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 2021-10-01 to 2025-10-01.)

Article	Citations
Teachers’ views on students’ multilingual resources - tracking the impact of curriculum reform	70
Compatibility of physical education curricula with physical literacy across 40 European countries	26
A cultural turn in educational action and research	21
Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland	19
Beholding Hong Kong Today? Justifying Securitization through (De)Politicization: A Content Analysis of Liberal Studies Textbooks	18
Pre-service teachers’ motivations to enter the profession	18
Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education	18
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	15
Powerful knowledge in the social studies classroom and beyond	14
Taking modelling beyond ‘teaching morally’ and ‘teaching morality’	13
“Us” vs. “Them”: a systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes	13
Reflections on sociological approaches to the question of knowledge in education	12
Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities	12
Alignment thinking and complementary curriculum: a qualitative study addressing the urgent need for environmental education	12
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning	11
Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam	11
IB-PYP curriculum and teachers’ roles within IB-PYP	10
Junior-secondary Chinese history curricula in Hong Kong and mainland China: two patterns of approach hybridization	10
Differentiating agents , differentiated patients : the production of subjects and knowledge(s) in theorizing differentiation in education	10
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?	9
Belonging and participation as portrayed in the curriculum guidelines of five European countries	7
Historical thinking, historical knowledge and ideas about the future	7
Fostering complex historical understandings: a study of Estonian pupils’ epistemic cognition and learning experiences	7

Early career teachers’ curriculum realities: implications of school context on a continuum of curriculum-making possibilities	7
Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers	7
Modernism, modernity and contemporality: conceptualizing the modern in Scotland’s modern studies	7
“The king will be corrupt too!” Teaching thinking in bible studies	7
The racism of Maria Montessori	7
Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum	7
Understanding citizenship education in Morocco: teachers’ beliefs, curriculum constraints, and pedagogical realities	7
From powerful knowledge to powerful thinking: On how to empower students through pedagogy and curriculum	7
Fostering mutual understanding through multiperspectivity: insights from 14 cross-border history education initiatives in post-conflict societies	6
Teachers as national curriculum makers: does involvement equal influence?	6
Multicultural teacher knowledge: examining curriculum informed by teacher and student experiences of diversity	6
Knowledge and curriculum: towards an educational and Didaktik /curriculum way of thinking and theorizing	6
The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence	6
Pre-service teachers’ understanding of sacrificial listening as a pedagogical framework	6
Materialities of progressive curriculum reform: a case study of one kindergarten classroom	6
Powerful knowledge, school subjects and the curriculum: an international and comparative perspective	6
Mass upper-secondary and tertiary education: the consequences for schooling and the curriculum	5
Social realism, knowledge and curriculum: furthering the conversation	5
Reframing curriculum for religious education	5
Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism	5
Indigenous language curriculum revival: an emancipatory education analysis of Taiwanese Indigenous language policy and textbooks	5
Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects	5
Boundary-crossing to support youth civic engagement	5
Achieving excellence and equality in mathematics: two degrees of freedom?	5
A comparative analysis of Foundation and early primary years mathematics curricula: insights from Australia and South Africa	5
On powerful knowledge as a policy concept and sociological theory	5
A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz	4
Reinventing character education: the potential for participatory character education using MacIntyre’s ethics	4
List of Reviewers	4
On the intellectual horizons of social realism: a response to Barton	4
English Language Arts curriculum design and use: pre-service teachers’ perspectives and interpretations	4
The curriculum of Frankenstein: or the education of a monster	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
Teachers and scholars as counterhegemonic intellectuals? Their perspectives on ethnic diversity in textbooks in China	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