
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:
Activating self-monitoring through the discourse of fear and hope: The subjectivation of enterprising teachers
Tien‐Hui Chiang, Lydia Osarfo Achaa, Stephen J. Ball
International Journal of Educational Research (2024) Vol. 125, pp. 102324-102324
Closed Access | Times Cited: 3
Tien‐Hui Chiang, Lydia Osarfo Achaa, Stephen J. Ball
International Journal of Educational Research (2024) Vol. 125, pp. 102324-102324
Closed Access | Times Cited: 3
Showing 3 citing articles:
A Multi-Layered Socio-Ecological Framework for Investigating Teacher Well-Being: Key Predictors and Protective Factors
Naureen Durrani, Zhadyra Makhmetova
Sustainability (2025) Vol. 17, Iss. 3, pp. 900-900
Open Access
Naureen Durrani, Zhadyra Makhmetova
Sustainability (2025) Vol. 17, Iss. 3, pp. 900-900
Open Access
Lifelong learning as a governing technique of subjectivation from the perspective of the discourse of hope and fear
Tien‐Hui Chiang, Allen Thurston, Alison MacKenzie
Frontiers in Political Science (2024) Vol. 6
Open Access
Tien‐Hui Chiang, Allen Thurston, Alison MacKenzie
Frontiers in Political Science (2024) Vol. 6
Open Access
The practice of care of self through the agency-performance association in the regime of human capital discourse
Tien‐Hui Chiang, Wenjing Zeng, Allen Thurston, et al.
International Journal of Educational Research (2024) Vol. 126, pp. 102366-102366
Open Access
Tien‐Hui Chiang, Wenjing Zeng, Allen Thurston, et al.
International Journal of Educational Research (2024) Vol. 126, pp. 102366-102366
Open Access