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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:

Action research – connecting practice and theory
Marit Ulvik, Hanne Riese, Dag Roness
Educational Action Research (2017) Vol. 26, Iss. 2, pp. 273-287
Closed Access | Times Cited: 51

Showing 1-25 of 51 citing articles:

Pre-service teacher research: a way to future-proof teachers?
Lidewij van Katwijk, Ellen Jansen, Klaas van Veen
European Journal of Teacher Education (2021) Vol. 46, Iss. 3, pp. 435-455
Open Access | Times Cited: 41
‘I should conduct action research more often’: teacher educators’ professional development through action research
Bridget Goodman, Alexandra Nam, Almira Yembergenova, et al.
Educational Action Research (2025), pp. 1-18
Open Access
Student teachers′ basic psychological needs and motivation underlie the experiences of educational quality: A pre-registered qualitative study
Lucas M. Jeno, Chantal Levesque‐Bristol, Jorun Nyléhn, et al.
Social Sciences & Humanities Open (2025) Vol. 11, pp. 101354-101354
Open Access
Effective Integration of Discipline Literacy Into Curriculum
Milda Ratkevičienė, Jolita Horbačauskienė
IGI Global eBooks (2025), pp. 113-136
Closed Access
Teacher educators reflecting on case-based teaching – a collective self-study
Marit Ulvik, Helene Marie Kjærgård Eide, Liv Eide, et al.
Professional Development in Education (2020) Vol. 48, Iss. 4, pp. 657-671
Open Access | Times Cited: 28
Teacher teams – A support or a barrier to practising cooperative learning?
Beathe Liebech-Lien
Teaching and Teacher Education (2021) Vol. 106, pp. 103453-103453
Open Access | Times Cited: 23
Development of research skills through research-focused microteaching lesson study in preservice teacher education
Tibor Vígh
Teaching and Teacher Education (2024) Vol. 145, pp. 104618-104618
Open Access | Times Cited: 3
The bumpy road to implementing cooperative learning: Towards sustained practice through collaborative action
Beathe Liebech-Lien
Cogent Education (2020) Vol. 7, Iss. 1
Open Access | Times Cited: 19
The Models of Engaged Learning and Teaching
John Willison
Springer briefs in education (2020)
Open Access | Times Cited: 19
Bridging the gap between research and practice: how teachers use research-based knowledge
Bjarne Wahlgren, Vibe Aarkrog
Educational Action Research (2020) Vol. 29, Iss. 1, pp. 118-132
Closed Access | Times Cited: 18
What do we know about the selection of action research methodologies in primary science education? – A systematic literature review
Muhammad Zulfadhli Kamarudin, Mohd Syafiq Aiman Mat Noor
Educational Action Research (2023) Vol. 32, Iss. 5, pp. 825-847
Open Access | Times Cited: 6
Teachers as researchers and the issue of practicality
Hanna Westbroek, Fred Janssen, Ilona Mathijsen, et al.
European Journal of Teacher Education (2020) Vol. 45, Iss. 1, pp. 60-76
Open Access | Times Cited: 17
Evidence-informed teaching and practice-informed research
Leila E. Ferguson
Zeitschrift für Pädagogische Psychologie (2021) Vol. 35, Iss. 2-3, pp. 199-208
Open Access | Times Cited: 15
Tripartite collaboration in student research and development projects
May Britt Postholm, Torunn Klemp, Marit M. Nordbotn
Scandinavian Journal of Educational Research (2023), pp. 1-15
Open Access | Times Cited: 5
Action Research as an Inquiry-Based Teaching Practice Model for Teacher Education Programs
Selda Aras
Systemic Practice and Action Research (2020) Vol. 34, Iss. 2, pp. 153-168
Closed Access | Times Cited: 14
Internship integrated practitioner research projects foster student teachers’ professional learning and research orientation: a mixed-methods study in initial teacher education
Katharina Heissenberger-Lehofer, Georg Krammer
European Journal of Teacher Education (2021) Vol. 46, Iss. 3, pp. 456-475
Open Access | Times Cited: 11
An alternative model of researching educational practice: A pedagogic–stereoscopic point of view
Herner Sæverot, Vegard Kvam
British Educational Research Journal (2018) Vol. 45, Iss. 1, pp. 201-218
Open Access | Times Cited: 10
Aksjonslæring som grunnlag for utvikling av lærerstudenters U-kompetanse i FoU-oppgaven
Yngve Antonsen, Odd Arne Thunberg, Svein-Erik Andreassen
Nordisk tidsskrift for utdanning og praksis (2022) Vol. 16, Iss. 1, pp. 1-21
Open Access | Times Cited: 6
Supporting collaborative creativity in education with The i5 Framework
Carmen Richardson
Educational Action Research (2020) Vol. 30, Iss. 2, pp. 297-312
Closed Access | Times Cited: 8
Indirect Education
Herner Sæverot
(2021)
Open Access | Times Cited: 8
Improving the practices of teacher educators through collaborative action research: challenges and hopes
Amanuel Yosief, Mohammed-Saleh Sulieman, Tecle Biede
Educational Action Research (2022) Vol. 32, Iss. 2, pp. 204-221
Closed Access | Times Cited: 5
Theorizing variation theory—a case of collaborative action research involving science teacher candidates
Yuen Sze Michelle Tan, Joshua J. Amiel, Corey Cheng
Educational Action Research (2019) Vol. 28, Iss. 3, pp. 443-461
Closed Access | Times Cited: 7
“It’s worth it”1 practitioner research as a tool of professional learning: starting points, conclusions and benefits from the perspective of teacher-students
Katharina Heissenberger, Marlies Matischek-Jauk
Educational Action Research (2019) Vol. 28, Iss. 4, pp. 561-578
Closed Access | Times Cited: 7
Revealing the hidden facets of normative assessments: improving the management of major infrastructure projects through engaged scholarship
Maude Brunet, Sofiane Baba, Monique Aubry, et al.
International Journal of Managing Projects in Business (2020) Vol. 14, Iss. 1, pp. 59-86
Closed Access | Times Cited: 6
Demo Lessons and Peer Observation to Enhance Student Teachers’ Competencies and Exit Profiles
Agnes Orosz, Uvaldo Recino, Maria Caridad Ochoa
International Journal of Learning Teaching and Educational Research (2023) Vol. 22, Iss. 6, pp. 638-658
Open Access | Times Cited: 2
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