OOIR: Observatory of International Research

Papers

(The TQCC of Learning Culture and Social Interaction 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 2021-04-01 to 2025-04-01.)

Article	Citations
Editorial Board	25
Machine learning – A new kind of cultural tool? A “recontextualisation” perspective on machine learning + interprofessional learning	23
Perezhivanie: An investigation into drama and emotions as children enter a conceptual Playworld	23
Indigenous dialogic teaching: Orality in a Tibetan school in China	20
Relational sensibilities and women's participation in computer science and information technology degrees: A cultural-historical approach	18
How do Korean children learn to say no to adults? A Hallidayan sequel to Vygotsky's unfinished theory of emotions	18
Formal dialogue models for argumentation in education and linguistics	18
Aged experience – A cultural developmental investigation	18
Double stimulation for collaborative transformation of agricultural systems: The role of models for building agency	17
The micro-politics of co-creation: Augmenting analyses of ‘relational agency’ in local education partnerships with the ‘documentary conversation analysis’	17
Self-examination, compassion and narrative imagination in students' critical examination in science education	17
Editorial Board	17
Mentoring experienced teachers to change their practice: A sociocultural perspective for professional learning and development	16
Embracing abuelita epistemologies, “Nací para bailar”: A pathway for creating culturally sustaining lessons for LatinX students	15
Discursive engagement for intersubjectivity: Investigating the verbal–visual relationship of productive classroom talk in synchronous online lessons	15
Beyond school-related learning: Parent-child homework talk as a morality building activity	14
Argumentation as a situated discursive practice: Social and epistemic functions	14
Walton's types of argumentation dialogues as classroom discourse sequences	13
RETRACTED: The impact of different scaffolding techniques on IELTS candidates' writing anxiety: From perceptions to facts	13
How does dialogical talk promote student learning during small group work? An exploratory study	12
Seeing by proxy: Specifying “professional vision”	12
Positioning video in classroom research: Ontological and epistemic tensions	11
Authentic perspective-taking: Looking beyond abstract spatial skills to the influence of culture and environment	11
Convergence of control and affection in classroom management: affectionate and disciplining touch and talk	11
Learning with the land: How sixth graders restory interactions with the land through field experiences	10

Thematic engagements: Affects and learning in older age	10
Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile	10
A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room	10
Supporting transformative agency in initial teacher education: A Change Laboratory in China	9
Infants and toddlers in imaginary play situations: The genesis and conditions that support the development of imagination	9
Parent pedagogical positioning to create conditions for preschooler STEM learning using a Conceptual PlayWorld approach	9
Corrigendum to “Teaching for the 21st century: A case for dialogic pedagogy” [Learning, Culture and Social Interaction 20 (June 2019) 170–178]	8
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]	8
Unrecognized contradictions are opportunities lost: Refocusing attention for learning	8
Voicing infant talk: Infant's agency in Spanish family interactions	8
Editorial Board	8
Socially shared metacognition in a project-based learning environment: A comparative case study	7
Promoting video-based research in teacher education and professional development: A commentary on ontological, methodological and epistemological advances	7
The matter of math: Guiding the blind to touch the Pythagorean theorem	7
“You really brought all your feelings out” – Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative learning	7
The unit of analysis in learning research: Approaches for imagining a transformative agenda	7
Of boundaries and borders: A micro-interactional examination of consensus and knowledge-construction in a research-practice partnership	7
Highlighting practices and dialogic moves: Investigating simulation-based learning in online teacher education	7
Culturally responsive teaching, teacher-student relationship and school belongingness: A multi-informant study in ethnically diverse classrooms	7
University teaching development workshops as sites of joint decision-making: Negotiations of authority in academic cultures	7
“We're all like one big family”: How teacher-coaches' after-school PLC's influence STEM Club success	6
Navigating context and conflict – Investigating seamless mobile learning through the lens of Hedegaard's framework	6
Navigating tensions between despair and hope - Arab teachers' perception in challenging situations in Jewish schools	6
Forward anchoring in transformative agency: How parents of children with complex feeding difficulties transcend the status quo	6
Affiliation without aligning in teacher-student talk: Participants' ordering of knowledge in going beyond regular curriculum	6
The social engineering of civility in a progressive middle school	6
Editorial Board	6
From objects to artefacts to props: The role of objects in infant-toddlers' play and imagination in Conceptual PlayWorlds in family settings	5
Learners as phenomena: Expansive inquiry as students embody water particles	5
In pursuit of a more unified method to measuring classroom dialogue: The dialogue elements to compound constructs approach	5
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning	5
Caring well for children in ECEC from a wholeness approach – The role of moral imagination	5
Pragmatics, education and argumentation: Introduction to the special issue	5
Situating video as context for teacher learning	5
Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications	5
Unpacking EFL teachers' agency enacted in nested ecosystems in developing regions of Southern China	5
Teaching argumentation with a dialogic stance: A case of an 11th-grade English language arts classroom	5
Multi-theoretic research involving classroom video analysis: A focus on the unit of analysis	5
Idea generation and knowledge creation through maker practices in an artifact-mediated collaborative invention project	5
Design practices and principles for promoting dialogic argumentation via interdisciplinarity	5
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy	4
Interaction in post-simulation debriefing	4
Student teacher podcasting: Agency and change	4
Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature	4
‘Relive my life from scratch’: Learning through transition for women exiting the sex trade	4
Analysis of the relationships between students' argumentation and their views on nature of science	4
Differences and similarities in the development of Professional Learning Communities: A cross-case longitudinal study	4
Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings	4
Language skills and social contact among students with intellectual disabilities in special needs schools	4
Triggering in play: Opening up dimensions of imagination in adult-child play	4

Exploring dialogic education used to teach historical thinking within the cultural context of East Asia: A multiple-case study in Taiwanese classrooms	4
Authority and positionings in elementary mathematics: An interactional ethnographic approach	4
Types of types of educational dialogue	4
Coding relevance	4
Developmental Education in Dutch primary schools: Review of research outcomes from a CHAT-based teaching approach	4
The contribution of two funds of identity interventions to well-being related student outcomes in primary education	4
Children's perezhivaniya and agency during the COVID-19 pandemic: Narrative research from China	4
Teachers' collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency	4
The influence of instructor support levels on collaborative knowledge construction	4
When preschool girls engineer: Future imaginings of being and becoming an engineer	4
Units of analysis in learning research: Transparency, fit for purpose and purposeful fit	4