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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:

Erratum to: Enhancing use of learning sciences research in planning for and supporting educational change: Leveraging and building social networks
William R. Penuel, Philip Bell, Bronwyn Bevan, et al.
Journal of Educational Change (2016) Vol. 17, Iss. 2, pp. 279-279
Open Access | Times Cited: 13

Showing 13 citing articles:

How School and District Leaders Access, Perceive, and Use Research
William R. Penuel, Derek C. Briggs, Kristen L. Davidson, et al.
AERA Open (2017) Vol. 3, Iss. 2
Open Access | Times Cited: 166
Linking Quantitative and Qualitative Network Approaches: A Review of Mixed Methods Social Network Analysis in Education Research
Dominik E. Froehlich, Sara Van Waes, Hannah Schäfer
Review of Research in Education (2020) Vol. 44, Iss. 1, pp. 244-268
Open Access | Times Cited: 81
Making sense of teacher agency for change with social and epistemic network analysis
Nataša Pantić, Sarah Galey, Lani Florian, et al.
Journal of Educational Change (2021) Vol. 23, Iss. 2, pp. 145-177
Open Access | Times Cited: 39
A capital idea: exploring the relationship between human and social capital and student achievement in schools
Alan J. Daly, Yi‐Hwa Liou, Claudia Der‐Martirosian
Journal of Professional Capital and Community (2020) Vol. 6, Iss. 1, pp. 7-28
Closed Access | Times Cited: 24
A capital framework for professional learning and practice
Yi‐Hwa Liou, Esther T. Canrinus
International Journal of Educational Research (2019) Vol. 100, pp. 101527-101527
Closed Access | Times Cited: 21
Design-Centric Research-Practice Partnerships: Three Key Lenses for Building Productive Bridges Between Theory and Practice
Yael Kali, Bat‐Sheva Eylon, Susan McKenney, et al.
Springer eBooks (2018), pp. 1-30
Closed Access | Times Cited: 19
Data management and use through research practice partnerships: A literature review
Ye He, Beverly S. Faircloth, Kimberly Kappler Hewitt, et al.
Educational Research Review (2020) Vol. 31, pp. 100360-100360
Open Access | Times Cited: 11
Professional Learning Communities of Science Teachers: Theoretical and Practical Perspectives
Bat‐Sheva Eylon, Zahava Scherz, Esther Bagno
Springer eBooks (2020), pp. 65-89
Closed Access | Times Cited: 9
Introducing the Research and Practice Forum
Joshua P. Gutwill
Curator The Museum Journal (2016) Vol. 59, Iss. 3, pp. 203-207
Closed Access | Times Cited: 6
RPPs: Love ‘Em or Leave ‘Em?
Bronwyn Bevan, Erin Henrick, Steven McGee, et al.
(2019), pp. 1-4
Closed Access | Times Cited: 6
Recognizing and Transforming Knowledge Mobilization in Colleges of Education
Steven J. Zuiker, Niels Piepgrass, Adai Tefera, et al.
International Journal of Education Policy and Leadership (2019) Vol. 15, Iss. 1
Open Access | Times Cited: 5
Feeding back research results – Changes in principal and teacher narratives about student participation
Enikö Zala-Mezö, Amanda Datnow, Daniela Müller-Kuhn, et al.
Studies In Educational Evaluation (2020) Vol. 65, pp. 100848-100848
Closed Access | Times Cited: 5
Advancing Knowledge Mobilization in Colleges of Education.
Steven J. Zuiker, Niels Piepgrass, Adai Tefera, et al.
International Journal of Education (2019) Vol. 15, Iss. 1
Closed Access | Times Cited: 2
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