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:
To what ends? Analyzing teacher candidates’ goals and perceptions of student talk in social studies discussions
Jenni Conrad, Abby Reisman, Lightning Jay, et al.
The Journal of Social Studies Research (2022) Vol. 47, Iss. 2, pp. 79-91
Closed Access | Times Cited: 9
Jenni Conrad, Abby Reisman, Lightning Jay, et al.
The Journal of Social Studies Research (2022) Vol. 47, Iss. 2, pp. 79-91
Closed Access | Times Cited: 9
Showing 9 citing articles:
Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry
Jenni Conrad, Jennifer Gallagher, Wendy Chan
Theory & Research in Social Education (2024) Vol. 52, Iss. 4, pp. 532-574
Closed Access | Times Cited: 5
Jenni Conrad, Jennifer Gallagher, Wendy Chan
Theory & Research in Social Education (2024) Vol. 52, Iss. 4, pp. 532-574
Closed Access | Times Cited: 5
The social studies discourse instrument: Validating an observation tool for classroom discussions
Lightning Jay, Abby Reisman, Timothy Patterson, et al.
Theory & Research in Social Education (2025), pp. 1-32
Closed Access
Lightning Jay, Abby Reisman, Timothy Patterson, et al.
Theory & Research in Social Education (2025), pp. 1-32
Closed Access
The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019
Lightning Jay
Theory & Research in Social Education (2022) Vol. 50, Iss. 3, pp. 339-374
Closed Access | Times Cited: 16
Lightning Jay
Theory & Research in Social Education (2022) Vol. 50, Iss. 3, pp. 339-374
Closed Access | Times Cited: 16
What do social studies methods instructors know and do? Teacher educators’ PCK for facilitating historical discussions
Lightning Jay
Theory & Research in Social Education (2022) Vol. 51, Iss. 1, pp. 72-99
Closed Access | Times Cited: 12
Lightning Jay
Theory & Research in Social Education (2022) Vol. 51, Iss. 1, pp. 72-99
Closed Access | Times Cited: 12
L’histoire à l’école, deux pas en arrière ou un pas en avant? Nature de la pensée historienne et attitude didactique à adopter pour prendre en compte la diversité dans l’éducation citoyenne
Marc–André Éthier, David Lefrançois
McGill Journal of Education / Revue des sciences de l éducation de McGill (2024), pp. 78-99
Open Access | Times Cited: 1
Marc–André Éthier, David Lefrançois
McGill Journal of Education / Revue des sciences de l éducation de McGill (2024), pp. 78-99
Open Access | Times Cited: 1
Decentering teacher voice - And stance? Teacher candidates’ explicit and implicit disclosure in social studies discussions
Jenni Conrad, Andrew J. Schiera, A Dym
Teaching and Teacher Education (2024) Vol. 146, pp. 104637-104637
Closed Access
Jenni Conrad, Andrew J. Schiera, A Dym
Teaching and Teacher Education (2024) Vol. 146, pp. 104637-104637
Closed Access
“Discussions on another spectrum”: Q pedagogy and high-quality discussions
Todd Dinkelman, Lloyd P. Rieber, Grant Johnson
Theory & Research in Social Education (2024), pp. 1-47
Closed Access
Todd Dinkelman, Lloyd P. Rieber, Grant Johnson
Theory & Research in Social Education (2024), pp. 1-47
Closed Access
Social Studies Teacher Education and the Legacy of PCK: Exploring Situated Theories of Preservice Teacher Development
Lightning Jay
The Teacher Educator (2024) Vol. 60, Iss. 1, pp. 117-137
Closed Access
Lightning Jay
The Teacher Educator (2024) Vol. 60, Iss. 1, pp. 117-137
Closed Access
Pre-service teachers’ world history discussions: Distancing global citizenship, justice, and identity
Timothy Patterson, Jenni Conrad
Curriculum Inquiry (2024), pp. 1-24
Closed Access
Timothy Patterson, Jenni Conrad
Curriculum Inquiry (2024), pp. 1-24
Closed Access
