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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:

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

Showing 1-25 of 28 citing articles:

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
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
Upward responsibility and downward accountability: Characteristics and causes of non-teaching workload on Chinese rural teachers
Jingxun Zhong, Di Wang
Teaching and Teacher Education (2025) Vol. 156, pp. 104938-104938
Closed Access
Foundational principles for the academic profession in the context of greater systemic accountability
John Kenny, Michael I. Bird, Jill Blackmore, et al.
Policy Futures in Education (2025)
Closed Access
Activating self-monitoring through the discourse of fear and hope: The subjectivation of enterprising teachers
Tien‐Hui Chiang, Lydia Osarfo Achaa, Stephen J. Ball
International Journal of Educational Research (2024) Vol. 125, pp. 102324-102324
Closed Access | Times Cited: 3
Reclaiming accountability through collaborative curriculum enquiry: New directions in teacher evaluation
Moira Hulme, Abigail E. Comber, Eli Jones, et al.
The Curriculum Journal (2024) Vol. 35, Iss. 4, pp. 673-689
Open Access | Times Cited: 2
Reframing teacher education around inclusion, equity, and social justice: towards an authentically value-centred approach to teacher education in Europe
Noel Purdy, Kathy Hall, Daria Khanolainen, et al.
European Journal of Teacher Education (2023) Vol. 46, Iss. 5, pp. 755-771
Closed Access | Times Cited: 5
The Effect of Supervisors Feedback in Extended Teaching on Pre-Service Mathematics Teachers Practice
Augustine Boadi, Esther Amoah, Evelyn Serwaa Ameyaw, et al.
Archives of Current Research International (2024) Vol. 24, Iss. 3, pp. 1-13
Open Access | Times Cited: 1
Exploring student and teacher perceptions of the ideal teacher in Russia
Елена Семенова, Daria Khanolainen
Pedagogy Culture and Society (2024), pp. 1-18
Open Access | Times Cited: 1
On the surface and below: a genealogical look at the waves of evaluation in early childhood education and care
Anna Siippainen, Hannele Pitkänen
Journal of Education Policy (2024) Vol. 39, Iss. 6, pp. 919-942
Open Access | Times Cited: 1
Digital compliance or professional competence? Representations of teachers and digital futures in the Norwegian Qualification Framework
Erik Straume Bussesund, Bård Ketil Engen, Oliver McGarr
Learning Media and Technology (2023), pp. 1-14
Open Access | Times Cited: 2
To give: ethically storying data
Louise Gwenneth Phillips, M. Obaidul Hamid, Vicente Reyes, et al.
Educational Review (2024) Vol. 76, Iss. 7, pp. 1857-1874
Closed Access
Lifelong learning as a governing technique of subjectivation from the perspective of the discourse of hope and fear
Tien‐Hui Chiang, Allen Thurston, Alison MacKenzie
Frontiers in Political Science (2024) Vol. 6
Open Access
The practice of care of self through the agency-performance association in the regime of human capital discourse
Tien‐Hui Chiang, Wenjing Zeng, Allen Thurston, et al.
International Journal of Educational Research (2024) Vol. 126, pp. 102366-102366
Open Access
‘Gaming’ in the English primary school: ‘do whatever you need to do to make your data look good’
Soo Sturrock
Journal of Education Policy (2024) Vol. 39, Iss. 6, pp. 963-985
Open Access
An Expert System on Flimsy Foundations: Teaching Expertise and the Early Career Framework
Jim Hordern, Katherine Evans, Peter Kelly, et al.
British Journal of Educational Studies (2024) Vol. 72, Iss. 5, pp. 607-625
Open Access
Why ‘Defensive’ Pedagogies Matter: The Necessity of Expanding Teachers' Agency to Inform Educational Transformation
Warren Lilley
Advances in research on teaching (2024), pp. 99-116
Closed Access
The Corrosive Effect of School Administrators as Toxic Leaders on Teacher Accountability
Nazik Şenol, Said Taş
Kastamonu Eğitim Dergisi (2024), pp. 702-717
Open Access
What value do standardized observation systems add to summative teacher evaluation systems?
Mark White, Bridget Maher
Studies In Educational Evaluation (2024) Vol. 83, pp. 101414-101414
Open Access
Negotiating performative and professional accountability in inclusive mathematics education in Norway
Annette Hessen Bjerke, Cecilie Pedersen Dalland, Sølvi Mausethagen, et al.
International Journal of Educational Research (2024) Vol. 129, pp. 102518-102518
Open Access
Early childhood teachers’ professional capital: a phenomenological study
Kübra Fırat, Angie Zapata, Candace R. Kuby
Journal of Professional Capital and Community (2024)
Closed Access
Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of Performativity
Sue Hough, Yvette Solomon
Education Sciences (2023) Vol. 13, Iss. 10, pp. 993-993
Open Access | Times Cited: 1
On the uses and use of NAPLAN: the hidden effects of test-based data-centric accountabilities
Rafaan Daliri-Ngametua, Stephanie Wescott, Amanda McKay
Journal of Education Policy (2023) Vol. 39, Iss. 6, pp. 843-860
Open Access | Times Cited: 1
Reimagining accountability through educational leadership: Applying the metaphors of “agora” and “bazaar”
Taeyeon Kim
Educational Management Administration & Leadership (2022) Vol. 52, Iss. 5, pp. 1098-1113
Closed Access | Times Cited: 1
On the use of cognitive science in teacher education in England
Jo‐Anne Baird
Vernon Wall Lecture (2022) Vol. 1, Iss. Anniversary Edition, pp. 34-48
Closed Access | Times Cited: 1
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