OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Curriculum Studies is 1. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Teachers’ views on students’ multilingual resources - tracking the impact of curriculum reform	72
A cultural turn in educational action and research	29
Compatibility of physical education curricula with physical literacy across 40 European countries	23
Powerful knowledge in the social studies classroom and beyond	20
Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland	20
Pre-service teachers’ motivations to enter the profession	20
Beholding Hong Kong Today? Justifying Securitization through (De)Politicization: A Content Analysis of Liberal Studies Textbooks	19
Professional autonomy vs. assessment criteria: teacher agency in the midst of assessment reform	17
Grounded collaborative learning: on the misperceived relevance of philosophy in Africa	16
Differentiating agents , differentiated patients : the production of subjects and knowledge(s) in theorizing differentiation in education	14
Taking modelling beyond ‘teaching morally’ and ‘teaching morality’	14
“Us” vs. “Them”: a systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes	13
Reflections on sociological approaches to the question of knowledge in education	13
Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education	13
Alignment thinking and complementary curriculum: a qualitative study addressing the urgent need for environmental education	11
Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam	11
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning	10
Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities	10
The racism of Maria Montessori	9
IB-PYP curriculum and teachers’ roles within IB-PYP	9
Junior-secondary Chinese history curricula in Hong Kong and mainland China: two patterns of approach hybridization	9
Historical thinking, historical knowledge and ideas about the future	8
Classroom observation as a means of understanding teaching quality: towards a shared language of teaching?	7
From powerful knowledge to powerful thinking: On how to empower students through pedagogy and curriculum	7
“The king will be corrupt too!” Teaching thinking in bible studies	7

Fostering mutual understanding through multiperspectivity: insights from 14 cross-border history education initiatives in post-conflict societies	7
Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers	7
Modernism, modernity and contemporality: conceptualizing the modern in Scotland’s modern studies	7
Fostering complex historical understandings: a study of Estonian pupils’ epistemic cognition and learning experiences	7
School history, identity and ethnicity: an examination of the experiences of young adults in England	7
Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum	7
Knowledge and curriculum: towards an educational and Didaktik /curriculum way of thinking and theorizing	7
Materialities of progressive curriculum reform: a case study of one kindergarten classroom	7
The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence	6
Early career teachers’ curriculum realities: implications of school context on a continuum of curriculum-making possibilities	6
Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects	6
Pre-service teachers’ understanding of sacrificial listening as a pedagogical framework	6
Understanding citizenship education in Morocco: teachers’ beliefs, curriculum constraints, and pedagogical realities	6
Multicultural teacher knowledge: examining curriculum informed by teacher and student experiences of diversity	6
Teachers as national curriculum makers: does involvement equal influence?	6
Indigenous language curriculum revival: an emancipatory education analysis of Taiwanese Indigenous language policy and textbooks	5
Boundary-crossing to support youth civic engagement	5
Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism	5
A comparative analysis of Foundation and early primary years mathematics curricula: insights from Australia and South Africa	5
Achieving excellence and equality in mathematics: two degrees of freedom?	5
Mass upper-secondary and tertiary education: the consequences for schooling and the curriculum	5
Social realism, knowledge and curriculum: furthering the conversation	5
Powerful knowledge, school subjects and the curriculum: an international and comparative perspective	5
English Language Arts curriculum design and use: pre-service teachers’ perspectives and interpretations	5
How does pre-service teachers’ general pedagogical knowledge develop during university teacher education? Examining the impact of learning opportunities and entry characteristics over five time points	4
Teacher modelling as a way to foster Bildung in vocational education: a multi-method curriculum study	4
A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz	4
Children’s agentic capacity, schoolification and risk: competing discourses and young children’s experiences in pre-school settings	4
On the intellectual horizons of social realism: a response to Barton	4
On powerful knowledge as a policy concept and sociological theory	4
Teachers and scholars as counterhegemonic intellectuals? Their perspectives on ethnic diversity in textbooks in China	4
List of Reviewers	4
Working in the shadows: differentiation processes through and beyond the curriculum. Introduction to the special issue	4
Reframing curriculum for religious education	4
The curriculum of Frankenstein: or the education of a monster	4
Itinerant curriculum theory from the Global South: a new grammar curriculum from México Profundo/Gran México	3
Half a mathematician? How preservice teachers are connected to their studied discipline	3
Conceptualizing United States democracy: insights from government content standards	3
Correction	3
Competence-based curriculum implementation in Africa: a scoping review of pedagogical and assessment practices	3
John Dewey and the project method: the covered controversy with William H. Kilpatrick	3
The devil’s finest trick: routines that make teachers matter against their better judgement	3
Correction	3
Education, the new politics of differentiation and ordinal citizenship	3
Acknowledgements	3
Framing curriculum making: bureaucracy and couplings in school administration	3
