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:
Unpacking preservice teachers’ beliefs about students’ home languages: what matters in initial teacher education?
Hakan Dursun, Orhan Ağırdağ, Ellen Claes
Journal of Multilingual and Multicultural Development (2023), pp. 1-16
Closed Access | Times Cited: 13
Hakan Dursun, Orhan Ağırdağ, Ellen Claes
Journal of Multilingual and Multicultural Development (2023), pp. 1-16
Closed Access | Times Cited: 13
Showing 13 citing articles:
Australian multilingual early childhood educators’ use of languages in early childhood education settings: findings of a qualitative (pilot) study
Anne Keary, Haoran Zheng, Susanne Garvis
European Early Childhood Education Research Journal (2025), pp. 1-15
Open Access
Anne Keary, Haoran Zheng, Susanne Garvis
European Early Childhood Education Research Journal (2025), pp. 1-15
Open Access
Teaching in a multilingual school: What do teachers believe and know about multilingual pluralist diversity policies?
Lies Sercu, Sientje Maes, Evelien Flamez
Journal of Multilingual and Multicultural Development (2025), pp. 1-21
Closed Access
Lies Sercu, Sientje Maes, Evelien Flamez
Journal of Multilingual and Multicultural Development (2025), pp. 1-21
Closed Access
Rising beliefs but descending self-efficacy when preparing in-service teachers for linguistically responsive teaching – insights from a longitudinal intervention study
K. M. Schneider, Victoria Bertram, Jasmin Decristan, et al.
Journal of Multilingual and Multicultural Development (2025), pp. 1-17
Open Access
K. M. Schneider, Victoria Bertram, Jasmin Decristan, et al.
Journal of Multilingual and Multicultural Development (2025), pp. 1-17
Open Access
Building teacher candidates’ self-efficacy beliefs about the education of multilingual learners: A linguistically responsive approach
Laura Mahalingappa
Teaching and Teacher Education (2023) Vol. 131, pp. 104190-104190
Closed Access | Times Cited: 10
Laura Mahalingappa
Teaching and Teacher Education (2023) Vol. 131, pp. 104190-104190
Closed Access | Times Cited: 10
Revisiting parental engagement: Creating, crossing, and blurring the boundaries of the home-school language divide
Nikolett Szelei, Stefan Ramaekers, Graziela Dekeyser, et al.
Linguistics and Education (2024) Vol. 81, pp. 101308-101308
Closed Access | Times Cited: 2
Nikolett Szelei, Stefan Ramaekers, Graziela Dekeyser, et al.
Linguistics and Education (2024) Vol. 81, pp. 101308-101308
Closed Access | Times Cited: 2
Coursework, field-based teaching practices, and multicultural experiences: Analyzing the determinants of preservice teachers’ ethnocultural diversity knowledge
Hakan Dursun, Ellen Claes, Orhan Ağırdağ
Teaching and Teacher Education (2023) Vol. 126, pp. 104077-104077
Closed Access | Times Cited: 6
Hakan Dursun, Ellen Claes, Orhan Ağırdağ
Teaching and Teacher Education (2023) Vol. 126, pp. 104077-104077
Closed Access | Times Cited: 6
Pardon my French, Turkish and Arabic! How Flemish headteachers and teachers respond to multilingualism in the classroom
Marloes Hagenaars, Teuntje van Heese, Wendelien Vantieghem, et al.
Journal of Ethnic and Migration Studies (2024), pp. 1-25
Closed Access | Times Cited: 1
Marloes Hagenaars, Teuntje van Heese, Wendelien Vantieghem, et al.
Journal of Ethnic and Migration Studies (2024), pp. 1-25
Closed Access | Times Cited: 1
Against the odds: predictors of academic success and excellence in majority-minority schools
Orhan Ağırdağ, Jozefien De Leersnyder
School Effectiveness and School Improvement (2024) Vol. 35, Iss. 3, pp. 273-297
Closed Access | Times Cited: 1
Orhan Ağırdağ, Jozefien De Leersnyder
School Effectiveness and School Improvement (2024) Vol. 35, Iss. 3, pp. 273-297
Closed Access | Times Cited: 1
A Cross-National Examination of Teachers’ Multicultural Self-Efficacy: Can Multicultural Education in Initial Teacher Education and Professional Development Make a Difference?
Qin Mou, Hakan Dursun, Orhan Ağırdağ
Education and Urban Society (2024) Vol. 57, Iss. 1, pp. 63-83
Closed Access | Times Cited: 1
Qin Mou, Hakan Dursun, Orhan Ağırdağ
Education and Urban Society (2024) Vol. 57, Iss. 1, pp. 63-83
Closed Access | Times Cited: 1
“The kids get haggled over”: how institutional practices contribute to segregation in elementary schools
Isabel Rámos Lobato, Alina Goldbach, Heike Hanhörster
Frontiers in Sociology (2023) Vol. 8
Open Access | Times Cited: 2
Isabel Rámos Lobato, Alina Goldbach, Heike Hanhörster
Frontiers in Sociology (2023) Vol. 8
Open Access | Times Cited: 2
Exploring pre-service English teachers’ beliefs about plurilingualism: using visual and spoken methodologies with learners in a CLIL setting
Liz Dale, Eline van Batenburg
Journal of Multilingual and Multicultural Development (2024), pp. 1-15
Closed Access
Liz Dale, Eline van Batenburg
Journal of Multilingual and Multicultural Development (2024), pp. 1-15
Closed Access
Minority language use in teaching: ethnic minority teachers’ perspectives in Southwest China
Qian Liu
International Journal of Multilingualism (2024), pp. 1-20
Closed Access
Qian Liu
International Journal of Multilingualism (2024), pp. 1-20
Closed Access
How schools affect neighbourhoods: a conceptual framework for the multiple roles of public schools
Oskar Rönnberg, Venla Bernelius, Isabel Rámos Lobato
Nordic Journal of Studies in Educational Policy (2024), pp. 1-16
Open Access
Oskar Rönnberg, Venla Bernelius, Isabel Rámos Lobato
Nordic Journal of Studies in Educational Policy (2024), pp. 1-16
Open Access
