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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:

Measuring social support perceived by inclusive education teachers in China
Zhengli Xie, Meng Deng, Ying Ma
Asia Pacific Journal of Education (2021) Vol. 43, Iss. 1, pp. 219-235
Closed Access | Times Cited: 20

Showing 20 citing articles:

Investigating the Mediating Role of Job Commitment and Job Satisfaction in the Relationship Between Social Support and Job Motivation Among English Language Teachers
Ming Wu, Mohammad Mohammadi, Siros Izadpanah
European Journal of Education (2025) Vol. 60, Iss. 2
Closed Access
Öğretmenlerin gözünden kapsayıcı eğitim: Öğretmen, sınıf ve materyaller
Mehmet OĞLAKÇI, Zeynel AMAÇ
RumeliDE Dil ve Edebiyat Araştırmaları Dergisi :/RumeliDe Dil ve Edebiyat Araştırmaları Dergisi (2024), Iss. 38, pp. 625-647
Open Access | Times Cited: 3
Self-efficacy and Work Motivation among Inclusive Education Teachers in China
Zhengli Xie, Li‐fang Zhang, Meng Deng
International Journal of Disability Development and Education (2022) Vol. 71, Iss. 2, pp. 236-250
Closed Access | Times Cited: 15
Teachers’ understanding of inclusive education: comparing perspectives in China and Italy
Lishuai Jia, Run Tan, Marina Santi
Asia Pacific Journal of Education (2022) Vol. 44, Iss. 2, pp. 503-515
Closed Access | Times Cited: 13
Work motivation profiles among inclusive school teachers of students with intellectual and developmental disabilities: A mixed-method study
Zhengli Xie, Xinhua Zhu, Fei Cao, et al.
Teaching and Teacher Education (2024) Vol. 151, pp. 104761-104761
Closed Access | Times Cited: 2
The Study on the Dilemma of Teachers in Inclusive Education in China
Aishan Ji
Transactions on Social Science Education and Humanities Research (2024) Vol. 5, pp. 340-346
Open Access | Times Cited: 1
The relationship between professional identity and professional development among special education teachers: a moderated mediation model
Yueming Pi, Minjie Ma, Alan Yung-Chih Hu, et al.
BMC Psychology (2024) Vol. 12, Iss. 1
Open Access | Times Cited: 1
Stakeholders’ perceptions of equity in providing special education and inclusive education services in China: Zero rejection and multiple provision mechanisms
Ahmed Alduais, Meng Deng
International Journal of Chinese Education (2022) Vol. 11, Iss. 3
Closed Access | Times Cited: 7
Expansion of special education and promotion of inclusive education in China: conflict or cooperation? Stakeholders' views
Ahmed Alduais, Meng Deng
Journal of Research in Special Educational Needs (2022) Vol. 22, Iss. 2, pp. 188-205
Closed Access | Times Cited: 5
From Caregivers to Right Defenders: Experiences of Chinese Parents Accompanying Children with Autism Spectrum Disorder in Inclusive Kindergartens
Linlin Wang, Zhengli Xie, Dehu Zhao, et al.
International Journal of Disability Development and Education (2022) Vol. 71, Iss. 4, pp. 535-551
Closed Access | Times Cited: 5
Linking Distributed Leadership with Differentiated Instruction in Inclusive Schools: The Mediating Roles of Teacher Leadership and Professional Competence
Tiantian Wang, Guoxiu Tian
Behavioral Sciences (2023) Vol. 13, Iss. 12, pp. 990-990
Open Access | Times Cited: 2
Self-Efficacy and Social Support: Two Predictors of Teachers Resilience in Inclusive Elementary School
Ratna Yanita Kusuma, Kartika Nur Fathiyah
Journal An-Nafs Kajian Penelitian Psikologi (2024) Vol. 9, Iss. 1, pp. 150-166
Open Access
A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter
Zhengli Xie, Mengting Li, Yan Wang
Journal of Autism and Developmental Disorders (2024)
Closed Access
The Influence of Perceived Organisational Support on Work Engagement Amongst Chinese Inclusive Education Teachers: A Chain Mediation of Psychological Empowerment and Attitudes Toward Inclusive Education
Wenjun Guan, Yuan Cheng, Tianhao Wu, et al.
European Journal of Education (2024)
Closed Access
The Need to Develop Inclusive Education in China: a Literature Review
Chang Guo, Albattat Ahmad
Journal of Law and Sustainable Development (2023) Vol. 11, Iss. 10, pp. e1352-e1352
Open Access | Times Cited: 1
Qualitative Analysis: Effective Practices in Inclusive and Special Needs Education in China
Cao Zongqing, Gift Muyunda, Qiangfeng Lab
International Journal of Social Learning (IJSL) (2023) Vol. 4, Iss. 1, pp. 17-34
Open Access | Times Cited: 1
Special education provision in China: Characteristics and challenges as perceived by stakeholders
Ahmed Alduais, Meng Deng
Specijalna edukacija i rehabilitacija (2022) Vol. 21, Iss. 2, pp. 67-88
Open Access | Times Cited: 1
To Separate or to Include: A Qualitative Study of Placement Decisions for Students With Special Education Needs in China
Meng Deng, Ying Ma, Zhengli Xie
ECNU Review of Education (2023)
Open Access
TEACHERS’ PERCEPTION TOWARDS ORGANIZATIONAL CLIMATE AT A BILINGUAL LANGUAGE PRIMARY SCHOOL IN ZHENGZHOU, CHINA
W. Lee, Yan Ye, Tze-Shang Cheng
The EUrASEANs journal on global socio-economic dynamics (2023), Iss. 6(43), pp. 553-566
Open Access
Accessibility of education for persons with disabilities in China: transforming special and inclusive education
Zhao Sh, Sergey Kokhan
Professional education in the modern world (2022) Vol. 12, Iss. 2, pp. 370-376
Open Access
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