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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:

The power of Interactive Groups: how diversity of adults volunteering in classroom groups can promote inclusion and success for children of vulnerable minority ethnic populations
Rosa Valls, Leōnidas Kyriakidēs
Cambridge Journal of Education (2013) Vol. 43, Iss. 1, pp. 17-33
Closed Access | Times Cited: 158

Showing 1-25 of 158 citing articles:

Children and Adolescents Mental Health: A Systematic Review of Interaction-Based Interventions in Schools and Communities
Rocío García-Carrión, Beatriz Villarejo-Carballido, Lourdes Villardón-Gallego
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 158
Reaching Social Impact Through Communicative Methodology. Researching With Rather Than on Vulnerable Populations: The Roma Case
Aitor Gómez, María Padrós Cuxart, Oriol Ríos, et al.
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 95
Impact of the Interactive Learning Environments in Children’s Prosocial Behavior
Lourdes Villardón-Gallego, Rocío García-Carrión, Lara Yáñez-Marquina, et al.
Sustainability (2018) Vol. 10, Iss. 7, pp. 2138-2138
Open Access | Times Cited: 93
A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education
Andrea Khalfaoui, Rocío García-Carrión, Lourdes Villardón-Gallego
Early Childhood Education Journal (2020) Vol. 49, Iss. 1, pp. 71-81
Open Access | Times Cited: 68
Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics
Rocío García-Carrión, Javier Díez-Palomar
European Educational Research Journal (2015) Vol. 14, Iss. 2, pp. 151-166
Open Access | Times Cited: 65
Transforming students’ attitudes towards learning through the use of successful educational actions
Javier Díez-Palomar, Rocío García-Carrión, Linda Hargreaves, et al.
PLoS ONE (2020) Vol. 15, Iss. 10, pp. e0240292-e0240292
Open Access | Times Cited: 55
Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools
Rocío García-Carrión, Silvia Molina, Esther Roca-Campos
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 55
Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?
Ruth Kershner
International Journal of Educational Psychology (2016) Vol. 5, Iss. 2, pp. 112-139
Open Access | Times Cited: 49
Inclusivity, participation and collaboration: Learning in interactive groups
Harkaitz Zubiri-Esnaola, Ana Vidu, Oriol Ríos González, et al.
Educational Research (2020) Vol. 62, Iss. 2, pp. 162-180
Closed Access | Times Cited: 49
How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions
Elena Duque, Regina Gairal‐Casadó, Silvia Molina, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 33
Addressing underachievement and early school leaving in Europe: the role of institutional factors
Alba García‐Cid, Andrea Khalfaoui, Aitana Fernández-Villardón, et al.
Educational Review (2025), pp. 1-21
Open Access
Moroccan mothers’ involvement in dialogic literary gatherings in a Catalan urban primary school: Increasing educative interactions and improving learning
Lena De Botton, Sandra Girbés Peco, Laura Ruiz-Eugenio, et al.
Improving Schools (2014) Vol. 17, Iss. 3, pp. 241-249
Open Access | Times Cited: 38
Interactive groups for immigrant students: a factor for success in the path of immigrant students
Diana Valero, Gisela Redondo-Sama, Carmen Elboj Saso
International Journal of Inclusive Education (2017) Vol. 22, Iss. 7, pp. 787-802
Closed Access | Times Cited: 35
Learning and inclusivity via Interactive Groups in early childhood education and care in the Hope school, Spain
Adriana Aubert, Silvia Molina, Tinka Tabea Schubert, et al.
Learning Culture and Social Interaction (2017) Vol. 13, pp. 90-103
Open Access | Times Cited: 34
A research synthesis of the impacts of successful educational actions on student outcomes
Teresa Morlà Folch, Ana Inés Renta Davids, María Padrós Cuxart, et al.
Educational Research Review (2022) Vol. 37, pp. 100482-100482
Open Access | Times Cited: 18
Is Consuming Avocados Equally Sustainable Worldwide? An Activity to Promote Eco-Social Education from Science Education
Irene Guevara-Herrero
Education Sciences (2024) Vol. 14, Iss. 6, pp. 560-560
Open Access | Times Cited: 3
The role of the Support and Attention to Diversity Teacher (SADT) from a community-based perspective: Promoting educational success and educational inclusion for all
Gabriela Gómez Zepeda, Cristina Petreñas, Dorys Sabando, et al.
Teaching and Teacher Education (2017) Vol. 64, pp. 127-138
Open Access | Times Cited: 31
Using dialogic talk to teach mathematics: the case of interactive groups
Javier Díez-Palomar, Joan Cabré
ZDM (2015) Vol. 47, Iss. 7, pp. 1299-1312
Closed Access | Times Cited: 29
Transforming Schools Through Minority Males’ Participation
Aitor Gómez, Ariadna Munté Pascual, Teresa Sordé
Journal of Interpersonal Violence (2014) Vol. 29, Iss. 11, pp. 2002-2020
Closed Access | Times Cited: 29
Participation and family education in school: Successful educational actions
Lars Bonell Garcia, Oriol Ríos González
Studies in the Education of Adults (2014) Vol. 46, Iss. 2, pp. 177-191
Closed Access | Times Cited: 28
Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics
Javier Díez-Palomar, Ainhoa Flecha, Rocío García-Carrión, et al.
Sustainability (2018) Vol. 10, Iss. 7, pp. 2191-2191
Open Access | Times Cited: 27
Bullying y Género. Prevención desde la Organización Escolar
Elena Duque, Joan Molet Teixidó
Multidisciplinary Journal of Educational Research (2016) Vol. 6, Iss. 2, pp. 176-176
Open Access | Times Cited: 20
Dispositivos de acogida para estudiantes extranjeros como plataformas de intervención formativa
René Valdés, Felipe Jiménez, María-Teresa Hernández Yáñez, et al.
Estudios pedagógicos (2019) Vol. 45, Iss. 3, pp. 261-278
Open Access | Times Cited: 20
Improving students’ academic performance and reducing conflicts through family involvement in primary school learning activities: a Mexican case study
Alfonso Rodríguez-Oramas, Teresa Morlà Folch, María Vieites Casado, et al.
Cambridge Journal of Education (2021) Vol. 52, Iss. 2, pp. 235-254
Closed Access | Times Cited: 17
Navigating the Ethical Landscape: Considerations in Implementing AI-ML Systems in Human Resources
Sunil Basnet
International Journal of Research Publication and Reviews (2024) Vol. 5, Iss. 3, pp. 3436-3447
Open Access | Times Cited: 2
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