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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:

Critical reflections of action research used for professional development in a Middle Eastern Gulf State
Alyson McGee
Educational Action Research (2008) Vol. 16, Iss. 2, pp. 235-250
Closed Access | Times Cited: 25

Showing 25 citing articles:

Fifteen years of action research as professional development: seeking more collaborative, useful and democratic systems for teachers
Víctor Manuel López Pastor, Roberto Monjas Aguado, Juan Carlos Ojeda Manrique
Educational Action Research (2011) Vol. 19, Iss. 2, pp. 153-170
Closed Access | Times Cited: 52
Research and development work: developing teachers as researchers or just teachers?
May Britt Postholm
Educational Action Research (2009) Vol. 17, Iss. 4, pp. 551-565
Closed Access | Times Cited: 52
La Formación Permanente del Profesorado como Elemento Influyente para Implicar al Alumnado en su Evaluación: Un Estudio de Caso
Cristina Pascual-Arias, Víctor Manuel López Pastor, Teresa Fuentes, et al.
Revista Iberoamericana de Evaluación Educativa (2022) Vol. 15, Iss. 1
Open Access | Times Cited: 17
A completed research and development work project in school: The teachers’ learning and possibilities, premises and challenges for further development
May Britt Postholm
Teaching and Teacher Education (2010) Vol. 27, Iss. 3, pp. 560-568
Closed Access | Times Cited: 28
Developing a model for continuous professional development by action research
Susan Herbert, Marcia Rainford
Professional Development in Education (2013) Vol. 40, Iss. 2, pp. 243-264
Closed Access | Times Cited: 25
Action research in Singapore: where are we now?
Salleh Hairon
Asia-Pacific Science Education (2017) Vol. 3, Iss. 1
Open Access | Times Cited: 15
Teachers’ learning in a research and development work project
May Britt Postholm
Educational Action Research (2011) Vol. 19, Iss. 2, pp. 231-244
Closed Access | Times Cited: 14
TRAINING MATH AND SCIENCE TEACHER–RESEARCHERS IN A COLLABORATIVE RESEARCH ENVIRONMENT: IMPLICATIONS FOR MATH AND SCIENCE EDUCATION
Lydia Kyei-Blankson
International Journal of Science and Mathematics Education (2013) Vol. 12, Iss. 5, pp. 1047-1065
Closed Access | Times Cited: 11
Reflecting on Malaysian Teacher Trainees’ Journals
Aizan Yaacob, Lynne Masel Walters, Ruzlan Ali, et al.
Malaysian Journal of Learning and Instruction (2014) Vol. 11
Open Access | Times Cited: 8
Building Collaborative Professional Learning Within an Organisation
Alyson McGee
SensePublishers eBooks (2011), pp. 45-62
Closed Access | Times Cited: 8
Exploring the Experiences of Faculty-led Teams in Conducting Action Research
Qi Zhang, Cheryl Amundsen
The Canadian Journal for the Scholarship of Teaching and Learning (2015) Vol. 6, Iss. 1
Open Access | Times Cited: 7
Action Research-based Online Teaching in Oman: Teachers’ Voices and Perspectives
Abdelrahman Abdalla Salih, Lamis Ismail Omar
World Journal of English Language (2022) Vol. 12, Iss. 8, pp. 9-9
Open Access | Times Cited: 5
PROFESSIONAL DEVELOPMENT: THE CHALLENGES OF ACTION RESEARCH IMPLEMENTATION IN KAZAKHSTAN
Gulzina Nagibova
INTERNATIONAL ACADEMY JOURNAL Web of Scholar (2019) Vol. 2, Iss. 9(39), pp. 17-24
Open Access | Times Cited: 7
Veinte años de formación permanente del profesorado, investigación-acción y programación por dominios de acción motriz (Twenty Years of In-service Teacher Education, Action Research and Programming Based On «Action Domain of Motor Skills»)
Víctor Manuel López Pastor
Retos (2015), Iss. 29, pp. 270-279
Open Access | Times Cited: 6
Sociocultural perspectives on teacher language awareness in form-focused EFL classroom instruction
Jasmine Luk, Ruth Wong
Linguistics and Education (2009) Vol. 21, Iss. 1, pp. 29-43
Open Access | Times Cited: 7
Student teachers’ level of reflection during teacher clinical experience: A case study in a Malaysian university
Yeou Min Wong, Rosnidar Mansor, Syakirah Samsudin
DOAJ (DOAJ: Directory of Open Access Journals) (2016)
Closed Access | Times Cited: 5
Learning and the ‘change enterprise’: inclusion and ambivalences in an educational action research and development project
Katharina Zangerle
Educational Action Research (2023) Vol. 32, Iss. 3, pp. 365-383
Open Access | Times Cited: 2
Developing self-regulated learning skills in young students
Lyn Bird
(2009)
Closed Access | Times Cited: 6
The TAMAM Project: Shifting the Paradigm of Educational Reform in the Arab World
Rima Karami Akkary, Nadya Rizk
(2012) Vol. 2, Iss. 3, pp. 1-29
Closed Access | Times Cited: 5
Processes of Inquiry

SensePublishers eBooks (2011)
Open Access | Times Cited: 2
Exploring the experiences of faculty-led teams in conducting SFU teaching and learning development grant projects
Qi Zhang
(2013)
Closed Access | Times Cited: 2
Facilitating Reflective Practice in Teacher Education: An Analysis of Student Teachers’ Level of Reflection during Teacher Clinical Experience
Wong Yeou Min, Rosnidar Mansor, Syakirah Samsudin
The International Journal of Academic Research in Business and Social Sciences (2017) Vol. 7, Iss. 3, pp. 599-612
Closed Access | Times Cited: 2
Professional Development Data: A Review of Action Research and Data Analysis and its Implications for Special Education
Jennifer Lee Suppo
Journal of research initiatives (2016) Vol. 2, Iss. 1, pp. 7
Closed Access
Factors That Influence Special Education Teachers' Career Decisions in a Rural School District in Southern Indiana
Theresa Lemons
ProQuest LLC eBooks (2013)
Closed Access
Action research and the deferred hopes for just research at the TESOL grassroots
Isobel Rainey
Educational Action Research (2021) Vol. 31, Iss. 4, pp. 728-744
Closed Access
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