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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:

Illuminating political clarity in culturally relevant science instruction
Tia C. Madkins, Maxine McKinney de Royston
Science Education (2019) Vol. 103, Iss. 6, pp. 1319-1346
Open Access | Times Cited: 82

Showing 1-25 of 82 citing articles:

Youth-Initiated Moments: Making Visible Youth Bids for Rightful Presence in Informal STEM Learning
Won Jung Kim, Angela Calabrese Barton, Sinead Brien, et al.
Cognition and Instruction (2025), pp. 1-29
Closed Access | Times Cited: 1
“I’m a Teacher, I’m Gonna Always Protect You”: Understanding Black Educators’ Protection of Black Children
Maxine McKinney de Royston, Tia C. Madkins, Jarvis R. Givens, et al.
American Educational Research Journal (2020) Vol. 58, Iss. 1, pp. 68-106
Open Access | Times Cited: 102
Equity and justice in science education: Toward a pluriverse of multiple identities and onto‐epistemologies
Shakhnoza Kayumova, Remy Dou
Science Education (2022) Vol. 106, Iss. 5, pp. 1097-1117
Closed Access | Times Cited: 40
“All we Wanna do is be Free”: Advocating for Black Liberation in and through K-12 Science Education
Terrell R. Morton, Monica L. Miles, ReAnna S. Roby, et al.
Journal of Science Teacher Education (2022) Vol. 33, Iss. 2, pp. 131-153
Closed Access | Times Cited: 34
“You could like science and not be a science person”: Black girls' negotiation of space and identity in science
Katherine Wade‐Jaimes, Natalie S. King, Reneé Schwartz
Science Education (2021) Vol. 105, Iss. 5, pp. 855-879
Closed Access | Times Cited: 36
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning
Angela Calabrese Barton, Day Greenberg, Won Jung Kim, et al.
Science Education (2021) Vol. 105, Iss. 6, pp. 1229-1251
Open Access | Times Cited: 34
“It made me feel like a bigger part of the STEM community”: Incorporation of Learning Assistants Enhances Students’ Sense of Belonging in a Large Introductory Biology Course
Thomas P. Clements, Katherine L. Friedman, Heather Johnson, et al.
CBE—Life Sciences Education (2022) Vol. 21, Iss. 2
Open Access | Times Cited: 26
Science faculty conceptions of equity and their association to teaching practices
Tatiane Russo‐Tait
Science Education (2022) Vol. 107, Iss. 2, pp. 427-458
Open Access | Times Cited: 24
Lessons from a professional learning community: Navigating tensions while moving between theory and practice in teaching chemistry for social justice
Kathryn Ribay
Science Education (2024) Vol. 108, Iss. 3, pp. 734-761
Open Access | Times Cited: 4
Critical climate awareness as a science education outcome
Heather F. Clark
Science Education (2024) Vol. 108, Iss. 6, pp. 1670-1697
Open Access | Times Cited: 4
Pengaruh Media Buku Suka Terhadap Suku Kata Pada Anak Usia 5-6 Tahun di TK Negeri Pembina 2 Kota Jambi
Khusnul Mar'iyyah Supriadi, Nia Rismala, Sherin Azzahra Ismi Melati, et al.
Jurnal Pendidikan Anak Usia Dini (2025) Vol. 2, Iss. 2
Closed Access
Dropping gems: How a critical community of practice supported science teacher leaders to develop resources for anti‐racist science teaching
Sara C. Porter, Ti’Era Worsley
School Science and Mathematics (2025)
Closed Access
“They Just Don’t Get That We Matter”: Black Boys’ Critical Consciousness Development During a Health Crisis and Racial Reckoning
Roderick L. Carey, Camila Polanco, Horatio Blackman, et al.
The Urban Review (2025)
Open Access
Making Space in Support of Youths' Rightful Presence in Informal STEM Learning
Won Jung Kim, Angela Calabrese Barton, Louise Archer
Journal of Research in Science Teaching (2025)
Closed Access
Making Black boys and young men matter: radical relationships, future oriented imaginaries and other evolving insights for educational research and practice
Roderick L. Carey
International Journal of Qualitative Studies in Education (2020) Vol. 33, Iss. 7, pp. 729-744
Closed Access | Times Cited: 36
Access, Dissent, Ethics, and Politics: Pre-service Teachers Negotiating Conceptions of the Work of Teaching Science for Equity
Daniel Morales‐Doyle, María Varelas, David San Martín Segura, et al.
Cognition and Instruction (2020) Vol. 39, Iss. 1, pp. 35-64
Closed Access | Times Cited: 36
Disrupting Anti-Blackness with Young Learners in STEM: Strategies for Elementary Science and Mathematics Teacher Education
Tia C. Madkins, Karisma Morton
Canadian Journal of Science Mathematics and Technology Education (2021) Vol. 21, Iss. 2, pp. 239-256
Open Access | Times Cited: 28
Infrastructural injustices in community‐driven afterschool STEAM
Molly Shea, A. Susan Jurow, Jovita Schiffer, et al.
Journal of Research in Science Teaching (2023) Vol. 60, Iss. 8, pp. 1853-1878
Open Access | Times Cited: 10
Using historical and political understanding to design for equity in science education
Molly Shea, José Armando Pancorbo Sandoval
Science Education (2019) Vol. 104, Iss. 1, pp. 27-49
Closed Access | Times Cited: 34
Utilizing theory to elucidate the work of creating equity for transformation within the science classroom
Terrance Burgess, Alexis Patterson Williams
Science Education (2022) Vol. 106, Iss. 5, pp. 1071-1083
Closed Access | Times Cited: 16
Equity for Students Requires Equity for Teachers: The Inextricable Link between Teacher Professionalization and Equity-Centered Science Classrooms
Emily Miller, Leema K. Berland, Todd Campbell
Journal of Science Teacher Education (2023) Vol. 35, Iss. 1, pp. 24-43
Open Access | Times Cited: 9
“My Curriculum Has No Soul!”: A Case Study of the Experiences of Black Women Science Teachers Working at Charter Schools
Alexis D. Riley, Felicia Moore Mensah
Journal of Science Teacher Education (2022) Vol. 34, Iss. 1, pp. 86-103
Closed Access | Times Cited: 12
“Things your history teacher won't teach you: Science edition”: Black women science teachers as anti‐racist teachers
Alexis D. Riley, Felicia Moore Mensah
Journal of Research in Science Teaching (2023) Vol. 61, Iss. 4, pp. 809-840
Closed Access | Times Cited: 7
Striving for Relationality: Teacher Responsiveness to Relational Cues When Eliciting Students’ Science Ideas
Christina Krist
Cognition and Instruction (2024) Vol. 42, Iss. 2, pp. 207-242
Closed Access | Times Cited: 2
Equitable Pre-College Engineering Education: Teaching with Racism in Mind
James Holly
Journal of Pre-College Engineering Education Research (J-PEER) (2021) Vol. 11, Iss. 1
Open Access | Times Cited: 16
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