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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:

Teacher agency for inclusive education: an international scoping review
Amanda L. Miller, Courtney L. Wilt, Heather Allcock, et al.
International Journal of Inclusive Education (2020) Vol. 26, Iss. 12, pp. 1159-1177
Closed Access | Times Cited: 46

Showing 1-25 of 46 citing articles:

A Framework for Preparing to Teach Students With Extensive Support Needs in the 21st Century
Andrea L. Ruppar, Jennifer A. Kurth, Sarah Bubash, et al.
Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children (2022) Vol. 46, Iss. 1, pp. 26-43
Closed Access | Times Cited: 28
Promoting pre-service teachers’ learning performance and perceptions of inclusive education: An augmented reality-based training through learning by design approach
Xiao‐Fan Lin, Luo Guo-yu, Shucheng Luo, et al.
Teaching and Teacher Education (2024) Vol. 148, pp. 104661-104661
Closed Access | Times Cited: 5
AI-supported idea-developing discourse to foster professional agency within Teacher Communities for STEAM Lesson design in Knowledge Building environment
Huang‐Yao Hong, Mei-Ju Chen, Chih-Hsuan Chang, et al.
Computers & Education (2025), pp. 105241-105241
Closed Access
‘We’ve Kind of Become More Professional’: Swedish Teaching Teams Enhance Skills with Participation Model for Inclusive Education
Kattis Edström, Sara Cervantes
Education Sciences (2025) Vol. 15, Iss. 2, pp. 226-226
Open Access
Exercising Teacher Agency for Inclusion in Challenging Times: A Multiple Case Study in Chilean Schools
Constanza Herrera-Seda, Nataša Pantić
Education Sciences (2025) Vol. 15, Iss. 3, pp. 316-316
Open Access
Rightful Presence? Teacher Candidates Navigating Inclusive Education for Youth With Complex Support Needs
Amanda L. Miller, Mary Curran Mansouri, Lindsay C. Ruther, et al.
Exceptional Children (2025)
Closed Access
Inclusive Education in Primary and Secondary School: Perception of Teacher Training
Natalia Triviño-Amigo, David Manuel Mendoza-Muñoz, Noelia Mayordomo-Pinilla, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 23, pp. 15451-15451
Open Access | Times Cited: 20
Unpacking engineering students’ challenges and strategies in a fully online learning space: The mediating role of teachers
Jessie S. Barrot, Alexa Ray R. Fernando
Education and Information Technologies (2023) Vol. 28, Iss. 8, pp. 9803-9825
Closed Access | Times Cited: 10
Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants
Tiina Kivirand, Äli Leijen, Liina Lepp, et al.
Education Sciences (2021) Vol. 11, Iss. 4, pp. 166-166
Open Access | Times Cited: 21
School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice
Margus Pedaste, Äli Leijen, Tiina Kivirand, et al.
International Journal of Inclusive Education (2021) Vol. 28, Iss. 8, pp. 1503-1519
Open Access | Times Cited: 20
Proven African Inclusive Education Strategies for Educators to Build a Safe and Diverse Learner Community
Tawanda Makuyana
Advances in educational marketing, administration, and leadership book series (2024), pp. 140-156
Closed Access | Times Cited: 2
FORMATION OF AN INCLUSIVE APPROACH IN THE EDUCATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS (UKRAINIAN EXPERIENCE)
Olga SHOSTAK, Iryna Nikolenko, Iryna Sereda, et al.
Conhecimento & Diversidade (2023) Vol. 15, Iss. 38, pp. 280-305
Open Access | Times Cited: 6
Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities
Jennifer A. Kurth, Heather Allcock, Virginia L. Walker, et al.
Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children (2020) Vol. 44, Iss. 2, pp. 117-133
Closed Access | Times Cited: 17
‘We Need to Go Back to Our Schools, and We Need to Make that Change We Wish to See’: Empowering Teachers for Disability Inclusion
Jane Kelly, Judith McKenzie, Brian Watermeyer, et al.
International Journal of Disability Development and Education (2022) Vol. 71, Iss. 4, pp. 633-649
Closed Access | Times Cited: 10
Self-Contained Special Educators’ Perceptions toward Including Students with Significant Cognitive Disabilities in General Education Classes
Olivia Fudge Coleman, John McDonnell, Jessica A. Bowman, et al.
Exceptionality (2023) Vol. 31, Iss. 4, pp. 291-307
Closed Access | Times Cited: 5
Raising the social status of teachers: teachers as social entrepreneurs
Glen Bates, Rosemary Fisher, Kristina Turner, et al.
The Australian Educational Researcher (2023) Vol. 51, Iss. 4, pp. 1405-1424
Open Access | Times Cited: 5
The Effects of Principal Support on Teachers’ Professional Skills: The Mediating Role of School-Wide Inclusive Practices and Teacher Agency
Yan Wang, Wenxiu Zhang
International Journal of Disability Development and Education (2021) Vol. 68, Iss. 6, pp. 773-787
Closed Access | Times Cited: 12
Teacher Attitudes and Perceived Preparedness Towards Inclusive Education in Kenya
Wilfridah Mucherah, Holmes Finch, Kennedy Bota, et al.
International Journal of Teacher Education and Professional Development (2024) Vol. 6, Iss. 1, pp. 1-20
Open Access | Times Cited: 1
Characterization of students with high intellectual capacity: the approach in the Portuguese school context and importance of teacher training for their educational inclusion
Ramón García Perales, Alberto Rocha, Ana Lúcia Oliveira Aguiar, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
Parent Involvement in Education as Predictors of Social–Emotional Strengths in Kindergartners
Kayla N. LaRosa, Julia A. Ogg, Robert F. Dedrick, et al.
School Psychology Review (2023), pp. 1-14
Closed Access | Times Cited: 4
Handbook of Effective Inclusive Elementary Schools
James McLeskey, Fred Spooner, Bob Algozzine, et al.
Routledge eBooks (2021)
Closed Access | Times Cited: 7
Of tongues and ties: Surfacing inclusive strategies in linguistically diverse classrooms
Geraldine S. Wakat, Freda Bacuso Paulino, Sherene T. Cagaoan, et al.
Cogent Education (2023) Vol. 10, Iss. 2
Open Access | Times Cited: 2
Unlocking teacher potential: The integrated influence of empowering leadership and authentic leadership on teacher self-efficacy and agency in Turkey
Murat Özdemir, Mehtap Naillioğlu Kaymak, Oya USLU ÇETİN
Educational Management Administration & Leadership (2023)
Closed Access | Times Cited: 2
A Scoping Review on Teacher Agency for Inclusive Education: Mapping Existing Evidence and Conceptual Frameworks
M. A. G. Andreoli, Lucia Zaniboni, Luca Ghirotto, et al.
Form re - Open Journal per la formazione in rete (2022) Vol. 22, Iss. 3, pp. 9-29
Open Access | Times Cited: 3
The Smart Cookie Project
Kerry Cormier, Trudi Figueroa
PDS Partners Bridging Research to Practice (2024) Vol. 19, Iss. 1, pp. 7-15
Open Access
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