OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Curriculum Studies is 5. 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
National literacies, or modern education and the art of fabricating national minds	31
The search for deep learning: a curriculum coherence model	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
Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik	16
Vectors of change in higher education curricula	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
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
Making inclusion matter: critical disability studies and teacher education	13
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
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
Powerful educational knowledge through Subject Didactics and General Subject Didactics. Recent developments in German-speaking countries	11
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
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
Powerful knowledge and knowledgeable practice	8
The legitimization of textbook reform: Strategies and challenges in China	8
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
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
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
The formalized processes districts use to evaluate mathematics textbooks	6
Practicing democracy in the playground: turning political conflict into educational friction	6
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
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