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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:

Outcome-based accountability regimes in OECD countries: a global policy model?
Björn Högberg, Joakim Lindgren
Comparative Education (2020) Vol. 57, Iss. 3, pp. 301-321
Open Access | Times Cited: 33

Showing 1-25 of 33 citing articles:

Standardised testing in the context of constitutionally protected freedom of education – the case of Flanders
Michelle Meadows, Inés Sanguino
Oxford Review of Education (2025) Vol. 51, Iss. 2, pp. 202-222
Open Access | Times Cited: 2
Introduction contextualising global flows of competency-based education: polysemy, hybridity and silences
Kathryn Anderson‐Levitt, Meg P. Gardinier
Comparative Education (2021) Vol. 57, Iss. 1, pp. 1-18
Open Access | Times Cited: 42
Creeping anglicisation: school inspection in Scotland and Ireland
Kevin Proudfoot
Comparative Education (2025), pp. 1-18
Open Access
From a crisis of results to a crisis of wellbeing – education reform and the declining sense of school belonging in Sweden
Björn Högberg, Joakim Lindgren
Comparative Education (2022) Vol. 59, Iss. 1, pp. 18-37
Open Access | Times Cited: 26
Capturing the spark: PISA, twenty-first century skills and the reconstruction of creativity
Sue Grey, Paul Morris
Globalisation Societies and Education (2022) Vol. 22, Iss. 2, pp. 156-171
Open Access | Times Cited: 23
Not everything learned is transferred: unravelling knowledge use and lesson-drawing behind school autonomy with accountability reforms in Colombia
Tomás Esper
Globalisation Societies and Education (2025), pp. 1-23
Closed Access
For improvement, accountability, or the economy? Reflecting on the purpose(s) of school self-evaluation in Ireland
Gerry McNamara, Craig Skerritt, Joe O’Hara, et al.
Journal of Educational Administration & History (2021) Vol. 54, Iss. 2, pp. 158-173
Open Access | Times Cited: 20
Covid and the future of education: global agencies ‘building back better’
Paul Morris, Choah Park, Euan Auld
Compare A Journal of Comparative and International Education (2022) Vol. 52, Iss. 5, pp. 691-711
Open Access | Times Cited: 13
Teachers’ appreciation of autonomy as a personal interpretation of professional reality
Orit Schwarz-Franco‬‏, Linor L. Hadar
Teaching and Teacher Education (2024) Vol. 141, pp. 104501-104501
Closed Access | Times Cited: 2
Changing paradigms: a historical analysis of school autonomy and accountability policies in Colombia
Tomás Esper
Nordic Journal of Studies in Educational Policy (2024), pp. 1-15
Open Access | Times Cited: 2
School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes
Antonina Levatino, Antoni Verger, Marjolein K. Camphuijsen, et al.
Review of Research in Education (2024) Vol. 48, Iss. 1, pp. 248-286
Closed Access | Times Cited: 2
A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls’ education
Rosie Peppin Vaughan, Helen Longlands
Comparative Education (2022) Vol. 59, Iss. 2, pp. 282-304
Open Access | Times Cited: 8
Unveiling teachers’ work preferences: A conjoint experiment on the implications of school governance reform across three countries
Antonina Levatino, Gerard Ferrer Esteban, Antoni Verger
Teaching and Teacher Education (2024) Vol. 146, pp. 104631-104631
Open Access | Times Cited: 1
Practices, Education and Technology in Audiovisual Translation
Alejandro Bolaños García-Escribano
(2024)
Open Access | Times Cited: 1
La conception universelle de l’apprentissage
Lionel Alvarez
Deleted Journal (2024) Vol. 14, Iss. 03, pp. 2-9
Closed Access | Times Cited: 1
Recognizing prior learning in vocational education and training: global ambitions and actual implementation in four countries
Markus Maurer
Comparative Education (2022) Vol. 59, Iss. 1, pp. 1-17
Open Access | Times Cited: 7
Teachers’ work under responsibilising policies: an analysis of educators’ views on China’s 2021 educational reforms
Achala Gupta, Zhao Xi
Journal of Education Policy (2023) Vol. 39, Iss. 4, pp. 622-639
Open Access | Times Cited: 3
Generating and managing legitimacy: how the OECD established its role in monitoring sustainable development goal 4
Xiaomin Li, Paul Morris
Compare A Journal of Comparative and International Education (2022) Vol. 54, Iss. 7, pp. 1065-1082
Open Access | Times Cited: 5
‘Our system fits us’: comparing teacher accountability, motivation, and sociocultural context in Finland and Singapore
Yue-Yi Hwa
Comparative Education (2022) Vol. 58, Iss. 4, pp. 542-561
Open Access | Times Cited: 4
Understanding China’s policy responses to PISA: using a ti and yong framework
Ailei Xie, Jiaxin Li, MA Feng-qi
Comparative Education (2022) Vol. 59, Iss. 4, pp. 506-523
Closed Access | Times Cited: 4
Resultatansvar för likvärdighet: En läroplansteoretisk studie av systematiskt kvalitetsarbete och rektorers sensemaking
Erik Åkesson
(2024)
Open Access
What Need Not Be Said: Transnational Policy Regimes and England’s Technical Proficiency in Writing Policy
Chris Gallagher
College English (2024) Vol. 86, Iss. 4, pp. 326-355
Closed Access
How scientific literacy is conceptualized in tasks from junior secondary physics textbooks
Dongsheng Wan, Yew‐Jin Lee, Sizhuo Chen, et al.
International Journal of Science Education (2024), pp. 1-24
Closed Access
School autonomy with accountability as a cross-national policy model: diverse adoptions, practices and impacts
Antoni Verger, Lluís Parcerisa, Marcel Pagès, et al.
Nordic Journal of Studies in Educational Policy (2024) Vol. 10, Iss. 3, pp. 167-179
Open Access
Making the Data Visible: A Systematic Review of Systems-Level Data Dashboards for Leadership and Policy in Education
F. Chris Curran, Stefano Di Carlo, Katharine Harris-Walls
Review of Educational Research (2024)
Closed Access
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