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:

Student Agency and Teacher Authority in Inquiry-Based Classrooms: Cases of Elementary Teachers’ Classroom Talk
Mijung Kim
International Journal of Science and Mathematics Education (2021) Vol. 20, Iss. 8, pp. 1927-1948
Closed Access | Times Cited: 11

Showing 11 citing articles:

“A Total Warp”? Negotiating teacher authority in a Chinese heritage language classroom
Tiange Wang, Jin Sook Lee
Journal of Language Teaching (2025) Vol. 5, Iss. 1, pp. 1-13
Closed Access
Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum
Carina M. L. Carlos, Nicolette M. Maggiore, Vesal Dini, et al.
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 10
Quantitative Measurement of Pre-Service Teachers’ Competency of Questioning in Scaffolding Students’ Science Learning
Jianlan Wang, Yuanhua Wang, Shahin Shawn Kashef, et al.
Research in Science Education (2024) Vol. 54, Iss. 5, pp. 933-955
Closed Access | Times Cited: 2
Preparing Students for Civic Engagement through Project Citizen
Diana Owen, Alissa Irion-Groth
(2024)
Open Access | Times Cited: 1
Exploring the relationship between teacher talk supports and student engagement from the perspective of students’ perceived care
Yang Bing, Chongqing Xie, Tingting Liu, et al.
Interactive Learning Environments (2023), pp. 1-20
Closed Access | Times Cited: 2
Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development
Alvir S. Sangha, Dermot Donnelly‐Hermosillo, Frederick Peinado Nelson
Journal of Research in Science Teaching (2024) Vol. 61, Iss. 3, pp. 556-590
Closed Access
Cultivating Students’ Agency by Infusing Number Talks with Notice and Wonder
Dawn Woods, Wesam Salem
Investigations in Mathematics Learning (2024) Vol. 16, Iss. 2, pp. 120-136
Closed Access
Pioneering quantitative assessment of questioning competency in elementary pre-service teachers using Likert-scale questions
Jianlan Wang, Yuanhua Wang, Shahin Shawn Kashef
International Journal of Science Education (2024), pp. 1-24
Closed Access
Students’ unsolicited initiations in a science classroom as displays of competence
Anna Filipi, Amanda Berry, Minh Hue Nguyen
Linguistics and Education (2022) Vol. 72, pp. 101124-101124
Closed Access | Times Cited: 1
Fostering Self-Directed Learning Through Student-Question Posing in CS2
Sumitra Sadhukhan
(2023), pp. 181-182
Closed Access
Investigation of Preferred Teaching Pedagogies of Preservice Science Teachers through Individual and Team Studies
Tufan İnaltekin, Arzu KİRMAN BİLGİN
International Journal of Contemporary Educational Research (2022) Vol. 9, Iss. 4, pp. 797-814
Open Access
Page 1

Scroll to top