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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:

Australian school–university partnerships: the (dis)integrated work of teacher educators
Claire Manton, Troy Heffernan, Alex Kostogriz, et al.
Asia-Pacific Journal of Teacher Education (2020) Vol. 49, Iss. 3, pp. 334-346
Closed Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

The Role of the School Leader in Professional Experience School–University Partnership Models
Jennifer Clifton, Kathy Jordan
(2024), pp. 413-431
Closed Access | Times Cited: 2
Forventninger, forhandlinger og konsekvenser – partnerskap mellom grunnskole og høgskole
Hilde Sofie Fjeld, Sigrun Staal Hafstad, Anne Grete Lindahl, et al.
Norsk pedagogisk tidsskrift (2022) Vol. 106, Iss. 5, pp. 422-434
Closed Access | Times Cited: 11
Regional School-University Partnerships: Searching for the Sweet Spot—An Inquiry into the Impact of a Pedagogy of Care
Sharron L. Jones, Madeline A. Foran
(2024), pp. 397-412
Closed Access | Times Cited: 1
Making teacher educators’ experiences visible: seeing inside the hopeful and ambiguous dimensions of practice
Sharon McDonough, Kim Keamy, Robyn Brandenburg, et al.
Asia-Pacific Journal of Teacher Education (2024) Vol. 52, Iss. 4, pp. 477-491
Open Access | Times Cited: 1
The school–university partnership process: research on the views and experiences of the school–university partnership stakeholders
Ayşen Bakioğlu, Aylin KİRİŞÇİ SARIKAYA
Teacher Development (2024), pp. 1-21
Closed Access | Times Cited: 1
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
Hånd i hånd i barnehagelærerutdanningen
Natalia Alfarnes, Nina Anette Angeltveit, Jannice Eikefet Berland, et al.
Fagbokforlaget eBooks (2024)
Open Access
7. Øvelse gjør mester
Lene Birgitte Jaer Nottveit, Natalia Alfarnes
Fagbokforlaget eBooks (2024)
Open Access
5. Suksesskriterier og barrierer for bruk av digitale verktøy i barnehagen
Beate Eltarvåg Gjesdal, Runar Eikhaug, Svitlana Holovchuk
Fagbokforlaget eBooks (2024)
Open Access
3. 1, 2, 3 alle sammen med?
Kari Kvandal, Jannice Eikefet Berland, Wenche Langeland
Fagbokforlaget eBooks (2024)
Open Access
4. Små føtter på vandring til krybben
Sæbjørg Hageberg Kjeka, Hilde Kartveit Sundnes
Fagbokforlaget eBooks (2024)
Open Access
8. Når felles tanker skaper utvikling
Marit Myklebust
Fagbokforlaget eBooks (2024)
Open Access
2. Risikolek – en fare eller nødvendighet?
Tale Birkeland Irgens, Lill Krestin Ryland, Ole-Vinjar Egeland
Fagbokforlaget eBooks (2024)
Open Access
Innledning
Astrid Øien Halsnes, Lill Krestin Ryland
Fagbokforlaget eBooks (2024)
Open Access
6. Barnehagelæreren som bakkebyråkrat
Anne-Lise Flaa, Torgeir Landro
Fagbokforlaget eBooks (2024)
Open Access
9. Barnehage og høyskole hånd i hånd?
Nina Anette Angeltveit, Lill Krestin Ryland
Fagbokforlaget eBooks (2024)
Open Access
1. Hand i hand med leiken
Astrid Øien Halsnes
Fagbokforlaget eBooks (2024)
Open Access
Invitations, Impact, and Involvement: Tales from Successful School-University Partnerships in STEM and STEAM in Australian Schools
Jane Hunter
(2024), pp. 39-57
Closed Access
The Influence of School Culture on School-University Partnerships
Corinne A. Green
(2024), pp. 379-396
Closed Access
The Nature of School-University Partnerships
Corinne A. Green
(2024), pp. 17-36
Closed Access
Capítulo 5. ¿Cómo mejorar las prácticas progresivas en la formación inicial docente? Sugerencias de distintos actores.
Viviana Gómez Nocetti, Paz González Vallejos, Florencia Gómez Zaccarelli, et al.
(2024), pp. 66-81
Open Access
Designing professional experience placements: learning to innovate
Debra Talbot
Teaching Education (2024), pp. 1-18
Open Access
Exploring pre-service teachers’ professional experiences through the lens of boundary crossing: An Australian case study
Youmen Chaaban, Hoa Thi Mai Nguyen
Australian Journal of Education (2024)
Closed Access
A Study of Teacher Educators’ Work: Complexity and Confrontation
Sharon McDonough, Robyn Brandenburg, Wendy Moran
The Educational Forum (2023) Vol. 87, Iss. 4, pp. 334-346
Closed Access | Times Cited: 1
“We’re in It for the Long Haul”: Connection, Generation and Transformation Through a School-University Partnership
Anitra Goriss‐Hunter, Jenene Burke, Peter Sellings
(2022), pp. 91-108
Closed Access | Times Cited: 1
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