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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:

Toward Conceptual Clarity: A Scoping Review of Coteaching in Teacher Education
Andrea E. Weinberg, Ann Sebald, Cerissa Stevenson, et al.
The Teacher Educator (2019) Vol. 55, Iss. 2, pp. 190-213
Closed Access | Times Cited: 15

Showing 15 citing articles:

Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice
Andrea E. Weinberg, Meena M. Balgopal, Laura B. Sample McMeeking
International Journal of Science and Mathematics Education (2021) Vol. 19, Iss. S1, pp. 99-120
Open Access | Times Cited: 35
A Review on Language Assessment Literacy: Trends, Foci and Contributions
Ling Gan, Ricky Lam
Language Assessment Quarterly (2022) Vol. 19, Iss. 5, pp. 503-525
Closed Access | Times Cited: 18
Centering Racialized Educators in Collaborative Teacher Education: The Development of the Intersectionally Conscious Collaboration Protocol
Mildred Boveda, Andrea E. Weinberg
Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children (2022) Vol. 45, Iss. 1, pp. 8-26
Closed Access | Times Cited: 17
Impact of Team Teaching on Student Teachers’ Professional Identity: A Bayesian Approach
Loan De Backer, Wouter Schelfhout, Mathea Simons, et al.
Education Sciences (2023) Vol. 13, Iss. 11, pp. 1087-1087
Open Access | Times Cited: 5
Studying the Effectiveness of Team Teaching: A Systematic Review on the Conceptual and Methodological Credibility of Experimental Studies
Dries De Weerdt, Mathea Simons, Elke Struyf, et al.
Review of Educational Research (2024)
Open Access | Times Cited: 1
Student teachers’ peer team teaching experiences from a quantitative perspective: Perceptions, profiles and transition probabilities
Loan De Backer, Wouter Schelfhout, Mathea Simons, et al.
Teaching and Teacher Education (2023) Vol. 135, pp. 104361-104361
Closed Access | Times Cited: 4
Team teaching in languages: a scoping review of approaches and practices in higher education
Inma Álvarez, Mara Fuertes Gutiérrez, Matilde Gallardo
Innovation in Language Learning and Teaching (2023) Vol. 18, Iss. 1, pp. 59-77
Open Access | Times Cited: 2
Moving Towards Proficiency: A Grounded Theory Study of Early Childhood Teacher Candidates and Professional Development Schools
Angela Roybal-Lewis
Early Childhood Education Journal (2021) Vol. 50, Iss. 6, pp. 913-924
Closed Access | Times Cited: 5
Third Space Through Collaboration, Coteaching, and Pedagogies of Practice: Exploring Outcomes and Opportunities
Andrea E. Weinberg, Elizabeth Ruiz, Cerissa Stevenson
The New Educator (2024), pp. 1-26
Closed Access
Lecturers’ Self-Reflective View and Adaptability in Co-Teaching Practices in Teacher Education
Brigitte Lenong, June Monica Palmer
Africa Education Review (2024), pp. 1-18
Open Access
Project edPIRATE
Angela M. Novak, Jennifer Gallagher
Theory & Practice in Rural Education (2024) Vol. 14, Iss. 2, pp. 21-67
Open Access
The Effectiveness of Co-Teaching in Middle School ELA Inclusion Classrooms
Sarah Joanne Hays, Janna Brendle, Robin H. Lock
Texas Educator Preparation (2023) Vol. 7, Iss. 2, pp. 73-89
Open Access | Times Cited: 1
CRISTAL-ITE: a single-crystal X-ray diffractometer scale model for scientific dissemination
Michel Giorgi, Yves Berchadsky
Journal of Applied Crystallography (2021) Vol. 55, Iss. 1, pp. 149-153
Open Access | Times Cited: 2
Together and apart: co-teaching in the time of COVID-19
Erin Riley-Lepo, Ashley Pollitt, Stephen Tarsitano, et al.
Educational Review (2023) Vol. 76, Iss. 5, pp. 1232-1263
Closed Access
Intersectional Agility in Teacher Education: Critical Reflections on Co-teaching in an Integrated Dual Credential Program
James Fabionar, Suzanne Stolz
International perspectives on inclusive education (2021), pp. 173-190
Closed Access
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