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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:

Educators’ perspectives on supporting student agency
Lindsey Moses, Danielle Rylak, Tanya Reader, et al.
Theory Into Practice (2019) Vol. 59, Iss. 2, pp. 213-222
Closed Access | Times Cited: 21

Showing 21 citing articles:

Impact of AI assistance on student agency
Ali Darvishi, Hassan Khosravi, Shazia Sadiq, et al.
Computers & Education (2023) Vol. 210, pp. 104967-104967
Open Access | Times Cited: 99
Doing multilingualism through transnational linguistic landscaping: The MultiDiv experience
Mélina Delmas, Jess Kruk, Louisa Willoughby, et al.
Linguistics and Education (2025) Vol. 86, pp. 101384-101384
Open Access
“It’s Kind of Like Figure It Out:” Experiences of K-2 Educational Professionals with Teaching Writing
Meaghan McKenna, Rachel E. Schachter
Early Childhood Education Journal (2025)
Closed Access
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
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
Explainable Student Agency Analytics
Mirka Saarela, Ville Heilala, Päivikki Jääskelä, et al.
IEEE Access (2021) Vol. 9, pp. 137444-137459
Open Access | Times Cited: 21
Culturally Responsive Personalized Learning: Recommendations for a Working Definition and Framework
Teresa M. Ober, Blair Lehman, Reginald Gooch, et al.
ETS Research Report Series (2023) Vol. 2023, Iss. 1, pp. 1-14
Open Access | Times Cited: 7
Racialised identities of multilingual teachers: stories, experiences and agentic action of Indonesian teachers in Australian schools
Leonardo Véliz, Xuesong Gao, Mauricio Véliz-Campos
Journal of Multilingual and Multicultural Development (2024), pp. 1-17
Open Access | Times Cited: 1
Primary Teachers’ Perceptions of Agency-Supportive Learning Environments
Kaidi Nurmik, Inge Timoštšuk
(2024)
Closed Access | Times Cited: 1
Teachers’ Perspectives of Enacting Student Voice in Primary Physical Education
Cassandra Iannucci, Cameron Van der Smee, Melissa Parker
Journal of Teaching in Physical Education (2023) Vol. 43, Iss. 3, pp. 442-450
Closed Access | Times Cited: 4
Investigating the representation of Foundation to Grade 2 students in a Victorian Government Policy on student voice in Australia: a curriculum perspective
Bonita Gardiner, Sarah Ohi
Curriculum Perspectives (2023) Vol. 43, Iss. 2, pp. 127-136
Open Access | Times Cited: 2
Exploring experiences and challenges in implementing youth participatory action research in Norwegian lower secondary schools
Ingrid Holsen, Olin Oldeide, Margrethe Fosen, et al.
Scandinavian Journal of Educational Research (2024), pp. 1-13
Open Access
Developing student agency through authentic application of socioscientific issues in STEM classrooms
Becky Mathers, Joseph Johnson, Alan Kaufmann, et al.
Turkish Journal of Education (2024) Vol. 13, Iss. Special Issue, pp. 508-534
Open Access
Exploring and co-designing emerging technologies to enhance the reading experience of Namibian children
Helvi Wheeler
(2024)
Open Access
Qualitative Study of Urban High School Teachers’ Beliefs about Students’ Agentic Engagement
Jeanette Zambrano, Erika A. Patall, Alana A. U. Kennedy, et al.
The Journal of Experimental Education (2023) Vol. 93, Iss. 1, pp. 69-90
Closed Access | Times Cited: 1
Gender and Leadership: Student Perspectives on Gender Stereotypes in Round Square Schools
Kanwal Syeda Hassan, Ewan Wright
ECNU Review of Education (2023)
Open Access | Times Cited: 1
Learner Agency Empowerment
Thuy Thi Ngoc Bui, Thi Thom Thom Nguyen
Language policy (2023), pp. 215-233
Closed Access
Deeper learning and leadership development in a school–university partnership with a rural district
Leslie Williams, Linda Atkinson, Sharon Dean, et al.
Journal of Educational Administration (2023) Vol. 62, Iss. 1, pp. 40-56
Closed Access
A Space for Myself and My Language: University Students’ Translanguaging Practices and Agency
Marianne Rachel G. Perfecto
(2023), pp. 75-101
Closed Access
I have something meaningful to say an interpretative phenomenological analysis study of rural Vermont students' experiences with academic and social agency
Elizabeth Goodell Adreon
(2022)
Open Access
Carnival Classrooms: Sites of Resistance in Secondary Composition Classrooms
Tracee L. Auville-Parks
Journal of Higher Education Theory and Practice (2021) Vol. 21, Iss. 15
Open Access
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