OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Curriculum Studies is 3. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Analysing micro-credentials in higher education: a Bernsteinian analysis	55
Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries	31
Constructing ‘powerful’ curriculum theory	24
Sylvia Wynter, racialized affects, and minor feelings: unsettling the coloniality of the affects in curriculum and pedagogy	18
Making inclusion matter: critical disability studies and teacher education	17
Rethinking the foundations: towards powerful professional knowledge in teacher education in the USA and England	16
Towards powerful educational knowledge? Addressing the challenges facing educational foundations, curriculum theory and Didaktik	16
Powerful knowledge and knowledgeable practice	14
The textbook task as a genre	14
Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts	14
Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects	14
Teacher beliefs, self-efficacy and professional vision: disentangling their relationship in the context of inclusive teaching	11
Enacting curriculum ‘in a good way:’ Indigenous knowledge, pedagogy, and worldviews in British Columbia music education classes	11
Comparing principal autonomy in time and space: modelling school leaders’ decision making and control	11
Powerful educational knowledge through Subject Didactics and General Subject Didactics. Recent developments in German-speaking countries	11
The legitimization of textbook reform: Strategies and challenges in China	11
Wilhelm von Humboldt’s Bildung theory and educational reform: reconstructing Bildung as a pedagogical concept	9
The role of opportunity to learn in ethnic inequality in mathematics	9
Pre-service teachers’ motivations to enter the profession	9
Belonging and participation as portrayed in the curriculum guidelines of five European countries	9
Investigating students’ perceptions concerning textbook use in mathematics: a comparative study of secondary schools between Shanghai and England	8
A pedagogic compact: retrieving ‘powerful’ educational knowledge from Didaktik and curriculum studies	8
Lower secondary intended curricula of science subjects and mathematics: a comparison of the Czech Republic, Estonia, Poland and Slovenia	8
Hybrid forms of education in Norway: a systems theoretical approach to understanding curriculum change	8
Celebrating culture and neglecting language: representation of ethnic minorities in Chinese primary school textbooks (1976–2021)	7

Classroom observation as a means of understanding teaching quality: towards a shared language of teaching?	7
Teacher curriculum competence: how teachers act in curriculum making	6
Rethinking society and knowledge in Finnish social studies textbooks	6
Designing education democratically through deliberative crowdsourcing: the case of the Finnish curriculum for basic education	6
Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum	6
Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum	6
Who buys into curricular reforms and why? Investigating predictors of reform ratings from teachers in Germany	6
Classroom participation: Teachers’ work as listeners	5
Resistant traditions of the Rio Grande Valley, Aztlán: advancing the decolonizing imperative in critical pedagogies	5
Teaching the US 2018 midterm elections: a survey of secondary social studies teachers	5
Rethinking teacher agency: cybernetics, action research, and the process-oriented rationality	5
Bildung: alive and allowed? A critical study of work plan practices in Norwegian schools	5
Rights, conflict, and removal: depictions of Indigenous groups in Californian and Texan history textbooks, 1836-2019	5
Exploring the perceived learning of ‘students as researchers’ through two theoretical lenses	5
Reinventing character education: the potential for participatory character education using MacIntyre’s ethics	4
Reframing curriculum for religious education	4
Empowering minority students: a study of cultural references in the teaching content	4
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning	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
Participation in national curriculum reform - coherence from complexity	4
Towards an exclusive community? Political shift and changes to the school core curricula in Poland: a discourse analysis	4
Children’s existential questions – recognized in Scandinavian curricula, or not?	3
Dewey’s education through occupations as being-doing-knowing: an introduction to teacher planning with creative learning units	3
National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools	3
Framing curriculum making: bureaucracy and couplings in school administration	3
Teaching Racial History: Enacting Curriculum in Discretionary Spaces	3
Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers	3
Multilevel design considerations for vocational curricula at the boundary of school and work	3
Narrative and analytical interplay in history texts: recalibrating the historical recount genre	3
Teacher expectations and ethnic minority students’ second language and foreign language learning	3
Bridging divides in educational theory?	3
What is history education good for? A comparative analysis of students’ conceptions about the relevance of history	3
Risk aversion in a performativity culture – what can we learn from teachers’ curriculum decision making in history?	3
Why the arts are not considered core knowledge in secondary education: a Bernsteinian analysis	3
Knowledge, knowers, and power: understanding the ‘power’ of powerful knowledge	3
Teacher education effectiveness as an emerging research paradigm: a synthesis of reviews of empirical studies published over three decades (1993–2023)	3