OOIR: Observatory of International Research

Papers

(The median citation count of Journal of Curriculum Studies is 2. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Teachers’ views on students’ multilingual resources - tracking the impact of curriculum reform	42
Correction	34
Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland	31
A cultural turn in educational action and research	30
Preservice teachers as curriculum creators: promoting inclusive education for all learners	29
The elusive content of children’s human rights education	26
Compatibility of physical education curricula with physical literacy across 40 European countries	23
Grounded collaborative learning: on the misperceived relevance of philosophy in Africa	22
Taking modelling beyond ‘teaching morally’ and ‘teaching morality’	21
Powerful knowledge in the social studies classroom and beyond	20
Differentiating agents , differentiated patients : the production of subjects and knowledge(s) in theorizing differentiation in education	17
“Us” vs. “Them”: a systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes	15
Reflections on sociological approaches to the question of knowledge in education	15
Beholding Hong Kong Today? Justifying Securitization through (De)Politicization: A Content Analysis of Liberal Studies Textbooks	15
Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam	15
Mathematics textbooks as a potentially implemented curriculum: a systematic review	14
Professional autonomy vs. assessment criteria: teacher agency in the midst of assessment reform	14
Teachers’ perspectives on curriculum changes at lower secondary-level mathematics: a focus on classroom-based assessments	13
Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education	13
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning	12
Exploring a pedagogical praxis model to support teaching and learning in the practical domain: a scoping review	12
Alignment thinking and complementary curriculum: a qualitative study addressing the urgent need for environmental education	11
Historical thinking, historical knowledge and ideas about the future	11
Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities	11
IB-PYP curriculum and teachers’ roles within IB-PYP	10

School history, identity and ethnicity: an examination of the experiences of young adults in England	10
Classroom observation as a means of understanding teaching quality: towards a shared language of teaching?	10
The mathematics classroom as junkspace: a conceptual critique of educational spatiality	10
Modernism, modernity and contemporality: conceptualizing the modern in Scotland’s modern studies	9
The racism of Maria Montessori	9
Fostering complex historical understandings: a study of Estonian pupils’ epistemic cognition and learning experiences	9
Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers	9
Understanding citizenship education in Morocco: teachers’ beliefs, curriculum constraints, and pedagogical realities	9
Junior-secondary Chinese history curricula in Hong Kong and mainland China: two patterns of approach hybridization	9
Fostering mutual understanding through multiperspectivity: insights from 14 cross-border history education initiatives in post-conflict societies	8
“The king will be corrupt too!” Teaching thinking in bible studies	8
From powerful knowledge to powerful thinking: On how to empower students through pedagogy and curriculum	8
Navigating challenges: a critical examination of school-based curriculum development in Hong Kong	8
Swedish vocational education and training in massified schooling 1975–2025	8
Materialities of progressive curriculum reform: a case study of one kindergarten classroom	8
Teachers as national curriculum makers: does involvement equal influence?	8
Early career teachers’ curriculum realities: implications of school context on a continuum of curriculum-making possibilities	8
Social realism, knowledge and curriculum: furthering the conversation	7
Boundary-crossing to support youth civic engagement	7
Pre-service teachers’ understanding of sacrificial listening as a pedagogical framework	7
Powerful knowledge, school subjects and the curriculum: an international and comparative perspective	7
A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz	7
A comparative analysis of Foundation and early primary years mathematics curricula: insights from Australia and South Africa	7
Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects	7
Multicultural teacher knowledge: examining curriculum informed by teacher and student experiences of diversity	7
Teachers and scholars as counterhegemonic intellectuals? Their perspectives on ethnic diversity in textbooks in China	7
Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism	7
Knowledge and curriculum: towards an educational and Didaktik /curriculum way of thinking and theorizing	7
The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence	7
Mathematics After Reform: Knowledge Economy, Curriculum Change, and Global Dilemmas	6
Augmented curriculum: personalizing the curriculum with social-emotional and affective content	6
On powerful knowledge as a policy concept and sociological theory	6
Mass upper-secondary and tertiary education: the consequences for schooling and the curriculum	6
Reframing curriculum for religious education	5
Children’s agentic capacity, schoolification and risk: competing discourses and young children’s experiences in pre-school settings	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	5
The curriculum of Frankenstein: or the education of a monster	5
English Language Arts curriculum design and use: pre-service teachers’ perspectives and interpretations	5
Teacher modelling as a way to foster Bildung in vocational education: a multi-method curriculum study	5
Rethinking curriculum integration: a new materialist perspective	5
On the intellectual horizons of social realism: a response to Barton	5
List of Reviewers	5
Education, the new politics of differentiation and ordinal citizenship	4
The devil’s finest trick: routines that make teachers matter against their better judgement	4
Colourism and indigeneity: the portrayal of Tuareg Amazighs in EFL textbooks in Algeria	4
Artificial intelligence and the internal structure of education: re-reading Dewey through Pädagogik and Didaktik	4
John Dewey and the project method: the covered controversy with William H. Kilpatrick	4
Correction	4
Itinerant curriculum theory from the Global South: a new grammar curriculum from México Profundo/Gran México	4
Competence-based curriculum implementation in Africa: a scoping review of pedagogical and assessment practices	4

