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 2020-04-01 to 2024-04-01.)

Article	Citations
Collaborative learning for virtual higher education	66
Coding classroom dialogue: Methodological considerations for researchers	51
Primary school students' perceptions of scaffolding in digital game-based learning in mathematics	31
The effects of using students' funds of knowledge on educational outcomes in the social and personal domain	25
Research and activist projects of resistance: The ethical-political foundations for a transformative ethico-onto-epistemology	20
An analytical unit of transformative agency: Dynamics and dialectics	19
How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement	19
Digital and information literacy inside and outside Spanish primary education schools	18
Using chronotope to research the space-time relations of learning and education: Dimensions of the unit of analysis	18
Children's perspectives and institutional practices as keys in a wholeness approach to children's social situations of development	18
Walton's types of argumentation dialogues as classroom discourse sequences	16
Are student engagement and peer relationships connected to student participation in classroom talk?	14
“You really brought all your feelings out” – Scaffolding students to identify the socio-emotional and socio-cognitive challenges in collaborative learning	14
Lived experience as a unit of analysis for the study of learning	14
Complexities and opportunities in teachers' generation of videos from their own classrooms	14
The vision of Developmental Teaching and Learning and Bloom's Taxonomy of educational objectives	13
Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory	13
A novice teachers teacher identity construction during the first year of teaching: A case study from a dialogical self perspective	13
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning	13
How does dialogical talk promote student learning during small group work? An exploratory study	13
Caring well for children in ECEC from a wholeness approach – The role of moral imagination	12
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse	12
Cantonese learning, investments, and identities: Mainland Chinese university students' experiences during cross-border studies in Hong Kong	12
Using linguistic ethnography as a tool to analyse dialogic teaching in upper primary classrooms	11
Voices of student teachers' professional agency at the intersection of theory and practice	11

The relevance of a sociocultural perspective for understanding learning and development in older age	11
Creating new spheres of experience in the transition to a nursing home	11
Situating video as context for teacher learning	10
Maternal scaffolding styles and children's developing narrative skills: A cross-cultural comparison of autobiographical conversations in the US and Thailand	10
Quality of dialogue and emotion regulation in contentious discussions in higher education	10
Socially shared metacognition in a project-based learning environment: A comparative case study	10
Understanding the complexity of young children's learning and development in science: A twofold methodological model building on constructivist and cultural-historical strengths	10
When preschool girls engineer: Future imaginings of being and becoming an engineer	10
Language skills and social contact among students with intellectual disabilities in special needs schools	10
Reciprocity between doctoral students' emerging professional identity and their envisionment of a possible future self in real and imagined communities of practice	10
Student participatory role profiles in collaborative science learning: Relation of within-group configurations of role profiles and achievement	10
The unity between intellect, affect, and action in a child's learning and development in science	9
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy	9
Narrative and conversational manifestation of contradictions: Social production of knowledge for expansive learning	9
Examining the psychological content of digital play through Hedegaard's model of child development	9
Eritrean teachers' perceptions of learner-centred interactive pedagogy	9
Multimodal dialogue in small-group mathematics learning	9
Building agency through technology-aided dialogic teaching	9
Opening ‘windows’ for teachers to change classroom discourse	8
Promoting Chinese children's agency in science learning: Conceptual PlayWorld as a new play practice	8
Design practices and principles for promoting dialogic argumentation via interdisciplinarity	8
Design, implementation, and evaluation of dialogic classroom talk in early childhood education	8
The impact of schooling on trust in political institutions – Differences arising from students' immigration backgrounds	8
How robots challenge institutional practices	8
Applying interthinking for learning 21st-century skills in home economics education	8
The other in the self: Mentoring relationships and adaptive dynamics in preservice teacher identity construction	8
Advancing the conceptualization of learning trajectories: A review of learning across contexts	7
Teacher talk that supports student thinking and talking together: Three markers of a dialogic instructional stance	7
The unit of analysis in learning research: Approaches for imagining a transformative agenda	7
Professional learning communities (PLCs) as learning environments for teachers: An in-depth examination of the development of seven PLCs and influencing factors	7
Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates	7
Aged experience – A cultural developmental investigation	7
Reprint of: The vision of Developmental Teaching and Learning and Bloom's Taxonomy of educational objectives	7
Why restorative justice works in schools: An investigation into the interactional dynamics of restorative circles	7
Combining sociocultural discourse analysis and multimodal analysis to explore teachers' and pupils' meaning making	7
Triggering in play: Opening up dimensions of imagination in adult-child play	6
Seeing by proxy: Specifying “professional vision”	6
Learning for knowledgeable action: The construction of actionable conceptualisations as a unit of analysis in researching professional learning	6
Promoting intercultural sensitivity and classroom climate in EFL classrooms: The use of intercultural TV advertisements	6
Coding relevance	6
Pragmatics, education and argumentation: Introduction to the special issue	6
Beyond technical learning: Internship as a liminal zone on the way to become a psychologist	6
Dialogic teaching of controversial public issues in a Chinese middle school	6
Educational dialogue among teachers experiencing different levels of self-efficacy	6
Agency, common knowledge and motive orientation: Working with insights from Hedegaard in research on provision for vulnerable children and young people	6
Scaffolding patterns of dialogic exchange in toddler classrooms	6
Learning to perform: A conversation analytic systematic review of learning and teaching practices in performing arts lesson interactions	6
Co-construction of argumentative discussions between parents and children during mealtime conversations. A pragma-dialectical analysis	6