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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:

Conforming to reform: Teaching pre-kindergarten in a neoliberal early education system
Christopher P. Brown
Journal of Early Childhood Research (2014) Vol. 13, Iss. 3, pp. 236-251
Closed Access | Times Cited: 70

Showing 26-50 of 70 citing articles:

Contextualised, not neoliberalised professionalism in early childhood education and care: Effects of prescribed notions of quality on educator confidence in Australia
Marg Rogers
lnternational Electronic Journal of Elementary Education (2021) Vol. 13, Iss. 4, pp. 549-564
Open Access | Times Cited: 11
Policy Justice Through Critical Qualitative Inquiry: Examining the Issue of School Readiness
Christopher P. Brown
Qualitative Inquiry (2023) Vol. 30, Iss. 1, pp. 59-70
Open Access | Times Cited: 4
A Case Study of Principals’ Sensemaking of the Learning Experiences of Kindergarteners and How this Appears to Affect Them as Instructional Leaders
Christopher P. Brown
Journal of School Leadership (2023) Vol. 34, Iss. 3, pp. 259-294
Open Access | Times Cited: 4
Reluctantly governed: The struggles of early educators in a professional development course that challenged their teaching in a high-stakes neo-liberal early education context
Christopher P. Brown, Natalie Weber, Yeojoo Yoon
Contemporary Issues in Early Childhood (2016) Vol. 17, Iss. 2, pp. 210-234
Open Access | Times Cited: 10
‘Too young to read’: early years practitioners’ perceptions of early reading with under-threes
Karen Boardman
International Journal of Early Years Education (2019) Vol. 28, Iss. 1, pp. 81-96
Open Access | Times Cited: 10
Primary teachers’ experiences of neo-liberal education reform in England: ‘Nothing is ever good enough’
Soo Sturrock
Research Papers in Education (2021) Vol. 37, Iss. 6, pp. 1214-1240
Open Access | Times Cited: 9
First-Year Teachers’ Challenges With Implementing Developmentally Appropriate Practices in Their Public School Classrooms
Christopher P. Brown, Da Hei Ku, Kate Puckett, et al.
Journal of Research in Childhood Education (2023) Vol. 38, Iss. 1, pp. 104-122
Closed Access | Times Cited: 3
Translating the Implementation Gap: Three Versions of Early Childhood Curriculum Leadership
Daniel Castner
Early Childhood Education Journal (2019) Vol. 48, Iss. 4, pp. 429-440
Closed Access | Times Cited: 9
“I Wanted to Know How They Perceived Jail”: Studying How One Early Educator Brought Her Students’ Worlds into Her Standardized Teaching Context
Christopher P. Brown, Brian Mowry
Early Childhood Education Journal (2016) Vol. 45, Iss. 2, pp. 163-173
Closed Access | Times Cited: 7
Preservice teachers’ struggles in finding culturally sustaining spaces in standardized teaching contexts
Christopher P. Brown, Da Hei Ku, Kate Puckett, et al.
Journal of Early Childhood Teacher Education (2022) Vol. 44, Iss. 3, pp. 463-483
Closed Access | Times Cited: 5
Parental choice and perceived benefits of Reggio Emilia inspired programs
Heidi Alene Harris
Early Child Development and Care (2019) Vol. 191, Iss. 1, pp. 123-135
Open Access | Times Cited: 7
Neoliberal technological devices and articulations of teaching young children: A case study of preservice teachers using iPads in their teacher education program
Christopher P. Brown, Joanna Englehardt
Journal of Early Childhood Research (2018) Vol. 17, Iss. 2, pp. 88-103
Closed Access | Times Cited: 7
What Discourses Relating to the Purpose of Early Childhood Are Shaping the Work of Early Childhood Practitioners in Three Different Contexts: UK, Bhutan and Fiji?
Margaret Sims, Elise Alexander, Karma Pedey, et al.
Journal of Education and Learning (2017) Vol. 7, Iss. 1, pp. 223-223
Open Access | Times Cited: 6
“Where’s the Joy in the Classroom?”
Christopher P. Brown, Joanna Englehardt, Da Hei Ku, et al.
The Elementary School Journal (2019) Vol. 120, Iss. 2, pp. 319-346
Closed Access | Times Cited: 6
Pre-K teachers’ perspectives on factors that influence their experiences through universal Pre-K policy changes in New York City
Sanae Akaba, Lacey Peters, Eva Liang, et al.
Journal of Early Childhood Research (2019) Vol. 18, Iss. 2, pp. 143-158
Closed Access | Times Cited: 6
Social Justice, Children’s Needs and Rights: An Approach to Planning
Margaret Sims
Journal of Curriculum and Teaching (2015) Vol. 4, Iss. 2
Open Access | Times Cited: 5
Mixed Understandings: A Case Study of How a Sample of Preschool Stakeholders Made Sense of the Changed Kindergarten
Christopher P. Brown, Da Hei Ku, Joanna Englehardt
Early Childhood Education Journal (2022) Vol. 51, Iss. 3, pp. 545-557
Closed Access | Times Cited: 4
Quality early childhood education for all children?
Maelis Karlsson Lohmander
European Early Childhood Education Research Journal (2022) Vol. 30, Iss. 5, pp. 653-657
Closed Access | Times Cited: 4
Working with Practicing Teachers in a High-Stakes Teaching Context to Rethink their Pedagogical Practices with Children of Diverse Backgrounds
Christopher P. Brown, Natalie Weber
Action in Teacher Education (2016) Vol. 38, Iss. 3, pp. 259-277
Closed Access | Times Cited: 4
Navigating the policy directive of child autonomy in universal pre-kindergarten practice
Sara Michael Luna, Leslee Grey
Contemporary Issues in Early Childhood (2018) Vol. 20, Iss. 3, pp. 282-293
Closed Access | Times Cited: 4
What are the key roles of education?
Silvia Rogošić, Ana Maskalan, Aleta Jurki
JAHR (2020) Vol. 11, Iss. 2, pp. 445-465
Open Access | Times Cited: 4
Forest schools as a family choice: a narrative study
Berat Ahı, Gökhan Kaya, Deniz Kahriman-Pamuk
Early Child Development and Care (2022) Vol. 193, Iss. 5, pp. 647-660
Closed Access | Times Cited: 3
Continuing to critically engage with DAP to foster democratic teaching and teacher education in neoliberal early education contexts
Christopher P. Brown, David P. Barry, Da Hei Ku, et al.
International Journal of Early Years Education (2024) Vol. 32, Iss. 3, pp. 735-757
Closed Access
Early childhood teacher education for social justice and equity: a systematic literature review
S.-J. Ryan, Susan Grieshaber
International Journal of Early Years Education (2024) Vol. 32, Iss. 3, pp. 768-790
Closed Access
The Biopolitical Kindergarten: A Critical Qualitative Examination of the Intersection Between Policymakers’ Neoliberal Reforms and Children’s Figuring of Themselves as Learners
Christopher P. Brown
Culture Studies ↔ Critical Methodologies (2024)
Open Access

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