OOIR: Observatory of International Research

Papers

(The median citation count of Learning Culture and Social Interaction 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 2021-12-01 to 2025-12-01.)

Article	Citations
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning	29
Forward anchoring in transformative agency: How parents of children with complex feeding difficulties transcend the status quo	29
Children's perezhivaniya and agency during the COVID-19 pandemic: Narrative research from China	22
Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications	22
The diagram as a mediator in collaborative learning: A conceptual review	21
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction	19
Constructing interactional space across distant locations in a hybrid classroom	18
“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development	18
Promoting active student participation in secondary schools with the ASPIRE intervention	18
Lived experience as a unit of analysis for the study of learning	17
What we learned from Covid-19 about discourse-based learning	16
The many forms and functions of touch in educational settings: Shared attention and appropriate engagement	16
Promoting Chinese children's agency in science learning: Conceptual PlayWorld as a new play practice	16
Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving	16
Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis	15
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 interactions	14
Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention	13
Promoting children's social-emotional skills in classrooms: Exploring the role of collaborative learning and teacher scaffolding	12
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse	12
Realizations & re-mediations: Enabling expression and interaction in collective embodied activities for children with disabilities	12
Remixing literacy: Young children producing literacy practices for research participation	12
Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems	11
Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play	11
Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations	10
Revealing student processes in a mathematics classroom: An in-depth instrumental case study	10

Your shoes or mine? Examining perspective taking in social interaction	10
Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile	9
Lessons from a change laboratory in plant health risk management: The dynamics of concept formation	9
How do Korean children learn to say no to adults? A Hallidayan sequel to Vygotsky's unfinished theory of emotions	9
Corrigendum to “Together with my playmates: Preschoolers' peer relationships and interactions in small group settings” [Learn. Cult. Soc. Interact., Volume 30, Part A, September 2021/100531]	9
Authentic perspective-taking: Looking beyond abstract spatial skills to the influence of culture and environment	9
Thematic engagements: Affects and learning in older age	9
Voicing infant talk: Infant's agency in Spanish family interactions	9
Mentoring experienced teachers to change their practice: A sociocultural perspective for professional learning and development	9
From objects to artefacts to props: The role of objects in infant-toddlers' play and imagination in Conceptual PlayWorlds in family settings	9
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy	8
Affiliation without aligning in teacher-student talk: Participants' ordering of knowledge in going beyond regular curriculum	8
Teachers' collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency	8
The social engineering of civility in a progressive middle school	8
Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings	7
Singing in semiotic assemblages. Pre-schoolers' use of songs in interaction	7
Retraction notice to “The impact of different scaffolding techniques on IELTS candidates' writing anxiety: From perceptions to facts” [Learning, Culture and Social Interaction 40 (2023) 100715]	7
Teaching and learning argumentative writing as critical thinking in an EFL composition classroom	7
Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality	7
“But the vanilla is healthy!” Children's expression of arguments to justify their non-compliances in family conversation	7
Building intersubjectivity in blended problem-solving tasks	7
Editorial Board	7
Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature	7
Analysis of the relationships between students' argumentation and their views on nature of science	7
Editorial Board	7
Shepherding the emotion: Embodied socialization of emotion in pediatric dental interactions	7
Claiming insufficient knowledge in pairwork and groupwork classroom activities	7
Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education	6
In quest for a dialogic space: A microethnographic approach to classroom interaction about writing	6
They can play, but…: Investigating teachers' use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms	6
Editorial Board	6
Frames within frames: Research, education and play in linguistic ethnographies of early childhood education and care	6
Learning to manage diabetes using a flash glucose monitoring device at a summer camp: A collective appropriation process	6
A process model of team emotion regulation: An expansion of Gross' individual ER model	6
Students' discourses on interprofessional collaboration in the context of Finnish early childhood education	5
Dialogic teaching in secondary classrooms in China: Features, commonalities, and distinctiveness	5
An investigation of museum educators' questioning during field trips	5
Dealing with divergent feedback trajectories in video-mediated, transnational, and collaborative task design meetings	5
“This friend was nice”: Young children's negotiation of social relationships in and through interactions with (play) objects	5
Reflections on dialogicity: Challenges and suggestions by mathematics student teachers	5
Editorial Board	5
Learning to create environments for deafness among hearing preservice teachers: A defectological approach	5
Beyond the binary: Exploring gendered role negotiation and teacher mediation in playworld pedagogy	5
People living with dementia collaborating in a joint activity	5
Identities in motion – Boundary-crossing learning from an intrapersonal perspective	5
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning	5
Establishing joint attention with multimodal resources in lingua franca guided tours	5
Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors	5
The challenges of capturing learning: Units of analysis in the study of human growth	5
Multimodal repair initiations in video-mediated EFL classroom interactions: Focus on screen-based and embodied actions	5

