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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:

Culturally relevant pedagogy: Developing principles of description and analysis
Leonel Lim, Michael Tan, Eisuke Saito
Teaching and Teacher Education (2018) Vol. 77, pp. 43-52
Closed Access | Times Cited: 43

Showing 1-25 of 43 citing articles:

Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching
Ceren Su Abacioglu, M.L.L. Volman, Agneta H. Fischer
British Journal of Educational Psychology (2019) Vol. 90, Iss. 3, pp. 736-752
Open Access | Times Cited: 136
Developing intercultural competence in a training program for boundary-crossing Jewish and Palestinian pre-service teachers
Michal Hisherik, Shahar Gindi, Nehaya Awida, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 104996-104996
Closed Access
MATHEMATICS EDUCATORS’ PERSPECTIVES ON CULTURAL RELEVANCE OF BASIC LEVEL MATHEMATICS IN NEPAL
Bed Raj Acharya, Mukunda Prakash Kshetree, Bishnu Khanal, et al.
Journal on Mathematics Education (2020) Vol. 12, Iss. 1, pp. 17-48
Open Access | Times Cited: 32
“When you get out there, you don't have a toolbox”. A comparative study of student teacher's identity development in Swedish and Danish teacher education
Ilona Rinne, Ulla Lundqvist, Björn Friis Johannsen, et al.
Teaching and Teacher Education (2022) Vol. 122, pp. 103958-103958
Open Access | Times Cited: 20
Nominated exemplar teacher perceptions of culturally responsive practices in the classroom
Katrina J. Debnam, Lora Henderson Smith, David Aguayo, et al.
Teaching and Teacher Education (2023) Vol. 125, pp. 104062-104062
Closed Access | Times Cited: 12
“Mirrors and windows:” a case study of educators’ culturally responsive teaching aspirations and syllabi transformation in the arts
Tajma Cameron, Valdijah Ambrose Brown, Jen Katz‐Buonincontro, et al.
Teaching and Teacher Education (2024) Vol. 148, pp. 104714-104714
Open Access | Times Cited: 3
Examining the elements of culturally relevant pedagogy captured and missed in a measure of high-quality mathematics instruction
Casedy Ann Thomas, Robert Q. Berry, Rose Sebastian
ZDM (2024)
Open Access | Times Cited: 2
Towards a deconstructed curriculum: Rethinking higher education in the Global North
Rafe McGregor, Miriam Sang‐Ah Park
Teaching in Higher Education (2019) Vol. 24, Iss. 3, pp. 332-345
Open Access | Times Cited: 16
Diversity, difference, equity: how student differences are socially constructed in Singapore
Tang T. Heng, Leonel Lim
Cambridge Journal of Education (2021) Vol. 51, Iss. 6, pp. 693-712
Closed Access | Times Cited: 12
Being responsive to Muslim learners: Australian educator perspectives
Nadeem Memon, Dylan Chown
Teaching and Teacher Education (2023) Vol. 133, pp. 104279-104279
Closed Access | Times Cited: 4
Cultural Identity of Public Consciousness in Kazakhstan Literature Education: Effects of a New Teaching Method
Adilet Kabylov, Garifolla Anes, Nagbdu Kamarova, et al.
Journal of Ethnic and Cultural Studies (2024) Vol. 11, Iss. 1, pp. 119-141
Open Access | Times Cited: 1
EFL Teachers’ Perceptions of Linguistically and Culturally Responsive Pedagogy
Sviatlana Karpava
Second language learning and teaching (2024), pp. 81-100
Closed Access | Times Cited: 1
Exploring teachers’ agency in inclusive education: Secondary education teachers navigating their projects in responding to the diversity in students’ sociocultural backgrounds
Nika Hendriksen, Albert Logtenberg, Hanna Westbroek, et al.
Teaching and Teacher Education (2024) Vol. 149, pp. 104731-104731
Open Access | Times Cited: 1
The case for leveraging multiple resource pedagogies: Teaching about racism in a secondary history classroom
Eliana Castro
Teaching and Teacher Education (2021) Vol. 109, pp. 103567-103567
Closed Access | Times Cited: 9
Comparative institutional analysis of participation in collaborative learning
Eisuke Saito, Thi Diem Hang Khong, Yasunobu Sumikawa, et al.
Cogent Education (2020) Vol. 7, Iss. 1
Open Access | Times Cited: 8
“Marrying Chinese and Western Values”: Teacher identity grafting in collaborative efforts to improve student learning via mixed-ability learning
Daphnee Hui Lin Lee
Journal of Educational Change (2020) Vol. 22, Iss. 2, pp. 271-295
Closed Access | Times Cited: 5
Exploring the Lack of Training on Culturally Responsive Teaching in Higher Education
Kiara Massar
Interchange (2022) Vol. 53, Iss. 3-4, pp. 477-484
Closed Access | Times Cited: 3
Teacher digital identity divergences: From teacher education to classroom
Ottavia Trevisan
British Educational Research Journal (2024)
Closed Access
Culturally Responsive Teaching Practices and Student Attitude Towards Learning the English Language in China
Qing Lan
International Journal of Education and Humanities (2024) Vol. 14, Iss. 3, pp. 108-113
Open Access
Promoting English Learners’ Literacy Development Through Culturally Responsive Teaching
Kyung Mi Min, Michael J. Orosco
(2024), pp. 1-7
Closed Access
Mapping of K-12 science and mathematics curriculum against sustainable development goals and addressing sustainability gap
Ziad Said, Nasser Mansour, Abdullah Abu-Tineh, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Intercultural Competences and the Challenges of Teachers in Education for Peace
Anna Mróz, Anna Kawula
Forum Pedagogiczne (2024) Vol. 14, Iss. 2.2, pp. 61-76
Open Access
Elevating Voice and Opportunity Through Culturally Sustainable Practices
Dina Brulles, Rebekah A. West Keur, Alisa Johnson
Gifted Child Today (2024) Vol. 47, Iss. 4, pp. 260-273
Closed Access
From awareness to action: multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes
Xiangyuan Feng, Ni Zhang, D Yang, et al.
Learning Environments Research (2024)
Open Access
Designing Learning Environments That Support Diverse Students' Needs in a Teacher Education Program
Beverly Sande, Camille S. Burnett
International Journal of Teacher Education and Professional Development (2023) Vol. 6, Iss. 1, pp. 1-24
Open Access | Times Cited: 1
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