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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:

Navigating (and Disrupting) the Digital Divide: Urban Teachers’ Perspectives on Secondary Mathematics Instruction During COVID-19
Alesia Mickle Moldavan, Robert M. Capraro, Mary Margaret Capraro
The Urban Review (2021) Vol. 54, Iss. 2, pp. 277-302
Open Access | Times Cited: 18

Showing 18 citing articles:

What was a gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the COVID-19 pandemic
Alexandrea R. Golden, Emily Srisarajivakul, Amanda J. Hasselle, et al.
Current Opinion in Psychology (2023) Vol. 52, pp. 101632-101632
Open Access | Times Cited: 35
Factors affecting digital technology access in vocational education
Akhmad Habibi, Sofyan Sofyan, Amirul Mukminin
Scientific Reports (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 21
The causal relationship between digital literacy and students’ academic achievement: a meta-analysis
Feng Li, Liang Cheng, Xi Wang, et al.
Humanities and Social Sciences Communications (2025) Vol. 12, Iss. 1
Open Access
Vocabulary Instruction for English Learners: A Systematic Review Connecting Theories, Research, and Practices
Zeng Yu-zhen, Li‐Jen Kuo, Lu Chen, et al.
Education Sciences (2025) Vol. 15, Iss. 3, pp. 262-262
Open Access
Recommendations Based on Experiences of Pandemic‐Led Remote Mathematics Teaching in Pre‐K–12 Contexts: A Systematic Review From the Activity Theory Perspective
Chung Kwan Lo, Khe Foon Hew, Simin Xu, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 3
Open Access
The Impact of COVID-19 Pandemic on Primary, Secondary, and K-12 Education: A Systematic Review
Γεώργιος Λαμπρόπουλος, Wilfried Admiraal
International Journal on Studies in Education (2023) Vol. 5, Iss. 4, pp. 348-440
Open Access | Times Cited: 7
Cognitive Performance in Virtual and Physical Classrooms: Are They Comparable?
Juan Luis Higuera-Trujillo, María Luisa Nolé, Carmen Llinares
(2024), pp. 509-523
Closed Access | Times Cited: 1
Primary School Teachers’ Perspectives on Emergency Remote Teaching of Mathematics: Challenges and Opportunities for the Post-COVID-19 Era
Μaria Meletiou-Mavrotheris, Panagiota Konstantinou, Konstantinos Katzis, et al.
Education Sciences (2023) Vol. 13, Iss. 3, pp. 243-243
Open Access | Times Cited: 3
Bridging the Gap: Exploring Urban High-Needs Teachers’ Perceptions of Online Teaching Readiness and the Digital Divide
Erik Kormos
Education and Urban Society (2024) Vol. 56, Iss. 9, pp. 1094-1117
Closed Access
Steering New Normal: School Administrators’ Lived Experiences of Educational Innovations Amidst COVID-19 Pandemic
Showket Nabi, Habibullah Shah
Leadership and Policy in Schools (2024), pp. 1-26
Closed Access
Navigating the Digital Shift: The Impact of Educational Technology on Pedagogy and Student Engagement
Aiqing Zhu
Journal of Education and Educational Research (2023) Vol. 6, Iss. 1, pp. 11-14
Open Access | Times Cited: 1
Measures of Education and Training to Support the Long-Term Skills of Teachers After the COVID-19 Crisis
Efthymia Efthymiou
Advances in early childhood and K-12 education (2022), pp. 34-52
Closed Access | Times Cited: 2
When There’s No Handbook: One Urban Elementary School’s COVID-19 Crisis Response
Holly Hungerford‐Kresser, Carla Amaro‐Jiménez, Kathryn Pole
The Urban Review (2022) Vol. 55, Iss. 3, pp. 293-314
Open Access | Times Cited: 2
Systematized Discrimination: Linguistic, Racial and Cultural Differences Can Equal Mathematics Success
Eduardo Mosqueda, Saúl I. Maldonado, Mary Margaret Capraro, et al.
The Urban Review (2021) Vol. 54, Iss. 3, pp. 428-449
Closed Access | Times Cited: 2
A “Post” Pandemic(s) Village Check-In: Pulse Checks and Recommendations for a Hard Re-Set in Education
Jarvais Jackson, Alesia Mickle Moldavan, Anne Valauri
National Youth Advocacy and Resilience Journal (2023) Vol. 6, Iss. 1
Open Access
Bridging digital divide during COVID-19 pandemic with the remote learning program on community radio
Ressi Dwiana, Sinam M. Sutarno
Media Asia (2023) Vol. 50, Iss. 4, pp. 546-571
Closed Access
Overcoming educational challenges: an innovative remote program for high school students during the pandemic
Ellen Eduarda Fernandes, Amanda Rodrigues Rehem, Jacqueline Maria Ferreira, et al.
Contribuciones a las Ciencias Sociales (2023) Vol. 16, Iss. 10, pp. 22165-22176
Open Access
Remote Literacy Interventions With Children During COVID-19
Pradeep Mishra, Jannat Fatima Farooqui
Advances in educational technologies and instructional design book series (2022), pp. 156-174
Closed Access
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