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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:

Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows
Geraldine Mooney Simmie, Joanne Moles, Emmanuel O’Grady
Critical Studies in Education (2016) Vol. 60, Iss. 1, pp. 55-72
Closed Access | Times Cited: 50

Showing 1-25 of 50 citing articles:

The convergence of late neoliberalism and post-pandemic scientific optimism in the configuration of scientistic learnification
Thomas Delahunty
Educational Review (2024), pp. 1-23
Open Access | Times Cited: 4
The difficult dynamic of teacher educators as policy actors: considerations for counter-conduct
Ciarán Ó Gallchóir, Joanne O’Flaherty, Deirdre Hogan, et al.
Pedagogy Culture and Society (2025), pp. 1-22
Closed Access
‘If you love teaching so much … ’ teaching against the injunctions of the capitalist state and refusing the weaponization of love
Gregory N. Bourassa
Critical Studies in Education (2025), pp. 1-18
Closed Access
Supporting emotional well‐being in schools in the context of austerity: An ecologically informed humanistic perspective
Terry Hanley, Laura Anne Winter, Kim Burrell
British Journal of Educational Psychology (2019) Vol. 90, Iss. 1, pp. 1-18
Open Access | Times Cited: 34
Comparing the effectiveness of cram school tutors and schoolteachers: A critical analysis of students’ perceptions
Kevin Wai Ho Yung
International Journal of Educational Development (2019) Vol. 72, pp. 102141-102141
Closed Access | Times Cited: 34
Teacher professional learning: a holistic and cultural endeavour imbued with transformative possibility
Geraldine Mooney Simmie
Educational Review (2021) Vol. 75, Iss. 5, pp. 916-931
Open Access | Times Cited: 25
Student voice and classroom practice: how students are consulted in contexts without traditions of student voice
Craig Skerritt, Martin Brown, Joe O’Hara
Pedagogy Culture and Society (2021) Vol. 31, Iss. 5, pp. 955-974
Open Access | Times Cited: 23
The gendered construction of teachers’ identities and practices: feminist critical discourse analysis of policy texts in Ireland
Geraldine Mooney Simmie
Gender and Education (2023) Vol. 35, Iss. 3, pp. 282-298
Open Access | Times Cited: 10
Privatization and ‘destatization’: school autonomy as the ‘Anglo neoliberalization’ of Irish education policy
Craig Skerritt
Irish Educational Studies (2019) Vol. 38, Iss. 2, pp. 263-279
Closed Access | Times Cited: 20
Concept Mapping in the Age of Deleuze: Fresh Perspectives and New Challenges
Ian M. Kinchin, Karen Gravett
Education Sciences (2020) Vol. 10, Iss. 3, pp. 82-82
Open Access | Times Cited: 18
Discourse and teacher identity in business-like education
Craig Skerritt
Policy Futures in Education (2018) Vol. 17, Iss. 2, pp. 153-171
Closed Access | Times Cited: 19
Teachers’ Changing Subjectivities: Putting the Soul to Work for the Principle of the Market or for Facilitating Risk?
Geraldine Mooney Simmie, Joanne Moles
Studies in Philosophy and Education (2019) Vol. 39, Iss. 4, pp. 383-398
Closed Access | Times Cited: 19
Irish migrant teachers’ experiences and perceptions of autonomy and accountability in the English education system
Craig Skerritt
Research Papers in Education (2018) Vol. 34, Iss. 5, pp. 569-596
Closed Access | Times Cited: 18
Teachers’ democratic assignment: a critical discourse analysis of teacher education policies in Ireland and Sweden
Geraldine Mooney Simmie, Silvia Edling
Discourse Studies in the Cultural Politics of Education (2018) Vol. 40, Iss. 6, pp. 832-846
Closed Access | Times Cited: 17
Care as a threshold concept for teaching in the salutogenic university
Ian M. Kinchin
Teaching in Higher Education (2019) Vol. 27, Iss. 2, pp. 171-184
Open Access | Times Cited: 16
Patterns and paths towards privatisation in Ireland
Craig Skerritt, Maija Salokangas
Journal of Educational Administration & History (2019) Vol. 52, Iss. 1, pp. 84-99
Open Access | Times Cited: 15
Belonging in Science: Democratic Pedagogies for Cross-Cultural PhD Supervision
Camille Kandiko Howson, Ian M. Kinchin, Karen Gravett
Education Sciences (2022) Vol. 12, Iss. 2, pp. 121-121
Open Access | Times Cited: 8
Teacher retention in crisis: Informing policy to keep Ghanaian educators in classrooms
Richard Lionel Gorni, Diding Nurdin, Johar Permana, et al.
Inovasi Kurikulum (2024) Vol. 21, Iss. 3, pp. 1497-1514
Open Access | Times Cited: 1
Discursive positioning of beginning teachers’ professional learning during induction: a critical literature review from 2004 to 2014
Geraldine Mooney Simmie, Cathal de Paor, Jennifer Liston, et al.
Asia-Pacific Journal of Teacher Education (2017) Vol. 45, Iss. 5, pp. 505-519
Closed Access | Times Cited: 14
Teachers and teaching: (re)thinking professionalism, subjectivity and critical inquiry
Jessica Holloway
Critical Studies in Education (2021) Vol. 62, Iss. 4, pp. 411-421
Open Access | Times Cited: 11
Theorising participation in urban regeneration partnerships: an adult education perspective
Martin Galvin, Geraldine Mooney Simmie
Journal of Education Policy (2017) Vol. 32, Iss. 6, pp. 809-831
Closed Access | Times Cited: 12
Considering the concept of recipience in student learning from a modified Bernsteinian perspective
Ian M. Kinchin, Naomi Winstone, Emma Medland
Studies in Higher Education (2020) Vol. 46, Iss. 11, pp. 2296-2308
Open Access | Times Cited: 11
(Re)introducing critical realism as a paradigm to inform qualitative content analysis in causal educational research
Juan David Parra, Elías Said-Hung, Juny Montoya-Vargas
International Journal of Qualitative Studies in Education (2020) Vol. 34, Iss. 2, pp. 168-182
Closed Access | Times Cited: 10
Student voice and the school hierarchy: the disconnect between senior leaders and teachers
Craig Skerritt, Joe O’Hara, Martin Brown, et al.
Oxford Review of Education (2021) Vol. 48, Iss. 5, pp. 606-621
Open Access | Times Cited: 10
Exploring dynamic processes within the ecological university: a focus on the adaptive cycle
Ian M. Kinchin
Oxford Review of Education (2021) Vol. 48, Iss. 5, pp. 675-692
Open Access | Times Cited: 9
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