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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:

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

Showing 1-25 of 213 citing articles:

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
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
Satisfied teachers are good teachers: The association between teacher job satisfaction and instructional quality
Mark Harrison, Ronnel B. King, Hui Wang
British Educational Research Journal (2023) Vol. 49, Iss. 3, pp. 476-498
Closed Access | Times Cited: 29
Critical scientific and environmental literacies: a systematic and critical review
Gonzalo Guerrero, Jesper Sjöström
Studies in Science Education (2024), pp. 1-47
Open Access | Times Cited: 10
Global Neoliberalism as a Cultural Order and Its Expansive Educational Effects
Julia C. Lerch, Patricia Bromley, John W. Meyer
International Journal of Sociology (2022) Vol. 52, Iss. 2, pp. 97-127
Open Access | Times Cited: 28
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
Teachers’ sense-making of the decentralizing curriculum reform policy: A comparative case study in South Korea
Kyunghee So, Sun Young Lee, Yuri Choi
International Journal of Educational Research (2024) Vol. 125, pp. 102331-102331
Closed Access | Times Cited: 5
Teaching 21st-century skills in rural secondary schools: From theory to practice
Mohammod Moninoor Roshid, Md. Zulfeqar Haider
Heliyon (2024) Vol. 10, Iss. 9, pp. e30769-e30769
Open Access | Times Cited: 5
Perverse impacts of competitive funding: public school principals as revenue generators in the grant economy
Emma Rowe, Sarah Langman, Nicole Mockler, et al.
Journal of Education Policy (2025), pp. 1-20
Closed Access
Evidence of teaching practice in an age of accountability: when what can be counted isn’t all that counts
Nicole Mockler, Meghan Stacey
Oxford Review of Education (2020) Vol. 47, Iss. 2, pp. 170-188
Open Access | Times Cited: 39
Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020)
Lluís Parcerisa, Antoni Verger, Marcel Pagès, et al.
Education Policy Analysis Archives (2022) Vol. 30
Open Access | Times Cited: 24
Understanding the Stakes: The Influence of Accountability Policy Options on Teachers’ Responses
Antonina Levatino, Lluís Parcerisa, Antoni Verger
Educational Policy (2023) Vol. 38, Iss. 1, pp. 31-60
Open Access | Times Cited: 14
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
A Bibliometric Study of Issues in Educational Policy
Tamer Sarı, Ahmet Aypay
Education Sciences (2024) Vol. 14, Iss. 6, pp. 568-568
Open Access | Times Cited: 4
Science learning as a rich, complementary interplay between symbolic, embodied, and emotional aspects of learning
Heather King, Richard Brock, Lulú Healy, et al.
International Journal of Science Education Part B (2025), pp. 1-15
Open Access
Social goals under a neoliberal agenda: measures to promote equality in European higher education read through a Foucauldian lens
Elena-Loreni Baciu, Theofild-Andrei Lazăr, Raluca Iunia Totan
Frontiers in Sociology (2025) Vol. 10
Open Access
Triggering the Duty to Act: Teachers' Approach to the Norwegian Law on Students' Psychosocial Environment
Annette‐Pascale Denfeld, Esther T. Canrinus, Inger Marie Dalehefte
European Journal of Education (2025) Vol. 60, Iss. 1
Closed Access
The Paradoxical Effect Of Standardized Testing On Science Education
Maria Olivia Agapay, Lexter Natividad
(2025)
Closed Access
Professional Vulnerability in Adopting a CLIL Pedagogy at a Neoliberal Restructured University in Kazakhstan
Curtis Green‐Eneix, Peter I. De Costa
Chinese Journal of Applied Linguistics (2025) Vol. 48, Iss. 1, pp. 70-89
Closed Access
Teacher professional dispositions as viewed by teachers in Spain: Is a generational perspective relevant?
Antonio Portela Pruaño, Miguel Ángel Negrín Medina, Juan José Marrero Galván, et al.
The Australian Educational Researcher (2025)
Open Access
School staff members’ professional agency in Finland, Scotland and Sweden – A comparative study
Päivi Hökkä, Eija Räikkönen, Katja Vähäsantanen, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 104998-104998
Open Access
Constellating the global teacher: the technopolitics of the OECD’s Global Teaching InSights
Christopher Kirchgasler, Ezequiel Gómez Caride
Critical Studies in Education (2025), pp. 1-19
Closed Access
Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction
Timothy G. Ford, Angela Urick, Alison Wilson
Education Policy Analysis Archives (2018) Vol. 26, pp. 59-59
Open Access | Times Cited: 43
Teacher evaluation as an onto-epistemic framework
Jessica Holloway
British Journal of Sociology of Education (2018) Vol. 40, Iss. 2, pp. 174-189
Closed Access | Times Cited: 43
Engaging with curriculum reform: insights from English history teachers’ willingness to support curriculum change
Richard Harris, Suzanne Graham
Journal of Curriculum Studies (2018) Vol. 51, Iss. 1, pp. 43-61
Closed Access | Times Cited: 39
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