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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:

Mentor teachers’ intended intervening during student teachers’ lessons: A vignette study in Dutch primary education
W. Marieke Jaspers, Frans J. Prins, Paulien C. Meijer, et al.
Teaching and Teacher Education (2021) Vol. 117, pp. 103342-103342
Open Access | Times Cited: 11

Showing 11 citing articles:

Navigating the Murky Waters of Research
Özkan Kırmızı
Advances in educational marketing, administration, and leadership book series (2025), pp. 241-262
Closed Access
The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia’s underprivileged region
Ria Arista Asih, Dennis Alonzo, Tony Loughland
Teaching and Teacher Education (2022) Vol. 118, pp. 103824-103824
Closed Access | Times Cited: 10
Mentor teachers’ descriptions of preferred actions related to scenarios describing emotionally challenging episodes in work-based learning
Henrik Lindqvist, Maria Weurlander, Linda Barman, et al.
Mentoring & Tutoring Partnership in Learning (2024) Vol. 32, Iss. 2, pp. 144-164
Open Access | Times Cited: 1
Impact of psychological safety and inclusive leadership on online learning satisfaction: the role of organizational support
Sampson Agyapong Atuahene, XuSheng Qian, Thomas Ahoto Ahotovi
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
Overcoming e-learning hurdles: strategies for enhancing stem education in Africa through digital innovation
Sampson Agyapong Atuahene, Xusheng Qian
Studies in Higher Education (2024), pp. 1-18
Closed Access | Times Cited: 1
Dialog statt Diffusion – Das Praxissemester als Versuchsfeld für multilateralen (Wissens-)Transfer
Nils Ukley, Renate Nocon-Stoffers
Bildung und Sport (2024), pp. 91-111
Closed Access
Vignette Methodology
Özkan Kırmızı
Advances in educational technologies and instructional design book series (2024), pp. 91-114
Closed Access
How can reading and writing be promoted in Anglophone West Africa? Evidence from new perspective: a word of mouth from experts in basic education
Geoffrey Bentum‐Micah, Lianyu Cai, Sabika Khalid, et al.
Education 3-13 (2024), pp. 1-16
Closed Access
Teachers' Ability to Apply Higher-Order Thinking Skills in English Lesson Plan
Putu Suardamayasa
Journal of Educational Study (2022) Vol. 2, Iss. 1, pp. 1-9
Open Access | Times Cited: 1
Contribution of Academia Colleague as a Clinical Model to the Professional Development of Pre-Service Teachers
Seham Hamza, Nabil Assadi, Tareq Murad, et al.
International Journal of Learning Teaching and Educational Research (2023) Vol. 22, Iss. 1, pp. 143-165
Open Access
Between Trust and Ambivalence: How Does Trainee Teachers’ Perception of the Relationship With Their Mentors Explain How Trainee Teachers Experience Their Work?
Elisabeth Maué, Michael Göller, Caroline Bonnes, et al.
Vocations and Learning (2023) Vol. 17, Iss. 2, pp. 219-251
Open Access
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