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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:

The link between East Asian ‘mastery’ teaching methods and English children's mathematics skills
John Jerrim, Anna Vignoles
Economics of Education Review (2015) Vol. 50, pp. 29-44
Open Access | Times Cited: 29

Showing 1-25 of 29 citing articles:

Do teachers’ years of experience make a difference in the quality of teaching?
Linda J. Graham, Sonia White, Kathy Cologon, et al.
Teaching and Teacher Education (2020) Vol. 96, pp. 103190-103190
Open Access | Times Cited: 170
Curriculum studies as post-oriental text: Entering into a transgressive complex conversation for postcolonial transnational curriculum studies
Jae Hong Joo, Young Chun Kim
Educational Philosophy and Theory (2025), pp. 1-10
Closed Access | Times Cited: 1
Raising early achievement in math with interactive apps: A randomized control trial.
Laura A. Outhwaite, Marc Faulder, Anthea Gulliford, et al.
Journal of Educational Psychology (2018) Vol. 111, Iss. 2, pp. 284-298
Open Access | Times Cited: 93
Comparing Teachers’ Job Satisfaction across Countries: A Multiple‐Pairwise Measurement Invariance Approach
Laura Zieger, Sam Sims, John Jerrim
Educational Measurement Issues and Practice (2019) Vol. 38, Iss. 3, pp. 75-85
Open Access | Times Cited: 32
Mastery mathematics: Changing teacher beliefs around in-class grouping and mindset
Pete Boyd, Andy Ash
Teaching and Teacher Education (2018) Vol. 75, pp. 214-223
Open Access | Times Cited: 31
Vietnam’s extraordinary performance in the PISA assessment: A cultural explanation of an education paradox
M. Niaz Asadullah, Liyanage Devangi H. Perera, Saizi Xiao
Journal of Policy Modeling (2020) Vol. 42, Iss. 5, pp. 913-932
Open Access | Times Cited: 22
Raising children’s self-efficacy through parental involvement in homework
Keith Williams, Jennifer Swift, Hefin Williams, et al.
Educational Research (2017) Vol. 59, Iss. 3, pp. 316-334
Open Access | Times Cited: 23
Market mirages and the state’s role in professional learning: the case of English mathematics education
Mark Boylan, Gill Adams
Journal of Education Policy (2023) Vol. 39, Iss. 2, pp. 253-275
Open Access | Times Cited: 6
The Mathematics Teacher Exchange and ‘Mastery’ in England: The Evidence for the Efficacy of Component Practices
Mark Boylan, Bronwen Maxwell, Claire Wolstenholme, et al.
Education Sciences (2018) Vol. 8, Iss. 4, pp. 202-202
Open Access | Times Cited: 18
Longitudinal evaluation of the Mathematics Teacher Exchange: China-England - Final Report
Mark Boylan, Claire Wolstenholme, Bronwen Maxwell, et al.
(2019)
Closed Access | Times Cited: 14
The role of teacher quality in education production
Bjarne Strøm, Torberg Falch
Elsevier eBooks (2020), pp. 307-319
Closed Access | Times Cited: 9
Investigating a Singapore-Based Mathematics Textbook and Teaching Approach in Classrooms in England
Ariel Lindorff, James Hall, Pam Sammons
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 9
How Much Progress Do Children in Shanghai Make Over One Academic Year? Evidence From PISA
Jake Anders, John Jerrim, Andrew McCulloch
AERA Open (2016) Vol. 2, Iss. 4, pp. 233285841667884-233285841667884
Open Access | Times Cited: 8
POLICY TRANSFER AND ISOMORPHISM: A CASE STUDY OF THE ENGLAND-CHINA MATHS TEACHER EXCHANGE
Simon Probert
British Journal of Educational Studies (2021) Vol. 70, Iss. 3, pp. 305-321
Open Access | Times Cited: 7
Education reform through westernization in Taiwan: a case of transferring the constructivist-based mathematics curriculum from the United States
Yi-Hua Lai
Journal of Asian Public Policy (2022) Vol. 17, Iss. 1, pp. 123-141
Closed Access | Times Cited: 4
Variation in Mathematics Content Coverage, Instructional Grouping, and Representational Strategies
Katja Robinson, Deb Hubbard, Robin Jacob, et al.
The Elementary School Journal (2023) Vol. 124, Iss. 2, pp. 270-296
Closed Access | Times Cited: 2
Fatores influenciadores do desempenho de estudantes portugueses, singapurenses, holandeses, espanhóis e brasileiros em Literacia Matemática no PISA: Revisão Integrativa
Joaquim Pinto, Teresa Neto, Jaime Carvalho e Silva
Revista de Estudios y Experiencias en Educación (2019) Vol. 18, Iss. 37, pp. 41-60
Open Access | Times Cited: 4
How might a mastery style of teaching in mathematics lead to deeper understanding and sustained levels of attainment?
Lucy Westley
Education 3-13 (2024), pp. 1-14
Open Access
Unveiling the Links Between EFL Learners’ Perceived L2 Writing Classroom Goal Structures, Engagement With Teacher Written Corrective Feedback, and Self-Reported Writing Proficiency Through Structural Equation Modeling
Jui-Jung Tsao
SAGE Open (2024) Vol. 14, Iss. 4
Open Access
A Review of Studies on Math Teaching Methods
Hoang Hai, Thang B. Hoang, Hoa Do, et al.
Journal for Educators Teachers and Trainers (2023) Vol. 14, Iss. 2
Open Access | Times Cited: 1
Influência das dimensões da autoeficácia e do background familiar dos estudantes do Brasil e de Portugal no desempenho da avaliação de leitura do Pisa
João Carlos da Conceição, Gercione Dionizio Silva
Revista Ibero-Americana de Estudos em Educação (2023), pp. e023051-e023051
Open Access | Times Cited: 1
Research on College English Classroom Teaching Model Based on Adaptive Genetic Algorithm
Zhiling Yang
Computational Intelligence and Neuroscience (2022) Vol. 2022, pp. 1-8
Open Access | Times Cited: 2
Differences in High- and Low-Performing Students’ Fraction Learning in the Fourth Grade
Pernille Ladegaard Pedersen, Pirjo Aunio, Pernille Bødtker Sunde, et al.
The Journal of Experimental Education (2022) Vol. 91, Iss. 4, pp. 636-654
Open Access | Times Cited: 2
Entanglement, evaluation and practice in a professional learning innovation
Mark Boylan
Professional Development in Education (2021) Vol. 47, Iss. 2-3, pp. 478-492
Open Access | Times Cited: 2
How competitiveness matters for students: Trait and perceived competitiveness in high- and low-performing contexts
Jan Michael Vincent Abril, Jose Eos Trinidad
(2022)
Open Access | Times Cited: 1
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