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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:

You matter here: The impact of asset-based pedagogies on learning
Amy Seely Flint, Wanda Jaggers
Theory Into Practice (2021) Vol. 60, Iss. 3, pp. 254-264
Closed Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

Toward Asset-based Instruction and Assessment in Artificial Intelligence in Education
Jaclyn Ocumpaugh, Rod D. Roscoe, Ryan S. Baker, et al.
International Journal of Artificial Intelligence in Education (2024)
Closed Access | Times Cited: 11
Centring international student voice: a collaborative autoethnography and critical reflections from an equity-focused doctoral course
Xu Hu, Kristyn Lue
Higher Education (2025)
Closed Access
Conquering the tower of Babel? How linguistic distance affects second and foreign language reading in German, English, and French in year 9 in Germany
Nils Jaekel, Michael Schurig, Patricia Uhl, et al.
System (2025) Vol. 131, pp. 103630-103630
Open Access
Personalized Education through Individualized Pathways and Resources to Adaptive Control Theory-Inspired Scientific Education (iPRACTISE): Proof-of-Concept Studies for Designing and Evaluating Personalized Education
Sy‐Miin Chow, Jungmin Lee, Jonathan Park, et al.
Journal of Statistics and Data Science Education (2024) Vol. 32, Iss. 2, pp. 174-187
Open Access | Times Cited: 3
Legal politics of public housing savings for citizens’ decent and affordable housing
Jefri Hari Akbar, Yusriyadi Yusriyadi, Soeganda Priyatna
Corporate Law & Governance Review (2024) Vol. 6, Iss. 1, pp. 19-26
Open Access | Times Cited: 2
Leveraging Digital Literacies to Support Refugee Youth and Families’ Success in Online Learning: A Theoretical Perspective Using a Socioecological Approach
Mary Rice, Aijuan Cun
Online Learning (2023) Vol. 27, Iss. 3
Open Access | Times Cited: 6
Culturally Responsive/Sustaining Transition for At-Promise Youth
Rebekka J. Jez
Career Development and Transition for Exceptional Individuals (2024)
Closed Access | Times Cited: 1
A Short Tutorial on Validation in Educational and Psychological Assessment
Angel Arias
The Quantitative Methods for Psychology (2024) Vol. 20, Iss. 3, pp. v24-v31
Open Access | Times Cited: 1
But What Does it Look Like in Maths?
Samantha Marshall
International Journal of Multicultural Education (2023) Vol. 25, Iss. 1, pp. 1-29
Open Access | Times Cited: 4
Learning routines that reflect teachers’ asset-based pedagogies: Creating breathing spaces for students
Anne Murray-Orr, Jennifer Mitton
Cogent Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 3
“Why Don’t They Just Move Closer?”: Adolescent Critical Consciousness Development in YPAR About Food Security
Amy Anderson, Hannah Carson Baggett, Carey E. Andrzejewski, et al.
Journal of Adolescent Research (2021) Vol. 39, Iss. 4, pp. 861-887
Closed Access | Times Cited: 6
Unpacking High School Students’ Motivational Influences in Project-Based Learning
Prateek Shekhar, Heydi Dominguez, Pramod Abichandani, et al.
IEEE Transactions on Education (2023) Vol. 67, Iss. 1, pp. 20-30
Open Access | Times Cited: 2
Understanding Culturally Sustaining Practices Through the Lens of Chinese Immigrant Families in the United States
Shuling Yang, Natalia A. Ward, Emily M. Hayden
Journal of Language Identity & Education (2023), pp. 1-14
Closed Access | Times Cited: 2
Impacto de la Aproximación Fondos de Conocimiento desde la Visión de las Docentes y las Familias. Un Estudio Cualitativo
Mireia Machancoses
Revista Internacional de Educación para la Justicia Social (2021) Vol. 10, Iss. 1, pp. 55-68
Open Access | Times Cited: 5
Meeting the Language Needs of Emergent Multilingual Students at Risk for Learning Disabilities through Multitiered Systems of Support
Lauren Artzi, Lisa Hsin, Amanda K. Sanford, et al.
Learning Disabilities Research and Practice (2022) Vol. 37, Iss. 3, pp. 189-203
Closed Access | Times Cited: 3
Critical Understanding of English Learners: Experience and Practice of Educators in a Professional Development Course
Razak Kwame Dwomoh, Araba A. Z. Osei‐Tutu, Alankrita Chhikara, et al.
TESOL Quarterly (2022) Vol. 57, Iss. 4, pp. 1401-1433
Open Access | Times Cited: 3
HBCU Students' Experiences with Data Structures and the Need for Equity Pedagogies
Simone Smarr, Nadia S. J. Morrow, Juan E. Gilbert
(2024), pp. 190-195
Closed Access
Pages of potential: an action research study of the affordances and constraints of using picture books as tools to deepen adult senses of identity and belonging
Sarah C.B. Norsworthy
(2024)
Open Access
Funds of identity and culturally responsive computing: K-5 teachers' adaptations to computing resources
Katharine Childs, Jane Waite
(2024), pp. 1-10
Closed Access
The Effect of Using Computer-Based Graphic Organizers on Writing: A Case Study
Laurence Ajaka, Hiba Kamal Al Chami
Open Journal of Modern Linguistics (2024) Vol. 14, Iss. 05, pp. 763-789
Open Access
‘I love my class family’: Writing Realities and Relational Pedagogies
Tasha Tropp Laman, Amy Seely Flint, Raymond P. Rossi, et al.
Literacy (2024)
Closed Access
Leveraging a Strengths-Based Approach to Approximate Student Feedback for Future Elementary Mathematics Teachers
Miriam Gates, David Earls
Advances in educational marketing, administration, and leadership book series (2024), pp. 277-304
Closed Access
Asset-Based Computational Thinking in Early Childhood Classrooms: Centering Students’ Expertise in a Community of Learners
Lori Czop Assaf, Sean Justice
Early Childhood Education Journal (2024)
Closed Access
La rétention dans les écoles urbaines en contexte défavorisé : une étude qualitative sur la résilience des personnes nouvellement enseignantes
Alice Colignon, Virginie März, Catherine Van Nieuwenhoven
Éducation et francophonie (2024) Vol. 52, Iss. 2
Open Access
Untangling the threads of school wellbeing: Underlying assumptions and axes of normativity
Nis Langer Primdahl, Venka Simovska
British Educational Research Journal (2024)
Closed Access
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