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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:

The ‘doublethink’ of data: educational performativity and the field of schooling practices
Ian Hardy, Steven Lewis
British Journal of Sociology of Education (2016) Vol. 38, Iss. 5, pp. 671-685
Closed Access | Times Cited: 63

Showing 1-25 of 63 citing articles:

Datafying the teaching ‘profession’: remaking the professional teacher in the image of data
Steven Lewis, Jessica Holloway
Cambridge Journal of Education (2018) Vol. 49, Iss. 1, pp. 35-51
Closed Access | Times Cited: 110
Teacher professional learning under audit: reconfiguring practice in an age of standards
Nicole Mockler
Professional Development in Education (2020) Vol. 48, Iss. 1, pp. 166-180
Closed Access | Times Cited: 85
Perverse impacts of competitive funding: public school principals as revenue generators in the grant economy
Emma Rowe, Sarah Langman, Nicole Mockler, et al.
Journal of Education Policy (2025), pp. 1-20
Closed Access
Tracking the Topological: The Effects of Standardised Data Upon Teachers’ Practice
Steven Lewis, Ian Hardy
British Journal of Educational Studies (2016) Vol. 65, Iss. 2, pp. 219-238
Closed Access | Times Cited: 49
Evidence of teaching practice in an age of accountability: when what can be counted isn’t all that counts
Nicole Mockler, Meghan Stacey
Oxford Review of Education (2020) Vol. 47, Iss. 2, pp. 170-188
Open Access | Times Cited: 39
An inspector calls! School leaders’ perceptions of inspection in Wales
Gareth Evans
Policy Futures in Education (2025)
Closed Access
Triage in teaching: the nature and impact of workload in schools
Meghan Stacey, Rachel Wilson, Susan McGrath‐Champ
Asia Pacific Journal of Education (2020) Vol. 42, Iss. 4, pp. 772-785
Closed Access | Times Cited: 33
Back to the future? Reflections on three phases of education policy reform in Wales and their implications for teachers
Gareth Evans
Journal of Educational Change (2021) Vol. 23, Iss. 3, pp. 371-396
Open Access | Times Cited: 30
Data, performativity and the erosion of trust in teachers
Rafaan Daliri-Ngametua, Ian Hardy, Sue Creagh
Cambridge Journal of Education (2021) Vol. 52, Iss. 3, pp. 391-407
Closed Access | Times Cited: 29
Digital Disruption In Teaching And Testing
Claire Wyatt‐Smith, Bob Lingard, Elizabeth Heck
Routledge eBooks (2021)
Open Access | Times Cited: 26
Tracking technology: exploring student experiences of school datafication
Luci Pangrazio, Neil Selwyn, Bronwyn Cumbo
Cambridge Journal of Education (2023) Vol. 53, Iss. 6, pp. 847-862
Open Access | Times Cited: 9
‘Just playing around with Excel and pivot tables’ - the realities of data-driven schooling
Neil Selwyn
Research Papers in Education (2020) Vol. 37, Iss. 1, pp. 95-114
Closed Access | Times Cited: 26
The accommodation of contested identities: The impact of participation in a practice-based masters programme on beginning teachers’ professional identity and sense of agency
Mark Connolly, Mark Hadfield, Yvonne Barnes, et al.
Teaching and Teacher Education (2018) Vol. 71, pp. 241-250
Open Access | Times Cited: 27
Analysing Education Policy
Meghan Stacey, Nicole Mockler
Routledge eBooks (2024)
Open Access | Times Cited: 2
‘A Tipping Point’ in Teacher Retention and Accountability: The Case of Inspection
Jane Perryman, Alice Bradbury, Graham Calvert, et al.
British Journal of Educational Studies (2024), pp. 1-20
Open Access | Times Cited: 2
The devalued, demoralized and disappearing teacher: The nature and effects of datafication and performativity in schools
Rafaan Daliri-Ngametua, Ian Hardy
Education Policy Analysis Archives (2022) Vol. 30
Open Access | Times Cited: 11
Reconfiguring Education Through Data: How Data Practices Reconfigure Teacher Professionalism and Curriculum
Lyndsay Grant
Transforming communications (2022), pp. 217-241
Open Access | Times Cited: 10
The Datafication of Learning: Data Technologies as Reflection Issue in the System of Education
Ernst D. Thoutenhoofd
Studies in Philosophy and Education (2017) Vol. 37, Iss. 5, pp. 433-449
Open Access | Times Cited: 17
‘Choosing the lesser of evils’: cultural narrative and career decision-making in post-Soviet Russia
Елена Минина, Екатерина Павленко
Journal of Youth Studies (2022) Vol. 26, Iss. 9, pp. 1109-1129
Closed Access | Times Cited: 8
School leaders navigating student wellbeing: the interplay between academic achievement and economic logics in Danish schools
Ronni Laursen
Educational Review (2024), pp. 1-19
Open Access | Times Cited: 1
Exploring teachers' strategies for navigating compulsory digital transformations in Danish primary and lower secondary schools
Ronni Laursen
British Educational Research Journal (2024) Vol. 50, Iss. 5, pp. 2363-2382
Open Access | Times Cited: 1
Data infrastructuring in schools: New forms of professional edu-data expertise and agency
Lyndsay Grant
Research in Education (2024) Vol. 120, Iss. 1, pp. 54-71
Open Access | Times Cited: 1
From IT to I-It: Digitalization, datafication, automation, and the teacher-student relationship
Pekka Mertala
Journal of Childhood Education & Society (2024) Vol. 5, Iss. 2, pp. 294-304
Open Access | Times Cited: 1
The ‘performative’ university: theoretical and personal reflections
Max Visser, Peter Stokes, Ashok Ashta, et al.
Journal of Education Policy (2024), pp. 1-19
Open Access | Times Cited: 1
Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?
Steven Lewis
Education Policy Analysis Archives (2017) Vol. 25, pp. 92-92
Open Access | Times Cited: 11
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