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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:

What is the proposed role of research evidence in England’s ‘self-improving’ school system?
David Godfrey
Oxford Review of Education (2017) Vol. 43, Iss. 4, pp. 433-446
Open Access | Times Cited: 29

Showing 1-25 of 29 citing articles:

Mindfulness ‘thick’ and ‘thin’— a critical review of the uses of mindfulness in education
Christopher T. McCaw
Oxford Review of Education (2019) Vol. 46, Iss. 2, pp. 257-278
Closed Access | Times Cited: 53
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
System leaders and system leadership: exploring the contemporary evidence base
Alma Harris, Michelle Jones, Nashwa Hashim
School Leadership and Management (2021) Vol. 41, Iss. 4-5, pp. 387-408
Open Access | Times Cited: 27
Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability
Geraldene Codina, Deborah Robinson
Education Sciences (2024) Vol. 14, Iss. 2, pp. 140-140
Open Access | Times Cited: 3
Assessing the range and evidence‐base of interventions in a cluster of schools
Jane Pegram, Richard Watkins, Marguerite Hoerger, et al.
Review of Education (2022) Vol. 10, Iss. 1
Closed Access | Times Cited: 14
Building learning partnerships between schools and universities: an example from south-west England
Rowena Passy, Jan Georgeson, Beth Gompertz
Journal of Education for Teaching International Research and Pedagogy (2018) Vol. 44, Iss. 5, pp. 539-555
Closed Access | Times Cited: 25
Implementing practitioner research as a teacher professional development strategy in an Asia-Pacific context
May Hung May Cheng, Dongyu Li
Journal of Education for Teaching International Research and Pedagogy (2020) Vol. 46, Iss. 1, pp. 55-70
Closed Access | Times Cited: 15
How effective is the research and development ecosystem for England's schools?
David Godfrey, Chris Brown
London Review of Education (2018) Vol. 16, Iss. 1
Open Access | Times Cited: 12
Cracking the Code: the social mobility commission and education policy discourse
Joseph Maslen
Journal of Education Policy (2018) Vol. 34, Iss. 5, pp. 599-612
Closed Access | Times Cited: 12
Research capacity in initial teacher education: trends in joining the ‘village’
Clare Brooks
Teaching Education (2021) Vol. 32, Iss. 1, pp. 7-26
Open Access | Times Cited: 9
Can Research Contribute to Improve Educational Practice?
Marta Ferrero
The Spanish Journal of Psychology (2020) Vol. 23
Closed Access | Times Cited: 8
Of What Do We Testify? A Meditation on Becoming ‘Good’ and on the Nature of ‘Self’ in Self-Study
Robert V. Bullough
Studying Teacher Education (2021) Vol. 17, Iss. 3, pp. 256-272
Closed Access | Times Cited: 7
Evidence informed practice for autism, special educational needs and disability in schools: expanding the scope of the research learning community model of professional development
Joseph Mintz, Sarah Seleznyov, Nick Peacey, et al.
Support for Learning (2021) Vol. 36, Iss. 2, pp. 159-182
Open Access | Times Cited: 6
Evidence use, research-engaged schools and the concept of an ecosystem
David Godfrey, Graham Handscomb
Routledge eBooks (2019), pp. 4-21
Open Access | Times Cited: 4
From peer review to collaborative peer enquiry: Action research for school improvement and leadership development
David Godfrey
London Review of Education (2020) Vol. 18, Iss. 3
Open Access | Times Cited: 4
Editorial: New perspectives on curriculum: Rethinking collaborative enquiry and teachers' professional learning
Richard Pountney, Vivienne Baumfield, Gerry Czerniawski, et al.
The Curriculum Journal (2024) Vol. 35, Iss. 4, pp. 535-548
Closed Access
Diseños de las tesis de posgrado de educación: un análisis bibliométrico
Andrew Misael Hurtado Valenzuela, Manuel Alberto Sedamano Ballesteros, Milagritos Josefina Saavedra Jaramillo de Sedamano, et al.
Apuntes Universitarios (2023) Vol. 13, Iss. 2
Open Access | Times Cited: 1
Schulentwicklung in hochgradig effektiven „Brennpunktschulen“ in England
Roland Bernhard
R&E-SOURCE (2022)
Open Access | Times Cited: 2
What Do We Mean by “Reform?”: On the Seductiveness of Reform in Teaching and Teacher Education and It's Mischievous Influences
Robert V. Bullough
Frontiers in Education (2021) Vol. 5
Open Access | Times Cited: 2
Características de las tesis de pregrado de Educación Básica, Parvularia y Diferencial de una Escuela de Educación: Un análisis bibliométrico
Rafael Zapata‐Lamana, Jorge Rojas, Daniel Molina Salamanca, et al.
Revista de Estudios y Experiencias en Educación (2021) Vol. 20, Iss. 44, pp. 73-88
Open Access | Times Cited: 2
School autonomy in practice
Neeleman
(2019)
Open Access | Times Cited: 1
Research-Informed Peer Review
David Godfrey, Karen Spence-Thomas
Accountability and educational improvement (2020), pp. 223-244
Open Access | Times Cited: 1
Developing secondary schools as learning organisations: a systemic contribution
Peter Alexander Barnard
International Journal of Educational Management (2022) Vol. 36, Iss. 3, pp. 233-246
Closed Access | Times Cited: 1
Technology and aesthetics in school excellence policies: the case of Through Growth to Achievement
Patrick Norman
The Australian Educational Researcher (2022) Vol. 50, Iss. 4, pp. 1007-1023
Open Access | Times Cited: 1
System leadership – emergence and maturity
David Hopkins, Alma Harris
Elsevier eBooks (2022), pp. 123-136
Closed Access | Times Cited: 1
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