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:
Evidence-based CPD: Scaling up sustainable interventions
Bettina Rösken-Winter, Celia Hoyles, Sigrid Blömeke
ZDM (2015) Vol. 47, Iss. 1, pp. 1-12
Closed Access | Times Cited: 65
Bettina Rösken-Winter, Celia Hoyles, Sigrid Blömeke
ZDM (2015) Vol. 47, Iss. 1, pp. 1-12
Closed Access | Times Cited: 65
Showing 51-75 of 65 citing articles:
Reflexionen von Multiplikatorinnen und Multiplikatoren zum Gestaltungsprinzip der Teilnehmendenorientierung – Fachspezifische Professionalisierung beim Design von Fortbildungen
Petra Scherer, Marcus Nührenbörger, Leonie Ratte
Journal für Mathematik-Didaktik (2020) Vol. 42, Iss. 2, pp. 431-458
Open Access | Times Cited: 3
Petra Scherer, Marcus Nührenbörger, Leonie Ratte
Journal für Mathematik-Didaktik (2020) Vol. 42, Iss. 2, pp. 431-458
Open Access | Times Cited: 3
Institutional Setting and Its Influence on the Teaching of Mathematics: Implications to Implementing Reform Vision in Mathematics Education in Ethiopian Schools
Dereje Taye Wondem, Solomon A. Tesfamicael, Dawit Asrat Getahun
Education Sciences (2023) Vol. 13, Iss. 2, pp. 114-114
Open Access | Times Cited: 1
Dereje Taye Wondem, Solomon A. Tesfamicael, Dawit Asrat Getahun
Education Sciences (2023) Vol. 13, Iss. 2, pp. 114-114
Open Access | Times Cited: 1
Characteristics of Continuing Professional Learning Provisions for School Mathematics Teachers in Zimbabwe
David Mtetwa, Zakaria Ndemo, Evelyn Maturure, et al.
International Journal of Secondary Education (2019) Vol. 7, Iss. 3, pp. 77-77
Open Access | Times Cited: 2
David Mtetwa, Zakaria Ndemo, Evelyn Maturure, et al.
International Journal of Secondary Education (2019) Vol. 7, Iss. 3, pp. 77-77
Open Access | Times Cited: 2
Das Deutsche Zentrum für Lehrerbildung Mathematik – DZLM
Bärbel Barzel, Rolf Biehler, Sigrid Blömeke, et al.
Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik (2018), pp. 7-39
Closed Access | Times Cited: 2
Bärbel Barzel, Rolf Biehler, Sigrid Blömeke, et al.
Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik (2018), pp. 7-39
Closed Access | Times Cited: 2
Lehrerfortbildung Mathematik – Konzepte und Wirkungsforschung – Editorial
Rolf Biehler, Petra Scherer
Journal für Mathematik-Didaktik (2015) Vol. 36, Iss. 2, pp. 191-194
Open Access | Times Cited: 1
Rolf Biehler, Petra Scherer
Journal für Mathematik-Didaktik (2015) Vol. 36, Iss. 2, pp. 191-194
Open Access | Times Cited: 1
The effectiveness of physical education continuing professional development for primary school teachers in Cyprus
Anastasia Hadjimatheou
(2017)
Closed Access | Times Cited: 1
Anastasia Hadjimatheou
(2017)
Closed Access | Times Cited: 1
Continuing professional development designed as second-order action research: outcomes and lessons learned
Barbara Hanfstingl, Malena Pflaum
Educational Action Research (2020) Vol. 30, Iss. 2, pp. 223-242
Open Access | Times Cited: 1
Barbara Hanfstingl, Malena Pflaum
Educational Action Research (2020) Vol. 30, Iss. 2, pp. 223-242
Open Access | Times Cited: 1
The Importance of Mathematics in the Digital Age
Khabiba K. Sarimsakova
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS (2022) Vol. 05, Iss. 02
Open Access | Times Cited: 1
Khabiba K. Sarimsakova
INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS (2022) Vol. 05, Iss. 02
Open Access | Times Cited: 1
Research in teacher education and innovation at schools: Cooperation, competition or two separate worlds?
Jarmila Novotná
HAL (Le Centre pour la Communication Scientifique Directe) (2015)
Open Access
Jarmila Novotná
HAL (Le Centre pour la Communication Scientifique Directe) (2015)
Open Access
Competency Framework for the Qualification of Facilitators of Mathematics
Joyce Peters-Dasdemir, Lars Holzäpfel, Bärbel Barzel, et al.
Mathematics education in the digital era (2023), pp. 311-338
Closed Access
Joyce Peters-Dasdemir, Lars Holzäpfel, Bärbel Barzel, et al.
Mathematics education in the digital era (2023), pp. 311-338
Closed Access
Automatic non-symbolic numerosity processing in preschoolers
Xiaoshuang Zhu, Yinghe Chen, Yanjun Li, et al.
PLoS ONE (2017) Vol. 12, Iss. 6, pp. e0178396-e0178396
Open Access
Xiaoshuang Zhu, Yinghe Chen, Yanjun Li, et al.
PLoS ONE (2017) Vol. 12, Iss. 6, pp. e0178396-e0178396
Open Access
Education of Mathematics Teacher Educators
Ruhama Even, Konrad Krainer, Rongjin Huang
Springer eBooks (2018), pp. 1-6
Closed Access
Ruhama Even, Konrad Krainer, Rongjin Huang
Springer eBooks (2018), pp. 1-6
Closed Access
A large-scale PD intervention for improvement of teachers’ mathematical knowledge in disadvantaged communities
Sitti Maesuri Patahuddin, Ajay Ramful, Siti Rokhmah
Mathematics Education Research Group of Australasia (2019), pp. 556-563
Closed Access
Sitti Maesuri Patahuddin, Ajay Ramful, Siti Rokhmah
Mathematics Education Research Group of Australasia (2019), pp. 556-563
Closed Access
Leading Development Work to Build Learners' Resilience in a Primary School.
Samantha Squires, Clare Herbert, Sheila Ball
(2019) Vol. 10, Iss. 1, pp. 90-102
Closed Access
Samantha Squires, Clare Herbert, Sheila Ball
(2019) Vol. 10, Iss. 1, pp. 90-102
Closed Access
