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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:

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

Showing 15 citing articles:

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
Co-designing around problems of practice in teacher professional learning
Alison Castro Superfine, Enisa Selimbegovic Akgul
Teaching and Teacher Education (2025) Vol. 157, pp. 104945-104945
Open Access
Mathematics teachers' interaction patterns and role changes in online Research-Practice Partnerships: A social network analysis
Haili Liang, Chunxia Qi, Rongjin Huang, et al.
Computers & Education (2024) Vol. 218, pp. 105077-105077
Closed Access | Times Cited: 3
Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning
Kenneth Silseth, Rolf Steier, Hans Christian Arnseth
International Journal of Computer-Supported Collaborative Learning (2024) Vol. 19, Iss. 1, pp. 11-36
Open Access | Times Cited: 2
Reading is complex: Implications for research and practice
Susan R. Goldman
Educational Psychologist (2024) Vol. 59, Iss. 4, pp. 315-325
Closed Access | Times Cited: 2
Participatory design of teacher dashboards: navigating the tension between teacher input and theories on teacher professional vision
Anouschka van Leeuwen, Sebastian Strauß, Nikol Rummel
Frontiers in Artificial Intelligence (2023) Vol. 6
Open Access | Times Cited: 4
Research–Practice Partnership in a Professional Development Program: Promoting Youth at Risk
Shirley Miedijensky, Irit Sasson
Education Sciences (2024) Vol. 14, Iss. 2, pp. 132-132
Open Access | Times Cited: 1
Science teachers designing text use for equitable Next Generation Science instruction
Cynthia Greenleaf, Kathleen A. Hinchman, Willard Brown
Journal of Adolescent & Adult Literacy (2023) Vol. 67, Iss. 3, pp. 162-174
Open Access | Times Cited: 2
Communities of Interest as a Context for Creativity in the Process of Designing Digital Media for Mathematical Learning
Nataly Essonnier, Berta Barquero, Ioannis Papadopoulos, et al.
Springer international handbooks of education (2024), pp. 1055-1086
Closed Access
Negotiating Inherent Asymmetries of Co-Design: A Case of Integrative Elementary Mathematics and Computer Science Instruction
Victor R. Lee, Stephanie M. Robillard, Mimi Recker, et al.
Journal of Applied Instructional Design (2024)
Open 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
Supporting high school students’ self-directed learning experiences through documentation tool design
Talia Stol, Daragh Byrne, Marti Louw, et al.
(2023), pp. 97-106
Open Access | Times Cited: 1
How OER can support teacher collaborative learning to enact equitable teaching practices
Bryant Jensen, Royce Kimmons
Journal for Multicultural Education (2022) Vol. 16, Iss. 5, pp. 538-553
Open Access | Times Cited: 2
Communities of Interest as a Context for Creativity in the Process of Designing Digital Media for Mathematical Learning
Nataly Essonnier, Berta Barquero, Ioannis Papadopoulos, et al.
Springer international handbooks of education (2023), pp. 1-32
Closed Access
Teachers as Co-Designers: Forming Equitable Participation through the Lens of Relational Trust
Tugce Aldemir, Susan A. Yoon, Kate Miller, et al.
Proceedings. (2023), pp. 202-209
Open Access
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