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:
The School–University Nexus and Degrees of Partnership in Initial Teacher Education
Rachel Farrell
Irish Educational Studies (2021) Vol. 42, Iss. 1, pp. 21-38
Open Access | Times Cited: 42
Rachel Farrell
Irish Educational Studies (2021) Vol. 42, Iss. 1, pp. 21-38
Open Access | Times Cited: 42
Showing 26-50 of 42 citing articles:
How Do Partnership Practices Characterise Approaches to Australian Primary Science Teacher Education?
Angela Fitzgerald, Kimberley Pressick-Kilborn, Reece Mills, et al.
Springer briefs in education (2024), pp. 41-56
Closed Access
Angela Fitzgerald, Kimberley Pressick-Kilborn, Reece Mills, et al.
Springer briefs in education (2024), pp. 41-56
Closed Access
University-school collaboration as the implementation of decentralized policy: teachers’, principals’, and university-based teacher-educators’ experiences of teachers’ professional development
Tara Sapkota, Anne Berit Emstad, Siv M. Gamlem, et al.
Scandinavian Journal of Educational Research (2024), pp. 1-18
Open Access
Tara Sapkota, Anne Berit Emstad, Siv M. Gamlem, et al.
Scandinavian Journal of Educational Research (2024), pp. 1-18
Open Access
School-based teacher educators’ experiences of collaboration in field practice
Karen Birgitte Dille, Lise Vikan Sandvik, Even Einum
International Journal of Educational Research Open (2024) Vol. 8, pp. 100415-100415
Closed Access
Karen Birgitte Dille, Lise Vikan Sandvik, Even Einum
International Journal of Educational Research Open (2024) Vol. 8, pp. 100415-100415
Closed Access
A Critical Participatory (Action Research) adaptation in the Teaching English as a Second Language Practicum: developing individual and collective reflective practices towards equitable practices
Siak Bie Soh
Educational Action Research (2024), pp. 1-26
Closed Access
Siak Bie Soh
Educational Action Research (2024), pp. 1-26
Closed Access
Exploring the Student Teaching Interns’ Journey in an Online Mode of Teaching Delivery
Maria Nancy Quinco-Cadosales
International Journal of Scientific Research and Management (IJSRM) (2022) Vol. 10, Iss. 05, pp. 2236-2256
Open Access | Times Cited: 1
Maria Nancy Quinco-Cadosales
International Journal of Scientific Research and Management (IJSRM) (2022) Vol. 10, Iss. 05, pp. 2236-2256
Open Access | Times Cited: 1
Challenges to Implementing Partnerships in a College of Teachers’ Education and Secondary Schools in Hosanna Town, Southern Ethiopia
Tesfaye Tadese Hailegnaw, Vencie B. Allida, Petronilla Mwangi, et al.
EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES (2022) Vol. 3, Iss. 3, pp. 122-128
Open Access | Times Cited: 1
Tesfaye Tadese Hailegnaw, Vencie B. Allida, Petronilla Mwangi, et al.
EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES (2022) Vol. 3, Iss. 3, pp. 122-128
Open Access | Times Cited: 1
Inside looking out: a third space perspective on pre-service teachers' practice experiences
Viviana Daza
Elsevier eBooks (2022), pp. 393-404
Closed Access | Times Cited: 1
Viviana Daza
Elsevier eBooks (2022), pp. 393-404
Closed Access | Times Cited: 1
Szakmai fejlesztő iskolák a nemzetközi térben
Ida Zagyváné Szűcs
Pedagógusképzés (2021) Vol. 20, Iss. 4, pp. 30-59
Open Access | Times Cited: 1
Ida Zagyváné Szűcs
Pedagógusképzés (2021) Vol. 20, Iss. 4, pp. 30-59
Open Access | Times Cited: 1
School-University Partnerships—Moving Beyond Transactional
Daniela Acquaro, Ondine Bradbury
(2023), pp. 1-8
Closed Access
Daniela Acquaro, Ondine Bradbury
(2023), pp. 1-8
Closed Access
School-University Partnerships: Moving Towards Transformation
Daniela Acquaro, Ondine Bradbury
(2023), pp. 211-220
Closed Access
Daniela Acquaro, Ondine Bradbury
(2023), pp. 211-220
Closed Access
Supporting student teachers’ enactment of relational mathematics in the classroom: an Action Research study
Eddie Costello, Zerrin Doğança Küçük
Irish Educational Studies (2023) Vol. 42, Iss. 4, pp. 881-899
Open Access
Eddie Costello, Zerrin Doğança Küçük
Irish Educational Studies (2023) Vol. 42, Iss. 4, pp. 881-899
Open Access
Partnerskap på like premisser?
Gaute Rydland Nilsen, Kristin Helstad
Nordic Journal of Comparative and International Education (NJCIE) (2023) Vol. 7, Iss. 4
Open Access
Gaute Rydland Nilsen, Kristin Helstad
Nordic Journal of Comparative and International Education (NJCIE) (2023) Vol. 7, Iss. 4
Open Access
THỰC TẬP SƯ PHẠM CHO SINH VIÊN VIỆT NAM DƯỚI GÓC NHÌN SO SÁNH
Dương Thị Hồng Hiếu, Nguyễn Hoàng Thiện
TNU Journal of Science and Technology (2023) Vol. 228, Iss. 12, pp. 239-248
Open Access
Dương Thị Hồng Hiếu, Nguyễn Hoàng Thiện
TNU Journal of Science and Technology (2023) Vol. 228, Iss. 12, pp. 239-248
Open Access
نظام مقترح لمدرسة الجامعة في مصر على ضوء خبرتي جامعة هلسنكي والجامعة الأردنية
صهيب شحتة محمد محمد
مجلة کلیة التربیة فى العلوم التربویة (2023) Vol. 47, Iss. 4, pp. 17-186
Open Access
صهيب شحتة محمد محمد
مجلة کلیة التربیة فى العلوم التربویة (2023) Vol. 47, Iss. 4, pp. 17-186
Open Access
Perceived Impact of Collaborative Partnerships on Student Teachers’ Core Skills of the 21st Century: A Case of East-Central and Southern Ethiopia
Tesfaye Tadese Hailegnaw
EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES (2022) Vol. 3, Iss. 4, pp. 158-165
Open Access
Tesfaye Tadese Hailegnaw
EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES (2022) Vol. 3, Iss. 4, pp. 158-165
Open Access
Fragmentarisk partnerskap i lærerstudenters FoU-veiledning: En studie av studenter og lærerutdanneres erfaringer
Rigmor Olsen, Cato Bjørndal
Acta Didactica Norden (2022) Vol. 16, Iss. 3
Open Access
Rigmor Olsen, Cato Bjørndal
Acta Didactica Norden (2022) Vol. 16, Iss. 3
Open Access
