OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Curriculum Studies is 1. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-04-01 to 2025-04-01.)

Article	Citations
Investigating students’ perceptions concerning textbook use in mathematics: a comparative study of secondary schools between Shanghai and England	48
Resistant traditions of the Rio Grande Valley, Aztlán: advancing the decolonizing imperative in critical pedagogies	22
Social realism, knowledge and curriculum: furthering the conversation	18
Teaching and learning financial literacy within social studies – a case study on how to realise curricular aims and ambitions	17
Imagined communities, social stratifications, and educational responses. Conditions of the possibility to talk about differentiation	16
Acknowledgements	14
The purposes of historical canons in multicultural history education	14
Portrayal of the national identity in Chinese language textbooks	14
Indigenous language curriculum revival: an emancipatory education analysis of Taiwanese Indigenous language policy and textbooks	12
Correction	12
Suffering and misery in history is not a tragic story: the ethical education of seeing differences between narratives	12
(Un)Settling the Black-White Binary: Korean American and Immigrant Youth Navigating Racial Discourse in School Curriculum	11
Problem spaces in STEM inquiry: a case analysis of an integrated curriculum	11
Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany	9
Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 2020	9
National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools	9
The politics of pupil self-evaluation: A case of Finnish assessment policy discourse	8
If images could speak: A social semiotics analysis of gender representation in science textbook images	8
Achieving excellence and equality in mathematics: two degrees of freedom?	8
A cultural turn in educational action and research	7
Powers of knowledge in secondary religious education curricula of Sweden, England and Finland	7
Curriculum in conflict: influences of Australian teacher’s decision-making for students with complex disabilities	7
On powerful knowledge as a policy concept and sociological theory	6
Rights, conflict, and removal: depictions of Indigenous groups in Californian and Texan history textbooks, 1836-2019	6
Knowledge without disciplines: a critique of social realism’s disciplinary fixation	6

Minding the gaps: the politics of differentiation in Swedish education from 1842 to the 1960s	6
Why the arts are not considered core knowledge in secondary education: a Bernsteinian analysis	6
Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts	5
Narrative and analytical interplay in history texts: recalibrating the historical recount genre	5
Profession, organization, and academic discipline. Differentiation of a special education science in Germany since 1900	5
Reframing curriculum for religious education	5
Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy	5
Teaching #BlackLivesMatter in the classroom: Exploring the racial pedagogical decision making of PK-12 teachers	5
From entrepreneurship to business & management education. A fundamental curriculum shift or tinkering at the edges?	4
Pre-service teachers’ motivations to enter the profession	4
Politics and aesthetics of museum mathematics: the dissensual curriculum of early 21st century mathematics exhibitions	4
Comparing curriculum coherence and student coherence seeking: a secondary analysis of the TIMSS video study	4
Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland	4
The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning	4
Knowledge and the New Zealand curriculum ‘refresh’	4
A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz	4
Towards an exclusive community? Political shift and changes to the school core curricula in Poland: a discourse analysis	4
Between school and ethical–political everyday action: a comprehensive framework of the development of historical thinking	4
Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum	3
Promoting dialogical critical thinking in education: examining teachers’ practices and conceptualizations in the Norwegian school context	3
Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia	3
Examining Charles Darwin’s (Mis)representation within science and history curricula	3
Grounded collaborative learning: on the misperceived relevance of philosophy in Africa	3
‘Charting waters of New Seas’: the scholarly contributions of Elliot Eisner	3
Tracing teachers’ change of pedagogical design capacity through professional development	3
Children’s agentic capacity, schoolification and risk: competing discourses and young children’s experiences in pre-school settings	3
Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities	3
Alignment thinking and complementary curriculum: a qualitative study addressing the urgent need for environmental education	3
Professional autonomy vs. assessment criteria: teacher agency in the midst of assessment reform	3
Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism	3
Competence-Oriented Curricula and the Promotion of Bildung: the example of philosophy teaching in Norway	3
“Us” vs. “Them”: a systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes	3
Dewey’s education through occupations as being-doing-knowing: an introduction to teacher planning with creative learning units	3
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning	3
Exploring the competency-based approach curriculum in secondary education in Mali with the core players’ experiences	2
Differentiating agents , differentiated patients : the production of subjects and knowledge(s) in theorizing differentiation in education	2
The palimpsests of knowledge	2
Taking modelling beyond ‘teaching morally’ and ‘teaching morality’	2
Subject didactic knowledge (SDK). A heuristic model based on a theory of functional and personal facets of subject-matter education (SME) and its empirical implications	2
Taking ’Asia as method’ seriously in decolonizing comparative curriculum studies in South Korea	2
Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education	2
Reflections on sociological approaches to the question of knowledge in education	2
Beyond Deweyian perspective! Applicability of Experience-Based Cyclical Curriculum Design	2
Adapting german instruments and validating their use to measure chilean mathematics teachers’ professional competence	2
Vygotsky’s perezhivanies with Dewey’s occupations: Improving integration of teaching and assessing via creative learning units	2
Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam	2
Belonging and participation as portrayed in the curriculum guidelines of five European countries	1
Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023)	1
‘So… like I’m responsible for ending war?’: centering anti-war activism in our teaching of war	1
List of Reviewers	1

Classroom participation: Teachers’ work as listeners	1
Reinventing character education: the potential for participatory character education using MacIntyre’s ethics	1
Conceptualizing powerful knowledge in economics	1
Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden	1
Teachers’ pedagogic knowledge in the digitalization of curriculum support	1
Elementary teachers’ agency: the role of perceived professional space and autonomy	1
Teaching and learning how to handle tools and machines in vocational educational workshop sessions	1
Wilhelm von Humboldt’s Bildung theory and educational reform: reconstructing Bildung as a pedagogical concept	1
Compassionate anger as a mobilizer for social justice: feelings application in curriculum design	1
How does pre-service teachers’ general pedagogical knowledge develop during university teacher education? Examining the impact of learning opportunities and entry characteristics over five time points	1
Situating potentially and kinetically powerful knowledges: the power of meaning-making and social change	1
The racism of Maria Montessori	1
Beholding Hong Kong Today? Justifying Securitization through (De)Politicization: A Content Analysis of Liberal Studies Textbooks	1
Engagement in ‘prevailing societal challenges’ as a contribution to wellbeing? An analysis of interdisciplinary topics in the Norwegian curriculum (LK20)	1
Powerful knowledge and knowledgeable practice	1
Repeating and growing patterns in early mathematics textbooks	1
Curriculum matters: educational tools for troubled times	1
Differentiation of education through juridification	1
Teaching the US 2018 midterm elections: a survey of secondary social studies teachers	1
Resources for planning and teaching mathematics: a Swedish upper-secondary school case study	1
Participation in national curriculum reform - coherence from complexity	1
School physical education and disabled students: what about Paralympic sports?	1
IB-PYP curriculum and teachers’ roles within IB-PYP	1
On the intellectual horizons of social realism: a response to Barton	1
Multilevel design considerations for vocational curricula at the boundary of school and work	1
‘Literacy for labour’ in the competency-based VET in Finland	1
Sylvia Wynter, racialized affects, and minor feelings: unsettling the coloniality of the affects in curriculum and pedagogy	1
Curriculum leadership of cross-curricular teaching in lower secondary school – the Finnish principal as a mediator	1
The call to teach and the ethics of care: a dynamic educational crossroads	1
A theoretical framework and questionnaire for wonder-full education	1
School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum	1
Portrayals of Indigenous peoples and the development of multiculturalism in Taiwanese citizenship education	1
Powerful knowledge in the social studies classroom and beyond	1