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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:

Read Between the Lines; the Emancipatory Nature of Formative Annotative Feedback on Draft Assignments
Paul Regan
Systemic Practice and Action Research (2010) Vol. 23, Iss. 6, pp. 453-466
Closed Access | Times Cited: 11

Showing 11 citing articles:

Facilitating productive use of feedback in higher education
Anders Jönsson
Active Learning in Higher Education (2012) Vol. 14, Iss. 1, pp. 63-76
Closed Access | Times Cited: 344
Reframing the effectiveness of feedback in improving teaching and learning achievement
A. Selvaraj, Hazita Azman
International Journal of Evaluation and Research in Education (IJERE) (2020) Vol. 9, Iss. 4, pp. 1055-1055
Open Access | Times Cited: 25
Formative Feedback through Summative Tutorial-based Assessments: The Relationship to Student Performance
Luckmika Perera, Hoa Thi Mai Nguyen, Kim Watty
Accounting Education (2014) Vol. 23, Iss. 5, pp. 424-442
Closed Access | Times Cited: 23
Narrative Assessments in Higher Education: A Scoping Review to Identify Evidence-Based Quality Indicators
Molk Chakroun, Vincent Dion, Kathleen Ouellet, et al.
Academic Medicine (2022) Vol. 97, Iss. 11, pp. 1699-1706
Open Access | Times Cited: 10
Grading for Enhanced Motivation and Learning
Lizabeth Schlemer, Linda Vanasupa
(2016)
Open Access | Times Cited: 10
The relationship between feedback and evaluative judgement in undergraduate nursing and midwifery education: An integrative review
Chanika Ilangakoon, Rola Ajjawi, Ruth Endacott, et al.
Nurse Education in Practice (2021) Vol. 58, pp. 103255-103255
Closed Access | Times Cited: 9
Written Teacher Feedback: Reflections of Year Seven Music Students
Kimberley Puay Theng Goh, Rebecca Walker
˜The œAustralian journal of teacher education (2018) Vol. 43, Iss. 12, pp. 30-41
Open Access | Times Cited: 4
E-learning: Development of a Fully Online 4th Year Psychology Program
F. J. Garivaldis, S. P. McKenzie, Matthew Mundy
Springer eBooks (2020), pp. 1-18
Closed Access | Times Cited: 4
E-learning: Development of a Fully Online 4th Year Psychology Program
F. J. Garivaldis, S.P. McKenzie, Matthew Mundy
(2023), pp. 777-794
Closed Access | Times Cited: 1
“HOW, WHEN, WHY” – A COMPARISON OF TWO ACTION RESEARCH METHODS TO EXAMINE THE HIDDEN TONES IN ANNOTATION FEEDBACK
Elaine Ball, Paul Regan
The Canadian Journal of Action Research (2015) Vol. 14, Iss. 2, pp. 39-50
Open Access | Times Cited: 1
Exploring Effective Written Feedback Strategies in Business Writing Education: Teachers’ Approaches and Students’ Views
Tri Ananti Listiana, Helena Verusha Ali, Farnia Sari, et al.
Voices of English Language Education Society (2023) Vol. 7, Iss. 3, pp. 691-706
Open Access
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