Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Situating teacher inquiry: a micropolitical perspective
Kimberly LeChasseur, Anysia Mayer, Anjalé D. Welton, et al.
School Effectiveness and School Improvement (2015) Vol. 27, Iss. 2, pp. 255-274
Closed Access | Times Cited: 15

Showing 15 citing articles:

Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review
Ourania Maria Ventista, Chris Brown
Social Sciences & Humanities Open (2023) Vol. 8, Iss. 1, pp. 100565-100565
Open Access | Times Cited: 43
School-based collaboration as a learning context for teachers: A systematic review
Loes de Jong, Jacobiene Meirink, Wilfried Admiraal
International Journal of Educational Research (2022) Vol. 112, pp. 101927-101927
Open Access | Times Cited: 46
Transformational change in instruction with professional learning communities? The influence of teacher cultural disposition in high power distance contexts
Daphnee Hui Lin Lee, Wing On Lee
Journal of Educational Change (2018) Vol. 19, Iss. 4, pp. 463-488
Closed Access | Times Cited: 36
From Compliance to Improvement: How School Leaders Make Sense of Institutional and Technical Demands When Implementing a Continuous Improvement Process
Maxwell M. Yurkofsky
Educational Administration Quarterly (2021) Vol. 58, Iss. 2, pp. 300-346
Closed Access | Times Cited: 25
Inclusive Leadership in Times of COVID-19 Crisis: The Role of District and School Leaders in Fostering School Sense-Making Processes within a National Inclusion and Integration Reform
Sherry Ganon-Shilon, Idit Finkelstein, Revital Sela‐Shayovitz, et al.
Leadership and Policy in Schools (2022) Vol. 22, Iss. 4, pp. 992-1012
Closed Access | Times Cited: 17
(Don’t) lean on me: the micropolitics of caring educational leadership
Jeff Walls
International Journal of Leadership in Education (2020) Vol. 26, Iss. 6, pp. 980-1004
Closed Access | Times Cited: 13
Social Justice, Social Capital, and Micropolitics: Improving Social Justice Through School Counselor–Principal Collaboration
Jeremy P. Oehrtman, Colette T. Dollarhide
Professional School Counseling (2022) Vol. 26, Iss. 1c
Closed Access | Times Cited: 8
Observable mathematical teaching expertise among upper elementary teachers: connections to student experiences and professional learning
Amy Auletto, Kristy Cooper Stein
Journal of Mathematics Teacher Education (2019) Vol. 23, Iss. 5, pp. 433-461
Closed Access | Times Cited: 8
Teaching as affective labour in a datafied world: a scoping review of the relationship between performance-based accountability and teachers’ emotions
Marjolein K. Camphuijsen, Antonina Levatino, Laura Mentini, et al.
Foro de Educación (2022) Vol. 20, Iss. 2, pp. 61-84
Open Access | Times Cited: 4
Negotiating frame disputes in teacher discourse: vignettes of accountability and opportunities for learning
Ngee Derk Tiong
Professional Development in Education (2023) Vol. 49, Iss. 4, pp. 765-780
Closed Access | Times Cited: 2
Assessment and verification: A higher education perspective
Afzal Sayed Munna
Journal of Education and Learning (EduLearn) (2021) Vol. 15, Iss. 3, pp. 425-431
Open Access | Times Cited: 4
Exploring Organizational Leadership for English Learner Equity
Rebecca M. Callahan, Anysia Mayer, Anthony H. Johnson, et al.
Leadership and Policy in Schools (2021) Vol. 22, Iss. 1, pp. 99-118
Open Access | Times Cited: 3
Developing and Maintaining Intra/Interprofessional Collaborative Relationships for Student Success: A Grounded Theory Study on School Counselor Collaboration
Jeremy P. Oehrtman
Professional School Counseling (2022) Vol. 26, Iss. 1
Closed Access | Times Cited: 2
Valuing Teacher Perceptions Related to the Principalship.
Jermaine Williams
ProQuest LLC eBooks (2016)
Closed Access
Navigating, Negotiating and Nullifying Contradictions in the Research Around School Curriculum Change
Wendy Fasso, Bruce Allen Knight, Ken Purnell
Springer eBooks (2016), pp. 145-161
Closed Access
Page 1

Scroll to top