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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:

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

Showing 1-25 of 39 citing articles:

The post-truth tyrannies of an evidence-based hegemony
Stephanie Wescott
Education Policy Analysis Archives (2022) Vol. 30
Open Access | Times Cited: 43
Re-imagining teacher mentoring for the future
Ellen Larsen, Cecily Jensen-Clayton, Elizabeth Curtis, et al.
Professional Development in Education (2023), pp. 1-15
Open Access | Times Cited: 18
Free Radical-Induced Inflammatory Responses Activate PPAR-γ and TNF-α Feedback Loops, Driving HIF-α Mediated Metastasis in HCC: Insilico Approach of Natural Compounds Inhibitory Effect on Proposed Pathway
Hemanth Kumar Manikyam, Sunil K Joshi, Sandeep B. Patil, et al.
(2025) Vol. 02, Iss. 01, pp. 01-12
Closed Access
“The world is failing girls and women”: the enduring importance of feminisms in curriculum inquiry
Lucinda McKnight
Curriculum Perspectives (2025)
Closed Access
A critique of the needs-based funding model in public schools: principals and their experiences of funding
Emma Rowe
The Australian Educational Researcher (2025)
Open Access
Desarrollo profesional docente: Facilitadores y barreras a partir de la carrera docente en Chile
Claudia Carrasco Aguilar, Sebastián Ortíz, Tabisa Verdejo, et al.
Education Policy Analysis Archives (2023) Vol. 31
Open Access | Times Cited: 10
School-Based Mental Health Promotion and Early Intervention Programs in New South Wales, Australia: Mapping Practice to Policy and Evidence
Kristin R. Laurens, Linda J. Graham, Katherine Dix, et al.
School Mental Health (2021) Vol. 14, Iss. 3, pp. 582-597
Open Access | Times Cited: 18
A critique of ‘Strong Beginnings’ initial teacher education reforms: mandating neuroscience as core curriculum within the ‘what works’ movement
Andrew Skourdoumbis, Emma Rowe
The Australian Educational Researcher (2024) Vol. 52, Iss. 1, pp. 841-859
Open Access | Times Cited: 2
The obstacle race to educational improvement: governance, policies, and practices in disadvantaged schools
Edgar Quilabert, Antoni Verger, Mauro C. Moschetti, et al.
British Journal of Sociology of Education (2024) Vol. 45, Iss. 6, pp. 934-956
Closed Access | Times Cited: 2
Grant chaser and revenue raiser: public school principals and the limitations of philanthropic funding
Emma Rowe, Elisa Di Gregorio
The Australian Educational Researcher (2024)
Open Access | Times Cited: 2
Padronização curricular, padronização da formação docente: desafios da formação pós-BNCC
Álvaro Moreira Hypólito
Práxis Educacional (2021) Vol. 17, Iss. 46, pp. 1-18
Open Access | Times Cited: 14
Teachers and educational policy: Markets, populism, and im/possibilities for resistance
Meghan Stacey, Mihajla Gavin, Jessica Gerrard, et al.
Education Policy Analysis Archives (2022) Vol. 30
Open Access | Times Cited: 9
Democracy and teachers: the im/possibilities for pluralisation in evidence-based practice
Jessica Holloway, Maria Louise Larsen Hedegaard
Journal of Education Policy (2021) Vol. 38, Iss. 3, pp. 432-451
Closed Access | Times Cited: 12
Troubled times and seeds of hope: some reflections on teacher professional learning as praxis development
Nicole Mockler
Professional Development in Education (2024) Vol. 50, Iss. 3, pp. 586-593
Open Access | Times Cited: 1
‘Solving’ the curriculum resource ‘problem’? A critical policy analysis
Rebecca Cairns, Michiko Weinmann, Lucinda McKnight
Discourse Studies in the Cultural Politics of Education (2024), pp. 1-14
Open Access | Times Cited: 1
Teachers and teaching: (re)thinking professionalism, subjectivity and critical inquiry
Jessica Holloway
Critical Studies in Education (2021) Vol. 62, Iss. 4, pp. 411-421
Open Access | Times Cited: 11
Affective learning for effective learning? Data, numbers and teachers’ learning
Ian Hardy
Teaching and Teacher Education (2022) Vol. 116, pp. 103754-103754
Closed Access | Times Cited: 7
“Good” choices vs “what really works”: a comparison of evidence-based practice in medicine and education
Lucinda McKnight, Andy Morgan
The Australian Educational Researcher (2022) Vol. 50, Iss. 3, pp. 643-659
Open Access | Times Cited: 4
Are these the accountable teacher subjects citizens want?
Craig Skerritt
Education Policy Analysis Archives (2022) Vol. 30
Open Access | Times Cited: 4
Exploring the impact of the COVID-19 school reform plan on teachers’ assessment practices
Anil Kanjee, Jeanette Khabonina Ramollo
Assessment in Education Principles Policy and Practice (2023) Vol. 30, Iss. 3-4, pp. 245-272
Closed Access | Times Cited: 2
An ethico‐political analysis of a national teacher competence framework: Unravelling a ‘preferred’ teacher identity
Desmond Carswell, Paul Conway
British Educational Research Journal (2023) Vol. 49, Iss. 6, pp. 1210-1233
Open Access | Times Cited: 2
Performativity, Datafication and the Techniques of Teacher Evaluation
Jessica Holloway
Springer eBooks (2021), pp. 29-44
Closed Access | Times Cited: 5
‘The village and the world’: research with, for and by teachers in an age of data
Martin Mills, Nicole Mockler, Meghan Stacey, et al.
Teaching Education (2021) Vol. 32, Iss. 1, pp. 1-6
Open Access | Times Cited: 5
Should desistance thinking be applied to children in the criminal justice system?
Ross Little, Kevin Haines
Policy Press eBooks (2024), pp. 73-94
Open Access
Should desistance thinking be applied to children in the criminal justice system?
Ross Little, Kevin Haines
Policy Press eBooks (2024), pp. 73-94
Open Access
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