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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:

Just a Buzzword? The use of Concepts and Ideas in Educational Governance
Christine R. Stenersen, Tine S. Prøitz
Scandinavian Journal of Educational Research (2020) Vol. 66, Iss. 2, pp. 193-207
Open Access | Times Cited: 18

Showing 18 citing articles:

Teachers as national curriculum makers: does involvement equal influence?
Tiril Smerud Finnanger, Tine S. Prøitz
Journal of Curriculum Studies (2024) Vol. 56, Iss. 2, pp. 220-234
Open Access | Times Cited: 4
Inclusive Leadership in Times of COVID-19 Crisis: The Role of District and School Leaders in Fostering School Sense-Making Processes within a National Inclusion and Integration Reform
Sherry Ganon-Shilon, Idit Finkelstein, Revital Sela‐Shayovitz, et al.
Leadership and Policy in Schools (2022) Vol. 22, Iss. 4, pp. 992-1012
Closed Access | Times Cited: 17
When assessment defines the content—understanding goals in between teachers and policy
Christina Elde Mølstad, Tine S. Prøitz, Alessandra Dieudé
The Curriculum Journal (2020) Vol. 32, Iss. 2, pp. 290-314
Open Access | Times Cited: 15
Beyond ‘Eat-Pray-Love’: Designing transformative CX for self-discovery in extended service encounters
Alexandra Zimbatu, Rebekah Russell‐Bennett
Journal of Business Research (2024) Vol. 186, pp. 115016-115016
Open Access | Times Cited: 1
From Education Policy to Education Practice
Tine S. Prøitz, Petter Aasen, Wieland Wermke
Policy implications of research in education (2023)
Closed Access | Times Cited: 3
Policy Framing in Higher Education in the United States
Cecilia M. Orphan, Casey McCoy-Simmons
Higher education dynamics (2023), pp. 259-280
Closed Access | Times Cited: 2
Teachers’ management of students’ incorrect answers in oral examinations
Maria Njølstad Vonen
Linguistics and Education (2024) Vol. 80, pp. 101266-101266
Closed Access
From responsibilities to accountabilities: school principals’ expected roles in composing inclusive schools since 1994
Carolina Dahle, Wieland Wermke
Education Inquiry (2024), pp. 1-21
Open Access
Lærerstudenters oppfatninger av hva dybdelæring innebærer for matematikkfaget
Bjarte Rom
Norsk pedagogisk tidsskrift (2024) Vol. 108, Iss. 3, pp. 207-221
Closed Access
Governance dynamics and local autonomy in large-scale governmental funding: The case of Sweden’s campaign to improve equity
Carlos Rojas, Wieland Wermke
Policy Futures in Education (2024)
Closed Access
Collective autonomy through school leader unions (2006–2021): Comparative case study from Sweden and Norway
Rikke Axelsen Sundberg
European Educational Research Journal (2024)
Closed Access
Competing Policy Ideas in Classroom Practice: The Case of Student Group Work
Christine R. Stenersen
Policy implications of research in education (2023), pp. 247-264
Closed Access | Times Cited: 1
Fagsamtalen under muntlig eksamen og hvilke krav den stiller til elevenes muntlige kompetanse
Maria Njølstad Vonen, Marit Skarbø Solem, Karianne Skovholt
Nordic Journal of Literacy Research (2023) Vol. 9, Iss. 2
Open Access | Times Cited: 1
The policy idea of ‘the teacher assistant’: Construction and legitimation through a discursive institutionalist lens
Tina Lidström
European Educational Research Journal (2022) Vol. 23, Iss. 1, pp. 108-124
Open Access | Times Cited: 2
Sammenheng: Om et diskursivt knutepunkt i Læreplanverket for Kunnskapsløftet 2020
Morten Bartnæs
Nordisk tidsskrift for pedagogikk og kritikk (2022) Vol. 8, Iss. 2022, pp. 375-375
Open Access | Times Cited: 1
Tracking education for sustainable development in ECEC institutions’ annual plans
Aud Torill Meland
European Early Childhood Education Research Journal (2021) Vol. 30, Iss. 5, pp. 791-805
Closed Access | Times Cited: 1
Begynneropplæring – et begrep i stadig endring? En diskursanalyse av meldinger til Stortinget, fra seksårsreformen til fagfornyelsen
Reidun Hoff-Jenssen
Nordisk tidsskrift for utdanning og praksis (2023) Vol. 17, Iss. 3, pp. 1-27
Open Access
PHILOSOPHY OF EDUCATION IN THE CONTEXT OF INSTITUTIONALISM: VALUES OF FREEDOM, TOLERANCE AND TRUST
Iryna Mordous
The Educational Discourse a collection of scientific papers (2020), Iss. 28(11), pp. 22-37
Closed Access
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