OOIR: Observatory of International Research

Papers

(The median citation count of Theory Into Practice is 2. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Culturally responsive techniques for practitioners using evidenced-based practices with Black and Latinx youth in the legal system	37
Opening, deepening, and widening dialogic space in argument classrooms	26
From surviving to thriving: Increasing equitable discipline outcomes in preschool settings	26
Beyond single-identity spaces of Black mattering: Homeplaces for Black LGBTQ+ identities in K-12 schools	25
Elevating mathematics achievement outcomes for Black boys: Guidance for practitioners, policymakers, and researchers	23
Courageous school board: Critical consciousness and excellence	20
Building critical allies through critical race English education in Mississippi	18
Centering community and care: Enacting the Torres’ rights of the learner to support middle grades students in building collective responsibility in learning mathematics	18
Preservice elementary teacher feedback for dialogic communities of joy in differentiated small group literacy instruction	18
The intersection of hip hop and Youth Participatory Action Research (YPAR) in school counseling to create and sustain homeplace	15
“The maroon within us”: A spotlight on Black teacher and child excellence	14
Realizing the possibilities of the large language models: Strategies for prompt engineering in educational inquiries	13
Deepening dialogue: White preservice teachers’ use of mode-switching to revise prior assumptions in an online synchronous class about linguistic racism	12
Navigating the AI-enabled education landscape: A multifaceted approach to providing effective professional learning and support for educators	11
A social cognitive perspective of educators’ moral agency	11
“Keep calm and earn more points”: What research says about token economy systems	10
Teacher evaluation feedback as a lever to support teacher autonomy and retention	10
Using AI to boost evidence-based teaching and learning: A collaborative approach across a network of schools	10
Resisting silence: Using developmental science to guide conversations around race(ism) and justice in K-12 classrooms	10
From prompt to context: Multi-theoretical ChatGPT design for teacher feedback in K-12 engineering terminology instruction	9
Disproportionality monitoring for special education and stakeholder practices in a post-affirmative action landscape	9
Environmental civic science: Civic and scientific literacy on socio-environmental issues for the common good	9
Young magicians in kindergarten: Skill development through performing magic tricks	8
Producing confident learners using specific tasks, competent models, and credible messages	8
The Racialized Control of Latinx Immigrant Students	7

