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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:

Mapping teacher collaboration for school success
Inmaculada García‐Martínez, Marta Montenegro Rueda, Elvira Molina-Fernández, et al.
School Effectiveness and School Improvement (2021) Vol. 32, Iss. 4, pp. 631-649
Open Access | Times Cited: 45

Showing 26-50 of 45 citing articles:

The impact of informal teacher-to-teacher feedback on instructional practices in the middle school English classroom
Shannon T. Conley
(2024)
Open Access
Beyond the silver bullet: unveiling multiple pathways to school turnaround
Stefan Jonsson, Ema Kristina Demir, Axel Norgren, et al.
School Effectiveness and School Improvement (2024) Vol. 35, Iss. 2, pp. 214-249
Open Access
ECHOES FROM THE HEART: UNCOVERING THE UNTOLD STORIES OF QUINQUAGENARIAN PROGRAM HOLDERS
Ellen Grace A. Banquerigo, Lyndon A. Quines
European Journal of Education Studies (2024) Vol. 11, Iss. 8
Open Access
Professional Learning in the International Baccalaureate Diploma Programme
Rosamund Whaley
Journal of Research in International Education (2024) Vol. 23, Iss. 2, pp. 172-190
Closed Access
The facilitating role of English as a foreign language teachers’ positive psychological capital and cognitive flexibility in their professional success
Jing Zhang, Lipei Li, Qiaoyun Liao
International Journal of Applied Linguistics (2024)
Closed Access
Conditions and opportunities for teacher collaboration during the implementation of a professional development programme
Alessandra Díaz Sacco, Yerko Muñoz-Salinas
Professional Development in Education (2024), pp. 1-15
Closed Access
Towards the adoption of a balanced approach to literacy instruction in LESLLA classrooms in Québec, Canada
Catherine Maynard, Suzie Beaulieu, Véronique Fortier, et al.
Apples - Journal of Applied Language Studies (2024) Vol. 18, Iss. 2, pp. 21-38
Open Access
Exploring educational ecosystems: insights from the implementation of SchoolWeavers tool in Catalonia
Mireia Civís Zaragoza, Jordi Díaz-Gibson
International Journal of Leadership in Education (2024), pp. 1-19
Closed Access
‘Most of the time, I am the three-tiered support system’ – subject teachers’ views on tiered support and part-time special education in lower secondary schools
Ninnu Kotilainen, Marjatta Takala
European Journal of Special Needs Education (2024), pp. 1-17
Open Access
Rôle de la formation à la pratique réflexive selon les phases de carrière. Cas des enseignants tunisiens
Tabka Mezri, Mohamed Soudani
Recherches en éducation (2024) Vol. 56
Open Access
Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality
Auli Lehtinen, Emma Kostiainen, Piia Näykki
Learning Culture and Social Interaction (2024) Vol. 50, pp. 100880-100880
Open Access
CONCEPCIONES DE COLABORACIÓN DOCENTE EN POLÍTICAS EDUCATIVAS CHILENAS VIGENTES
Constanza San Martín, Johana Contreras, Solange Muñoz Jorquera
Cadernos de Pesquisa (2024) Vol. 54
Open Access
Cultural and micropolitical interactions of teacher relations
Erkan Tabancalı, Gülay Öngel
South African Journal of Education (2024) Vol. 44, Iss. Supplement 1, pp. S1-S14
Open Access
The Role of the School Principal in Motivating Teachers for Professional Development: Case Study of the Municipality of Gjakova in Kosovo

European Journal of Contemporary Education (2023) Vol. 12, Iss. 3
Open Access | Times Cited: 1
Total Quality Management Practices, Managerial Capabilities of School Administrators and Performance of Public Junior High School Teachers
Cornelio Jr. R. Monteroso, Arcilita R. Hugo, Jovenil R. Bacatan
Cognizance Journal of Multidisciplinary Studies (2023) Vol. 3, Iss. 12, pp. 221-237
Open Access | Times Cited: 1
STORIES OF TEACHERS HOLDING MULTIPLE ROLES OUTSIDE TEACHING: CONSEQUENCES AND OPPORTUNITIES
Guada Cristy B. Toňacao, Elleine Rose A. Oliva
European Journal of Special Education Research (2023) Vol. 9, Iss. 3
Open Access
Tanárok mint influenszerek? A közösségi média oktatási használata
Dóra Szabó
Filológia.hu (2023) Vol. 14, Iss. 1–4, pp. 65-83
Open Access
EFFECTIVENESS OF COMMUNITY SCHOOL NETWORKING FOR CHILDREN WITH AUTISM: PERSPECTIVES OF TEACHERS AND SCHOOL ADMINISTRATORS
Dania Shoaib Khan, Zehra Habib
Pakistan Journal of Rehabilitation (2023) Vol. 12, Iss. 2, pp. 24-34
Open Access
Kooperation in Klassenteams: Qualität und Wirkungen aus der Sicht von Klassenlehrpersonen
Franziska Vogt, Doris Kunz Heim, Charlotte Baez, et al.
BzL - Beiträge zur Lehrerinnen- und Lehrerbildung (2022) Vol. 40, Iss. 2, pp. 213-229
Open Access
Kooperation in Klassenteams: Qualität und Wirkungen aus der Sicht von Klassenlehrpersonen
Franziska Vogt, Doris Kunz Heim, Charlotte Baez, et al.
BzL - Beiträge zur Lehrerinnen- und Lehrerbildung (2022) Vol. 40, Iss. 2, pp. 213-229
Open Access
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