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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 collaboration for change:sharing, improving, and spreading
Dong Nguyen, David Ng
Professional Development in Education (2020) Vol. 46, Iss. 4, pp. 638-651
Open Access | Times Cited: 48

Showing 1-25 of 48 citing articles:

Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning
Dong Nguyen, Marcus Pietsch, Sedat Gümüş
Teaching and Teacher Education (2021) Vol. 106, pp. 103463-103463
Closed Access | Times Cited: 72
Leading new, deeper forms of collaborative cultures: Questions and pathways
Cecilia María Azorín Abellán, Michael Fullan
Journal of Educational Change (2022) Vol. 23, Iss. 1, pp. 131-143
Open Access | Times Cited: 40
An examination of teacher collaboration in professional learning communities and collaborative teaching practices
Yusra Jadallah Abed Khasawneh, Raghad Shaher Alsarayreh, Adnan Ahmad Al Ajlouni, et al.
Journal of Education and e-Learning Research (2023) Vol. 10, Iss. 3, pp. 446-452
Open Access | Times Cited: 22
Linking distributed leadership with collective teacher innovativeness: The mediating roles of job satisfaction and professional collaboration
Hilal Büyükgöze, Ömer Çalışkan, Sedat Gümüş
Educational Management Administration & Leadership (2022) Vol. 52, Iss. 6, pp. 1388-1409
Closed Access | Times Cited: 30
How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives
André Meyer, Viola Hartung-Beck, Anna Gronostaj, et al.
Journal of Educational Change (2022) Vol. 24, Iss. 3, pp. 425-455
Open Access | Times Cited: 29
Improving teaching, teamwork, and school organization: Collaboration networks in school teams
Andrea Wullschleger, András Vörös, Beat Rechsteiner, et al.
Teaching and Teacher Education (2022) Vol. 121, pp. 103909-103909
Open Access | Times Cited: 22
Collaboration in Action: A Comparison of Mixed Reality Simulation and Live Role-Play
Logan W. Qualls, Mya H. Kelley, Shanna E. Hirsch, et al.
Journal of Special Education Technology (2025)
Closed Access
Teachers’ professional development within art experiences: Pedagogical narratives for hopeful educational futures
André Freitas, Fátima Pereira, Paulo Nogueira
Professional Development in Education (2025), pp. 1-15
Closed Access
Patterns of teacher collaboration, professional development and teaching practices: A multiple correspondence analysis of TALIS 2018
Michael Methlagl
International Journal of Educational Research Open (2022) Vol. 3, pp. 100137-100137
Open Access | Times Cited: 21
‘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
Leadership in Higher Education
Fahad Abdul Salendab
Advances in educational marketing, administration, and leadership book series (2024), pp. 321-352
Closed Access | Times Cited: 3
Middle leaders’ facilitation of teacher learning in collaborative teams
Kylie Lipscombe, Kellie Buckley-Walker, Sharon Tindall‐Ford
School Leadership and Management (2023) Vol. 43, Iss. 3, pp. 301-321
Open Access | Times Cited: 8
Teacher leadership and teachers’ learning: actualizing the connection from day one
Susan Lovett
Professional Development in Education (2023) Vol. 49, Iss. 6, pp. 1010-1021
Open Access | Times Cited: 7
Pedagogical innovation and teacher collaborations in supporting student learning success in Indonesia
Tuti Budirahayu, Muhammad Saud
Cogent Education (2023) Vol. 10, Iss. 2
Open Access | Times Cited: 6
Hackathons: what do engineering educators think about it?
Neha Mehta, Siddarth Singh Bist, Priya Shah
Higher Education Skills and Work-based Learning (2022) Vol. 12, Iss. 5, pp. 983-1001
Closed Access | Times Cited: 10
Exploring teacher leadership for professional learning in response to educational disruption in Qatar
Youmen Chaaban, Rania Sawalhi, Xiangyun Du
Professional Development in Education (2021) Vol. 48, Iss. 3, pp. 426-443
Closed Access | Times Cited: 13
What makes a difference in teacher innovativeness? Evidence from the TALIS 2018 US teacher data
Jiangang Xia, Cailen M. O'Shea
Journal of Research in Innovative Teaching & Learning (2024)
Open Access | Times Cited: 1
Teachers’ attitudes toward team teaching explained by teachers’ self-efficacy, perceived collaboration, and team similarity
Dries De Weerdt, Mathea Simons, Elke Struyf
Social Psychology of Education (2024) Vol. 27, Iss. 5, pp. 2479-2502
Closed Access | Times Cited: 1
Preservice teachers' reflections on lesson study integration into a microteaching course
Ahmad Kamal Sudrajat, Ibrohim Ibrohim, Herawati Susilo
Social Sciences & Humanities Open (2024) Vol. 10, pp. 101140-101140
Open Access | Times Cited: 1
Collaborative conditions for teacher professional growth: the role of network intentionality and leading curriculum learning efficacy
Yi‐Hwa Liou, Claire Sinnema, Joelle Rodway, et al.
Journal of Professional Capital and Community (2024)
Closed Access | Times Cited: 1
School-based collaborative reflection for professional learning: a case study of primary school teachers in Ethiopia
Esayas Teshome Taddese, Congman Rao
Reflective Practice (2022) Vol. 23, Iss. 6, pp. 663-675
Closed Access | Times Cited: 7
The coalition model for professional development
Alexandra S. Youmans, Lorraine Godden
Teachers and Teaching (2022) Vol. 28, Iss. 3, pp. 284-300
Closed Access | Times Cited: 6
“National context, school factors, and individual teacher characteristics: Which matters most for teacher collaboration?”
Liu Yan, Pascale Benoliel
Teaching and Teacher Education (2022) Vol. 120, pp. 103885-103885
Closed Access | Times Cited: 6
Building teacher leadership capacity in schools in Kazakhstan: a mixed method study
Gulmira Qanay, Matthew Courtney, Alexandra Nam
International Journal of Leadership in Education (2021) Vol. 27, Iss. 2, pp. 385-411
Closed Access | Times Cited: 7
Organisational Learning and Resilience in Hungarian Schools During COVID-19 Distance Education – Study of Two Cases
Erika Kopp, Csilla Pesti
European Journal of Teacher Education (2022), pp. 1-20
Closed Access | Times Cited: 3
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