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 2020-11-01 to 2024-11-01.)

Article	Citations
Analysing micro-credentials in higher education: a Bernsteinian analysis	55
Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries	31
Constructing ‘powerful’ curriculum theory	24
Sylvia Wynter, racialized affects, and minor feelings: unsettling the coloniality of the affects in curriculum and pedagogy	18
Making inclusion matter: critical disability studies and teacher education	17
Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik	16
Rethinking the foundations: towards powerful professional knowledge in teacher education in the USA and England	16
The textbook task as a genre	14
Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts	14
Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects	14
Powerful knowledge and knowledgeable practice	14
Comparing principal autonomy in time and space: modelling school leaders’ decision making and control	11
Powerful educational knowledge through Subject Didactics and General Subject Didactics. Recent developments in German-speaking countries	11
The legitimization of textbook reform: Strategies and challenges in China	11
Teacher beliefs, self-efficacy and professional vision: disentangling their relationship in the context of inclusive teaching	11
Enacting curriculum ‘in a good way:’ Indigenous knowledge, pedagogy, and worldviews in British Columbia music education classes	11
The role of opportunity to learn in ethnic inequality in mathematics	9
Pre-service teachers’ motivations to enter the profession	9
Belonging and participation as portrayed in the curriculum guidelines of five European countries	9
Wilhelm von Humboldt’s Bildung theory and educational reform: reconstructing Bildung as a pedagogical concept	9
A pedagogic compact: retrieving ‘powerful’ educational knowledge from Didaktik and curriculum studies	8
Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia	8
Hybrid forms of education in Norway: a systems theoretical approach to understanding curriculum change	8
Investigating students’ perceptions concerning textbook use in mathematics: a comparative study of secondary schools between Shanghai and England	8
Classroom observation as a means of understanding teaching quality: towards a shared language of teaching?	7

Celebrating culture and neglecting language: representation of ethnic minorities in Chinese primary school textbooks (1976–2021)	7
Designing education democratically through deliberative crowdsourcing: the case of the Finnish curriculum for basic education	6
Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum	6
Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum	6
Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany	6
Teacher curriculum competence: how teachers act in curriculum making	6
Rethinking society and knowledge in Finnish social studies textbooks	6
Teaching the US 2018 midterm elections: a survey of secondary social studies teachers	5
Rethinking teacher agency: cybernetics, action research, and the process-oriented rationality	5
Bildung: alive and allowed? A critical study of work plan practices in Norwegian schools	5
Rights, conflict, and removal: depictions of Indigenous groups in Californian and Texan history textbooks, 1836-2019	5
Exploring the perceived learning of ‘students as researchers’ through two theoretical lenses	5
Classroom participation: Teachers’ work as listeners	5
Resistant traditions of the Rio Grande Valley, Aztlán: advancing the decolonizing imperative in critical pedagogies	5
Empowering minority students: a study of cultural references in the teaching content	4
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning	4
Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 2020	4
Participation in national curriculum reform - coherence from complexity	4
Towards an exclusive community? Political shift and changes to the school core curricula in Poland: a discourse analysis	4
Reinventing character education: the potential for participatory character education using MacIntyre’s ethics	4
Reframing curriculum for religious education	4
Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers	3
Multilevel design considerations for vocational curricula at the boundary of school and work	3
Narrative and analytical interplay in history texts: recalibrating the historical recount genre	3
Teacher expectations and ethnic minority students’ second language and foreign language learning	3
Bridging divides in educational theory?	3
What is history education good for? A comparative analysis of students’ conceptions about the relevance of history	3
Risk aversion in a performativity culture – what can we learn from teachers’ curriculum decision making in history?	3
Why the arts are not considered core knowledge in secondary education: a Bernsteinian analysis	3
Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge	3
Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023)	3
Children’s existential questions – recognized in Scandinavian curricula, or not?	3
Dewey’s education through occupations as being-doing-knowing: an introduction to teacher planning with creative learning units	3
National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools	3
Framing curriculum making: bureaucracy and couplings in school administration	3
Teaching Racial History: Enacting Curriculum in Discretionary Spaces	3
Fostering competence: a narrative case study of developing a two-dimensional curriculum in Denmark	2
Controversial issues in history teaching	2
School history, identity and ethnicity: an examination of the experiences of young adults in England	2
Teaching and learning how to handle tools and machines in vocational educational workshop sessions	2
‘Literacy for labour’ in the competency-based VET in Finland	2
Politics and aesthetics of museum mathematics: the dissensual curriculum of early 21st century mathematics exhibitions	2
Indigenous language curriculum revival: an emancipatory education analysis of Taiwanese Indigenous language policy and textbooks	2
The revival of the process model in curriculum design: changes and challenges in the new taiwanese citizenship curriculum	2
Advancing citizenship through language arts education: conceptions of rhetoric in Scandinavian national curricula	2
‘Charting waters of New Seas’: the scholarly contributions of Elliot Eisner	2
Practice before policy? Unpacking the black box of progressive teaching in Swedish secondary schools	2
Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy	2
Purposes of school – a phenomenological analysis via Hegel, Langeveld and Fink	2
Achieving excellence and equality in mathematics: two degrees of freedom?	2

