OOIR: Observatory of International Research

Papers

(The median citation count of Cognition and Instruction 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 2020-03-01 to 2024-03-01.)

Article	Citations
Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures	43
Beyond the Binary of Adult Versus Child Centered Learning: Pedagogies of Joint Activity in the Context of Making	34
Detailing Racialized and Gendered Mechanisms of Undergraduate Precalculus and Calculus Classroom Instruction	29
Using Sense-Making Moments to Understand How Elementary Teachers’ Interactions Expand, Maintain, or Shut Down Sense-making in Science	27
Ambulatory Sequences: Ecologies of Learning by Attending and Observing on the Move	24
Teacher Responsiveness that Promotes Equity in Secondary Science Classrooms	21
Access, Dissent, Ethics, and Politics: Pre-service Teachers Negotiating Conceptions of the Work of Teaching Science for Equity	21
Why Learning on the Move: Intersecting Research Pathways for Mobility, Learning and Teaching	18
The Use of Epistemic Tools to Facilitate Epistemic Cognition & Metacognition in Developing Scientific Explanation	17
When Learning as Movement meets Learning on the Move	16
Making Teacher and Researcher Learning Visible: Collaborative Design as a Context for Professional Growth	14
Assembling a Torus: Family Mobilities in an Immersive Mathematics Exhibition	13
The Dialogue of Creativity: Teaching the Creative Process by Animating Student Work as a Collaborating Creative Agent	12
Learning Practical Design Knowledge through Co-Designing Storyline Science Curriculum Units	12
Remembering What Produced the Data: Individual and Social Reconstruction in the Context of aQuantified SelfElementary Data and Statistics Unit	11
Family Culture as Context for Learning through Inquiry	10
Co-constructing Professional Vision: Teacher and Researcher Learning in Co-Design	10
Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design	9
Resuscitating (and Refusing) Cartesian Representations of Daily Life: When Mobile and Grid Epistemologies of the City Meet	9
Students’ Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum	8
Generalization Across Multiple Mathematical Domains: Relating, Forming, and Extending	7
Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-design Settings	7
Undergraduate Engineering Students’ Types and Quality of Knowledge Used in Synthetic Modeling	7
Geopolitical Configuration of Identities and Learning: Othering through the Institutionalized Categorization of “English Language Learners”	7
Leveraging a Categorization Activity to Facilitate Productive Generalizing Activity and Combinatorial Thinking	7

Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue	7
Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect	7
Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design	6
Revisiting Lexington Green: Implications for Teaching Historical Thinking	6
Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning	6
Internet or Archive? Expertise in Searching for Digital Sources on a Contentious Historical Question	6
Stories of Garlic, Butter, and Ceviche: Racial-Ideological Micro-Contestation and Microaggressions in Secondary STEM Professional Development	6
A Multi-dimensional Framework for Documenting Students’ Heterogeneous Experiences with Programming Bugs	5
Here-and-Then: Learning by Making Places with Digital Spatial Story Lines	5
Youth Enacting Social-Spatial Justice in Middle School STEM: Advancing Justice Work in Hyperlocal and Interscalar Ways	5
Practitioners’ Noticing and Know-How in Multi-Activity Practice of Patient Care And Teaching and Learning	4
Luminous Science: Teachers Designing For and Developing Transdisciplinary Thinking and Learning	4
Children’s Spontaneous Additive Strategy Relates to Multiplicative Reasoning	4