Social studies curriculum in an era of state-restricted civic participation: Responding to Texas Senate Bill 3 with the Rights of the Learner	7
Confronting book banning and assumed curricular neutrality: A critical inquiry framework	7
Social-emotional and behavioral strategies to improve school outcomes for Black males	7
A Golden Braid:* Weaving Terry Wood’s unique threads of humanity in theory and practice	7
The politics of the 2021 school board recall attempts	7
The role of artificial intelligence in modernizing multi-tiered systems of support	7
Relational trust and the politics of evidence use: School boards navigate policymaking and equity during and after the pandemic	7
The rights of undergraduate queer and trans* students of color as STEM majors	7
Communities of practice as a pathway to enhance discipline-specific feedback	6
The Rights of Trans and Queer Learners in K-12 classrooms	6
Moving critical conversations from talk to action: Engaging a campus community in what it means to be anti-racist	6
Strategies to accelerate the closure of opportunity gaps for Black youth	6
A Juneteenth moment for mathematics education: The role of rights of the learner and Afrofuturism	6
This issue	6
Influential role of self-regulated learning in preventing moral disengagement	6
Reducing racialized opportunity gaps through teachers’ anti-racism social-emotional competency training and education	6
Healing-centered alternative schools: Addressing the academic and social-emotional needs of Black and Latino/x young men	5
Developing collective teacher efficacy in mathematics through professional learning	5
Looking, listening, leaning into the insights of youth: Building solidarity in the classroom	5
Considerations for improving racial equity in schools: Applying a cultural historical framework	5
Recentering and claiming joy and radical love in education	5
Overcoming barriers and paradigm wars: Powerful evidence-based writing instruction	5
How children can use drawing to regulate their emotions	5
Affirming Black Joy & homeplace: A call to action for practitioner preparation programs	5
Moving towards justice and equity: Interdisciplinary dismantling of ableism and racism in special education	5
When enactive learning went missing, vicarious learning became a must	5
Characteristics of effective models for classroom demonstrations	5
“Don’t smile until December”: Bad advice based on the either-or fallacy	5
Towards an Afro-Asian Futurist solidarity: Taking off my shoes in the home of Black Language as a Chinese American scholar	4
Family and school partnership to build homeplace and protect Black autistic joy	4
“Storying” from special education classroom: Centering voices from accessible-interdependence-intimacy as interdisciplinary justice in pedagogical practices	4
Centering students’ thinking with the rights of the learner to counter deficit narratives in mathematics	4
Towards transnational solidarity: Transnational funds of knowledge as counterstory to epistemic injustice	4
Improving Black student outcomes: The multifaceted role of psychology professors in higher education	4
The power of reflective feedback	4
Using homeplace to guide STEM identity development in Black males	4
The learning styles hypothesis is false, but there are patterns of student characteristics that are useful	4
Educators of gifted and talented students must be formally trained for homeplace to become a reality: Recommendedtheories and paradigms	4
The new normal: How virtual learning can benefit K-12 students	4
“You can’t cram for this kind of education”: Centering Indigenous Elder pedagogy to reclaim respectful and socially just education	4
Dialogic space as liminal space for love: How one elementary teacher opened doors for widening community and perspective through letter writing	3
Playing the system: Advocacy for play equity in early childhood education	3
Is standards-based grading effective?	3
Affinity groups to build homeplace and cultural humility practices of white school counselors	3
“When anybody speaks, we all need to be involved”: Classroom conditions that support dialogic space	3
Who speaks for whom? The right to the word and why it matters	3
Can dialogic eventness be created?	3
Replace or repair: Exploring possible methods for improving school governance	3
How learning gardens foster well-being and development through the promotion of purposeful play in early childhood and beyond	3
Supporting self-efficacy development from primary school to the professions: A guide for educators	3

The collective radical curation of solidarity in arts-based research with Girls and Femmes of Color	3
Facilitating student argumentation around socioscientific issues through productive discourse and negotiation toward consensus	3
Large language model AI-guided creative writing co-creation in secondary schools	3
Dialogic space: An introduction	2
The contribution of social cognitive theory to school bullying research and practice	2
“Black Girl Magic is everything”: Recommendations for cultivating supportive spaces for Black girls	2
Introduction to the special issue: Teaching about social issues in politically volatile times	2
How role models can diversify college students in STEM: A social-cognitive perspective	2
Mending the intersectional gap: Supporting emergent multilinguals labeled as disabled through translanguaging and Universal Design for Learning	2
Blurring the boundaries: Opening and sustaining dialogic spaces	2
Introduction to the special issue: Homeplace and Black Joy in K-12 education	2
Tracing the threads of research to establish equitable and culturally appropriate pedagogical practices within mathematical interactions and discourse for all learners	2
In this issue	2
Transforming dialogic teaching-and-learning practices in education	2
Classroom strategies for navigating emotions during controversial discussions	2
Fibrous solidarity: Narratives in digital spaces as pathways to solidarity among immigrant communities	2
La Sabiduría de mamá: Puerto Rican mothers’ voices for more equitable education	2
Coaching wellness, health, and success: Leveraging the potential of Black male coaches to promote positive outcomes for Black K-12 students	2
Revealing theory and enhancing practice: The Purdue Problem-Centered Mathematics Curriculum Project	2
Silence is still violence: A call for critical solidarities	2
More than homework help: The critical role of afterschool programs for youth learning and development	2
Centering dignitary safety in curriculum challenges: A heuristic for school administrators	2