Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

What Facilitates Kindergarten Teachers’ Intentions to Implement Play-Based Learning?
Hongbiao Yin, Chrysa Pui Chi Keung, Winnie Wing Yi Tam
Early Childhood Education Journal (2021) Vol. 50, Iss. 4, pp. 555-566
Closed Access | Times Cited: 32

Showing 1-25 of 32 citing articles:

Unpacking the effect of teacher empowerment on professionalism: The mediation of trust in colleagues and affective commitment
Hao Yao, Lichao Ma, Shifei Duan
Teaching and Teacher Education (2024) Vol. 141, pp. 104515-104515
Closed Access | Times Cited: 6
A person‐centered analysis of Hong Kong kindergarten teachers' emotion regulation: Profiles, characteristics and relations
Hongbiao Yin, Yangyang Guo
European Journal of Education (2024) Vol. 59, Iss. 3
Closed Access | Times Cited: 4
“The best part of their day”: Play and choice in kindergarten
Melissa Rodriguez-Meehan, Tiffany Chobrda, Van-Jay Haughton, et al.
Journal of Early Childhood Research (2025)
Closed Access
Exploring Hong Kong student teachers’ perspectives on children’s play and learning
T Wong, Suzannie K. Y. Leung, Luyao Liang
Journal of Childhood Education & Society (2025) Vol. 6, Iss. 1, pp. 38-54
Open Access
Enhancing Early Childhood Education Achievement: Integrating Inclusive Teaching Through Playful Learning and Classroom Dynamics as a Catalyst
Amjad Islam Amjad, Sarfraz Aslam, Zahida Aziz Sial, et al.
European Journal of Education (2025) Vol. 60, Iss. 2
Closed Access
Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology
Hongbiao Yin, Winnie Wing Yi Tam, Elaine Lau
Studies In Educational Evaluation (2022) Vol. 74, pp. 101188-101188
Closed Access | Times Cited: 21
Happy teachers are efficacious and committed, but not vice versa: Unraveling the longitudinal relationships between Hong Kong kindergarten teachers’ psychological well-being, self-efficacy, and commitment
Hongbiao Yin, Winnie Wing Yi Tam, Elaine Lau
Teaching and Teacher Education (2022) Vol. 123, pp. 103997-103997
Closed Access | Times Cited: 18
Unpacking the linkages between beliefs and behavioural intention for curriculum reform: A cognitive approach for school middle leaders
Hui-Ling Wendy Pan, Wenyan Chen
Educational Management Administration & Leadership (2024)
Closed Access | Times Cited: 3
Developing kindergarten teacher capacity for play-based learning curriculum: a mediation analysis
Alan Cheung, Chrysa Pui Chi Keung, Winnie Wing Yi Tam
Teachers and Teaching (2022) Vol. 28, Iss. 5, pp. 618-632
Closed Access | Times Cited: 9
A family-school-community partnership supporting play-based learning: A social capital perspective
Chrysa Pui Chi Keung, Alan Cheung
Teaching and Teacher Education (2023) Vol. 135, pp. 104314-104314
Open Access | Times Cited: 5
Professional architects’ design trade-offs in reinforcement learning-powered agent-based simulation
Jin Lee, Seung Wan Hong
Architectural Science Review (2024), pp. 1-13
Closed Access | Times Cited: 1
Another case of the theory to practice gap: South Korean early childhood education and care
Ji Young Lee, Charlotte Anne Wright, Roberta Michnick Golinkoff, et al.
Early Childhood Research Quarterly (2023) Vol. 65, pp. 385-395
Closed Access | Times Cited: 4
Innovations in professional activity: what students of specialty “Preschool Education” think about it
Liubov Lokhvytska, Nataliia Martovytska
SHS Web of Conferences (2022) Vol. 142, pp. 02002-02002
Open Access | Times Cited: 3
Learning through Play in Early Childhood: A Systematic Review
Lee Jia Yee, Nor Mashitah Mohd Radzi, Nordin Mamat
International Journal of Academic Research in Progressive Education and Development (2022) Vol. 11, Iss. 4
Open Access | Times Cited: 3
A micro-political exploration of the resignation of Hong Kong experienced kindergarten principals amidst preschool education coordinator turnover
Sally Wai‐Yan Wan, Suzannie K. Y. Leung
Educational Management Administration & Leadership (2024)
Closed Access
Most Chinese Preschool Teachers Value Guided Play Over Free Play: Latent Profiles and Associated Predictors
Xunyi Lin, Yutong Liao, Manli Xue, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 4
PLAY-BASED LEARNING CONCEPT AND DEVELOPMENT OF TEACHING AMONG KINDERGARTEN TEACHERS
Shylene F. Aguilar
European Journal of Education Studies (2024) Vol. 11, Iss. 6
Open Access
Erken Çocukluk Eğitiminde Rehberli Oyuna Yönelik Öğretmen Görüşlerinin İncelenmesi
Muhsin Yörük, Menekşe Boz
Yaşadıkça Eğitim (2024) Vol. 38, Iss. 2, pp. 432-454
Open Access
The Importance of Social Capital in Developing Students' Literacy Skills in Elementary Schools
Ari Wibowo, Dhiniaty Gularso, Okti Purwaningsih
Indonesian Journal Of Educational Research and Review (2024) Vol. 7, Iss. 1, pp. 116-127
Open Access
Designing an Information Technology Platform for Imparting Entrepreneurship Values in Social-Emotional Learning for Kindergarten Children Using EFA and CFA
Anggarda Paramita Muji, Alwen Bentri, Jamaris Jamaris, et al.
JOIV International Journal on Informatics Visualization (2024) Vol. 8, Iss. 2, pp. 948-948
Open Access
Fostering Structured Play: Challenges and Solutions for School Administrators in Government Pre-Primary Schools of Longido and Monduli Districts, Tanzania
Geneveva Petro Balilemwa, Hawa Selemani, Eugene Lyamtane
British Journal of Education (2024) Vol. 12, Iss. 8, pp. 53-77
Open Access
EDUCATIONAL PROGRAMS FOR INITIAL TEACHER TRAINING IN PLAYFUL PEDAGOGY
Andrada-Narcisa PIELE, Simona Sava
Revista de Pedagogie - Journal of Pedagogy (2024) Vol. LXXII, Iss. 1, pp. 7-33
Open Access
Investigating the Impact of Leadership Quality and Educational Practices on Student Outcomes through Teacher Attitude and Behavior in Pakistani Educational Institutions: An Applied Science Perspective
Wei Xiang, Muhammad Rizwan Ullah
Engineering Technology & Applied Science Research (2024) Vol. 14, Iss. 4, pp. 15090-15098
Open Access
Distributed leadership mirrors teacher professionalism via collaborative learning and relational trust: evidence from China
Lichao Ma, Hao Yao, Mengnan Sun
Journal of Professional Capital and Community (2024) Vol. 9, Iss. 4, pp. 340-362
Closed Access
How Elementary School Principals made Sense of Supporting Prekindergarten and Kindergarten Teachers: A Case Study in Texas
Christopher P. Brown, Lauren C. McKenzie
Early Childhood Education Journal (2024)
Closed Access
Page 1 - Next Page

Scroll to top