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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:

Improving quality and equity in schools in socially disadvantaged areas
Leōnidas Kyriakidēs, Evi Charalambous, H.P.M. Creemers, et al.
Educational Research (2019) Vol. 61, Iss. 3, pp. 274-301
Open Access | Times Cited: 29

Showing 1-25 of 29 citing articles:

„Langsam vermisse ich die Schule ...“

Waxmann Verlag GmbH eBooks (2020)
Open Access | Times Cited: 115
Barriers to Educational Inclusion in Initial Teacher Training
Pilar Arnaiz Sánchez, Remedios de Haro Rodríguez, Carmen María Caballero, et al.
Societies (2023) Vol. 13, Iss. 2, pp. 31-31
Open Access | Times Cited: 21
Tracking mathematics achievement gaps in England: Gender, socioeconomic status and ethnicity
Adam Coates
British Educational Research Journal (2025)
Open Access
Inclusivity, participation and collaboration: Learning in interactive groups
Harkaitz Zubiri-Esnaola, Ana Vidu, Oriol Ríos González, et al.
Educational Research (2020) Vol. 62, Iss. 2, pp. 162-180
Closed Access | Times Cited: 48
How schools affect equity in education: Teaching factors and extended day programs associated with average achievement and socioeconomic achievement gaps
Max Nachbauer
Studies In Educational Evaluation (2024) Vol. 82, pp. 101367-101367
Open Access | Times Cited: 2
Re-imagining educational quality. The need for a multidimensional approach in evaluating educational quality through TIMSS data
Lies Appels, Sven De Mæyer, Peter Van Petegem
Studies In Educational Evaluation (2024) Vol. 83, pp. 101409-101409
Closed Access | Times Cited: 2
The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras
Stephen Gorard
Research in Education (2023) Vol. 116, Iss. 1, pp. 111-123
Open Access | Times Cited: 6
Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children
George K. Georgiou, Sergios C. Sergiou, Charalambos Y. Charalambous
Journal of Intelligence (2024) Vol. 12, Iss. 4, pp. 43-43
Open Access | Times Cited: 1
Inclusion and the availability of educational resources – capturing stakeholder voices
Salvador Alcaraz García, Carmen María Caballero García, Pilar Arnaiz Sánchez
Educational Research (2024) Vol. 66, Iss. 3, pp. 263-278
Closed Access | Times Cited: 1
Preschool Minority Children’s Persian Vocabulary Development: A Language Sample Analysis
Mohamad Reza Farangi, Saeed Mehrpour
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 6
Capturing quality. Educational quality in secondary analyses of international large-scale assessments: a systematic review
Lies Appels, Sven De Mæyer, Jerich Faddar, et al.
School Effectiveness and School Improvement (2022) Vol. 33, Iss. 4, pp. 629-668
Closed Access | Times Cited: 6
The evaluation of students’ progression in lower secondary education in Brazil: Exploring the path for equity
Maria Eugénia Ferrão
Studies In Educational Evaluation (2022) Vol. 75, pp. 101220-101220
Open Access | Times Cited: 6
Wie lassen sich Bildungsungleichheiten effektiv verringern? Ein Forschungsüberblick zu Schulentwicklung in herausfordernden Lagen
Alexandra Marx, Kai Maaz
DDS – Die Deutsche Schule (2023) Vol. 115, Iss. 3, pp. 189-200
Open Access | Times Cited: 3
Domain Specific and Cross Domain Associations between PASS Cognitive Processes and Academic Achievement
Sergios C. Sergiou, George K. Georgiou, Charalambos Y. Charalambous
Behavioral Sciences (2023) Vol. 13, Iss. 10, pp. 824-824
Open Access | Times Cited: 3
Examining the contextual factors of science effectiveness: a machine learning-based approach
Jie Hu, Yi Peng, Hong Ma
School Effectiveness and School Improvement (2021) Vol. 33, Iss. 1, pp. 21-50
Closed Access | Times Cited: 8
Relationships between the assessment of school quality and social justice
Marta Sampaio, Carlinda Leite
Educational Research (2020) Vol. 63, Iss. 1, pp. 133-146
Closed Access | Times Cited: 7
How and under Which Conditions Can We Best Combine Research on School Effectiveness with Research on School Improvement? Establishing Connections Using the Dynamic Approach to School Improvement
Panayiotis Antoniou, Leōnidas Kyriakidēs, Evi Charalambous
Education Sciences (2022) Vol. 12, Iss. 8, pp. 537-537
Open Access | Times Cited: 4
Testing the theoretical framework of whole school interventions aiming to promote student learning outcomes: the contribution of multilevel structural equation modelling
Leōnidas Kyriakidēs, Evi Charalambous
International Journal of Research & Method in Education (2020) Vol. 43, Iss. 4, pp. 395-412
Closed Access | Times Cited: 5
Nine Year Compulsory Education Development in China
Maojia Sun, Weijia Sun
(2022), pp. 148-159
Open Access | Times Cited: 3
Data-Driven Strategies for Achieving School Equity: Insights From Brazil and Policy Recommendations
Emanuel Marques Queiroga, E.S. Siqueira, Carlos Portela, et al.
IEEE Access (2024) Vol. 12, pp. 101646-101659
Open Access
How schools affect equity in education: Teaching factors and extended day programs associated with average achievement and socioeconomic achievement gaps
Max Nachbauer
(2024)
Open Access
A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools
Roland Bernhard, Tiarnach McDermott, Christina Hasenhüttl, et al.
School Effectiveness and School Improvement (2024) Vol. 35, Iss. 4, pp. 506-530
Open Access
Searching for differential effects of the dynamic approach to teacher professional development: a study on promoting formative assessment
Leōnidas Kyriakidēs, Evi Charalambous, Margarita Christoforidou, et al.
European Journal of Teacher Education (2024), pp. 1-20
Closed Access
"Re-thinking equity: the need for a multidimensional approach in evaluating educational equity through TIMSS data"
Lies Appels, Sven De Mæyer, Peter Van Petegem
Large-scale Assessments in Education (2024) Vol. 12, Iss. 1
Open Access
Achievement vs. engagement: Providing support in socially disadvantaged schools
Jana Obrovská, Martin Majcík, Jaroslava Simonová
British Educational Research Journal (2024)
Open Access
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