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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:

Making the user friendly: the ontological politics of digital data platforms
Radhika Görur, Joyeeta Dey
Critical Studies in Education (2020) Vol. 62, Iss. 1, pp. 67-81
Closed Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

Theories of Postdigital Heterogeneity: Implications for Research on Education and Datafication
Felicitas Macgilchrist
Postdigital Science and Education (2021) Vol. 3, Iss. 3, pp. 660-667
Open Access | Times Cited: 84
Editorial: Education in Europe and the COVID-19 Pandemic
Sotiria Grek, Paolo Landri
European Educational Research Journal (2021) Vol. 20, Iss. 4, pp. 393-402
Closed Access | Times Cited: 48
Educational technologies as matters of care
Irina Zakharova, Juliane Jarke
Learning Media and Technology (2022) Vol. 47, Iss. 1, pp. 95-108
Open Access | Times Cited: 28
Die datafizierte Schule
Annekatrin Bock, Andreas Breiter, Sigrid Hartong, et al.
Springer eBooks (2023)
Closed Access | Times Cited: 14
Constellating the global teacher: the technopolitics of the OECD’s Global Teaching InSights
Christopher Kirchgasler, Ezequiel Gómez Caride
Critical Studies in Education (2025), pp. 1-19
Closed Access
An Apple for teacher (education)? Reconstituting teacher professional learning and expertise via the Apple Teacher digital platform
Steven Lewis
International Journal of Educational Research (2022) Vol. 115, pp. 102034-102034
Closed Access | Times Cited: 18
Situated enactments of global competence in three schools in Victoria
Harsha Chandir, Jill Blackmore
Journal of Education Policy (2024) Vol. 39, Iss. 5, pp. 817-837
Open Access | Times Cited: 2
Analysing Education Policy
Meghan Stacey, Nicole Mockler
Routledge eBooks (2024)
Open Access | Times Cited: 2
Interferenzen in digitalen Praktiken der Bereitstellung von unterrichtlichen Aufgaben
Kerstin Rabenstein, Nadine Wagener-Böck, Felicitas Macgilchrist, et al.
Sozialer Sinn (2022) Vol. 23, Iss. 2, pp. 297-315
Closed Access | Times Cited: 9
Subscribing school: digital platforms, affective attachments, and cruel optimism in a Danish public primary school
Lucas Cone
Critical Studies in Education (2023) Vol. 65, Iss. 3, pp. 294-311
Closed Access | Times Cited: 4
Gender peer effects in high schools: Evidence from India
Prerna Dewan, Tridip Ray, Arka Roy Chaudhuri, et al.
Journal of Economic Behavior & Organization (2024) Vol. 220, pp. 470-494
Closed Access | Times Cited: 1
The mundane governance of education through time: the case of national testing in Norway
Ida Martinez Lunde, Nelli Piattoeva
Critical Studies in Education (2024), pp. 1-16
Open Access | Times Cited: 1
Learning to dashboard: modes of producing and deploying data visualising technologies in higher distance education
Lanze Vanermen, Joris Vlieghe, Mathias Decuypere
Discourse Studies in the Cultural Politics of Education (2024), pp. 1-18
Closed Access | Times Cited: 1
(Micro)soft power in Dutch public education: making classrooms platform-ready through partner work
Niels Kerssens
Critical Studies in Education (2024), pp. 1-20
Open Access | Times Cited: 1
Mapping the digital education landscape: Stakeholders and networks of governance in Brazil
Marina Avelar
International Journal of Educational Development (2024) Vol. 112, pp. 103192-103192
Closed Access | Times Cited: 1
Digital ist besser!? – Wie Software das Verständnis von guter Schule neu definiert
Jasmin Troeger, Irina Zakharova, Felicitas Macgilchrist, et al.
Springer eBooks (2023), pp. 93-129
Closed Access | Times Cited: 3
Algorithmische Datafizierung und Schule: kritische Ansätze in einem wachsenden Forschungsfeld
Felicitas Macgilchrist, Sigrid Hartong, Sieglinde Jornitz
Edition ZfE (2023), pp. 317-338
Closed Access | Times Cited: 3
NOVOS CAMINHOS PARA A SOCIOLOGIA: TECNOLOGIAS EM EDUCAÇÃO E ACCOUNTABILITY DIGITAL
Almerindo Janela Afonso
Educação & Sociedade (2021) Vol. 42
Open Access | Times Cited: 7
Problematizing feedback loops: ‘on’, ‘with’, and ‘beyond’ analytics dashboards in MOOCs
Karmijn van de Oudeweetering, Jeremy Knox, Mathias Decuypere
Learning Media and Technology (2023), pp. 1-16
Closed Access | Times Cited: 2
References
Andrew Wilkins, Steven J. Courtney, Nelli Piattoeva
Policy Press eBooks (2024), pp. 218-256
Open Access
How auctions shape the value of education: Tendering-based procurement as management tool in adult education
Diana Holmqvist
European Educational Research Journal (2024)
Open Access
Educational Ethnography in an Age of Technoculture
Felicitas Macgilchrist
Routledge eBooks (2024), pp. 16-28
Open Access
Mutual capabilities: digital platforms in unpredictable pedagogical encounters
Sara Mörtsell
Pedagogy Culture and Society (2024), pp. 1-18
Open Access
Navigating open-source platforms in schools: an inquiry into changing teacher professionality
Toon Tierens, Mathias Decuypere, Sigrid Hartong
Learning Media and Technology (2024), pp. 1-15
Open Access
Zur (unterschätzten) Eigendynamik von Forschungsdateninfrastrukturen Ein Kommentar zu den „Empfehlungen zur Archivierung, Bereitstellung und Nachnutzung von Forschungsdaten im Kontext erziehungs- und bildungswissenschaftlicher sowie fachdidaktischer Forschung“
Sigrid Hartong, Claudia Machold, Patricia Stošić
Erziehungswissenschaft (2021) Vol. 31, Iss. 61 (2-2020), pp. 51-59
Open Access | Times Cited: 4
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