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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:

Inspirations from abroad: the impact of PISA on countries’ choice of reference societies in education
Íris Santos, Vera G. Centeno
Compare A Journal of Comparative and International Education (2021) Vol. 53, Iss. 2, pp. 269-286
Open Access | Times Cited: 19

Showing 19 citing articles:

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
Research on the classification of dimensional performance and feature extraction of primary school students' core literacy in science curriculum
Weiwang Wang, Houbin Wang, Yongwei Wang, et al.
(2025), pp. 115-126
Closed Access
Has Peak PISA passed? An investigation of interest in International Large-Scale Assessments across countries and over time
John Jerrim
European Educational Research Journal (2023) Vol. 23, Iss. 3, pp. 450-476
Open Access | Times Cited: 8
Systematic review of empirical studies on international large-scale assessments of civic and citizenship education
Eunjung Myoung, Pey‐Yan Liou
Scandinavian Journal of Educational Research (2022) Vol. 66, Iss. 7, pp. 1269-1291
Closed Access | Times Cited: 13
The politicization of PISA in evidence-based policy discourses
Louis Volante, Paola Mattei
Policy Futures in Education (2024)
Open Access | Times Cited: 2
The perceived impact of PISA on student learning in schools in a local Chinese context
Huiming Ding, I Tasara
Educational Assessment Evaluation and Accountability (2024)
Open Access | Times Cited: 1
Management model, leadership and autonomy in Portuguese and Spanish public schools: A comparative analysis
Mireia Tintoré, Joaquín Gairín Sallán, Ilídia Cabral, et al.
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 7
Insights from Two Decades of PISA-related Studies in the New Century: A Systematic Review
Jia‐qi Zheng, Kwok‐cheung Cheung, Pou‐seong Sit
Scandinavian Journal of Educational Research (2022) Vol. 68, Iss. 3, pp. 371-388
Closed Access | Times Cited: 6
To tweet, or not to tweet, that is the question: the Ayrton Senna Institute and education policy movement in Brazil
Rui da Silva, Theresa Adrião
Globalisation Societies and Education (2023), pp. 1-13
Closed Access | Times Cited: 2
Internalising externalisation: utilisation of international knowledge in education policymaking
Chanwoong Baek
British Journal of Sociology of Education (2021) Vol. 43, Iss. 1, pp. 159-176
Open Access | Times Cited: 5
Why Did Portugal Enter PISA? Divergent Political Views, the National Agenda and the OECD Push
Teresa Teixeira Lopo, António Teodoro, Leonor Borges
European Education (2024) Vol. 56, Iss. 1, pp. 18-31
Open Access
Otkrivanje obrazovnih puteva
Hatidža Jahić, Nejra Hadžiahmetović-Milišić, Taida Čingić
Croatian Review of Economic Business and Social Statistics (2024) Vol. 10, Iss. 1, pp. 27-41
Open Access
Proměny profesní přípravy učitelů ve Finsku
Veronika Bačová, Dana Kasperová
Historia scholastica (2024) Vol. 10, Iss. 1, pp. 259-282
Open Access
A machine‐learning model of academic resilience in the times of the COVID‐19 pandemic: Evidence drawn from 79 countries/economies in the PISA 2022 mathematics study
Kwok‐cheung Cheung, Pou‐seong Sit, Jia‐qi Zheng, et al.
British Journal of Educational Psychology (2024) Vol. 94, Iss. 4, pp. 1224-1244
Closed Access
Understanding implicit reference societies in education policy
Chanwoong Baek, Andreas Nordin
Journal of Education Policy (2023) Vol. 39, Iss. 5, pp. 736-754
Open Access | Times Cited: 1
Construct validity of international literacy measures: implications for dyslexia across cultures
Gairanlu Pamei, Zebedee Rui En Cheah, Catherine McBride
Journal of Cultural Cognitive Science (2022) Vol. 7, Iss. 2, pp. 159-173
Open Access | Times Cited: 1
Fūdo in Foreign Language Learning in Japan and Finland
Oshie Nishimura-Sahi
The Copenhagen Journal of Asian Studies (2023) Vol. 41, Iss. 1
Open Access
سياسات إصلاح المناهج المدرسية وعلاقتها بنتائج اختبارات التقييم الدولية في كل من الاتحاد الروسي واليابان، وإمكان الإفادة منها في مصر
أميمة حلمي عبد الحميد مصطفى, فاطمة اللمعى
مجلة کلية التربية جامعة طنطا (2023) Vol. 90, Iss. 3, pp. 1-115
Closed Access
Evidence through the lens of bibliometrics—the case of Finnish higher education admission reform
Joni Forsell, Ville Mankki
Nordic Journal of Studies in Educational Policy (2022) Vol. 9, Iss. 2, pp. 75-85
Open Access
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