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OpenAlex Citation Counts

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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:

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

Showing 1-25 of 92 citing articles:

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
Emerging data infrastructures and the new topologies of education policy
Kalervo Ν. Gulson, Sam Sellar
Environment and Planning D Society and Space (2018) Vol. 37, Iss. 2, pp. 350-366
Open Access | Times Cited: 108
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
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
Reform first and ask questions later? The implications of (fast) schooling policy and ‘silver bullet’ solutions
Steven Lewis, Anna Hogan
Critical Studies in Education (2016) Vol. 60, Iss. 1, pp. 1-18
Closed Access | Times Cited: 61
The multiple effects of international large-scale assessment on education policy and research
Steven Lewis, Bob Lingard
Discourse Studies in the Cultural Politics of Education (2015) Vol. 36, Iss. 5, pp. 621-637
Closed Access | Times Cited: 60
Fifteen years of research on PISA effects on education governance: A critical review
Xavier Pons
European Journal of Education (2017) Vol. 52, Iss. 2, pp. 131-144
Closed Access | Times Cited: 56
Tracking the Topological: The Effects of Standardised Data Upon Teachers’ Practice
Steven Lewis, Ian Hardy
British Journal of Educational Studies (2016) Vol. 65, Iss. 2, pp. 219-238
Closed Access | Times Cited: 49
The turn towards policy mobilities and the theoretical-methodological implications for policy sociology
Steven Lewis
Critical Studies in Education (2020) Vol. 62, Iss. 3, pp. 322-337
Open Access | Times Cited: 47
Repackaging authority: artificial intelligence, automated governance and education trade shows
Kalervo Ν. Gulson, Kevin Witzenberger
Journal of Education Policy (2020) Vol. 37, Iss. 1, pp. 145-160
Closed Access | Times Cited: 45
Providing a platform for ‘what works’: platform-based governance and the reshaping of teacher learning through the OECD’s PISA4U
Steven Lewis
Comparative Education (2020) Vol. 56, Iss. 4, pp. 484-502
Closed Access | Times Cited: 39
Where are we heading? Hackathons as a new, relational form of policymaking
Annina Förschler, Mathias Decuypere
Journal of Education Policy (2024) Vol. 39, Iss. 4, pp. 519-540
Open Access | Times Cited: 4
Terra Colonia? The Global South in comparative and international education as reflected in the comparative education review
Charl C. Wolhuter, Óscar Espinoza, Noel F. McGinn
Research in Comparative and International Education (2025)
Closed Access
Researching and theorising the imbrications of temporalities and datafied governance of education systems: an Afterword
Bob Lingard
Critical Studies in Education (2025), pp. 1-15
Open Access
The politics of student voice: unravelling the multiple discourses articulated in schools
Jennifer Charteris, Dianne Smardon
Cambridge Journal of Education (2018) Vol. 49, Iss. 1, pp. 93-110
Closed Access | Times Cited: 45
Global education policy mobilities and subnational policy practice
Marcia McKenzie, Kathleen Aikens
Globalisation Societies and Education (2020) Vol. 19, Iss. 3, pp. 311-325
Closed Access | Times Cited: 32
New shadow professionals and infrastructures around the datafied school: Topological thinking as an analytical device
Steven Lewis, Sigrid Hartong
European Educational Research Journal (2021) Vol. 21, Iss. 6, pp. 946-960
Closed Access | Times Cited: 31
The Australian curriculum: a critical interrogation of why, what and where to?
Bob Lingard
Curriculum Perspectives (2018) Vol. 38, Iss. 1, pp. 55-65
Closed Access | Times Cited: 36
Datafication of schooling in Japan: an epistemic critique through the ‘problem of Japanese education’
Keita Takayama, Bob Lingard
Journal of Education Policy (2018) Vol. 34, Iss. 4, pp. 449-469
Closed Access | Times Cited: 34
Policy, philanthropy and profit: the OECD’s PISA for Schools and new modes of heterarchical educational governance
Steven Lewis
Comparative Education (2017) Vol. 53, Iss. 4, pp. 518-537
Closed Access | Times Cited: 33
PISA ‘Yet To Come’: governing schooling through time, difference and potential
Steven Lewis
British Journal of Sociology of Education (2017) Vol. 39, Iss. 5, pp. 683-697
Closed Access | Times Cited: 29
Assessment for Monitoring of Education Systems: International Comparisons
Henry Braun, J. David Singer
The Annals of the American Academy of Political and Social Science (2019) Vol. 683, Iss. 1, pp. 75-92
Closed Access | Times Cited: 29
Placing PISA and PISA for schools in two federalisms, Australia and the USA
Bob Lingard, Steven Lewis
Critical Studies in Education (2017) Vol. 58, Iss. 3, pp. 266-279
Closed Access | Times Cited: 28
Rearticulating PISA
Hikaru Komatsu, Jeremy Rappleye
Globalisation Societies and Education (2021) Vol. 19, Iss. 2, pp. 245-258
Closed Access | Times Cited: 21
Introduction―Space-and time-making in education: Towards a topological lens
Mathias Decuypere, Sigrid Hartong, Karmijn van de Oudeweetering
European Educational Research Journal (2022) Vol. 21, Iss. 6, pp. 871-882
Open Access | Times Cited: 14
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