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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:

Contextualizing Teacher Autonomy in time and space: a model for comparing various forms of governing the teaching profession
Wieland Wermke, Gabriella Höstfält
Journal of Curriculum Studies (2013) Vol. 46, Iss. 1, pp. 58-80
Closed Access | Times Cited: 97

Showing 26-50 of 97 citing articles:

Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism?
Vicky Willegems, Els Consuegra, Katrien Struyven, et al.
Teaching and Teacher Education (2018) Vol. 76, pp. 126-139
Closed Access | Times Cited: 26
Autonomy in education: theoretical and empirical approaches to a contested concept
Wieland Wermke, Maija Salokangas
Nordic Journal of Studies in Educational Policy (2015) Vol. 2015, Iss. 2, pp. 28841-28841
Open Access | Times Cited: 25
Negotiating Incomplete Autonomy: Portraits from Three School Principals
Taeyeon Kim, Jennie Weiner
Educational Administration Quarterly (2022) Vol. 58, Iss. 3, pp. 487-521
Closed Access | Times Cited: 13
Teacher autonomy: Good for pupils? Good for teachers?
John Jerrim, Andrew Morgan, Sam Sims
British Educational Research Journal (2023) Vol. 49, Iss. 6, pp. 1187-1209
Open Access | Times Cited: 7
Teachers’ appreciation of autonomy as a personal interpretation of professional reality
Orit Schwarz-Franco‬‏, Linor L. Hadar
Teaching and Teacher Education (2024) Vol. 141, pp. 104501-104501
Closed Access | Times Cited: 2
Teacher autonomy and responsibility variation and association with student performance in Didaktik and curriculum traditions
Armend Tahirsylaj
Journal of Curriculum Studies (2018) Vol. 51, Iss. 2, pp. 162-184
Open Access | Times Cited: 21
Türkiye’de Merkeziyetçiliğe Karşı Özerklik Kıskacında Eğitim Programları: Sorunlar ve Öneriler
Nilay T. Bümen
Kastamonu Eğitim Dergisi (2019) Vol. 27, Iss. 1, pp. 175-185
Open Access | Times Cited: 21
Discussing the curriculum-Didaktik dichotomy and comparative conceptualisations of the teaching profession
Wieland Wermke, Tine S. Prøitz
Education Inquiry (2019) Vol. 10, Iss. 4, pp. 300-327
Open Access | Times Cited: 21
Comparing principal autonomy in time and space: modelling school leaders’ decision making and control
Wieland Wermke, Maria Jarl, Tine S. Prøitz, et al.
Journal of Curriculum Studies (2022) Vol. 54, Iss. 6, pp. 733-750
Open Access | Times Cited: 11
Response and responsibility: fabrication of the eco-certified citizen in Swedish curricula 1962–2011
Per Hillbur, Malin Ideland, Claes Malmberg
Journal of Curriculum Studies (2016) Vol. 48, Iss. 3, pp. 409-426
Closed Access | Times Cited: 19
Hybrid forms of education in Norway: a systems theoretical approach to understanding curriculum change
Line Torbjørnsen Hilt, Hanne Riese
Journal of Curriculum Studies (2021) Vol. 54, Iss. 2, pp. 223-242
Open Access | Times Cited: 14
Discourses of teacher autonomy and the role of teachers in Estonian, Finnish and Bavarian teachers' newspapers in 1991–2010
Maria Erss, Вероника Калмус
Teaching and Teacher Education (2018) Vol. 76, pp. 95-105
Closed Access | Times Cited: 17
Investigating Estonian Teachers’ Expectations for the General Education Curriculum
Piret Viirpalu, Edgar Krull, Rain Mikser
Journal of Teacher Education for Sustainability (2014) Vol. 16, Iss. 2, pp. 54-70
Open Access | Times Cited: 16
Exploring Teachers’ Professional Space Using the Cases of Finland, Norway and the US
Katriina Maaranen, Hilde Wågsås Afdal
Scandinavian Journal of Educational Research (2020) Vol. 66, Iss. 1, pp. 134-149
Open Access | Times Cited: 14
The Examination of the Relationship Between Teacher Autonomy and Teacher Leadership through Structural Equation Modeling
Mevlüt KARA, Bayram Bozkurt
International Journal of Contemporary Educational Research (2022) Vol. 9, Iss. 2, pp. 299-312
Open Access | Times Cited: 8
Teacher-Researcher Autonomy of Chinese EFL Academics: An Exploratory Sequential Mixed Methods Design
Wangxin Peng
Higher Education Policy (2024)
Closed Access | Times Cited: 1
Are Teachers’ Time Resources Scarce? The Association between Teachers’ Time Poverty and Job Burnout: The Mediating Effect of Mental Health Factors
Tianyu Liu, Qiang Wang
(2024)
Open Access | Times Cited: 1
The Role of Culture and Other Contextual Factors in Educator Stress
Christopher J. McCarthy, Sally Lineback, Paul G. Fitchett, et al.
Aligning perspectives on health, safety and well-being (2017), pp. 157-177
Closed Access | Times Cited: 14
The Relationship between Teachers’ Structural and Psychological Empowerment and their Autonomy
Yılmaz İlker Yorulmaz, İbrahim Çolak, Aycan ÇİÇEK-SAĞLAM
Journal of Educational Sciences Research (2018) Vol. 8, Iss. 2, pp. 81-96
Closed Access | Times Cited: 14
Does autonomy exist? Comparing the autonomy of teachers and senior leaders in England and Turkey
Linda Hammersley‐Fletcher, Derya Kılıçoğlu, Gökhan Kılıçoğlu
Oxford Review of Education (2020) Vol. 47, Iss. 2, pp. 189-206
Open Access | Times Cited: 12
Comparing teacher autonomy in different models of educational governance
Ana Lucia Lennert da Silva
Nordic Journal of Studies in Educational Policy (2021) Vol. 8, Iss. 2, pp. 103-118
Open Access | Times Cited: 11
Resistance to classroom observation in the context of teacher evaluation: teachers’ and department heads’ experiences and perspectives
Jorge Ávila de Lima, Maria João Tavares Silva
Educational Assessment Evaluation and Accountability (2017) Vol. 30, Iss. 1, pp. 7-26
Closed Access | Times Cited: 11
Changing notions of teacher autonomy: The intersection of teacher autonomy and instructional improvement in the US
Angela Lyle, Donald J. Peurach
Research in Education (2022) Vol. 118, Iss. 1, pp. 3-25
Closed Access | Times Cited: 6
Reconsidering teachers' basic psychological needs in relation to psychological functioning across an academic year
Catherine M. Corbin, Jason T. Downer, Amy E. Lowenstein, et al.
Teaching and Teacher Education (2022) Vol. 123, pp. 103989-103989
Closed Access | Times Cited: 6
Towards “good” teaching —a narrative inquiry of a Chinese EFL veteran teacher's trajectory of professionalism
Can Yang
Teaching and Teacher Education (2023) Vol. 134, pp. 104315-104315
Closed Access | Times Cited: 3

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