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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:

Interactive groups for immigrant students: a factor for success in the path of immigrant students
Diana Valero, Gisela Redondo-Sama, Carmen Elboj Saso
International Journal of Inclusive Education (2017) Vol. 22, Iss. 7, pp. 787-802
Closed Access | Times Cited: 35

Showing 1-25 of 35 citing articles:

How Inclusive Interactive Learning Environments Benefit Students Without Special Needs
Silvia Molina, Jesús Marauri Ceballos, Adriana Aubert, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 110
Impact of the Interactive Learning Environments in Children’s Prosocial Behavior
Lourdes Villardón-Gallego, Rocío García-Carrión, Lara Yáñez-Marquina, et al.
Sustainability (2018) Vol. 10, Iss. 7, pp. 2138-2138
Open Access | Times Cited: 93
Implications for Social Impact of Dialogic Teaching and Learning
Rocío García-Carrión, Garazi López de Aguileta, María Padrós Cuxart, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 93
Transforming students’ attitudes towards learning through the use of successful educational actions
Javier Díez-Palomar, Rocío García-Carrión, Linda Hargreaves, et al.
PLoS ONE (2020) Vol. 15, Iss. 10, pp. e0240292-e0240292
Open Access | Times Cited: 55
Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools
Rocío García-Carrión, Silvia Molina, Esther Roca-Campos
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 55
Science With and for Society Through Qualitative Inquiry
Aitor Gómez
Qualitative Inquiry (2019) Vol. 27, Iss. 1, pp. 10-16
Closed Access | Times Cited: 42
Successful Educational Actions for Sustainable Development: A Systematic Review of Training for Employability Development of Vulnerable Groups
Carolina Grau-del-Valle, Lucía I. Llinares Insa, Laura García Raga, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 247-247
Open Access
A research synthesis of the impacts of successful educational actions on student outcomes
Teresa Morlà Folch, Ana Inés Renta Davids, María Padrós Cuxart, et al.
Educational Research Review (2022) Vol. 37, pp. 100482-100482
Open Access | Times Cited: 18
Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education
Garazi Álvarez-Guerrero, Ane López de Aguileta, Sandra Racionero-Plaza, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 23
Propelling Children’s Empathy and Friendship
Susana León-Jiménez, Beatriz Villarejo-Carballido, Garazi López de Aguileta, et al.
Sustainability (2020) Vol. 12, Iss. 18, pp. 7288-7288
Open Access | Times Cited: 15
Socioneuroscience and its contributions to conscious versus unconscious volition and control. The case of gender violence prevention
Lídia Puigvert, Ramón Flecha, Sandra Racionero-Plaza, et al.
AIMS neuroscience (2019) Vol. 6, Iss. 3, pp. 204-218
Open Access | Times Cited: 14
The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments
Alfonso Rodríguez-Oramas, Pilar Álvarez Cifuentes, Mimar Ramis‐Salas, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 11
(Im)possibilities of parity of participation in school settings in the lives of unaccompanied youth
Iida Kauhanen, Maija Lanas, Mervi Kaukko
International Journal of Inclusive Education (2023), pp. 1-15
Open Access | Times Cited: 4
Análisis cualitativo sobre la influencia del voluntario en las actuaciones educativas de éxito de comunidades de aprendizaje
Ana Amaro Agudo, Teresa Gómez Domínguez, Jesús Marauri Ceballos
Profesorado Revista de Currículum y Formación del Profesorado (2020) Vol. 24, Iss. 2, pp. 368-386
Open Access | Times Cited: 11
Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers
Andrea Khalfaoui, Rocío García-Carrión, Lourdes Villardón-Gallego, et al.
Social Sciences (2020) Vol. 9, Iss. 7, pp. 116-116
Open Access | Times Cited: 11
EFECTIVIDAD DE LAS COMUNIDADES DE APRENDIZAJE EN LA INCLUSIÓN EDUCATIVA Y SOCIAL. UNA REVISIÓN SISTEMÁTICA
Celia Soriano Escuder, Raúl Tárraga Mínguez, Gemma Pastor Cerezuela
Educação & Sociedade (2022) Vol. 43
Open Access | Times Cited: 7
Social Well-Being at School: Development and Validation of a Scale for Primary Education Students
Lidón Moliner Miravet, Francisco Alegre, Alberto Cabedo–Mas, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 8
Finding common ground: grassroots dialogue principles for interreligious learning at university
Darren Cronshaw
Journal of Religious Education (2021) Vol. 69, Iss. 1, pp. 127-144
Closed Access | Times Cited: 7
Supporting children's friendship stability in a culturally diverse school with a dialogic approach: A case study
Andrea Khalfaoui, Rocío García-Carrión, Icy Fresno Anabo
Learning Culture and Social Interaction (2023) Vol. 41, pp. 100737-100737
Open Access | Times Cited: 2
A research synthesis on successful educational practices and student outcomes for physical education in schools
Juan He, Hongli Yu, Man Jiang, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 2
“A long journey to happiness”: the young immigrants’ experiences through the Transconceptual Model of Empowerment and Resilience
Serena Verbena, Alessia Rochira, Terri Mannarini
Current Psychology (2022) Vol. 42, Iss. 35, pp. 31478-31494
Closed Access | Times Cited: 4
The Development of L2 (Basque) Oracy Skills Through Dialogic Literary Gatherings
Maite Santiago-Garabieta, Lourdes Villardón-Gallego, Rocío García-Carrión, et al.
SAGE Open (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 3
Experiences of Youth Studying Together with Classmates with Special Educational Needs and Disabilities
Vaida Asakavičiūtė, Vilija Grincevičienė, Vilija Targamadzė, et al.
Journal of Education Culture and Society (2024) Vol. 15, Iss. 1, pp. 213-230
Open Access
Estudio De Caso Del Impacto Del Proyecto Comunidades De Aprendizaje En El Aumento De La Empleabilidad De La Población Gitana En Situación De Desigualdad Social
Carolina Grau-del-Valle, Laura García Raga, Mireia Barrachina-Sauri, et al.
International Journal of Sociology of Education (2024) Vol. 13, Iss. 2, pp. 139-156
Open Access
IMMIGRANT STUDENTS WITH LIMITED OR INTERRUPTED FORMAL EDUCATION: THE INFLUENCE OF HIGH EXPECTATIONS AND ADULT ROLE MODELS ON EDUCATIONAL INCLUSION
Diana Valero, Tatiana Íñiguez Berrozpe, Carmen Elboj Saso
Annual of Social Work (2023) Vol. 29, Iss. 2, pp. 265-283
Open Access | Times Cited: 1
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