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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:

Leadership and teacher learning in urban and rural schools in China: Meeting the dual challenges of equity and effectiveness
Philip Hallinger, Shangnan Liu
International Journal of Educational Development (2016) Vol. 51, pp. 163-173
Closed Access | Times Cited: 93

Showing 51-75 of 93 citing articles:

The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation
Xin Song, Xiantong Yang, Qiang Wang, et al.
Psychology in the Schools (2022) Vol. 59, Iss. 11, pp. 2251-2266
Closed Access | Times Cited: 6
Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective
Alfayez Abdulaziz Alfayez, Mohammad Noman, Abdulaziz Saeed Alqahtani, et al.
Educational Studies (2021) Vol. 50, Iss. 4, pp. 448-466
Closed Access | Times Cited: 8
Understanding Rural School Teachers’ Professional Agency and Its Relationship to Social Structure
Guoyuan Sang, Jiali Huang, Tzu-Yang Chao, et al.
Educational Studies (2022) Vol. 59, Iss. 1, pp. 30-47
Closed Access | Times Cited: 5
Teacher Professional Development as a Catalyst for Faculty Development: The Case of a University in China
Michael Agyemang Adarkwah, Yohana Kifle Mekonen, Usama Kalim
Journal of Education and Training Studies (2021) Vol. 9, Iss. 5, pp. 1-1
Open Access | Times Cited: 6
Principal instructional leadership and its influence on teachers’ professional development at Vietnamese primary schools
Hùng Thanh Nguyễn, Ngoc-Tu Thi Vu, Xuan Van Ha, et al.
Education 3-13 (2023), pp. 1-9
Closed Access | Times Cited: 2
Promoting professionalism through preservice teachers’ collaboration
Inmaculada García‐Martínez, José Luis Ubago-Jiménez, José María Fernández‐Batanero, et al.
European Journal of Teacher Education (2020) Vol. 45, Iss. 5, pp. 634-652
Open Access | Times Cited: 5

Deligiannidou Tzeni, Ioannis Athanailidis, Αθανάσιος Λάιος, et al.
Journal of Physical Education and Sport (2019) Vol. 2019, Iss. 3
Open Access | Times Cited: 5
School Principals in Spain: Interplay of Leaders, Teachers and Context
Inmaculada García‐Martínez, Elvira Molina-Fernández, Jose Luis Ubago-Jiménez
Sustainability (2020) Vol. 12, Iss. 4, pp. 1469-1469
Open Access | Times Cited: 4
Examining school leadership in a transitional context: A mixed-methods study of leadership practices and school cultures as mechanisms of educational change
Jasna Kovačević, Alisa Mujkić, Amra Kapo
Educational Management Administration & Leadership (2020) Vol. 51, Iss. 1, pp. 219-244
Closed Access | Times Cited: 4
Internal Capabilities and External Resources of Academically Resilient Students in Rural China
Cody Abbey, Huan Wang, Ji Chen, et al.
Adversity and Resilience Science (2022) Vol. 3, Iss. 4, pp. 347-364
Closed Access | Times Cited: 3
The impact of educational environment of the pedagogical university on the pedagogue’s professiogenesis
Lidia V. Kozilova, Vladimir A. Chvyakin
Perspectives of science and education (2022) Vol. 58, Iss. 4, pp. 96-114
Open Access | Times Cited: 3
Commitment to Core Values in Professional Development in ELT Contexts: A Case Study
Dang Nguyen Nguyen
International Journal of TESOL & Education (2022) Vol. 2, Iss. 5, pp. 100-109
Open Access | Times Cited: 3
Early Career Teachers’ Sense of Professional Agency in the Classroom and Associations With Their Perception of Transformational Leadership Vision and School Size
E Liyuan, Kirsi Pyhältö, Jenni Sullanmaa, et al.
Journal of Teacher Education (2024) Vol. 76, Iss. 1, pp. 29-41
Closed Access
Teacher Agency and Continuing Professional Development in Chinese Universities
Zhiyun Zhang, Pengfei Chen, Chenshi Deng
Journal of Educational and Social Research (2024) Vol. 14, Iss. 3, pp. 1-1
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
Teachers’ professional learning: Do instructional leadership and teacher leadership make a difference in Turkiye?
Elif Daşçı Sönmez, Necati Cemaloğlu, Gülşah KAHRAMAN
Educational Management Administration & Leadership (2024)
Closed Access
School Effectiveness Factors and Student Achievement: A Longitudinal Study in an Urban School District
Yunzheng Zheng, Jianping Shen, Megan Russell Johnson, et al.
Education and Urban Society (2024) Vol. 56, Iss. 8, pp. 931-950
Closed Access
Supporting teaching and learning in out-of-field subjects : a case study of departmental heads.
Khethiwe Frances Gumede
(2024)
Open Access
The Relationship Between Learning-Centered Leadership and Professional Learning: A Study on SAC Teachers
Mahire Aslan, Erdener ARISOY, Tuba Gören
Kuramsal Eğitimbilim (2023) Vol. 16, Iss. 1, pp. 142-162
Open Access | Times Cited: 1
Moderating effect of the urbanicity construct on teachers’ capacities to foster children’s creativity in rural areas: evidence from Southwest China
Shuyang Lu, Keang-ieng Peggy Vong, Liqin Tong, et al.
Educational Research for Policy and Practice (2023)
Closed Access | Times Cited: 1
Willingness to Communicate and Collaborate: The Key Role of Educational Leadership in Primary Education
Maria Karadimou, Kostis Tsioumis
European Journal of Educational Management (2021) Vol. volume-4-2021, Iss. volume-4-isssue-2-december-2021, pp. 141-155
Open Access | Times Cited: 3
Internal Persistence and External Support—What Makes Chinese Teachers of the Mathematically Gifted Stick to Their Post?
Sunzhong Lv, Zhang Yong, Peiyao Lei, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 2
Leadership for professional learning towards educational equity: a systematic literature review
Philip E. Poekert, Sue Swaffield, Ema Kristina Demir, et al.
Routledge eBooks (2022), pp. 26-47
Open Access | Times Cited: 2
Unpacking the rural-urban gap of teacher involvement in inquiry-based working: the roles of school research culture and infrastructure
Yuqiao Luo, Hanne Tack, Martin Valcke, et al.
Professional Development in Education (2022), pp. 1-18
Open Access | Times Cited: 2
Teachers’ Characteristics Influencing Their Individual And Collective Learning Preferences
Kamil Yıldırım
TED EĞİTİM VE BİLİM (2018)
Open Access | Times Cited: 2

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