Oxford Review of Education

Top Research Topics at Oxford Review of Education?

Oxford Review of Education is mainly concerned with subjects like Pedagogy, Higher education, Mathematics education, Economic growth and Comparative education. The research on Pedagogy tackled can also make contributions to studies in the areas of Philosophy of education and Education theory. While the primary focus in the journal is Philosophy of education, it also dissects topics surrounding Epistemology and Social science as a whole.

The Social science study featured in Oxford Review of Education draws connections with the study of Politics. It encompasses Politics studies in the context of Law as a whole. Vocational education and Public relations are some topics wherein Higher education research discussed in the journal have an impact.

Academic achievement, Teaching method and Primary education are among the concentrations of Mathematics education that garnered much attention in Oxford Review of Education. The research on Economic growth discussed in Oxford Review of Education draws on the closely related field of Government. It tackles studies in Education policy and the interrelated subject of Public administration to gain insights into Comparative education.

• Pedagogy (29.96%)
• Higher education (18.89%)
• Mathematics education (15.19%)

What are the most cited papers published in the journal?

• Positive Education: Positive Psychology and Classroom Interventions. (946 citations)
• Management as ideology: the case of ‘new managerialism’ in higher education (543 citations)
• Learning from other people in the workplace (539 citations)

Research areas of the most cited articles at Oxford Review of Education:

The journal articles are organized to address concerns in the fields of Pedagogy, Higher education, Mathematics education, Educational research and Economic growth. The Pedagogy study tackled in the most cited publications is a key component of adjacent topics in the area of Public relations. The most cited papers deal with Higher education in conjunction with Social science and similar fields in Epistemology.

What topics the last edition of the journal is best known for?

• Law
• World War II
• Education

The previous edition focused in particular on these issues:

Oxford Review of Education mainly tackles studies in Teacher education, Pedagogy, Developmental psychology, Mathematics education and Public relations. Some problems in Pedagogy that were presented in the journal overlapped with concepts under Temporality and Cognitive reframing. The featured Developmental psychology studies mainly concentrate on Quality (business) but also cover areas of interest in Teaching method and Social change.

It facilitates discussions on Mathematics education that incorporate concepts from other fields like Peer effects, Stimulus (psychology), Perception, Professional knowledge and Empirical research. The work on Public relations tackled in the journal brings together disciplines like Top 100 historical figures of Wikipedia, Face (sociological concept) and Change management. Aside from discussions in Curriculum, it also deals with the subject of Higher education which intersects with Context (language use) disciplines.

The most cited articles from the last journal are:

• Evidence of teaching practice in an age of accountability: when what can be counted isn’t all that counts (4 citations)
• Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework (3 citations)
• The human labour of school data: exploring the production of digital data in schools (3 citations)

Papers citation over time

A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing in Oxford Review of Education (based on the number of publications) are:

• John Wilson (16 papers) absent at the last edition,
• Geoffrey Walford (16 papers) published 2 papers at the last edition,
• David Phillips (14 papers) absent at the last edition,
• Stephen Gorard (12 papers) absent at the last edition,
• Harry Judge (12 papers) absent at the last edition.

The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in Oxford Review of Education (based on the number of publications) are:

• University of Oxford (132 papers) published 11 papers at the last edition, 4 more than at the previous edition,
• Institute of Education (73 papers) published 3 papers at the last edition the same number as at the previous edition,
• University of Cambridge (33 papers) published 2 papers at the last edition,
• University of Edinburgh (24 papers) absent at the last edition,
• University of Birmingham (23 papers) absent at the last edition.

The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2021 edition, 7.14% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 36.54% were posted by at least one author from the top 10 institutions publishing in the journal. Another 9.62% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 23.08% of all publications and 30.77% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Careers in Education Research

If you are inspired by these research topics and are considering a career in education-related fields, you might want to explore becoming a mental health counselor. This role often involves working in educational settings, providing guidance and support strategies to students of all ages. Not only does this career cater to an interest in education, but it also addresses important societal issues such as mental health awareness and wellbeing. In the context of education, mental health counselors can contribute towards fostering a healthier and more conducive environment for learning and growth. They work closely with teachers and school staff to ensure students can peerlessly navigate the personal and social challenges that may impact their academic performance. If you are based in Maine and interested in this career, check out our guide on how to be a mental health counselor in Maine. Remember, as researchers and educators, we all play an essential role in shaping the educational landscape. Understanding and fostering mental health can be a transformative addition to your professional journey.