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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:

Leading Teacher Learning in China: A Mixed Methods Study of Successful School Leadership
Shengnan Liu, Philip Hallinger
Springer eBooks (2017), pp. 279-303
Closed Access | Times Cited: 15

Showing 15 citing articles:

The evolving knowledge base on leadership and teacher professional learning: a bibliometric analysis of the literature, 1960-2018
Philip Hallinger, Dhirapat Kulophas
Professional Development in Education (2019) Vol. 46, Iss. 4, pp. 521-540
Closed Access | Times Cited: 83
Linear and nonlinear relationships between instructional leadership and teacher professional learning through teacher self-efficacy as a mediator: a partial least squares analysis
Lei Mee Thien, Peng Liu
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 5
Rural primary school principals’ leadership strategies for ICT integration
Buhle Stella Nhlumayo
Research in Social Sciences and Technology (2024) Vol. 9, Iss. 1, pp. 171-184
Open Access | Times Cited: 4
How does leadership affect teacher collaboration? Evidence from teachers in US schools
Xiaorong Ma, Russ Marion
School Effectiveness and School Improvement (2024) Vol. 35, Iss. 2, pp. 116-141
Closed Access | Times Cited: 4
Workplace conditions created by principals for their teachers’ professional development in Vietnam
Ngọc Hải Trần, Chinh Duc Nguyen, Gia-Viet Nguyen, et al.
International Journal of Leadership in Education (2020) Vol. 25, Iss. 2, pp. 238-257
Open Access | Times Cited: 31
Systemic model for technology integration in teaching
Yehuda Peled, Sara Perzon
Education and Information Technologies (2021) Vol. 27, Iss. 2, pp. 2661-2675
Open Access | Times Cited: 24
Investigating a multiple mediated-effects model of instructional leadership and teacher professional learning in the Malaysian School Context: A partial least squares analysis
Lei Mee Thien, Shengnan Liu, Liu Qing Yee, et al.
Educational Management Administration & Leadership (2021) Vol. 51, Iss. 4, pp. 809-830
Closed Access | Times Cited: 20
Does middle leaders’ learning-centred leadership matter in promoting teacher professional learning? A partial least squares analysis
Lei Mee Thien, Malikka Uthai, Sock Beei Yeap
Educational Management Administration & Leadership (2022) Vol. 52, Iss. 4, pp. 854-877
Closed Access | Times Cited: 11
Core leadership practices of school principals in the Kingdom of Saudi Arabia
Abdulaziz Saeed Alqahtani, Mohammad Noman, Amrita Kaur
Educational Management Administration & Leadership (2020) Vol. 49, Iss. 2, pp. 321-335
Closed Access | Times Cited: 17
Configuring effects of learning-centred leadership in promoting teacher professional learning and teacher self-efficacy
Lei Mee Thien, Sock Beei Yeap
Educational Management Administration & Leadership (2023)
Closed Access | Times Cited: 4
Promoting teacher professional learning in Egyptian schools: the contribution of learning-centered leadership
Waheed Hammad, Yousef Abu Shindi, Hosam Morad, et al.
International Journal of Leadership in Education (2021), pp. 1-19
Closed Access | Times Cited: 10
Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency
Ayeshah Ahmed Alazmi, Waheed Hammad
Educational Management Administration & Leadership (2021) Vol. 51, Iss. 5, pp. 1141-1160
Closed Access | Times Cited: 10
Does leadership make a difference in teacher learning: a contextual analysis of learning centered leadership in rural Thailand
Dhirapat Kulophas, Philip Hallinger
International Journal of Leadership in Education (2021), pp. 1-21
Closed Access | Times Cited: 7
Equality of Educational Opportunity in China: Factors from Family, School, and Shadow Education
Qin Xiang
(2021)
Closed Access | Times Cited: 2
School principal's self-regulated learning: a conceptual framework of learning-centered leadership
Mowafaq Qadach, Chen Schechter, Rima’a Da’as
International Journal of Educational Management (2022) Vol. 36, Iss. 5, pp. 812-827
Closed Access
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