OOIR: Observatory of International Research

Papers

(The TQCC of Learning Culture and Social Interaction is 6. 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
Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications	27
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning	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
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction	20
“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development	20
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
Moral imagination: Creating affective values through toddlers' joint play	19
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
Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving	17
What we learned from Covid-19 about discourse-based learning	16
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
Promoting Chinese children's agency in science learning: Conceptual PlayWorld as a new play practice	15
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
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse	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
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
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
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
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
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
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
Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature	8
Building intersubjectivity in blended problem-solving tasks	8
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
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	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
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