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 testing culture and teacher satisfaction
William C. Smith, Jessica Holloway
Educational Assessment Evaluation and Accountability (2020) Vol. 32, Iss. 4, pp. 461-479
Open Access | Times Cited: 24

Showing 24 citing articles:

Politics of school evaluation during quality assurance policy implementation in selected secondary schools in Dodoma, Tanzania
Hadija Mnyausi Ally Mcheka, Moshi Amsi Mislay
Quality Assurance in Education (2025)
Closed Access
Exploring Teachers’ Experience of Occupational Value and Global Accountability Reforms: A Qualitative Inquiry
Clare Wright Thompson, Daniel Waldeck, Andrew Holliman
Education Sciences (2025) Vol. 15, Iss. 2, pp. 254-254
Open Access
Inequitable teacher turnover and performance-based appraisal: a global trend?
Leah Natasha Glassow
Journal of Education Policy (2023) Vol. 39, Iss. 2, pp. 276-302
Open Access | Times Cited: 8
Job Satisfaction of School Teachers in Kazakhstan: A Comparative Analysis of Survey Results by Demographic Factors
Nurshat Ratova, Nursultan Japashov, Nazarali Aitzhanov, et al.
International Journal of Religion (2024) Vol. 5, Iss. 5, pp. 1023-1040
Open Access | Times Cited: 2
Teachers’ perspectives on pay incentives in England: performance evaluation in a context of high-stakes accountability
Kevin Proudfoot
Educational Assessment Evaluation and Accountability (2024)
Open Access | Times Cited: 2
Using HLM and expert reviews to investigate the factors affecting teacher job satisfaction: A cross-cultural comparison between selected collectivistic and individualistic countries
Jinyan Huang, Ying Liu, Chunwei Han
Current Psychology (2024) Vol. 43, Iss. 30, pp. 25170-25185
Closed Access | Times Cited: 2
A bibliometrics analysis of research on teachers' satisfaction from 1956 to 2022
Anh-Duc Hoang
International Journal of Educational Management (2022) Vol. 37, Iss. 1, pp. 164-185
Closed Access | Times Cited: 8
Automated Subjective Answer Evaluation Using Machine Learning
Ishika Aggarwal, Pallav Gautam, Gaurav Parashar
SSRN Electronic Journal (2024)
Closed Access | Times Cited: 1
Does It Matter Who Evaluates Teachers? Principal Versus Teacher-Led Evaluation and Teacher Motivation
Timothy G. Ford, Alyson Leah Lavigne
Educational Policy (2023) Vol. 38, Iss. 4, pp. 794-829
Open Access | Times Cited: 3
Teachers’ beliefs about assessment and accountability
Edit Tóth, Benő Csapó
Educational Assessment Evaluation and Accountability (2022) Vol. 34, Iss. 4, pp. 459-481
Open Access | Times Cited: 4
Why was inquiry practice not there? Analysis of demand-resource empirics of classroom pedagogy
Gideon Boadu
Educational Review (2022) Vol. 76, Iss. 4, pp. 811-835
Closed Access | Times Cited: 3
High Stakes Assessments in Primary Schools and Teachers’ Anxiety About Work
John Jerrim, Rebecca Allen, Sam Sims
Educational Assessment (2024) Vol. 29, Iss. 2, pp. 59-74
Open Access
The Capability Approach: Addressing learners' ability to pursue STEM interests and careers.
Francesca Polito
(2024)
Open Access
Teacher collaboration: how conditions of accountability shape teachers’ autonomy, responsibilities, and relationships
Jessica Holloway, Lluís Parcerisa
Teachers and Teaching (2024), pp. 1-15
Closed Access
Neoliberal etiology and educational failure: A critical exploration
Ajay Sharma
Curriculum Inquiry (2021) Vol. 51, Iss. 5, pp. 542-561
Closed Access | Times Cited: 4
Beyond test scores: exploring the multiple determinants of performance pay for teachers in China
Yi Long, Xin Fan
Asia Pacific Education Review (2024)
Closed Access
Young student’s views of NAPLAN: impact on wellbeing through drawn responses
Pauline Roberts, Lennie Barblett
Frontiers in Education (2024) Vol. 9
Open Access
Teachers’ Work Engagement, School Performance, and Teachers’ Retention in Selected Private Schools in the City Schools Division of Santa Rosa, Laguna
Jennelyn P. Gozon, Antonio R. Yango
Technium Social Sciences Journal (2023) Vol. 44, pp. 360-383
Open Access | Times Cited: 1
Professional learning communities under test-based accountability: evidence from an Israeli intervention programme
Yariv Feniger, Jenna Goldshtein, Dana Vedder‐Weiss
Journal of Education Policy (2023) Vol. 39, Iss. 4, pp. 640-659
Open Access | Times Cited: 1
EdArXiv
John Jerrim, Rebecca Allen, Sam Sims
(2023)
Open Access
SOBRECARGA LABORAL EN PROFESORAS CHILENAS: EL ROL MODERADOR DEL CONTROL Y EL SOPORTE SOCIAL
Cristian Oyarzún Maldonado, Rodrigo Cornejo Chávez
Cadernos de Pesquisa (2023) Vol. 53
Open Access
O GERM na Avaliação das Aprendizagens: ressonâncias na Cultura Escolar e Profissional Docente
Paulo Marinho, Preciosa Fernandes
Curriculo sem Fronteiras (2023) Vol. 23
Open Access
SCHOOL GOVERNING BODY CHAIRPERSONS’ PERCEPTION ON THEIR ACCOUNTABILITY IN THE RUNNING OF SCHOOLS
Hennades Tabe Tabe
Education Innovation Diversity (2022) Vol. 1, Iss. 4, pp. 44-56
Open Access
Investigating Public Speaking Skills in an Online Synchronous Course
Dwi Rahayu, Francisco Escobar, Purwanti Taman
(2022)
Open Access
Page 1

Scroll to top