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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:

STEM-Focused Academies in Urban Schools: Tensions and Possibilities
Na’ilah Suad Nasir, Sepehr Vakil
Journal of the Learning Sciences (2017) Vol. 26, Iss. 3, pp. 376-406
Closed Access | Times Cited: 116

Showing 1-25 of 116 citing articles:

Ethics, Identity, and Political Vision: Toward a Justice-Centered Approach to Equity in Computer Science Education
Sepehr Vakil
Harvard Educational Review (2018) Vol. 88, Iss. 1, pp. 26-52
Closed Access | Times Cited: 230
Beyond Equity as Inclusion: A Framework of “Rightful Presence” for Guiding Justice-Oriented Studies in Teaching and Learning
Angela Calabrese Barton, Edna Tan
Educational Researcher (2020) Vol. 49, Iss. 6, pp. 433-440
Open Access | Times Cited: 198
Transdisciplinarity in STEM education: a critical review
Miwa Aoki Takeuchi, Pratim Sengupta, Marie‐Claire Shanahan, et al.
Studies in Science Education (2020) Vol. 56, Iss. 2, pp. 213-253
Closed Access | Times Cited: 179
A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies
Yasmin B. Kafai, C. Patrick Proctor
Educational Researcher (2021) Vol. 51, Iss. 2, pp. 146-151
Open Access | Times Cited: 129
The trouble with STEAM and why we use it anyway
Sam Mejias, Naomi Thompson, R. Mishael Sedas, et al.
Science Education (2021) Vol. 105, Iss. 2, pp. 209-231
Open Access | Times Cited: 120
Designing for Rightful Presence in STEM: The Role of Making Present Practices
Angela Calabrese Barton, Edna Tan
Journal of the Learning Sciences (2019) Vol. 28, Iss. 4-5, pp. 616-658
Open Access | Times Cited: 140
The racial politics of STEM education in the USA: interrogations and explorations
Sepehr Vakil, Rick Ayers
Race Ethnicity and Education (2019) Vol. 22, Iss. 4, pp. 449-458
Open Access | Times Cited: 113
Equity and justice in science education: Toward a pluriverse of multiple identities and onto‐epistemologies
Shakhnoza Kayumova, Remy Dou
Science Education (2022) Vol. 106, Iss. 5, pp. 1097-1117
Closed Access | Times Cited: 41
Youth as historical actors in the production of possible futures
Kris D. Gutiérrez, Bryce L. C. Becker, Manuel Luis Espinoza, et al.
Mind Culture and Activity (2019) Vol. 26, Iss. 4, pp. 291-308
Closed Access | Times Cited: 72
The learning of emotion in/as sociocultural practice: The case of animal rights activism
Tanner Vea
Journal of the Learning Sciences (2020) Vol. 29, Iss. 3, pp. 311-346
Open Access | Times Cited: 68
“I’ve Always Been Scared That Someday I’m Going to Sell Out”: Exploring the relationship between Political Identity and Learning in Computer Science Education
Sepehr Vakil
Cognition and Instruction (2020) Vol. 38, Iss. 2, pp. 87-115
Closed Access | Times Cited: 55
Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering
Edna Tan, Angela Calabrese Barton, Aerin W. Benavides
Science Education (2019) Vol. 103, Iss. 4, pp. 1011-1046
Closed Access | Times Cited: 54
Rethinking High-Leverage Practices in Justice-Oriented Ways
Angela Calabrese Barton, Edna Tan, Daniel Birmingham
Journal of Teacher Education (2020) Vol. 71, Iss. 4, pp. 477-494
Closed Access | Times Cited: 54
Special Issue: Designing Learning Environments for Equitable Disciplinary Identification
Philip Bell, Katie Van Horne, Britte Haugan Cheng
Journal of the Learning Sciences (2017) Vol. 26, Iss. 3, pp. 367-375
Open Access | Times Cited: 61
Not in their name: re-interpreting discourses of STEM learning through the subjective experiences of minoritized girls
Tesha Sengupta‐Irving, Shirin Vossoughi
Race Ethnicity and Education (2019) Vol. 22, Iss. 4, pp. 479-501
Open Access | Times Cited: 53
Critical science agency and power hierarchies: Restructuring power within groups to address injustice beyond them
Kathleen Schenkel, Angela Calabrese Barton
Science Education (2020) Vol. 104, Iss. 3, pp. 500-529
Open Access | Times Cited: 41
Embodied physics: Utilizing dance resources for learning and engagement in STEM
Folashadé Solomon, Dionne Champion, Mariah Steele, et al.
Journal of the Learning Sciences (2022) Vol. 31, Iss. 1, pp. 73-106
Open Access | Times Cited: 25
Towards Equitable, Social Justice Criticality: Re-Constructing the “Black” Box and Making it Transparent for the Future of Science and Technology in Science Education
Noemi Waight, Shakhnoza Kayumova, Jennifer N. Tripp, et al.
Science & Education (2022) Vol. 31, Iss. 6, pp. 1493-1515
Open Access | Times Cited: 24
Meaning(s) of a student perspective in mathematics education research
Petra Svensson Källberg, Helena Roos
Educational Studies in Mathematics (2025)
Open Access
Routes to STEM: toward making science education more accessible and inclusive
Kai A. James, Carl E. James
Race Ethnicity and Education (2025), pp. 1-22
Closed Access
Youth Disciplinary Identification During Participation in Contemporary Project-Based Science Investigations in School
Katie Van Horne, Philip Bell
Journal of the Learning Sciences (2017) Vol. 26, Iss. 3, pp. 437-476
Closed Access | Times Cited: 47
How Can the Learning Sciences (Better) Impact Policy and Practice?
Susan McKenney
Journal of the Learning Sciences (2017) Vol. 27, Iss. 1, pp. 1-7
Open Access | Times Cited: 41
The role of equitable classroom cultures for supporting interest in science
Corinne Singleton, Clarissa Deverel‐Rico, William R. Penuel, et al.
Journal of Research in Science Teaching (2024) Vol. 61, Iss. 5, pp. 998-1031
Closed Access | Times Cited: 4
Using historical and political understanding to design for equity in science education
Molly Shea, José Armando Pancorbo Sandoval
Science Education (2019) Vol. 104, Iss. 1, pp. 27-49
Closed Access | Times Cited: 34
Critically engaging engineering in place by localizing counternarratives in engineering design
Christina Restrepo Nazar, Angela Calabrese Barton, Caleb Morris, et al.
Science Education (2019) Vol. 103, Iss. 3, pp. 638-664
Closed Access | Times Cited: 31
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