Learning Culture and Social Interaction

Papers
(The H4-Index of Learning Culture and Social Interaction is 15. 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 2021-05-01 to 2025-05-01.)
ArticleCitations
Forward anchoring in transformative agency: How parents of children with complex feeding difficulties transcend the status quo27
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning23
Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications23
Children's perezhivaniya and agency during the COVID-19 pandemic: Narrative research from China22
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction19
Editorial Board19
The diagram as a mediator in collaborative learning: A conceptual review18
‘Relive my life from scratch’: Learning through transition for women exiting the sex trade18
Long-term intervention of at-risk elementary students' socio-motivational and reading comprehension competencies: Video-based case studies of emotional support in teacher–dyad and dyadic interactions18
Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis17
Moral imagination: Creating affective values through toddlers' joint play17
The many forms and functions of touch in educational settings: Shared attention and appropriate engagement17
What we learned from Covid-19 about discourse-based learning17
“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development17
Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving16
Promoting Chinese children's agency in science learning: Conceptual PlayWorld as a new play practice15
Lived experience as a unit of analysis for the study of learning15
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