OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Curriculum Studies is 4. 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 2021-06-01 to 2025-06-01.)

Article	Citations
A cultural turn in educational action and research	55
Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland	23
Pre-service teachers’ motivations to enter the profession	21
Why the arts are not considered core knowledge in secondary education: a Bernsteinian analysis	18
Beholding Hong Kong Today? Justifying Securitization through (De)Politicization: A Content Analysis of Liberal Studies Textbooks	17
Professional autonomy vs. assessment criteria: teacher agency in the midst of assessment reform	16
Grounded collaborative learning: on the misperceived relevance of philosophy in Africa	16
Reflections on sociological approaches to the question of knowledge in education	13
Differentiating agents , differentiated patients : the production of subjects and knowledge(s) in theorizing differentiation in education	13
Taking modelling beyond ‘teaching morally’ and ‘teaching morality’	12
Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities	12
“Us” vs. “Them”: a systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes	11
Powerful knowledge in the social studies classroom and beyond	11
Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education	11
Alignment thinking and complementary curriculum: a qualitative study addressing the urgent need for environmental education	11
Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam	11
Junior-secondary Chinese history curricula in Hong Kong and mainland China: two patterns of approach hybridization	10
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning	10
Historical thinking, historical knowledge and ideas about the future	9
School history, identity and ethnicity: an examination of the experiences of young adults in England	9
Classroom observation as a means of understanding teaching quality: towards a shared language of teaching?	8
IB-PYP curriculum and teachers’ roles within IB-PYP	8
The racism of Maria Montessori	8
Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers	7
Bildung: alive and allowed? A critical study of work plan practices in Norwegian schools	7

Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum	7
Belonging and participation as portrayed in the curriculum guidelines of five European countries	7
“The king will be corrupt too!” Teaching thinking in bible studies	6
Modernism, modernity and contemporality: conceptualizing the modern in Scotland’s modern studies	6
Early career teachers’ curriculum realities: implications of school context on a continuum of curriculum-making possibilities	6
Materialities of progressive curriculum reform: a case study of one kindergarten classroom	6
Fostering mutual understanding through multiperspectivity: insights from 14 cross-border history education initiatives in post-conflict societies	6
Fostering complex historical understandings: a study of Estonian pupils’ epistemic cognition and learning experiences	6
Knowledge and curriculum: towards an educational and Didaktik /curriculum way of thinking and theorizing	5
Social realism, knowledge and curriculum: furthering the conversation	5
Indigenous language curriculum revival: an emancipatory education analysis of Taiwanese Indigenous language policy and textbooks	5
Boundary-crossing to support youth civic engagement	5
Multicultural teacher knowledge: examining curriculum informed by teacher and student experiences of diversity	5
Pre-service teachers’ understanding of sacrificial listening as a pedagogical framework	5
The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence	5
Achieving excellence and equality in mathematics: two degrees of freedom?	5
Investigating students’ perceptions concerning textbook use in mathematics: a comparative study of secondary schools between Shanghai and England	5
Teachers as national curriculum makers: does involvement equal influence?	5
Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects	5
Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 2020	5
Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism	5
Reframing curriculum for religious education	4
Reinventing character education: the potential for participatory character education using MacIntyre’s ethics	4
On the intellectual horizons of social realism: a response to Barton	4
Acknowledgements	4
On powerful knowledge as a policy concept and sociological theory	4
List of Reviewers	4
Education, the new politics of differentiation and ordinal citizenship	4
A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz	4
Children’s agentic capacity, schoolification and risk: competing discourses and young children’s experiences in pre-school settings	4
Teacher modelling as a way to foster Bildung in vocational education: a multi-method curriculum study	4
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	4