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:

KNOWING THE (DATAFIED) STUDENT: THE PRODUCTION OF THE STUDENT SUBJECT THROUGH SCHOOL DATA
Neil Selwyn, Luci Pangrazio, Bronwyn Cumbo
British Journal of Educational Studies (2021) Vol. 70, Iss. 3, pp. 345-361
Closed Access | Times Cited: 33

Showing 1-25 of 33 citing articles:

A patchwork of platforms: mapping data infrastructures in schools
Luci Pangrazio, Neil Selwyn, Bronwyn Cumbo
Learning Media and Technology (2022) Vol. 48, Iss. 1, pp. 65-80
Closed Access | Times Cited: 44
Automation, agencies and aesthetics: the politics of data visualizations in configuring teachers’ expertise
Helene Ratner
Discourse Studies in the Cultural Politics of Education (2024) Vol. 45, Iss. 4, pp. 583-597
Closed Access | Times Cited: 7
Inscribing uncertainty. Visualizing edu-automation through spatializing techniques
Maja Højer Bruun, Thea Engstrøm Vejlin
Discourse Studies in the Cultural Politics of Education (2025), pp. 1-19
Open Access
Digital education utopia
Siǎn Bayne
Learning Media and Technology (2023) Vol. 49, Iss. 3, pp. 506-521
Open Access | Times Cited: 13
Who said only military officers can deal with uncertainty? On the importance of uncertainty in edtech data visualisations
Felicitas Macgilchrist, Juliane Jarke
Discourse Studies in the Cultural Politics of Education (2025), pp. 1-20
Closed Access
Still w(AI)ting for the automation of teaching: An exploration of machine learning in Swedish primary education using Actor‐Network Theory
Katarina Sperling, Linnéa Stenliden, Jörgen Nissen, et al.
European Journal of Education (2022) Vol. 57, Iss. 4, pp. 584-600
Open Access | Times Cited: 20
The construction of (good) parents (as professionals) in/through learning platforms
Sigrid Hartong, Jamie Manolev
Tertium Comparationis (2023) Vol. 29, Iss. 1, pp. 93-116
Open Access | Times Cited: 10
‘Out of time’: Constructing teacher professionality as a perpetual project on the eTwinning digital platform
Steven Lewis, Mathias Decuypere
Tertium Comparationis (2023) Vol. 29, Iss. 1, pp. 22-47
Open Access | Times Cited: 9
Algorithmic Regimes
Juliane Jarke, Bianca Prietl, Simon Egbert, et al.
Amsterdam University Press eBooks (2024)
Open Access | Times Cited: 3
Reclaiming the right to look: making the case for critical visual literacy and data science education
Peter J. Woods, Camillia Matuk, Kayla DesPortes, et al.
Critical Studies in Education (2024), pp. 1-19
Open Access | Times Cited: 2
Data justice in education: Toward a research agenda
Luci Pangrazio, Glenn Auld, Julianne Lynch, et al.
Educational Philosophy and Theory (2024), pp. 1-12
Open Access | Times Cited: 2
The datafication of student engagement and children's digital rights
Chris Zomer
Computers and Education Open (2024) Vol. 6, pp. 100189-100189
Open Access | Times Cited: 2
A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls’ education
Rosie Peppin Vaughan, Helen Longlands
Comparative Education (2022) Vol. 59, Iss. 2, pp. 282-304
Open Access | Times Cited: 8
Teachers and teaching: (re)thinking professionalism, subjectivity and critical inquiry
Jessica Holloway
Critical Studies in Education (2021) Vol. 62, Iss. 4, pp. 411-421
Open Access | Times Cited: 11
The role of platforms in diffracting education professionalities
Jennifer Clutterbuck
Tertium Comparationis (2023) Vol. 29, Iss. 1, pp. 73-92
Open Access | Times Cited: 4
¿Cómo promover la literacidad crítica digital a través de narraciones históricas? Estudio de caso
María Alejandra Rojas, Neus González Monfort
REIDICS Revista de Investigaciónen Didáctica de las Ciencias Sociales (2023), Iss. 12, pp. 198-217
Open Access | Times Cited: 4
Interoperability and data standards in the K-12 education sector: intersections with data justice
Molly S. Stewart, Elizabeth L. Pier, Dan Ralyea, et al.
Learning Media and Technology (2023) Vol. 48, Iss. 2, pp. 324-336
Closed Access | Times Cited: 3
Do Predictive Analytics Dream of Risk-Free Education? The Politics of Risk Mitigation
Irina Zakharova, Juliane Jarke
Postdigital Science and Education (2023) Vol. 6, Iss. 1, pp. 32-51
Open Access | Times Cited: 3
Marx’s Ghost in the Shell: Troubling Techno-Solutionism in Post-Secondary Education and Training Policy Imaginaries
Sara Black
Education as Change (2022) Vol. 26
Open Access | Times Cited: 4
Creating a Different Kind of Learning Management System
Bill Cope, Mary Kalantzis
Advances in educational technologies and instructional design book series (2023), pp. 1-18
Closed Access | Times Cited: 2
Plataformas digitales y justicia formativa
Juan José Sosa Alonso, Anabel Bethencourt Aguilar, Dagoberto Castellanos–Nieves, et al.
Education Policy Analysis Archives (2023) Vol. 31
Open Access | Times Cited: 2
Reflections on Personalized Games-Based Learning: How Automation Is Shaped Within Everyday School Practices
Asimina Vasalou
IEEE Technology and Society Magazine (2022) Vol. 41, Iss. 2, pp. 64-67
Open Access | Times Cited: 3
1. Knowing in Algorithmic Regimes: An Introduction
Juliane Jarke, Bianca Prietl, Simon Egbert, et al.
Amsterdam University Press eBooks (2024), pp. 7-34
Open Access
Activism as technology of the posthuman self: towards a more relevant school
Mathew Barnard
Educational Review (2024), pp. 1-19
Open Access
A Reflection on the Research Analysis and Insight into National Standards (RAINS) Project
Bronwen Cowie
New Zealand Journal of Educational Studies (2024)
Closed Access
Page 1 - Next Page

Scroll to top