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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:

Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain
Adriana Aubert, Silvia Molina, Tinka Tabea Schubert, et al.
Learning Culture and Social Interaction (2017) Vol. 13, pp. 90-103
Open Access | Times Cited: 34

Showing 1-25 of 34 citing articles:

Impact of the Interactive Learning Environments in Children’s Prosocial Behavior
Lourdes Villardón-Gallego, Rocío García-Carrión, Lara Yáñez-Marquina, et al.
Sustainability (2018) Vol. 10, Iss. 7, pp. 2138-2138
Open Access | Times Cited: 93
Implications for Social Impact of Dialogic Teaching and Learning
Rocío García-Carrión, Garazi López de Aguileta, María Padrós Cuxart, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 93
A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education
Andrea Khalfaoui, Rocío García-Carrión, Lourdes Villardón-Gallego
Early Childhood Education Journal (2020) Vol. 49, Iss. 1, pp. 71-81
Open Access | Times Cited: 68
Transforming students’ attitudes towards learning through the use of successful educational actions
Javier Díez-Palomar, Rocío García-Carrión, Linda Hargreaves, et al.
PLoS ONE (2020) Vol. 15, Iss. 10, pp. e0240292-e0240292
Open Access | Times Cited: 55
Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools
Rocío García-Carrión, Silvia Molina, Esther Roca-Campos
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 55
Addressing underachievement and early school leaving in Europe: the role of institutional factors
Alba García‐Cid, Andrea Khalfaoui, Aitana Fernández-Villardón, et al.
Educational Review (2025), pp. 1-21
Open Access
Interactive groups for immigrant students: a factor for success in the path of immigrant students
Diana Valero, Gisela Redondo-Sama, Carmen Elboj Saso
International Journal of Inclusive Education (2017) Vol. 22, Iss. 7, pp. 787-802
Closed Access | Times Cited: 35
A research synthesis of the impacts of successful educational actions on student outcomes
Teresa Morlà Folch, Ana Inés Renta Davids, María Padrós Cuxart, et al.
Educational Research Review (2022) Vol. 37, pp. 100482-100482
Open Access | Times Cited: 18
Challenges of learning environments experienced by distance-learning higher education students in Ghana
Boadi Agyekum
International Review of Education (2023) Vol. 69, Iss. 1-2, pp. 51-72
Closed Access | Times Cited: 10
Propelling Children’s Empathy and Friendship
Susana León-Jiménez, Beatriz Villarejo-Carballido, Garazi López de Aguileta, et al.
Sustainability (2020) Vol. 12, Iss. 18, pp. 7288-7288
Open Access | Times Cited: 15
Understanding inclusion in early childhood care and education: A participatory action learning and action research study
Ashnie Mahadew, Dipane Hlalele
South African Journal of Childhood Education (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 9
Perceptions of inclusive education in schools delivering teaching through learning communities and service-learning
Rafael López Azuaga, José Manuel Suárez Riveiro
International Journal of Inclusive Education (2018) Vol. 24, Iss. 9, pp. 1019-1033
Closed Access | Times Cited: 16
Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers
Andrea Khalfaoui, Rocío García-Carrión, Lourdes Villardón-Gallego, et al.
Social Sciences (2020) Vol. 9, Iss. 7, pp. 116-116
Open Access | Times Cited: 11
Inclusivity, friendship and language learning: boosting collaboration in interactive groups
Maite Santiago-Garabieta, Harkaitz Zubiri-Esnaola, Rocío García-Carrión, et al.
Educational Research (2023) Vol. 65, Iss. 2, pp. 189-203
Open Access | Times Cited: 3
Supporting children's friendship stability in a culturally diverse school with a dialogic approach: A case study
Andrea Khalfaoui, Rocío García-Carrión, Icy Fresno Anabo
Learning Culture and Social Interaction (2023) Vol. 41, pp. 100737-100737
Open Access | Times Cited: 2
A research synthesis on successful educational practices and student outcomes for physical education in schools
Juan He, Hongli Yu, Man Jiang, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 2
Educación Inclusiva del Alumnado Inmigrante: Lecciones desde Estados Unidos, Canadá y Australia
Diana Valero, Teresa Plaja Viñas
Multidisciplinary Journal of Educational Research (2017) Vol. 7, Iss. 3, pp. 316-316
Open Access | Times Cited: 5
Análisis de las características de la formación de familiares con colectivos vulnerables
Maria Ángeles Serrano Alfonso, Javier Díez-Palomar, Montserrat Guasch-García
Estudios pedagógicos (2018) Vol. 44, Iss. 3, pp. 35-54
Open Access | Times Cited: 5
Personal Learning Environments that Facilitate Socio-Educational Integration of Unaccompanied Foreign Minors
María del Carmen Olmos-Gómez, María Tomé Fernández, Eva María Olmedo Moreno
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 14, pp. 5012-5012
Open Access | Times Cited: 5
Mathematics Makes you Feel Attractive. Empowering New Alternative Masculinities in the Context of Mathematics Classrooms
Javier Díez-Palomar, Liviu Catalin Mara
Masculinities & Social Change (2020) Vol. 9, Iss. 1, pp. 53-53
Open Access | Times Cited: 4
The Best Diagnosis Is the Autopsy, But It Comes Too Late
Rosa Valls, Dragana Avramov, Fernando Macías-Aranda, et al.
Qualitative Inquiry (2020) Vol. 26, Iss. 8-9, pp. 970-976
Open Access | Times Cited: 4
The Development of L2 (Basque) Oracy Skills Through Dialogic Literary Gatherings
Maite Santiago-Garabieta, Lourdes Villardón-Gallego, Rocío García-Carrión, et al.
SAGE Open (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 3
Using National Literary Works to Foster Children’s Character Development Through Parents’ Language Intervention
Hasna Hasna, Pratiwi Retnaningdyah, Ali Mustofa
Theory and Practice in Language Studies (2024) Vol. 14, Iss. 3, pp. 918-929
Open Access
Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile
Ignacia Palma Salinas
Learning Culture and Social Interaction (2024) Vol. 49, pp. 100867-100867
Open Access
Playing With Differences
Sruthi Suresh, R. Vijaya
Advances in educational technologies and instructional design book series (2023), pp. 269-291
Closed Access | Times Cited: 1
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