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:

Collaborative Action Research for Preparing Teachers as Reflective Practitioners
Hu Qing-li, Myriam N. Torres, Feng Shi-Ji
Systemic Practice and Action Research (2018) Vol. 32, Iss. 4, pp. 411-427
Closed Access | Times Cited: 13

Showing 13 citing articles:

Collaborative classroom action research for mathematics and science teachers in Indonesia
Farida Nurhasanah, U Sukandi, Agus Kuncoro, et al.
Journal of Physics Conference Series (2020) Vol. 1613, Iss. 1, pp. 012024-012024
Open Access | Times Cited: 15
Improving learning environments through whole-school collaborative action research
Jill M. Aldridge, Paul E. Rijken, Barry J. Fraser
Learning Environments Research (2020) Vol. 24, Iss. 2, pp. 183-205
Closed Access | Times Cited: 14
Action Research as an Inquiry-Based Teaching Practice Model for Teacher Education Programs
Selda Aras
Systemic Practice and Action Research (2020) Vol. 34, Iss. 2, pp. 153-168
Closed Access | Times Cited: 14
Empowering Current and Future Educators: Using a Scalable Action Research Module as a Mechanism to Promote High-Quality Teaching and Learning in STEM
David Esparza, Ruby L. Lynch-Arroyo, Jeffrey T. Olimpo
Frontiers in Education (2022) Vol. 6
Open Access | Times Cited: 7
Collaborative action research as a reflective tool for pre-service EFL teachers’ inclusion
Mohammad Hossein Arefian
Reflective Practice (2022) Vol. 23, Iss. 6, pp. 651-662
Closed Access | Times Cited: 7
The impact of peer mentoring in first-year education students
Elizabeth Lapon, Leslie Buddington
International Journal of Mentoring and Coaching in Education (2023) Vol. 13, Iss. 1, pp. 73-87
Closed Access | Times Cited: 3
Comparing discourses on reflective practice in teacher education policy in Ireland and Norway: critical reflection or performance management?
Oliver McGarr, Anne Berit Emstad
European Journal of Teacher Education (2020) Vol. 45, Iss. 3, pp. 395-413
Open Access | Times Cited: 7
An Action Research on the Development of the Reflective Thinking Skills of Preservice Preschool Teachers*
Zehra Saadet Fırat, F. Çağlayan Dinçer
Systemic Practice and Action Research (2024)
Closed Access
Professional Development Altogether: Pre-Service and In-Service EFL Teacher Collaboration in Doing Classroom Action Research
Arfiyan Ridwan, Tera Athena
ELSYA Journal of English Language Studies (2023) Vol. 5, Iss. 2, pp. 147-158
Open Access | Times Cited: 1
Motivating Teachers to Reflect in a Professional Community of Practice Through Collaborative Action Research
Mohammad Hossein Arefian
International Journal of Educational Reform (2023)
Closed Access | Times Cited: 1
How Does Action Research Influence on the Professional Development of University Teachers in China?
Yue Qin
Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research (2022), pp. 3632-3638
Open Access | Times Cited: 1
Mind the Gap: Factors Which Inhibit Supporting Student Teachers to Engage in Action Research While on School Placement
Maria A. Moore, Dermot O’Donovan, Pauline Logue
8th International Conference on Higher Education Advances (HEAd'22) (2023), pp. 59-66
Open Access
The Contribution of Educational Research Course towards Teachers Professional Development
Jimmy Ezekiel Kihwele
Journal of Adult Education in Tanzania (2022) Vol. 24, Iss. 1, pp. 138-160
Open Access
Page 1

Scroll to top