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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:

The (mis)use of the Finnish teacher education model: ‘policy-based evidence-making’?
Jennifer Chung
Educational Research (2016) Vol. 58, Iss. 2, pp. 207-219
Open Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

Academic diplomacy and policy borrowing: media content analysis of Chinese soft power in Morocco
Zineb Draissi, Yu Rong, Hafiz Muhammad Ihsan Zafeer, et al.
Humanities and Social Sciences Communications (2025) Vol. 12, Iss. 1
Open Access
Fifteen years of research on PISA effects on education governance: A critical review
Xavier Pons
European Journal of Education (2017) Vol. 52, Iss. 2, pp. 131-144
Closed Access | Times Cited: 56
From an age of measurement to an evidence era? Policy-making in teacher education in England
Jo B. Helgetun, Ian Menter
Journal of Education Policy (2020) Vol. 37, Iss. 1, pp. 88-105
Closed Access | Times Cited: 45
Literature Review on Education Reform in the UAE
Amy Takase Matsumoto
International Journal of Educational Reform (2019) Vol. 28, Iss. 1, pp. 4-23
Open Access | Times Cited: 43
Professional development of teachers in PISA achiever countries: Finland, Estonia, Japan, Singapore and China
Funda Eda Tonga, Sümeyra Eryiğit, Fatma Yalçın, et al.
Professional Development in Education (2019) Vol. 48, Iss. 1, pp. 88-104
Closed Access | Times Cited: 35
Research-informed teacher education, teacher autonomy and teacher agency: the example of Finland
Jennifer Chung
London Review of Education (2023) Vol. 21, Iss. 1
Open Access | Times Cited: 8
Building learning partnerships between schools and universities: an example from south-west England
Rowena Passy, Jan Georgeson, Beth Gompertz
Journal of Education for Teaching International Research and Pedagogy (2018) Vol. 44, Iss. 5, pp. 539-555
Closed Access | Times Cited: 25
The World Bank’s SABER: A Critical Analysis
Steven J. Klees, Mark Ginsburg, Hiba Anwar, et al.
Comparative Education Review (2020) Vol. 64, Iss. 1, pp. 46-65
Closed Access | Times Cited: 21
The connections and disconnections between teacher education policy and research: reframing evidence
Diane Mayer
Oxford Review of Education (2021) Vol. 47, Iss. 1, pp. 120-134
Closed Access | Times Cited: 18
How learning conditions and Program structure predict burnout and satisfaction in teacher education
Friederike Zimmermann, Lena Rösler, Jens Møller, et al.
European Journal of Teacher Education (2018) Vol. 41, Iss. 3, pp. 318-342
Closed Access | Times Cited: 22
The spectacle of global tests in the Arabian Gulf: a comparison of Qatar and the United Arab Emirates
Clara Morgan
Comparative Education (2017) Vol. 54, Iss. 3, pp. 285-308
Closed Access | Times Cited: 15
The perceived impact of PISA on student learning in schools in a local Chinese context
Huiming Ding, I Tasara
Educational Assessment Evaluation and Accountability (2024)
Open Access | Times Cited: 1
Finland: An Exemplary STEM Educational System
Nancy S. Ledbetter, J. Halcro Ferguson, L. Saree Timmons
Transformation An International Journal of Holistic Mission Studies (2017) Vol. 3, Iss. 1, pp. 4
Closed Access | Times Cited: 10
Teacher Education Policy and Research: An Introduction
Diane Mayer
(2021), pp. 1-10
Closed Access | Times Cited: 7
Interpretaciones no intencionadas e intencionadas y usos de los resultados de PISA : Una perspectiva de validez consecuencial
Sandy Taut, Diego Palacios
RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa (2016) Vol. 22, Iss. 1
Open Access | Times Cited: 5
EXPLORING HOW PERFORMATIVITY INFLUENCES THE CULTURE OF SECONDARY SCHOOLING IN SCOTLAND
Tracey Peace‐Hughes
British Journal of Educational Studies (2020) Vol. 69, Iss. 3, pp. 267-286
Open Access | Times Cited: 4
Weaving Practice, Research and Policymaking into Teachers’ Preparation and Induction in Israel
Ainat Guberman, Jonathan Mendels, Rinat Arviv Elyashiv, et al.
BRILL eBooks (2024), pp. 198-223
Open Access
دراسة مقارنة لاستخدام المؤشرات المركبة في تطوير النظم التعليمية في كل من فنلندا وإستونيا، وإمكانية الإفادة منها في مصر
حنان محمود محمد عبد الرحيم
مجلة البحث في التربية وعلم النفس (2024) Vol. 39, Iss. 1, pp. 123-249
Open Access
芬兰教育教学理念在中国学校的实施指南 (Guidelines for Implementing Finnish Teaching and Learning Approaches in Chinese Schools)
Suhao Peng
(2024)
Open Access
A comparative analysis of master’s theses in STEM-related disciplines published in Türkiye and Finland
Özlem Oktay, İlknur Reisoğlu, Şeyda Gül, et al.
Scandinavian Journal of Educational Research (2024), pp. 1-29
Closed Access
Decolonial by Design: An Expatriate’s Experience of Teaching Indigenous Emirati Students in the United Arab Emirates
Herveen Singh
(2024), pp. 167-184
Closed Access
Enhancing the Value of Teacher Education Research
Vasileios Symeonidis
(2023)
Open Access | Times Cited: 1
Pining for the Fjords
Tristram Hooley
BRILL eBooks (2020), pp. 37-50
Open Access | Times Cited: 2
Jack Schneider, Beyond Test Scores: A Better Way to Measure School Quality, Cambridge: Harvard University Press, 2017, 326 pp.
Darwin López
Gestión y Política Pública (2019) Vol. 28, Iss. 2, pp. 583-583
Open Access | Times Cited: 1
The PISA Phenomenon: Analysis of its Ascendancy in Media, Policymaker and Academic Discourses in Education
Edward Rock Davis
(2019)
Closed Access | Times Cited: 1
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