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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:

Teacher engagement in professional learning: what makes the difference to teacher practice?
Keely Harper‐Hill, Wendi Beamish, Stephen Hay, et al.
Studies in Continuing Education (2020) Vol. 44, Iss. 1, pp. 105-118
Closed Access | Times Cited: 24

Showing 24 citing articles:

Modeling the Effect of Chinese EFL Teachers’ Self-efficacy and Resilience on Their Work Engagement: A Structural Equation Modeling Analysis
Yongliang Wang, Ziwen Pan
SAGE Open (2023) Vol. 13, Iss. 4
Open Access | Times Cited: 60
Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation
Tim Fütterer, Eric Richter, Dirk Richter
Zeitschrift für Erziehungswissenschaft (2024) Vol. 27, Iss. 3, pp. 739-768
Open Access | Times Cited: 7
Modern technology adoption and professional development of lecturers
Afam Uzorka, Shiellah Namara, Ademola Olatide Olaniyan
Education and Information Technologies (2023) Vol. 28, Iss. 11, pp. 14693-14719
Open Access | Times Cited: 12
Unpacking in-service EFL teachers’ professional learning in a study abroad teacher education programme: an ecological perspective
Xinxin Wu, Honggang Liu
Asia Pacific Journal of Education (2024), pp. 1-18
Closed Access | Times Cited: 1
Understanding vocational teachers’ professional development in work placement: learning goals, activities, and outcomes
Na Zhou, Dineke E.H. Tigelaar, Wilfried Admiraal
Studies in Continuing Education (2021) Vol. 45, Iss. 1, pp. 18-36
Open Access | Times Cited: 9
‘Regard me’: a case study of learner engagement and the satisfaction of basic needs in continuing professional development
James Noonan
Professional Development in Education (2022) Vol. 50, Iss. 5, pp. 894-908
Closed Access | Times Cited: 4
Stakeholder Experience Evaluating Whole-School Practice Designed to Improve Educational Outcomes for Autistic Students
Helen McLennan, Jacqueline Roberts, Greer Johnson
Australasian Journal of Special and Inclusive Education (2023) Vol. 47, Iss. 1, pp. 14-27
Open Access | Times Cited: 2
Organizational Communication, Work Motivation, and Pedagogical Competence of Public Elementary School Teachers in the Division of Cabuyao City
Rosemarie D. Obispo, Pedrito Jose V. Bermudo, Antonio R. Yango
Technium Social Sciences Journal (2023) Vol. 44, pp. 384-415
Open Access | Times Cited: 2
The Relation Between Classroom Adversity and Students’ Problem Behavior as a Function of Teachers’ Emotional Support
Kristen L. Granger, Jason C. Chow, Leigh McLean, et al.
Behavioral Disorders (2024) Vol. 49, Iss. 4, pp. 207-221
Open Access
Experimental Evaluation of the Impact of Lived Experience and Personal Story on Neuroscience Knowledge Translation Effectiveness: Sharing the Neuroscience of ADHD with Pre‐Service Teachers
Conor Barker, Kathryn Isenor Yorke, Emily Mak, et al.
Mind Brain and Education (2024) Vol. 18, Iss. 1, pp. 125-134
Closed Access
Using interpersonal meaning making resources to build relationships and improve engagement in online teacher professional learning
R. M. ADLINGTON, Frances Quinn, Jennifer Charteris, et al.
The Australian Educational Researcher (2024) Vol. 52, Iss. 1, pp. 255-274
Open Access
Exploring the influence of EFL teachers’ informal digital learning on creative classroom instruction: a cross-sectional study
Herri Mulyono, Zain Adinul Falah, Gunawan Suryoputro, et al.
Discover Education (2024) Vol. 3, Iss. 1
Open Access
PD supporting CS and math integration: implications of teacher interest and confidence for workshop design
K. Ann Renninger, Ruth. C. Elias, Mariko J. Kamiya, et al.
Computer Science Education (2024), pp. 1-30
Open Access
Investigating the relation between pre-service EFL teachers’ epistemic cognition, instructional preferences and perceived engagement beliefs
Arif Sarıçoban, Özkan Kırmızı
Journal of Language and Linguistic Studies (2021) Vol. 17, Iss. 2, pp. 979-993
Closed Access | Times Cited: 3
Second and foreign language teachers’ problem-solving schemata development through informal problem-solving: the relationship between experience and expertise
Vyara V. Dimitrova, Susan McKenney, Paul A. Kirschner
Innovation in Language Learning and Teaching (2021) Vol. 17, Iss. 2, pp. 202-216
Open Access | Times Cited: 2
Investigating the relation between pre-service EFL teachers’ epistemic cognition, instructional preferences and perceived engagement beliefs
Arif Sarıçoban, Özkan Kırmızı
Journal of Language and Linguistic Studies (2021), pp. 979-993
Open Access | Times Cited: 2
Inclusive Education in Australia: An Unfolding Reform
Wendi Beamish, Kathy Gibbs, Margaret Toomey, et al.
Advancing inclusive and special education in the Asia-Pacific (2022), pp. 189-207
Closed Access | Times Cited: 1
Regional and Rural Teachers' Experiences with Two Models of Practice Supporting the Education of Students on the Autism Spectrum
Libby McDonald, Wendi Beamish, Annalise Taylor, et al.
Australian and International Journal of Rural Education (2021) Vol. 31, Iss. 1, pp. 42-57
Open Access | Times Cited: 1
Mediation Effect of Self-Efficacy on Situational Leadership Style and Leader's Support to Teacher's Performance
FRANCIS M. OBOGNE, DELON A. CHING
International Journal of Research Publications (2023) Vol. 135, Iss. 1
Open Access
”Kiire on”. Matematiikan opetuksen täydennyskoulutuksen vaikuttavuus opettajan näkökulmasta
Mika Koponen, Erika Löfström, Päivi Portaankorva-Koivisto
LUMAT International Journal on Math Science and Technology Education (2023) Vol. 11, Iss. 2
Open Access
How Teachers Make Decisions in Response to Professional Learning: A Study on Grade 3 Differentiation in Mathematics
Rachael A. Cody, Gregory T. Boldt, E. Jean Gubbins
Journal of Advanced Academics (2023) Vol. 35, Iss. 1, pp. 156-185
Closed Access
Teacher perceptions of professional development in an international school in Hong Kong
David R. Best
(2022)
Open Access
Equity in education for autistic students: professional learning to accommodate inclusive education
Linda Petersson‐Bloom
(2022)
Open Access
The Effect of Work Motivation and Entrepreneurial Orientation on Teachers’ Job Performance During Movement Control Order in Malaysia
Kesavan Nallaluthan, Kaaminy Kanapathy, Kingston Pal Thamburaj, et al.
International Journal of Academic Research in Business and Social Sciences (2022) Vol. 12, Iss. 12
Open Access
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