Most cited papers in Innovative Education and Learning Practices
What are the most cited papers in Innovative Education and Learning Practices?
The most cited paper in Innovative Education and Learning Practices is "Toward a Theory of Social Practices" (Andreas Reckwitz, 2002), with 5,470 citations. Next come "The Action Research Planner: Doing Critical Participatory Action Research" (3,417) and "Vygotsky and the Social Formation of Mind" (3,358).
Showing 50 of 100 papers. Every paper with more than 541 citations is listed.
| # | Paper | ||
|---|---|---|---|
| 1 | Toward a Theory of Social Practices Andreas Reckwitz · European Journal of Social Theory | May 2002 | 5,470 |
| 2 | The Action Research Planner: Doing Critical Participatory Action Research Stephen Kemmis, Robin McTaggart, Rhonda Nixon | 12 Nov 2013 | 3,417 |
| 3 | Vygotsky and the Social Formation of Mind Alex Kozulin, James V. Wertsch · The American Journal of Psychology | 1987 | 3,358 |
| 4 | Design-Based Research: Putting a Stake in the Ground Sasha Alexander Barab, Kurt D. Squire · Journal of the Learning Sciences | 2004 | 2,610 |
| 5 | Informal learning in the workplace Michael R. Eraut · Studies in Continuing Education | Jul 2004 | 2,580 |
| 6 | Professional Learning Communities: A Review of the Literature Louise Stoll, Ray Bolam, Agnes McMahon et al. · Journal of Educational Change | 6 Nov 2006 | 2,442 |
| 7 | Boundary Crossing and Boundary Objects Sanne Floor Akkerman, Arthur Bakker · Review of Educational Research | 20 Apr 2011 | 2,320 |
| 8 | A Critical Theory of Adult Learning and Education Jack Mezirow · Adult Education | Sep 1981 | 2,203 |
| 9 | Computer Support for Knowledge-Building Communities Marlene Scardamalia, Carl Bereiter · Journal of the Learning Sciences | Jul 1994 | 2,171 |
| 10 | Cultural Ways of Learning: Individual Traits or Repertoires of Practice Kris D. Gutiérrez, Barbara Rogoff · Educational Researcher | Jun 2003 | 2,165 |
| 11 | Non‐formal learning and tacit knowledge in professional work Michael R. Eraut · British Journal of Educational Psychology | Mar 2000 | 2,020 |
| 12 | Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship Barbara Rogoff · Cambridge University Press eBooks | 28 Apr 1995 | 1,986 |
| 13 | Design Research: Theoretical and Methodological Issues Allan Collins, Diana Joseph, Katerine Bielaczyc · Journal of the Learning Sciences | 2004 | 1,931 |
| 14 | Redefining teaching, re‐imagining teacher education Pam Grossman, Karen Moore Hammerness, Morva A. McDonald · Teachers and Teaching | Apr 2009 | 1,751 |
| 15 | Studies of expansive learning: Foundations, findings and future challenges Yrjö Engeström, Annalisa Sannino · Educational Research Review | 2010 | 1,643 |
| 16 | Implicit learning and tacit knowledge. Arthur S. Reber · Journal of Experimental Psychology General | Sep 1989 | 1,594 |
| 17 | The qualitative research interview Sandy Q. Qu, John Dumay · Qualitative Research in Accounting & Management | 30 Aug 2011 | 1,573 |
| 18 | SOCIAL CONSTRUCTIVIST PERSPECTIVES ON TEACHING AND LEARNING Annemarie Sullivan Palincsar · Annual Review of Psychology | Feb 1998 | 1,563 |
| 19 | Teaching, as Learning, in Practice Jean Lave · Mind Culture and Activity | Jul 1996 | 1,544 |
| 20 | Aptitudes and Instructional Methods: A Handbook for Research on Interactions Douglas B. McLeod, Lee J. Cronbach, Richard E. Snow · Journal for Research in Mathematics Education | Nov 1978 | 1,491 |
| 21 | Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory Sharan B. Merriam · New Directions for Adult and Continuing Education | Mar 2001 | 1,415 |
| 22 | Career success in a boundaryless career world Michael B. Arthur, Svetlana N. Khapova, Celeste P.M. Wilderom · Journal of Organizational Behavior | 3 Feb 2005 | 1,390 |
| 23 | Activity theory as a framework for analyzing and redesigning work Yrjö Engeström · Ergonomics | Jul 2000 | 1,388 |
| 24 | What Is Competence? Françoise Delamare Le Deist, Jonathan Winterton · Human Resource Development International | Mar 2005 | 1,338 |
| 25 | The Interplay of Evidence and Consequences in the Validation of Performance Assessments Samuel Messick · Educational Researcher | Mar 1994 | 1,313 |
