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:
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
Abby Reisman, Lisette Enumah, Lightning Jay
Theory & Research in Social Education (2020) Vol. 48, Iss. 3, pp. 321-345
Closed Access | Times Cited: 23
Showing 23 citing articles:
Expanding on prior conceptualizations of teacher noticing
Elizabeth A. van Es, Miriam Gamoran Sherin
ZDM (2021) Vol. 53, Iss. 1, pp. 17-27
Open Access | Times Cited: 154
Elizabeth A. van Es, Miriam Gamoran Sherin
ZDM (2021) Vol. 53, Iss. 1, pp. 17-27
Open Access | Times Cited: 154
Classroom strategies for navigating emotions during controversial discussions
Joseph I. Eisman, Tiferet Ani, Timothy Patterson, et al.
Theory Into Practice (2025)
Closed Access
Joseph I. Eisman, Tiferet Ani, Timothy Patterson, et al.
Theory Into Practice (2025)
Closed Access
History is critical: Addressing the false dichotomy between historical inquiry and criticality
Maribel Santiago, Tadashi Dozono
Theory & Research in Social Education (2022) Vol. 50, Iss. 2, pp. 173-195
Open Access | Times Cited: 22
Maribel Santiago, Tadashi Dozono
Theory & Research in Social Education (2022) Vol. 50, Iss. 2, pp. 173-195
Open Access | Times Cited: 22
“What is slavery?”: Third-grade students’ sensemaking about enslavement through historical inquiry
Ryan E. Hughes
Theory & Research in Social Education (2021) Vol. 50, Iss. 1, pp. 29-73
Closed Access | Times Cited: 24
Ryan E. Hughes
Theory & Research in Social Education (2021) Vol. 50, Iss. 1, pp. 29-73
Closed Access | Times Cited: 24
The disciplinary and critical divide in social studies teacher education research: A review of the literature from 2009–2019
Lightning Jay
Theory & Research in Social Education (2022) Vol. 50, Iss. 3, pp. 339-374
Closed Access | Times Cited: 16
Lightning Jay
Theory & Research in Social Education (2022) Vol. 50, Iss. 3, pp. 339-374
Closed Access | Times Cited: 16
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
Jenni Conrad, Abby Reisman, Timothy Patterson, et al.
Teaching and Teacher Education (2023) Vol. 125, pp. 104050-104050
Closed Access | Times Cited: 7
To what ends? Analyzing teacher candidates’ goals and perceptions of student talk in social studies discussions
Jenni Conrad, Abby Reisman, Lightning Jay, et al.
The Journal of Social Studies Research (2022) Vol. 47, Iss. 2, pp. 79-91
Closed Access | Times Cited: 9
Jenni Conrad, Abby Reisman, Lightning Jay, et al.
The Journal of Social Studies Research (2022) Vol. 47, Iss. 2, pp. 79-91
Closed Access | Times Cited: 9
Racial individualism in middle school: How students learn white innocence through the social studies curriculum
Cristina L. Lash
Theory & Research in Social Education (2023) Vol. 52, Iss. 1, pp. 1-32
Closed Access | Times Cited: 5
Cristina L. Lash
Theory & Research in Social Education (2023) Vol. 52, Iss. 1, pp. 1-32
Closed Access | Times Cited: 5
Coaching Teachers in Document-Based History Instruction: Practices That Support Teacher Facilitation of Student Discourse
Abby Reisman, Lightning Jay
Journal of Teacher Education (2024) Vol. 75, Iss. 3, pp. 305-320
Open Access | Times Cited: 1
Abby Reisman, Lightning Jay
Journal of Teacher Education (2024) Vol. 75, Iss. 3, pp. 305-320
Open Access | Times Cited: 1
“They created segregation with the economy”: Using AI for a student-driven inquiry into redlining in the social studies classroom
Amato Nocera, Victoria Newton, Shiyan Jiang
Theory & Research in Social Education (2024), pp. 1-40
Closed Access | Times Cited: 1
Amato Nocera, Victoria Newton, Shiyan Jiang
Theory & Research in Social Education (2024), pp. 1-40
Closed Access | Times Cited: 1
L’histoire à l’école, deux pas en arrière ou un pas en avant? Nature de la pensée historienne et attitude didactique à adopter pour prendre en compte la diversité dans l’éducation citoyenne
Marc–André Éthier, David Lefrançois
