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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:

Contextualizing the datafication of schooling – a comparative discussion of Germany and Russia
Sigrid Hartong, Nelli Piattoeva
Critical Studies in Education (2019) Vol. 62, Iss. 2, pp. 227-242
Closed Access | Times Cited: 45

Showing 1-25 of 45 citing articles:

The Topologies of Data Practices: A Methodological Introduction
Mathias Decuypere
Journal of New Approaches in Educational Research (2021) Vol. 10, Iss. 1, pp. 67-84
Open Access | Times Cited: 66
A patchwork of platforms: mapping data infrastructures in schools
Luci Pangrazio, Neil Selwyn, Bronwyn Cumbo
Learning Media and Technology (2022) Vol. 48, Iss. 1, pp. 65-80
Closed Access | Times Cited: 44
Platform Governance and Education Policy: Power and Politics in Emerging Edtech Ecologies
T. Philip Nichols, Ezekiel Dixon‐Román
Educational Evaluation and Policy Analysis (2024) Vol. 46, Iss. 2, pp. 309-328
Open Access | Times Cited: 11
Introduction: time and temporality in the datafied governance of education
Miriam Madsen, Ida Martinez Lunde, Nelli Piattoeva, et al.
Critical Studies in Education (2025), pp. 1-17
Open Access
The power of relation-making: insights into the production and operation of digital school performance platforms in the US
Sigrid Hartong
Critical Studies in Education (2020) Vol. 62, Iss. 1, pp. 34-49
Open Access | Times Cited: 47
Providing a platform for ‘what works’: platform-based governance and the reshaping of teacher learning through the OECD’s PISA4U
Steven Lewis
Comparative Education (2020) Vol. 56, Iss. 4, pp. 484-502
Closed Access | Times Cited: 39
New shadow professionals and infrastructures around the datafied school: Topological thinking as an analytical device
Steven Lewis, Sigrid Hartong
European Educational Research Journal (2021) Vol. 21, Iss. 6, pp. 946-960
Closed Access | Times Cited: 31
The politics of critical policy sociology: mobilities, moorings and elite networks
Glenn C. Savage, Jessica Gerrard, Trevor Gale, et al.
Critical Studies in Education (2021) Vol. 62, Iss. 3, pp. 306-321
Open Access | Times Cited: 26
Digital Disruption In Teaching And Testing
Claire Wyatt‐Smith, Bob Lingard, Elizabeth Heck
Routledge eBooks (2021)
Open Access | Times Cited: 26
Topological genealogy: a methodology to research transnational digital governance in/through/as change
Mathias Decuypere, Steven Lewis
Journal of Education Policy (2021) Vol. 38, Iss. 1, pp. 23-45
Open Access | Times Cited: 23
Platformed professional(itie)s and the ongoing digital transformation of education
Sigrid Hartong, Mathias Decuypere
Tertium Comparationis (2023) Vol. 29, Iss. 1, pp. 1-21
Open Access | Times Cited: 10
‘Out of time’: Constructing teacher professionality as a perpetual project on the eTwinning digital platform
Steven Lewis, Mathias Decuypere
Tertium Comparationis (2023) Vol. 29, Iss. 1, pp. 22-47
Open Access | Times Cited: 9
Everyday approaches to platform-mediated personalized learning in secondary schools
Judith Hangartner, Hürzeler Daniel, Noemi Aebli
Learning Media and Technology (2024), pp. 1-15
Open Access | Times Cited: 3
Introduction―Space-and time-making in education: Towards a topological lens
Mathias Decuypere, Sigrid Hartong, Karmijn van de Oudeweetering
European Educational Research Journal (2022) Vol. 21, Iss. 6, pp. 871-882
Open Access | Times Cited: 14
Platforms, profits and PISA for schools: new actors, by-passes and topological spaces in global educational governance
Steven Lewis, Bob Lingard
Comparative Education (2022) Vol. 59, Iss. 1, pp. 99-117
Closed Access | Times Cited: 13
Reclaiming the right to look: making the case for critical visual literacy and data science education
Peter J. Woods, Camillia Matuk, Kayla DesPortes, et al.
Critical Studies in Education (2024), pp. 1-19
Open Access | Times Cited: 2
Topologies of desire: Fantasies and their symptoms in educational policy futures
Antti Saari
European Educational Research Journal (2021) Vol. 21, Iss. 6, pp. 883-899
Closed Access | Times Cited: 16
Data, trust and faith: the unheeded religious roots of modern education policy
Daniel Tröhler, Veronika Maricic
Globalisation Societies and Education (2021) Vol. 19, Iss. 2, pp. 138-153
Open Access | Times Cited: 16
SDG 4 as a global governance tool and the quest for recognizing diversity – Implications emerging from the intersections between inclusive education and assessment
Christian Ydesen, Maren Elfert
International Journal of Educational Development (2023) Vol. 103, pp. 102932-102932
Open Access | Times Cited: 6
Numbers and their contexts: how quantified actors narrate numbers and decontextualization
Nelli Piattoeva
Educational Assessment Evaluation and Accountability (2021) Vol. 33, Iss. 3, pp. 511-533
Open Access | Times Cited: 12
Technical agonism: embracing democratic dissensus in the datafication of education
Jessica Holloway, Steven Lewis, Sarah Langman
Learning Media and Technology (2022) Vol. 48, Iss. 2, pp. 253-265
Closed Access | Times Cited: 8
Governance by intermediarization. Insights into the digital infrastructuring of education in Estonia
Sigrid Hartong
Research in Education (2024) Vol. 120, Iss. 1, pp. 91-109
Open Access | Times Cited: 1
The role of platforms in diffracting education professionalities
Jennifer Clutterbuck
Tertium Comparationis (2023) Vol. 29, Iss. 1, pp. 73-92
Open Access | Times Cited: 4
Navigating European education in times of crisis? An analysis of socio-technological architectures and user interfaces of online learning initiatives
Karmijn van de Oudeweetering, Mathias Decuypere
European Educational Research Journal (2021) Vol. 21, Iss. 6, pp. 922-945
Closed Access | Times Cited: 10
Affective learning for effective learning? Data, numbers and teachers’ learning
Ian Hardy
Teaching and Teacher Education (2022) Vol. 116, pp. 103754-103754
Closed Access | Times Cited: 7
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