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 2021-02-01 to 2025-02-01.)

Article	Citations
The Curriculum in an era of global reform: Bobbitt’s ideas on efficiency and teacher knowledge	64
Social realism, knowledge and curriculum: furthering the conversation	35
Investigating students’ perceptions concerning textbook use in mathematics: a comparative study of secondary schools between Shanghai and England	24
Resistant traditions of the Rio Grande Valley, Aztlán: advancing the decolonizing imperative in critical pedagogies	20
Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 2020	18
Curriculum in conflict: influences of Australian teacher’s decision-making for students with complex disabilities	18
Problem spaces in STEM inquiry: a case analysis of an integrated curriculum	17
Acknowledgements	14
Imagined communities, social stratifications, and educational responses. Conditions of the possibility to talk about differentiation	14
Portrayal of the national identity in Chinese language textbooks	14
The purposes of historical canons in multicultural history education	14
Teaching and learning financial literacy within social studies – a case study on how to realise curricular aims and ambitions	11
Indigenous language curriculum revival: an emancipatory education analysis of Taiwanese Indigenous language policy and textbooks	11
Exploring the perceived learning of ‘students as researchers’ through two theoretical lenses	11
The politics of pupil self-evaluation: A case of Finnish assessment policy discourse	11
Correction	11
Suffering and misery in history is not a tragic story: the ethical education of seeing differences between narratives	9
Constructing ‘powerful’ curriculum theory	9
Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany	9
National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools	9
If images could speak: A social semiotics analysis of gender representation in science textbook images	8
Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany	8
(Un)Settling the Black-White Binary: Korean American and Immigrant Youth Navigating Racial Discourse in School Curriculum	8
Knowledge and the New Zealand curriculum ‘refresh’	7
Teaching #BlackLivesMatter in the classroom: Exploring the racial pedagogical decision making of PK-12 teachers	7

Achieving excellence and equality in mathematics: two degrees of freedom?	7
Why the arts are not considered core knowledge in secondary education: a Bernsteinian analysis	6
Rights, conflict, and removal: depictions of Indigenous groups in Californian and Texan history textbooks, 1836-2019	6
Narrative and analytical interplay in history texts: recalibrating the historical recount genre	6
Promoting dialogical critical thinking in education: examining teachers’ practices and conceptualizations in the Norwegian school context	5
Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia	5
Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum	5
Pre-service teachers’ motivations to enter the profession	5
Between school and ethical–political everyday action: a comprehensive framework of the development of historical thinking	5
Politics and aesthetics of museum mathematics: the dissensual curriculum of early 21st century mathematics exhibitions	5
Tracing teachers’ change of pedagogical design capacity through professional development	5
The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning	4
Minding the gaps: the politics of differentiation in Swedish education from 1842 to the 1960s	4
Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts	4
Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism	4
Towards an exclusive community? Political shift and changes to the school core curricula in Poland: a discourse analysis	4
Reframing curriculum for religious education	4
Knowledge without disciplines: a critique of social realism’s disciplinary fixation	4
On powerful knowledge as a policy concept and sociological theory	4
Making inclusion matter: critical disability studies and teacher education	3
Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy	3
Reinventing character education: the potential for participatory character education using MacIntyre’s ethics	3
Children’s agentic capacity, schoolification and risk: competing discourses and young children’s experiences in pre-school settings	3
Powerful knowledge in the social studies classroom and beyond	3
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning	3
Profession, organization, and academic discipline. Differentiation of a special education science in Germany since 1900	3
Rethinking the foundations: towards powerful professional knowledge in teacher education in the USA and England	3
The palimpsests of knowledge	3
Elementary teachers’ agency: the role of perceived professional space and autonomy	3
Exploring the competency-based approach curriculum in secondary education in Mali with the core players’ experiences	3
Powerful knowledge and knowledgeable practice	3
A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz	3
‘Charting waters of New Seas’: the scholarly contributions of Elliot Eisner	3
‘Literacy for labour’ in the competency-based VET in Finland	3
Adapting german instruments and validating their use to measure chilean mathematics teachers’ professional competence	3
Dewey’s education through occupations as being-doing-knowing: an introduction to teacher planning with creative learning units	3
Teaching the US 2018 midterm elections: a survey of secondary social studies teachers	2
Alignment thinking and complementary curriculum: a qualitative study addressing the urgent need for environmental education	2
Grounded collaborative learning: on the misperceived relevance of philosophy in Africa	2
Teaching and learning how to handle tools and machines in vocational educational workshop sessions	2
Beyond Deweyian perspective! Applicability of Experience-Based Cyclical Curriculum Design	2
Risk aversion in a performativity culture – what can we learn from teachers’ curriculum decision making in history?	2
School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum	2
Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities	2
Wilhelm von Humboldt’s Bildung theory and educational reform: reconstructing Bildung as a pedagogical concept	2
Differentiation of education through juridification	2
Practice before policy? Unpacking the black box of progressive teaching in Swedish secondary schools	2
Analysing micro-credentials in higher education: a Bernsteinian analysis	2
Curriculum leadership of cross-curricular teaching in lower secondary school – the Finnish principal as a mediator	2
Enacting curriculum ‘in a good way:’ Indigenous knowledge, pedagogy, and worldviews in British Columbia music education classes	2

