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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:

Education policy as numbers: data categories and two Australian cases of misrecognition
Bob Lingard, Sue Creagh, Greg Vass
Journal of Education Policy (2011) Vol. 27, Iss. 3, pp. 315-333
Closed Access | Times Cited: 221

Showing 51-75 of 221 citing articles:

Distraction in Australian language education policy: a call to re-centre language rights
Carly Steele, Rhonda Oliver
Current Issues in Language Planning (2024), pp. 1-26
Open Access | Times Cited: 2
Educational failure or success
Sally Dixon
Australian Review of Applied Linguistics (2013) Vol. 36, Iss. 3, pp. 302-315
Open Access | Times Cited: 26
Exploring New Conceptualisations of Old Problems: Researching and Reorienting Teaching in Indigenous Studies to Transform Student Learning
Susan Page
The Australian Journal of Indigenous Education (2014) Vol. 43, Iss. 1, pp. 21-30
Closed Access | Times Cited: 22
The logic of history in ‘gap’ discourse and related research
Sophie Rudolph
The Australian Educational Researcher (2016) Vol. 43, Iss. 4, pp. 437-451
Closed Access | Times Cited: 22
Pedagogies of performative care and school belonging: lessons from an Australian school
Babak Dadvand, Hernán Cuervo
British Journal of Sociology of Education (2019) Vol. 40, Iss. 3, pp. 378-392
Closed Access | Times Cited: 21
Catering for EAL/D Students’ Language Needs in Mainstream Classes: Early Childhood Teachers’ Perspectives and Practices in One Australian Setting
Toni Dobinson, Sylvia Buchori
˜The œAustralian journal of teacher education (2016) Vol. 41, Iss. 2, pp. 32-52
Open Access | Times Cited: 20
Política de Inclusão Escolar e Práticas Curriculares: Estratégias Pedagógicas para Elaboração Conceitual do Público alvo de Educação Especial
Regina Célia Linhares Hostins, Suelen Garay Figueiredo Jordão
Education Policy Analysis Archives (2015) Vol. 23, pp. 28-28
Open Access | Times Cited: 19
Digital data in New Zealand schools: Policy reform and school leadership
Louise Starkey, Elizabeth Eppel
Educational Management Administration & Leadership (2017) Vol. 47, Iss. 4, pp. 640-658
Closed Access | Times Cited: 19
Setting by numbers: datafication processes and ability grouping in an English secondary school
Eszter Neumann
Journal of Education Policy (2019) Vol. 36, Iss. 1, pp. 1-23
Closed Access | Times Cited: 18
Refugee education: homogenized policy provisions and overlooked factors of disadvantage
Tebeje Molla
International Studies in Sociology of Education (2021) Vol. 32, Iss. 4, pp. 902-923
Closed Access | Times Cited: 14
How is impact defined in initial teacher education policy in Australia?
Terri Bourke, Mary Ryan
Teachers and Teaching (2022) Vol. 29, Iss. 2, pp. 133-149
Open Access | Times Cited: 10
Globalisation and Sociology of Education Policy: The Case of PISA
Bob Lingard, Sam Sellar
Palgrave Macmillan UK eBooks (2013), pp. 19-38
Closed Access | Times Cited: 18
Explorations in policy enactment: feminist thought experiments with Basil Bernstein’s code theory
Parlo Singh, Barbara Pini, Kathryn Glasswell
Gender and Education (2016) Vol. 30, Iss. 4, pp. 417-434
Closed Access | Times Cited: 15
Contact language case studies
Denise Angelo
Oxford University Press eBooks (2023), pp. 765-780
Closed Access | Times Cited: 5
How many languages are and were spoken in Australia?
Claire Bowern
Oxford University Press eBooks (2023), pp. 56-64
Closed Access | Times Cited: 5
NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement
Denise Angelo
TESOL in context (2013) Vol. 23, pp. 53
Closed Access | Times Cited: 15
Managing performance evaluation uncertainties in schools: When teachers become struggling performers
Hans Englund, Magnus Frostenson
European Educational Research Journal (2017) Vol. 16, Iss. 6, pp. 885-906
Open Access | Times Cited: 15
Moving beyond a ‘bums-on-seats’ analysis of progress towards widening participation: reflections on the context, design and evaluation of an Australian government-funded mentoring programme
Julianne Lynch, Bernadette Walker-Gibbs, Sandra Herbert
Journal of Higher Education Policy and Management (2015) Vol. 37, Iss. 2, pp. 144-158
Closed Access | Times Cited: 14
Production, Transforming and Practicing ‘What Works’ in Education – The Case of Norway
Ann Elisabeth Gunnulfsen, Jorunn Møller
Educational governance research (2021), pp. 87-102
Open Access | Times Cited: 12
Neither this nor that: the challenge of social justice for non-indigenous English teachers in First Nations Australian education contexts
Tim Delphine, Glenn Auld, Julianne Lynch, et al.
English in Education (2024) Vol. 58, Iss. 2, pp. 92-107
Open Access | Times Cited: 1
Target-driven reforms: Education for All and the translations of equity and inclusion in India
Rahul Dev Mukhopadhyay, Arathi Sriprakash
Journal of Education Policy (2012) Vol. 28, Iss. 3, pp. 306-321
Closed Access | Times Cited: 14
Conclusion: Changing Education in the GEI—Rationales, Logics, and Modes of Operation
Marcelo Parreira do Amaral, Christiane Thompson
Springer eBooks (2019), pp. 273-290
Closed Access | Times Cited: 12
Deficit metrics in Australian Indigenous education: through a media studies lens
Kerry McCallum, Tess Ryan, Jo Caffery
Discourse Studies in the Cultural Politics of Education (2020) Vol. 43, Iss. 2, pp. 266-281
Open Access | Times Cited: 12
‘Success is different in our eyes’: reconciling definitions of educational success among Indigenous families and education systems in Alberta, Canada
Emily Milne, Terry Wotherspoon
Critical Studies in Education (2023) Vol. 64, Iss. 5, pp. 428-447
Closed Access | Times Cited: 4
A critical analysis of the Language Background Other Than English (LBOTE) category in the Australian national testing system: a Foucauldian perspective
Sue Creagh
Journal of Education Policy (2015) Vol. 31, Iss. 3, pp. 275-289
Closed Access | Times Cited: 10

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