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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’ 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

Showing 13 citing articles:

Teachers’ and principals’ views on interdisciplinary teaching and learning in the humanities
Etan Cohen, Hanan A. Alexander, Nurit Novis‐Deutsch, et al.
European Journal of Teacher Education (2024), pp. 1-19
Open Access | Times Cited: 2
Characteristics of research into professional learning across professions: A mapping review
Vivienne Baumfield, Alison Bethel, Aimee Dowek, et al.
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 6
School leaders’ perspectives of the continuous professional development of teachers
Niamh Lafferty, Michael Sheehan, Conor Walsh, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
‘It gives meaning and purpose to what you do’: mentors’ interpretations of practitioner action research in education
Robert Henthorn, Kevin Lowden, Karen McArdle
Educational Action Research (2022) Vol. 32, Iss. 2, pp. 169-185
Open Access | Times Cited: 7
Modelling as expert-guidance during teacher practitioner research
Noortje Janssen, Amber Walraven, Ard W. Lazonder, et al.
European Journal of Teacher Education (2023), pp. 1-19
Open Access | Times Cited: 2
Tech-ready teachers for Agriculture 4.0: a teacher–industry partnership case study
Amy Cosby, Melissa Ann Sullivan, Jaime Manning, et al.
Education + Training (2024)
Closed Access
Teachers’ professional development needs: a critical analysis of TALIS through structural equation modelling
Lourdes Meroño, Antonio Calderón, José Luís Arias Estero
European Journal of Teacher Education (2023), pp. 1-20
Closed Access | Times Cited: 1
Evidence-Informed Practice in the Context of the Republic of Ireland
Gavin Murphy, Martin Brown
Emerald Publishing Limited eBooks (2022), pp. 69-82
Closed Access | Times Cited: 2
Continuing Professional Development in Cambodian Higher Education: Efl Teachers' Perspectives
Bunhorn Doeur
SSRN Electronic Journal (2022)
Closed Access | Times Cited: 1
Lived experiences of teacher professional development
Jane Baldwin Pollock Wirch
(2021)
Open Access | Times Cited: 1
The Implementation of a CPD Policy in the TESOL Sector in Malta
Daniel Xerri
Springer texts in education (2023), pp. 327-342
Closed Access
CONTINUOUS PROFESSIONAL DEVELOPMENT BASED ON INTERNAL COACHING IN SCHOOL INSTITUTIONS
Hikmawati Risa, Nurjannah Nurjannah, Erry Utomo
Educational Studies Conference Series (2023) Vol. 3, Iss. 1, pp. 96-106
Open Access
Professional Learning in Networked Communities: Models and Methods—A Northern Ireland Reflection
Celia O’Hagan
Springer eBooks (2021), pp. 133-160
Closed Access
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