Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

‘Philosophy for children’: a systematic review
S. Trickey, Keith J. Topping
Research Papers in Education (2004) Vol. 19, Iss. 3, pp. 365-380
Closed Access | Times Cited: 284

Showing 1-25 of 284 citing articles:

Critical Thinking: Why Is It So Hard to Teach?
Daniel T. Willingham
Arts Education Policy Review (2008) Vol. 109, Iss. 4, pp. 21-32
Closed Access | Times Cited: 803
Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes?
Christine Howe, Sara Hennessy, Neil Mercer, et al.
Journal of the Learning Sciences (2019) Vol. 28, Iss. 4-5, pp. 462-512
Open Access | Times Cited: 320
Frameworks for Thinking: A Handbook for Teaching and Learning
David Moseley, Vivienne Baumfield, Julian Elliott, et al.
(2006)
Closed Access | Times Cited: 257
Dialogic Teaching: Discussing Theoretical Contexts and Reviewing Evidence from Classroom Practice
Sue Lyle
Language and Education (2008) Vol. 22, Iss. 3, pp. 222-240
Open Access | Times Cited: 249
The effect of mind mapping on young children’s critical thinking skills
Özgül Polat, Ebru Aydın
Thinking Skills and Creativity (2020) Vol. 38, pp. 100743-100743
Closed Access | Times Cited: 118
Promoting academically productive student dialogue during collaborative learning
Robyn M. Gillies
International Journal of Educational Research (2017) Vol. 97, pp. 200-209
Closed Access | Times Cited: 96
Frameworks for Thinking
David Moseley, Vivienne Baumfield, Julian Elliott, et al.
(2005)
Closed Access | Times Cited: 165
Collaborative philosophical enquiry for school children: Cognitive effects at 10–12 years
Keith J. Topping, S. Trickey
British Journal of Educational Psychology (2006) Vol. 77, Iss. 2, pp. 271-288
Closed Access | Times Cited: 143
Dialogic teaching: developing thinking and metacognition through philosophical discussion
Robert J. Fisher
Early Child Development and Care (2007) Vol. 177, Iss. 6-7, pp. 615-631
Closed Access | Times Cited: 135
Collaborative philosophical inquiry for schoolchildren: Cognitive gains at 2‐year follow‐up
Keith J. Topping, S. Trickey
British Journal of Educational Psychology (2007) Vol. 77, Iss. 4, pp. 787-796
Closed Access | Times Cited: 106
Benefits of Collaborative Philosophical Inquiry in Schools
Stephan Millett, Alan Tapper
Educational Philosophy and Theory (2011) Vol. 44, Iss. 5, pp. 546-567
Closed Access | Times Cited: 100
Examining transfer effects from dialogic discussions to new tasks and contexts
Alina Reznitskaya, Monica Glina, Brian V. Carolan, et al.
Contemporary Educational Psychology (2012) Vol. 37, Iss. 4, pp. 288-306
Closed Access | Times Cited: 95
What does it mean to teach thinking in China? Challenging and developing notions of ‘Confucian education’
Li Li, Rupert Wegerif
Thinking Skills and Creativity (2013) Vol. 11, pp. 22-32
Closed Access | Times Cited: 81
Cyberbullying Prevention: One Primary School's Approach
Donna Tangen, Marilyn Campbell
Australian Journal of Guidance and Counselling (2010) Vol. 20, Iss. 2, pp. 225-234
Open Access | Times Cited: 84
Developing Young Thinkers: An intervention aimed to enhance children's thinking skills
Lynsey A. Burke, Joanne M. Williams
Thinking Skills and Creativity (2008) Vol. 3, Iss. 2, pp. 104-124
Closed Access | Times Cited: 75
Tracing learning in interaction: an analysis of shared reading of picture books at kindergarten
Myrte N. Gosen
(2012)
Closed Access | Times Cited: 60
Dialogue-Intensive Pedagogies for Promoting Reading Comprehension: What We Know, What We Need to Know
Ian A. G. Wilkinson, P. Karen Murphy, Sevda Binici
(2015), pp. 37-50
Closed Access | Times Cited: 60
Creating thinking schools through authentic assessment: the case in Singapore
Kim Koh, Charlene Tan, Pak Tee Ng
Educational Assessment Evaluation and Accountability (2012) Vol. 24, Iss. 2, pp. 135-149
Closed Access | Times Cited: 58
Context, culture and critical thinking: Scottish secondary school teachers’ and pupils’ experiences of outdoor learning
Beth Christie, Simon Beames, Peter Higgins
British Educational Research Journal (2015) Vol. 42, Iss. 3, pp. 417-437
Open Access | Times Cited: 57
The Effect of Philosophy for Children (P4C) Curriculum on Critical Thinking through Philosophical Inquiry and Problem Solving Skills
Sema Işıklar, Yasemin ABALI ÖZTÜRK
International Journal of Contemporary Educational Research (2022) Vol. 9, Iss. 1, pp. 130-142
Open Access | Times Cited: 25
A meta-analysis of the impact of the implementation of thinking skills approaches on pupils.
Steve Higgins, Elaine Hall, Viv Baumfield, et al.
(2005)
Closed Access | Times Cited: 73
Impact of philosophical enquiry on school students’ interactive behaviour
Keith J. Topping, S. Trickey
Thinking Skills and Creativity (2007) Vol. 2, Iss. 2, pp. 73-84
Closed Access | Times Cited: 64
Activating children's thinking skills (ACTS): The effects of an infusion approach to teaching thinking in primary schools
Jessica Dewey, Janet Bento
British Journal of Educational Psychology (2009) Vol. 79, Iss. 2, pp. 329-351
Closed Access | Times Cited: 59
The role of dialog in philosophy for children
Keith J. Topping, S. Trickey
International Journal of Educational Research (2013) Vol. 63, pp. 69-78
Closed Access | Times Cited: 47
Can programmes like Philosophy for Children help schools to look beyond academic attainment?
Nadia Siddiqui, Stephen Gorard, Beng Huat See
Educational Review (2017) Vol. 71, Iss. 2, pp. 146-165
Open Access | Times Cited: 44
Page 1 - Next Page

Scroll to top