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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:

Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform
Christian Fischer, Barry Fishman, Chris Dede, et al.
Teaching and Teacher Education (2018) Vol. 72, pp. 107-121
Closed Access | Times Cited: 149

Showing 1-25 of 149 citing articles:

A new framework for teachers’ professional development
Raziye Sancar, Deniz Atal, Deniz Deryakulu
Teaching and Teacher Education (2021) Vol. 101, pp. 103305-103305
Closed Access | Times Cited: 272
Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy
Siu Cheung Kong, Ming Lai, Daner Sun
Computers & Education (2020) Vol. 151, pp. 103872-103872
Closed Access | Times Cited: 140
Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms
Berit S. Haug, Sonja M. Mork
Teaching and Teacher Education (2021) Vol. 100, pp. 103286-103286
Open Access | Times Cited: 138
Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review
Ourania Maria Ventista, Chris Brown
Social Sciences & Humanities Open (2023) Vol. 8, Iss. 1, pp. 100565-100565
Open Access | Times Cited: 43
U.S. teachers’ perceptions of online professional development
Seth A. Parsons, Amy Hutchison, Leigh A. Hall, et al.
Teaching and Teacher Education (2019) Vol. 82, pp. 33-42
Closed Access | Times Cited: 131
Perceptions, challenges and coping strategies of science teachers in teaching socioscientific issues: A systematic review
Licui Chen, Sihan Xiao
Educational Research Review (2020) Vol. 32, pp. 100377-100377
Closed Access | Times Cited: 106
Dynamic patterns of teachers’ professional development participation and their relations with socio-demographic characteristics, teacher self-efficacy, and job satisfaction
Iksang Yoon, Minjung Kim
Teaching and Teacher Education (2021) Vol. 109, pp. 103565-103565
Closed Access | Times Cited: 57
The effect of professional development on in-service STEM teachers’ self-efficacy: a meta-analysis of experimental studies
Xuan Zhou, Lina Shu, Zhihong Xu, et al.
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 25
The search for evidence-based features of effective teacher professional development: a critical analysis of the literature
Christa S. C. Asterhan, Adam Lefstein
Professional Development in Education (2023) Vol. 50, Iss. 1, pp. 11-23
Open Access | Times Cited: 18
Why does teacher learning vary in professional development? Accounting for organisational conditions
Kathryn N. Hayes, Linda Preminger, Christine L. Bae
Professional Development in Education (2023) Vol. 50, Iss. 1, pp. 108-128
Open Access | Times Cited: 16
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process
Linda Preminger, Kathryn N. Hayes, Christine L. Bae, et al.
Science Education (2024) Vol. 108, Iss. 3, pp. 701-733
Open Access | Times Cited: 5
New Contexts for Professional Learning: Analyzing High School Science Teachers’ Engagement on Twitter
Christian Fischer, Barry Fishman, Sarita Schoenebeck
AERA Open (2019) Vol. 5, Iss. 4
Open Access | Times Cited: 45
Teacher learning from continuing professional development (CPD) participation: A sociocultural perspective
Ellen Abakah
International Journal of Educational Research Open (2023) Vol. 4, pp. 100242-100242
Open Access | Times Cited: 14
Investigating the sources of teacher intercultural self-efficacy: A three-level study using TALIS 2018
Miriam Schwarzenthal, Martin Daumiller, Sauro Civitillo
Teaching and Teacher Education (2023) Vol. 126, pp. 104070-104070
Open Access | Times Cited: 13
Comparing quality and engagement in face‐to‐face and online teacher professional development
Nina Mulaimović, Eric Richter, Rebecca Lazarides, et al.
British Journal of Educational Technology (2024) Vol. 56, Iss. 1, pp. 61-79
Open Access | Times Cited: 5
Educators’ Preparedness to Engage in Practices That Support Equity, Inclusion, and Social Justice
Araba A. Z. Osei‐Tutu
Springer international handbooks of education (2025), pp. 1-17
Closed Access
Instructional leadership and student achievement across UAE schools: Mediating role of professional development and cognitive activation in teaching
Mehmet Şükrü Bellibaş, Mahmut Polatcan, Khadeegha Alzouebi
Educational Management Administration & Leadership (2025)
Closed Access
Factors Influencing Science Teachers' Professional Development: A Cultural‐Historical Activity Theory Perspective
Xinyang Hu, Hualin Bi
Journal of Research in Science Teaching (2025)
Closed Access
Improvement of students’ oral communicative competence through a reflective and collaborative teachers’ development programme
Marta Gràcia, Ana Luisa Adam-Alcócer, Paola Duarte, et al.
Professional Development in Education (2025), pp. 1-22
Closed Access
Using Electronic Newsletters to Support Rural Educator Professional Development
Julie Atwood, Kevin T. Muns, Brian V. Martin, et al.
Rural Special Education Quarterly (2025)
Closed Access
Exploring the Effects of Contextual Factors on In-Service Teachers’ Engagement in STEM Teaching
Yan Dong, Chang Xu, Xiaoting Song, et al.
The Asia-Pacific Education Researcher (2018) Vol. 28, Iss. 1, pp. 25-34
Closed Access | Times Cited: 40
Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms
Ying‐Chih Chen, Takeshi Terada
Journal of Research in Science Teaching (2021) Vol. 58, Iss. 10, pp. 1489-1526
Closed Access | Times Cited: 27
A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic
Stephen J. Aguilar, Joshua M. Rosenberg, Spencer P. Greenhalgh, et al.
AERA Open (2021) Vol. 7
Open Access | Times Cited: 27
Teacher professional identity
Valentina Suarez, Jason McGrath
OECD education working papers (2022)
Open Access | Times Cited: 21
Prerequisites for teachers’ technology use in formative assessment practices: A systematic review
Kristin Børte, Sølvi Lillejord, Jessica Chan, et al.
Educational Research Review (2023) Vol. 41, pp. 100568-100568
Open Access | Times Cited: 12
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