Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Humanizing power of counter-stories: Teachers’ understandings of emergent bilinguals in rural settings
Paula R. Golombek, Aleksandra Ita Olszewska, Maria R. Coady
Teaching and Teacher Education (2022) Vol. 113, pp. 103655-103655
Closed Access | Times Cited: 12

Showing 12 citing articles:

Culturally Responsive Assessment: Provisional Principles
Michael E. Walker, Margarita Olivera‐Aguilar, Blair Lehman, et al.
ETS Research Report Series (2023) Vol. 2023, Iss. 1, pp. 1-24
Open Access | Times Cited: 14
Developing teacher resilience by modifying cognitive appraisals: What is reappraised in teacher reappraisal?
Marc Clarà, Alba Vallés, Aina Franch, et al.
Contemporary Educational Psychology (2025), pp. 102354-102354
Closed Access
Family–School Partnerships for Rural U.S. Latine English Learners: A Systematic Review
Rachel T. Santiago, Diego Román, Kenneth H. Rogers
Journal of Latinos and Education (2025), pp. 1-19
Closed Access
Addressing deficit constructs through critical counter-narratives and transformative coaching
Erica Adela Warren
Middle School Journal (2022) Vol. 54, Iss. 1, pp. 14-22
Closed Access | Times Cited: 4
Attracting teacher candidates from regional and rural areas to initial teacher education (ITE) programs: Initiatives and evidence of impact
Melissa Barnes, Steven A. Murphy, Urmee Chakma, et al.
Teaching and Teacher Education (2024) Vol. 140, pp. 104458-104458
Open Access
Emotional and Cognitive Dissonance of Teachers of Japanese as a Foreign Language Towards Technology-Mediated Language Teaching Curriculum: A Perezhivanie Perspective
Lili Qin, Xibei Ouyang, Yang Gao, et al.
The Asia-Pacific Education Researcher (2024) Vol. 33, Iss. 4, pp. 889-900
Closed Access
Refugee-background students in the context of multilingual policies and practices
Aleksandra Ita Olszewska, Maria R. Coady, Tuba Yılmaz
Journal of Multilingual Theories and Practices (2024) Vol. 5, Iss. 2, pp. 97-107
Open Access
Teaching Multilingual Learners in Rural Communities: Negotiating Ethics of Teacher Identity
Shuzhan Li, Lei Jiang, Wenyang Sun, et al.
TESOL Quarterly (2024)
Closed Access
Short Take: Counternarratives in Education Research
Megan Lee, Danielle A. Augustine, Melinda Moore
Field Methods (2024)
Closed Access
Stories and counter-stories from French second language researchers
Marika Kunnas, Mimi Masson, Meike Wernicke
Glottopol (2023), Iss. 39
Open Access
Trekking Across Some Rough Terrain: Rural Teacher Education for Multilingual Students
Maria R. Coady, Nidza Marichal, Hüseyin Uysal
Peabody Journal of Education (2023) Vol. 98, Iss. 4, pp. 364-379
Closed Access
Humanizing Asian Americans in educational research
Grace MyHyun Kim, North Cooc, Kevin A. Gee, et al.
Race Ethnicity and Education (2023), pp. 1-21
Closed Access
Page 1

Scroll to top