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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Improving the School Context of Early Adolescence Through Teacher Attunement to Victimization
Kate E. Norwalk, Jill V. Hamm, Thomas W. Farmer, et al.
The Journal of Early Adolescence (2015) Vol. 36, Iss. 7, pp. 989-1009
Open Access | Times Cited: 47

Showing 1-25 of 47 citing articles:

Drivers of human development: How relationships and context shape learning and development1
David Osher, Pamela Cantor, Juliette Berg, et al.
Applied Developmental Science (2018) Vol. 24, Iss. 1, pp. 6-36
Open Access | Times Cited: 367
Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management
Thomas W. Farmer, Jill V. Hamm, Molly Dawes, et al.
Educational Psychologist (2019) Vol. 54, Iss. 4, pp. 286-305
Closed Access | Times Cited: 100
Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs
Mariola Gremmen, Yvonne H. M. van den Berg, Eliane Segers, et al.
Social Psychology of Education (2016) Vol. 19, Iss. 4, pp. 749-774
Open Access | Times Cited: 96
Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education
Thomas W. Farmer, Molly Dawes, Jill V. Hamm, et al.
Remedial and Special Education (2017) Vol. 39, Iss. 3, pp. 177-192
Closed Access | Times Cited: 71
Should I go to my teacher for help? Predictors of seeking the teacher’s assistance when victimized by peers
Emily F. Brigham, Karl Bang Christensen, Wendy Troop‐Gordon
International Journal of Behavioral Development (2025)
Closed Access
Social Dynamics Management: What Is It and Why Is It Important for Intervention?
Thomas W. Farmer, Betsy Talbott, Molly Dawes, et al.
Journal of Emotional and Behavioral Disorders (2018) Vol. 26, Iss. 1, pp. 3-10
Open Access | Times Cited: 32
The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom
Jessica E. Kilday, Allison M. Ryan
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2095-2127
Closed Access | Times Cited: 18
Indiscipline: The school climate of Brazilian schools and the impact on student performance
Júlia Sbroglio Rizzotto, Marco Túlio Aniceto França
International Journal of Educational Development (2022) Vol. 94, pp. 102657-102657
Closed Access | Times Cited: 16
Teachers’ goals and strategies for classroom seating arrangements: A qualitative study
Nathalie A. H. Hoekstra, Yvonne H. M. van den Berg, Tessa A. M. Lansu, et al.
Teaching and Teacher Education (2023) Vol. 124, pp. 104016-104016
Open Access | Times Cited: 9
Teacher-child relationships and friendships and peer victimization across the school year
Marina Serdiouk, Daniel Berry, Scott D. Gest
Journal of Applied Developmental Psychology (2016) Vol. 46, pp. 63-72
Closed Access | Times Cited: 29
The Effects of Students’ Perceptions of Teachers’ Antibullying Behavior on Bullying Victimization: Is Sense of School Belonging a Mediator?
Diana M. Doumas, Aida Midgett
Journal of Applied School Psychology (2018) Vol. 35, Iss. 1, pp. 37-51
Closed Access | Times Cited: 28
Impact of a Brief, Bystander Bullying Prevention Program on Depressive Symptoms and Passive Suicidal Ideation: A Program Evaluation Model for School Personnel
Aida Midgett, Diana M. Doumas, Claudia Peralta, et al.
Journal of Prevention and Health Promotion (2020) Vol. 1, Iss. 1, pp. 80-103
Open Access | Times Cited: 26
Mediator of school belongingness and moderator of migration status in the relationship between peer victimization and depression among Chinese children: A multi-group structural equation modeling approach
Shan Jiang, Zurong Liang
Journal of Affective Disorders (2020) Vol. 278, pp. 382-389
Closed Access | Times Cited: 25
Restorative Consultation in Schools: A Systematic Review and Call for Restorative Justice Science to Promote Anti-Racism and Social Justice
Samuel Y. Song, Jacqueline M. Eddy, Heather Thompson, et al.
Journal of Educational and Psychological Consultation (2020) Vol. 30, Iss. 4, pp. 462-476
Closed Access | Times Cited: 24
Antecedents and consequences of teacher attunement in primary and secondary school classrooms
Eleonora Marucci
(2023)
Open Access | Times Cited: 8
Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools
George G. Bear, Dandan Chen, Lindsey S. Mantz, et al.
Teaching and Teacher Education (2015) Vol. 53, pp. 41-50
Closed Access | Times Cited: 25
Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims
Molly Dawes, Angela Starrett, Kate E. Norwalk, et al.
Social Development (2023) Vol. 32, Iss. 3, pp. 922-943
Open Access | Times Cited: 7
Enhancing Resilience in Classrooms
Beth Doll, Samuel Y. Song
Springer eBooks (2023), pp. 525-537
Closed Access | Times Cited: 7
Why Do Students Misbehave? An Initial Examination of Antecedents to Student Misbehavior
Zac D. Johnson, Zachary W. Goldman, Christopher Claus
Communication Quarterly (2018) Vol. 67, Iss. 1, pp. 1-20
Closed Access | Times Cited: 23
Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention
Molly Dawes, Thomas W. Farmer, Jill V. Hamm, et al.
Journal of Youth and Adolescence (2019) Vol. 49, Iss. 7, pp. 1447-1463
Closed Access | Times Cited: 22
Do teachers know their students? Examining teacher attunement in secondary schools
Eleonora Marucci, Beau Oldenburg, Davide Barrera
School Psychology International (2018) Vol. 39, Iss. 4, pp. 416-432
Open Access | Times Cited: 21
Teacher attunement to peer‐nominated aggressors
Molly Dawes, Chin‐Chih Chen, Sharon Zumbrunn, et al.
Aggressive Behavior (2016) Vol. 43, Iss. 3, pp. 263-272
Closed Access | Times Cited: 20
Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology
Molly Dawes, Chin‐Chih Chen, Thomas W. Farmer, et al.
Journal of Youth and Adolescence (2017) Vol. 46, Iss. 11, pp. 2273-2288
Closed Access | Times Cited: 21
Rethinking Early Elementary Grade Retention: Examining Long-Term Academic and Psychosocial Outcomes
Sophia H. J. Hwang, Elise Cappella
Journal of Research on Educational Effectiveness (2018) Vol. 11, Iss. 4, pp. 559-587
Closed Access | Times Cited: 20
Feeling socially embedded and engaging at school: the impact of peer status, victimization experiences, and teacher awareness of peer relations in class
Marvin Harks, Bettina Hannover
European Journal of Psychology of Education (2019) Vol. 35, Iss. 4, pp. 795-818
Closed Access | Times Cited: 16
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