A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room	4
Embracing abuelita epistemologies, “Nací para bailar”: A pathway for creating culturally sustaining lessons for LatinX students	4
From observation to entries into the conversation: Instructors' practices for displaying engagement in learners' small-group activities in a video-mediated crisis management course	4
Supporting children's friendship stability in a culturally diverse school with a dialogic approach: A case study	4
Video-based mind maps in higher education: A design-based research study of pre-service teachers' co-construction of shared knowledge	4
Editorial Board	4
Indigenous dialogic teaching: Orality in a Tibetan school in China	4
Argumentation as a situated discursive practice: Social and epistemic functions	4
Editorial Board	4
Editorial Board	4
Positioning video in classroom research: Ontological and epistemic tensions	4
Navigating tensions between despair and hope - Arab teachers' perception in challenging situations in Jewish schools	4
Paradigmatic and narrative forms of knowledge in read-aloud practices and their implications for the further learning and education of children	4
Multi-theoretic research involving classroom video analysis: A focus on the unit of analysis	3
Promoting video-based research in teacher education and professional development: A commentary on ontological, methodological and epistemological advances	3
Editorial Board	3
Coding relevance	3
Students' dialogic and justifying moves during dialogic argumentation in mathematics and physics	3
A critical ethnography on instructor-student interactions in a mathematics teacher education course	3
Editorial Board	3
Learners as phenomena: Expansive inquiry as students embody water particles	3
Interaction in post-simulation debriefing	3
In pursuit of a more unified method to measuring classroom dialogue: The dialogue elements to compound constructs approach	3
What does the ‘chat’ tell us about participation and engagement in online video conferencing?	3
Exploring emotion regulation in small ensemble contexts; three cases from higher music education	3
The integration of different approaches to study the interpersonal dynamics of argumentation	3
“We're all like one big family”: How teacher-coaches' after-school PLC's influence STEM Club success	3
Exploring dialogic education used to teach historical thinking within the cultural context of East Asia: A multiple-case study in Taiwanese classrooms	3
Acts of distancing the talk: Decontextualization in peer talk and children-teacher talk at kindergarten	3
Mathematics as an aspect of vocational knowing in animal caregiving, from a student perspective	3
Coordinated activity and common ground during group problem solving in biology	3
Children on the move: Guided participation in travel activities	3
Differences and similarities in the development of Professional Learning Communities: A cross-case longitudinal study	2
Teachers at the crossroads: Culture, empathy, and emotional regulation in Palestinian society in Israel	2
Convergence of control and affection in classroom management: affectionate and disciplining touch and talk	2
Discursive engagement for intersubjectivity: Investigating the verbal–visual relationship of productive classroom talk in synchronous online lessons	2
The situated nature of dialogic interactions: Children's talk across different tasks	2
When the student is the ‘problem’ and the teacher is not the solution: Teacher professional identity in an era of accountability and personalized instruction	2
Students' collaborative meaning-making in life skills education: Integrating personal experiences with theoretical knowledge	2
Instructional touch: The organisation of a close and closed interaction space for individualised instruction in ‘open classrooms’	2
Teacher-child interactions in bilingual daycares: Investigating the use of discourse strategies and teaching techniques	2
Editorial Board	2
Learning for knowledgeable action: The construction of actionable conceptualisations as a unit of analysis in researching professional learning	2
Culturally responsive teaching, teacher-student relationship and school belongingness: A multi-informant study in ethnically diverse classrooms	2
Of boundaries and borders: A micro-interactional examination of consensus and knowledge-construction in a research-practice partnership	2
Cultural knowledge of students for primary school teachers: A scoping review	2
Privileged discourses, teacher agency and alternative subjectivities: Analyzing Janus-faced character of English language pedagogy	2
Improving the quality of mathematical discussions: The impact of small-group scaffolding	2
Showing smartphones in a collaborative learning activity in video-mediated L2 interaction	2
Youth’s literary socialisation practices online: A systematic review of research	2
Editorial Board	2
Editorial Board	2
Makerspace activities in a school setting: Top-down and bottom-up approaches for teachers to leverage pupils' making in science education	2
Investigating educational dialogue: Variations of dialogue amount and quality among different subjects between early primary and secondary school classrooms	2
The unit of analysis in learning research: Approaches for imagining a transformative agenda	2
Navigating context and conflict – Investigating seamless mobile learning through the lens of Hedegaard's framework	2
Editorial Board	2
RETRACTED: The impact of different scaffolding techniques on IELTS candidates' writing anxiety: From perceptions to facts	2
Patterns of peer talk in consensus-oriented classrooms: Deliberative argumentation or rush toward consensus?	2
Development, ageing and hybrid minds: Growth and decline, and ecologies of human functioning in a sociocultural perspective	2
Editorial Board	2
I cry, therefore I am: An anthropological study of babies' interactions	2
Premising and arguing: The variety in 9- to 10-year-old children taking on an equity/equality task in the context of group discussions	2
Perezhivanie: An investigation into drama and emotions as children enter a conceptual Playworld	2
University teaching development workshops as sites of joint decision-making: Negotiations of authority in academic cultures	2