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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:

Teacher-led professional development through a model of action research, collaboration and facilitation
Andrew Lambirth, Ana Paula Cabral, Roger McDonald, et al.
Professional Development in Education (2019) Vol. 47, Iss. 5, pp. 815-833
Closed Access | Times Cited: 21

Showing 21 citing articles:

Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development
Ulrika Bergmark
Professional Development in Education (2020) Vol. 49, Iss. 2, pp. 210-224
Open Access | Times Cited: 93
Exploring teachers’ professional development through participation in virtual exchange
Robert O’Dowd, Melinda Dooly
ReCALL (2021) Vol. 34, Iss. 1, pp. 21-36
Closed Access | Times Cited: 54
Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology
Lill Langelotz, Dennis Beach
Professional Development in Education (2024) Vol. 50, Iss. 3, pp. 564-578
Open Access | Times Cited: 3
Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability
Geraldene Codina, Deborah Robinson
Education Sciences (2024) Vol. 14, Iss. 2, pp. 140-140
Open Access | Times Cited: 3
The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions
Ulrika Bergmark
Educational Action Research (2020) Vol. 30, Iss. 3, pp. 427-444
Open Access | Times Cited: 14
Motivation for and Challenges in Teacher Research in Underdeveloped Areas of Northwest China: An Exploratory Study
Na Zhou, Xin Liu, Xinglin Jin, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 11, pp. 1064-1064
Open Access | Times Cited: 1
Eylem araştırması aracılığıyla program geliştirme: Uygulayıcılar için bir model önerisi
Ahmet Şaban
Pegem Journal of Education and Instruction (2021) Vol. 11, Iss. 1, pp. 299-354
Open Access | Times Cited: 11
Teacher professionalism towards transformative education: insights from a literature review
Amélia Lopes, Maria Assunção Folque, Margarida Marta, et al.
Professional Development in Education (2023) Vol. 50, Iss. 5, pp. 832-846
Closed Access | Times Cited: 4
Towards a research-engaged teaching profession: insider reflections on a collaborative approach to developing teachers in Wales as professional enquirers
Gareth Evans, Sally Llewellyn, Jai Lewabe
PRACTICE (2022) Vol. 4, Iss. 3, pp. 171-190
Closed Access | Times Cited: 6
‘It was a breath of fresh air across the school’: school leaders’ mediation of contested spaces during practitioner inquiry professional learning
Kim Wilson, Janet Dutton, Elizabeth Hitches
Professional Development in Education (2021) Vol. 50, Iss. 6, pp. 1056-1071
Closed Access | Times Cited: 5
Heritage Language Early Years’ Immersion: Irish-Medium Preschools in Ireland
Tina Hickey
Springer international handbooks of education (2022), pp. 317-345
Closed Access | Times Cited: 3
More we or more me? How collaboration and autonomy connect with school climate, team innovativeness and school satisfaction among Korea’s teachers
Jaehong Jang, Hawon Yoo, Ksan Rubadeau
Professional Development in Education (2024), pp. 1-17
Closed Access
The teacher guidance model for practitioner research: a longitudinal case study
Noortje Janssen, Amber Walraven, Hannie Gijlers, et al.
Teacher Development (2024), pp. 1-20
Open Access
Using a collaborative working group model to develop an ADHD resource for school staff
Rebecca J. Ward, Hanna Kovshoff, Jana Kreppner
British Educational Research Journal (2023) Vol. 49, Iss. 5, pp. 1044-1064
Open Access | Times Cited: 1
THROUGH THE EYES OF EFL TEACHERS AT TERTIARY LEVEL: UNVEILING THE IMPACT OF RESEARCH ON INSTRUCTIONAL PRACTICES
Anh Thi Nguyen, Pham Trut Thuy, Tan Thien, et al.
VNU Journal of Foreign Studies (2023) Vol. 39, Iss. 4, pp. 102-118
Open Access | Times Cited: 1
Heritage Language Early Years’ Immersion: Irish-Medium Preschools in Ireland
Tina Hickey
Springer international handbooks of education (2021), pp. 1-30
Closed Access | Times Cited: 2
Empowering of the teacher’s identity crisis for supporting quality young gifted education
Imam MUSLİMİN
Journal for the Education of Gifted Young Scientists (2020) Vol. 8, Iss. 4, pp. 1427-1438
Open Access | Times Cited: 1
Research practice partnership for schools and universities
Andrew Joseph Pereira, Yanping Fang
Asia Pacific Journal of Education (2022) Vol. 42, Iss. 1, pp. 154-168
Closed Access | Times Cited: 1
Developing an Academic Logistics Course Using the Action Research Approach
Irit Talmor, Arie Reshef
International Journal of Higher Education (2022) Vol. 11, Iss. 6, pp. 28-28
Open Access
Transformative Learning: English Language Teachers’ Experience of Engagement in Classroom Research in Singapore
Susan Gwee, Hwee Leng Toh-Heng
RELC Journal (2022) Vol. 55, Iss. 2, pp. 514-528
Closed Access
Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders
Adewale Magaji, Ana Paula Cabral, Andrew Lambirth, et al.
Compass Journal of Learning and Teaching (2021) Vol. 14, Iss. 2
Open Access
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