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:

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

Showing 1-25 of 93 citing articles:

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
Crisis policy enactment: primary school leaders’ responses to the Covid-19 pandemic in England
Alice Bradbury, Annette Braun, Sam Duncan, et al.
Journal of Education Policy (2022) Vol. 38, Iss. 5, pp. 761-781
Open Access | Times Cited: 26
Principles in practice? A policy review of the IOC's environmental sustainability agenda
Alison Cain, Michael Callan
Frontiers in Sports and Active Living (2025) Vol. 7
Open Access
Revisitando o enfoque das epistemologias da política educacional.
César Tello, Jefferson Mainardes
Praxis Educativa (2015) Vol. 10, Iss. 1, pp. 153-178
Open Access | Times Cited: 47
Positional matters: school leaders engaging with national equity agendas
Tebeje Molla, Trevor Gale
Journal of Education Policy (2018) Vol. 34, Iss. 6, pp. 858-876
Open Access | Times Cited: 38
Performativity, affectivity and pedagogic identities
Parlo Singh
European Educational Research Journal (2017) Vol. 17, Iss. 4, pp. 489-506
Open Access | Times Cited: 35
The enactment of the policy initiative for critical thinking in Singapore schools
Charlene Tan
Journal of Education Policy (2017) Vol. 32, Iss. 5, pp. 588-603
Closed Access | Times Cited: 30
The ontological politics of evidence and policy enablement
F. Tony Carusi, Peter Rawlins, Karen Ashton
Journal of Education Policy (2017) Vol. 33, Iss. 3, pp. 343-360
Closed Access | Times Cited: 29
An affirmative-diffractive re-reading of the policy instrumentation approach through agential realism and the accreditation instrument
Katja Brøgger, Miriam Madsen
Journal of Education Policy (2021) Vol. 37, Iss. 6, pp. 925-943
Open Access | Times Cited: 21
Doing education policy enactment research in a minor key
Stephen Heimans, Parlo Singh, Kathryn Glasswell
Discourse Studies in the Cultural Politics of Education (2015) Vol. 38, Iss. 2, pp. 185-196
Closed Access | Times Cited: 27
Policy matters: de/re/territorialising spaces of learning in Victorian government schools
Dianne Mulcahy
Journal of Education Policy (2015) Vol. 31, Iss. 1, pp. 81-97
Closed Access | Times Cited: 26
Faithfully following, adapting, or rejecting mandated curriculum: teachers’ curricular enactments in elementary writing instruction
Sarah J. McCarthey, Rebecca Woodard
Pedagogies An International Journal (2017) Vol. 13, Iss. 1, pp. 56-80
Closed Access | Times Cited: 25
Institutionalizing Women’s Enterprise Policy: A Legitimacy-Based Perspective
Norin Arshed, Dominic Chalmers, Russell Matthews
Entrepreneurship Theory and Practice (2018) Vol. 43, Iss. 3, pp. 553-581
Open Access | Times Cited: 24
Data justice in education: Toward a research agenda
Luci Pangrazio, Glenn Auld, Julianne Lynch, et al.
Educational Philosophy and Theory (2024), pp. 1-12
Open Access | Times Cited: 2
Translation, intensification and fabrication: professional football academy coaches’ enactment of the Elite Player Performance Plan
Jimmy O’Gorman, Mark Partington, Paul Potrac, et al.
Sport Education and Society (2020) Vol. 26, Iss. 3, pp. 309-325
Open Access | Times Cited: 18
The birth of neoprofessionalism in the context of neoliberal governmentality: The case of productive university teachers
Tien‐Hui Chiang, Allen Thurston, John Chi‐Kin Lee
International Journal of Educational Research (2020) Vol. 103, pp. 101582-101582
Open Access | Times Cited: 16
No time to think: policy, pedagogy and professional learning
Simon N. Leonard, Philip Roberts
Journal of Education Policy (2015) Vol. 31, Iss. 2, pp. 142-160
Closed Access | Times Cited: 17
Policy temporality and marked bodies: feminist praxis amongst the ruins
Wanda S. Pillow
Critical Studies in Education (2014) Vol. 56, Iss. 1, pp. 55-70
Closed Access | Times Cited: 17
Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests
Håkan Löfgren, Ragnhild Löfgren, Héctor Pérez Prieto
European Educational Research Journal (2018) Vol. 17, Iss. 5, pp. 676-695
Open Access | Times Cited: 17
Early childhood teachers’ relationship with the official curriculum: the mediating role of professional and policy contexts
Maria Birbili, Alexandra Myrovali
Education Inquiry (2019) Vol. 11, Iss. 2, pp. 110-125
Open Access | Times Cited: 16
Explorations in policy enactment: feminist thought experiments with Basil Bernstein’s code theory
Parlo Singh, Barbara Pini, Kathryn Glasswell
Gender and Education (2016) Vol. 30, Iss. 4, pp. 417-434
Closed Access | Times Cited: 15
Towards a policy social psychology: Teacher engagement with policy enactment and the core concept of Affective Disruption
Irfan Zafrul Husain Sheikh, Carl Bagley
British Educational Research Journal (2017) Vol. 44, Iss. 1, pp. 43-60
Open Access | Times Cited: 15
Adult literacy practitioners and employability skills: resisting neo-liberalism?
Gwyneth Allatt, Lyn Tett
Journal of Education Policy (2018) Vol. 34, Iss. 4, pp. 577-594
Closed Access | Times Cited: 13
Educational policies and professional identities: the case of Chilean special educational needs (SEN) teachers under new regulations for SEN student inclusion in mainstream schools
Rosario Palacios, Sofía Larrazabal, Rocío Berwart
Ethnography & Education (2019) Vol. 15, Iss. 4, pp. 479-492
Closed Access | Times Cited: 12
Context matters: the take up of Respectful Relationships Education in two primary schools
Amanda Keddie, Debbie Ollis
The Australian Educational Researcher (2020) Vol. 48, Iss. 2, pp. 211-225
Closed Access | Times Cited: 10
Page 1 - Next Page

Scroll to top