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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:

Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research
Jan van Driel, Jacobiene Meirink, Klaas van Veen, et al.
Studies in Science Education (2012) Vol. 48, Iss. 2, pp. 129-160
Closed Access | Times Cited: 169

Showing 1-25 of 169 citing articles:

Translating the ICAP Theory of Cognitive Engagement Into Practice
T. H. Michelene, Joshua Adams, Emily B. Bogusch, et al.
Cognitive Science (2018) Vol. 42, Iss. 6, pp. 1777-1832
Open Access | Times Cited: 264
Identifying the characteristics of effective teacher professional development: a critical review
Sam Sims, Harry Fletcher-Wood
School Effectiveness and School Improvement (2020) Vol. 32, Iss. 1, pp. 47-63
Open Access | Times Cited: 209
The impact of Lesson Study professional development on the quality of teacher learning
Jan D. Vermunt, Maria Vrikki, N. van Halem, et al.
Teaching and Teacher Education (2019) Vol. 81, pp. 61-73
Open Access | Times Cited: 152
Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms
Berit S. Haug, Sonja M. Mork
Teaching and Teacher Education (2021) Vol. 100, pp. 103286-103286
Open Access | Times Cited: 138
Teacher involvement in curriculum design: need for support to enhance teachers’ design expertise
Tjark Huizinga, Adam Handelzalts, Nienke Nieveen, et al.
Journal of Curriculum Studies (2013) Vol. 46, Iss. 1, pp. 33-57
Open Access | Times Cited: 161
The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme
Catarina Andersson, Torulf Palm
Learning and Instruction (2016) Vol. 49, pp. 92-102
Closed Access | Times Cited: 152
Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice
Mark Boylan, Mike Coldwell, Bronwen Maxwell, et al.
Professional Development in Education (2017) Vol. 44, Iss. 1, pp. 120-139
Closed Access | Times Cited: 147
Professional growth in adaptive teaching competence as a result of Lesson Study
Tijmen Schipper, Sui Lin Goei, Siebrich de Vries, et al.
Teaching and Teacher Education (2017) Vol. 68, pp. 289-303
Open Access | Times Cited: 104
Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions
Maria Vrikki, Paul Warwick, Jan D. Vermunt, et al.
Teaching and Teacher Education (2016) Vol. 61, pp. 211-224
Open Access | Times Cited: 103
Building teachers’ research literacy: integrating practice and research
Carol Evans, Michael Waring, Andri Christodoulou
Research Papers in Education (2017) Vol. 32, Iss. 4, pp. 403-423
Open Access | Times Cited: 70
Understanding teacher design teams – A mixed methods approach to developing a descriptive framework
Floor Binkhorst, Adam Handelzalts, Cindy L. Poortman, et al.
Teaching and Teacher Education (2015) Vol. 51, pp. 213-224
Open Access | Times Cited: 69
Promoting a professional school culture through lesson study? An examination of school culture, school conditions, and teacher self-efficacy
Tijmen Schipper, Siebrich de Vries, Sui Lin Goei, et al.
Professional Development in Education (2019) Vol. 46, Iss. 1, pp. 112-129
Open Access | Times Cited: 68
Evidence-based CPD: Scaling up sustainable interventions
Bettina Rösken-Winter, Celia Hoyles, Sigrid Blömeke
ZDM (2015) Vol. 47, Iss. 1, pp. 1-12
Closed Access | Times Cited: 65
Lesson Study effectiveness for teachers’ professional learning: a best evidence synthesis
Iris Willems, Piet Van den Bossche
International Journal for Lesson and Learning Studies (2019) Vol. 8, Iss. 4, pp. 257-271
Open Access | Times Cited: 60
Paving the way for sustainable educational change: Reconceptualizing what it means to make educational changes that last
Mireille D. Hubers
Teaching and Teacher Education (2020) Vol. 93, pp. 103083-103083
Open Access | Times Cited: 54
Building blocks of instructor professional development for innovative ICT use during a pandemic
Kim Schildkamp, Iwan Wopereis, Marian Kat-De Jong, et al.
Journal of Professional Capital and Community (2020) Vol. 5, Iss. 3/4, pp. 281-293
Open Access | Times Cited: 50
The search for evidence-based features of effective teacher professional development: a critical analysis of the literature
Christa S. C. Asterhan, Adam Lefstein
Professional Development in Education (2023) Vol. 50, Iss. 1, pp. 11-23
Open Access | Times Cited: 18
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process
Linda Preminger, Kathryn N. Hayes, Christine L. Bae, et al.
Science Education (2024) Vol. 108, Iss. 3, pp. 701-733
Open Access | Times Cited: 5
Inquiry-based science education: Tools for supporting the design of schoolteacher professional development programs
Fru Vitalis Akuma, Jenna Koenen
Eurasia Journal of Mathematics Science and Technology Education (2025) Vol. 21, Iss. 3, pp. em2605-em2605
Open Access
Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science
Kathleen J. Roth, Christopher D. Wilson, J. Ashley Taylor, et al.
American Educational Research Journal (2018) Vol. 56, Iss. 4, pp. 1217-1253
Open Access | Times Cited: 51
Effective characteristics of professional development programs for science and technology education
Mireille D. Hubers, Maaike Endedijk, Klaas van Veen
Professional Development in Education (2020) Vol. 48, Iss. 5, pp. 827-846
Open Access | Times Cited: 41
Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study
Jan D. Vermunt, Maria Vrikki, Pete Dudley, et al.
Teaching and Teacher Education (2023) Vol. 133, pp. 104295-104295
Open Access | Times Cited: 15
Teacher learning from continuing professional development (CPD) participation: A sociocultural perspective
Ellen Abakah
International Journal of Educational Research Open (2023) Vol. 4, pp. 100242-100242
Open Access | Times Cited: 14
Factors Influencing Science Teachers' Professional Development: A Cultural‐Historical Activity Theory Perspective
Xinyang Hu, Hualin Bi
Journal of Research in Science Teaching (2025)
Closed Access
Assessing Professional Development on Experimentation as a Method of Inquiry‐Based Science Teaching Framework and Principal Results
Markus Emden, Arne Bewersdorff, Armin Baur
Science Education (2025)
Closed Access
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