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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:

Student voice across contexts: Fostering student agency in today’s schools
Alison Cook‐Sather
Theory Into Practice (2019) Vol. 59, Iss. 2, pp. 182-191
Closed Access | Times Cited: 121

Showing 1-25 of 121 citing articles:

Empowering Leadership in Higher Education
Balpreet Singh Madan, Umme Najma, Deepti Pande Rana, et al.
Advances in educational technologies and instructional design book series (2024), pp. 191-221
Closed Access | Times Cited: 15
Children and young people’s assemblies against the backdrop of the European Green Deal: opportunities for consolidating and extending a sustainable and democratic transition
Benjamin Mallon, Valery Molay, Katie Reid, et al.
Journal of European Integration (2025) Vol. 47, Iss. 2, pp. 319-337
Open Access | Times Cited: 3
Transformational leadership for deeper learning: shaping innovative school practices for enhanced learning
Anne Sliwka, Britta Klopsch, Janina Beigel, et al.
Journal of Educational Administration (2023) Vol. 62, Iss. 1, pp. 103-121
Open Access | Times Cited: 24
Repensar la escuela inclusiva y democrática con las voces del alumnado. Dos estudios de caso
Jesús Soldevila-Pérez, Laura Farré-Riera, Núria Simó-Gil
Revista Complutense de Educación (2025) Vol. 36, Iss. 1, pp. 33-42
Open Access
Epistemic Infrastructure in STEM Hackathons
Tang Wee Teo, Sherwin John San Buenaventura Mabulo, Kim Chwee Daniel Tan, et al.
Journal of Science Education and Technology (2025)
Closed Access
Democratizing the EFL classroom: the impact of a negotiated syllabus on student voice and critical engagement
Samira Essabari, Brahim Hiba
Curriculum Perspectives (2025)
Closed Access
Does Multiple Choice Have a Future in the Age of Generative AI? A Posttest-only RCT
Danielle R. Thomas, Conrad Borchers, Sanjit Kakarla, et al.
(2025), pp. 494-504
Open Access
Debate: Where to next for universal school‐based mental health interventions? The value of student voices in informing the design and implementation of universal school‐based mental health interventions
Emma Carter
Child and Adolescent Mental Health (2025)
Open Access
Curriculum guidelines for the development of student agency in secondary education: A systematic review
A. J. M. Schoots‐Snijder, Dineke E.H. Tigelaar, Wilfried Admiraal
The Curriculum Journal (2025)
Open Access
Climate change education in primary schools: using arts-based methods to access student voice and examine the UK National Curriculum
Kia Banks, Carol Taylor
Environmental Education Research (2025), pp. 1-21
Open Access
Hub Leaders’ Perspectives on Equity in Networked Improvement
Megan Duff, Jennifer Zoltners Sherer, Anna E. Premo, et al.
Peabody Journal of Education (2025) Vol. 100, Iss. 1, pp. 100-116
Open Access
A cross-cultural study of school climate and student agency in literacy
Margaret Vaughn, Kira J. Carbonneau, Consuelo Mameli, et al.
The Journal of Educational Research (2025), pp. 1-10
Closed Access
Which barriers do autistic and non-autistic children experience in inclusive classrooms? An experience sampling approach
Theresa Serratore, Kathrin Berdelmann, Florian Schmiedek
European Journal of Special Needs Education (2025), pp. 1-16
Open Access
Trust the experts: Advancing student voice in special education teacher preparation
William A. Proffitt, Zach McCall, Suman Rath, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 105002-105002
Closed Access
Agency Manifestations in Schoolchildren and Their Involvement in Participatory Budgeting
Mikhail E. Goshin, Павел Сорокин, Boris V. Kupriyanov
Integration of Education (2025) Vol. 29, Iss. 1, pp. 97-113
Open Access
Teaching as Participating in the Digital Visual Networks of Young Creators
Kit Grauer, Juan Carlos Castro
(2025), pp. 43-56
Closed Access
Teachers learning to use student voice in primary physical education – ready, steady, go!
Déirdre Ní Chróinín, Melissa Parker, Maura Coulter, et al.
European Physical Education Review (2024)
Open Access | Times Cited: 3
Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency
Christine L. Bae, Ananya M. Matewos, John E. Fife
Educational Psychologist (2024), pp. 1-21
Closed Access | Times Cited: 3
Online instruction for a humanized learning experience: Techniques used by college instructors
Qiujie Li, Maricela Bañuelos, Yujia Liu, et al.
Computers & Education (2022) Vol. 189, pp. 104595-104595
Open Access | Times Cited: 16
Is Students’ Autonomy Possible at Contemporary School?
K.N. Polivanova, А.А. Бочавер
Psychological Science and Education (2022) Vol. 27, Iss. 3, pp. 6-15
Open Access | Times Cited: 16
Imagining education beyond growth: A post-qualitative inquiry into the educational consequences of post-growth economic thought
Ricky John White
Curriculum Perspectives (2024)
Open Access | Times Cited: 3
Student voice and agency for transformative change in matters that matter: Impactful inquiry in primary science
Melinda Kirk
The Australian Educational Researcher (2024) Vol. 52, Iss. 1, pp. 411-430
Open Access | Times Cited: 3
Student voice as part of differentiated instruction: students’ perspectives
Gemma Scarparolo, Sally MacKinnon
Educational Review (2022) Vol. 76, Iss. 4, pp. 774-791
Closed Access | Times Cited: 13
Teacher educators’ views on educating pre-service teachers for participatory action research in secondary schools
Ben H.J. Smit, Dineke E.H. Tigelaar, Amanda Berry, et al.
Teaching and Teacher Education (2024) Vol. 141, pp. 104460-104460
Open Access | Times Cited: 2
“I expect boredom”: Students' experiences and expectations of multiliteracies learning
Fei Victor Lim, Csilla Weninger, Thi Thu Ha Nguyen
Literacy (2021) Vol. 55, Iss. 2, pp. 102-112
Closed Access | Times Cited: 16
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