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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:

Global learning loss in student achievement: First estimates using comparable reading scores
Maciej Jakubowski, Tomasz Gajderowicz, Harry Anthony Patrinos
Economics Letters (2023) Vol. 232, pp. 111313-111313
Open Access | Times Cited: 25

Showing 25 citing articles:

Learning from learning loss: Bayesian updating in academic universal screening during learning disruptions
Garret J. Hall, Emma Doyle
Journal of School Psychology (2025) Vol. 109, pp. 101426-101426
Open Access
COVID-19 disruptions and education in South Africa: Two years of evidence
Gabrielle Wills, Servaas van der Berg
Development Southern Africa (2024) Vol. 41, Iss. 2, pp. 446-465
Open Access | Times Cited: 4
COVID-19, school closures, and student learning outcomes. New global evidence from PISA
Maciej Jakubowski, Tomasz Gajderowicz, Harry Anthony Patrinos
npj Science of Learning (2025) Vol. 10, Iss. 1
Open Access
Learning Loss and Recovery from the COVID-19 Pandemic: A Systematic Review of Evidence
Nina Ashley Dela Cruz, Ann Jillian Adona, Rhea Molato-Gayares, et al.
(2024)
Open Access | Times Cited: 3
Mapping of school teachers’ digital competency in the context of digital infrastructure: a systematic review and empirical study of India
D. Rawal
Journal of Professional Capital and Community (2024) Vol. 9, Iss. 3, pp. 173-195
Closed Access | Times Cited: 3
Learning disruptions during the COVID-19 pandemic: Evidence from household surveys in Southeast Asia
Angelica Maddawin, Peter Morgan, Albert Park, et al.
International Journal of Educational Development (2024) Vol. 107, pp. 103053-103053
Open Access | Times Cited: 3
Altered Trajectories: Considering the Long-Term Impact of Educational Disruption during the COVID-19 Pandemic on Neurodevelopment and a Call to Action for Neuropsychology
Mary K. Colvin, Jennifer Reesman, Tannahill Glen
Archives of Clinical Neuropsychology (2024) Vol. 39, Iss. 3, pp. 305-312
Closed Access | Times Cited: 2
Learning Loss and Recovery from the COVID-19 Pandemic: A Systematic Review of Evidence
Nina Ashley Dela Cruz, Ann Jillian Adona, Rhea Molato-Gayares, et al.
SSRN Electronic Journal (2024)
Open Access | Times Cited: 1
Civics Education during a Lockdown: COVID-19 Containment Policies and Grade 8 Student Civic Outcomes
Alec Kennedy, Ana María Mejía Rodríguez, Rolf Strietholt
(2024)
Open Access
What Has COVID-19 Taught Us About Asia’s Health Emergency Preparedness and Response?

(2024)
Open Access
Learning Disruptions during the COVID-19 Pandemic: Evidence from Household Surveys in Southeast Asia
Angelica Maddawin, Peter Morgan, Albert Park, et al.
(2024)
Open Access
Returns to education in Nepal: an analysis of educational attainment, employability and social mobility
Amrit Thapa, Moe Izawa
Education Economics (2024) Vol. 32, Iss. 5, pp. 649-664
Closed Access
Teen social interactions and well-being during the COVID-19 pandemic
Charlene M. Kalenkoski, Sabrina Wulff Pabilonia
Review of Economics of the Household (2024) Vol. 23, Iss. 1, pp. 357-404
Closed Access
Attenuated Learning Gains
Molly Colvin, Jennifer Linton Reesman, Tannahill Glen
(2024), pp. 27-56
Closed Access
Introduction
Molly Colvin, Jennifer Linton Reesman, Tannahill Glen
(2024), pp. xv-xviii
Closed Access
Spain: The Response of the Education System to the COVID-19 Pandemic: How LNOB (Leaving No-One Behind) Got Lost in Translation
Montse Gomendio
Evaluating education: Normative systems and institutional practices (2024), pp. 171-188
Open Access
Portugal: COVID-19 Learning Losses Through the Lenses of ILSA and Local Low Stake Assessments
João Marôco
Evaluating education: Normative systems and institutional practices (2024), pp. 135-152
Open Access
PIRLS 2021 and PISA 2022 Statistics Show How Serious the Pandemic Losses Are
Nuno Crato, Harry Anthony Patrinos
Evaluating education: Normative systems and institutional practices (2024), pp. 1-15
Open Access
Poland: Education During and After COVID-19 Pandemic and Educational Reforms
Tomasz Gajderowicz, Maciej Jakubowski
Evaluating education: Normative systems and institutional practices (2024), pp. 121-133
Open Access
United States: The Size and Variation of the Pandemic Learning Losses
Eric A. Hanushek, Bradley H. Strauss
Evaluating education: Normative systems and institutional practices (2024), pp. 189-203
Open Access
Scars of pandemics from lost schooling and experience: aggregate implications and gender differences through the lens of COVID-19
Paul Romer, Roberto M. Samaniego, Rémi Jedwab, et al.
Journal of Economic Growth (2024)
Closed Access
Navigating educational disruptions: the gender divide in parental involvement and children’s learning outcomes
Matías Ciaschi, Johanna Fajardo-Gonzalez, Mariana Viollaz
Review of Economics of the Household (2024)
Closed Access
Educational inequalities during COVID-19: Results from longitudinal surveys in Sub-Saharan Africa
Hai‐Anh Dang, Gbemisola Oseni, Kseniya Abanokova
International Journal of Educational Development (2024) Vol. 112, pp. 103174-103174
Open Access
Has the significance of Target 4.7 of the SDGs changed? A commentary focusing on the critical role of socio-emotional learning
Kazuhiro Yoshida
International Journal of Educational Development (2023) Vol. 104, pp. 102944-102944
Closed Access | Times Cited: 1
IMPLEMENTING OF VIRTUAL REALITY TECHNOLOGY IN SCIENCE SUBJECTS AS EFFORT TO BUILD A MEANINGFUL LEARNING
Viqhi Aswie, Wamaungo Juma Abdu
Tatar Pasundan Jurnal Diklat Keagamaan (2023) Vol. 17, Iss. 2, pp. 217-229
Open Access | Times Cited: 1
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