OOIR: Observatory of International Research

Papers

(The TQCC of Journal of Curriculum Studies is 6. 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 2022-06-01 to 2026-06-01.)

Article	Citations
Teachers’ views on students’ multilingual resources - tracking the impact of curriculum reform	81
Correction	41
Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland	30
The elusive content of children’s human rights education	28
A cultural turn in educational action and research	26
Compatibility of physical education curricula with physical literacy across 40 European countries	26
Preservice teachers as curriculum creators: promoting inclusive education for all learners	25
Grounded collaborative learning: on the misperceived relevance of philosophy in Africa	23
Taking modelling beyond ‘teaching morally’ and ‘teaching morality’	21
Alignment thinking and complementary curriculum: a qualitative study addressing the urgent need for environmental education	18
Differentiating agents , differentiated patients : the production of subjects and knowledge(s) in theorizing differentiation in education	18
Beholding Hong Kong Today? Justifying Securitization through (De)Politicization: A Content Analysis of Liberal Studies Textbooks	15
Representation, Race and Empire: a Postcolonial Analysis of the New York Global History Regents exam	15
Multi-perspectivity and the risk of perpetration minimisation in Dutch Holocaust and slavery education	14
Reflections on sociological approaches to the question of knowledge in education	14
Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities	13
Powerful knowledge in the social studies classroom and beyond	12
Mathematics textbooks as a potentially implemented curriculum: a systematic review	12
“Us” vs. “Them”: a systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes	11
Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning	11
Junior-secondary Chinese history curricula in Hong Kong and mainland China: two patterns of approach hybridization	10
Historical thinking, historical knowledge and ideas about the future	10
Teachers’ perspectives on curriculum changes at lower secondary-level mathematics: a focus on classroom-based assessments	10
The mathematics classroom as junkspace: a conceptual critique of educational spatiality	10
Professional autonomy vs. assessment criteria: teacher agency in the midst of assessment reform	10

The racism of Maria Montessori	9
School history, identity and ethnicity: an examination of the experiences of young adults in England	9
Classroom observation as a means of understanding teaching quality: towards a shared language of teaching?	9
“The king will be corrupt too!” Teaching thinking in bible studies	8
IB-PYP curriculum and teachers’ roles within IB-PYP	8
From powerful knowledge to powerful thinking: On how to empower students through pedagogy and curriculum	8
Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers	8
Understanding citizenship education in Morocco: teachers’ beliefs, curriculum constraints, and pedagogical realities	8
Materialities of progressive curriculum reform: a case study of one kindergarten classroom	8
Modernism, modernity and contemporality: conceptualizing the modern in Scotland’s modern studies	8
Early career teachers’ curriculum realities: implications of school context on a continuum of curriculum-making possibilities	8
Fostering mutual understanding through multiperspectivity: insights from 14 cross-border history education initiatives in post-conflict societies	7
Fostering complex historical understandings: a study of Estonian pupils’ epistemic cognition and learning experiences	7
Powerful knowledge, school subjects and the curriculum: an international and comparative perspective	7
Teachers as national curriculum makers: does involvement equal influence?	7
Navigating challenges: a critical examination of school-based curriculum development in Hong Kong	7
The relationship between opportunities to learn in teacher education and Chinese preservice teachers’ professional competence	7
Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects	7
Pre-service teachers’ understanding of sacrificial listening as a pedagogical framework	7
Knowledge and curriculum: towards an educational and Didaktik /curriculum way of thinking and theorizing	7
Multicultural teacher knowledge: examining curriculum informed by teacher and student experiences of diversity	7
Social realism, knowledge and curriculum: furthering the conversation	7
Achieving excellence and equality in mathematics: two degrees of freedom?	6
English Language Arts curriculum design and use: pre-service teachers’ perspectives and interpretations	6
A “life of optimism” in curriculum, teaching, and teacher education: the legacy of Miriam Ben-Peretz	6
Boundary-crossing to support youth civic engagement	6
A comparative analysis of Foundation and early primary years mathematics curricula: insights from Australia and South Africa	6
Mathematics After Reform: Knowledge Economy, Curriculum Change, and Global Dilemmas	6
Augmented curriculum: personalizing the curriculum with social-emotional and affective content	6
Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism	6
On powerful knowledge as a policy concept and sociological theory	6
Teachers and scholars as counterhegemonic intellectuals? Their perspectives on ethnic diversity in textbooks in China	6
Mass upper-secondary and tertiary education: the consequences for schooling and the curriculum	6
Reframing curriculum for religious education	6