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:
Empowerment and transformation: Integrating teacher identity, activism, and criticality across three teacher education programs
Tracy Quan, Christian A. Bracho, Michelle Hoda Wilkerson, et al.
The Review of Education Pedagogy & Cultural Studies (2019) Vol. 41, Iss. 4-5, pp. 218-251
Closed Access | Times Cited: 28
Tracy Quan, Christian A. Bracho, Michelle Hoda Wilkerson, et al.
The Review of Education Pedagogy & Cultural Studies (2019) Vol. 41, Iss. 4-5, pp. 218-251
Closed Access | Times Cited: 28
Showing 1-25 of 28 citing articles:
Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas
Kristen Lindahl, Christian Fallas Escobar, Kathryn Henderson
TESOL Quarterly (2021) Vol. 55, Iss. 4, pp. 1190-1220
Closed Access | Times Cited: 36
Kristen Lindahl, Christian Fallas Escobar, Kathryn Henderson
TESOL Quarterly (2021) Vol. 55, Iss. 4, pp. 1190-1220
Closed Access | Times Cited: 36
Collaborative leadership in English language classrooms: engaging learners in leaderful classroom practices and strategies
Soyhan Egitim
International Journal of Leadership in Education (2021), pp. 1-21
Closed Access | Times Cited: 32
Soyhan Egitim
International Journal of Leadership in Education (2021), pp. 1-21
Closed Access | Times Cited: 32
Language teacher's pedagogical transformation through a critical autoethnographic lens
Soyhan Egitim, Darnell Watson
Social Sciences & Humanities Open (2024) Vol. 9, pp. 100837-100837
Open Access | Times Cited: 4
Soyhan Egitim, Darnell Watson
Social Sciences & Humanities Open (2024) Vol. 9, pp. 100837-100837
Open Access | Times Cited: 4
Navigating Challenges and Tensions in Social Justice–Oriented Teacher Education: A Review of the Literature
Nina Hosseini, Monique Leijgraaf, Lisa Gaikhorst, et al.
Review of Educational Research (2025)
Closed Access
Nina Hosseini, Monique Leijgraaf, Lisa Gaikhorst, et al.
Review of Educational Research (2025)
Closed Access
Educating Digital Citizens: An Opportunity to Critical and Activist Perspective of Sustainable Development Goals
Antonia Lozano Díaz, Juan Sebastián Fernández Prados
Sustainability (2020) Vol. 12, Iss. 18, pp. 7260-7260
Open Access | Times Cited: 37
Antonia Lozano Díaz, Juan Sebastián Fernández Prados
Sustainability (2020) Vol. 12, Iss. 18, pp. 7260-7260
Open Access | Times Cited: 37
Teacher identity formation through classroom practices in the post-method era: A systematic review
Jawad Golzar
Cogent Education (2020) Vol. 7, Iss. 1
Open Access | Times Cited: 28
Jawad Golzar
Cogent Education (2020) Vol. 7, Iss. 1
Open Access | Times Cited: 28
Teachers, parents, and family-school partnerships: emotions, experiences, and advocacy
Laura Hannon, Grainne M O’Donnell
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 48, Iss. 2, pp. 241-255
Open Access | Times Cited: 25
Laura Hannon, Grainne M O’Donnell
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 48, Iss. 2, pp. 241-255
Open Access | Times Cited: 25
Equity for Students Requires Equity for Teachers: The Inextricable Link between Teacher Professionalization and Equity-Centered Science Classrooms
Emily Miller, Leema K. Berland, Todd Campbell
Journal of Science Teacher Education (2023) Vol. 35, Iss. 1, pp. 24-43
Open Access | Times Cited: 9
Emily Miller, Leema K. Berland, Todd Campbell
Journal of Science Teacher Education (2023) Vol. 35, Iss. 1, pp. 24-43
Open Access | Times Cited: 9
The National Coordination of Forcibly Contracted Teachers (NCFCT) as a social movement in Morocco: educators’ unionism and social justice activism
Hamza R’boul
Globalisation Societies and Education (2024), pp. 1-16
Closed Access | Times Cited: 3
Hamza R’boul
Globalisation Societies and Education (2024), pp. 1-16
Closed Access | Times Cited: 3
“I Look Mexican, So They Assume I Speak Spanish”: Latinx Teacher Candidates’ Experiences With Raciolinguistic Policing
Christian Fallas Escobar, Kathryn Henderson, Kristen Lindahl
Modern Language Journal (2022) Vol. 106, Iss. 1, pp. 196-215
Closed Access | Times Cited: 15
Christian Fallas Escobar, Kathryn Henderson, Kristen Lindahl
Modern Language Journal (2022) Vol. 106, Iss. 1, pp. 196-215
Closed Access | Times Cited: 15
Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations
Nicole Mittenfelner Carl, Amanda Jones-Layman, Rand Quinn
Journal of Teacher Education (2022) Vol. 73, Iss. 3, pp. 314-327
Closed Access | Times Cited: 13
Nicole Mittenfelner Carl, Amanda Jones-Layman, Rand Quinn
Journal of Teacher Education (2022) Vol. 73, Iss. 3, pp. 314-327
Closed Access | Times Cited: 13
Educating Digital Citizens on Sustainable Development Goals
Antonia Lozano Díaz, Juan Sebastián Fernández Prados
(2020)
Open Access | Times Cited: 10
Antonia Lozano Díaz, Juan Sebastián Fernández Prados
(2020)
Open Access | Times Cited: 10
Practicing what we teach: Experiential learning in higher education that cuts both ways
Elisabeth Valiente-Riedl, Leticia Anderson, Susan Banki
The Review of Education Pedagogy & Cultural Studies (2021) Vol. 44, Iss. 3, pp. 231-252
Closed Access | Times Cited: 7
Elisabeth Valiente-Riedl, Leticia Anderson, Susan Banki
The Review of Education Pedagogy & Cultural Studies (2021) Vol. 44, Iss. 3, pp. 231-252
Closed Access | Times Cited: 7
“Regardless, my students and I pressed on”: How Early-Career Teachers Develop Activist Identities
Karen Zaino, Limarys Caraballo, Topher Bigelow, et al.
