OOIR: Observatory of International Research

Papers

(The TQCC of Learning Culture and Social Interaction is 5. 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
Forward anchoring in transformative agency: How parents of children with complex feeding difficulties transcend the status quo	28
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning	26
Children's perezhivaniya and agency during the COVID-19 pandemic: Narrative research from China	22
Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications	21
The diagram as a mediator in collaborative learning: A conceptual review	19
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction	19
Constructing interactional space across distant locations in a hybrid classroom	18
Long-term intervention of at-risk elementary students' socio-motivational and reading comprehension competencies: Video-based case studies of emotional support in teacher–dyad and dyadic interactions	17
The many forms and functions of touch in educational settings: Shared attention and appropriate engagement	17
Lived experience as a unit of analysis for the study of learning	16
Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving	15
Promoting Chinese children's agency in science learning: Conceptual PlayWorld as a new play practice	15
“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development	15
Promoting active student participation in secondary schools with the ASPIRE intervention	15
Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis	14
What we learned from Covid-19 about discourse-based learning	12
Promoting children's social-emotional skills in classrooms: Exploring the role of collaborative learning and teacher scaffolding	11
Realizations & re-mediations: Enabling expression and interaction in collective embodied activities for children with disabilities	11
Remixing literacy: Young children producing literacy practices for research participation	11
Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention	11
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse	11
Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations	10
Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play	10
Mentoring experienced teachers to change their practice: A sociocultural perspective for professional learning and development	9
Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems	9

How do Korean children learn to say no to adults? A Hallidayan sequel to Vygotsky's unfinished theory of emotions	9
Revealing student processes in a mathematics classroom: An in-depth instrumental case study	9
Your shoes or mine? Examining perspective taking in social interaction	9
Thematic engagements: Affects and learning in older age	8
Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile	8
Lessons from a change laboratory in plant health risk management: The dynamics of concept formation	8
Corrigendum to “Together with my playmates: Preschoolers' peer relationships and interactions in small group settings” [Learn. Cult. Soc. Interact., Volume 30, Part A, September 2021/100531]	8
Affiliation without aligning in teacher-student talk: Participants' ordering of knowledge in going beyond regular curriculum	8
Voicing infant talk: Infant's agency in Spanish family interactions	8
Authentic perspective-taking: Looking beyond abstract spatial skills to the influence of culture and environment	8
From objects to artefacts to props: The role of objects in infant-toddlers' play and imagination in Conceptual PlayWorlds in family settings	8
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy	7
Teachers' collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency	7
Editorial Board	7
Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature	7
The social engineering of civility in a progressive middle school	7
Building intersubjectivity in blended problem-solving tasks	7
Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings	7
Claiming insufficient knowledge in pairwork and groupwork classroom activities	6
Editorial Board	6
In quest for a dialogic space: A microethnographic approach to classroom interaction about writing	6
Learning to manage diabetes using a flash glucose monitoring device at a summer camp: A collective appropriation process	6
Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality	6
Singing in semiotic assemblages. Pre-schoolers' use of songs in interaction	6
Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education	6
Analysis of the relationships between students' argumentation and their views on nature of science	6
“But the vanilla is healthy!” Children's expression of arguments to justify their non-compliances in family conversation	6
Editorial Board	6
Retraction notice to “The impact of different scaffolding techniques on IELTS candidates' writing anxiety: From perceptions to facts” [Learning, Culture and Social Interaction 40 (2023) 100715]	6
An investigation of museum educators' questioning during field trips	5
Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors	5
Establishing joint attention with multimodal resources in lingua franca guided tours	5
Learning to create environments for deafness among hearing preservice teachers: A defectological approach	5
Teaching and learning argumentative writing as critical thinking in an EFL composition classroom	5
Identities in motion – Boundary-crossing learning from an intrapersonal perspective	5
Frames within frames: Research, education and play in linguistic ethnographies of early childhood education and care	5
Shepherding the emotion: Embodied socialization of emotion in pediatric dental interactions	5
Editorial Board	5
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning	5
Reflections on dialogicity: Challenges and suggestions by mathematics student teachers	5
Students' discourses on interprofessional collaboration in the context of Finnish early childhood education	5
They can play, but…: Investigating teachers' use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms	5