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 2021-05-01 to 2025-05-01.)

Article	Citations
Forward anchoring in transformative agency: How parents of children with complex feeding difficulties transcend the status quo	27
Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications	23
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning	23
Children's perezhivaniya and agency during the COVID-19 pandemic: Narrative research from China	22
Editorial Board	19
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction	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	18
The diagram as a mediator in collaborative learning: A conceptual review	18
‘Relive my life from scratch’: Learning through transition for women exiting the sex trade	18
What we learned from Covid-19 about discourse-based learning	17
“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development	17
Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis	17
Moral imagination: Creating affective values through toddlers' joint play	17
The many forms and functions of touch in educational settings: Shared attention and appropriate engagement	17
Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving	16
Lived experience as a unit of analysis for the study of learning	15
Promoting Chinese children's agency in science learning: Conceptual PlayWorld as a new play practice	15
Remixing literacy: Young children producing literacy practices for research participation	14
The unity between intellect, affect, and action in a child's learning and development in science	13
Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention	13
The social and cultural genesis of collective imagination during infancy	12
Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play	12
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse	12
Design, implementation, and evaluation of dialogic classroom talk in early childhood education	12
Learning, development and ageing as relational and contextual processes	12

Together with my playmates: Preschoolers' peer relationships and interactions in small group settings	11
How do Korean children learn to say no to adults? A Hallidayan sequel to Vygotsky's unfinished theory of emotions	11
Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations	11
Your shoes or mine? Examining perspective taking in social interaction	11
Mentoring experienced teachers to change their practice: A sociocultural perspective for professional learning and development	10
Relational sensibilities and women's participation in computer science and information technology degrees: A cultural-historical approach	9
Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile	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
Socially shared metacognition in a project-based learning environment: A comparative case study	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
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
From objects to artefacts to props: The role of objects in infant-toddlers' play and imagination in Conceptual PlayWorlds in family settings	8
Voicing infant talk: Infant's agency in Spanish family interactions	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
Editorial Board	7
Teachers' collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency	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
Student teacher podcasting: Agency and change	7
The social engineering of civility in a progressive middle school	7
Building intersubjectivity in blended problem-solving tasks	7
Claiming insufficient knowledge in pairwork and groupwork classroom activities	6
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]	6
Educational dialogue among teachers experiencing different levels of self-efficacy	6
Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education	6
Editorial Board	6
Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality	6
Teaching and learning argumentative writing as critical thinking in an EFL composition classroom	6
Editorial Board	6
Establishing joint attention with multimodal resources in lingua franca guided tours	6
“But the vanilla is healthy!” Children's expression of arguments to justify their non-compliances in family conversation	6
In quest for a dialogic space: A microethnographic approach to classroom interaction about writing	6
Learning to manage diabetes using a flash glucose monitoring device at a summer camp: A collective appropriation process	6
Identities in motion – Boundary-crossing learning from an intrapersonal perspective	6
Making sense of sensing: Scaffolding community knowledge in an online informal scientific engagement	5
Students' discourses on interprofessional collaboration in the context of Finnish early childhood education	5
They can play, but…: Investigating teachers' use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms	5
Dialogic teaching in secondary classrooms in China: Features, commonalities, and distinctiveness	5
Reflections on dialogicity: Challenges and suggestions by mathematics student teachers	5
Learning to create environments for deafness among hearing preservice teachers: A defectological approach	5
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning	5
Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors	5
Frames within frames: Research, education and play in linguistic ethnographies of early childhood education and care	5
Editorial Board	5
An investigation of museum educators' questioning during field trips	5