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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:

Education policy as numbers: data categories and two Australian cases of misrecognition
Bob Lingard, Sue Creagh, Greg Vass
Journal of Education Policy (2011) Vol. 27, Iss. 3, pp. 315-333
Closed Access | Times Cited: 221

Showing 1-25 of 221 citing articles:

QuantCrit: education, policy, ‘Big Data’ and principles for a critical race theory of statistics
David Gillborn, Paul Warmington, Sean Demack
Race Ethnicity and Education (2017) Vol. 21, Iss. 2, pp. 158-179
Open Access | Times Cited: 485
Policy as numbers: ac/counting for educational research
Bob Lingard
The Australian Educational Researcher (2011) Vol. 38, Iss. 4, pp. 355-382
Closed Access | Times Cited: 293
Data entry: towards the critical study of digital data and education
Neil Selwyn
Learning Media and Technology (2014) Vol. 40, Iss. 1, pp. 64-82
Open Access | Times Cited: 286
Making accountable teachers: the terrors and pleasures of performativity
Jessica Holloway, Jory Brass
Journal of Education Policy (2017) Vol. 33, Iss. 3, pp. 361-382
Closed Access | Times Cited: 213
Phonotactics
Erich R. Round
Oxford University Press eBooks (2023), pp. 106-119
Closed Access | Times Cited: 83
The Oxford Guide to Australian Languages

Oxford University Press eBooks (2023)
Closed Access | Times Cited: 41
The impact of research on education policy in an era of evidence-based policy
Bob Lingard
Critical Studies in Education (2013) Vol. 54, Iss. 2, pp. 113-131
Closed Access | Times Cited: 147
A preliminary analysis of teacher perceptions of the effects of NAPLAN on pedagogy and curriculum
Greg Thompson, Allen G. Harbaugh
The Australian Educational Researcher (2013) Vol. 40, Iss. 3, pp. 299-314
Closed Access | Times Cited: 128
NAPLAN, MySchool and Accountability: Teacher perceptions of the effects of testing
Greg Thompson
The International Education Journal: Comparative Perspectives (2013) Vol. 12, Iss. 2, pp. 62-84
Closed Access | Times Cited: 111
Identification and assessment contexts of Aboriginal and Torres Strait Islander learners of Standard Australian English: Challenges for the language testing community
Denise Angelo
Studies in Language Assessment (2013), pp. 67-102
Open Access | Times Cited: 106
Noun classes
Amalia Skilton
Oxford University Press eBooks (2023), pp. 205-216
Closed Access | Times Cited: 28
Policy enactment, context and performativity: ontological politics and researching Australian National Partnership policies
Parlo Singh, Stephen Heimans, Kathryn Glasswell
Journal of Education Policy (2014) Vol. 29, Iss. 6, pp. 826-844
Open Access | Times Cited: 93
Between assessments, digital technologies and big data: The growing influence of ‘hidden’ data mediators in education
Sigrid Hartong
European Educational Research Journal (2016) Vol. 15, Iss. 5, pp. 523-536
Open Access | Times Cited: 80
Towards a topological re-assemblage of education policy? Observing the implementation of performance data infrastructures and ‘centers of calculation’ in Germany
Sigrid Hartong
Globalisation Societies and Education (2017) Vol. 16, Iss. 1, pp. 134-150
Open Access | Times Cited: 78
‘So, What is Wrong with Indigenous Education?’ Perspective, Position and Power Beyond a Deficit Discourse
Greg Vass
The Australian Journal of Indigenous Education (2012) Vol. 41, Iss. 2, pp. 85-96
Open Access | Times Cited: 76
Decolonising schooling practices through relationality and reciprocity: embedding local Aboriginal perspectives in the classroom
Michelle Bishop, Greg Vass, Katherine Thompson
Pedagogy Culture and Society (2019) Vol. 29, Iss. 2, pp. 193-211
Closed Access | Times Cited: 61
From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional development
Jennifer Gore, Bernadette Rickards, Leanne Fray
Journal of Education Policy (2022) Vol. 38, Iss. 3, pp. 452-473
Open Access | Times Cited: 28
Carceral logics and education
Sophie Rudolph
Critical Studies in Education (2023) Vol. 64, Iss. 4, pp. 392-409
Closed Access | Times Cited: 16
‘Gap talk’ and the global rescaling of educational accountability in Canada
Wayne Martino, Goli Rezai-Rashti
Journal of Education Policy (2013) Vol. 28, Iss. 5, pp. 589-611
Closed Access | Times Cited: 58
Moving the goalposts: Education policy and 25 years of the Black/White achievement gap
David Gillborn, Sean Demack, Nicola Rollock, et al.
British Educational Research Journal (2017) Vol. 43, Iss. 5, pp. 848-874
Open Access | Times Cited: 48
A rationale for the urgency of Indigenous education sovereignty: enough’s enough
Michelle Bishop
The Australian Educational Researcher (2020) Vol. 48, Iss. 3, pp. 419-432
Closed Access | Times Cited: 45
KNOWING THE (DATAFIED) STUDENT: THE PRODUCTION OF THE STUDENT SUBJECT THROUGH SCHOOL DATA
Neil Selwyn, Luci Pangrazio, Bronwyn Cumbo
British Journal of Educational Studies (2021) Vol. 70, Iss. 3, pp. 345-361
Closed Access | Times Cited: 33
Living Well in a World Worth Living in for All
Kristin Reimer, Mervi Kaukko, Sally Windsor, et al.
(2023)
Open Access | Times Cited: 14
Quantifying, measuring, and enacting equity: Assembling ‘who gets what’ in a federal system of education
Elisa Di Gregorio, Dianne Mulcahy, Jessica Gerrard
The Australian Educational Researcher (2025)
Closed Access
Developing an Aboriginal Curriculum Narrative
Katrina Thorpe, Cathie Burgess, Suzanne Egan, et al.
(2025), pp. 187-206
Closed Access
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