The role of cultural capital in claims to educational sovereignty	2
Repeating and growing patterns in early mathematics textbooks	2
Differentiation of education through juridification	2
A theoretical framework and questionnaire for wonder-full education	2
Knowledge and the New Zealand curriculum ‘refresh’	2
The politics of pupil self-evaluation: A case of Finnish assessment policy discourse	2
“Safety” and “integration”: examining the introduction of disaster into the science curriculum in South Korea	1
Imagined communities, social stratifications, and educational responses. Conditions of the possibility to talk about differentiation	1
From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008	1
Analysis of the intended mathematics curriculum revision process in Mozambique from the perspective of relevance	1
The call to teach and the ethics of care: a dynamic educational crossroads	1
Children’s agentic capacity, schoolification and risk: competing discourses and young children’s experiences in pre-school settings	1
Profession, organization, and academic discipline. Differentiation of a special education science in Germany since 1900	1
A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz	1
Accessibility and specialization in the work of Michael Young	1
Holocaust education in the post-secular era: Religious-Zionist lessons from the Holocaust	1
Half a mathematician? How preservice teachers are connected to their studied discipline	1
Curriculum as policy text: shifting the gaze of South African curriculum implementation research	1
Teaching as a pedagogical responsibility: an introduction	1
School physical education and disabled students: what about Paralympic sports?	1
Portrayal of the national identity in Chinese language textbooks	1
Conceptualizing powerful knowledge in economics	1
Critical literacy, schooling, and social justice: a review of Allan Luke’s collected essays (2018)	1
School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum	1
Powerful knowledge in the social studies classroom and beyond	1
Ethics and competition in Bourdieusian studies of education	1
Knowledge without disciplines: a critique of social realism’s disciplinary fixation	1
Citizenship education under authoritarian Islamic nationalism: an exploration of teachers’ conceptions of citizenship in Turkey	1
Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis	1
The shifting powers of educational knowledge: power relations between sociology and economics of education	1
Making sense of space: mapping and materializing panoptic features in research with youth and teachers	1
“The king will be corrupt too!” Teaching thinking in bible studies	1
Promoting dialogical critical thinking in education: examining teachers’ practices and conceptualizations in the Norwegian school context	1
Teacher modelling as a way to foster Bildung in vocational education: a multi-method curriculum study	1
Teaching and learning financial literacy within social studies – a case study on how to realise curricular aims and ambitions	1
Compassionate anger as a mobilizer for social justice: feelings application in curriculum design	1
If images could speak: A social semiotics analysis of gender representation in science textbook images	1
Elementary teachers’ agency: the role of perceived professional space and autonomy	1
The palimpsests of knowledge	1
Minding the gaps: the politics of differentiation in Swedish education from 1842 to the 1960s	1
Students’ resistance to learning mathematics through investigations	1
Rejection and mutation of discourses in curriculum reforms: peace education(s) in Colombia and Germany	1
Teachers as national curriculum makers: does involvement equal influence?	1
The devil’s finest trick: routines that make teachers matter against their better judgement	1