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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:

Innovations at the boundary: an exploratory case study of a New Zealand school-university partnership in initial teacher education
Alison Sewell, Tracey-Lynne Cody, Kama Weir, et al.
Asia-Pacific Journal of Teacher Education (2017) Vol. 46, Iss. 4, pp. 321-339
Closed Access | Times Cited: 23

Showing 23 citing articles:

Boundaries and transcendence: a tale of a newly qualified Chinese language teacher teaching in a UK school
Frances Yiying Zhang
Teacher Development (2025), pp. 1-20
Open Access
Re-using co-design in initial teacher education: A scoping study to inform school-university partnerships
Angela Fitzgerald, Emilio Kardaris, Melanie Nash, et al.
The Australian Educational Researcher (2025)
Open Access
School-based teacher educators use of a teaching performance assessment as a boundary object
Chad Morrison, Helen Dempsey, Kathryn Dehle, et al.
The Australian Educational Researcher (2025)
Open Access
Preservice teachers learning to teach and developing teacher identity in a teacher residency
Yiting Chu
Teaching Education (2020) Vol. 32, Iss. 3, pp. 269-285
Closed Access | Times Cited: 37
Exploring Complexity in Multi-System Partnerships
Amanda Gutierrez
(2024), pp. 341-358
Closed Access | Times Cited: 2
Putting the cart behind the horse: conceptualising the “emotionality” of mentoring in initial teacher education
Mary Clare Relihan, Richard O’Donovan
International Journal of Mentoring and Coaching in Education (2024) Vol. 13, Iss. 4, pp. 511-526
Closed Access | Times Cited: 2
A transdisciplinary evaluation framework for the assessment of integration in boundary-crossing collaborations in teacher education
Robin Straub, Sabrina Kulin, Timo Ehmke
Studies In Educational Evaluation (2020) Vol. 68, pp. 100952-100952
Open Access | Times Cited: 17
Learning to teach across the boundary: A cultural historical activity theory perspective on a university-school partnership in Vietnam
Hang Thi Thu Nguyen
Teaching and Teacher Education (2020) Vol. 96, pp. 103183-103183
Closed Access | Times Cited: 14
What teaching attributes are essential for promoting inclusion and social justice in primary education? A co-constructed research study with student teachers
María Yolanda Muñoz Martínez, Ignacio Figueroa-Céspedes, Susana Domínguez Santos
Education Citizenship and Social Justice (2024)
Closed Access | Times Cited: 1
Student motivation in teacher learning groups
Emmy Vrieling, Nicky de Vries, P.H.M. Sins, et al.
European Journal of Teacher Education (2022) Vol. 47, Iss. 3, pp. 491-507
Open Access | Times Cited: 7
An extended model of school-university partnership for professional development: bridging universities’ theoretical knowledge and teachers’ practical knowledge
Nurfaradilla Mohamad Nasri, Nurfarahin Nasri, Mohamad Asyraf Abd Talib
Journal of Education for Teaching International Research and Pedagogy (2022) Vol. 49, Iss. 2, pp. 266-279
Closed Access | Times Cited: 6
Evaluating quality in professional experience partnerships for graduate teacher employability
Rebecca Walker, Chad Morrison, Iain Hay
Journal of Teaching and Learning for Graduate Employability (2019) Vol. 10, Iss. 1, pp. 118-137
Open Access | Times Cited: 8
Exploring What It Means to Be a Professional in Partnerships: Reflecting on Teacher Educator Narratives
Amanda Gutierrez, K. Richard Young, Kathy Jordan
Springer eBooks (2019), pp. 91-115
Closed Access | Times Cited: 8
Design principles to support student learning in teacher learning groups
Emmy Vrieling, Rosanne Hebing, Marjan Vermeulen
Teachers and Teaching (2021) Vol. 27, Iss. 1-4, pp. 64-81
Open Access | Times Cited: 6
The Nature of School-University Partnerships
Corinne A. Green
(2024), pp. 17-36
Closed Access
Collaborative Synchronous Coaching to Enable the Third Space in Initial Teacher Education
Tim Gander, Christopher Dann, Shirley O’Neill
Action in Teacher Education (2024) Vol. 46, Iss. 3, pp. 208-225
Open Access
Exploring the role of school‐based clinics in pre‐service teachers preparation: A mixed‐methods study of a School‐University Partnership in Australia
Charles T. Morrissey, Moosung Lee, Eun-Su Kim, et al.
Review of Education (2024) Vol. 12, Iss. 3
Closed Access
School-based teacher educators’ experiences of collaboration in field practice
Karen Birgitte Dille, Lise Vikan Sandvik, Even Einum
International Journal of Educational Research Open (2024) Vol. 8, pp. 100415-100415
Closed Access
Collaborative Synchronous Coaching to support triadic collaboration and bridge the theory-practice divide in initial teacher education
Tim Gander
ASCILITE Publications (2023), pp. 95-105
Open Access | Times Cited: 1
PHƯƠNG THỨC TỔ CHỨC THỰC TẬP SƯ PHẠM TRONG MỐI QUAN HỆ HỢP TÁC GIỮA CƠ SỞ ĐÀO TẠO GIÁO VIÊN VÀ TRƯỜNG PHỔ THÔNG Ở VIỆT NAM: NGHIÊN CỨU TÀI LIỆU
Thị Lan Anh Trần, Thúy Hồng Cao, Mai Hoa Nguyễn
VNU Journal of Foreign Studies (2023) Vol. 39, Iss. 1, pp. 19-37
Open Access | Times Cited: 1
University-school interaction in implementing game-based learning for creative thinking development
Xufeng Chen
Education and Information Technologies (2022) Vol. 28, Iss. 2, pp. 1833-1848
Closed Access | Times Cited: 2
Learning and exploring teacher identity: Preparing for teaching in the Partners in Literacy and Numeracy (PLaN) programme
Melissa Fanshawe, Sue Saltmarsh, Ellen Larsen
Asia Pacific Journal of Education (2021) Vol. 43, Iss. 1, pp. 1-15
Closed Access | Times Cited: 2
A Person-Centered Approach for Analyzing Multidimensional Integration in Collaboration Between Educational Researchers and Practitioners
Robin Straub, Timo Ehmke
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 2
Role of the University in Building Schools for the Whole Child
Mary E. Walsh, Anna N. Hamilton, Quang D. Tran
Advances in higher education and professional development book series (2019), pp. 40-61
Closed Access
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