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 2022-08-01 to 2026-08-01.)

Article	Citations
Investigating pre-service teachers' culturally responsive, sustaining pedagogy self-efficacy and competencies	30
Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning	26
Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications	23
Children's perezhivaniya and agency during the COVID-19 pandemic: Narrative research from China	23
Constructing interactional space across distant locations in a hybrid classroom	22
The diagram as a mediator in collaborative learning: A conceptual review	22
The many forms and functions of touch in educational settings: Shared attention and appropriate engagement	21
What we learned from Covid-19 about discourse-based learning	19
Editorial Board	17
A cultural-historical study of how parents create conditions to facilitate children's transition to school in the Chinese context	16
Comparing metacognitive regulation and socially shared metacognitive regulation in face-to-face and online learning settings in ill-structured problem solving	15
Promoting active student participation in secondary schools with the ASPIRE intervention	15
Developing reciprocity between one-year-old children with visual impairment and additional disabilities and their mothers: The effects of bodily-tactile early intervention	14
“What parts of the plants do we eat, is this STEM?” – A study of Chinese kindergarten teachers' STEM professional development	14
Co-located video annotation and joint noticing in teacher education: A sociocultural and interactional approach	14
Being recognized, becoming a learner: A comparative analysis of teacher actions and student experiences in Chile	14
Modes of discourse and discourse strategies: Interaction between educational psychologists and teachers in consultation processes	13
Remixing literacy: Young children producing literacy practices for research participation	13
Promoting children's social-emotional skills in classrooms: Exploring the role of collaborative learning and teacher scaffolding	12
The role of initiation-response-feedback (IRF) sequences in organizing learning during a college educational choir's rehearsals	12
Realizations & re-mediations: Enabling expression and interaction in collective embodied activities for children with disabilities	12
Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems	11
Your shoes or mine? Examining perspective taking in social interaction	11
Editorial Board	11
Interacting with those who need it most? Teachers' attention and support to students with different self-regulated learning profiles in the classroom	11

Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play	10
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]	9
Voicing infant talk: Infant's agency in Spanish family interactions	9
The construction of teacher meaning-making when teaching difficult histories: A study of teacher talk in a teacher professional development	9
Decoding power dynamics in asynchronous online learning: Preservice teachers' perspectives and navigational strategies	9
Playing to learn? Analyzing participants' framing of competition and professional conduct in maritime simulations	9
Thematic engagements: Affects and learning in older age	9
Lessons from a change laboratory in plant health risk management: The dynamics of concept formation	9
Revealing student processes in a mathematics classroom: An in-depth instrumental case study	8
Students' perceived sense of community in blended learning	8
Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile	8
Affiliation without aligning in teacher-student talk: Participants' ordering of knowledge in going beyond regular curriculum	8
Teachers' collaborative reflective discussions on technology-mediated teaching: Envisioned and enacted transformative agency	7
From objects to artefacts to props: The role of objects in infant-toddlers' play and imagination in Conceptual PlayWorlds in family settings	7
Claiming insufficient knowledge in pairwork and groupwork classroom activities	7
Editorial Board	7
The social engineering of civility in a progressive middle school	7
Analysis of the relationships between students' argumentation and their views on nature of science	7
How do social dramas affect human development? A dialectical proposal from cultural-historical theory	7
Coding schemes and analytic indicators for dialogic teaching: A systematic review of the literature	7
Considerations to engage a funds of identity approach as a vehicle toward epistemic justice in educational settings	7
Restorying in the Pensieve: Mapping the trajectory of language teacher development through a socio-ecological perezhivanie-based framework	7
Heteroperception in joint action: Breakdown and reconciliation of collaborating learners' differing views of mathematical objects	6
The accountability of movement in synchronous hybrid classroom interaction: managing mobility troubles in robot-mediated remote participation	6
The continuity of experience: examining personhood in practice of British Yemeni young people	6
Learning-in-interaction against stereotypes: How high-achieving girls sustain science identities in secondary science	6
Shepherding the emotion: Embodied socialization of emotion in pediatric dental interactions	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
Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality	6
Conceptual Play Worlds: Synthesising intentional teaching and interest-based approaches to support early childhood teacher's development	6
In quest for a dialogic space: A microethnographic approach to classroom interaction about writing	6
Editorial Board	5
Editorial Board	5
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning	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
Paradigmatic and narrative forms of knowledge in read-aloud practices and their implications for the further learning and education of children	5
Editorial Board	5
Learning to create environments for deafness among hearing preservice teachers: A defectological approach	5
Multimodal repair initiations in video-mediated EFL classroom interactions: Focus on screen-based and embodied actions	5
Identities in motion – Boundary-crossing learning from an intrapersonal perspective	5
Students' discourses on interprofessional collaboration in the context of Finnish early childhood education	5
Teaching and learning argumentative writing as critical thinking in an EFL composition classroom	5
Frames within frames: Research, education and play in linguistic ethnographies of early childhood education and care	5
[Re]framing learning labor in a teacher education: Identity, activity, and pedagogical flexibility	5
Supporting children's friendship stability in a culturally diverse school with a dialogic approach: A case study	5