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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:

The involvement of academically educated Dutch teachers in inquiry-based working
Jan Baan, Lisa Gaikhorst, M.L.L. Volman
Professional Development in Education (2018) Vol. 46, Iss. 1, pp. 21-34
Open Access | Times Cited: 9

Showing 9 citing articles:

Scientific output of undergraduate research supervisors: the role of sex-related, academic career, and subject areas in a Brazilian public institution
Woska Pires da Costa, A Walker, Vicente Miñana-Signes, et al.
Frontiers in Education (2025) Vol. 10
Open Access
Condiciones pedagógicas y desafíos para el desarrollo de competencias investigativas
Carla Leticia Paz-Delgado, Lorenzo Estrada
Revista Electrónica de Investigación Educativa (2022) Vol. 24, pp. 1-17
Open Access | Times Cited: 15
The development of the relationship between professional identity tensions and teacher identity: A quantitative longitudinal study among Dutch primary student teachers
Fadie Hanna, Ron Oostdam, Sabine Severiens, et al.
Studies In Educational Evaluation (2022) Vol. 75, pp. 101199-101199
Open Access | Times Cited: 14
Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education
Lidewij van Katwijk, Ellen Jansen, Klaas van Veen
Journal of Teacher Education (2021) Vol. 73, Iss. 3, pp. 286-300
Open Access | Times Cited: 17
“Accept All Pupils as they are. Diversity!” – Pre-Service Primary Teachers’ Views, Experiences, Knowledge, and Skills of Multilingualism in Education
Charlie Robinson-Jones, Joana Duarte, Mirjam Günther-van der Meij
Sustainable Multilingualism (2022) Vol. 20, Iss. 1, pp. 94-128
Open Access | Times Cited: 10
Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers
Fadie Hanna, Lucija Andre, Marjolein Zee
Teaching and Teacher Education (2023) Vol. 136, pp. 104382-104382
Open Access | Times Cited: 5
The contribution of teachers of research-intensive teacher education programmes to a culture of inquiry in primary schools
Louise Verhoef, M.L.L. Volman, Lisa Gaikhorst
Professional Development in Education (2020) Vol. 48, Iss. 5, pp. 861-877
Open Access | Times Cited: 8
bijdrage van academisch opgeleide leerkrachten aan een onderzoekscultuur in basisscholen
Louise Verhoef, M.L.L. Volman, Lisa Gaikhorst
Tijdschrift OnderwijsPraktijk Studies (2024)
Open Access
Professional development in inquiry-based working; the experiences of graduates from academic teacher education programmes
Jan Baan, Lisa Gaikhorst, M.L.L. Volman
European Journal of Teacher Education (2021) Vol. 46, Iss. 1, pp. 114-133
Open Access | Times Cited: 4
Unpacking the rural-urban gap of teacher involvement in inquiry-based working: the roles of school research culture and infrastructure
Yuqiao Luo, Hanne Tack, Martin Valcke, et al.
Professional Development in Education (2022), pp. 1-18
Open Access | Times Cited: 2
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