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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:

The primacy of relation: Social studies teachers and the praxis of critical pedagogy
Kevin Russel Magill, Cinthia Salinas
Theory & Research in Social Education (2018) Vol. 47, Iss. 1, pp. 1-28
Closed Access | Times Cited: 48

Showing 1-25 of 48 citing articles:

Getting critical with compelling questions: Shifts in elementary teacher candidates’ curriculum planning from inquiry to critical inquiry
Jenni Conrad, Jennifer Gallagher, Wendy Chan
Theory & Research in Social Education (2024) Vol. 52, Iss. 4, pp. 532-574
Closed Access | Times Cited: 5
Learning to be fellow inquirers: Exploring students’ critical learning activity in an eighth-grade U.S. history classroom
Victoria Davis Smith, Kevin Russel Magill
Theory & Research in Social Education (2025), pp. 1-32
Closed Access
Critical historical inquiry: The intersection of ideological clarity and pedagogical content knowledge
Brooke Blevins, Kevin Russel Magill, Cinthia Salinas
The Journal of Social Studies Research (2019) Vol. 44, Iss. 1, pp. 35-50
Closed Access | Times Cited: 35
Interpretive frames for responding to racially stressful moments in history discussions
Abby Reisman, Lisette Enumah, Lightning Jay
Theory & Research in Social Education (2020) Vol. 48, Iss. 3, pp. 321-345
Closed Access | Times Cited: 23
Culturally sustaining social studies teachers: Understanding models of practice
Christopher C. Martell, Kaylene M. Stevens
Teaching and Teacher Education (2019) Vol. 86, pp. 102897-102897
Closed Access | Times Cited: 23
White preservice teachers facilitating African American history discussions: Tensions of identity in practice
Jenni Conrad, Abby Reisman, Timothy Patterson, et al.
Teaching and Teacher Education (2023) Vol. 125, pp. 104050-104050
Closed Access | Times Cited: 7
Speculative frictions: writing civic futures after AI
Alexandra Thrall, T. Philip Nichols, Kevin Russel Magill
English Teaching Practice & Critique (2024) Vol. 23, Iss. 1, pp. 67-82
Closed Access | Times Cited: 2
The rise of for-profit teacher preparation programmes: investigating career outcomes for novice teachers
Wesley Edwards, Kevin Russel Magill
Educational Review (2024) Vol. 76, Iss. 7, pp. 1955-1979
Closed Access | Times Cited: 2
Critically Civic Teacher Perception, Posture and Pedagogy: Negating Civic Archetypes
Kevin Russel Magill
The Journal of Social Studies Research (2018) Vol. 43, Iss. 2, pp. 159-176
Closed Access | Times Cited: 20
Identity, consciousness, and agency: Critically reflexive social studies praxis and the social relations of teaching
Kevin Russel Magill
Teaching and Teacher Education (2021) Vol. 104, pp. 103382-103382
Closed Access | Times Cited: 13
“I Can't believe I said that”: An analysis of preservice teacher ideological transformation in a social-issues-in-education course
Kevin Russel Magill
Teaching and Teacher Education (2023) Vol. 124, pp. 104046-104046
Closed Access | Times Cited: 5
Becoming a social studies teacher: An integrative systems perspective on identity content, structure, and processes
Timothy Patterson, Ishwar Bridgelal, Avi Kaplan
Teaching and Teacher Education (2022) Vol. 120, pp. 103899-103899
Closed Access | Times Cited: 8
The importance of civic culture: Toward intellectual solidarity and community agency
Kevin Russel Magill, Nate Scholten, Brooke Blevins, et al.
Education Citizenship and Social Justice (2022) Vol. 19, Iss. 1, pp. 139-161
Closed Access | Times Cited: 8
Creating Space for Transformational Community Engagement: Examining Locally Focused Curriculum, Partnerships, and Praxis
Kevin Russel Magill, Victoria Davis Smith
The Social Studies (2024) Vol. 115, Iss. 4, pp. 219-232
Closed Access | Times Cited: 1
Becoming and Remaining (Un)Critical: A Longitudinal Study of Beginning History Teachers
Christopher C. Martell, Rob Martinelle, Jennifer P. Chalmers
American Educational Research Journal (2024) Vol. 61, Iss. 4, pp. 687-723
Closed Access | Times Cited: 1
“I Really Want to Do Something”: How Civic Education Activities Promote Thinking Toward Civic Purpose Among Early Adolescents
Michelle Bauml, Brandy P. Quinn, Brooke Blevins, et al.
Journal of Adolescent Research (2021) Vol. 38, Iss. 1, pp. 110-142
Closed Access | Times Cited: 11
Toward critically compassionate financial literacy: How elementary preservice teachers view the standards
Thomas A. Lucey, Mary Beth Henning
Theory & Research in Social Education (2021) Vol. 49, Iss. 1, pp. 107-136
Closed Access | Times Cited: 9
Debate as a tool to develop disciplinary practices and student agency
Rachelle S. Savitz, Susan Cridland‐Hughes, Mihaela Gazioglu
Teaching and Teacher Education (2021) Vol. 102, pp. 103341-103341
Closed Access | Times Cited: 9
Responding to Worldview Threats in the Classroom: An Exploratory Study of Preservice Teachers
Cathryn van Kessel, Nicholas Jacobs, Francesca Catena, et al.
Journal of Teacher Education (2021) Vol. 73, Iss. 1, pp. 97-109
Open Access | Times Cited: 9
Reclaiming relationality in education policy: towards a more authentic relational pedagogy
Stewart Riddle, Andrew Hickey
Critical Studies in Education (2022) Vol. 64, Iss. 3, pp. 267-282
Closed Access | Times Cited: 6
Critical Literacy as a Lens for Students’ Evaluation of Sources in an AP World History Class
Alysha Meloche, Vera J. Lee, Allen Grant, et al.
The Social Studies (2020) Vol. 111, Iss. 4, pp. 189-204
Closed Access | Times Cited: 8
Theory–Praxis Gap: Social Studies Teaching and Critically Transformational Dialogue
Kevin Russel Magill, Brooke Blevins
Teachers College Record The Voice of Scholarship in Education (2020) Vol. 122, Iss. 7, pp. 1-38
Open Access | Times Cited: 8
Teaching for citizenship: Instructional practices and open classroom climate
Kelly Siegel-Stechler
Theory & Research in Social Education (2021) Vol. 49, Iss. 4, pp. 570-601
Closed Access | Times Cited: 8
What are teacher relational skills? A defining study using a bottom-up modified Delphi method
Tiziano Gerosa, Gianluca Argentin, Alice Spada
Quality & Quantity (2023) Vol. 58, Iss. 1, pp. 581-602
Open Access | Times Cited: 2
“Conversation is everything”: How teachers and students create environments where open discussion can thrive
Kelly Siegel-Stechler
Theory & Research in Social Education (2023) Vol. 51, Iss. 4, pp. 626-660
Closed Access | Times Cited: 2
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