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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:

A logic of enumeration: the nature and effects of national literacy and numeracy testing in Australia
Ian Hardy
Journal of Education Policy (2014) Vol. 30, Iss. 3, pp. 335-362
Closed Access | Times Cited: 88

Showing 1-25 of 88 citing articles:

Digital education governance: data visualization, predictive analytics, and ‘real-time’ policy instruments
Ben Williamson
Journal of Education Policy (2015) Vol. 31, Iss. 2, pp. 123-141
Open Access | Times Cited: 425
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
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
Digital methodologies of education governance: Pearson plc and the remediation of methods
Ben Williamson
European Educational Research Journal (2015) Vol. 15, Iss. 1, pp. 34-53
Open Access | Times Cited: 69
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
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
Governing teacher learning: understanding teachers’ compliance with and critique of standardization
Ian Hardy
Journal of Education Policy (2017) Vol. 33, Iss. 1, pp. 1-22
Closed Access | Times Cited: 50
Tracking the Topological: The Effects of Standardised Data Upon Teachers’ Practice
Steven Lewis, Ian Hardy
British Journal of Educational Studies (2016) Vol. 65, Iss. 2, pp. 219-238
Closed Access | Times Cited: 49
What’s wrong with ‘deliverology’? Performance measurement, accountability and quality improvement in English secondary education
Sharon Gewirtz, Meg Maguire, Eszter Neumann, et al.
Journal of Education Policy (2019) Vol. 36, Iss. 4, pp. 504-529
Open Access | Times Cited: 46
Does reading comprehension competence determine level of solving mathematical word problems competence?
Daris Hadianto, Vismaia S. Damaianti, Yeti Mulyati, et al.
Journal of Physics Conference Series (2021) Vol. 1806, Iss. 1, pp. 012049-012049
Open Access | Times Cited: 33
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
Why do schools continue to use between-class ability grouping?
Olivia Johnston, Nerida Spina, Suzanne Macqueen, et al.
Prospects (2025)
Closed Access
Social impact of Gaokao in China: a critical review of research
Yifeng Cheng, M. Obaidul Hamid
Language Testing in Asia (2025) Vol. 15, Iss. 1
Open Access
The affective intensities of teacher data relations: problematising data visualisation surfaces
Catherine Thiele, Stephen Heimans
Discourse Studies in the Cultural Politics of Education (2025), pp. 1-17
Open Access
Investigating the impact of NAPLAN on student, parent and teacher emotional distress in independent schools
Shane L. Rogers, Lennie Barblett, Ken Robinson
The Australian Educational Researcher (2016) Vol. 43, Iss. 3, pp. 327-343
Closed Access | Times Cited: 42
Mobility as a continuum: European commission mobility policies for schools and higher education
Yuval Dvir, Miri Yemini
Journal of Education Policy (2016) Vol. 32, Iss. 2, pp. 198-210
Closed Access | Times Cited: 40
Data, performativity and the erosion of trust in teachers
Rafaan Daliri-Ngametua, Ian Hardy, Sue Creagh
Cambridge Journal of Education (2021) Vol. 52, Iss. 3, pp. 391-407
Closed Access | Times Cited: 29
Data, Numbers and Accountability: The Complexity, Nature and Effects of Data use in Schools
Ian Hardy
British Journal of Educational Studies (2015) Vol. 63, Iss. 4, pp. 467-486
Closed Access | Times Cited: 40
The (hidden) injuries of NAPLAN: two standardised test events and the making of ‘at risk’ student subjects
Eve Mayes, Angelique Howell
International Journal of Inclusive Education (2017) Vol. 22, Iss. 10, pp. 1108-1123
Closed Access | Times Cited: 37
Supporting teachers to embed numeracy across the curriculum: a sociocultural approach
Anne Bennison
ZDM (2015) Vol. 47, Iss. 4, pp. 561-573
Closed Access | Times Cited: 35
‘Once upon a time’: examining ability grouping and differentiation practices in cultures of evidence-based decision-making
Nerida Spina
Cambridge Journal of Education (2018) Vol. 49, Iss. 3, pp. 329-348
Closed Access | Times Cited: 30
The teacher ‘problem’: an analysis of the NSW education policyGreat Teaching,Inspired Learning
Meghan Stacey
Discourse Studies in the Cultural Politics of Education (2016) Vol. 38, Iss. 5, pp. 782-793
Closed Access | Times Cited: 23
Are Australian students' academic skills declining? Interrogating 25 years of national and international standardised assessment data
Sally A. Larsen
Australian Journal of Social Issues (2024)
Open Access | Times Cited: 2
Mobility as a Continuum: European Commission Mobility Policies for Schools and Higher Education
Miri Yemini
Springer eBooks (2016), pp. 7-28
Closed Access | Times Cited: 21
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