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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:

Education policy as numbers: data categories and two Australian cases of misrecognition
Bob Lingard, Sue Creagh, Greg Vass
Journal of Education Policy (2011) Vol. 27, Iss. 3, pp. 315-333
Closed Access | Times Cited: 221

Showing 26-50 of 221 citing articles:

Are We Making Education Count in Remote Australian Communities or Just Counting Education?
John Guenther
The Australian Journal of Indigenous Education (2013) Vol. 42, Iss. 2, pp. 157-170
Open Access | Times Cited: 54
Fear and loathing in neoliberalism: school leader responses to policy layers
Laura Elizabeth Pinto
Journal of Educational Administration & History (2015) Vol. 47, Iss. 2, pp. 140-154
Closed Access | Times Cited: 46
Curriculum policy reform in an era of technical accountability: ‘fixing’ curriculum, teachers and students in English schools
Christine Winter
Journal of Curriculum Studies (2017) Vol. 49, Iss. 1, pp. 55-74
Open Access | Times Cited: 40
A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students
Cathie Burgess, Christine Tennent, Greg Vass, et al.
The Australian Educational Researcher (2019) Vol. 46, Iss. 2, pp. 297-318
Closed Access | Times Cited: 38
Educational aspirations and experiences of refugee-background African youth in Australia: a case study
Tebeje Molla
International Journal of Inclusive Education (2019) Vol. 25, Iss. 8, pp. 877-895
Closed Access | Times Cited: 35
Discourse and social interaction
Joe Blythe, Ilana Mushin
Oxford University Press eBooks (2023), pp. 538-547
Closed Access | Times Cited: 12
Dilemmatic spaces: high-stakes testing and the possibilities of collaborative knowledge work to generate learning innovations
Parlo Singh, Mariann Märtsin, Kathryn Glasswell
Teachers and Teaching (2014) Vol. 21, Iss. 4, pp. 379-399
Open Access | Times Cited: 40
‘Because then you could never ever get a job!’: children’s constructions of NAPLAN as high-stakes
Angelique Howell
Journal of Education Policy (2017) Vol. 32, Iss. 5, pp. 564-587
Closed Access | Times Cited: 38
Putting critical race theory to work in Australian education research: ‘we are with the garden hose here’
Greg Vass
The Australian Educational Researcher (2014) Vol. 42, Iss. 3, pp. 371-394
Closed Access | Times Cited: 37
Data warehousing organization: Infrastructural experimentation with educational governance
Helene Ratner, Christopher Gad
Organization (2018) Vol. 26, Iss. 4, pp. 537-552
Open Access | Times Cited: 34
The one-in-ten: quantitative Critical Race Theory and the education of the ‘new (white) oppressed’
Claire Crawford
Journal of Education Policy (2018) Vol. 34, Iss. 3, pp. 423-444
Open Access | Times Cited: 33
Rhetoric vs reality: The disconnect between policy and practice for teachers implementing Aboriginal education in their schools
Cathie Burgess, Kevin Lowe
Education Policy Analysis Archives (2022) Vol. 30
Open Access | Times Cited: 16
A critical analysis of problems with the LBOTE category on the NAPLaN test
Sue Creagh
The Australian Educational Researcher (2013) Vol. 41, Iss. 1, pp. 1-23
Closed Access | Times Cited: 34
Pedagogies of care in performative schools
Babak Dadvand, Hernán Cuervo
Discourse Studies in the Cultural Politics of Education (2018) Vol. 41, Iss. 1, pp. 139-152
Closed Access | Times Cited: 31
‘Just playing around with Excel and pivot tables’ - the realities of data-driven schooling
Neil Selwyn
Research Papers in Education (2020) Vol. 37, Iss. 1, pp. 95-114
Closed Access | Times Cited: 26
School and democratic hope: The school as a space for civic literacy
Ninni Wahlström
European Educational Research Journal (2022) Vol. 21, Iss. 6, pp. 994-1008
Open Access | Times Cited: 15
Assessment policies, curricular directives, and teacher agency: quandaries of EFL teachers in Inner Mongolia
Indika Liyanage, Brendan John Bartlett, Tony Walker, et al.
Innovation in Language Learning and Teaching (2014) Vol. 9, Iss. 3, pp. 251-264
Closed Access | Times Cited: 27
Indigenous Education and Literacy Policy in Australia: Bringing Learning Back to the Debate
William Fogarty, Stewart Riddle, Melissa Lovell, et al.
The Australian Journal of Indigenous Education (2017) Vol. 47, Iss. 2, pp. 185-197
Closed Access | Times Cited: 27
Dodgy data, language invisibility and the implications for social inclusion
Sally Dixon, Denise Angelo
Australian Review of Applied Linguistics (2014) Vol. 37, Iss. 3, pp. 213-233
Open Access | Times Cited: 26
Breaking and making curriculum from inside ‘policy storms’ in an Australian pre‐service teacher education course
Karen Lambert, Justen O’Connor
The Curriculum Journal (2018) Vol. 29, Iss. 2, pp. 159-180
Closed Access | Times Cited: 26
Teacher education policy to improve teacher quality: Substantive reform or just another hurdle?
Melissa Barnes, Russell Cross
Teachers and Teaching (2020) Vol. 26, Iss. 3-4, pp. 307-325
Open Access | Times Cited: 22
African refugee youth in Australia: higher education participation
Tebeje Molla
Higher Education Research & Development (2020) Vol. 41, Iss. 2, pp. 481-495
Closed Access | Times Cited: 21
Motivation and engagement among Indigenous (Aboriginal Australian) and non-Indigenous students
Andrew J. Martin, Paul Ginns, Michael Anderson, et al.
Educational Psychology (2021) Vol. 41, Iss. 4, pp. 424-445
Open Access | Times Cited: 18
The Research Trend of Big Data in Education and the Impact of Teacher Psychology on Educational Development During COVID-19: A Systematic Review and Future Perspective
Jia Li, Yuhong Jiang
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 18
Interjections
Maïa Ponsonnet
Oxford University Press eBooks (2023), pp. 564-572
Open Access | Times Cited: 7

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