British Educational Research Journal (BERJ) is pleased to announce the top cited papers published between 2018 and 2019. 

• The symbolic violence of setting: A Bourdieusian analysis of mixed methods data on secondary students’ views about setting
• Framing learning entanglement in innovative learning spaces: Connecting theory, design and practice
• Contract cheating in UK higher education: A covert investigation of essay mills
• Learning for democracy: The politics and practice of citizenship education
• The power of ‘evidence’: Reliable science or a set of blunt tools?

British Journal of Educational Technology (BJET) is pleased to announce the top cited papers published between 2018 and 2019. 

• A systematic review of research on the flipped learning method in engineering education
• Which students benefit most from a flipped classroom approach to language learning?
• Using learning analytics to scale the provision of personalised feedback
• Mobile‐based collaborative learning in the fitness center: A case study on the development of English listening comprehension with a context‐aware application
• Mobile collaborative language learning: State of the art

Review of Education is pleased to announce the top cited papers published between 2018 and 2019. 

• Home language, school language and children’s literacy attainments: A systematic review of evidence from low‐ and middle‐income countries
• Diversity and complexity: Becoming a teacher in England in 2015–2016
• Why do some teachers change and others don’t? A review of studies about factors influencing in‐service and pre‐service teachers’ change in classroom management
• Educating China on the move: A typology of contemporary Chinese higher education mobilities
• Secondary students’ proof constructions in mathematics: The role of written versus oral mode of argument representation

The Curriculum Journal is pleased to announce the top cited papers published between 2018 and 2019. 

• ‘Complete freedom to choose within limits’ – teachers’ views of curricular autonomy, agency and control in Estonia, Finland and Germany
• Teachers’ conceptualization and enactment of twenty‐first century competences: exploring dimensions for new curricula
• Knowledge, power and powerful knowledge re‐visited
• Conflicting goals of educational action: a study of teacher agency from a transactional realism perspective
• Multiplicative reasoning: teaching primary pupils in ways that focus on functional relations

Thanks to our publisher, Wiley, these papers have all been made free until 1^st March. BERA members will be able to access all of these articles once logged into their account.