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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:

Teacher accounts of parent involvement in children's education in China
Karen Guo, Anna Kilderry
Teaching and Teacher Education (2017) Vol. 69, pp. 95-103
Closed Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

Job load, job stress, and job exhaustion among Chinese junior middle school teachers: Job satisfaction as a mediator and teacher’s role as a moderator
Ning Zang, Hongjian Cao, Nan Zhou, et al.
Social Psychology of Education (2022) Vol. 25, Iss. 5, pp. 1003-1030
Open Access | Times Cited: 33
Tantangan Pemberdayaan Orang Tua dalam Meningkatkan Mutu Layanan PAUD Era Digital
Yayat Suharyat, Sri Nurhayati, Dianti Januliawati, et al.
Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini (2023) Vol. 7, Iss. 1, pp. 406-415
Open Access | Times Cited: 19
Relationship between parental school involvement and its barriers among parents of students in grades 4 to 9: based on latent class and correspondence analyses
Junqiao Guo, Zhao Bi-hua
BMC Psychology (2025) Vol. 13, Iss. 1
Open Access
School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China
Kwok Kuen Tsang, Yuan Teng, Yi Lian, et al.
Sustainability (2021) Vol. 13, Iss. 16, pp. 9141-9141
Open Access | Times Cited: 31
Belief Change Before and After the Teaching Practicum Among Chinese Pre-Service ELT Teachers
Qing Qiu, Zhilong Xie, Yueya Xiong, et al.
SAGE Open (2021) Vol. 11, Iss. 1
Open Access | Times Cited: 25
Exploring Factors of the Parent-Teacher Partnership Affecting Learning Outcomes: Empirical Study in the Early Childhood Education Context
Syuraini Syuraini, Hendra Hidayat, Fitri Dwi Arini, et al.
International Journal of Instruction (2022) Vol. 15, Iss. 4, pp. 411-434
Open Access | Times Cited: 13
The correlations between parental warmth and children’s approaches to learning: a moderated mediation model of self-efficacy and teacher-child closeness
Yongli Liu, Wei Wang, Sumei Wei, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 2
Mapping the dimensions of family language policy for young children: the case of Emirati families
Qilong Zhang, Ghadah Al Murshidi, Ke Jiang
Journal of Multilingual and Multicultural Development (2024), pp. 1-16
Open Access | Times Cited: 2
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: 20
The prevalence of parent-teacher interaction in developing countries and its effect on student outcomes
Guirong Li, Millie Lin, Chengfang Liu, et al.
Teaching and Teacher Education (2019) Vol. 86, pp. 102878-102878
Closed Access | Times Cited: 16
Does Burnout Decrease With Teacher Professional Identity Among Teachers in China?
Xinwei Li, Weilong Xiao, Changkang Sun, et al.
Journal of Career Development (2022) Vol. 50, Iss. 5, pp. 983-996
Closed Access | Times Cited: 9
Emotional labour while working with families: Potential affordances for supporting early childhood educators’ wellbeing
M. Dickerson, Marianne Fenech, Tina Stratigos
Contemporary Issues in Early Childhood (2024)
Open Access | Times Cited: 1
Relationship between teachers’ workaholic characteristics and emotional exhaustion – the mediating role of work-family conflict and work efficacy and the moderating role of teaching age
Wenping Liu, Yubiao Wang, Hao Yao
Current Psychology (2024) Vol. 43, Iss. 28, pp. 23793-23814
Closed Access | Times Cited: 1
Tarefas de desenvolvimento de alunos intermediários: subsídios para um design instrucional no MAPEH
Daniel Ong
Diversitas Journal (2024) Vol. 9, Iss. 3
Open Access | Times Cited: 1
Transitioning From Master's Studies to the Classroom: From Theory to Practice
Mairin Hennebry‐Leung, Angela Gayton, Xiao Hu, et al.
TESOL Quarterly (2019) Vol. 53, Iss. 3, pp. 685-711
Closed Access | Times Cited: 12
Teacher-Guardian Collaboration for Emergency Remote Learning in the COVID-19 Crisis
Xinning Gui, Yao Li, Yanlai Wu
Proceedings of the ACM on Human-Computer Interaction (2021) Vol. 5, Iss. CSCW2, pp. 1-26
Closed Access | Times Cited: 10
Parental Involvement in early childhood education and care: exploring parents’ perspectives in rural China
Yan Li, Jochen Devlieghere, Jiacheng Li, et al.
European Early Childhood Education Research Journal (2022) Vol. 31, Iss. 3, pp. 343-358
Open Access | Times Cited: 7
Factors affecting classroom teachers' job performance: A qualitative-dominant analysis with Q-sorting
Nebi Altunova, Mahmut Kalman
Research in Pedagogy (2020) Vol. 10, Iss. 2, pp. 285-312
Open Access | Times Cited: 8
All in One Group: Current Practices, Lessons and Challenges of Chinese Home-School Communication in IM Group Chat
Jiangtao Gong, Yao Zheng, Zhicong Lu, et al.
(2021), pp. 1-12
Closed Access | Times Cited: 8
Disaster Mitigation in Early Childhood Education
Ina Winangsih, Euis Kurniati
(2020)
Open Access | Times Cited: 6
The association between parental warmth and children's prosocial behaviour: A moderated mediation analysis
Yongli Liu, Junjun Chen, Sumei Wei, et al.
Acta Psychologica (2024) Vol. 248, pp. 104344-104344
Open Access
Parent–teacher relationship and students' learning engagement in China: A longitudinal study considering urban–suburban differences
Xinran Zhou, Qinni He, Xinyu Zhang, et al.
British Journal of Educational Psychology (2024) Vol. 94, Iss. 3, pp. 959-975
Closed Access
A critical realist analysis of kindergarten teachers' professional identity in Chinese policy
Qun Ma, Helen Hedges
International Journal of Educational Research (2024) Vol. 128, pp. 102491-102491
Open Access
Effects of Teacher Leadership on Parent-Teacher Collaboration at The Elementary School in Nanjing, China
Rong Quanjin, Aminuddin Hassan, Muhd Khaizer Omar
International Journal of Academic Research in Business and Social Sciences (2024) Vol. 14, Iss. 5
Open Access
Collaborative Online Learning (COLAB) Model Based on Cultural Approaches Through Participatory Design in Primary School
Farhan Hanis Muhmad Asri, Dalbir Singh, Zulkefli Mansor
(2024), pp. 81-86
Closed Access
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