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:
Identity, consciousness, and agency: Critically reflexive social studies praxis and the social relations of teaching
Kevin Russel Magill
Teaching and Teacher Education (2021) Vol. 104, pp. 103382-103382
Closed Access | Times Cited: 13
Kevin Russel Magill
Teaching and Teacher Education (2021) Vol. 104, pp. 103382-103382
Closed Access | Times Cited: 13
Showing 13 citing articles:
Bridging Student Funds of Knowledge With Science Discourse: An Examination of the Organizational Context That Shaped Teachers' Sense of Agency for Instructional Change
Erin K. Hogan, Christine L. Bae
Science Education (2025)
Open Access | Times Cited: 1
Erin K. Hogan, Christine L. Bae
Science Education (2025)
Open Access | Times Cited: 1
Disrupting Health Professions Education Research: A Guide to Critical Reflexive Praxis during Research Planning
Danica Sims, Paul Saunders
Teaching and Learning in Medicine (2025), pp. 1-9
Open Access
Danica Sims, Paul Saunders
Teaching and Learning in Medicine (2025), pp. 1-9
Open Access
Exploring teachers’ inclination towards adopting inquiry-based learning in social studies: Insights from teacher professional identity
Chenchen Lü, Kathryn M. Obenchain, Yuxiao Zhang
Teaching and Teacher Education (2024) Vol. 145, pp. 104628-104628
Closed Access | Times Cited: 2
Chenchen Lü, Kathryn M. Obenchain, Yuxiao Zhang
Teaching and Teacher Education (2024) Vol. 145, pp. 104628-104628
Closed Access | Times Cited: 2
“I Can't believe I said that”: An analysis of preservice teacher ideological transformation in a social-issues-in-education course
Kevin Russel Magill
Teaching and Teacher Education (2023) Vol. 124, pp. 104046-104046
Closed Access | Times Cited: 5
Kevin Russel Magill
Teaching and Teacher Education (2023) Vol. 124, pp. 104046-104046
Closed Access | Times Cited: 5
Becoming a social studies teacher: An integrative systems perspective on identity content, structure, and processes
Timothy Patterson, Ishwar Bridgelal, Avi Kaplan
Teaching and Teacher Education (2022) Vol. 120, pp. 103899-103899
Closed Access | Times Cited: 8
Timothy Patterson, Ishwar Bridgelal, Avi Kaplan
Teaching and Teacher Education (2022) Vol. 120, pp. 103899-103899
Closed Access | Times Cited: 8
Creating Space for Transformational Community Engagement: Examining Locally Focused Curriculum, Partnerships, and Praxis
Kevin Russel Magill, Victoria Davis Smith
The Social Studies (2024) Vol. 115, Iss. 4, pp. 219-232
Closed Access | Times Cited: 1
Kevin Russel Magill, Victoria Davis Smith
The Social Studies (2024) Vol. 115, Iss. 4, pp. 219-232
Closed Access | Times Cited: 1
The impact of cognitive coaching on educator identity and teamwork through classroom observation as perceived by teachers and administrators.
Carrie Wade
(2024)
Open Access
Carrie Wade
(2024)
Open Access
Becoming Educators: Reciprocal, Dialogical Relationships, and Problem-Posing Education in the University Multicultural Classroom
Camille Talbert, Kevin Russel Magill, Lakia Marie Scott, et al.
Multicultural Perspectives (2024) Vol. 26, Iss. 2, pp. 100-111
Closed Access
Camille Talbert, Kevin Russel Magill, Lakia Marie Scott, et al.
Multicultural Perspectives (2024) Vol. 26, Iss. 2, pp. 100-111
Closed Access
Maps as Collaborative Learning Media for Social Studies Learning on Imperialism and Colonialism in Indonesia
Suswandari Suswandari, Lelly Qodariah, Melinda Rahmawati, et al.
International Journal of Social Learning (IJSL) (2024) Vol. 5, Iss. 1, pp. 202-222
Closed Access
Suswandari Suswandari, Lelly Qodariah, Melinda Rahmawati, et al.
International Journal of Social Learning (IJSL) (2024) Vol. 5, Iss. 1, pp. 202-222
Closed Access
Socratic seminar: a transformational approach to vertical and horizontal historical analysis
Kevin Russel Magill, Liz Harrelson Magill
Social Studies Research and Practice (2023) Vol. 18, Iss. 1, pp. 47-64
Closed Access | Times Cited: 1
Kevin Russel Magill, Liz Harrelson Magill
Social Studies Research and Practice (2023) Vol. 18, Iss. 1, pp. 47-64
Closed Access | Times Cited: 1
Who has the power to define the ideal teacher? Insights into the social structure of Finnish teacher education
Aleksi Fornaciari, Maaret Juutilainen
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 1
Aleksi Fornaciari, Maaret Juutilainen
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 1
‘I can’t unsee what I’ve seen:’ Doing Social Justice Pedagogy in the research methods classroom
Maria J. Veri, Sherria D. Taylor, Michèle J. Eliason, et al.
Teaching in Higher Education (2022) Vol. 29, Iss. 4, pp. 987-1003
Closed Access | Times Cited: 2
Maria J. Veri, Sherria D. Taylor, Michèle J. Eliason, et al.
Teaching in Higher Education (2022) Vol. 29, Iss. 4, pp. 987-1003
Closed Access | Times Cited: 2
Emotions as an Accelerator: Case Studies on the Effects of Emotions on Teachers’ Perception and Learning when being in Conflicts with School leaders
CHIU Yin Yung
European Journal of Teaching and Education (2022) Vol. 4, Iss. 1, pp. 48-60
Open Access | Times Cited: 2
CHIU Yin Yung
European Journal of Teaching and Education (2022) Vol. 4, Iss. 1, pp. 48-60
Open Access | Times Cited: 2
Ethical Assessment Capacity
Christopher DeLuca, Jill Willis, Bronwen Cowie, et al.
Teacher education, learning innovation and accountability (2023), pp. 109-128
Closed Access
Christopher DeLuca, Jill Willis, Bronwen Cowie, et al.
Teacher education, learning innovation and accountability (2023), pp. 109-128
Closed Access