Examining Charles Darwin’s (Mis)representation within science and history curricula	2
Resources for planning and teaching mathematics: a Swedish upper-secondary school case study	2
Children’s existential questions – recognized in Scandinavian curricula, or not?	1
Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023)	1
Dialectical materialism: an alternative way of thinking and doing education alternatively	1
A theoretical framework and questionnaire for wonder-full education	1
On the intellectual horizons of social realism: a response to Barton	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
Situating potentially and kinetically powerful knowledges: the power of meaning-making and social change	1
Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education	1
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	1
Differentiating agents , differentiated patients : the production of subjects and knowledge(s) in theorizing differentiation in education	1
Sinophobia + Sinocentrism— An AsianCrit Analysis of the US Military's Wartime Curricular [Re]racialization of Chinese [Americans]	1
What is history education good for? A comparative analysis of students’ conceptions about the relevance of history	1
Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers	1
School physical education and disabled students: what about Paralympic sports?	1
“Us” vs. “Them”: a systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes	1
Engagement in ‘prevailing societal challenges’ as a contribution to wellbeing? An analysis of interdisciplinary topics in the Norwegian curriculum (LK20)	1
From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008	1
Curriculum matters: educational tools for troubled times	1
Compassionate anger as a mobilizer for social justice: feelings application in curriculum design	1
Participation in national curriculum reform - coherence from complexity	1
Multilevel design considerations for vocational curricula at the boundary of school and work	1
Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam	1
Social realism and school history: the role of the historical discipline in substantive knowledge selection	1
Classroom observation as a means of understanding teaching quality: towards a shared language of teaching?	1
Belonging and participation as portrayed in the curriculum guidelines of five European countries	1
The need for First Nations pedagogical narratives: epistemic inertia and complicity in (re)creating settler-colonial education	1
IB-PYP curriculum and teachers’ roles within IB-PYP	1
List of Reviewers	1
Taking modelling beyond ‘teaching morally’ and ‘teaching morality’	1
Sylvia Wynter, racialized affects, and minor feelings: unsettling the coloniality of the affects in curriculum and pedagogy	1
Portrayals of Indigenous peoples and the development of multiculturalism in Taiwanese citizenship education	1
Repeating and growing patterns in early mathematics textbooks	1
Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden	1
The call to teach and the ethics of care: a dynamic educational crossroads	1
Taking ’Asia as method’ seriously in decolonizing comparative curriculum studies in South Korea	1
Vygotsky’s perezhivanies with Dewey’s occupations: Improving integration of teaching and assessing via creative learning units	1
School history, identity and ethnicity: an examination of the experiences of young adults in England	1
Classroom participation: Teachers’ work as listeners	1
Teacher modelling as a way to foster Bildung in vocational education: a multi-method curriculum study	1