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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:

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

Showing 1-25 of 34 citing articles:

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
Game jams in schools: Teacher views
Riikka Aurava
Teaching and Teacher Education (2025) Vol. 159, pp. 104978-104978
Open Access
Teachers’ sense-making and adapting of the national curriculum: a multiple case study in Turkish and Swedish contexts
Nilay T. Bümen, Mona Holmqvist
Journal of Curriculum Studies (2022) Vol. 54, Iss. 6, pp. 832-851
Open Access | Times Cited: 19
Equity lost: Sweden and Finland in the struggle for PISA scores
Richard Muench, Oliver Wieczorek, Julian Dressler
European Educational Research Journal (2022) Vol. 22, Iss. 3, pp. 413-432
Closed Access | Times Cited: 17
Do Teachers Feel Valued in Society? Occupational Value of the Teaching Profession in OECD Countries
Motoko Akiba, Soo‐yong Byun, Xiaonan Jiang, et al.
AERA Open (2023) Vol. 9
Open Access | Times Cited: 9
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
Deconstructing autonomy: The case of principals in the North of Europe
Wieland Wermke, Daniel Nordholm, Annika I Anderson, et al.
European Educational Research Journal (2023) Vol. 23, Iss. 3, pp. 347-365
Open Access | Times Cited: 8
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
EFL Teacher Education in Finland: Manifestations of Professional Agency in Teacher Educators’ Work
Crystal Green, Sotiria Pappa
Scandinavian Journal of Educational Research (2020) Vol. 65, Iss. 4, pp. 552-568
Open Access | Times Cited: 20
Comparing principal autonomy in time and space: modelling school leaders’ decision making and control
Wieland Wermke, Maria Jarl, Tine S. Prøitz, et al.
Journal of Curriculum Studies (2022) Vol. 54, Iss. 6, pp. 733-750
Open Access | Times Cited: 11
INFLUENCE OF PRINCIPALS' MANAGEMENT PRACTICES ON TEACHERS' JOB SATISFACTION IN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA COUNTY, KENYA
Hillary Shikokoti
SSRN Electronic Journal (2024)
Closed Access | Times Cited: 1
Autonomy in the spaces: teacher autonomy, scripted lessons, and the changing role of teachers
Madhu Narayanan, A. L. Shields, Taylor Delhagen
Journal of Curriculum Studies (2023) Vol. 56, Iss. 1, pp. 17-34
Open Access | Times Cited: 3
Being a Curriculum Specialist in Turkey
Nilay T. Bümen
Türk Eğitim Bilimleri Dergisi (2020) Vol. 18, Iss. 2, pp. 757-776
Open Access | Times Cited: 8
The role of job demands and resources for teacher job satisfaction: insights from five European countries
Jeffrey Casely-Hayford, Stefan Johansson, Khaleda Gani Dutt, et al.
Elsevier eBooks (2022), pp. 213-231
Closed Access | Times Cited: 5
Teachers’ perceptions of autonomy in the tensions between a subject focus and a cross-curricular school profile: A case study of a Finnish upper secondary school
Janne Elo, Christina Nygren-Landgärds
Journal of Educational Change (2020) Vol. 22, Iss. 3, pp. 423-445
Open Access | Times Cited: 7
Didaktik Tradition and Its Potential Reflections on Turkish Education: A Comparative Analysis with Curriculum
M. Emir Rüzgâr, Nilay T. Bümen
e-Kafkas Eğitim Araştırmaları Dergisi (2022) Vol. 9, Iss. 3, pp. 1213-1244
Open Access | Times Cited: 4
Teachers’ job crafting to support their work-related well-being during the COVID-19 pandemic – A qualitative approach
Anna‐Mari Aulén, Eija Pakarinen, Marja‐Kristiina Lerkkanen
Teaching and Teacher Education (2024) Vol. 141, pp. 104492-104492
Open Access
PERSONALITY AS A PATHWAY TO AUTONOMY: A SCOPING REVIEW
Intan Rafidah Yasin, Ahmad Zabidi Abdul Razak, Zuraidah Abdullah
International Journal of Education Psychology and Counseling (2024) Vol. 9, Iss. 53, pp. 560-572
Open Access
Gaming the Data. How the Finnish School Audit Saved the Profession from New Public Management
Jaakko Turunen
Journal of Organizational Sociology (2024) Vol. 2, Iss. 2, pp. 137-160
Open Access
Teacher Autonomy and Professionalism as Predictors of Curriculum Adaptation Patterns
Özge Ceren ÇELİK, Melek Gülşah Şahin
Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi (2024) Vol. 44, Iss. 2, pp. 1281-1321
Open Access
Nurturing Beginning EFL Teachers’ Sense of Plausibility in Teaching Through Formal Coursework: A Qualitative Case Study
Min Yang
English Teaching & Learning (2024)
Closed Access
Educator isolation in middle school encore content areas : a case study
David Wright
(2024)
Open Access
Teacher Autonomy from the Perspective of Middle School Teachers
Feryad Doğuş, Sanem Tabak
Asya Öğretim Dergisi (2024)
Closed Access
Finland: A Structure of Trust
Alex Mäkiharju, Ann-Sofie Smeds-Nylund
Educational governance research (2023), pp. 29-44
Closed Access | Times Cited: 1
Entanglement of support and governance in digital curriculum instruments: The case of educational reform in Norway
Simona Bernotaite, Eli Ottesen
European Educational Research Journal (2023)
Open Access | Times Cited: 1
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