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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:

Measuring the effect of continuous professional development on elementary teachers’ self-efficacy to teach coding and computational thinking
Peter Rich, Stacie L. Mason, Jared O’Leary
Computers & Education (2021) Vol. 168, pp. 104196-104196
Closed Access | Times Cited: 75

Showing 1-25 of 75 citing articles:

Computational thinking for teachers: Development of a localised E-learning system
Ung Ling-Ling, Jane Labadin, Fitri Suraya Mohamad
Computers & Education (2021) Vol. 177, pp. 104379-104379
Open Access | Times Cited: 60
Education Exchange Storage Protocol: Transformation Into Decentralized Learning Platform
Untung Rahardja, Md Asri Ngadi, Rahmat Budiarto, et al.
Frontiers in Education (2021) Vol. 6
Closed Access | Times Cited: 60
The role of computer supported project-based learning in students’ computational thinking and engagement in robotics courses
Yang Wang
Thinking Skills and Creativity (2023) Vol. 48, pp. 101269-101269
Closed Access | Times Cited: 22
Teaching Motivation of In‐Service Teachers, Professional Identity, and Self‐Efficacy for Teaching Computational Thinking
Elif Polat, Zafer Kadırhan, Sinan Hopcan, et al.
European Journal of Education (2025) Vol. 60, Iss. 1
Open Access | Times Cited: 1
AI-Driven Instructional Design
C. V. Suresh Babu, M. Bhavesh, Albert Gururaja V., et al.
Advances in educational technologies and instructional design book series (2025), pp. 87-114
Closed Access | Times Cited: 1
Scaling up a teacher development programme for sustainable computational thinking education: TPACK surveys, concept tests and primary school visits
Siu Cheung Kong, Ming Lai, Yugen Li
Computers & Education (2022) Vol. 194, pp. 104707-104707
Closed Access | Times Cited: 24
Computational thinking: early childhood teachers’ and prospective teachers’ preconceptions and self-efficacy
Canan Avcı, Mine Nur Deniz
Education and Information Technologies (2022) Vol. 27, Iss. 8, pp. 11689-11713
Open Access | Times Cited: 23
The Perceptions and Experiences of In-Service Teachers in a Computer Science Professional Development Program
Afaf Baabdullah, Hayat Alajlan, Reem Alebaikan
Sustainability (2024) Vol. 16, Iss. 4, pp. 1473-1473
Open Access | Times Cited: 5
A gender differential analysis of educational robots’ effects on primary teachers’ computational thinking: Mediating effect of programming attitudes
Lihui Sun, Junjie Liu
Education and Information Technologies (2024)
Closed Access | Times Cited: 5
Coding and Computational Thinking Across the Curriculum: A Review of Educational Outcomes
Kathy A. Mills, Jen Cope, Laura Scholes, et al.
Review of Educational Research (2024)
Open Access | Times Cited: 5
Trends in tools used to teach computational thinking through elementary coding
Peter Rich, Scott Bartholomew, David E. Daniel, et al.
Journal of Research on Technology in Education (2022) Vol. 56, Iss. 3, pp. 269-290
Closed Access | Times Cited: 20
Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education
Chrystalla Mouza, Diane Codding, Lori Pollock
Computers & Education (2022) Vol. 186, pp. 104530-104530
Closed Access | Times Cited: 19
Teachers in the Loop: Integrating Computational Thinking and Mathematics to Build Early Place Value Understanding
Mai Dahshan, Terrie M. Galanti
Education Sciences (2024) Vol. 14, Iss. 2, pp. 201-201
Open Access | Times Cited: 4
Future teachers’ self-efficacy in teaching practical and algorithmic ICT competencies – Does background matter?
Milla Kruskopf, Rekar Abdulhamed, Mette Ranta, et al.
Teaching and Teacher Education (2024) Vol. 144, pp. 104574-104574
Open Access | Times Cited: 4
Factors influencing elementary teacher’s CT learning and CT integration
Victoria Macann, Aman Yadav
Education and Information Technologies (2025)
Closed Access
ESL Teachers’ Experiences While Designing Projects with Block-Based Coding: Language Instruction and Computational Thinking
Ehean Kim, Emre Dinç
Journal of Educational Technology Systems (2025)
Closed Access
Teaching to whom and with whom: the role of context in developing preservice teachers’ self-efficacy for teaching engineering and coding via robotics
Jennifer M. Kidd, Kristie Gutierrez, Min Jung Lee, et al.
International Journal of Technology and Design Education (2025)
Open Access
Preparing K-8 Teachers to Teach and Infuse Computer Science Across All Subjects
Angela S. Williams-Nash, Sumi Hagiwara, Katherine G. Herbert, et al.
(2025), pp. 1232-1238
Closed Access
A Three-Phase Professional Development Approach to Improving Robotics Pedagogical Knowledge and Computational Thinking Attitude of Early Childhood Teachers
Weipeng Yang
Computers & Education (2025), pp. 105282-105282
Open Access
Robotics in early childhood STEM education (REC-STEMEd): The impact on preservice teachers’ attitudes and intentions toward computational thinking
Lucas Vasconcelos, Ismahan Arslan‐Ari, Bridget T. Miller, et al.
Education and Information Technologies (2025)
Open Access
Unplugged activities to support preservice teachers’ competence, interest, and utility value on computational thinking: A mixed-method inquiry
Yuanhua Wang, Uğur Kale
Education and Information Technologies (2025)
Closed Access
Exploring science teachers’ self-selection attitudes into professional development programs: motivations, preferences, and implications for practice
Faiza Zafar, Christina Alston, Carolyn Nichol, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Typology of teachers’ stages of concern for STEM education
Wilfred W. F. Lau, Morris Siu‐Yung Jong
Research in Science & Technological Education (2022) Vol. 41, Iss. 4, pp. 1560-1578
Closed Access | Times Cited: 17
Examining Changes in Teachers’ Beliefs Toward Integrating Computational Thinking to Teach Literacy and Math Concepts in Grades K-2
Tyler S. Love, Scott Bartholomew, Jessica Yauney
Journal for STEM Education Research (2022) Vol. 5, Iss. 3, pp. 380-401
Closed Access | Times Cited: 17
Professional Development in Computational Thinking: A Systematic Literature Review
Alejandro Espinal, Camilo Vieira, Alejandra J. Magana
ACM Transactions on Computing Education (2024) Vol. 24, Iss. 2, pp. 1-24
Closed Access | Times Cited: 3
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