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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:

A review on the accuracy of teacher judgments
Detlef Urhahne, Lisette Wijnia
Educational Research Review (2020) Vol. 32, pp. 100374-100374
Closed Access | Times Cited: 132

Showing 1-25 of 132 citing articles:

Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions
Anatolia Batruch, Sara Geven, Emma Kessenich, et al.
Teaching and Teacher Education (2022) Vol. 123, pp. 103985-103985
Open Access | Times Cited: 29
Listening strategies in the English Medium Instruction (EMI) classroom: How students comprehend the teacher input
Daniel Fung, Yuen Yi Lo
System (2023) Vol. 113, pp. 103004-103004
Closed Access | Times Cited: 19
Influence of teachers’ emotional intelligence on students’ motivation for academic learning: an empirical study on university students of Bangladesh
Md. Hafizur Rahman, Mohammad Bin Amin, Mohd Faizal Yusof, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 6
Pre-service teachers’ learning of diagnostic skills in a video-based simulation: Effects of conceptual vs. interconnecting prompts on judgment accuracy and the diagnostic process
Daniel Sommerhoff, Elias Codreanu, Michael Nickl, et al.
Learning and Instruction (2022) Vol. 83, pp. 101689-101689
Open Access | Times Cited: 24
Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments
Armin Fabian, Tim Fütterer, Iris Backfisch, et al.
Computers & Education (2024) Vol. 217, pp. 105040-105040
Open Access | Times Cited: 5
Teacher judgments in school exams: Influences of students' lower-order-thinking skills on the assessment of students’ higher-order-thinking skills
Thorben Jansen, Jens Møller
Teaching and Teacher Education (2021) Vol. 111, pp. 103616-103616
Closed Access | Times Cited: 31
Video-based simulations in teacher education: the role of learner characteristics as capacities for positive learning experiences and high performance
Michael Nickl, Sina Huber, Daniel Sommerhoff, et al.
International Journal of Educational Technology in Higher Education (2022) Vol. 19, Iss. 1
Open Access | Times Cited: 21
Teacher perceptions of student motivation and engagement: longitudinal associations with student outcomes
Cornelius Brandmiller, Katharina Schnitzler, Hanna Dumont
European Journal of Psychology of Education (2023) Vol. 39, Iss. 2, pp. 1397-1420
Open Access | Times Cited: 12
Reflecting on decades of teacher expectations and teacher effectiveness research: Considerations for current and future research
Thomas L. Good
Educational Psychologist (2024) Vol. 59, Iss. 2, pp. 111-141
Closed Access | Times Cited: 4
Teachers’ and Parents’ Assessments of Primary School Children’s Intellectual Investment as Predictors of Change in Need for Cognition
Anke Hufer‐Thamm, R. Jürgens, Sebastian Bergold, et al.
Journal of Intelligence (2025) Vol. 13, Iss. 1, pp. 10-10
Open Access
AI‐Based Adaptive Feedback in Simulations for Teacher Education: An Experimental Replication in the Field
Elisabeth Bauer, Michael Sailer, Frank Niklas, et al.
Journal of Computer Assisted Learning (2025) Vol. 41, Iss. 1
Open Access
Exploring the dynamic teaching-learning relationship in interactive learning environments
Hong Zhou
Interactive Learning Environments (2025), pp. 1-31
Closed Access
Do Preschool Peers Create a Sustaining Environment in Kindergarten? Evidence from the ECLS-K:2011
Zhiling Meng Shea, Qing Zhang, Jade Marcus Jenkins, et al.
AERA Open (2025) Vol. 11
Open Access
England’s qualifications system: the politics of resilience
Michelle Meadows, Jo‐Anne Baird, Neil Stringer, et al.
Educational Assessment Evaluation and Accountability (2025)
Open Access
Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments
Pratik Wadmare, Mansi Nanda, Ricardo Sabatés, et al.
International Journal of Educational Research Open (2022) Vol. 3, pp. 100198-100198
Open Access | Times Cited: 17
Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related
Dimitra Kolovou, Jan Hochweber, Anna‐Katharina Praetorius
Teaching and Teacher Education (2024) Vol. 144, pp. 104555-104555
Open Access | Times Cited: 3
Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence

Edition ZfE (2024)
Open Access | Times Cited: 3
Algorithm appreciation or aversion? Comparing in-service and pre-service teachers’ acceptance of computerized expert models
Esther Kaufmann
Computers and Education Artificial Intelligence (2021) Vol. 2, pp. 100028-100028
Open Access | Times Cited: 22
Toward an Overarching Framework for Systematizing Research Perspectives on Diagnostic Thinking and Practice
Timo Leuders, Katharina Loibl, Daniel Sommerhoff, et al.
Journal für Mathematik-Didaktik (2022) Vol. 43, Iss. 1, pp. 13-38
Open Access | Times Cited: 15
Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy
Yves Karlen, Kerstin Bäuerlein, Sabrina Brunner
Social Psychology of Education (2023) Vol. 27, Iss. 2, pp. 461-491
Open Access | Times Cited: 8
Temperament and Academic Achievement in Children: A Meta-Analysis
Dalia Nasvytienė, Tomas Lazdauskas
European Journal of Investigation in Health Psychology and Education (2021) Vol. 11, Iss. 3, pp. 736-757
Open Access | Times Cited: 18
Halo effects in grading: an experimental approach
Fabian T. C. Schmidt, Aurelia Kaiser, Jan Retelsdorf
Educational Psychology (2023) Vol. 43, Iss. 2-3, pp. 246-262
Open Access | Times Cited: 7
Parent and teacher judgments about children's mathematics and reading competencies in primary school: Do parent judgments associate with children's educational outcomes?
Shally Novita, Carina Schönmoser, Małgorzata Lipowska
Learning and Individual Differences (2023) Vol. 105, pp. 102302-102302
Closed Access | Times Cited: 7
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
Melanie Olczyk, Sarah Gentrup, Thorsten Schneider, et al.
Social Science Research (2023) Vol. 116, pp. 102938-102938
Open Access | Times Cited: 7
Effects of real-time adaptivity of scaffolding: Supporting pre-service mathematics teachers’ assessment skills in simulations
Michael Nickl, Daniel Sommerhoff, Anika Radkowitsch, et al.
Learning and Instruction (2024) Vol. 94, pp. 101994-101994
Open Access | Times Cited: 2
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