Working in the shadows: differentiation processes through and beyond the curriculum. Introduction to the special issue	4
Half a mathematician? How preservice teachers are connected to their studied discipline	3
The importance of teachers’ pedagogical-psychological teaching knowledge for successful teaching and learning	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	3
Making the invisible visible: introducing the Pico site of curriculum making at Initial Teacher Education	3
Correction	3
Teaching the Holocaust to minoritized students: when is recasting difficult history as redemptive a problem?	3
Curriculum in conflict: influences of Australian teacher’s decision-making for students with complex disabilities	3
Controversial for whom? Reconsidering controversial issue discussion and deliberation in education for democracy	3
Suffering and misery in history is not a tragic story: the ethical education of seeing differences between narratives	3
Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany	3
Show and tell: scaffolding practices in lower secondary social science classrooms	3
Rights, conflict, and removal: depictions of Indigenous groups in Californian and Texan history textbooks, 1836-2019	3
Framing curriculum making: bureaucracy and couplings in school administration	3
Beyond binaries: rethinking student-led civics through culturally relevant, socially bridging, and tactically effective choices	3
Conceptualizing United States democracy: insights from government content standards	3
Exploring the association between distributed leadership and student achievement: the mediation role of teacher professional practices and teacher self-efficacy	3
The un-hidden curriculum: ethnographic findings on socialization at school entry that challenge the notion of the hidden curriculum	3
Life skills education in secondary language classrooms: Empathy, communication and interpersonal relations	3
The purposes of historical canons in multicultural history education	3
Teaching multicultural history in Finland: the views and practices of history teachers in Finland	3
Secret, sacred, and cover stories: four rural elementary music teachers’ assessment practices in China	3
Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts	2
Exploring the competency-based approach curriculum in secondary education in Mali with the core players’ experiences	2
Competence-Oriented Curricula and the Promotion of Bildung: the example of philosophy teaching in Norway	2
Collaboration within school social networks: a quantitative analysis of syllabi in Swiss teacher education	2
Social realism and school history: the role of the historical discipline in substantive knowledge selection	2
From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008	2
The palimpsests of knowledge	2
The classroom as space for change: teachers’ daily reports on the uptake of curricular concepts	2
On content transformation in the classroom: transdisciplinary perspectives on subject didactic research using didactic case studies	2
From entrepreneurship to business & management education. A fundamental curriculum shift or tinkering at the edges?	2
React: a pedagogical framework for political-democratic teaching with emotional awareness	2
Connecting disciplinary knowledge content and students’ lifeworld experience: understanding history teachers as curriculum makers	2
Correction	2
From content transmission to competency-based design: historical analysis of skill discourse in primary mathematics curricula	2
Examining Charles Darwin’s (Mis)representation within science and history curricula	2
Teaching #BlackLivesMatter in the classroom: Exploring the racial pedagogical decision making of PK-12 teachers	2
Five visions of competence-based education and curricula as travelling policies: a systematic research review 1997–2022	2
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	2
The demise of subject-specific teacher education in England	2
Conceptualizing powerful knowledge in economics	2
Design and validation of initial diagnostic tests for preservice teachers as a tool for teacher education effectiveness	2