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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:

Teacher noticing: A systematic literature review of conceptualizations, research designs, and findings on learning to notice
Johannes König, Rossella Santagata, Thorsten Scheiner, et al.
Educational Research Review (2022) Vol. 36, pp. 100453-100453
Open Access | Times Cited: 143

Showing 1-25 of 143 citing articles:

Emotions in classroom video evaluation—The interplay of student teachers’ joy and anger and the quality of classroom management in video clips
Isabell Tucholka, Annette Busse, Dorit Bosse, et al.
International Journal of Educational Research (2025) Vol. 130, pp. 102539-102539
Open Access | Times Cited: 1
Teacher noticing in inclusive mathematics education: Analyzing its structure and expert-novice differences using a novel video-based test instrument
Johannes König, Gabriele Kaiser, Anton Bastian, et al.
Research Square (Research Square) (2025)
Closed Access | Times Cited: 1
Professional Vision of Preservice and In‐Service Biology Teachers: Tacit Knowledge About Teaching and Learning in Relation to Student Conceptions in Evolution Lessons
Jens Steinwachs, Helge Martens
Science Education (2025)
Open Access | Times Cited: 1
Measuring teacher noticing: A scoping review of standardized instruments
Jonas Weyers, Johannes König, Rossella Santagata, et al.
Teaching and Teacher Education (2022) Vol. 122, pp. 103970-103970
Open Access | Times Cited: 30
Teacher noticing in mathematics education: a review of recent developments
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
ZDM (2023) Vol. 56, Iss. 2, pp. 249-264
Open Access | Times Cited: 17
Eye-tracking research on teacher professional vision: A meta-analytic review
Özün Keskin, Tina Seidel, Kathleen Stürmer, et al.
Educational Research Review (2023) Vol. 42, pp. 100586-100586
Closed Access | Times Cited: 16
Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction
Olcay Sert, Annaliina Gynne, Maria Larsson
Classroom Discourse (2024), pp. 1-30
Open Access | Times Cited: 6
Professional competence of mathematics teachers in dealing with tasks in lesson planning
Sabine Hammer, Stefan Ufer
Teaching and Teacher Education (2023) Vol. 132, pp. 104246-104246
Open Access | Times Cited: 15
Shifting the ways prospective teachers frame and notice student mathematical thinking: from deficits to strengths
Thorsten Scheiner
Educational Studies in Mathematics (2023) Vol. 114, Iss. 1, pp. 35-61
Open Access | Times Cited: 14
Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education
Anton Bastian, Johannes König, Jonas Weyers, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 5
Exploring the ingredients to the development of coach noticing
Aubrey Newland, Lori A. Gano‐Overway
Sport Education and Society (2025), pp. 1-13
Closed Access
Teacher competence in inclusive mathematics education: Examining the effects of an innovative professional development program on teacher noticing
Anton Bastian, Johannes König, Natalie Ross, et al.
Research Square (Research Square) (2025)
Closed Access
Using video case studies to provide prospective secondary teachers in Kenya opportunities to notice and reflect on pedagogical practices
Peter Rugano, Joanna O. Masingila, Leonard Mwathi Kamau, et al.
Teaching Education (2025), pp. 1-17
Closed Access
How novice mathematics teacher-educators notice the mathematical and pedagogical thinking of preservice mathematic teachers: An emerging model
Mayssa Hayeen-Halloun, Michal Ayalon
Journal of Mathematics Teacher Education (2025)
Open Access
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science
Alexis Patterson Williams, Manali J. Sheth
Science Education (2025)
Closed Access
Developing and Validating a Video-Based Measurement Instrument for Assessing Teachers’ Professional Vision of Language-Stimulation Interactions in the ECE Classroom
Lien Dorme, Anne-Lotte Stevens, Wendelien Vantieghem, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 155-155
Open Access
Noticing in the midst of building on a critical event
Shari L. Stockero, Laura R. Van Zoest, Keith R. Leatham, et al.
Journal of Mathematics Teacher Education (2025)
Closed Access
Examining Mathematics Teachers Noticing the Rationality: Scenario-Based Training with AI Chatbot
Selen Galiç, Selin Urhan, Şenol Dost, et al.
Science & Education (2025)
Open Access
Education in the Age of AI: Perceptions, Challenges and Opportunities for Italian Teachers
Valentina Toci, Paola Nencioni, Francesca Maria Rossi
EDUCATION SCIENCES AND SOCIETY (2025), Iss. 2, pp. 56-71
Closed Access
Mathematics teachers’ noticing of critical events associated with argumentation
Michal Ayalon, Samaher Nama
Journal of Mathematics Teacher Education (2025)
Closed Access
Video Prompts as Scaffolding for Noticing Students’ Mathematical Thinking Using 360-Degree Videos: Comparing What is Noticed with How
Julie M. Amador, Tracy L. Weston, Karl W. Kosko
Journal für Mathematik-Didaktik (2025) Vol. 46, Iss. 1
Open Access
Relationship between Chinese Pre-service Mathematics Teachers’ Knowledge, Pedagogical beliefs, and Noticing
Xinrong Yang, Jun Deng, Johannes König, et al.
Research Square (Research Square) (2025)
Closed Access
Teacher noticing to scaffold knowledge-building inquiry in two grade 5 classrooms
Hyejin Park, Jianwei Zhang
Instructional Science (2025)
Closed Access
Exploring the Attending and Interpretation of Three Science and Engineering Practices Among Secondary Science Teachers
Yuxi Huang, Julie A. Luft, Hong H. Tran, et al.
International Journal of Science and Mathematics Education (2025)
Open Access
Responsive mathematics teaching and mathematics teacher noticing: a systematic review in early childhood and primary education
́Àngel Alsina, Nataly Pincheira, Berta Barquero, et al.
Mathematics Education Research Journal (2025)
Open Access
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