A forgotten chapter in the history of Nordic educational theory: J.V. Snellman’s theory of Bildung	3
Citizenship education under authoritarian Islamic nationalism: an exploration of teachers’ conceptions of citizenship in Turkey	2
Teaching multicultural history in Finland: the views and practices of history teachers in Finland	2
Suffering and misery in history is not a tragic story: the ethical education of seeing differences between narratives	2

The purposes of historical canons in multicultural history education	2
Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany	2
Life skills education in secondary language classrooms: Empathy, communication and interpersonal relations	2
Making the invisible visible: introducing the Pico site of curriculum making at Initial Teacher Education	2
The un-hidden curriculum: ethnographic findings on socialization at school entry that challenge the notion of the hidden curriculum	2
Controversial for whom? Reconsidering controversial issue discussion and deliberation in education for democracy	2
Colourism and indigeneity: the portrayal of Tuareg Amazighs in EFL textbooks in Algeria	2
Show and tell: scaffolding practices in lower secondary social science classrooms	2
Curriculum in conflict: influences of Australian teacher’s decision-making for students with complex disabilities	2
Rights, conflict, and removal: depictions of Indigenous groups in Californian and Texan history textbooks, 1836-2019	2
Holocaust education in the post-secular era: Religious-Zionist lessons from the Holocaust	1
Place, culture and learning: a review to inform education outside the classroom in Greenland	1
The palimpsests of knowledge	1
Intersecting shadows: examining the dynamics between formal and shadow curricula in Türkiye	1
Conceptualizing powerful knowledge in economics	1
School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum	1
Vygotsky’s perezhivanies with Dewey’s occupations: Improving integration of teaching and assessing via creative learning units	1
Exploring student teacher professional agency across two universities in Brazil and Finland	1
Powers of knowledge in secondary religious education curricula of Sweden, England and Finland	1
Social realism and school history: the role of the historical discipline in substantive knowledge selection	1
Teachers transformation of curricula in Swedish adult education and its implications for the purpose of education	1
Connecting disciplinary knowledge content and students’ lifeworld experience: understanding history teachers as curriculum makers	1
From entrepreneurship to business & management education. A fundamental curriculum shift or tinkering at the edges?	1
The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning	1
The life and death of Liberal Studies: explaining curriculum change in post-handover Hong Kong	1
Integrative teaching and learning: reflections of a complex world in the curricula of primary teacher education programs	1
Educational reforms and political polarization: competing visions of citizenship education and youth engagement in Poland	1
A framework for curricular analysis of powerful knowledge: comparing school biology in England, Finland and Sweden	1
Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023)	1
Subject didactic knowledge (SDK). A heuristic model based on a theory of functional and personal facets of subject-matter education (SME) and its empirical implications	1
‘So… like I’m responsible for ending war?’: centering anti-war activism in our teaching of war	1
Design and validation of initial diagnostic tests for preservice teachers as a tool for teacher education effectiveness	1
Beyond fragmentation in subject didactics and curriculum studies: consensus and contention in research designs	1
Knowledge without disciplines: a critique of social realism’s disciplinary fixation	1
Examining Charles Darwin’s (Mis)representation within science and history curricula	1
Minding the gaps: the politics of differentiation in Swedish education from 1842 to the 1960s	1
Exploring the competency-based approach curriculum in secondary education in Mali with the core players’ experiences	1
If images could speak: A social semiotics analysis of gender representation in science textbook images	1
Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts	1
On content transformation in the classroom: transdisciplinary perspectives on subject didactic research using didactic case studies	1
Competence-Oriented Curricula and the Promotion of Bildung: the example of philosophy teaching in Norway	1
The demise of subject-specific teacher education in England	1
Correction	1
(Un)Settling the Black-White Binary: Korean American and Immigrant Youth Navigating Racial Discourse in School Curriculum	1
Sinophobia + Sinocentrism— An AsianCrit Analysis of the US Military's Wartime Curricular [Re]racialization of Chinese [Americans]	1
Elementary teachers’ agency: the role of perceived professional space and autonomy	1
Repeating and growing patterns in early mathematics textbooks	1
From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008	1
Participation in national curriculum reform - coherence from complexity	1
Beyond Deweyian perspective! Applicability of Experience-Based Cyclical Curriculum Design	1
Teaching Racial History: Enacting Curriculum in Discretionary Spaces	1
Promoting dialogical critical thinking in education: examining teachers’ practices and conceptualizations in the Norwegian school context	1
Construct overlap in cross-national assessment: critical thinking in the teacher education curricula of two countries	1
Tracing teachers’ change of pedagogical design capacity through professional development	1
Five visions of competence-based education and curricula as travelling policies: a systematic research review 1997–2022	1
Correction	1
Secret, sacred, and cover stories: four rural elementary music teachers’ assessment practices in China	1
Teaching #BlackLivesMatter in the classroom: Exploring the racial pedagogical decision making of PK-12 teachers	1
Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy	1
Portrayal of the national identity in Chinese language textbooks	1
The power of exemplarity in religious education	1