OOIR: Observatory of International Research

Papers

(The TQCC of Theory and Research in Social Education 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
TRSE 50^th anniversary call for papers	73
Truth or beauty? Social studies teachers’ beliefs about the instructional purposes of data visualizations	31
Agency, racism, and what they mean for early childhood and elementary social studies	19
Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research	16
Troubling “active”: Elementary teacher candidates’ framing of active vs. passive citizenship	16
“What is slavery?”: Third-grade students’ sensemaking about enslavement through historical inquiry	15
Students’ prejudice as a teaching challenge: How European history educators deal with controversial and sensitive issues in a climate of political polarization	15
Black history mandates ain't new: (Re)covering and (Re)membering the work of Madeline Morgan	13
Financial citizenship education and the elusive power of critical inquiry	12
The Nakba in Israeli history education: Ethical judgments in an ongoing conflict	11
“Glossed over and missing”: Preservice teachers learn about slavery in Canada	11
Eugenic ideology and the world history curriculum: How eugenic beliefs structure narratives of development and modernity	10
“If I can help somebody”: The civic-oriented thought and practices of Black male teacher-coaches	10
We’ve always dreamed of our freedom: Anti-Blackness, young people’s power, and visions for a more just world	10
Reviewer acknowledgments	10
Diving into elementary social studies instruction: What teachers report is happening	9
Embracing the interdisciplinary nature of psychology: Challenging the increasing dismissiveness of high school psychology as a social studies course	8
The social studies discourse instrument: Validating an observation tool for classroom discussions	7
“Ethnic studies now”: Preparing to teach and support critical K–12 ethnic studies	6
Imparting truths and yielding critical reflections in social studies classrooms	5
How do the Chinese Gaokao tests narrate the history of other countries? A textual analysis of “the other” in official representations of history	5
Centering power, inequity, and social justice: Possibilities in civic education	5
A pivotal read for a populist moment Political education in times of populism: Towards a radical democratic education , by Edda Sant, Cham, Switzerland, Palgrave-Macmill	5
Haunted by hope: (Re)tracing the complexities embedded within assemblages of violence	5
Teachers stepping up their game in the face of extreme statements: A qualitative analysis of educational friction when teaching sensitive topics	5

Refining criteria for civic inquiry: An analysis of inquiry design model lessons	5
Principles, pedagogies, and possibilities for revisioning the primary grades curriculum toward social justice and sustainability	5
We, too, sing America: Preparing a new generation of active citizens	5
Civic and citizenship education in context: The influence of IEA studies on national curricula	4
Precarious statuses and the legal regulation of citizenship: implications for civic education	4
Becoming activists for racial justice: A renewed purpose for learning about the past in K–12 education	4
(Un)critical geographies of race: A critical race discourse analysis of an online local history resource	4
Deepening practices and possibilities for classroom discussion *Making classroom discussions work: Methods for quality dialogue in the social studies*	4
“We will continue our struggle for success”: French Canadian students, narrative, and historical consciousness	4
From criticality to shame: Childhood memories of social class and how they matter to elementary school teachers and teaching	4
Social studies education research for sustainable democratic societies: Addressing persistent civic challenges	4
Reviewer Acknowledgements	4