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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 School–University Nexus and Degrees of Partnership in Initial Teacher Education
Rachel Farrell
Irish Educational Studies (2021) Vol. 42, Iss. 1, pp. 21-38
Open Access | Times Cited: 42

Showing 1-25 of 42 citing articles:

Creation of a Collaborative “School–University” Environment to Support Research Activities in Schools
Saule B. Begaliyeva, Elena Shmakova, A K Zhunisbayeva
Education Sciences (2025) Vol. 15, Iss. 1, pp. 100-100
Open Access
Re-using co-design in initial teacher education: A scoping study to inform school-university partnerships
Angela Fitzgerald, Emilio Kardaris, Melanie Nash, et al.
The Australian Educational Researcher (2025)
Open Access
University–school collaboration as an arena for community-building in teacher education
Rachel Jakhelln, May Britt Postholm
Educational Research (2022) Vol. 64, Iss. 4, pp. 457-472
Open Access | Times Cited: 21
Exploring the impact of an online learning community to support student teachers on school placement
A. Laurel Gorman, Kathy Hall
European Journal of Teacher Education (2023), pp. 1-17
Open Access | Times Cited: 11
Enhancing prospective mathematics teachers' lesson planning skills through lesson study within school university partnership program
Fitriati Fitriati, Roslinda Rosli, Zanaton H. Iksan
Journal on Mathematics Education (2023) Vol. 14, Iss. 1, pp. 69-84
Open Access | Times Cited: 9
Third space moments: Exploring a university-school partnership through collaborative action research
Catharina Christophersen, Kari Holdhus, Ailbhe Kenny
Teaching and Teacher Education (2024) Vol. 141, pp. 104499-104499
Open Access | Times Cited: 3
Covid-19 as a catalyst for sustainable change: the rise of democratic pedagogical partnership in initial teacher education in Ireland
Rachel Farrell
Irish Educational Studies (2021) Vol. 40, Iss. 2, pp. 161-167
Open Access | Times Cited: 19
Exploring challenges in preparing prospective teachers for teaching 4C skills in mathematics classroom: A school-university partnership perspectives
Fitriati Fitriati, Roslinda Rosli, Zanaton H. Iksan, et al.
Cogent Education (2023) Vol. 11, Iss. 1
Open Access | Times Cited: 7
Agency in negotiating partnerships in initial teacher education: shifting sands
Kay Livingston, Jane Waters
European Journal of Teacher Education (2024), pp. 1-18
Open Access | Times Cited: 2
Virtual Reality in Initial Teacher Education (VRITE): a reverse mentoring model of professional learning for learning leaders
Rachel Farrell, Pamela Cowan, Martin Brown, et al.
Irish Educational Studies (2022) Vol. 41, Iss. 1, pp. 245-256
Open Access | Times Cited: 11
Tripartite collaboration in student research and development projects
May Britt Postholm, Torunn Klemp, Marit M. Nordbotn
Scandinavian Journal of Educational Research (2023), pp. 1-15
Open Access | Times Cited: 5
Extended School Placement in Initial Teacher Education: Factors Impacting Professional Learning, Agency and Sense of Belonging
Cathal Hanly, Manuela Heinz
European Journal of Educational Research (2022) Vol. volume-11-2022, Iss. volume-11-issue-4-october-2022, pp. 2373-2386
Open Access | Times Cited: 8
Quality in teacher education programs
Ida Katrine Riksaasen Hatlevik
Routledge eBooks (2024), pp. 14-49
Open Access | Times Cited: 1
Development and evolution of clinical partnerships: K-12 school leaders' perspectives
Kimberly Bohannon, Vincent Connelly, Stephen J. Bigaj, et al.
School-University Partnerships (2024) Vol. 17, Iss. 3, pp. 345-363
Open Access | Times Cited: 1
Third Space, Partnerships, & Clinical Practice: A Literature Review
Lauren M. Laughlin
The Professional Educator (2021) Vol. 44, Iss. 1, pp. 21-33
Open Access | Times Cited: 10
Supervising teachers’ orientations and conceptions about content and process in teaching practice
Lina Lindström, Erika Löfström, Monica Londén
Educational Studies (2022), pp. 1-18
Open Access | Times Cited: 6
Developing Micro-Teaching with a Focus on Core Practices: The Use of Approximations of Practice
Joanne O’Flaherty, Rachel Lenihan, Ann-Marie Young, et al.
Education Sciences (2023) Vol. 14, Iss. 1, pp. 35-35
Open Access | Times Cited: 3
Lesson Observation Practice of Mathematics Teachers through School University Partnership Mediated by Lesson Study
Fitriati Fitriati, Roslinda Rosli, Zanaton H. Iksan
Creative Education (2022) Vol. 13, Iss. 02, pp. 675-690
Open Access | Times Cited: 4
University-School Partnership: Feedback and Assessment
Aylin KİRİŞÇİ SARIKAYA, Ayşen Bakioğlu
Journal of Qualitative Research in Education (2022) Vol. 22, Iss. 32
Open Access | Times Cited: 4
Transforming University-based Teacher Education through Innovation
Ida Katrine Riksaasen Hatlevik, Rachel Jakhelln, Doris Jorde
Routledge eBooks (2024)
Open Access
Transformative partnerships with university schools
Ida Katrine Riksaasen Hatlevik, Tone Malmstedt Eriksen, Tove Seiness Hunskaar, et al.
Routledge eBooks (2024), pp. 155-169
Open Access
School-University Partnerships on the Edge of Possibility: Expansive Learning and Practice Transformation Across Australia, Nepal, and Bhutan
Nick Hopwood, Kimberley Pressick-Kilborn, Binod Prasad Pant, et al.
(2024), pp. 181-201
Closed Access
How to form shared objects to enhance university–school collaboration? A cultural–historical activity theory perspective
Xueqin Fang, Mao Qiming, Jianzhong Janne Hong, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access
«Veiledninga fra praksislærer sluttet liksom ikke den dagen vi var ferdige i praksis». En studie av trepartssamarbeid rundt lærerstudenters FoU-oppgave
Siw T. Killengreen, Astrid Unhjem
Nordisk tidsskrift for utdanning og praksis (2024) Vol. 18, Iss. 1, pp. 103-124
Open Access
How Do Partnership Practices Characterise Approaches to Australian Primary Science Teacher Education?
Angela Fitzgerald, Kimberley Pressick-Kilborn, Reece Mills, et al.
Springer briefs in education (2024), pp. 41-56
Closed Access
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