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:

School leaders’ and teachers’ work with national test results: Lost in translation?
Ann Elisabeth Gunnulfsen
Journal of Educational Change (2017) Vol. 18, Iss. 4, pp. 495-519
Closed Access | Times Cited: 15

Showing 15 citing articles:

Teachers’ Perceptions of Their Schools’ Democratic Character
Eivind Larsen, Nora Elise Hesby Mathé
Scandinavian Journal of Educational Research (2022) Vol. 67, Iss. 2, pp. 327-343
Open Access | Times Cited: 17
Assessing the assessment: exploring Norwegian primary education teachers’ perceptions of national accountability testing
Johannes Lunde Hatfield, Tone Elin T. Soløst
Scandinavian Journal of Educational Research (2024), pp. 1-18
Open Access | Times Cited: 3
Integrating phenomenography with discourse analysis to study Hong Kong prospective teachers’ conceptions of curriculum leadership
Sally Wai‐Yan Wan, Suzannie K. Y. Leung
Cambridge Journal of Education (2021) Vol. 52, Iss. 1, pp. 91-116
Closed Access | Times Cited: 20
Investigating teachers’ and school principals’ enactments of national testing policies
Ann Elisabeth Gunnulfsen, Astrid Roe
Journal of Educational Administration (2018) Vol. 56, Iss. 3, pp. 332-349
Open Access | Times Cited: 15
The mundane governance of education through time: the case of national testing in Norway
Ida Martinez Lunde, Nelli Piattoeva
Critical Studies in Education (2024), pp. 1-16
Open Access | Times Cited: 1
Coping with performance expectations: towards a deeper understanding of variation in school principals’ responses to accountability demands
Marjolein K. Camphuijsen
Educational Assessment Evaluation and Accountability (2020) Vol. 33, Iss. 3, pp. 427-453
Open Access | Times Cited: 11
School leadership and micro-policymaking in schools time use and the collective care for the self
Ann Elisabeth Gunnulfsen
International Journal of Leadership in Education (2021), pp. 1-21
Closed Access | Times Cited: 6
Applying the Integration Dimensions of Quantitative and Qualitative Methods in Education Policy Research: Lessons Learned From Investigating Micro Policymaking in Norwegian Schools
Ann Elisabeth Gunnulfsen
International Journal of Qualitative Methods (2021) Vol. 20
Open Access | Times Cited: 6
Hitting the mark? A user perspective on the relevance and irrelevance of school performance indicators
Roos Van Gasse, Evelyn Goffin, Laura Peeters, et al.
Studies In Educational Evaluation (2024) Vol. 83, pp. 101416-101416
Closed Access
The Importance of School Principals in Building Teacher and Student Well-Being and Promoting Academic and Social Learning: The Norwegian Case
Hedvig Abrahamsen, Ann Elisabeth Gunnulfsen, Heidi Kleveland
Studies in educational leadership (2024), pp. 145-166
Closed Access
Digital technologies in policy assemblages in Ireland and Norway: A visual network analysis
Ida Martinez Lunde, Eli Ottesen
European Educational Research Journal (2020) Vol. 20, Iss. 2, pp. 193-211
Open Access | Times Cited: 3
School Leadership in Norway: Key Characteristics and Current Challenges
Ann Elisabeth Gunnulfsen, Guri Skedsmo
Educational governance research (2023), pp. 61-73
Closed Access | Times Cited: 1
«A-skole» eller «B-skole»? Målstyring og lærerprofesjonalitet i Osloskolen
Hanne Stavelie
Acta Didactica Norden (2021) Vol. 15, Iss. 2
Open Access | Times Cited: 2
School–University Partnership for School Development: Risks and Realities of a National Policy Initiative in Norway
Ann Elisabeth Gunnulfsen, Hilde Madsø Jacobsen
Transdisciplinary perspectives in educational research (2022), pp. 173-194
Closed Access | Times Cited: 1
The Formation and Development of a Norwegian Accountability System
Astrid Tolo
Oxford University Press eBooks (2023), pp. 594-612
Closed Access
Page 1

Scroll to top