Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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 problems, needs and strategies of rural teacher development at deep poverty areas in China: Rural schooling stakeholder perspectives
Jian Li, Shi Zhi-le, Eryong Xue
International Journal of Educational Research (2019) Vol. 99, pp. 101496-101496
Closed Access | Times Cited: 107

Showing 1-25 of 107 citing articles:

Factors associated with teachers' competence to develop students’ information literacy: A multilevel approach
Di Wu, Chi Zhou, Yating Li, et al.
Computers & Education (2021) Vol. 176, pp. 104360-104360
Closed Access | Times Cited: 68
Sustainable Development of Education in Rural Areas for Rural Revitalization in China: A Comprehensive Policy Circle Analysis
Eryong Xue, Jian Li, Li Xingcheng
Sustainability (2021) Vol. 13, Iss. 23, pp. 13101-13101
Open Access | Times Cited: 39
Network analysis of interactions of rumination and anxiety on smartphone dependence symptoms
Shuai Zhang, Shao Yong, James Chen
Frontiers in Psychiatry (2025) Vol. 16
Open Access
Modeling the Effects of Interrelations Among External Support and Internal Factors on Teachers’ ICT Integration Ability in Less Developed Areas of China
Shun Xu, Tiehao Zhao, Zhongmei Zheng, et al.
SAGE Open (2025) Vol. 15, Iss. 1
Open Access
Effects of teacher- and school-level ICT training on teachers' use of digital educational resources in rural schools in China: A multilevel moderation model
Di Wu, Xiao Yang, Yang Wei, et al.
International Journal of Educational Research (2021) Vol. 111, pp. 101910-101910
Closed Access | Times Cited: 28
Integrated macro and micro analyses of student burden reduction policies in China: call for a collaborative “family–school–society” model
Jian Li, Eryong Xue, Chang Liu, et al.
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 11
Crafting careers through theory-driven interventions: a scoping review of the utility of social cognitive career theory and career maturity inventory
Pooja Damodar, Ankitha Shetty, Melanie Pius Dsouza, et al.
International Journal of Adolescence and Youth (2024) Vol. 29, Iss. 1
Open Access | Times Cited: 4
Continue using or gathering dust? A mixed method research on the factors influencing the continuous use intention for an AI-powered adaptive learning system for rural middle school students
Jining Han, Geping Liu, Xinmiao Liu, et al.
Heliyon (2024) Vol. 10, Iss. 12, pp. e33251-e33251
Open Access | Times Cited: 4
Research on online teachers’ training based on the gamification design: A survey analysis of primary and secondary school teachers
Tiezhu Liu, Mohamed Oubibi, Yueliang Zhou, et al.
Heliyon (2023) Vol. 9, Iss. 4, pp. e15053-e15053
Open Access | Times Cited: 10
What are the determinants of rural-urban divide in teachers’ digital teaching competence? Empirical evidence from a large sample
Ruyi Lin, Juan Chu, Lizi Yang, et al.
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 9
Unpacking the Policies, Historical Stages, and Themes of the Education Equality for Educational Sustainable Development: Evidence from China
Jian Li, Eryong Xue
Sustainability (2022) Vol. 14, Iss. 17, pp. 10522-10522
Open Access | Times Cited: 15
Differentiated Instruction in Teaching from the International Perspective
Ridwan Maulana, Michelle Helms‐Lorenz, Pieter Moorer, et al.
(2023)
Open Access | Times Cited: 8
Improving Teacher Development in Rural China: A Case of “Rural Teacher Support Plan”
Jian Li
Beijing international review of education (2020) Vol. 2, Iss. 2, pp. 301-306
Open Access | Times Cited: 21
The relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area
Arsad Bahri, Wahyu Hidayat M, Kurnia Prima Putra, et al.
Journal of Technology and Science Education (2024) Vol. 14, Iss. 2, pp. 588-588
Open Access | Times Cited: 2
Can service scholarships boost academic performance? Causal evidence from China’s Free Teacher Education scholarship
Zheng Qi, Shi Yan
Higher Education (2024)
Closed Access | Times Cited: 2
‘Where you put your attention, where is your heart’ : understanding rural teachers’ perceptions and choices of retention in China
Tongtong Zhao, Jianwen Guo, Guoyuan Sang, et al.
Teachers and Teaching (2024), pp. 1-16
Closed Access | Times Cited: 2
Public Service Equalization, Digital Financial inclusion and the Rural Revitalization: Evidence from Chinese 283 prefecture-level cities
Youxue Jiang
International Review of Economics & Finance (2024) Vol. 96, pp. 103648-103648
Closed Access | Times Cited: 2
“Teach to adapt or adapt to teach”: qualitative study on the new “special-post teachers” in China’s rural schools
Jian Li, Eryong Xue
Educational Philosophy and Theory (2020) Vol. 53, Iss. 12, pp. 1295-1305
Closed Access | Times Cited: 20
The influence of gratitude on pre-service teachers’ career goal self-efficacy: Chained intermediary analysis of meaning in life and career calling
Sensen Zhang, Yulun Tang, Shaohong Yong
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 12
The potential of extended reality in Rural Education’s future – perspectives from rural educators
Xining Wang, Gareth W. Young, Muhammad Zahid Iqbal, et al.
Education and Information Technologies (2023) Vol. 29, Iss. 7, pp. 8987-9011
Open Access | Times Cited: 6
Managing conflictual teacher-child relationship in pre-schools: A preliminary test of the job resources buffering-effect hypothesis in an emerging economy
Michael Osei Aboagye, Philip Boateng, Kotor Asare, et al.
Children and Youth Services Review (2020) Vol. 118, pp. 105468-105468
Closed Access | Times Cited: 15
Knowledge Mapping of the Rural Teacher Development Policy in China: A Bibliometric Analysis on Web of Science
Jian Li, Eryong Xue, Jing Cao, et al.
Sustainability (2023) Vol. 15, Iss. 9, pp. 7057-7057
Open Access | Times Cited: 5
The Relationship between Principals’ Instructional Leadership and Teacher Retention in the Undeveloped Regions of Central and Western China: The Chain-Mediating Role of Role Stress and Affective Commitment
Qifang Zhan, Xiaohan Wang, Huan Song
Behavioral Sciences (2023) Vol. 13, Iss. 9, pp. 738-738
Open Access | Times Cited: 4
From Pre-Service Preparation to Professional Development: Early Childhood Teachers’ Learning Experiences, ECE Quality, and Child Development in China
Yi Yang, Nirmala Rao, Jin Sun
Early Education and Development (2024) Vol. 35, Iss. 5, pp. 1080-1102
Open Access | Times Cited: 1
How do life course events affect the accumulation of digital literacy?: Based on qualitative research of 16 medical university teachers of China
Wei Li, Shaojie Yu, Mingling Wang, et al.
Medicine (2024) Vol. 103, Iss. 27, pp. e38755-e38755
Open Access | Times Cited: 1
Page 1 - Next Page

Scroll to top