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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:

Evidence-based CPD: Scaling up sustainable interventions
Bettina Rösken-Winter, Celia Hoyles, Sigrid Blömeke
ZDM (2015) Vol. 47, Iss. 1, pp. 1-12
Closed Access | Times Cited: 65

Showing 26-50 of 65 citing articles:

Facilitators’ adaptation practices of curriculum material resources for professional development courses
Nikola Leufer, Susanne Prediger, Peter Mahns, et al.
International Journal of STEM Education (2019) Vol. 6, Iss. 1
Open Access | Times Cited: 9
Fit to Study: Reflections on designing and implementing a large-scale randomized controlled trial in secondary schools
Catherine Wheatley, Nick Beale, Thomas Wassenaar, et al.
Trends in Neuroscience and Education (2020) Vol. 20, pp. 100134-100134
Open Access | Times Cited: 8
Implementing professional development programs for mathematics teachers at scale: what counts as success?
Ronnie Karsenty
ZDM (2021) Vol. 53, Iss. 5, pp. 1021-1033
Closed Access | Times Cited: 8
Effects of Scaled-up Professional Development Courses About Inquiry-Based Learning on Teachers
Katja Maaß, Katrin Engeln
Journal of Education and Training Studies (2018) Vol. 6, Iss. 4, pp. 1-1
Open Access | Times Cited: 8
Continuing professional development designed as second-order action research: work-in-progress
Barbara Hanfstingl, Gunther Abuja, Gabriele Isak, et al.
Educational Action Research (2018) Vol. 28, Iss. 1, pp. 71-82
Closed Access | Times Cited: 8
Theoretische Konzeption und empirische Wirkung einer Lehrerfortbildung am Beispiel des mathematischen Problemlösens
Michael Besser, Dominik Leiß, Werner Blum
Journal für Mathematik-Didaktik (2015) Vol. 36, Iss. 2, pp. 285-313
Closed Access | Times Cited: 7
Sustaining at Scale: District Mathematics Specialists’ Adaptations to a Teacher Leadership Preparation Program
Michael Jarry-Shore, Victoria Delaney, Hilda Borko
Investigations in Mathematics Learning (2022) Vol. 15, Iss. 1, pp. 67-84
Closed Access | Times Cited: 5
Engaging with Mathematics in the Digital Age
Celia Hoyles
Cuadernos de Investigación y Formación en Educación Matemática (2016), Iss. 15, pp. 225-236
Closed Access | Times Cited: 6
Problemlösen lehren lernen – Effekte einer Lehrerfortbildung auf die prozessbezogenen mathematischen Kompetenzen von Schülerinnen und Schülern
Ulrike Dreher, Lars Holzäpfel, Timo Leuders, et al.
Journal für Mathematik-Didaktik (2017) Vol. 39, Iss. 2, pp. 227-256
Closed Access | Times Cited: 6
Sustaining and Scaling Up Research-Based Professional Learning for Mathematics Teachers
Merrilyn Goos, Anne Bennison, Robin Proffitt-White
Mathematics teacher education and development (2018) Vol. 20, Iss. 2, pp. 133-150
Closed Access | Times Cited: 6
Conceptual knowledge of the associativity principle: A review of the literature and an agenda for future research
Joanne Eaves, Camilla Gilmore, Nina Attridge
Trends in Neuroscience and Education (2021) Vol. 23, pp. 100152-100152
Open Access | Times Cited: 6
Continuous Professional Development (CPD): Paying Attention to Requirements and Conditions of Innovations
Bettina Rösken-Winter, Markus Szczesny
Springer eBooks (2016), pp. 129-140
Closed Access | Times Cited: 5
Reimaging Continuing Professional Development in Higher Education – Toward Sustainability
Saba Qadhi, Haya Al-Thani
Springer eBooks (2023), pp. 43-61
Closed Access | Times Cited: 2
El Taller RPAula: Activando la resolución de problemas en las aulas
Josefa Perdomo-Díaz, Patricio Felmer
Profesorado Revista de Currículum y Formación del Profesorado (2017) Vol. 21, Iss. 2, pp. 425-444
Open Access | Times Cited: 5
If We Build It, Will They Learn? An Analysis of Students’ Understanding in an Interactive Game During and After a Research Project
Paul Horwitz, Frieda Reichsman, Trudi Lord, et al.
Technology Knowledge and Learning (2022) Vol. 28, Iss. 4, pp. 1825-1839
Open Access | Times Cited: 4
Consolidation, Increase, and Connection of Knowledge Domains in the Context of Planning an In-Service Teacher Training on the Subject of “Learning Difficulties in Mathematics”
Nadine Wilhelm, Larissa Zwetzschler, Christoph Selter, et al.
Journal für Mathematik-Didaktik (2019) Vol. 40, Iss. 2, pp. 227-253
Closed Access | Times Cited: 5
Le rôle du développement professionnel dans la mise en oeuvre du modèle de la réponse à l’intervention
Mario Richard
Enfance en difficulté (2020) Vol. 7, pp. 51-79
Open Access | Times Cited: 5
Adaptionshandlungen von Multiplikatorinnen und Multiplikatoren zur frühen mathematischen Bildung – Beschreibung und Bewertung aus fachbezogener Perspektive
Julia Bruns, Theresa Schopferer, Hedwig Gasteiger
Journal für Mathematik-Didaktik (2020) Vol. 42, Iss. 1, pp. 243-271
Open Access | Times Cited: 4
Evaluating a programme for the continuing professional development of STEM teachers working within inclusive secondary schools in the UK
Peter Kutnick, Clare Gartland, David A. Good
International Journal of Educational Research (2022) Vol. 113, pp. 101974-101974
Closed Access | Times Cited: 3
6 Lærerkompetanse
Hege Kaarstein, Trude Nilsen, Sigrid Blömeke
(2016), pp. 97-119
Open Access | Times Cited: 3
Das Deutsche Zentrum für Lehrerbildung Mathematik (DZLM)
Jürg Kramer, Thomas de Lange
Springer eBooks (2013), pp. 487-497
Closed Access | Times Cited: 3
Challenges in facilitators’ professional development – complexities within a scaling up process as reasons for dropout
Petra Scherer, Katrin Rolka
Frontiers in Education (2024) Vol. 9
Open Access
Teacher-Led Inquiry in School Learning Environments: Setting the Context
Marian Mahat, Chris Bradbeer
Emerald Publishing Limited eBooks (2024), pp. 1-10
Closed Access
Future Directions for Teacher-Led Inquiry in School Learning Environments
Chris Bradbeer, Marian Mahat
Emerald Publishing Limited eBooks (2024), pp. 105-115
Closed Access
Professional Development Programs as Drivers of Improvement in Implemented Mathematics Curricula: Do They Work?
Andreas Ryve, Paul Cobb
Springer international handbooks of education (2024), pp. 633-653
Closed Access

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