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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:

Teachers as metacognitive role models
Kate Wall, Elaine Hall
European Journal of Teacher Education (2016) Vol. 39, Iss. 4, pp. 403-418
Open Access | Times Cited: 45

Showing 1-25 of 45 citing articles:

Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools?
John Perry, David Lundie, Gill Golder
Educational Review (2018) Vol. 71, Iss. 4, pp. 483-500
Open Access | Times Cited: 175
The School of the Future
Athanasios Drigas, George Papanastasiou, Charalabos Skianis
International Journal of Emerging Technologies in Learning (iJET) (2023) Vol. 18, Iss. 09, pp. 65-85
Open Access | Times Cited: 21
Metacognitive Monitoring in Written Communication: Improving Reflective Practice
István Zsigmond, Panayiota Metallidou, Plousia Misailidi, et al.
Education Sciences (2025) Vol. 15, Iss. 3, pp. 299-299
Open Access
Look who’s talking: Factors for considering the facilitation of very young children’s voices
Kate Wall, Claire Cassidy, Carol Robinson, et al.
Journal of Early Childhood Research (2019) Vol. 17, Iss. 4, pp. 263-278
Open Access | Times Cited: 40
E-Learning in COVID-19 Pandemic: Does It Challenge Teachers’ Work Cognition and Metacognitive Awareness?
Iin Hindun, Husamah Husamah, N. Nurwidodo, et al.
International Journal of Instruction (2021) Vol. 14, Iss. 3, pp. 547-566
Open Access | Times Cited: 23
Metacognitive instruction: central aspects of pre-service and novice in-service teachers’ knowledge and professional development
Dafna Fono, Anat Zohar
Professional Development in Education (2024), pp. 1-24
Open Access | Times Cited: 3
Exploring the ethical issues related to visual methodology when including young children’s voice in wider research samples
Kate Wall
International Journal of Inclusive Education (2017) Vol. 21, Iss. 3, pp. 316-331
Closed Access | Times Cited: 29
The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers’ Knowledge of Learning Skills
Katrin Saks, Helen Ilves, Airi Noppel
Education Sciences (2021) Vol. 11, Iss. 10, pp. 598-598
Open Access | Times Cited: 21
Teachers matter for metacognition: Facilitating metacognition in the primary school through teacher-pupil interactions
Heather Branigan, D. Donaldson
Thinking Skills and Creativity (2020) Vol. 38, pp. 100718-100718
Open Access | Times Cited: 20
Teacher of the Future
Athanasios Drigas, Irene Chaidi, Chara Papoutsi
International Journal of Emerging Technologies in Learning (iJET) (2023) Vol. 18, Iss. 16, pp. 87-114
Open Access | Times Cited: 6
Learning to learn in universities 4.0. Human Obsolescence and short-term change
Fran J. García García, Evelyn E. Moctezuma-Ramírez, Teresa Yurén
Teoría de la Educación Revista Interuniversitaria (2020) Vol. 33, Iss. 1, pp. 221-241
Open Access | Times Cited: 16
RETRACTED: Do educators need metacognitive skills in today’s educational environment?
Анар Попандопуло, Nataliia Fominykh, Ainash Kudysheva
Thinking Skills and Creativity (2021) Vol. 41, pp. 100878-100878
Closed Access | Times Cited: 15
The Influence of Various Role Models on Children’s Pro-environmental Behaviours
Mingyue Liang, Qianying Chen, Yanyan Zhou
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 9
An exploration of teacher learning through reflection from a sociocultural and dialogical perspective: professional dialogue or professional monologue?
Alan Guoming Huang, Markus Klein, Anna Beck
Professional Development in Education (2020) Vol. 49, Iss. 2, pp. 353-367
Open Access | Times Cited: 14
Importancia de la competencia aprender a aprender en estudiantes universitarios colombianos a par-tir de análisis multivariado: desafíos, oportunidades y retos para la educación (Importance of learning to learn competence in Colombian university students based on multivariate analysis: challenges, opportunities and challenges for education)
Boryi Alexander Becerra Patiño, Francisco Javier Palomino Ramírez
Retos (2024) Vol. 55, pp. 613-623
Open Access | Times Cited: 1
Impact of school experiences on the beliefs and instructional practices of future mathematics teachers
Eugenio Chandía, Farzaneh Saadati, Anahí Huencho
International Electronic Journal of Mathematics Education (2024) Vol. 19, Iss. 4, pp. em0793-em0793
Closed Access | Times Cited: 1
Content validation of the ‘learning to learn’ competence in undergraduate studies
Fran J. García García, Inmaculada López-Francés, Bernardo Gargallo López, et al.
Revista de Investigación Educativa (2022) Vol. 40, Iss. 2, pp. 513-530
Open Access | Times Cited: 7
Investigation of Relationships between the Preservice Science Teachers’ Life Skills and Metacognitive Awareness
Yusuf Zorlu, Fulya Zorlu, Sümeyye DİNÇ BİLGİN
Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (2019) Vol. 13, Iss. 1, pp. 302-327
Open Access | Times Cited: 10
Factors influencing teachers’ professional learning: A study of Turkish EFL teachers
Selim PINAR, Mehmet Bardakçı, Fadime Yalçın Arslan
Journal of Language and Linguistic Studies (2021) Vol. 17, Iss. 1, pp. 173-192
Closed Access | Times Cited: 9
Journeys Towards Intercultural Capability in Language Classrooms
Martin East, Constanza Tolosa, Jocelyn Howard, et al.
Intercultural communication and language education (2022)
Closed Access | Times Cited: 6
‘How was it for you?’ The impacts of student-staff partnerships in developing online teaching and learning
D Nichol, Kirstin Mulholland, Arthur L. Anderson, et al.
Journal of Further and Higher Education (2023) Vol. 47, Iss. 9, pp. 1276-1287
Open Access | Times Cited: 3
Innovation in Teacher Professional Learning in Europe
Ken Jones, Giorgio Ostinelli, Alberto Crescentini
Routledge eBooks (2023)
Open Access | Times Cited: 3
Reflection of Indonesian Educators on the Implementation of the Merdeka Curriculum
Rokayah Rokayah, Neni Hermita, Rian Vebrianto, et al.
Mimbar Sekolah Dasar (2023) Vol. 10, Iss. 3, pp. 684-700
Open Access | Times Cited: 3
Building a bridge between pedagogy and methodology: emergent thinking on notions of quality in practitioner enquiry
Kate Wall
Scottish Educational Review (2018) Vol. 50, Iss. 2, pp. 3-22
Open Access | Times Cited: 9
‘Learning about research was confusing until we started creating our own questions and research’: Enacting student voice through a ‘Students as Enquirers’ project
Kate Wall, Amy Hanna, Kathryn McCrorie, et al.
The Curriculum Journal (2023) Vol. 35, Iss. 1, pp. 137-140
Closed Access | Times Cited: 2
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