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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:

State-based curriculum-making: approaches to local curriculum work in Norway and Finland
Christina Elde Mølstad
Journal of Curriculum Studies (2015) Vol. 47, Iss. 4, pp. 441-461
Closed Access | Times Cited: 74

Showing 1-25 of 74 citing articles:

National curricula in Norway and Finland: The role of learning outcomes
Christina Elde Mølstad, Berit Karseth
European Educational Research Journal (2016) Vol. 15, Iss. 3, pp. 329-344
Open Access | Times Cited: 128
Shifts in curriculum control: contesting ideas of teacher autonomy
Sølvi Mausethagen, Christina Elde Mølstad
Nordic Journal of Studies in Educational Policy (2015) Vol. 2015, Iss. 2, pp. 28520-28520
Open Access | Times Cited: 84
Decision-making and control: perceived autonomy of teachers in Germany and Sweden
Wieland Wermke, Sigrid Olason Rick, Maija Salokangas
Journal of Curriculum Studies (2018) Vol. 51, Iss. 3, pp. 306-325
Open Access | Times Cited: 73
From role models to nations in need of advice: Norway and Sweden under the OECD’s magnifying glass
Daniel Pettersson, Tine S. Prøitz, Eva Forsberg
Journal of Education Policy (2017) Vol. 32, Iss. 6, pp. 721-744
Closed Access | Times Cited: 65
Teachers’ autonomy deconstructed: Irish and Finnish teachers’ perceptions of decision-making and control
Maija Salokangas, Wieland Wermke, Gerry Harvey
European Educational Research Journal (2019) Vol. 19, Iss. 4, pp. 329-350
Open Access | Times Cited: 58
A holistic–integrative approach of the Muhammadiyah education system in Indonesia
Tasman Hamami, Zalik Nuryana
HTS Teologiese Studies / Theological Studies (2022) Vol. 78, Iss. 4
Open Access | Times Cited: 26
Competence-Oriented Curricula and the Promotion of Bildung: the example of philosophy teaching in Norway
Pedro Vincent Dias Bergheim
Journal of Curriculum Studies (2025), pp. 1-14
Closed Access
Rase og etnisitet, to begreper vi måsnakke mer om
Audrey Osler, Hein Lindquist
Norsk pedagogisk tidsskrift (2018) Vol. 102, Iss. 1, pp. 26-37
Closed Access | Times Cited: 45
The Instrument Development to Evaluate Local Curriculum in Indonesia
Dedek Andrian, Badrun Kartowagiran, Samsul Hadi
International Journal of Instruction (2018) Vol. 11, Iss. 4, pp. 921-934
Open Access | Times Cited: 45
Stepping into other people’s shoes proves to be a difficult task for high school students: assessing historical empathy through simulation exercise
Jukka Rantala, Marika Manninen, Marko van den Berg
Journal of Curriculum Studies (2015) Vol. 48, Iss. 3, pp. 323-345
Closed Access | Times Cited: 43
Dynamic and shared sense‐making in large‐scale curriculum reform in school districts
Kirsi Pyhältö, Janne Pietarinen, Tiina Soini
The Curriculum Journal (2018) Vol. 29, Iss. 2, pp. 181-200
Closed Access | Times Cited: 38
Language orientations in early childhood education policy in Finland and Norway
Gunhild Tomter Alstad, Pauliina Sopanen
Nordic Journal of Studies in Educational Policy (2020) Vol. 7, Iss. 1, pp. 30-43
Open Access | Times Cited: 32
Shared Sense-making in Curriculum Reform: Orchestrating the Local Curriculum Work
Janne Pietarinen, Kirsi Pyhältö, Tiina Soini
Scandinavian Journal of Educational Research (2017) Vol. 63, Iss. 4, pp. 491-505
Open Access | Times Cited: 37
Decision-making in Context: Swedish and Finnish Teachers’ Perceptions of Autonomy
David Paulsrud, Wieland Wermke
Scandinavian Journal of Educational Research (2019) Vol. 64, Iss. 5, pp. 706-727
Open Access | Times Cited: 34
Curriculum coherence as perceived by district‐level stakeholders in large‐scale national curriculum reform in Finland
Jenni Sullanmaa, Kirsi Pyhältö, Janne Pietarinen, et al.
The Curriculum Journal (2019) Vol. 30, Iss. 3, pp. 244-263
Closed Access | Times Cited: 32
Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the finnish curricular framework
Lauri Palsa, Pekka Mertala
Nordic Journal of Studies in Educational Policy (2019) Vol. 5, Iss. 2, pp. 114-126
Open Access | Times Cited: 30
Unpacking autonomy for empirical comparative investigation
Maija Salokangas, Wieland Wermke
Oxford Review of Education (2020) Vol. 46, Iss. 5, pp. 563-581
Open Access | Times Cited: 24
‘The knowledge question’ in the Norwegian curriculum
Anniken Hotvedt Sundby, Berit Karseth
The Curriculum Journal (2021) Vol. 33, Iss. 3, pp. 427-442
Open Access | Times Cited: 22
Shared sense-making strategies in curriculum reform: District-level perspective
Tiina Soini, Janne Pietarinen, Kirsi Pyhältö
Improving Schools (2017) Vol. 21, Iss. 2, pp. 111-126
Closed Access | Times Cited: 26
Nasjonal læreplan som utdanningspolitisk dokument
Petter Aasen, Tine S. Prøitz, Ellen Rye
Norsk pedagogisk tidsskrift (2015) Vol. 99, Iss. 6, pp. 417-433
Closed Access | Times Cited: 25
No school principal is an island: From individual to school sense-making processes in reform implementation
Sherry Ganon-Shilon, Chen Schechter
Management in Education (2019) Vol. 33, Iss. 2, pp. 77-85
Closed Access | Times Cited: 24
Learning Outcomes in Scandinavian Education through the Lens of Elliot Eisner
Tine S. Prøitz, Andreas Nordin
Scandinavian Journal of Educational Research (2019) Vol. 64, Iss. 5, pp. 645-660
Closed Access | Times Cited: 24
Participation in national curriculum reform - coherence from complexity
Sanna-Mari Salonen-Hakomäki, Tiina Soini
Journal of Curriculum Studies (2023) Vol. 55, Iss. 5, pp. 527-544
Open Access | Times Cited: 7
Teachers’ appreciation of autonomy as a personal interpretation of professional reality
Orit Schwarz-Franco‬‏, Linor L. Hadar
Teaching and Teacher Education (2024) Vol. 141, pp. 104501-104501
Closed Access | Times Cited: 2
Teacher-chameleons: the glue in the alignment of teacher practices and learning in policy
Christina Elde Mølstad, Tine S. Prøitz
Journal of Curriculum Studies (2018) Vol. 51, Iss. 3, pp. 403-419
Closed Access | Times Cited: 23
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