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 2021-05-01 to 2025-05-01.)

Article	Citations
Why the arts are not considered core knowledge in secondary education: a Bernsteinian analysis	50
A cultural turn in educational action and research	23
Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland	22
Pre-service teachers’ motivations to enter the profession	18
Beholding Hong Kong Today? Justifying Securitization through (De)Politicization: A Content Analysis of Liberal Studies Textbooks	17
Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam	16
Powerful knowledge in the social studies classroom and beyond	16
Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education	14
“Us” vs. “Them”: a systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes	13
Grounded collaborative learning: on the misperceived relevance of philosophy in Africa	13
Differentiating agents , differentiated patients : the production of subjects and knowledge(s) in theorizing differentiation in education	13
Alignment thinking and complementary curriculum: a qualitative study addressing the urgent need for environmental education	11
Reflections on sociological approaches to the question of knowledge in education	11
Taking modelling beyond ‘teaching morally’ and ‘teaching morality’	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
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning	9
Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers	9
Professional autonomy vs. assessment criteria: teacher agency in the midst of assessment reform	9
Belonging and participation as portrayed in the curriculum guidelines of five European countries	8
IB-PYP curriculum and teachers’ roles within IB-PYP	8
The racism of Maria Montessori	8
Classroom observation as a means of understanding teaching quality: towards a shared language of teaching?	7
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

Historical thinking, historical knowledge and ideas about the future	7
Teachers as national curriculum makers: does involvement equal influence?	6
Early career teachers’ curriculum realities: implications of school context on a continuum of curriculum-making possibilities	6
“The king will be corrupt too!” Teaching thinking in bible studies	6
Bildung: alive and allowed? A critical study of work plan practices in Norwegian schools	6
Fostering mutual understanding through multiperspectivity: insights from 14 cross-border history education initiatives in post-conflict societies	6
Knowledge and curriculum: towards an educational and Didaktik /curriculum way of thinking and theorizing	5
Materialities of progressive curriculum reform: a case study of one kindergarten classroom	5
The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence	5
Fostering complex historical understandings: a study of Estonian pupils’ epistemic cognition and learning experiences	5
Pre-service teachers’ understanding of sacrificial listening as a pedagogical framework	5
Modernism, modernity and contemporality: conceptualizing the modern in Scotland’s modern studies	5
Multicultural teacher knowledge: examining curriculum informed by teacher and student experiences of diversity	5
Intentional, tacit, contingent: knowledge recontextualization in the official History curriculum - a Critical Discourse Analysis	5
Achieving excellence and equality in mathematics: two degrees of freedom?	4
Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects	4
Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism	4
Reinventing character education: the potential for participatory character education using MacIntyre’s ethics	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
Social realism, knowledge and curriculum: furthering the conversation	4
Reframing curriculum for religious education	4
On powerful knowledge as a policy concept and sociological theory	4
Indigenous language curriculum revival: an emancipatory education analysis of Taiwanese Indigenous language policy and textbooks	4
Investigating students’ perceptions concerning textbook use in mathematics: a comparative study of secondary schools between Shanghai and England	4
A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz	4