McGill Journal of Education / Revue des sciences de l éducation de McGill (2024), pp. 78-99
Open Access | Times Cited: 1
Marc–André Éthier, David Lefrançois
McGill Journal of Education / Revue des sciences de l éducation de McGill (2024), pp. 78-99
Open Access | Times Cited: 1
Race and the Evidence of Experience: Accounting for Race in Historical Thinking Pedagogy
Tadashi Dozono
Critical Studies in Education (2021) Vol. 63, Iss. 4, pp. 468-484
Closed Access | Times Cited: 10
Tadashi Dozono
Critical Studies in Education (2021) Vol. 63, Iss. 4, pp. 468-484
Closed Access | Times Cited: 10
Noticing structural inequities in classroom discussions: The relationship between teacher educator pedagogies and teachers’ noticing
Elizabeth Schiavone Gotwalt
Teaching and Teacher Education (2023) Vol. 131, pp. 104202-104202
Closed Access | Times Cited: 3
Elizabeth Schiavone Gotwalt
Teaching and Teacher Education (2023) Vol. 131, pp. 104202-104202
Closed Access | Times Cited: 3
Racial climate reform in independent schools: How coping self‐efficacy buffers systemic and proximal racial stress for students of color
Jackson A. Collins, Howard C. Stevenson
Psychology in the Schools (2023) Vol. 60, Iss. 11, pp. 4427-4451
Closed Access | Times Cited: 2
Jackson A. Collins, Howard C. Stevenson
Psychology in the Schools (2023) Vol. 60, Iss. 11, pp. 4427-4451
Closed Access | Times Cited: 2
Teaching Racial History: Enacting Curriculum in Discretionary Spaces
Abby Reisman, Lightning Jay
Journal of Curriculum Studies (2022) Vol. 54, Iss. 6, pp. 751-771
Closed Access | Times Cited: 3
Abby Reisman, Lightning Jay
Journal of Curriculum Studies (2022) Vol. 54, Iss. 6, pp. 751-771
Closed Access | Times Cited: 3
Social studies curriculum in an era of state restricted civic participation: Responding to Texas Senate Bill 3 with the Rights of the Learner
Samantha Leihsing, Ann Marie Ryan
Theory Into Practice (2024), pp. 1-12
Closed Access
Samantha Leihsing, Ann Marie Ryan
Theory Into Practice (2024), pp. 1-12
Closed Access
Des pratiques de contextualisation : des indices d’euristiques de la pensée historienne sont-ils perceptibles dans des travaux d’historiens patentés ? Une étude de cas à partir d’articles québécois récents
Marc–André Éthier, David Lefrançois
Revue française de pédagogie (2024) Vol. n° 223, Iss. 2, pp. 55-68
Closed Access
Marc–André Éthier, David Lefrançois
Revue française de pédagogie (2024) Vol. n° 223, Iss. 2, pp. 55-68
Closed Access
Incorporating teacher noticing video case reflection into scaffolded Lesson Study to encourage authentic pedagogy in social studies
Jada Kohlmeier
Theory & Research in Social Education (2023) Vol. 51, Iss. 4, pp. 587-625
Closed Access | Times Cited: 1
Jada Kohlmeier
Theory & Research in Social Education (2023) Vol. 51, Iss. 4, pp. 587-625
Closed Access | Times Cited: 1
From turtle in a shell to one that wins the race: noticing identities in interactive classroom learning communities
Yotam Hod, Michal Dvir, Sahar Tueg
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5711-5723
Open Access | Times Cited: 1
Yotam Hod, Michal Dvir, Sahar Tueg
Interactive Learning Environments (2023) Vol. 32, Iss. 9, pp. 5711-5723
Open Access | Times Cited: 1
‘There’s no such thing as a clean line’: an award-winning history teacher’s racial ideologies-in-pieces
Charley Brooks
Teaching Education (2023) Vol. 34, Iss. 4, pp. 438-454
Closed Access
Charley Brooks
Teaching Education (2023) Vol. 34, Iss. 4, pp. 438-454
Closed Access
“Honestly, I Had a Very Strong Reaction to this Reading”: Social Studies Pre‐Service Teachers’ Application of Literacy Frameworks While Engaging with a Graphic Textbook
Sarah Mathews, Craig M. McGill
Journal of Adolescent & Adult Literacy (2022) Vol. 65, Iss. 5, pp. 431-439
Closed Access
Sarah Mathews, Craig M. McGill
Journal of Adolescent & Adult Literacy (2022) Vol. 65, Iss. 5, pp. 431-439
Closed Access
