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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:

The ‘balancing acts’ of building positive relationships with students: Secondary school teachers' perspectives in England and Spain
Irene García‐Moya, Carmen Moreno, Fiona Brooks
Teaching and Teacher Education (2019) Vol. 86, pp. 102883-102883
Open Access | Times Cited: 27

Showing 1-25 of 27 citing articles:

”It's a way of being for a teacher”: Multiple perspectives on relationship-building competencies in teacher education
Liedewij F. N. Borremans, Astrid Deryck, Jantine L. Spilt
Teaching and Teacher Education (2025) Vol. 159, pp. 104979-104979
Closed Access
Perceptions of teacher-student relationships predict reductions in adolescent distress via increased trait mindfulness
Kathryn Mills-Webb, Alexandra Hennessey
Frontiers in Education (2025) Vol. 10
Open Access
Towards a curriculum targeting teachers’ relationship-building competence: Results of a Delphi study
Liedewij F. N. Borremans, Jantine L. Spilt
Teaching and Teacher Education (2023) Vol. 130, pp. 104155-104155
Open Access | Times Cited: 9
Examining the Continuous Professional Teacher Development Programme in South Africa: A Case Study of Economics and Management Science Teachers in the Thabo-Mafutsanyane District
Habasisa Vincent Molise, Malose Isaac Kola, Mohammed Xolile Ntshangase
E-Journal of Humanities Arts and Social Sciences (2024), pp. 1567-1580
Open Access | Times Cited: 2
Islamic Boarding Schools and Technology: Efforts to Overcome Social Changes in Santri Misuse of Gadgets
Rachmad Arif Ma’ruf, Darmanto Darmanto, Mohamad Haditia, et al.
AL-ISHLAH Jurnal Pendidikan (2024) Vol. 16, Iss. 2
Open Access | Times Cited: 2
The importance of teacher-student relationships in classrooms with ‘difficult’ students: a multi-level moderation analysis of nine Berlin secondary schools
Lars Dietrich, David Zimmermann, Josef Hofman
European Journal of Special Needs Education (2020) Vol. 36, Iss. 3, pp. 408-423
Open Access | Times Cited: 16
Assessing Differences on Students’ Attributes in Mathematics Based on Their Learning Sessions
John V. De Vera, Emerson D. Peteros, Larry B. Peconcillo, et al.
Open Journal of Social Sciences (2022) Vol. 10, Iss. 03, pp. 170-185
Open Access | Times Cited: 9
Student Agency and Teacher Authority in Inquiry-Based Classrooms: Cases of Elementary Teachers’ Classroom Talk
Mijung Kim
International Journal of Science and Mathematics Education (2021) Vol. 20, Iss. 8, pp. 1927-1948
Closed Access | Times Cited: 11
How do teachers and students deal with conflict? An analysis of conflict resolution strategies and goals
Esperanza María Ceballos Vacas, Beatriz Rodríguez Ruiz
Revista de Investigación Educativa (2023) Vol. 41, Iss. 2, pp. 551-572
Open Access | Times Cited: 4
Patterns of Stepsibling Relationship Development
Lawrence H.Ganong, Caroline Sanner, Olivia J. Landon, et al.
Journal of Family Issues (2021) Vol. 43, Iss. 10, pp. 2788-2809
Closed Access | Times Cited: 8
Educators’ perceptions of the costs and benefits of pursuing positive teacher-student relationships in middle schools
Sneha Pimpalkhute, James Pooley, Stephanie Wilkins, et al.
Teaching and Teacher Education (2023) Vol. 135, pp. 104347-104347
Closed Access | Times Cited: 2
Cross-cultural differences in children’s conceptualizations of happiness at school
Belén López‐Pérez, Antonio Zuffianò, Tamara Ambrona
European Journal of Developmental Psychology (2021) Vol. 19, Iss. 1, pp. 43-63
Closed Access | Times Cited: 5
Gender Differences in the Relationship between Pressure from Schoolwork and Health Complaints: a Three Country Study
Gerry Redmond, Irene García‐Moya, Carmen Moreno, et al.
Child Indicators Research (2021) Vol. 15, Iss. 3, pp. 763-780
Closed Access | Times Cited: 5
Optimising leadership: Conceptualising cognitive constraints of sociality and collaboration in Australian secondary schools
Joanne Casey, Susan Simon, Wayne Graham
Improving Schools (2020) Vol. 24, Iss. 1, pp. 19-32
Closed Access | Times Cited: 4
Education and the social mobility conundrum: An examination of the ‘psychosocial and academic trust alienation theory’ in the context of disadvantaged students in the UK secondary education sector
Caroline Sarah Jones
Children & Society (2022) Vol. 38, Iss. 1, pp. 137-158
Open Access | Times Cited: 3
Social skills for the educational integration of pre-adolescent and adolescent immigrants
Christian Fernández-Leyva, María Tomé Fernández, José Manuel Ortiz-Marcos
Intercultural Education (2023) Vol. 34, Iss. 3, pp. 205-219
Closed Access | Times Cited: 1
Disadvantage, educational social mobility and barriers to student engagement: An exploration of the Psychosocial and Academic Trust Alienation theory across educational practice
Caroline Sarah Jones
Advances in Developmental and Educational Psychology (2023) Vol. 4, Iss. 1, pp. 160-174
Open Access | Times Cited: 1
Exploring the Use of Universal Design for Learning to Reengage Students With Social, Emotional, and Behavioural Difficulties
Frédéric Fovet
Advances in educational technologies and instructional design book series (2020), pp. 175-195
Closed Access | Times Cited: 2
Psychological and Pedagogical Features of Training Future Teachers (Primary School)
Tetiana D. Shсherban, Ganna V. Schcherban
Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” (2021) Vol. 7, Iss. 2, pp. 125-131
Open Access | Times Cited: 2
Brižnost nastavnika iz perspektive učenika i nastavnika
Sanja Simel Pranjić
Metodički ogledi (2022) Vol. 28, Iss. 2, pp. 127-149
Open Access | Times Cited: 1
Integrating mentoring and instruction: teachers’ perceptions of their professional role in different educational contexts
Tali Aderet-German, Esther Dromi
Teachers and Teaching (2021) Vol. 27, Iss. 1-4, pp. 147-163
Closed Access | Times Cited: 1
Managing emotions
Amanda B. Packard
(2021)
Open Access | Times Cited: 1
Giving voice to education professionals of primary and secondary school students with emotional and behavioural disorders: a qualitative study
Imma Balart, Marc Pérez Burriel, Marta Sadurní
European Journal of Special Needs Education (2023) Vol. 38, Iss. 5, pp. 673-687
Open Access
Don't Walk Away! Virtual Safety Boundaries for Collaborative Virtual Reality Learning Environments
Raquel Cabrera Araya, Yanwen Chen, Edgar Rojas-Muñoz
2021 IEEE Frontiers in Education Conference (FIE) (2023), pp. 1-5
Closed Access
Where Do We Go from Here? An Analysis of Practical Implications and Future Research Directions
Irene García‐Moya
Springer eBooks (2020), pp. 93-112
Closed Access
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