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:

Transformational change in instruction with professional learning communities? The influence of teacher cultural disposition in high power distance contexts
Daphnee Hui Lin Lee, Wing On Lee
Journal of Educational Change (2018) Vol. 19, Iss. 4, pp. 463-488
Closed Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

Professional learning networks: From teacher learning to school improvement?
Rilana Prenger, Cindy L. Poortman, Adam Handelzalts
Journal of Educational Change (2020) Vol. 22, Iss. 1, pp. 13-52
Open Access | Times Cited: 81
Linking empowering leadership to innovative behavior in professional learning communities: the role of psychological empowerment and team psychological safety
Jinjie Zhu, Jihai Yao, Lili Zhang
Asia Pacific Education Review (2019) Vol. 20, Iss. 4, pp. 657-671
Closed Access | Times Cited: 66
Challenges of Implementing Outcome-Based Assessment in Vietnamese Higher Education – A Qualitative Inquiry
Phuong Hoang Yen, Anh Thi Nguyen, Pham Trut Thuy, et al.
EIKI Journal of Effective Teaching Methods (2024) Vol. 2, Iss. 1
Open Access | Times Cited: 4
The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context
Daphnee Hui Lin Lee, Noelle Kwok Kwan Ip
Educational Management Administration & Leadership (2021) Vol. 51, Iss. 2, pp. 324-344
Closed Access | Times Cited: 30
Value creation through peer communities of learners in an Egyptian context during the COVID-19 pandemic
Malak Zaalouk, Heba EL-Deghaidy, Lamiaa Eid, et al.
International Review of Education (2021) Vol. 67, Iss. 1-2, pp. 103-125
Open Access | Times Cited: 17
A review of professional learning community (PLC) instruments
Moosung Lee, Jin Won Kim, Youngmin Mo, et al.
Journal of Educational Administration (2022) Vol. 60, Iss. 3, pp. 262-287
Closed Access | Times Cited: 11
Analysis of Transformational Teaching as a Philosophical Foundation for Effective Classrooms
Bunmi Isaiah Omodan, Billey Addam
Journal of Curriculum Studies Research (2022) Vol. 4, Iss. 2, pp. 15-29
Open Access | Times Cited: 10
“Loyalty to organizations” or “loyalty to supervisors”? Research on differential leadership and employee loyalty behavior: A perspective of insiders and outsiders
Honglie Zhang, Linshen Du, Zhou Jiang
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 9
Financial Literacy: The Impact of The Foreign-Language Effect on Risk-Taking Values, Financial Attitudes, and Behavior of Hong Kong Secondary Students
Chun Sing Maxwell Ho, Daphnee Hui Lin Lee
The Asia-Pacific Education Researcher (2022) Vol. 32, Iss. 4, pp. 485-496
Closed Access | Times Cited: 8
Impact of a Professional Learning Community on the Professional Development of Teacher Educators in Myanmar
Moet Myint Lay MOET, Anikó Kálmán
Opus et Educatio (2024) Vol. 11, Iss. 2
Open Access | Times Cited: 1
Taking stock of the research into professional learning communities: Paradigms, pathways, and possibilities
Kwun Man Chiang, Hongbiao Yin, Icy Lee, et al.
Teaching and Teacher Education (2023) Vol. 139, pp. 104431-104431
Closed Access | Times Cited: 4
Teacher sociolinguistic backgrounds: a multilinguistic domain approach to understand teacher agency and language planning outcomes
Daphnee Hui Lin Lee
Current Issues in Language Planning (2020) Vol. 21, Iss. 5, pp. 490-511
Closed Access | Times Cited: 11
Identity grafting: Pedagogical identities underpinning teaching practices across five Chinese cities
Daphnee Hui Lin Lee
Professional Development in Education (2023), pp. 1-22
Closed Access | Times Cited: 3
When social hierarchy meets hierarchical school culture: Implications for Chinese Hong Kong school leaders
Daphnee Hui Lin Lee
Educational Management Administration & Leadership (2023), pp. 174114322311582-174114322311582
Closed Access | Times Cited: 3
Relationships between policy, teachers' values and professional capital in teacher collaboration in hierarchical Chinese societies
Daphnee Hui Lin Lee
Journal of Professional Capital and Community (2021) Vol. 7, Iss. 2, pp. 159-175
Closed Access | Times Cited: 7
Integrating positive financial attitudes to nurture students’ identity as informed financial decision-makers in high power distance Chinese contexts
Chun Sing Maxwell Ho, Daphnee Hui Lin Lee
Journal of Educational Change (2020) Vol. 22, Iss. 2, pp. 247-270
Closed Access | Times Cited: 6
A Typology of Professional Learning Communities (PLC) for Sub-Saharan Africa: A Case study of Equatorial Guinea, Ghana, and Nigeria
Fernanda Soares, Kirsten Galisson, Mindel van de Laar
African Journal of Teacher Education (2020) Vol. 9, Iss. 2, pp. 110-143
Open Access | Times Cited: 6
Does school power distance matter for the effectiveness of professional learning communities in China? A multilevel moderated mediation analysis
Shengnan Liu, Hongbiao Yin
Teaching and Teacher Education (2023) Vol. 134, pp. 104335-104335
Closed Access | Times Cited: 2
“Marrying Chinese and Western Values”: Teacher identity grafting in collaborative efforts to improve student learning via mixed-ability learning
Daphnee Hui Lin Lee
Journal of Educational Change (2020) Vol. 22, Iss. 2, pp. 271-295
Closed Access | Times Cited: 5
Komuniti pembelajaran profesional sebagai budaya kolaborasi profesional sekolah: Teori dan amalan
Kamarudin Ismail, Rosnah Ishak, Fanny Kho Chee Yuet, et al.
Malaysian Journal of Society and Space (2019) Vol. 15, Iss. 4
Open Access | Times Cited: 4
Humility and its cultivation in Chinese schools: an exploratory study into teachers’ perspectives
Ying Ji, Fei Yan, Mark Harrison, et al.
Asia Pacific Education Review (2022) Vol. 25, Iss. 5, pp. 1215-1225
Closed Access | Times Cited: 3
Leading Professional Learning Communities to Support University Teachers’ Continuing Professional Development: Possibilities and Challenges in China
Jiaqi Dai
Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022) (2022), pp. 1052-1060
Open Access | Times Cited: 3
Reconsidering the Aims of English Professional Learning Communities: Planning for Justice-Oriented Student Experiences
Dominique McDaniel
Deleted Journal (2024) Vol. 47, Iss. 1, pp. 11-18
Closed Access
Enhancing Critical Thinking in Vocational Chemistry Education: Active Learning Strategies in Vocational Training
Yiding Qi, Chunlei An, Chao Huang, et al.
Journal of Chemical Education (2024) Vol. 101, Iss. 11, pp. 4892-4903
Closed Access
DaWiK – Ein KI-gestützter Ansatz für digitales Wissens- und Kompetenzmanagement
Malte Scheuvens, Pia Mozer, Benedikt Fuchs, et al.
Zeitschrift für wirtschaftlichen Fabrikbetrieb (2024) Vol. 119, Iss. 11, pp. 788-793
Closed Access
Page 1 - Next Page

Scroll to top