OOIR: Observatory of International Research

Papers

(The TQCC of Learning Culture and Social Interaction is 5. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Collaborative learning for virtual higher education	76
Primary school students' perceptions of scaffolding in digital game-based learning in mathematics	33
The effects of using students' funds of knowledge on educational outcomes in the social and personal domain	31
How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement	25
Digital and information literacy inside and outside Spanish primary education schools	23
Complexities and opportunities in teachers' generation of videos from their own classrooms	19
Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis	19
“You really brought all your feelings out” – Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative learning	17
Walton's types of argumentation dialogues as classroom discourse sequences	17
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning	16
Lived experience as a unit of analysis for the study of learning	16
Socially shared metacognition in a project-based learning environment: A comparative case study	16
Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms	15
How does dialogical talk promote student learning during small group work? An exploratory study	15
A novice teachers teacher identity construction during the first year of teaching: A case study from a dialogical self perspective	14
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse	14
Design practices and principles for promoting dialogic argumentation via interdisciplinarity	14
Quality of dialogue and emotion regulation in contentious discussions in higher education	13
Language skills and social contact among students with intellectual disabilities in special needs schools	13
When preschool girls engineer: Future imaginings of being and becoming an engineer	13
Caring well for children in ECEC from a wholeness approach – The role of moral imagination	13
The relevance of a sociocultural perspective for understanding learning and development in older age	12
Student participatory role profiles in collaborative science learning: Relation of within-group configurations of role profiles and achievement	12
Understanding the complexity of young children's learning and development in science: A twofold methodological model building on constructivist and cultural-historical strengths	12
Creating new spheres of experience in the transition to a nursing home	12

Promoting Chinese children's agency in science learning: Conceptual PlayWorld as a new play practice	11
Situating video as context for teacher learning	11
Teacher talk that supports student thinking and talking together: Three markers of a dialogic instructional stance	11
Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors	11
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy	11
The unity between intellect, affect, and action in a child's learning and development in science	10
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction	10
Advancing the conceptualization of learning trajectories: A review of learning across contexts	10
Eritrean teachers' perceptions of learner-centred interactive pedagogy	10
Combining sociocultural discourse analysis and multimodal analysis to explore teachers' and pupils' meaning making	10
Design, implementation, and evaluation of dialogic classroom talk in early childhood education	9
Reprint of: The vision of Developmental Teaching and Learning and Bloom's Taxonomy of educational objectives	9
Why restorative justice works in schools: An investigation into the interactional dynamics of restorative circles	9
Multimodal dialogue in small-group mathematics learning	9
Applying interthinking for learning 21st-century skills in home economics education	9
Social participation of students with autism spectrum disorder in general education settings	8
Seeing by proxy: Specifying “professional vision”	8
Youth’s literary socialisation practices online: A systematic review of research	8
The social and cultural genesis of collective imagination during infancy	8
Learning to perform: A conversation analytic systematic review of learning and teaching practices in performing arts lesson interactions	7
Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature	7
Beyond technical learning: Internship as a liminal zone on the way to become a psychologist	7
“BOOM, so it will be like an attack” Demonstrating in a dance class through verbal, sound and body imagery	7
Dialogic teaching of controversial public issues in a Chinese middle school	7
Student teacher podcasting: Agency and change	7
Scaffolding patterns of dialogic exchange in toddler classrooms	7
Partners in learning: ‘An exploration of multi-cultural faculty and Emirati students' perspectives of university learning experiences’	7
Triggering in play: Opening up dimensions of imagination in adult-child play	7
The unit of analysis in learning research: Approaches for imagining a transformative agenda	7
Aged experience – A cultural developmental investigation	7
Strategies for supporting the transition from small-group activity to student learning: A possible role for beyond-group sharing	6
Educational dialogue among teachers experiencing different levels of self-efficacy	6
Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings	6
Perezhivaniya in L2 learning and motivation from a sociocultural perspective: A qualitative analysis of retrospective L2 learning essays	6
Understanding children's funds of identity as learners through multimodal self-expressions in Mexico City	6
Co-construction of argumentative discussions between parents and children during mealtime conversations. A pragma-dialectical analysis	6
A phenomenological exploration of the square dance among the Chinese elderly in urbanised communities	6
Learning for knowledgeable action: The construction of actionable conceptualisations as a unit of analysis in researching professional learning	6
A process model of team emotion regulation: An expansion of Gross' individual ER model	6
Coding relevance	6
Pragmatics, education and argumentation: Introduction to the special issue	6
The place of theoretical thinking in professional development: Bringing science concepts into play practice	5
Reflections on dialogicity: Challenges and suggestions by mathematics student teachers	5
Moral imagination: Creating affective values through toddlers' joint play	5
Video analysis of contextual layers in teaching-learning interactions	5
Examining dialogic opportunities in teacher-student interaction: An ethnographic observation of the language classroom	5
Piaget, Vygotsky and young people's argumentation: Sociocognitive aspects and challenges of reasoning “together” and “alone”	5
An analysis of a child's experiences in playing a gendered character during playworld	5
Learning and adaptation in older adults: An overview of main methods and theories	5
Forward anchoring in transformative agency: How parents of children with complex feeding difficulties transcend the status quo	5

The challenges of capturing learning: Units of analysis in the study of human growth	5
Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education	5
Understanding the child in relation to practice and rethinking inclusion: A study of children with autism spectrum disorder in mainstream preschools	5
How Conceptual PlayWorlds in preschool settings create new conditions for children's development during group time	5