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 2021-12-01 to 2025-12-01.)

Article	Citations
Forward anchoring in transformative agency: How parents of children with complex feeding difficulties transcend the status quo	29
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning	29
Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications	22
Children's perezhivaniya and agency during the COVID-19 pandemic: Narrative research from China	22
The diagram as a mediator in collaborative learning: A conceptual review	21
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction	19
“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development	18
Promoting active student participation in secondary schools with the ASPIRE intervention	18
Constructing interactional space across distant locations in a hybrid classroom	18
Lived experience as a unit of analysis for the study of learning	17
The many forms and functions of touch in educational settings: Shared attention and appropriate engagement	16
Promoting Chinese children's agency in science learning: Conceptual PlayWorld as a new play practice	16
Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving	16
What we learned from Covid-19 about discourse-based learning	16
Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis	15
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	14
Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention	13
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse	12
Realizations & re-mediations: Enabling expression and interaction in collective embodied activities for children with disabilities	12
Remixing literacy: Young children producing literacy practices for research participation	12
Promoting children's social-emotional skills in classrooms: Exploring the role of collaborative learning and teacher scaffolding	12
Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems	11
Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play	11
Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations	10
Revealing student processes in a mathematics classroom: An in-depth instrumental case study	10

Your shoes or mine? Examining perspective taking in social interaction	10
How do Korean children learn to say no to adults? A Hallidayan sequel to Vygotsky's unfinished theory of emotions	9
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]	9
Authentic perspective-taking: Looking beyond abstract spatial skills to the influence of culture and environment	9
Thematic engagements: Affects and learning in older age	9
Voicing infant talk: Infant's agency in Spanish family interactions	9
Mentoring experienced teachers to change their practice: A sociocultural perspective for professional learning and development	9
From objects to artefacts to props: The role of objects in infant-toddlers' play and imagination in Conceptual PlayWorlds in family settings	9
Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile	9
Lessons from a change laboratory in plant health risk management: The dynamics of concept formation	9
Teachers' collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency	8
The social engineering of civility in a progressive middle school	8
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy	8
Affiliation without aligning in teacher-student talk: Participants' ordering of knowledge in going beyond regular curriculum	8
Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality	7
“But the vanilla is healthy!” Children's expression of arguments to justify their non-compliances in family conversation	7
Building intersubjectivity in blended problem-solving tasks	7
Editorial Board	7
Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature	7
Analysis of the relationships between students' argumentation and their views on nature of science	7
Editorial Board	7
Shepherding the emotion: Embodied socialization of emotion in pediatric dental interactions	7
Claiming insufficient knowledge in pairwork and groupwork classroom activities	7
Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings	7
Singing in semiotic assemblages. Pre-schoolers' use of songs in interaction	7
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]	7
Teaching and learning argumentative writing as critical thinking in an EFL composition classroom	7
Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education	6
In quest for a dialogic space: A microethnographic approach to classroom interaction about writing	6
They can play, but…: Investigating teachers' use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms	6
Editorial Board	6
Frames within frames: Research, education and play in linguistic ethnographies of early childhood education and care	6
Learning to manage diabetes using a flash glucose monitoring device at a summer camp: A collective appropriation process	6
A process model of team emotion regulation: An expansion of Gross' individual ER model	6
Reflections on dialogicity: Challenges and suggestions by mathematics student teachers	5
Editorial Board	5
Learning to create environments for deafness among hearing preservice teachers: A defectological approach	5
Beyond the binary: Exploring gendered role negotiation and teacher mediation in playworld pedagogy	5
People living with dementia collaborating in a joint activity	5
Identities in motion – Boundary-crossing learning from an intrapersonal perspective	5
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning	5
Establishing joint attention with multimodal resources in lingua franca guided tours	5
Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors	5
The challenges of capturing learning: Units of analysis in the study of human growth	5
Multimodal repair initiations in video-mediated EFL classroom interactions: Focus on screen-based and embodied actions	5
Students' discourses on interprofessional collaboration in the context of Finnish early childhood education	5
Dialogic teaching in secondary classrooms in China: Features, commonalities, and distinctiveness	5
An investigation of museum educators' questioning during field trips	5
Dealing with divergent feedback trajectories in video-mediated, transnational, and collaborative task design meetings	5
“This friend was nice”: Young children's negotiation of social relationships in and through interactions with (play) objects	5