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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:

Opening up the black box: Teacher competence, instructional quality, and students’ learning progress
Sigrid Blömeke, Armin Jentsch, Natalie Ross, et al.
Learning and Instruction (2022) Vol. 79, pp. 101600-101600
Open Access | Times Cited: 137

Showing 1-25 of 137 citing articles:

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
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
What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices
André Meyer, Marc Kleinknecht, Dirk Richter
Computers & Education (2023) Vol. 200, pp. 104805-104805
Open Access | Times Cited: 37
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
The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes
Xinrong Yang, Gabriele Kaiser
Current Opinion in Behavioral Sciences (2022) Vol. 48, pp. 101225-101225
Open Access | Times Cited: 29
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
Improving Teaching at Scale: Can AI Be Incorporated Into Professional Development to Create Interactive, Personalized Learning for Teachers?
Yasemin Copur‐Gencturk, Jingxian Li, Şebnem Atabaş
American Educational Research Journal (2024) Vol. 61, Iss. 4, pp. 767-802
Closed Access | Times Cited: 7
Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences
Timo Kosiol, Stefan Ufer
Computers and Education Open (2024) Vol. 7, pp. 100205-100205
Open Access | Times Cited: 5
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
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
Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracy
Helen M. Ernst, Anja Prinz‐Weiß, Jörg Wittwer, et al.
Frontiers in Psychology (2025) Vol. 15
Open Access
Analysing classroom videos in teacher education— How different instructional settings promote student teachers’ professional vision of classroom management
Isabell Tucholka, Bernadette Gold
Learning and Instruction (2025) Vol. 97, pp. 102084-102084
Open Access
Development of classroom management competencies throughout teacher education: a longitudinal study
Jasmin L. Bauersfeld, Bernadette Gold, Manfred Holodynski
Teacher Development (2025), pp. 1-21
Open Access
Turning the Plurality of Chemistry into a Resource for Learning: A Core Competency of Chemistry Teachers
Andreas Nehring, Sascha Schanze
Science & Education (2025)
Open Access
Influence of pre-service primary school teachers’ prior knowledge of measurement and measurement estimation in solving modelling problems
Carlos Segura, César Gallart, Irene Ferrando
Journal of Mathematics Teacher Education (2025)
Open Access
Zum Einfluss von Vermittlungsmethode, professionellem Wissen und Überzeugungen von Lehrkräften auf die Lese- und Rechtschreibleistung im schriftsprachlichen Anfangsunterricht
Janine Mühle, Jonas Weyers, Johannes König, et al.
Unterrichtswissenschaft (2025)
Open Access
Teacher collaboration to elevate student achievement?
Andrea Wullschleger, Katharina Maag Merki, Urs Grob, et al.
Learning and Instruction (2025) Vol. 97, pp. 102104-102104
Open Access
Pupils’ appraisal of the teaching effectiveness of teacher trainees during practicum
Florence Kyaruzi
Journal of Education for Teaching International Research and Pedagogy (2025), pp. 1-15
Closed Access
Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non‐Hierarchical Analyses?
Jannis Zeller, Josef Riese
Journal of Research in Science Teaching (2025)
Open Access
Does teaching quality matter for Nordic primary school students’ mathematics confidence and mathematics achievement? A multilevel structural equation analysis of Nordic TIMSS 2019 grade 4 data
Lena Asp, Alli Klapp, Monica Rosén
Large-scale Assessments in Education (2025) Vol. 13, Iss. 1
Open Access
Instructional Competence and Stress Coping Styles of Newly Hired Secondary Teachers in Relation to Work Performance: Basis for Capacity Development Program
Bea Joy Locsin, Lorelie Honesto
(2025) Vol. V33, Iss. 8, pp. 852-863
Open Access
How does career calling impact teachers’ self-efficacy, competencies and satisfaction? A structural equation model
Daniela Dumulescu, Adrian Opre, Constantin Necula, et al.
International Journal for Educational and Vocational Guidance (2025)
Open Access
Quality in Chinese Preschool Classrooms: Its Structural Influencing Factors and Associations with Child Development
Runke Huang, Hao Zheng, Iram Siraj
Early Education and Development (2025), pp. 1-21
Open Access
What to do? Perspectives on teaching quality research for the future
Lukas Begrich, Anna‐Katharina Praetorius, Jasmin Decristan, et al.
Unterrichtswissenschaft (2023) Vol. 51, Iss. 1, pp. 63-97
Open Access | Times Cited: 9
Teacher anger as a double-edged sword: Contrasting trait and emotional labor effects
Hui Wang, Ming Ming Chiu, Nathan C. Hall
Motivation and Emotion (2023) Vol. 47, Iss. 4, pp. 650-668
Open Access | Times Cited: 9
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