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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:

Changing classroom practices: the role of school-wide capacity for sustainable improvement
Peter Sleegers, Eric E.J. Thoonen, Frans J. Oort, et al.
Journal of Educational Administration (2014) Vol. 52, Iss. 5, pp. 617-652
Open Access | Times Cited: 81

Showing 26-50 of 81 citing articles:

Finding Europe’s niche: science mapping the knowledge base on educational leadership and management in Europe, 1960–2018
Jasna Kovačević, Philip Hallinger
School Effectiveness and School Improvement (2019) Vol. 31, Iss. 3, pp. 405-425
Closed Access | Times Cited: 28
Current Challenges in School Leadership in Estonia and Finland: A Multiple-Case Study among Exemplary Principals
Kirsi Tirri, Eve Eisenschmidt, Katrin Poom‐Valickis, et al.
Education Research International (2021) Vol. 2021, pp. 1-11
Open Access | Times Cited: 22
Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand
Dhirapat Kulophas, Philip Hallinger
Journal of Educational Administration (2020) Vol. 58, Iss. 6, pp. 605-627
Closed Access | Times Cited: 23
Promoting primary school pupils’ language achievement: investigating the impact of school-based language policies
Marieke Vanbuel, Kris Van den Branden
School Effectiveness and School Improvement (2020) Vol. 32, Iss. 2, pp. 218-240
Closed Access | Times Cited: 22
Processes and Dynamics Behind Whole-School Reform
Yuk Yung Li
American Educational Research Journal (2017) Vol. 54, Iss. 2, pp. 279-324
Closed Access | Times Cited: 22
Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency
Yasser F. Hendawy Al-Mahdy, Philip Hallinger, Mahmoud Mohamed Emam, et al.
Educational Management Administration & Leadership (2021) Vol. 52, Iss. 2, pp. 395-416
Closed Access | Times Cited: 16
Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning
Katharina Maag Merki, Andrea Wullschleger, Beat Rechsteiner
Journal of Educational Change (2022) Vol. 24, Iss. 3, pp. 583-604
Open Access | Times Cited: 11
A study into “organisational readiness” and its impacts on school improvement
David Lynch, Richard Smith, Tony Yeigh, et al.
International Journal of Educational Management (2018) Vol. 33, Iss. 2, pp. 393-408
Closed Access | Times Cited: 19
Leading Teacher Learning in China: A Mixed Methods Study of Successful School Leadership
Shengnan Liu, Philip Hallinger
Springer eBooks (2017), pp. 279-303
Closed Access | Times Cited: 15
Fostering sustained teacher learning: a longitudinal assessment of the influence of vision building and goal interdependence on information sharing
Arnoud Oude Groote Beverborg, Peter Sleegers, Nienke Moolenaar, et al.
School Effectiveness and School Improvement (2020) Vol. 31, Iss. 4, pp. 576-604
Open Access | Times Cited: 14
The Determinant Factor of the Principal Leadership Solutions in Facing the 21st-Century Learning
Muhammad Saifurrahman, Putu Sudira, Rihab Wit Daryono
Jurnal Pendidikan dan Pengajaran (2021) Vol. 54, Iss. 2, pp. 230-230
Open Access | Times Cited: 12
Development and validation of the education for sustainable development school organisation questionnaire
Dries Verhelst, Jan Vanhoof, Peter Van Petegem
Environmental Education Research (2021) Vol. 28, Iss. 2, pp. 241-259
Open Access | Times Cited: 12
To what extent do teachers in European countries differ in their professional community practices?
Catalina Lomos
School Effectiveness and School Improvement (2017) Vol. 28, Iss. 2, pp. 276-291
Closed Access | Times Cited: 13
Leading a Professional Learning Community in Elementary Education: A Systematic Review of the Literature
Marta Olmo Extremera, Lucía Fernández-Terol, Jesús Domingo Segovia
Journal of Research on Leadership Education (2023) Vol. 19, Iss. 1, pp. 53-76
Closed Access | Times Cited: 4
Evaluating teacher professional learning in the Arab region; the experience of the TAMAM project
Rima Karami-Akkary
Teaching and Teacher Education (2019) Vol. 85, pp. 137-147
Closed Access | Times Cited: 11
Promoting teacher professional learning in Egyptian schools: the contribution of learning-centered leadership
Waheed Hammad, Yousef Abu Shindi, Hosam Morad, et al.
International Journal of Leadership in Education (2021), pp. 1-19
Closed Access | Times Cited: 10
Unique Problems Require Unique Solutions—Models and Problems of Linking School Effectiveness and School Improvement
Tobias Feldhoff, Marcus Emmerich, Falk Radisch, et al.
Education Sciences (2022) Vol. 12, Iss. 3, pp. 158-158
Open Access | Times Cited: 6
School leadership and school organization: investigating their effects on school improvement in reading and math
Ronald H. Heck, Tingting Reid
Zeitschrift für Erziehungswissenschaft (2020) Vol. 23, Iss. 5, pp. 925-954
Closed Access | Times Cited: 8
How stakeholders see the implementation of language education policy: a Q-study
Marieke Vanbuel
Current Issues in Language Planning (2021) Vol. 23, Iss. 1, pp. 57-76
Open Access | Times Cited: 8
Relationships between change management, knowledge sharing, curriculum coherence and school impact in national curriculum reform: a longitudinal approach
Jenni Sullanmaa, Kirsi Pyhältö, Janne Pietarinen, et al.
International Journal of Leadership in Education (2021) Vol. 27, Iss. 6, pp. 1395-1419
Open Access | Times Cited: 8
School-based staff development in two federal states in Germany
Katja Thillmann, Anabel Bach, Sebastian Wurster, et al.
International Journal of Educational Management (2015) Vol. 29, Iss. 6, pp. 714-734
Open Access | Times Cited: 7
Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement
Beat Rechsteiner, Miriam Compagnoni, Andrea Wullschleger, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 7
Does leadership make a difference in teacher learning: a contextual analysis of learning centered leadership in rural Thailand
Dhirapat Kulophas, Philip Hallinger
International Journal of Leadership in Education (2021), pp. 1-21
Closed Access | Times Cited: 7
Schule als Organisation
Marcus Emmerich, Tobias Feldhoff
Springer eBooks (2021), pp. 1-21
Closed Access | Times Cited: 6
‘It was a breath of fresh air across the school’: school leaders’ mediation of contested spaces during practitioner inquiry professional learning
Kim Wilson, Janet Dutton, Elizabeth Hitches
Professional Development in Education (2021) Vol. 50, Iss. 6, pp. 1056-1071
Closed Access | Times Cited: 5

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