability and education for sustainable development | Educational Research for Policy and Practice | 2007 | 34 |
| 21 | Education reforms in Cambodia: issues and concerns | Educational Research for Policy and Practice | 2007 | 34 |
| 22 | School–Family–Community Partnership in Hong Kong – Perspectives and Challenges | Educational Research for Policy and Practice | 2004 | 33 |
| 23 | Quality assurance in the Singapore education system in an era of diversity and innovation | Educational Research for Policy and Practice | 2007 | 32 |
| 24 | Socioeconomic status, self-efficacy, and mathematics achievement in Australia: a secondary analysis | Educational Research for Policy and Practice | 2010 | 32 |
| 25 | Engaging students in higher education through mobile learning: lessons learnt in a Chinese entrepreneurship course | Educational Research for Policy and Practice | 2012 | 32 |
| 26 | A tripartite model of EFL teacher attributions, burnout, and self-regulation: toward the prospects of effective teaching | Educational Research for Policy and Practice | 2014 | 32 |
| 27 | Educating teachers focusing on the development of reflective and relational competences | Educational Research for Policy and Practice | 2015 | 31 |
| 28 | Assessment for learning in Singapore: unpacking its meanings and identifying some areas for improvement | Educational Research for Policy and Practice | 2011 | 30 |
| 29 | Opportunity to learn and student engagement: a HLM study on eighth grade science achievement | Educational Research for Policy and Practice | 2013 | 29 |
| 30 | The technical efficiency performance of the higher education systems based on data envelopment analysis with an illustration for the Spanish case | Educational Research for Policy and Practice | 2020 | 29 |
| 31 | Timely change and timeless constants: COVID-19 and educational change in Singapore | Educational Research for Policy and Practice | 2021 | 29 |
| 32 | The Emergence of Private Higher Education in Vietnam: Challenges and Opportunities* | Educational Research for Policy and Practice | 2002 | 28 |
| 33 | Parent involvement and student performance: the influence of school context | Educational Research for Policy and Practice | 2015 | 28 |
| 34 | Enabling teachers to become pedagogical leaders: case studies of two IDEAS schools in Singapore and Australia | Educational Research for Policy and Practice | 2010 | 27 |
| 35 | Problem-based learning pedagogies: psychological processes and enhancement of intelligences | Educational Research for Policy and Practice | 2007 | 26 |
| 36 | Future developments of educational research in the Asia-Pacific Region: Paradigm shifts, reforms, and practice | Educational Research for Policy and Practice | 2007 | 26 |
| 37 | Access to higher education for rural-poor students in China | Educational Research for Policy and Practice | 2010 | 25 |
| 38 | From access to quality: migrant children’s education in urban China | Educational Research for Policy and Practice | 2013 | 24 |
| 39 | Can Hong Kong export its higher education services to the Asian markets? | Educational Research for Policy and Practice | 2011 | 23 |
| 40 | Setting formative assessments in real-world contexts to facilitate self-regulated learning | Educational Research for Policy and Practice | 2015 | 23 |
| 41 | Impacts of COVID-19 on primary, secondary and tertiary education: a comprehensive review and recommendations for educational practices | Educational Research for Policy and Practice | 2023 | 23 |
| 42 | School–Parent Partnerships in Singapore | Educational Research for Policy and Practice | 2005 | 22 |
| 43 | School-based management in Hong Kong: centralizing or decentralizing | Educational Research for Policy and Practice | 2008 | 22 |
| 44 | Constructing professional identities in shadow education: perspectives of private supplementary educators in Hong Kong | Educational Research for Policy and Practice | 2016 | 22 |
| 45 | Sharp focus on soft skills: a case study of Malaysian university students’ educational expectations | Educational Research for Policy and Practice | 2012 | 21 |
| 46 | Fourth Way in action? the evolution of Singapore’s education system | Educational Research for Policy and Practice | 2012 | 21 |
| 47 | Supporting student teachers’ reflective attitude and research-oriented stance | Educational Research for Policy and Practice | 2015 | 21 |
| 48 | An ecological view of conceptualising change in the Singapore Education System | Educational Research for Policy and Practice | 2016 | 21 |
| 49 | Knowledge management implementation in the school context: case studies on knowledge leadership, storytelling, and taxonomy | Educational Research for Policy and Practice | 2017 | 21 |
| 50 | Effect of School Decentralization and School Climate on Student Mathematics Performance: The Case of Hong Kong | Educational Research for Policy and Practice | 2005 | 20 |