| 26 | The Methodology of Self-Study and Its Theoretical Underpinnings Vicki Kubler LaBoskey | 2004 | 1,281 |
| 27 | Developing key competencies for sustainable development in higher education Matthias Barth, Jasmin Godemann, Marco Rieckmann et al. · International Journal of Sustainability in Higher Education | 25 Sep 2007 | 1,197 |
| 28 | The practice of learning Jean Lave · Cambridge University Press eBooks | 25 Jun 1993 | 1,189 |
| 29 | Agency and learning in the lifecourse: Towards an ecological perspective Gert Biesta, Michael Tedder · Studies in the Education of Adults | Sep 2007 | 1,187 |
| 30 | Activity theory as a framework for designing constructivist learning environments David H. Jonassen, Lucia Rohrer-Murphy · Educational Technology Research and Development | Mar 1999 | 1,185 |
| 31 | Reframing Professional Development Through Understanding Authentic Professional Learning Ann Webster-Wright · Review of Educational Research | 25 Feb 2009 | 1,173 |
| 32 | Back to the Future: Directions for Research in Teaching and Teacher Education Pam Grossman, Morva A. McDonald · American Educational Research Journal | Mar 2008 | 1,163 |
| 33 | Designing Educative Curriculum Materials to Promote Teacher Learning Elizabeth A. Davis, Joseph S. Krajcik · Educational Researcher | Apr 2005 | 1,140 |
| 34 | Perspectives into learning at the workplace Päivi Tynjälä · Educational Research Review | 2008 | 1,134 |
| 35 | “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory Wolff‐Michael Roth, Yew‐Jin Lee · Review of Educational Research | 23 May 2007 | 1,113 |
| 36 | Diary Studies in Organizational Research Sandra Ohly, Sabine Sonnentag, Cornelia Niessen et al. · Journal of Personnel Psychology | 2010 | 1,109 |
| 37 | The personal and professional selves of teachers: stable and unstable identities Christopher W. Day, Alison Kington, Gordon Stobart et al. · British Educational Research Journal | 27 Jun 2006 | 1,106 |
| 38 | Science Education: Border Crossing into the Subculture of Science Glen S. Aikenhead · Studies in Science Education | 1996 | 1,054 |
| 39 | Distributed Properties Peter Gronn · Educational Management & Administration | Jul 2000 | 1,052 |
| 40 | The Zone of Proximal Development in Vygotsky's Analysis of Learning and Instruction Seth Chaiklin · Cambridge University Press eBooks | 15 Sep 2003 | 1,047 |
| 41 | Who I am in how I teach is the message: self‐understanding, vulnerability and reflection Geert Kelchtermans · Teachers and Teaching | Apr 2009 | 1,043 |
| 42 | The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity Roy D. Pea · Journal of the Learning Sciences | 17 Jun 2004 | 1,039 |
| 43 | The role of tacit and explicit knowledge in the workplace Elizabeth A. Smith · Journal of Knowledge Management | Dec 2001 | 1,019 |
| 44 | The Time Famine: Toward a Sociology of Work Time Leslie A. Perlow · Administrative Science Quarterly | Mar 1999 | 995 |
| 45 | Emotions and Teacher Identity: A poststructural perspective Michalinos Zembylas · Teachers and Teaching | Aug 2003 | 954 |
| 46 | What is agency? Conceptualizing professional agency at work Anneli Eteläpelto, Katja Vähäsantanen, Päivi Kristiina Hökkä et al. · Educational Research Review | 21 May 2013 | 928 |
| 47 | Developing understanding of the idea of communities of learners Barbara Rogoff · Mind Culture and Activity | Sep 1994 | 921 |
| 48 | How and what teachers learn: a shifting perspective Lee S. Shulman, Judith H. Shulman · Journal of Curriculum Studies | Mar 2004 | 903 |
| 49 | Contemporary Paradigms of Learning Jack Mezirow · Adult Education Quarterly | May 1996 | 898 |
| 50 | Sustainable careers: Towards a conceptual model Ans De Vos, Béatrice van der Heijden, Jos Akkermans · Journal of Vocational Behavior | 25 Jun 2018 | 875 |
Citations are OpenAlex's own counts, from its 2026-09-23 snapshot, so the ranking can differ from Google Scholar or Web of Science. A paper is listed for a field when OpenAlex files it under one of the field's topics; retracted papers and papers whose citation count cannot be traced to citing works are left out, and a preprint and the article it became are shown once. Release dates are OpenAlex's: where a source gave only a month or a year, that is what is shown. How the lists are chosen.