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 2020-04-01 to 2024-04-01.)

Article	Citations
Analysing micro-credentials in higher education: a Bernsteinian analysis	46
The search for deep learning: a curriculum coherence model	31
National literacies, or modern education and the art of fabricating national minds	31
General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers	30
Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries	25
Constructing ‘powerful’ curriculum theory	23
Towards an Australian model of culturally nourishing schooling	17
Vectors of change in higher education curricula	16
Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik	16
Affect, biopower, and ‘the fascist inside you’: the (Un-)making of microfascism in schools and classrooms	15
Curriculum reform in a culture of redress: how social and political pressures are shaping social studies curriculum in Canada	14
Making inclusion matter: critical disability studies and teacher education	13
The textbook task as a genre	13
A large-scale study of how districts’ curriculum policies and practices shape teachers’ mathematics lesson planning	13
What matter(s)? A didactical analysis of primary school teachers’ ICT integration	13
Education in conflict: how Islamic State established its curriculum	13
Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects	12
Rethinking the foundations: towards powerful professional knowledge in teacher education in the USA and England	12
Teachers’ belief-and-practice gap in implementing early visual arts curriculum in Hong Kong	12
Change and stability in academic agency in higher education curriculum reform	12
Sylvia Wynter, racialized affects, and minor feelings: unsettling the coloniality of the affects in curriculum and pedagogy	12
Teacher autonomy and collaboration as part of integrative teaching – Reflections on the curriculum approach in Finland	11
Exploring links between national education and students’ militaristic national identity constructions – a case study of Pakistani state schools in Islamabad	11
Powerful educational knowledge through Subject Didactics and General Subject Didactics. Recent developments in German-speaking countries	11
Character development through the curriculum: teaching and assessing the understanding and practice of virtue	10

Enacting curriculum ‘in a good way:’ Indigenous knowledge, pedagogy, and worldviews in British Columbia music education classes	9
The legitimization of textbook reform: Strategies and challenges in China	8
Powerful knowledge and knowledgeable practice	8
Investigating students’ perceptions concerning textbook use in mathematics: a comparative study of secondary schools between Shanghai and England	7
Teacher beliefs, self-efficacy and professional vision: disentangling their relationship in the context of inclusive teaching	7
Belonging and participation as portrayed in the curriculum guidelines of five European countries	7
The role of opportunity to learn in ethnic inequality in mathematics	7
Critical content knowledges in the English language arts classroom: examining practicing teachers' nuanced perspectives	7
Comparing principal autonomy in time and space: modelling school leaders’ decision making and control	7
The formalized processes districts use to evaluate mathematics textbooks	6
Practicing democracy in the playground: turning political conflict into educational friction	6
Hybrid forms of education in Norway: a systems theoretical approach to understanding curriculum change	6
Rethinking society and knowledge in Finnish social studies textbooks	6
A pedagogic compact: retrieving ‘powerful’ educational knowledge from Didaktik and curriculum studies	6
Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts	6
Celebrating culture and neglecting language: representation of ethnic minorities in Chinese primary school textbooks (1976–2021)	5
Teaching the US 2018 midterm elections: a survey of secondary social studies teachers	5
Pre-service teachers’ motivations to enter the profession	5
Rethinking teacher agency: cybernetics, action research, and the process-oriented rationality	5
In-service Zimbabwean teachers’ obstacles in integrating ethnomathematics approaches into the teaching and learning of geometry	5
The policy shift towards citizenship education in Flanders. How can it be explained?	5
Wilhelm von Humboldt’s Bildung theory and educational reform: reconstructing Bildung as a pedagogical concept	5
Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum	5
Controversy in the classroom: how history teachers in the Western Balkans approach difficult topics?	5
Beyond Good Intentions: A Critical Discourse Analysis of Teaching Tolerance’s ‘Teaching The New Jim Crow: A Teacher’s Guide’	5
Classroom observation as a means of understanding teaching quality: towards a shared language of teaching?	5
Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia	5
Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany	5
Exploring the perceived learning of ‘students as researchers’ through two theoretical lenses	5
Designing education democratically through deliberative crowdsourcing: the case of the Finnish curriculum for basic education	4
Resistant traditions of the Rio Grande Valley, Aztlán: advancing the decolonizing imperative in critical pedagogies	4
Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum	4
Historical consciousness matters: national identity, historical thinking and the struggle for a democratic education in Taiwan	4
Why the arts are not considered core knowledge in secondary education: a Bernsteinian analysis	3
Bildung: alive and allowed? A critical study of work plan practices in Norwegian schools	3
Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics	3
Reframing curriculum for religious education	3
Participation, technologies of the body, and agency: the limits of discourses of responsible citizenship	3
Teaching Racial History: Enacting Curriculum in Discretionary Spaces	3
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning	3
Rights, conflict, and removal: depictions of Indigenous groups in Californian and Texan history textbooks, 1836-2019	3
On the matter of teacher quality: lessons from Singapore	3
Towards a didactic model for multidisciplinary teaching - a didactic analysis of multidisciplinary cases in Finnish primary schools	3
Classroom participation: Teachers’ work as listeners	3
Tracing the moving ‘target’ in Didaktik of vocational classroom instruction	3
Advancing citizenship through language arts education: conceptions of rhetoric in Scandinavian national curricula	2
Bridging divides in educational theory?	2
Visible and socially-just pedagogy: implications for mathematics teacher education	2
Practice before policy? Unpacking the black box of progressive teaching in Swedish secondary schools	2
Towards an exclusive community? Political shift and changes to the school core curricula in Poland: a discourse analysis	2

Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 2020	2
Teacher expectations and ethnic minority students’ second language and foreign language learning	2
On the peripheries of education: (not)learning about Indigenous peoples in the 1995-2010 British Columbia curriculum	2
What is history education good for? A comparative analysis of students’ conceptions about the relevance of history	2
Participation in national curriculum reform - coherence from complexity	2
Reinventing character education: the potential for participatory character education using MacIntyre’s ethics	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
The shifting powers of educational knowledge: power relations between sociology and economics of education	2
The role of cultural capital in claims to educational sovereignty	2
Multilevel design considerations for vocational curricula at the boundary of school and work	2
‘Literacy for labour’ in the competency-based VET in Finland	2
Narrative and analytical interplay in history texts: recalibrating the historical recount genre	2
National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools	2
Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis	1
Students’ resistance to learning mathematics through investigations	1
Curriculum as policy text: shifting the gaze of South African curriculum implementation research	1
Children’s existential questions – recognized in Scandinavian curricula, or not?	1
‘Charting waters of New Seas’: the scholarly contributions of Elliot Eisner	1
Differentiation of education through juridification	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
Portrayal of the national identity in Chinese language textbooks	1
Critical literacy, schooling, and social justice: a review of Allan Luke’s collected essays (2018)	1
Teacher curriculum competence: how teachers act in curriculum making	1
The revival of the process model in curriculum design: changes and challenges in the new taiwanese citizenship curriculum	1
Neuroscience and the Northern Ireland Curriculum: 2020, and the warning signs remain	1
School history, identity and ethnicity: an examination of the experiences of young adults in England	1
Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023)	1
Powerful knowledge in the social studies classroom and beyond	1
A theoretical framework and questionnaire for wonder-full education	1
Dewey’s education through occupations as being-doing-knowing: an introduction to teacher planning with creative learning units	1
Minding the gaps: the politics of differentiation in Swedish education from 1842 to the 1960s	1
Teaching and learning financial literacy within social studies – a case study on how to realise curricular aims and ambitions	1
Indigenous language curriculum revival: an emancipatory education analysis of Taiwanese Indigenous language policy and textbooks	1
Empowering minority students: a study of cultural references in the teaching content	1
Secondary school arts teachers’ practice autonomy perceptions in New Zealand and England	1
“The king will be corrupt too!” Teaching thinking in bible studies	1
The call to teach and the ethics of care: a dynamic educational crossroads	1
School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum	1
Risk aversion in a performativity culture – what can we learn from teachers’ curriculum decision making in history?	1
Elementary teachers’ agency: the role of perceived professional space and autonomy	1
Knowledge and the New Zealand curriculum ‘refresh’	1
Politics and aesthetics of museum mathematics: the dissensual curriculum of early 21st century mathematics exhibitions	1
Analysis of the intended mathematics curriculum revision process in Mozambique from the perspective of relevance	1
Achieving excellence and equality in mathematics: two degrees of freedom?	1
Fostering competence: a narrative case study of developing a two-dimensional curriculum in Denmark	1