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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:

The Effects of Family-School Partnership Interventions on Academic and Social-Emotional Functioning: a Meta-Analysis Exploring What Works for Whom
Tyler E. Smith, Susan M. Sheridan, Elizabeth M. Kim, et al.
Educational Psychology Review (2019) Vol. 32, Iss. 2, pp. 511-544
Closed Access | Times Cited: 140

Showing 1-25 of 140 citing articles:

Early childhood education and care quality and associations with child outcomes: A meta-analysis
Antje von Suchodoletz, D. Susie Lee, Junita Henry, et al.
PLoS ONE (2023) Vol. 18, Iss. 5, pp. e0285985-e0285985
Open Access | Times Cited: 33
Rethinking Home-School Partnerships: Lessons Learned from Latinx Parents of Young Children During the COVID-19 Era
Lucinda Soltero‐González, Cristina Gillanders
Early Childhood Education Journal (2021) Vol. 49, Iss. 5, pp. 965-976
Open Access | Times Cited: 47
Fifty years of parental involvement and achievement research: A second-order meta-analysis
Sungwon Kim
Educational Research Review (2022) Vol. 37, pp. 100463-100463
Closed Access | Times Cited: 36
The role of parenting self-efficacy on teacher-child relationships and parent-teacher communication: Evidence from an Australian national longitudinal study
Tianyi Ma, Cassandra L. Tellegen, Matthew R. Sanders
Journal of School Psychology (2024) Vol. 103, pp. 101296-101296
Open Access | Times Cited: 7
A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets
John Mark Froiland
School Psychology International (2020) Vol. 42, Iss. 2, pp. 103-131
Closed Access | Times Cited: 43
School Refusal in Youth: A Systematic Review of Ecological Factors
Karissa Leduc, Anne‐Marie Tougas, Virginie Robert, et al.
Child Psychiatry & Human Development (2022) Vol. 55, Iss. 4, pp. 1044-1062
Open Access | Times Cited: 24
Classroom-Wide School Interventions for Preschoolers’ Social-Emotional Learning: A Systematic Review of Evidence-Based Programs
Catrinel A. Ştefan, Ingrid Dănilă, Delia Cristescu
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2971-3010
Closed Access | Times Cited: 23
The impact of family involvement on students’ social-emotional development: the mediational role of school engagement
Nerea Martinez-Yarza, Josu Solabarrieta, Rosa Santibáñez Gruber
European Journal of Psychology of Education (2024) Vol. 39, Iss. 4, pp. 4297-4327
Open Access | Times Cited: 5
Self‐management interventions for reducing challenging behaviors among school‐age students: A systematic review
Tyler E. Smith, Aaron M. Thompson, Brandy R. Maynard
Campbell Systematic Reviews (2022) Vol. 18, Iss. 1
Open Access | Times Cited: 21
Evaluating the Effects of Family–School Engagement Interventions on Parent–Teacher Relationships: A Meta-analysis
Tyler E. Smith, Shannon R. Holmes, Monica E. Romero, et al.
School Mental Health (2022) Vol. 14, Iss. 2, pp. 278-293
Closed Access | Times Cited: 20
Collaborer pour soutenir les apprentissages en littératie
Marie-Pier Godin, Nathalie Chapleau, Kathy Beaupré-Boivin
Revue hybride de l éducation (2025) Vol. 9, Iss. 1, pp. 1-12
Open Access
Correlates of School-Home Communication From Caregivers of Children With Autism
Chak Li, Meghan M. Burke
Intellectual and developmental disabilities (2025) Vol. 63, Iss. 1, pp. 14-28
Closed Access
Examining a Short Form of the Positive Family Support Strengths and Needs Assessment
Andy Garbacz, Caleb Flack, Qi Huang, et al.
Assessment for Effective Intervention (2025)
Closed Access
‘I Did Not Know We Could Exercise This Small Premature Baby’: Challenges Experienced by Parents While Implementing Early Intervention for Their Preterm Infants—A Qualitative Perspective
Manasa Kolibylu Raghupathy, Selim Jahangir, Sonia Khurana, et al.
Child Care Health and Development (2025) Vol. 51, Iss. 2
Open Access
Transition to Higher Education and its complex relationship with the socioeconomic characteristics of the home of origin
René Rivera Huerta, Cristina Pérez Trejo
Región Científica (2025)
Open Access
Early childhood care and education practices in Ethiopia: a case of selected pre-primary schools
Esayas Teshome Taddese, Bereket Merkine Gebresilase, Shorouk Mohamed Farag Mohamed Aboudahr, et al.
Education 3-13 (2025), pp. 1-15
Closed Access
Parents-teachers’ trust relationship and student self-esteem and academic achievement: A three sources multiple-step analysis
Nurit Kaplan Toren
Journal of Psychologists and Counsellors in Schools (2025)
Closed Access
Bridging the Gap Between Higher Education and Employability Through a Categorization of Employability Competences
Zeineb Mezghani, Ahmed Turki
IGI Global eBooks (2025), pp. 301-334
Closed Access
Family–School Partnerships for Rural U.S. Latine English Learners: A Systematic Review
Rachel T. Santiago, Diego Román, Kenneth H. Rogers
Journal of Latinos and Education (2025), pp. 1-19
Closed Access
Are There Generalization Effects to the Home Context From the School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Model?
Mari‐Anne Sørlie, Terje Ogden, Torbjørn Torsheim
Journal of Positive Behavior Interventions (2025)
Closed Access
Evaluating Methodological Quality of Meta-analyses; A Case Study of Meta-analyses on Associations between Parental Involvement and Students’ Learning Outcomes
Cheng Yong Tan, Lin Gao
Educational Research Review (2025), pp. 100678-100678
Open Access
Engaging Caregivers in the Special Education Process
Jacqueline Huscroft-D’Angelo, Alexandra Hamilton
Springer international handbooks of education (2025), pp. 1-30
Closed Access
Black Parents of Students with Disabilities Describe Their Family-School Relationships
Kelli A. Sanderson, Giulia Sarti
Journal of Developmental and Physical Disabilities (2025)
Closed Access
Neuropsychological Interventions in Inclusive Education
Efthymia Efthymiou, Dimitra Katsarou, Maria Sofologi, et al.
IGI Global eBooks (2025), pp. 411-448
Closed Access
Parenting support in ECEC services: the views of practitioners implementing a model in the Irish context about parents’ engagement and associated outcomes
Catarina Leitão, Jefrey Shumba
Frontiers in Sociology (2025) Vol. 10
Open Access
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