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OpenAlex Citation Counts

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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:

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership
Michael Uljens, Rose M. Ylimaki
Educational governance research (2017), pp. 3-145
Closed Access | Times Cited: 41

Showing 26-50 of 41 citing articles:

The Why, Where, How and What of Curriculum Leadership: A Non-affirmative Approach
Michael Uljens
Educational governance research (2023), pp. 179-197
Open Access | Times Cited: 1
Leadership in Educational Contexts in Finland
Raisa Ahtiainen, Eija Hanhimäki, Jaana Leinonen, et al.
Educational governance research (2023)
Open Access | Times Cited: 1
On the Normativity of Data-Driven Curriculum Policy-Making: A Discursive and Non-affirmative Approach
Andreas Nordin
Educational governance research (2023), pp. 303-318
Open Access | Times Cited: 1
Expectations and tensions in school leadership regarding the 2014 Danish school reform: emerging perspectives linking school leadership, learning and well-being
Monica Carlsson
Health Education (2021) Vol. 122, Iss. 3, pp. 335-349
Closed Access | Times Cited: 3
Historical perspectives and contemporary challenges to education (Bildung) and citizenry in the modern nation state: Comparative perspectives on Germany and the USA
Rose M. Ylimaki, Annika Wilmers
European Educational Research Journal (2021) Vol. 20, Iss. 3, pp. 257-277
Open Access | Times Cited: 3
To conform or not to conform: An in-depth analysis of teacher–child interaction and the role of emotions in social adaptation in preschool
Katarina Nilfyr, Jonas Aspelin, Annika Lantz-Andersson
Journal of Early Childhood Research (2022) Vol. 20, Iss. 3, pp. 383-396
Open Access | Times Cited: 2
Going Deeper into Curriculum and Pedagogical Activity
Rose M. Ylimaki, Lynnette A. Brunderman
Studies in educational leadership (2021), pp. 73-79
Open Access | Times Cited: 2
Operating in an Outcomes-Based and a Democratic Bildung Discourse
Lejf Moos
Educational governance research (2023), pp. 285-301
Open Access
From ‘Didactics’ to ‘Curriculum-and-Didactics’ and Beyond: A Non-affirmative Approach to the Analysis of the Changes in Didactics in Mainland China
Bangping Ding
Educational governance research (2023), pp. 339-354
Open Access
Positioning and Conceptualising Finnish Pedagogical Leadership in the International Setting
Jukka Alava, Marja Terttu Kovalainen, Mika Risku
Educational governance research (2023), pp. 129-157
Open Access
En ikke-affirmativ pædagogisk psykologi
Thomas Szulevicz
Nordiske Udkast (2019) Vol. 47, Iss. 1
Open Access
Local Evaluation Practice as a Mediating Tool
Renata Svedlin
Educational governance research (2020), pp. 161-170
Closed Access
Critical comparative curriculum research beyond globalized neoliberal policy
Michael Uljens
Qurriculum Revista de Teoría Investigación y Práctica Educativa (2022), Iss. 35, pp. 35-53
Open Access
Denmark: Contracts and Evidence-Based Best Practice
Lejf Moos, John Benedicto Krejsler
Educational governance research (2021), pp. 29-46
Closed Access
Concluding Comments and Looking Ahead
Rose M. Ylimaki, Lynnette A. Brunderman
Studies in educational leadership (2021), pp. 179-186
Open Access
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