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:

Education, governance and the tyranny of numbers
Stephen J. Ball
Journal of Education Policy (2015) Vol. 30, Iss. 3, pp. 299-301
Closed Access | Times Cited: 223

Showing 1-25 of 223 citing articles:

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 discipline: ClassDojo, surveillance and a performative classroom culture
Jamie Manolev, Anna Sullivan, Roger Slee
Learning Media and Technology (2018) Vol. 44, Iss. 1, pp. 36-51
Closed Access | Times Cited: 174
What are inclusive pedagogies in higher education? A systematic scoping review
Lauren Stentiford, George Koutsouris
Studies in Higher Education (2020) Vol. 46, Iss. 11, pp. 2245-2261
Closed Access | Times Cited: 131
Conceptions of the value of higher education in a measured market
Michael Tomlinson
Higher Education (2017) Vol. 75, Iss. 4, pp. 711-727
Open Access | Times Cited: 130
Playful learning in higher education: developing a signature pedagogy
Rikke Toft Nørgård, Claus Toft-Nielsen, Nicola Whitton
International Journal of Play (2017) Vol. 6, Iss. 3, pp. 272-282
Open Access | Times Cited: 109
Contesting anticipatory regimes in education: exploring alternative educational orientations to the future
Sarah Amsler, Keri Facer
Futures (2017) Vol. 94, pp. 6-14
Open Access | Times Cited: 108
Fun and games in higher education: an analysis of UK student perspectives
Nicola Whitton, Mark Langan
Teaching in Higher Education (2018) Vol. 24, Iss. 8, pp. 1000-1013
Open Access | Times Cited: 92
Artificial intelligence and education governance
Fernando Filgueiras
Education Citizenship and Social Justice (2023) Vol. 19, Iss. 3, pp. 349-361
Closed Access | Times Cited: 33
Reframing data ethics in research methods education: a pathway to critical data literacy
Javiera Atenas, Leo Havemann, Cristian Timmermann
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 22
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
Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum
Ninni Wahlström, Daniel Sundberg
Journal of Education Policy (2017) Vol. 33, Iss. 1, pp. 163-183
Open Access | Times Cited: 70
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
Automation, agencies and aesthetics: the politics of data visualizations in configuring teachers’ expertise
Helene Ratner
Discourse Studies in the Cultural Politics of Education (2024) Vol. 45, Iss. 4, pp. 583-597
Closed Access | Times Cited: 7
The timeless beauty of data: inventing educational pasts, presents and futures through data visualisation
Tatiana Mikhaylova, Daniel Pettersson
Critical Studies in Education (2024), pp. 1-17
Open Access | Times Cited: 5
The psychological complex in contemporary education policy
Sarah Gillborn, Thomas Delahunty
Journal of Education Policy (2025), pp. 1-24
Open Access
Traveling Reforms from a Comparative, Transnational, and Global Perspective
Gita Steiner‐Khamsi
(2025), pp. 3-45
Closed Access
The “Datafication” of Teaching: Can Teachers Speak Back to the Numbers?
Howard Stevenson
Peabody Journal of Education (2017) Vol. 92, Iss. 4, pp. 537-557
Open Access | Times Cited: 61
Global perspectives on high-stakes teacher accountability policies: An introduction
Jessica Holloway, Tore Bernt Sørensen, Antoni Verger
Education Policy Analysis Archives (2017) Vol. 25, pp. 85-85
Open Access | Times Cited: 57
Whose quality? The (mis)uses of quality reform in early childhood and education policy
Elise Hunkin
Journal of Education Policy (2017) Vol. 33, Iss. 4, pp. 443-456
Closed Access | Times Cited: 56
The use (and misuse) of PISA in guiding policy reform: the case of Spain
Álvaro Choi, John Jerrim
Comparative Education (2016) Vol. 52, Iss. 2, pp. 230-245
Open Access | Times Cited: 52
Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows
Geraldine Mooney Simmie, Joanne Moles, Emmanuel O’Grady
Critical Studies in Education (2016) Vol. 60, Iss. 1, pp. 55-72
Closed Access | Times Cited: 50
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
The DEIS programme as a policy aimed at combating educational disadvantage: fit for purpose?
Brian Fleming, Judith Harford
Irish Educational Studies (2021) Vol. 42, Iss. 3, pp. 381-399
Open Access | Times Cited: 33
The convergence of late neoliberalism and post-pandemic scientific optimism in the configuration of scientistic learnification
Thomas Delahunty
Educational Review (2024), pp. 1-23
Open Access | Times Cited: 4
Comparing two transfer spaces over time and against a global script: the case of school-autonomy-with-accountability
Gita Steiner‐Khamsi, Stephanie Appius, Amanda Nägeli
Journal of Education Policy (2024), pp. 1-21
Open Access | Times Cited: 4
Page 1 - Next Page

Scroll to top