Learning Culture and Social Interaction

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.)
ArticleCitations
Forward anchoring in transformative agency: How parents of children with complex feeding difficulties transcend the status quo27
Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications23
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning23
Children's perezhivaniya and agency during the COVID-19 pandemic: Narrative research from China22
Editorial Board19
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction19
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 interactions18
The diagram as a mediator in collaborative learning: A conceptual review18
‘Relive my life from scratch’: Learning through transition for women exiting the sex trade18
What we learned from Covid-19 about discourse-based learning17
“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development17
Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis17
Moral imagination: Creating affective values through toddlers' joint play17
The many forms and functions of touch in educational settings: Shared attention and appropriate engagement17
Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving16
Lived experience as a unit of analysis for the study of learning15
Promoting Chinese children's agency in science learning: Conceptual PlayWorld as a new play practice15
Remixing literacy: Young children producing literacy practices for research participation14
The unity between intellect, affect, and action in a child's learning and development in science13
Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention13
The social and cultural genesis of collective imagination during infancy12
Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play12
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse12
Design, implementation, and evaluation of dialogic classroom talk in early childhood education12
Learning, development and ageing as relational and contextual processes12
Together with my playmates: Preschoolers' peer relationships and interactions in small group settings11
How do Korean children learn to say no to adults? A Hallidayan sequel to Vygotsky's unfinished theory of emotions11
Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations11
Your shoes or mine? Examining perspective taking in social interaction11
Mentoring experienced teachers to change their practice: A sociocultural perspective for professional learning and development10
Relational sensibilities and women's participation in computer science and information technology degrees: A cultural-historical approach9
Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile9
Authentic perspective-taking: Looking beyond abstract spatial skills to the influence of culture and environment9
Thematic engagements: Affects and learning in older age9
Socially shared metacognition in a project-based learning environment: A comparative case study8
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 dichotomy8
Affiliation without aligning in teacher-student talk: Participants' ordering of knowledge in going beyond regular curriculum8
From objects to artefacts to props: The role of objects in infant-toddlers' play and imagination in Conceptual PlayWorlds in family settings8
Voicing infant talk: Infant's agency in Spanish family interactions8
Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings7
Singing in semiotic assemblages. Pre-schoolers' use of songs in interaction7
Editorial Board7
Teachers' collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency7
Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature7
Analysis of the relationships between students' argumentation and their views on nature of science7
Student teacher podcasting: Agency and change7
The social engineering of civility in a progressive middle school7
Building intersubjectivity in blended problem-solving tasks7
Claiming insufficient knowledge in pairwork and groupwork classroom activities6
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-efficacy6
Synergistic co-teaching: Surfacing the invisible flows of dramaturgy in practice in initial teacher education6
Editorial Board6
Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality6
Teaching and learning argumentative writing as critical thinking in an EFL composition classroom6
Editorial Board6
Establishing joint attention with multimodal resources in lingua franca guided tours6
“But the vanilla is healthy!” Children's expression of arguments to justify their non-compliances in family conversation6
In quest for a dialogic space: A microethnographic approach to classroom interaction about writing6
Learning to manage diabetes using a flash glucose monitoring device at a summer camp: A collective appropriation process6
Identities in motion – Boundary-crossing learning from an intrapersonal perspective6
Making sense of sensing: Scaffolding community knowledge in an online informal scientific engagement5
Students' discourses on interprofessional collaboration in the context of Finnish early childhood education5
They can play, but…: Investigating teachers' use of exclusionary discipline practices as anti-Black misandric restrictions of Black boyhood play in early childhood classrooms5
Dialogic teaching in secondary classrooms in China: Features, commonalities, and distinctiveness5
Reflections on dialogicity: Challenges and suggestions by mathematics student teachers5
Learning to create environments for deafness among hearing preservice teachers: A defectological approach5
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning5
Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors5
Frames within frames: Research, education and play in linguistic ethnographies of early childhood education and care5
Editorial Board5
An investigation of museum educators' questioning during field trips5
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