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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:

District Leaders Focused on Systemic Equity in Identification and Services for Gifted Education: From Policy to Practice
Miriam D. Ezzani, Rachel U. Mun, Lindsay Ellis Lee
Roeper Review (2021) Vol. 43, Iss. 2, pp. 112-127
Closed Access | Times Cited: 17

Showing 17 citing articles:

Stories of inspiration and agency: messages from culturally diverse, gifted young adults living in low SES circumstances to the next generation
Katrina E. Reynen-Woodward, Penny Round, Pearl Subban
Gifted and Talented International (2025), pp. 1-28
Closed Access
District Gifted Education Coordinator Preparation and Development: Establishing Training Pathways that Equip for Excellence and Strong Equity
Celeste D. C. Sodergren, Sarah A. Caroleo, Keri M. Guilbault
Gifted Child Today (2025) Vol. 48, Iss. 2, pp. 129-142
Closed Access
Examining gifted students preferred learning styles in Spain
Ramón García Perales, Alberto Rocha, María Jesús Albendea-García, et al.
Revista de Estudios e Investigación en Psicología y Educación (2025) Vol. 12, Iss. 1, pp. e11091-e11091
Open Access
Differences in socio-emotional competencies between high-ability students and typically-developing students
Alberto Rocha, África Borges, Ramón García Perales, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 2
Gifted, disadvantaged, unseen: A scoping study of giftedness, disadvantage and cultural difference in young adult learners
Katrina E. Reynen-Woodward, Penny Round, Pearl Subban
Social Sciences & Humanities Open (2023) Vol. 7, Iss. 1, pp. 100477-100477
Open Access | Times Cited: 5
Characterization of students with high intellectual capacity: the approach in the Portuguese school context and importance of teacher training for their educational inclusion
Ramón García Perales, Alberto Rocha, Ana Lúcia Oliveira Aguiar, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
“I Used to Have a lot of Bitterness and Anger Towards Those Who Were Handed Things”. Examining the Need for a More Culturally Responsive Framework for Research With Vulnerable Gifted Populations
Katrina E. Reynen-Woodward, Pearl Subban, Penny Round
International Journal of Qualitative Methods (2024) Vol. 23
Open Access | Times Cited: 1
District Gifted Education Coordinators’ Leadership Roles and Experiences During the COVID-19 Pandemic
Keri M. Guilbault, Ranjini Mahinda JohnBull, Kimberly M. McCormick
journal for the education of the gifted (2022) Vol. 45, Iss. 4, pp. 352-380
Open Access | Times Cited: 6
A Renewed Call for Disaggregation of Racial and Ethnic Data: Advancing Scientific Rigor and Equity in Gifted and Talented Education Research
Glorry Yeung, Rachel U. Mun
journal for the education of the gifted (2022) Vol. 45, Iss. 4, pp. 319-351
Closed Access | Times Cited: 5
Tendencias en la respuesta educativa al alumnado con alta capacidad intelectual. Marcos normativos y acciones contempladas en el decenio 2009/2010 - 2019/2020
Ramón García Perales, Carmen Jiménez Fernández
Revista Electrónica Interuniversitaria de Formación del Profesorado (2022) Vol. 25, Iss. 3, pp. 111-126
Open Access | Times Cited: 5
Essential Leadership: The Work of Virginia Gifted Education Coordinators to Promote Equity
Chandra B. Floyd
Roeper Review (2023) Vol. 45, Iss. 2, pp. 115-127
Closed Access | Times Cited: 2
Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations
Rachael A. Cody, Gregory T. Boldt, Elizabeth J. Canavan, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 3
The influence of teacher sociodemographic factors and school characteristics on the identification of gifted students
Ramón García Perales, Mercedes Ferrándo, Nieves María Sáez-Gallego, et al.
High Ability Studies (2024) Vol. 35, Iss. 2, pp. 249-263
Closed Access
Educator Perceptions Following Changes in Gifted Education Policy: Implications for Serving Gifted Students
Jaret Hodges, Rachel U. Mun, Javetta Jones Roberson, et al.
Gifted Child Quarterly (2021) Vol. 65, Iss. 4, pp. 338-353
Closed Access | Times Cited: 4
Gifted Education Coordinators’ Perceptions and Experiences With Equity Focused Practices
Kristen N. Lamb, Joni M. Lakin, Jennifer L. Jolly
Journal of Advanced Academics (2024)
Closed Access
Improving Access and Advancing Equity
Lori Leibowitz, Leanne Howell, Nicholas R. Werse
Advances in early childhood and K-12 education (2023), pp. 48-63
Closed Access
Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy
Jessica K. Ottwein, Rachel U. Mun
Gifted Child Quarterly (2023) Vol. 67, Iss. 4, pp. 259-277
Closed Access
District Gifted Education Coordinators’ Leadership Roles and Experiences During the COVID-19 Pandemic
Keri M. Guilbault, Ranjini Mahinda JohnBull, Kimberly M. McCormick
(2022)
Open Access
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