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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:

Special development: The nature, content, and structure of special education teachers’ professional learning opportunities
Sarah L. Woulfin, Britney Jones
Teaching and Teacher Education (2021) Vol. 100, pp. 103277-103277
Closed Access | Times Cited: 29

Showing 1-25 of 29 citing articles:

Examining the relationship between special education teacher (SET) retention and resilience: An extended framework
Sally Valentino Drew, Liu Yan, Joan Nicoll-Senft
Teaching and Teacher Education (2025) Vol. 156, pp. 104917-104917
Closed Access
Modern technology adoption and professional development of lecturers
Afam Uzorka, Shiellah Namara, Ademola Olatide Olaniyan
Education and Information Technologies (2023) Vol. 28, Iss. 11, pp. 14693-14719
Open Access | Times Cited: 12
Current preparation status in AAC: perspectives of special education teachers in the United States
M. Alexandra Da Fonte, Miriam C. Boesch, Emily R. DeLuca, et al.
Augmentative and Alternative Communication (2022) Vol. 38, Iss. 1, pp. 29-40
Closed Access | Times Cited: 15
Examining long-term impacts of a training programme to improve quality of IEP goals
Salih Rakap, Şerife Balıkcı, Sinan Kalkan, et al.
European Journal of Special Needs Education (2024), pp. 1-18
Closed Access | Times Cited: 2
The Crucial Role of Administrators in Shaping Working Conditions for Teachers of Students With EBD
Allison F. Gilmour, Lia E. Sandilos
Journal of Emotional and Behavioral Disorders (2023) Vol. 31, Iss. 2, pp. 109-119
Closed Access | Times Cited: 6
Attitudes of Elementary Teachers Towards Inclusive Education of Learners with Special Education Needs in a Public School
Michelle B. Jugan
Power System Technology (2024) Vol. 48, Iss. 1, pp. 2173-2202
Open Access | Times Cited: 1
Quantitative study of technology integration and professional happiness among special education teachers in smart schools
Xiaoyan Liu, Bo Wang, Xunbao Yin, et al.
Education and Information Technologies (2024)
Closed Access | Times Cited: 1
Policy Perspective of Special Education Teachers Regarding Quality of Work Life
Muhammad Akram, Rozina Sewani, Naz̲īr Aḥmad
Journal of Policy Research (2024) Vol. 10, Iss. 2, pp. 658-665
Closed Access | Times Cited: 1
Developing Smart Virtual Reality to Teach Functional Communication Training
Seth King, Liqun Feng, Collin Glazek, et al.
Journal of Behavioral Education (2024)
Closed Access | Times Cited: 1
Preservice Training in Augmentative and Alternative Communication for Speech-Language Pathologists and Special Education Teachers: Prevalence and Preferences
Kevin M. Pitt, Sarah Brennan, Allison Sauerwein, et al.
Perspectives of the ASHA Special Interest Groups (2023) Vol. 8, Iss. 6, pp. 1456-1468
Closed Access | Times Cited: 4
The relationship between professional identity and professional development among special education teachers: a moderated mediation model
Yueming Pi, Minjie Ma, Alan Yung-Chih Hu, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 1
The Professional Development Needs of Special Education Teachers Teaching Students With Autism Spectrum Disorder in Western China
Chen Han, Therese M. Cumming, Geraldine Townend
Advances in educational technologies and instructional design book series (2023), pp. 241-259
Closed Access | Times Cited: 3
Unprecedented and unmasked: An analysis of how district policy documents frame special education during the COVID crisis
Sarah L. Woulfin, Britney Jones
Education Policy Analysis Archives (2022) Vol. 30
Open Access | Times Cited: 4
Propiedades Psicométricas de la Escala de Medida de la Identidad Docente
Lidia Valdenegro-Fuentes, Álvaro González Sanzana
Revista Brasileira de Educação Especial (2022) Vol. 28
Open Access | Times Cited: 4
Achieving a more diverse special education teacher workforce: guiding questions for researchers and policymakers
Christopher J. Cormier, LaRon A. Scott, Kyena E. Cornelius, et al.
Multicultural Learning and Teaching (2023) Vol. 19, Iss. 2, pp. 151-172
Closed Access | Times Cited: 2
Factors influencing science and environmental education learning of blind students: A case of primary school for the blind in Thailand
P. Prasertpong, Kitikorn Charmondusit, Viriya Taecharungroj, et al.
International Journal of Education and Practice (2023) Vol. 11, Iss. 2, pp. 295-307
Open Access | Times Cited: 2
Re-setting special education for justice: An essay on the logics and infrastructure enabling deep change in the COVID-19-era
Sarah L. Woulfin, Britney Jones
Journal of Educational Change (2023) Vol. 25, Iss. 4, pp. 655-674
Open Access | Times Cited: 2
The Evolution of Coaching as a Policy Instrument: How a District Engages in Organizational Learning
Sarah L. Woulfin, Natalie Spitzer
Educational Policy (2023) Vol. 38, Iss. 6, pp. 1386-1417
Open Access | Times Cited: 2
Expanding Science Learning for Students With Complex Support Needs: A Case Study
Carly A. Roberts, Elizabeth Hartwell Saliba, Erin M. Stewart
Remedial and Special Education (2024)
Closed Access
Doing Things-Out-Of-Love: Rearing Children with Special Needs from the Lens of their Parents
JESSA VEZZ SORIANO-SAWEY -
International Journal For Multidisciplinary Research (2024) Vol. 6, Iss. 3
Open Access
The SEN industry and teachers’ CPD: ideal elements of teaching and enabling arrangements
Anita Norlund, Magnus Levinsson, Dennis Beach
Education Inquiry (2024), pp. 1-20
Open Access
Advancing Supported Decision-Making Through Special Education Professional Advocacy
Charles B. Walters, Rebecca B. Smith Hill, Anthony J. Plotner
Inclusive Practices (2024) Vol. 3, Iss. 3, pp. 61-68
Closed Access
Interpretive Structural Modelling and MICMAC Analysis for Rethinking Special Mathematics Education
Porferio Almerino, Milagros Sacro, Jeanne Therese Almerino, et al.
International Journal of Knowledge and Systems Science (2024) Vol. 15, Iss. 1, pp. 1-23
Open Access
“Reclaiming” Special Education’s Professional Practice Doctorate: Strengthening the Pipeline of Special Education Leaders
Lindsey A. Chapman, Kathryn Fransko, Lindsay Young
Journal of Education Human Resources (2024) Vol. 42, Iss. 4, pp. 580-604
Closed Access
Supporting Learners with Mild Intellectual Developmental Disorders with Career Development in Mainstream Schools
Paballo Dichaba, Margaret Funke Omidire, Maximus Monaheng Sefotho
Education Sciences (2024) Vol. 14, Iss. 11, pp. 1200-1200
Open Access
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