Peabody Journal of Education (2022) Vol. 97, Iss. 5, pp. 567-583
Closed Access | Times Cited: 4
Karen Zaino, Limarys Caraballo, Topher Bigelow, et al.
Peabody Journal of Education (2022) Vol. 97, Iss. 5, pp. 567-583
Closed Access | Times Cited: 4
Educating preservice teachers in sustainability: Conceptions, values and attitudes of students and lecturers at the university
Antonia Lozano Díaz, Juan Sebastián Fernández Prados, César Bernal Bravo, et al.
International and Multidisciplinary Journal of Social Sciences (2023), pp. 1-30
Open Access | Times Cited: 2
Antonia Lozano Díaz, Juan Sebastián Fernández Prados, César Bernal Bravo, et al.
International and Multidisciplinary Journal of Social Sciences (2023), pp. 1-30
Open Access | Times Cited: 2
“We want transformation, not reformation”: Re-centering teacher education on equity and racial justice – Special issue introduction
Kira J. Baker‐Doyle
The Review of Education Pedagogy & Cultural Studies (2019) Vol. 41, Iss. 4-5, pp. 211-217
Closed Access | Times Cited: 5
Kira J. Baker‐Doyle
The Review of Education Pedagogy & Cultural Studies (2019) Vol. 41, Iss. 4-5, pp. 211-217
Closed Access | Times Cited: 5
Embedding Activism in a STEM EdD Program
Bridget Miller, Christopher Bogiages, Jan A. Yow, et al.
Impacting Education Journal on Transforming Professional Practice (2021) Vol. 6, Iss. 1, pp. 3-10
Open Access | Times Cited: 5
Bridget Miller, Christopher Bogiages, Jan A. Yow, et al.
Impacting Education Journal on Transforming Professional Practice (2021) Vol. 6, Iss. 1, pp. 3-10
Open Access | Times Cited: 5
“Working the Cracks”: Leveraging Educators’ Insider Knowledge to Advocate for Inclusive Practices
Carrie E. Rood
Equity & Excellence in Education (2021) Vol. 54, Iss. 4, pp. 426-439
Closed Access | Times Cited: 5
Carrie E. Rood
Equity & Excellence in Education (2021) Vol. 54, Iss. 4, pp. 426-439
Closed Access | Times Cited: 5
Connecting collaborative practicums to beliefs: The development of nonnative student teachers’ self-efficacy in native-nonnative trainee collaboration
Hang Zheng, H Chen, Jian Tao
System (2024) Vol. 123, pp. 103326-103326
Open Access
Hang Zheng, H Chen, Jian Tao
System (2024) Vol. 123, pp. 103326-103326
Open Access
Practices of social justice-oriented teacher education: a review of the literature
Nina Hosseini, Monique Leijgraaf, Lisa Gaikhorst, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Nina Hosseini, Monique Leijgraaf, Lisa Gaikhorst, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Preservice Teachers’ Twisting Path to Developing a Concept of Equitable Teaching
Arlene Modeste Knowles, Heidi Lyn Hadley
The Teacher Educator (2024) Vol. 60, Iss. 1, pp. 80-103
Closed Access
Arlene Modeste Knowles, Heidi Lyn Hadley
The Teacher Educator (2024) Vol. 60, Iss. 1, pp. 80-103
Closed Access
Refracting historical contradictions in U.S. bilingual education: Reflections on the Asian American and Pacific Islander teacher shortage in the post-pandemic world
Sharon Chang
Bilingual Research Journal (2024) Vol. 47, Iss. 1, pp. 107-121
Closed Access
Sharon Chang
Bilingual Research Journal (2024) Vol. 47, Iss. 1, pp. 107-121
Closed Access
Transforming Rural Teaching
Blandina Daniel Mazzuki, Sarah Vicent Chiwamba
Australian and International Journal of Rural Education (2024) Vol. 34, Iss. 1, pp. 44-59
Open Access
Blandina Daniel Mazzuki, Sarah Vicent Chiwamba
Australian and International Journal of Rural Education (2024) Vol. 34, Iss. 1, pp. 44-59
Open Access
Teaching during COVID-19
Clara Burgo
AILA Review (2023) Vol. 36, Iss. 1, pp. 1-13
Closed Access | Times Cited: 1
Clara Burgo
AILA Review (2023) Vol. 36, Iss. 1, pp. 1-13
Closed Access | Times Cited: 1
Pairing Mindfulness and Social Justice
Jill Ewing Flynn
International Journal of Multicultural Education (2023) Vol. 25, Iss. 2, pp. 1-19
Open Access | Times Cited: 1
Jill Ewing Flynn
International Journal of Multicultural Education (2023) Vol. 25, Iss. 2, pp. 1-19
Open Access | Times Cited: 1
