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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:

Leadership for professional learning towards educational equity: a systematic literature review
Philip E. Poekert, Sue Swaffield, Ema Kristina Demir, et al.
Professional Development in Education (2020) Vol. 46, Iss. 4, pp. 541-562
Open Access | Times Cited: 37

Showing 1-25 of 37 citing articles:

Harnessing AI to Foster Equity in Education: Opportunities, Challenges, and Emerging Strategies
Maryam Roshanaei, Hanna Olivares, Rafael Rangel Lopez
Journal of Intelligent Learning Systems and Applications (2023) Vol. 15, Iss. 04, pp. 123-143
Open Access | Times Cited: 30
The role of social capital for teacher professional learning and student achievement: A systematic literature review
Ema Kristina Demir
Educational Research Review (2021) Vol. 33, pp. 100391-100391
Open Access | Times Cited: 45
A Meta-Systematic Review of the Conceptual, Methodological, and Reporting Quality of Systematic Reviews of Research on Educational Leadership and Management in Africa
Anthony J. Onwuegbuzie, Ricardo Sabatés
International Journal of Educational Methodology (2025) Vol. 11, Iss. 1, pp. 27-42
Open Access
A pragmatic meta-model to navigate complexity in teachers’ professional Learning
Fiona King, Philip E. Poekert, Takeshia Pierre
Professional Development in Education (2023) Vol. 49, Iss. 6, pp. 958-977
Open Access | Times Cited: 10
Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities
Aoife Brennan, A. Laurel Gorman
Professional Development in Education (2023) Vol. 49, Iss. 6, pp. 1117-1130
Open Access | Times Cited: 9
Exploring the leadership knowledge base: evidence, implications, and challenges for educational leadership in Wales
Alma Harris, Michelle Jones
School Leadership and Management (2020) Vol. 41, Iss. 1-2, pp. 41-53
Closed Access | Times Cited: 25
Multimodal archive resources organization based on deep learning: a prospective framework
Yaolin Zhou, Zhaoyang Zhang, Xiaoyu Wang, et al.
Aslib Journal of Information Management (2024)
Closed Access | Times Cited: 2
Broadening the view of inclusion from a social justice perspective. A scoping review of the literature
Lorena Domingo-Martos, Jesús Domingo Segovia, Pérez García
International Journal of Inclusive Education (2022) Vol. 28, Iss. 10, pp. 2298-2320
Closed Access | Times Cited: 10
Sustaining data use professional learning communities in schools: The role of leadership practices
Selia Neeske van den Boom-Muilenburg, Cindy L. Poortman, Kim Schildkamp, et al.
Studies In Educational Evaluation (2023) Vol. 78, pp. 101273-101273
Open Access | Times Cited: 5
Uncovering the role of principals in enhancing teacher professional learning in a centralized education system
Fatemeh Abbaspour, Rezvan Hosseingholizadeh, Mehmet Şükrü Bellibaş
International Journal of Educational Management (2024) Vol. 38, Iss. 3, pp. 873-889
Closed Access | Times Cited: 1
Conducting Sound, Equity-Enabling Computing Education Research
Monica M. McGill, Sarah Heckman, Christos Chytas, et al.
(2023), pp. 30-56
Open Access | Times Cited: 4
Teachers’ informal leadership for equity in France and Italy during the first wave of the education emergency
Monica Mincu, Anna Granata
Teachers and Teaching (2021) Vol. 30, Iss. 7-8, pp. 932-952
Closed Access | Times Cited: 10
The geographic periphery as architecture for leadership practice with Swedish primary school principals: a peripatetic leading practice
Sandra Lund
International Journal of Leadership in Education (2022), pp. 1-20
Open Access | Times Cited: 5
Identifying Key Features of Equity-Centered Professional Learning
Jennifer Jacobs, Rebecca West Burns, Samantha Haraf, et al.
Journal of School Leadership (2023) Vol. 34, Iss. 2, pp. 122-150
Closed Access | Times Cited: 2
The outsider looking in: developing deeper understandings of the complexities in ‘leading’ professional learning in schools as ‘the knowledgeable other’
Usama Darwish, Caroline Davies, Claire Goodley, et al.
Professional Development in Education (2023) Vol. 49, Iss. 6, pp. 1022-1035
Open Access | Times Cited: 2
Teacher leadership collaborative: boundary-crossing spaces for teacher empowerment
Rebecca Buchanan, Tammy Mills, Bailey Edward, et al.
Professional Development in Education (2023) Vol. 49, Iss. 6, pp. 1152-1166
Closed Access | Times Cited: 2
Leading professional learning to navigate complexity
Philip E. Poekert, Fiona King
Professional Development in Education (2023) Vol. 49, Iss. 6, pp. 953-957
Open Access | Times Cited: 2
Revisiting Teacher Leadership in South Africa: A Study of Four Schools
Vuyisile Msila
Africa Education Review (2020) Vol. 17, Iss. 5, pp. 95-112
Closed Access | Times Cited: 4
Encouraging Equity Through Rural Elementary Professional Learning
Jana K Stone
(2024)
Open Access
PELATIHAN PELAKSANAAN PENDEKATAN TEACHING AT THE RIGHT LEVEL PADA GURU SEKOLAH DASAR
Wahira Wahira, Hasan Hasan, Abd Hamid
JURNAL PENGABDIAN MASYARAKAT AKADEMISI (2024) Vol. 2, Iss. 2, pp. 01-07
Open Access
Data-Driven Strategies for Achieving School Equity: Insights From Brazil and Policy Recommendations
Emanuel Marques Queiroga, E.S. Siqueira, Carlos Portela, et al.
IEEE Access (2024) Vol. 12, pp. 101646-101659
Open Access
Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science
Sarah Earle
European Journal of Teacher Education (2024), pp. 1-20
Closed Access
Reviewing the past and considering the present to inform the future of professional learning
Sue Swaffield
Professional Development in Education (2024) Vol. 50, Iss. 5, pp. 805-808
Closed Access
‘It didn’t feel like something extra we had to do; it was something we all looked forward to’ - how school-based professional learning communities can reimagine teacher professional learning for inclusive practice
Aoife Brennan, Caitriona Pennycook, Louise Barr
Teachers and Teaching (2024), pp. 1-14
Closed Access
Social Justice Leadership: Creating Equity-Driven Advanced Placement Programs
Amber M. Graeber, Douglas Wieczorek, Angela M. T. Prince
Leadership and Policy in Schools (2024), pp. 1-23
Closed Access
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