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 2021-08-01 to 2025-08-01.)

Article	Citations
Forward anchoring in transformative agency: How parents of children with complex feeding difficulties transcend the status quo	31
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning	27
Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications	27
Children's perezhivaniya and agency during the COVID-19 pandemic: Narrative research from China	25
Editorial Board	22
The diagram as a mediator in collaborative learning: A conceptual review	21
“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development	20
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction	20
Moral imagination: Creating affective values through toddlers' joint play	19
Promoting active student participation in secondary schools with the ASPIRE intervention	19
The many forms and functions of touch in educational settings: Shared attention and appropriate engagement	19
Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving	17
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	17
Lived experience as a unit of analysis for the study of learning	17
Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis	17
What we learned from Covid-19 about discourse-based learning	16
Promoting Chinese children's agency in science learning: Conceptual PlayWorld as a new play practice	15
Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention	15
Remixing literacy: Young children producing literacy practices for research participation	15
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse	14
Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play	14
Realizations & re-mediations: Enabling expression and interaction in collective embodied activities for children with disabilities	14
Learning, development and ageing as relational and contextual processes	13
Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems	12
Your shoes or mine? Examining perspective taking in social interaction	12

Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations	12
How do Korean children learn to say no to adults? A Hallidayan sequel to Vygotsky's unfinished theory of emotions	11
Voicing infant talk: Infant's agency in Spanish family interactions	11
Together with my playmates: Preschoolers' peer relationships and interactions in small group settings	11
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]	11
Mentoring experienced teachers to change their practice: A sociocultural perspective for professional learning and development	11
Relational sensibilities and women's participation in computer science and information technology degrees: A cultural-historical approach	11
Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile	10
Thematic engagements: Affects and learning in older age	10
Teachers' collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency	9
Affiliation without aligning in teacher-student talk: Participants' ordering of knowledge in going beyond regular curriculum	9
The social engineering of civility in a progressive middle school	9
Authentic perspective-taking: Looking beyond abstract spatial skills to the influence of culture and environment	9
From objects to artefacts to props: The role of objects in infant-toddlers' play and imagination in Conceptual PlayWorlds in family settings	9
Revealing student processes in a mathematics classroom: An in-depth instrumental case study	9
Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature	8
Building intersubjectivity in blended problem-solving tasks	8
Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings	8
Editorial Board	8
Socially shared metacognition in a project-based learning environment: A comparative case study	8
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy	8
Editorial Board	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
Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality	7
Editorial Board	7
“But the vanilla is healthy!” Children's expression of arguments to justify their non-compliances in family conversation	7
Claiming insufficient knowledge in pairwork and groupwork classroom activities	7
Teaching and learning argumentative writing as critical thinking in an EFL composition classroom	7
Singing in semiotic assemblages. Pre-schoolers' use of songs in interaction	7
Analysis of the relationships between students' argumentation and their views on nature of science	7
Learning to manage diabetes using a flash glucose monitoring device at a summer camp: A collective appropriation process	6
Shepherding the emotion: Embodied socialization of emotion in pediatric dental interactions	6
Learning to create environments for deafness among hearing preservice teachers: A defectological approach	6
Editorial Board	6
Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education	6
Establishing joint attention with multimodal resources in lingua franca guided tours	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
A process model of team emotion regulation: An expansion of Gross' individual ER model	6
In quest for a dialogic space: A microethnographic approach to classroom interaction about writing	6
Students' discourses on interprofessional collaboration in the context of Finnish early childhood education	6
Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors	6
An investigation of museum educators' questioning during field trips	5
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning	5
“This friend was nice”: Young children's negotiation of social relationships in and through interactions with (play) objects	5
Making sense of sensing: Scaffolding community knowledge in an online informal scientific engagement	5
Identities in motion – Boundary-crossing learning from an intrapersonal perspective	5
Editorial Board	5
The challenges of capturing learning: Units of analysis in the study of human growth	5
Frames within frames: Research, education and play in linguistic ethnographies of early childhood education and care	5
Dialogic teaching in secondary classrooms in China: Features, commonalities, and distinctiveness	5

