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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

The OECD and the expansion of PISA: new global modes of governance in education
Sam Sellar, Bob Lingard
British Educational Research Journal (2013) Vol. 40, Iss. 6, pp. 917-936
Closed Access | Times Cited: 392

Showing 1-25 of 392 citing articles:

Lessons Learned from PISA: A Systematic Review of Peer-Reviewed Articles on the Programme for International Student Assessment
Therese N. Hopfenbeck, Jenny Lenkeit, Yasmine El Masri, et al.
Scandinavian Journal of Educational Research (2017) Vol. 62, Iss. 3, pp. 333-353
Open Access | Times Cited: 239
Education, governance and the tyranny of numbers
Stephen J. Ball
Journal of Education Policy (2015) Vol. 30, Iss. 3, pp. 299-301
Closed Access | Times Cited: 223
Re-articulating social justice as equity in schooling policy: the effects of testing and data infrastructures
Bob Lingard, Sam Sellar, Glenn C. Savage
British Journal of Sociology of Education (2014) Vol. 35, Iss. 5, pp. 710-730
Closed Access | Times Cited: 178
The rise of international large-scale assessments and rationales for participation
Camilla Addey, Sam Sellar, Gita Steiner‐Khamsi, et al.
Compare A Journal of Comparative and International Education (2017) Vol. 47, Iss. 3, pp. 434-452
Open Access | Times Cited: 128
A feel for numbers: affect, data and education policy
Sam Sellar
Critical Studies in Education (2014) Vol. 56, Iss. 1, pp. 131-146
Closed Access | Times Cited: 120
Towards social justice in education: contradictions and dilemmas
Becky Francis, Martin Mills, Ruth Lupton
Journal of Education Policy (2017) Vol. 32, Iss. 4, pp. 414-431
Open Access | Times Cited: 118
Two decades of havoc: A synthesis of criticism against PISA
Yong Zhao
Journal of Educational Change (2020) Vol. 21, Iss. 2, pp. 245-266
Closed Access | Times Cited: 114
Policy mobilities and methodology: a proposition for inventive methods in education policy studies
Kalervo Ν. Gulson, Steven Lewis, Bob Lingard, et al.
Critical Studies in Education (2017) Vol. 58, Iss. 2, pp. 224-241
Closed Access | Times Cited: 113
Contesting anticipatory regimes in education: exploring alternative educational orientations to the future
Sarah Amsler, Keri Facer
Futures (2017) Vol. 94, pp. 6-14
Open Access | Times Cited: 108
PISA for Development: how the OECD and World Bank shaped education governance post-2015
Euan Auld, Jeremy Rappleye, Paul Morris
Comparative Education (2018) Vol. 55, Iss. 2, pp. 197-219
Open Access | Times Cited: 102
Toward an international measure of global competence? A critical look at the PISA 2018 framework
Laura Engel, David Rutkowski, Greg Thompson
Globalisation Societies and Education (2019) Vol. 17, Iss. 2, pp. 117-131
Open Access | Times Cited: 99
Governing schooling through ‘what works’: the OECD’s PISA for Schools
Steven Lewis
Journal of Education Policy (2016) Vol. 32, Iss. 3, pp. 281-302
Closed Access | Times Cited: 94
PISA for Schools: Topological Rationality and New Spaces of the OECD’s Global Educational Governance
Steven Lewis, Sam Sellar, Bob Lingard
Comparative Education Review (2015) Vol. 60, Iss. 1, pp. 27-57
Open Access | Times Cited: 92
Soft governance by hard fact? The OECD as a knowledge broker in education policy
Dennis Niemann, Kerstin Martens
Global Social Policy (2018) Vol. 18, Iss. 3, pp. 267-283
Closed Access | Times Cited: 92
Counting and comparing school performance: an analysis of media coverage of PISA in Australia, 2000–2014
Aspa Baroutsis, Bob Lingard
Journal of Education Policy (2016) Vol. 32, Iss. 4, pp. 432-449
Open Access | Times Cited: 91
Objectivity as standardization in data-scientific education policy, technology and governance
Ben Williamson, Nelli Piattoeva
Learning Media and Technology (2018) Vol. 44, Iss. 1, pp. 64-76
Open Access | Times Cited: 85
Science by streetlight and the OECD’s measure of global competence: A new yardstick for internationalisation?
Euan Auld, Paul Morris
Policy Futures in Education (2019) Vol. 17, Iss. 6, pp. 677-698
Open Access | Times Cited: 80
Psychodata: disassembling the psychological, economic, and statistical infrastructure of ‘social-emotional learning’
Ben Williamson
Journal of Education Policy (2019) Vol. 36, Iss. 1, pp. 129-154
Open Access | Times Cited: 80
Discrimination of the Contextual Features of Top Performers in Scientific Literacy Using a Machine Learning Approach
Jiangping Chen, Yang Zhang, Yueer Wei, et al.
Research in Science Education (2019) Vol. 51, Iss. S1, pp. 129-158
Closed Access | Times Cited: 77
Trends in global education reform since the 1990 s: Looking for the right way
Pasi Sahlberg
International Journal of Educational Development (2023) Vol. 98, pp. 102748-102748
Closed Access | Times Cited: 21
Golden relics & historical standards: how the OECD is expanding global education governance through PISA for Development
Camilla Addey
Critical Studies in Education (2017) Vol. 58, Iss. 3, pp. 311-325
Closed Access | Times Cited: 75
Data infrastructure: a review of expanding accountability systems and large-scale assessments in education
Sam Sellar
Discourse Studies in the Cultural Politics of Education (2014) Vol. 36, Iss. 5, pp. 765-777
Closed Access | Times Cited: 71
The phantom national? Assembling national teaching standards in Australia’s federal system
Glenn C. Savage, Steven Lewis
Journal of Education Policy (2017) Vol. 33, Iss. 1, pp. 118-142
Open Access | Times Cited: 69
A PISA Paradox? An Alternative Theory of Learning as a Possible Solution for Variations in PISA Scores
Hikaru Komatsu, Jeremy Rappleye
Comparative Education Review (2017) Vol. 61, Iss. 2, pp. 269-297
Closed Access | Times Cited: 64
PISA: multiple ‘truths’ and mediatised global governance
Sue Grey, Paul Morris
Comparative Education (2018) Vol. 54, Iss. 2, pp. 109-131
Open Access | Times Cited: 64
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