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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:

Assessment of English Learners and Their Peers in the Content Areas: Expanding What “Counts” as Evidence of Content Learning
Scott E. Grapin
Language Assessment Quarterly (2022) Vol. 20, Iss. 2, pp. 215-234
Closed Access | Times Cited: 12

Showing 12 citing articles:

Science education with multilingual learners: Equity as access and equity as transformation
Scott E. Grapin, Ashlyn E. Pierson, María González‐Howard, et al.
Science Education (2023) Vol. 107, Iss. 4, pp. 999-1032
Open Access | Times Cited: 24
Expansive assessment of expansive abilities: Teachers’ perspectives and practices with multimodal and translanguaged content assessments
Scott E. Grapin, Laura Ascenzi‐Moreno
Learning and Instruction (2024) Vol. 92, pp. 101925-101925
Closed Access | Times Cited: 8
Digital multimodal composing as translanguaging assessment in CLIL classrooms
Lianjiang Jiang, Zhen Li, Jessica Shuk Ching Leung
Learning and Instruction (2024) Vol. 92, pp. 101900-101900
Open Access | Times Cited: 6
Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework
Okhee Lee, Scott E. Grapin, Alison Haas
Science Education (2023) Vol. 107, Iss. 5, pp. 1302-1323
Closed Access | Times Cited: 12
Thorny issues with academic language: A perspective from scientific practice
Scott E. Grapin, Lorena Llosa
Linguistics and Education (2024) Vol. 83, pp. 101334-101334
Closed Access | Times Cited: 2
Translanguaging in US K–12 science and engineering education: A review of the literature through the lens of equity
Scott E. Grapin, Maura Borrego, Vicente Navarro
Journal of Research in Science Teaching (2024)
Open Access | Times Cited: 1
Supporting Multilingual Learners: A Pilot Survey of Art Teachers
Christine Montecillo Leider, Johanna M. Tigert, Nasiba Norova, et al.
Studies in Art Education (2024) Vol. 65, Iss. 2, pp. 185-209
Closed Access
Savviness of sixth graders: Student perspectives about translanguaging during science formative assessment
Caitlin G. McC. Fine, Melissa Braaten
Journal of Research in Science Teaching (2024) Vol. 62, Iss. 1, pp. 193-227
Closed Access
Enhancing the accessibility of chemistry assessment for multilingual learners: Understanding challenging features in assessment items
Eshani N. Lee, MaryKay Orgill
Chemistry Education Research and Practice (2024)
Closed Access
Engaging culturally and linguistically diverse youth in semiotic analysis for community‐based inquiry
Matthew R. Deroo, Daryl Axelrod, Jennifer Kahn
Journal of Adolescent & Adult Literacy (2024)
Open Access
Valuing Arts-Based Literacies in Science as Evidence of Learning
Jonathan Feitosa Ferreira, Maureen Kendrick
Advances in educational technologies and instructional design book series (2024), pp. 269-302
Open Access
Analyzing Difficulty Index of Ekadanta English Section Multiple Choice
Dara Yusnida, Nour Ayouni
JL3T (Journal of Linguistics Literature and Language Teaching) (2023) Vol. 9, Iss. 1, pp. 67-79
Open Access
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