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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:

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

Showing 1-25 of 81 citing articles:

Teacher-Led, Student-Focused, and Unleashing the Power of Teacher Empowerment for School Improvement and Success
Asma Khaleel Abdallah
Advances in educational marketing, administration, and leadership book series (2023), pp. 1-21
Closed Access | Times Cited: 24
Social Media and Artificial Intelligence: Critical Conversations and Where Do We Go from Here?
Julia Parra, Suparna Chatterjee
Education Sciences (2024) Vol. 14, Iss. 1, pp. 68-68
Open Access | Times Cited: 9
Beyond lectures and practical courses: Teaching pharmacology using imaginative pedagogical tools
Josep-Eladı́ Baños, Encarnación Blanco‐Reina, Inmaculada Bellido-Estévez, et al.
Pharmacological Research (2024) Vol. 202, pp. 107130-107130
Open Access | Times Cited: 8
Exploring learning outcomes: the impact of professional learning networks on members, schools, and students
Ariadne Warmoes, Iris Decabooter, Katrien Struyven, et al.
School Effectiveness and School Improvement (2025), pp. 1-35
Closed Access | Times Cited: 1
Networked Learning Communities in Promoting Teachers’ Receptivity to Change: How Professional Learning Beliefs and Behaviors Mediate
Hui-Ling Wendy Pan, Wenyan Chen
Sustainability (2023) Vol. 15, Iss. 3, pp. 2396-2396
Open Access | Times Cited: 13
Teacher self-regulation and self-efficacy in Reggio Emilia-inspired schools in South Korea
Seongmi Lim, Moon‐Heum Cho, Zhijuan Niu
Journal of Early Childhood Teacher Education (2025), pp. 1-18
Closed Access
Teachers in transition: A qualitative exploration into the impact of emergency remote teaching on professional development
Alejandro Acuyo Cespedes
International Journal of Educational Research (2025) Vol. 130, pp. 102548-102548
Closed Access
Teacher collaborative knowledge building in Reciprocal Peer Observation
Marta Flores, Ester Miquel, David Durán Gisbert
European Journal of Psychology of Education (2025) Vol. 40, Iss. 1
Open Access
Small-scale collective learning in large-scale innovation: the role of collective teacher learning and leadership in implementing school-based career guidance
Aniek Draaisma, Marjan Vermeulen
British Journal of Guidance and Counselling (2025), pp. 1-14
Closed Access
Using human, social, structural, and positive psychological capital to explore science and mathematics teacher retention
Adem Ekmekci, Mahtob Aqazade, Rebecca McGraw, et al.
International Journal of STEM Education (2025) Vol. 12, Iss. 1
Open Access
Exploring newly-qualified English teachers’ experiences of a mentorship program through a situational mentoring framework
Cemil Gökhan Karacan, Ferhat Karanfi̇l
Mentoring & Tutoring Partnership in Learning (2025), pp. 1-23
Closed Access
Professional learning networks: a conceptual model and research opportunities
Cindy L. Poortman, Chris Brown, Kim Schildkamp
Educational Research (2021) Vol. 64, Iss. 1, pp. 95-112
Open Access | Times Cited: 28
Continuity and change in educators’ professional learning networks
Jeffrey P. Carpenter, Daniel G. Krutka, Torrey Trust
Journal of Educational Change (2021) Vol. 23, Iss. 1, pp. 85-113
Closed Access | Times Cited: 26
Changes in the curriculum adaptation skills of teachers as a result of professional development support: A Turkish case study
Ümran Yazıcılar Nalbantoğlu, Nilay T. Bümen
Teaching and Teacher Education (2023) Vol. 137, pp. 104386-104386
Closed Access | Times Cited: 9
Positive Impact of the Local Wisdom Module on the Canang Kayu Musical Instrument: Building the Character of Love for the Homeland
Erna Kusuma Wati, Josephat Kigo, Kullawat Inthaud
Schrödinger Journal of Physics Education (2024) Vol. 5, Iss. 1, pp. 24-31
Open Access | Times Cited: 3
Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang
Al-Amin Mydin, Yi Xia, Yihong Long
Teaching and Teacher Education (2024) Vol. 148, pp. 104715-104715
Closed Access | Times Cited: 3
An exploration of the relationship between distributed leadership, teacher agency, and professional learning in Turkey
Mahmut Polatcan
Professional Development in Education (2021) Vol. 50, Iss. 4, pp. 789-803
Closed Access | Times Cited: 21
How educational leaders can maximise the social capital benefits of inter-school networks: findings from a systematic review
Chris Brown, Ruth Luzmore, Richard O’Donovan, et al.
International Journal of Educational Management (2024) Vol. 38, Iss. 1, pp. 213-264
Open Access | Times Cited: 2
The interplay of teacher resilience and professional development: The case of two beginning EFL teachers in South Korea
Tae-Young Kim, Youngmi Kim
Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras (2024), Iss. IX, pp. 173-192
Open Access | Times Cited: 2
The network professional learning community approach: an effective model for individual and group learning
Rachel Denee
Teacher Development (2024) Vol. 28, Iss. 3, pp. 330-346
Open Access | Times Cited: 2
Collaborative Networking in Education: Learning Across International Contexts
Cecilia María Azorín Abellán
REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación (2022) Vol. 20, Iss. 3
Open Access | Times Cited: 10
Effects of knowledge sharing on sustainable happiness of preschool teachers: The mediating roles of self-efficacy and helping behavior
Kuen-Cheng Lee, I-Hsiung Chang, I-Ling Wang, et al.
Current Psychology (2022) Vol. 42, Iss. 16, pp. 13648-13657
Closed Access | Times Cited: 8
Educational constellations: a systematic review of macro-networks in education
Beatríz Barrero Fernández, Javier Mula-Falcón, Jesús Domingo Segovia
International Journal of Educational Management (2022) Vol. 37, Iss. 1, pp. 259-277
Open Access | Times Cited: 8
Professional development at national scale: Effects on teacher knowledge and practice
Magnus Österholm, Tomas Bergqvist, Yvonne Liljekvist, et al.
Studies In Educational Evaluation (2024) Vol. 83, pp. 101381-101381
Open Access | Times Cited: 1
Synthesizing lifeworld and system to sustain and grow cross school connections: a consideration of practice architectures
Jennifer Charteris, Dianne Smardon, Stephen Kemmis
International Journal of Leadership in Education (2024), pp. 1-19
Open Access | Times Cited: 1
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