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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 impact of a three-year teacher professional development course on quality of teaching: strengths and limitations of the dynamic approach
Leōnidas Kyriakidēs, Margarita Christoforidou, A. Panayiotou, et al.
European Journal of Teacher Education (2017) Vol. 40, Iss. 4, pp. 465-486
Open Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

A new framework for teachers’ professional development
Raziye Sancar, Deniz Atal, Deniz Deryakulu
Teaching and Teacher Education (2021) Vol. 101, pp. 103305-103305
Closed Access | Times Cited: 268
The impact on student achievement of an assessment for learning teacher professional development program
Jitske de Vries, Andria Dimosthenous, Kim Schildkamp, et al.
Studies In Educational Evaluation (2022) Vol. 74, pp. 101184-101184
Open Access | Times Cited: 40
Teachers’ professional development in school: A review study
May Britt Postholm
Cogent Education (2018) Vol. 5, Iss. 1, pp. 1522781-1522781
Open Access | Times Cited: 73
Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development
Margarita Christoforidou, Leōnidas Kyriakidēs
Studies In Educational Evaluation (2021) Vol. 70, pp. 101051-101051
Closed Access | Times Cited: 37
The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis
Emine Gümüş, Mehmet Şükrü Bellibaş
European Journal of Teacher Education (2021) Vol. 46, Iss. 1, pp. 67-94
Closed Access | Times Cited: 32
Understanding teachers' online professional learning: A “community of inquiry” perspective on the role of Chinese middle school teachers’ sense of self-efficacy, and online learning achievement
Mingzhe Wang, Lawrence Jun Zhang
Heliyon (2023) Vol. 9, Iss. 6, pp. e16932-e16932
Open Access | Times Cited: 13
Coaching our coaches: How online learning can address the gap in preparing K-12 instructional coaches
Lindsay Stoetzel, Stephanie Shedrow
Teaching and Teacher Education (2019) Vol. 88, pp. 102959-102959
Closed Access | Times Cited: 35
Establishing a Comprehensive Theory of Teaching and Learning: The Contribution of the Dynamic Model of Educational Effectiveness
Leōnidas Kyriakidēs, Anastasia Panayiotou, Panayiotis Antoniou
Springer eBooks (2023), pp. 131-157
Closed Access | Times Cited: 9
Using educational effectiveness research to promote quality of teaching: the contribution of the dynamic model
Leōnidas Kyriakidēs, Bert Creemers, Anastasia Panayiotou
ZDM (2018) Vol. 50, Iss. 3, pp. 381-393
Closed Access | Times Cited: 30
Improving quality and equity in schools in socially disadvantaged areas
Leōnidas Kyriakidēs, Evi Charalambous, H.P.M. Creemers, et al.
Educational Research (2019) Vol. 61, Iss. 3, pp. 274-301
Open Access | Times Cited: 29
Differentiation of Instruction for Gifted Learners: Collated Evaluative Studies of Teacher Classroom Practices
Joyce VanTassel‐Baska, Gail Fischer Hubbard, Janice I. Robbins
Roeper Review (2020) Vol. 42, Iss. 3, pp. 153-164
Closed Access | Times Cited: 24
Theorizing Teaching
Anna‐Katharina Praetorius, Charalambos Y. Charalambous
Springer eBooks (2023)
Closed Access | Times Cited: 8
Using the dynamic approach to school improvement to promote quality and equity in education: a European study
Leōnidas Kyriakidēs, Evi Charalambous, Bert Creemers, et al.
Educational Assessment Evaluation and Accountability (2018) Vol. 31, Iss. 1, pp. 121-149
Closed Access | Times Cited: 24
A randomized controlled trial study: An analysis of virtual professional development and virtual mentoring and coaching for mainstream teachers serving emergent bilingual students
Mayra D. Vargas, Beverly J. Irby, Rafael Lara‐Alecio, et al.
Teaching and Teacher Education (2023) Vol. 124, pp. 103995-103995
Open Access | Times Cited: 6
Sustainability of teacher growth from professional development in culturally and linguistically responsive instructional practices
Janet Penner-Williams, Eva I. Díaz, Diana Gonzales Worthen
Teaching and Teacher Education (2019) Vol. 86, pp. 102891-102891
Closed Access | Times Cited: 18
Differentiation of Instruction for Gifted Learners: Collated Evaluative Studies of Teacher Classroom Practices
Joyce VanTassel‐Baska, Gail Fischer Hubbard, Janice I. Robbins
Springer international handbooks of education (2021), pp. 945-979
Closed Access | Times Cited: 13
An experimental study of a museum-based, science PD programme’s impact on teachers and their students
C. Aaron Price, Ashley Chiu
International Journal of Science Education (2018) Vol. 40, Iss. 9, pp. 941-960
Closed Access | Times Cited: 15
Instructional Coaching as a Tool for Professional Development: Coaches’ Roles and Considerations
Siaw Hui Kho, Karwan Mustafa Saeed, Abdul Rashid Mohamed
The Qualitative Report (2019)
Open Access | Times Cited: 15
Initial teacher education in a dual-system: Addressing the observation of teaching performance
Jordi Lluís Coiduras Rodríguez, Ángel Blanch, Iván Barbero
Studies In Educational Evaluation (2019) Vol. 64, pp. 100834-100834
Closed Access | Times Cited: 15
Online course quality evaluation from the perspective of knowledge management: analysis of online reviews
Shanshan Shang, Chenhui Du
Library Hi Tech (2022) Vol. 41, Iss. 6, pp. 1725-1747
Closed Access | Times Cited: 8
Teachers’ views on research as a model of CPD: implications for policy
Cathal de Paor, Timothy Murphy
European Journal of Teacher Education (2017) Vol. 41, Iss. 2, pp. 169-186
Closed Access | Times Cited: 13
The design and impact of professional development activities in a diverse international education reform context
Katrina McChesney
Teaching and Teacher Education (2022) Vol. 119, pp. 103882-103882
Open Access | Times Cited: 7
The importance of the start-up phase in school-based development for learning and enduring change
May Britt Postholm
European Journal of Teacher Education (2020) Vol. 44, Iss. 4, pp. 572-586
Open Access | Times Cited: 8
Creencias Epistemológicas en Profesores y su Relación con el Desarrollo Profesional desde la Evaluación Docente
Sylvia Vargas, Marigen Narea, David Torres-Irribarra
Psykhe (Santiago) (2021) Vol. 30, Iss. 2
Open Access | Times Cited: 8
Quality Teaching: Finding the Factors That Foster Student Performance in Junior High School Classrooms
Vasiliki Polymeropoulou, Angeliki Lazaridou
Education Sciences (2022) Vol. 12, Iss. 5, pp. 327-327
Open Access | Times Cited: 4
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