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 2022-05-01 to 2026-05-01.)

Article	Citations
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning	25
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	21
The diagram as a mediator in collaborative learning: A conceptual review	20
Constructing interactional space across distant locations in a hybrid classroom	19
“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development	19
Promoting active student participation in secondary schools with the ASPIRE intervention	18
Being recognized, becoming a learner: A comparative analysis of teacher actions and student experiences in Chile	17
Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving	16
The many forms and functions of touch in educational settings: Shared attention and appropriate engagement	15
What we learned from Covid-19 about discourse-based learning	14
A cultural-historical study of how parents create conditions to facilitate children's transition to school in the Chinese context	14
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	13
Realizations & re-mediations: Enabling expression and interaction in collective embodied activities for children with disabilities	13
Editorial Board	13
Remixing literacy: Young children producing literacy practices for research participation	12
Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention	12
Your shoes or mine? Examining perspective taking in social interaction	11
Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations	11
Editorial Board	11
Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play	11
Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems	11
Promoting children's social-emotional skills in classrooms: Exploring the role of collaborative learning and teacher scaffolding	11
Decoding power dynamics in asynchronous online learning: Preservice teachers' perspectives and navigational strategies	10
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]	10

Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile	10
Lessons from a change laboratory in plant health risk management: The dynamics of concept formation	9
Voicing infant talk: Infant's agency in Spanish family interactions	9
Thematic engagements: Affects and learning in older age	9
Mentoring experienced teachers to change their practice: A sociocultural perspective for professional learning and development	9
The construction of teacher meaning-making when teaching difficult histories: A study of teacher talk in a teacher professional development	9
Affiliation without aligning in teacher-student talk: Participants' ordering of knowledge in going beyond regular curriculum	8
Revealing student processes in a mathematics classroom: An in-depth instrumental case study	8
Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings	8
The social engineering of civility in a progressive middle school	8
Teachers' collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency	8
From objects to artefacts to props: The role of objects in infant-toddlers' play and imagination in Conceptual PlayWorlds in family settings	8
“But the vanilla is healthy!” Children's expression of arguments to justify their non-compliances in family conversation	7
Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality	7
Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature	7
How do social dramas affect human development? A dialectical proposal from cultural-historical theory	6
Claiming insufficient knowledge in pairwork and groupwork classroom activities	6
The accountability of movement in synchronous hybrid classroom interaction: managing mobility troubles in robot-mediated remote participation	6
Analysis of the relationships between students' argumentation and their views on nature of science	6
Shepherding the emotion: Embodied socialization of emotion in pediatric dental interactions	6
Editorial Board	6
Teaching and learning argumentative writing as critical thinking in an EFL composition classroom	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
In quest for a dialogic space: A microethnographic approach to classroom interaction about writing	6
Editorial Board	6
Editorial Board	5
[Re]framing learning labor in a teacher education: Identity, activity, and pedagogical flexibility	5
Paradigmatic and narrative forms of knowledge in read-aloud practices and their implications for the further learning and education of children	5
Dialogic teaching in secondary classrooms in China: Features, commonalities, and distinctiveness	5
Identities in motion – Boundary-crossing learning from an intrapersonal perspective	5
Students' discourses on interprofessional collaboration in the context of Finnish early childhood education	5
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning	5
Frames within frames: Research, education and play in linguistic ethnographies of early childhood education and care	5
Learning to create environments for deafness among hearing preservice teachers: A defectological approach	5
Multimodal repair initiations in video-mediated EFL classroom interactions: Focus on screen-based and embodied actions	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