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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:

Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study
Charlotte Dignath, Sara E. Rimm‐Kaufman, Reyn van Ewijk, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2609-2660
Open Access | Times Cited: 79

Showing 26-50 of 79 citing articles:

Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany
Jörg Wittwer, S. L. Hans, Thamar Voss
Autism (2023) Vol. 28, Iss. 8, pp. 2040-2052
Open Access | Times Cited: 6
From barriers to boosters: initial teacher education for inclusive science education
Silvia Fränkel, Moritz Sterken, Lisa Stinken‐Rösner
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 5
Exploring Attitudinal Dimensions of Inclusive Education: Predictive Factors among Romanian Teachers
Andra-Maria Jurca, Damaris Baciu, Anca Luştrea, et al.
Education Sciences (2023) Vol. 13, Iss. 12, pp. 1224-1224
Open Access | Times Cited: 5
Praktik Pendidikan Inklusif di Sekolah Dasar
Fatkhul Arifin, Asep Supena, Yufiarti Yufiarti
Jurnal Educatio FKIP UNMA (2023) Vol. 9, Iss. 1, pp. 198-208
Open Access | Times Cited: 4
Attitudes and self-efficacy of early childhood educators towards the inclusion of children with disability in day-care
Simone Schaub, Matthias Lütolf
European Journal of Special Needs Education (2023) Vol. 39, Iss. 2, pp. 185-200
Open Access | Times Cited: 4
A person-centred examination of inclusive teachers’ beliefs about teaching students with intellectual and developmental disabilities: profiles and relations to teacher efficacy
Weihao Xin, Chunling Liu, Zhenzhen Zhang, et al.
International Journal of Developmental Disabilities (2023) Vol. 70, Iss. 8, pp. 1507-1519
Closed Access | Times Cited: 4
Primary and secondary pre-service teachers’ attitudes towards inclusive education
Christopher Boyle, Chris Barrell, Kelly‐Ann Allen, et al.
Heliyon (2023) Vol. 9, Iss. 11, pp. e22328-e22328
Open Access | Times Cited: 4
Attitudes toward Inclusive Education from a Network Perspective
Tom Jannick Selisko, Eric Klopp, Christine Eckert, et al.
Education Sciences (2024) Vol. 14, Iss. 3, pp. 319-319
Open Access | Times Cited: 1
Influence of the ‘Learning Disability’ label on teachers' performance expectations—a matter of attitudes towards inclusion?
Linda Kashikar, Lara Soemers, Timo Lüke, et al.
Journal of Research in Special Educational Needs (2024) Vol. 24, Iss. 3, pp. 696-712
Open Access | Times Cited: 1
Attitudes of Elementary Teachers Towards Inclusive Education of Learners with Special Education Needs in a Public School
Michelle B. Jugan
Power System Technology (2024) Vol. 48, Iss. 1, pp. 2173-2202
Open Access | Times Cited: 1
Collective teacher efficacy and its relationship to attitudes to inclusion of students with special educational needs in Sweden
Lisa Fohlin, Mara Westling Allodi, Mina Sedem
European Journal of Special Needs Education (2024), pp. 1-16
Open Access | Times Cited: 1
Understanding burnout among special education teachers: an exploratory structural equation model in a burnout high risk profession
Caterina Buzzai, Ugo Pace, Melina Aparici, et al.
International Journal of Educational Management (2024)
Closed Access | Times Cited: 1
TEACHER MULTILINGUAL BELIEFS AND PRACTICES IN THE ENGLISH CLASSROOM: IMPLICATIONS FOR COURSE DEVELOPMENT
Вікторія Осідак, Maryana Natsiuk, Karin Vogt
Advanced Education (2024) Vol. 12, Iss. 24, pp. 92-117
Open Access | Times Cited: 1
Innovating Pedagogical Practices through Professional Development in Computer Science Education
Xiaoxue Du, Ellen Meier
Journal of Computer Science Research (2023) Vol. 5, Iss. 3, pp. 46-56
Open Access | Times Cited: 3
Inclusion in the heat of the moment: Balancing participation and mastery
Kristian Øen, Rune Johan Krumsvik, Øystein Olav Skaar
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 3
Inclusion of higher education disabled students: a Q-methodology study of lecturers’ attitudes
Anne Shaw
Teaching in Higher Education (2023), pp. 1-22
Open Access | Times Cited: 3
Influence of course content on preschool teacher candidates’ classroom management strategies, professional beliefs and emotion regulation skills
Derya Ası, Şakire Ocak Karabay
SN Social Sciences (2022) Vol. 2, Iss. 12
Open Access | Times Cited: 5
Travesías educativas multidisciplinarias: Un enfoque científico en temáticas variadas para una educación transformadora
Ángel Deroncele-Acosta
(2023)
Open Access | Times Cited: 2
Applying the mixed-blessings model and labeling theory to stigma in inclusive education: An experimental study of student and trainee teachers’ perceptions of pupils with ADHD, DLD, and intellectual disability
Alexander Röhm, Michelle Grengel, Michélle Möhring, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 4
Addressing the topic of integration and inclusion in kindergarten conceptions
Birgit Becker, Maximilian Weber
Zeitschrift für Erziehungswissenschaft (2024) Vol. 27, Iss. 1, pp. 7-37
Open Access
Teachers’ Perception Towards Inclusive Education
Ramil P. Manguilimotan, Gengen G. Padillo, Jaquelyn C. Sanchez, et al.
The International Journal of Social Sciences and Humanities Invention (2024) Vol. 11, Iss. 03, pp. 8099-8109
Open Access
Task-oriented training effect on promoting motor skills and daily physical activities in learners with musculoskeletal impairment
Adilbek Baygaliev, Laura Butabayeva, Akbota Autayeva, et al.
Journal of Education and e-Learning Research (2024) Vol. 11, Iss. 2, pp. 272-282
Open Access
References
Anton McLean
Policy Press eBooks (2024), pp. 159-180
Open Access
Perpetuating neoliberal pathologies: what teacher candidates believe students with disabilities should learn
Marie L. Wagner
International Journal of Qualitative Studies in Education (2024), pp. 1-19
Closed Access
Understanding Chilean physical educators’ attitudes toward teaching students with Down syndrome in integrated classes
Luis Felipe Castelli Correia de Campos, Lindsey A. Nowland, Fabián Arroyo‐Rojas, et al.
International Journal of Developmental Disabilities (2024), pp. 1-12
Closed Access

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