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 2021-08-01 to 2025-08-01.)

Article	Citations
A cultural turn in educational action and research	65
Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland	26
Pre-service teachers’ motivations to enter the profession	20
Powerful knowledge in the social studies classroom and beyond	17
Beholding Hong Kong Today? Justifying Securitization through (De)Politicization: A Content Analysis of Liberal Studies Textbooks	17
Professional autonomy vs. assessment criteria: teacher agency in the midst of assessment reform	15
Grounded collaborative learning: on the misperceived relevance of philosophy in Africa	14
Differentiating agents , differentiated patients : the production of subjects and knowledge(s) in theorizing differentiation in education	13
Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities	13
Reflections on sociological approaches to the question of knowledge in education	13
Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education	12
Alignment thinking and complementary curriculum: a qualitative study addressing the urgent need for environmental education	12
Taking modelling beyond ‘teaching morally’ and ‘teaching morality’	12
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning	12
“Us” vs. “Them”: a systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes	11
Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam	11
Junior-secondary Chinese history curricula in Hong Kong and mainland China: two patterns of approach hybridization	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	8
Classroom observation as a means of understanding teaching quality: towards a shared language of teaching?	8
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
Early career teachers’ curriculum realities: implications of school context on a continuum of curriculum-making possibilities	7
The racism of Maria Montessori	7
Belonging and participation as portrayed in the curriculum guidelines of five European countries	7

Teachers as national curriculum makers: does involvement equal influence?	7
Materialities of progressive curriculum reform: a case study of one kindergarten classroom	7
IB-PYP curriculum and teachers’ roles within IB-PYP	7
Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum	7
Understanding citizenship education in Morocco: teachers’ beliefs, curriculum constraints, and pedagogical realities	7
From powerful knowledge to powerful thinking: On how to empower students through pedagogy and curriculum	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	6
Fostering complex historical understandings: a study of Estonian pupils’ epistemic cognition and learning experiences	6
Pre-service teachers’ understanding of sacrificial listening as a pedagogical framework	6
“The king will be corrupt too!” Teaching thinking in bible studies	6
The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence	6
Social realism, knowledge and curriculum: furthering the conversation	5
Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects	5
Reframing curriculum for religious education	5
Multicultural teacher knowledge: examining curriculum informed by teacher and student experiences of diversity	5
Mapping moral consciousness in research on historical consciousness and education - a summative content analysis of 512 research articles published between 1980 and 2020	5
Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism	5
On powerful knowledge as a policy concept and sociological theory	5
Powerful knowledge, school subjects and the curriculum: an international and comparative perspective	5
Achieving excellence and equality in mathematics: two degrees of freedom?	5
Boundary-crossing to support youth civic engagement	5
Indigenous language curriculum revival: an emancipatory education analysis of Taiwanese Indigenous language policy and textbooks	5
Reinventing character education: the potential for participatory character education using MacIntyre’s ethics	4
Teachers and scholars as counterhegemonic intellectuals? Their perspectives on ethnic diversity in textbooks in China	4
The curriculum of Frankenstein: or the education of a monster	4
On the intellectual horizons of social realism: a response to Barton	4
A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz	4
Mass upper-secondary and tertiary education: the consequences for schooling and the curriculum	4
List of Reviewers	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
English Language Arts curriculum design and use: pre-service teachers’ perspectives and interpretations	4
Children’s agentic capacity, schoolification and risk: competing discourses and young children’s experiences in pre-school settings	4
Teacher modelling as a way to foster Bildung in vocational education: a multi-method curriculum study	4