Journal of Curriculum Studies

Papers
(The TQCC of Journal of Curriculum Studies is 3. 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.)
ArticleCitations
Investigating students’ perceptions concerning textbook use in mathematics: a comparative study of secondary schools between Shanghai and England48
Resistant traditions of the Rio Grande Valley, Aztlán: advancing the decolonizing imperative in critical pedagogies22
Social realism, knowledge and curriculum: furthering the conversation18
Teaching and learning financial literacy within social studies – a case study on how to realise curricular aims and ambitions17
Imagined communities, social stratifications, and educational responses. Conditions of the possibility to talk about differentiation16
The purposes of historical canons in multicultural history education14
Portrayal of the national identity in Chinese language textbooks14
Acknowledgements14
Correction12
Suffering and misery in history is not a tragic story: the ethical education of seeing differences between narratives12
Indigenous language curriculum revival: an emancipatory education analysis of Taiwanese Indigenous language policy and textbooks12
Problem spaces in STEM inquiry: a case analysis of an integrated curriculum11
(Un)Settling the Black-White Binary: Korean American and Immigrant Youth Navigating Racial Discourse in School Curriculum11
Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 20209
National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools9
Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany9
If images could speak: A social semiotics analysis of gender representation in science textbook images8
Achieving excellence and equality in mathematics: two degrees of freedom?8
The politics of pupil self-evaluation: A case of Finnish assessment policy discourse8
Powers of knowledge in secondary religious education curricula of Sweden, England and Finland7
Curriculum in conflict: influences of Australian teacher’s decision-making for students with complex disabilities7
A cultural turn in educational action and research7
Rights, conflict, and removal: depictions of Indigenous groups in Californian and Texan history textbooks, 1836-20196
Knowledge without disciplines: a critique of social realism’s disciplinary fixation6
Minding the gaps: the politics of differentiation in Swedish education from 1842 to the 1960s6
Why the arts are not considered core knowledge in secondary education: a Bernsteinian analysis6
On powerful knowledge as a policy concept and sociological theory6
Profession, organization, and academic discipline. Differentiation of a special education science in Germany since 19005
Reframing curriculum for religious education5
Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy5
Teaching #BlackLivesMatter in the classroom: Exploring the racial pedagogical decision making of PK-12 teachers5
Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts5
Narrative and analytical interplay in history texts: recalibrating the historical recount genre5
Comparing curriculum coherence and student coherence seeking: a secondary analysis of the TIMSS video study4
Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland4
The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning4
Knowledge and the New Zealand curriculum ‘refresh’4
A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz4
Towards an exclusive community? Political shift and changes to the school core curricula in Poland: a discourse analysis4
Between school and ethical–political everyday action: a comprehensive framework of the development of historical thinking4
From entrepreneurship to business & management education. A fundamental curriculum shift or tinkering at the edges?4
Pre-service teachers’ motivations to enter the profession4
Politics and aesthetics of museum mathematics: the dissensual curriculum of early 21st century mathematics exhibitions4
‘Charting waters of New Seas’: the scholarly contributions of Elliot Eisner3
Tracing teachers’ change of pedagogical design capacity through professional development3
Children’s agentic capacity, schoolification and risk: competing discourses and young children’s experiences in pre-school settings3
Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities3
Alignment thinking and complementary curriculum: a qualitative study addressing the urgent need for environmental education3
Professional autonomy vs. assessment criteria: teacher agency in the midst of assessment reform3
Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism3
Competence-Oriented Curricula and the Promotion of Bildung: the example of philosophy teaching in Norway3
“Us” vs. “Them”: a systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes3
Dewey’s education through occupations as being-doing-knowing: an introduction to teacher planning with creative learning units3
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning3
Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum3
Promoting dialogical critical thinking in education: examining teachers’ practices and conceptualizations in the Norwegian school context3
Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia3
Examining Charles Darwin’s (Mis)representation within science and history curricula3
Grounded collaborative learning: on the misperceived relevance of philosophy in Africa3
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