OOIR: Observatory of International Research

Papers

(The median citation count of Theory Into Practice is 2. 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
The new normal: How virtual learning can benefit K-12 students	48
Equity, accountability and change in the school board space	22
Technology in the classroom: Banking education or opportunities to learn?	21
Disproportionality monitoring for special education and stakeholder practices in a post-affirmative action landscape	21
“Storying” from special education classroom: Centering voices from accessible-interdependence-intimacy as interdisciplinary justice in pedagogical practices	20
Civic reasoning through paranoid and reparative reading: Addressing conspiracy theories within racialized and queer publics	19
Culturally sustaining pedagogies in education	18
Beyond single-identity spaces of Black mattering: Homeplaces for Black LGBTQ+ identities in K-12 schools	17
Using homeplace to guide STEM identity development in Black males	15
“Black Girl Magic is everything”: Recommendations for cultivating supportive spaces for Black girls	14
Disentangling SEL: Advocating for Black sociality, questioning white teachers’ emotionality	13
Should we “just stick to the facts”? The benefit of controversial conversations in classrooms	11
Young magicians in kindergarten: Skill development through performing magic tricks	11
Revealing theory and enhancing practice: The Purdue Problem-Centered Mathematics Curriculum Project	11
“You can’t cram for this kind of education”: Centering Indigenous Elder pedagogy to reclaim respectful and socially just education	10
Using immersive civic discussion to cultivate civic purpose in elementary schools during politically volatile times	10
Centering students’ thinking with the rights of the learner to counter deficit narratives in mathematics	9
The rights of undergraduate queer and trans* students of color as STEM majors	9
Elevating mathematics achievement outcomes for Black boys: Guidance for practitioners, policymakers, and researchers	9
Tracing the threads of research to establish equitable and culturally appropriate pedagogical practices within mathematical interactions and discourse for all learners	9
A framework for supporting Preservice Teachers (PSTs) in culturally sustaining nonfiction writing	8
Lessons from a co-design team on supporting student motivation in middle school science classrooms	8
Opening, deepening, and widening dialogic space in argument classrooms	8
Producing confident learners using specific tasks, competent models, and credible messages	8
African-centered education (ACE): Strategies to advance culturally responsive pedagogy and equitable learning opportunities for young Black children	8

Strategies for alleviating students’ math anxiety: Control-value theory in practice	7
Youth-led participatory action research in school counseling as a vehicle for antiracist SEL	7
Creative arts, physical activity, and children’s play in early childhood	7
This issue	6
The intersection of hip hop and Youth Participatory Action Research (YPAR) in school counseling to create and sustain homeplace	6
Interrogating the “gold standard”: Play-based early childhood education and perpetuating white supremacy	6
A community sin vergüenza: Considerations when designing classroom spaces for bi/multilingual students to speak, listen, and be heard	5
Confronting contemporary controversies in education	5
Courageous school board: Critical consciousness and excellence	5
Confronting contemporary controversies in education	5
Reimagining SEL as a tool to deconstruct racist educational systems	5
When to grit and when to quit: (How) should grit be taught in K-12 classrooms?	4
What’s a Black feminist doing in a field like special education?	4
How children can use drawing to regulate their emotions	4
How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond	4
In this issue	4
Engaging frustrated parents: Utilizing stakeholder teams to collectively deconstruct controversial issues in K-12	4
Social-emotional and behavioral strategies to improve school outcomes for Black males	4
Interest development, self-related information processing, and practice	4
Overcoming barriers and paradigm wars: Powerful evidence-based writing instruction	4
Centering community and care: Enacting the Torres’ rights of the learner to support middle grades students in building collective responsibility in learning mathematics	4
Struggling toward abolition and dreaming beyond ableism in teacher education	4
Interventions supporting positive psychosocial functioning of Black adolescent girls: A narrative review	4
You matter here: The impact of asset-based pedagogies on learning	4
Moving towards justice and equity: Interdisciplinary dismantling of ableism and racism in special education	3
When enactive learning went missing, vicarious learning became a must	3
Collaborative approaches to enhancing theoretical perspectives and pedagogical insights	3
Creating a context for graduate student learning through constructivist inquiry: Introduction to academia as learning through play	3
Teaching homeplace: How teachers can cultivate Black Joy through culturally responsive practices in the classroom	3
Negotiation, argumentation and participation: Three basic concepts referring to everyday procedures in teaching and learning situations in mathematics classes	3
Creating conditions for social-emotional learning: An ecological framework	3
The blue door: A portal to a community of learners	3
Dialogic space as liminal space for love: How one elementary teacher opened doors for widening community and perspective through letter writing	3
Navigating the politically charged classroom: Using inquiry to teach contentious social studies	3
A tale of two cities	2
Addressing student motivation and learning experiences when taking teaching online	2
Playing the system: Advocacy for play equity in early childhood education	2
Making schools work: An equation for active playful learning	2
Rethinking the college-for-all ethos	2
“When anybody speaks, we all need to be involved”: Classroom conditions that support dialogic space	2
Radical pragmatism in school board governance	2
Anti-racism is not an initiative: How professional learning communities may advance equity and social-emotional learning in schools	2
Addressing disproportionality and racial inequities in special education through policy change	2
“Don’t smile until December”: Bad advice based on the either-or fallacy	2
A social cognitive perspective of educators’ moral agency	2
Enhancing motivation by developing cyclical self-regulated learning skills	2
Supporting self-efficacy development from primary school to the professions: A guide for educators	2
Developing collective teacher efficacy in mathematics through professional learning	2
Small government takeover: The politics of public-school board dissolution and the impact on student achievement	2
The power of askingwhy?: Attribution retraining programs for the classroom teacher	2

Theory into Practice at Sixty	2
Understanding policy reverberations across the educational ecosystem to effectuate change	2
Outcome expectancy in social cognitive theory: The role of contingency in agency and motivation in education	2
Deepening dialogue: White preservice teachers’ use of mode-switching to revise prior assumptions in an online synchronous class about linguistic racism	2
Creating spaces for emotional justice in culturally sustaining literacy education: Implications for policy & practice	2
Recentering and claiming joy and radical love in education	2
Beyond left and right: Learning is a whole-brain process	2
Considerations for improving racial equity in schools: Applying a cultural historical framework	2
Controversies behind COVID learning loss: Historical issues, current measurements, and future strategies	2