OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Curriculum Studies is 4. 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
Pre-service teachers’ motivations to enter the profession	20
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
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
Taking modelling beyond ‘teaching morally’ and ‘teaching morality’	14
Differentiating agents , differentiated patients : the production of subjects and knowledge(s) in theorizing differentiation in education	14
Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education	13
“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
Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam	11
Alignment thinking and complementary curriculum: a qualitative study addressing the urgent need for environmental education	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
Junior-secondary Chinese history curricula in Hong Kong and mainland China: two patterns of approach hybridization	9
The racism of Maria Montessori	9
IB-PYP curriculum and teachers’ roles within IB-PYP	9
Historical thinking, historical knowledge and ideas about the future	8
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
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
Multicultural teacher knowledge: examining curriculum informed by teacher and student experiences of diversity	6
Teachers as national curriculum makers: does involvement equal influence?	6
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
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
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
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
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