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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:

Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design
Thomas M. Philip, Josephine H. Pham, Mallika Scott, et al.
Cognition and Instruction (2022) Vol. 40, Iss. 1, pp. 55-76
Closed Access | Times Cited: 23

Showing 23 citing articles:

Co-designing AI with Youth Partners: Enabling Ideal Classroom Relationships through a Novel AI Relational Privacy Ethical Framework
Michael Alan Chang, Mike Tissenbaum, Thomas M. Philip, et al.
Computers and Education Artificial Intelligence (2025), pp. 100364-100364
Open Access
Collaborative ethnography and teacher re-signification in reinsertion and re-entry programs in Chile: a path of reflection and opening up
Sylvia Contreras Salinas, Constanza Herrera-Seda, Natalia Ferrada Quezada, et al.
International Journal of Qualitative Studies in Education (2025), pp. 1-18
Closed Access
Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue
Susan R. Goldman, Cindy E. Hmelo‐Silver, Eleni Α. Kyza
Cognition and Instruction (2022) Vol. 40, Iss. 1, pp. 1-6
Closed Access | Times Cited: 15
Humanizing Co-design through attention to educators’ affective and relational experiences
Ashley Seidel Potvin, Leah Teeters, William R. Penuel, et al.
Journal of the Learning Sciences (2024) Vol. 33, Iss. 1, pp. 41-79
Open Access | Times Cited: 2
Intergenerational Learning Among Teachers’ Professional Development and Lifelong Learning: An Integrative Review of Primary Research
Paula Batista, Ana Mouraz, Isabel Viana, et al.
European Journal of Educational Research (2024) Vol. volume-13-2024, Iss. volume-13-issue-3-july-2024, pp. 1275-1290
Open Access | Times Cited: 2
Embedding Racialized Selves into the Creation of Research-Practice Partnerships
June Ahn, Kimberley Gomez, Ung-Sang Lee, et al.
Peabody Journal of Education (2024) Vol. 99, Iss. 3, pp. 295-313
Closed Access | Times Cited: 2
Productive Tension in Research Practice Partnerships: Where Substance and Politics Intersect
Iris Tabak
Cognition and Instruction (2022) Vol. 40, Iss. 1, pp. 171-177
Closed Access | Times Cited: 9
Ideological sensemaking in an elementary science professional development community
Bethany Daniel, Ashlyn E. Pierson, D. Teo Keifert
Journal of the Learning Sciences (2023) Vol. 32, Iss. 4-5, pp. 573-621
Closed Access | Times Cited: 5
Towards gentle futures: co-developing axiological commitments and alliances among humans and the greater living world at school
N.A. Meixi
Mind Culture and Activity (2022) Vol. 29, Iss. 4, pp. 316-335
Closed Access | Times Cited: 8
“We Ask So Much of These Tiny Humans”: Supporting Beginning Teachers to Honor the Dignity of Young People as Mathematical Learners
Mallika Scott, Thomas M. Philip
Cognition and Instruction (2022) Vol. 41, Iss. 3, pp. 291-315
Closed Access | Times Cited: 8
Dignity-Affirming Care in Research-Practice Partnerships
Robbin Riedy, William R. Penuel
Peabody Journal of Education (2024) Vol. 99, Iss. 3, pp. 259-273
Closed Access | Times Cited: 1
Rethinking Contradictions and Inconsistencies in Teachers’ Sensemaking and Actions
Thomas M. Philip, Veer B. Kothari, Andy Castro
Journal of Teacher Education (2024) Vol. 75, Iss. 5, pp. 516-528
Closed Access | Times Cited: 1
Questioning the why and the how: Collective transformative agency of experienced teachers co-designing a justice-oriented high school introductory computing program
Gayithri Jayathirtha, Gail Chapman, Joanna Goode
Journal of Research on Technology in Education (2024), pp. 1-26
Closed Access | Times Cited: 1
“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners
Emily Reigh, Emily Miller, Ayça K. Fackler, et al.
Science Education (2024)
Open Access | Times Cited: 1
“They were learning from us as we were learning from them”: perceived experiences in co-design process
Areej Mawasi, William R. Penuel, Arturo Cortez, et al.
Mind Culture and Activity (2023) Vol. 30, Iss. 3-4, pp. 191-208
Closed Access | Times Cited: 4
Racial micropolitical literacy: Examining the sociopolitical realities of teachers of color co-constructing student transformational resistance
Josephine H. Pham
Curriculum Inquiry (2022) Vol. 52, Iss. 5, pp. 518-543
Closed Access | Times Cited: 6
Holding a Safe Space with Mutual Respect and Politicized Trust: Essentials to co-designing a justice-oriented high school curricular program with teachers
Gayithri Jayathirtha, Gail Chapman, Joanna Goode
(2024), pp. 215-223
Closed Access
Learning and constructions of us and them in teachers’ collaborative groups
Mallika Scott, Nicole Louie
Journal of the Learning Sciences (2024) Vol. 33, Iss. 3, pp. 544-582
Closed Access
Conducting research on teacher professional development in partnership with educators: promises, tensions and opportunities
Rossella Santagata, Christina Kimmerling, Patricia Fuentes Acevedo, et al.
Journal of Curriculum Studies (2024), pp. 1-19
Closed Access
Using Artificial Intelligence to Support Peer-to-Peer Discussions in Science Classrooms
Kelly Billings, Hsin‐Yi Chang, Jonathan Lim-Breitbart, et al.
Education Sciences (2024) Vol. 14, Iss. 12, pp. 1411-1411
Open Access
Unsettling teacher preparation: cultivating liminality and remaking space
Tricia Gray, Aprille Phillips
International Journal of Social Pedagogy (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 1
Origin Theories of Learning: A River With Many Sources
N.A. Meixi, Kalonji Nzinga
Review of Research in Education (2023) Vol. 47, Iss. 1, pp. 474-535
Closed Access | Times Cited: 1
Situating Here-And-Now Decisions in More Just Imaginings for Teaching Writing
Erin Lane
Proceedings. (2023), pp. 2081-2082
Open Access
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