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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:

Powerful pedagogies for the school geography curriculum
Margaret Roberts
International Research in Geographical and Environmental Education (2022) Vol. 32, Iss. 1, pp. 69-84
Closed Access | Times Cited: 18

Showing 18 citing articles:

Critiquing ‘powerful knowledge’ in school geography through a decolonial lens
Christine Winter, Shaakirah Kasuji, Catriona Poh, et al.
Geography (2024) Vol. 109, Iss. 2, pp. 67-78
Open Access | Times Cited: 7
Where powerful knowledge and pedagogical content knowledge intersect: the case of knowledge and beliefs for teaching school geography through inquiry
Shu Jun Lee, Jeana Kriewaldt
International Research in Geographical and Environmental Education (2024), pp. 1-16
Open Access | Times Cited: 4
The barriers and enablers of curriculum thinking and teacher agency in geography education: a multinational study
Uwe Krause, Emma Rawlings Smith, Radka Nedbalová, et al.
International Research in Geographical and Environmental Education (2025), pp. 1-17
Open Access
Powerful Geography Through Historical Geography: A Case Study of Social Studies Teacher Preparation in the United States
Andrew J. Milson, Charles Travis
Springer eBooks (2024), pp. 233-255
Closed Access | Times Cited: 1
Influences on the task-setting practices of geography teachers: orientations and curriculum contexts
Uwe Krause, Tine Béneker, Jan van Tartwijk, et al.
International Research in Geographical and Environmental Education (2024), pp. 1-15
Open Access | Times Cited: 1
Reading landscape by high school graduates in Czechia: the perspective of high school teachers and academic geographers
Tomáš Měkota
International Research in Geographical and Environmental Education (2024), pp. 1-17
Open Access | Times Cited: 1
Towards powerful knowledge: an Australian case study of prospective teachers’ knowledge and dispositions for sustainability education
Jeana Kriewaldt, Shu Jun Lee
International Research in Geographical and Environmental Education (2022) Vol. 32, Iss. 1, pp. 35-52
Closed Access | Times Cited: 6
Portraying the developing PCK of Dutch pre-service geography teachers
Eefje Smit, Hanneke Tuithof, Tine Béneker
International Research in Geographical and Environmental Education (2023) Vol. 33, Iss. 3, pp. 177-192
Open Access | Times Cited: 3
School Geography’s Critical Role for a More Sustainable Future: Powerful Knowledge and Praxis
Sally Windsor, Jeana Kriewaldt
Social Sciences (2023) Vol. 12, Iss. 11, pp. 585-585
Open Access | Times Cited: 2
Powerful Geography Knowledge Development at the Upper Secondary School Level in Czechia
Martin Hanuš, Radka Nedbalová, Dana Řezníčková, et al.
Springer eBooks (2024), pp. 147-165
Closed Access
Problem-Based Learning, Debates, and Role-Play as Active Collaborative Pedagogies in Geography Education
Aubrey Golightly, Kaveesh Roopcharan
(2024), pp. 509-534
Closed Access
The Role of Local Curricula and International Frameworks in the Practices of Geography Education
Chew‐Hung Chang
(2024), pp. 253-273
Closed Access
Powerful Knowledge as a New International Trend in Contemporary School Geography
Jesús Granados Sánchez, Alan Reid
(2024), pp. 131-159
Closed Access
Strategies for cultivating powerful knowledge using geospatial technologies at the secondary education level
Minsung Kim
Geography (2024) Vol. 109, Iss. 3, pp. 116-126
Closed Access
Curiosity in geography education: A systematic review
Michaela Spurná, Michaela Horutová
Geografie (2024) Vol. 129, Iss. 4, pp. 411-434
Open Access
Knowledge of What? Teachers’ perspectives of an L1 Language and Literature subject curriculum document
Anniken Hotvedt Sundby, Kari Anne Rødnes
L1 Educational Studies in Language and Literature (2023) Vol. 23, pp. 1-27
Open Access | Times Cited: 1
‘Teaching for Sustainable Futures’: a research-informed professional development course
David Mitchell
Geography (2023) Vol. 108, Iss. 3, pp. 147-151
Closed Access | Times Cited: 1
H κλιματική κρίση ως «φαύλο» πρόβλημα και μαθησιακό αντικείμενο. Θεωρητικές, ερευνητικές και διδακτικές επισημάνσεις με άξονα την εκπαίδευση για την κλιματική αλλαγή
Μαρία Δασκολιά
Περιβαλλοντική Εκπαίδευση για την Αειφορία (2023) Vol. 5, Iss. 1, pp. 48-65
Open Access | Times Cited: 1
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