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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:

Testing regimes, accountabilities and education policy: commensurate global and national developments
Bob Lingard, Wayne Martino, Goli Rezai-Rashti
Journal of Education Policy (2013) Vol. 28, Iss. 5, pp. 539-556
Closed Access | Times Cited: 367

Showing 1-25 of 367 citing articles:

Educational Leadership

(2017)
Open Access | Times Cited: 498
Teachers’ Instructional Adaptations: A Research Synthesis
Seth A. Parsons, Margaret Vaughn, Roya Q. Scales, et al.
Review of Educational Research (2017) Vol. 88, Iss. 2, pp. 205-242
Closed Access | Times Cited: 253
Historical threads, missing links, and future directions in AI in education
Ben Williamson, Rebecca Eynon
Learning Media and Technology (2020) Vol. 45, Iss. 3, pp. 223-235
Open Access | Times Cited: 228
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
The ‘datafication’ of early years pedagogy: ‘if the teaching is good, the data should be good and if there’s bad teaching, there is bad data’
Guy Roberts‐Holmes
Journal of Education Policy (2014) Vol. 30, Iss. 3, pp. 302-315
Open Access | Times Cited: 149
The impact of national standardized literacy and numeracy testing on children and teaching staff in remote Australian Indigenous communities
Susy Macqueen, Ute Knoch, Gillian Wigglesworth, et al.
Language Testing (2018) Vol. 36, Iss. 2, pp. 265-287
Open Access | Times Cited: 135
Emotional demands, emotional labour and occupational outcomes in school principals
A S Maxwell, Philip Riley
Educational Management Administration & Leadership (2016) Vol. 45, Iss. 3, pp. 484-502
Closed Access | Times Cited: 124
Pedagogic voice: student voice in teaching and engagement pedagogies
Aspa Baroutsis, Glenda McGregor, Martin Mills
Pedagogy Culture and Society (2015) Vol. 24, Iss. 1, pp. 123-140
Closed Access | Times Cited: 110
Datafying the teaching ‘profession’: remaking the professional teacher in the image of data
Steven Lewis, Jessica Holloway
Cambridge Journal of Education (2018) Vol. 49, Iss. 1, pp. 35-51
Closed Access | Times Cited: 110
Governing schooling through ‘what works’: the OECD’s PISA for Schools
Steven Lewis
Journal of Education Policy (2016) Vol. 32, Iss. 3, pp. 281-302
Closed Access | Times Cited: 94
Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership
Junjun Chen, Wei Guo
Educational Management Administration & Leadership (2018) Vol. 48, Iss. 1, pp. 82-105
Closed Access | Times Cited: 92
The ethics of competition: accountability policy enactment in Chilean schools’ everyday life
Alejandra Falabella
Journal of Education Policy (2019) Vol. 35, Iss. 1, pp. 23-45
Closed Access | Times Cited: 88
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
Two contrasting Australian Curriculum responses to globalisation: what students should learn or become
Bob Lingard, Glenda McGregor
The Curriculum Journal (2014) Vol. 25, Iss. 1, pp. 90-110
Open Access | Times Cited: 79
Alternative education and social justice: considering issues of affective and contributive justice
Martin Mills, Glenda McGregor, Aspa Baroutsis, et al.
Critical Studies in Education (2015) Vol. 57, Iss. 1, pp. 100-115
Open Access | Times Cited: 78
Youth work, performativity and the new youth impact agenda: getting paid for numbers?
Tania de St Croix
Journal of Education Policy (2017) Vol. 33, Iss. 3, pp. 414-438
Open Access | Times Cited: 77
Relational thinking in education: topology, sociomaterial studies, and figures
Mathias Decuypere, Maarten Simons
Pedagogy Culture and Society (2016) Vol. 24, Iss. 3, pp. 371-386
Closed Access | Times Cited: 72
Governing education without reform: the power of the example
Maarten Simons
Discourse Studies in the Cultural Politics of Education (2014) Vol. 36, Iss. 5, pp. 712-731
Open Access | Times Cited: 71
Governance, accountability and the datafication of early years education in England
Guy Roberts‐Holmes, Alice Bradbury
British Educational Research Journal (2016) Vol. 42, Iss. 4, pp. 600-613
Open Access | Times Cited: 71
Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork
Scott Fitzgerald, Susan McGrath‐Champ, Meghan Stacey, et al.
Journal of Industrial Relations (2018) Vol. 61, Iss. 5, pp. 613-636
Open Access | Times Cited: 70
An Exploration of Factors Linked to Academic Performance in PISA 2018 Through Data Mining Techniques
Adriana Gamazo, Fernando Martínez Abad
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 67
Calling for ‘urgent national action to improve the quality of initial teacher education’: the reification of evidence and accountability in reform agendas
Emma Rowe, Andrew Skourdoumbis
Journal of Education Policy (2017) Vol. 34, Iss. 1, pp. 44-60
Closed Access | Times Cited: 64
The ‘doublethink’ of data: educational performativity and the field of schooling practices
Ian Hardy, Steven Lewis
British Journal of Sociology of Education (2016) Vol. 38, Iss. 5, pp. 671-685
Closed Access | Times Cited: 63
Notions of Human Capital and Academic Identity in the PhD: Narratives of the Disempowered
Lynette Pretorius, Luke Macaulay
The Journal of Higher Education (2021) Vol. 92, Iss. 4, pp. 623-647
Open Access | Times Cited: 53
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
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