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:
Adaptation and Efficacy of a Social-Emotional Learning Intervention (SEL Kernels) in Early Childhood Settings in Southeastern Brazil: A Quasi-Experimental Study
Ana Luiza Raggio Colagrossi, Maria Clara de Magalhães‐Barbosa, Dana Charles McCoy, et al.
Early Education and Development (2023) Vol. 35, Iss. 4, pp. 704-721
Closed Access | Times Cited: 7
Ana Luiza Raggio Colagrossi, Maria Clara de Magalhães‐Barbosa, Dana Charles McCoy, et al.
Early Education and Development (2023) Vol. 35, Iss. 4, pp. 704-721
Closed Access | Times Cited: 7
Showing 7 citing articles:
Selecting, Adapting and Implementing Classroom Kernels for Student Social and Emotional Development and Resilience in Local Elementary Schools: A Community–University Partnership Approach
Rachel R. Ouellette, Michael J. Strambler, Michael A. Genovese, et al.
School Mental Health (2024) Vol. 16, Iss. 3, pp. 808-823
Closed Access | Times Cited: 3
Rachel R. Ouellette, Michael J. Strambler, Michael A. Genovese, et al.
School Mental Health (2024) Vol. 16, Iss. 3, pp. 808-823
Closed Access | Times Cited: 3
Are metacognition interventions in young children effective? Evidence from a series of meta-analyses
Janina Eberhart, Franziska Schäfer, Donna Bryce
Metacognition and Learning (2024) Vol. 20, Iss. 1
Open Access | Times Cited: 1
Janina Eberhart, Franziska Schäfer, Donna Bryce
Metacognition and Learning (2024) Vol. 20, Iss. 1
Open Access | Times Cited: 1
Are metacognition interventions in young children effective? Evidence from a series of meta-analyses
Janina Eberhart, Franziska Schäfer, Donna Bryce
(2023)
Open Access | Times Cited: 2
Janina Eberhart, Franziska Schäfer, Donna Bryce
(2023)
Open Access | Times Cited: 2
Influence of Social Interaction Interventions Used by Teachers on School Readiness among Pre-Primary Learners in Konoin Sub-County, Bomet County. Kenya
Florence Chesang, Evaline Chebet, Amos Magut
Journal of Research Innovation and Implications in Education (2024), pp. 324-335
Open Access
Florence Chesang, Evaline Chebet, Amos Magut
Journal of Research Innovation and Implications in Education (2024), pp. 324-335
Open Access
SEL Insights: Applying Behavioral Insights to Social and Emotional Learning Programs in Global Settings
Natasha Raisch, Rebecca Bailey, Stephanie M. Jones
Social and Emotional Learning Research Practice and Policy (2024) Vol. 4, pp. 100056-100056
Open Access
Natasha Raisch, Rebecca Bailey, Stephanie M. Jones
Social and Emotional Learning Research Practice and Policy (2024) Vol. 4, pp. 100056-100056
Open Access
“We Don’t Always Have to Be Talking about It”: Moral Reasoning in US Early Childhood Education for Sustainable Development
Shannon Audley, Julia L. Ginsburg, Cami Furlong
Sustainability (2024) Vol. 16, Iss. 17, pp. 7774-7774
Open Access
Shannon Audley, Julia L. Ginsburg, Cami Furlong
Sustainability (2024) Vol. 16, Iss. 17, pp. 7774-7774
Open Access
Beyond fidelity: unveiling the landscape of teacher adaptation in social and emotional learning programs
Joshua Lovett, Kimberly A. Schonert‐Reichl, Katherine M. Zinsser, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Joshua Lovett, Kimberly A. Schonert‐Reichl, Katherine M. Zinsser, et al.
Frontiers in Education (2024) Vol. 9
Open Access