People living with dementia collaborating in a joint activity	5
Reflections on dialogicity: Challenges and suggestions by mathematics student teachers	5
Double stimulation for collaborative transformation of agricultural systems: The role of models for building agency	4
Supporting children's friendship stability in a culturally diverse school with a dialogic approach: A case study	4
Embracing abuelita epistemologies, “Nací para bailar”: A pathway for creating culturally sustaining lessons for LatinX students	4
Positioning video in classroom research: Ontological and epistemic tensions	4
Editorial Board	4
The micro-politics of co-creation: Augmenting analyses of ‘relational agency’ in local education partnerships with the ‘documentary conversation analysis’	4
Indigenous dialogic teaching: Orality in a Tibetan school in China	4
Moral imagination: An introduction to the special issue	4
Video-based mind maps in higher education: A design-based research study of pre-service teachers' co-construction of shared knowledge	4
A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room	4
Editorial Board	4
Argumentation as a situated discursive practice: Social and epistemic functions	4
Perezhivaniya in L2 learning and motivation from a sociocultural perspective: A qualitative analysis of retrospective L2 learning essays	4
Exploring dialogic education used to teach historical thinking within the cultural context of East Asia: A multiple-case study in Taiwanese classrooms	3
“We're all like one big family”: How teacher-coaches' after-school PLC's influence STEM Club success	3
In pursuit of a more unified method to measuring classroom dialogue: The dialogue elements to compound constructs approach	3
Coding relevance	3
A critical ethnography on instructor-student interactions in a mathematics teacher education course	3
Editorial Board	3
Language skills and social contact among students with intellectual disabilities in special needs schools	3
Interaction in post-simulation debriefing	3
Learners as phenomena: Expansive inquiry as students embody water particles	3
Multi-theoretic research involving classroom video analysis: A focus on the unit of analysis	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
Navigating tensions between despair and hope - Arab teachers' perception in challenging situations in Jewish schools	3
Promoting video-based research in teacher education and professional development: A commentary on ontological, methodological and epistemological advances	3
“You really brought all your feelings out” – Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative learning	3
The integration of different approaches to study the interpersonal dynamics of argumentation	3
Acts of distancing the talk: Decontextualization in peer talk and children-teacher talk at kindergarten	3
Editorial Board	3
Corrigendum to “Teaching for the 21st century: A case for dialogic pedagogy” [Learning, Culture and Social Interaction 20 (June 2019) 170–178]	2
Makerspace activities in a school setting: Top-down and bottom-up approaches for teachers to leverage pupils' making in science education	2
Patterns of peer talk in consensus-oriented classrooms: Deliberative argumentation or rush toward consensus?	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
Teacher-child interactions in bilingual daycares: Investigating the use of discourse strategies and teaching techniques	2
Leveraging dilemmas as a pedagogical tool for novice youth worker learning	2
Students' dialogic and justifying moves during dialogic argumentation in mathematics and physics	2
Youth’s literary socialisation practices online: A systematic review of research	2
Editorial Board	2
Navigating context and conflict – Investigating seamless mobile learning through the lens of Hedegaard's framework	2
Discursive engagement for intersubjectivity: Investigating the verbal–visual relationship of productive classroom talk in synchronous online lessons	2
How does dialogical talk promote student learning during small group work? An exploratory study	2
Learning for knowledgeable action: The construction of actionable conceptualisations as a unit of analysis in researching professional learning	2
Editorial Board	2
Development, ageing and hybrid minds: Growth and decline, and ecologies of human functioning in a sociocultural perspective	2
What does the ‘chat’ tell us about participation and engagement in online video conferencing?	2
Exploring emotion regulation in small ensemble contexts; three cases from higher music education	2
Editorial Board	2
Improving the quality of mathematical discussions: The impact of small-group scaffolding	2
RETRACTED: The impact of different scaffolding techniques on IELTS candidates' writing anxiety: From perceptions to facts	2
Perezhivanie: An investigation into drama and emotions as children enter a conceptual Playworld	2
Privileged discourses, teacher agency and alternative subjectivities: Analyzing Janus-faced character of English language pedagogy	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
The situated nature of dialogic interactions: Children's talk across different tasks	2
Editorial Board	2
Editorial Board	2
Children on the move: Guided participation in travel activities	2
Instructional touch: The organisation of a close and closed interaction space for individualised instruction in ‘open classrooms’	2
I cry, therefore I am: An anthropological study of babies' interactions	2
Convergence of control and affection in classroom management: affectionate and disciplining touch and talk	2