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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:

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

Showing 10 citing articles:

Evidence of transformative leadership for inclusive practice
Suzanne Carrington, Eunjae Park, Loraine McKay, et al.
Teaching and Teacher Education (2024) Vol. 141, pp. 104466-104466
Open Access | Times Cited: 8
Writing for humanizing transformative professional learning and development
Carolina Lopez Burrola, Jennifer Sanders, Sarah J. Donovan
Professional Development in Education (2025), pp. 1-18
Closed Access
Identifying Rural Elementary Teachers’ Perception Challenges and Opportunities in Integrating Artificial Intelligence in Teaching Practices
Angela Castro, Brayan Díaz, Cristián Aguilera, et al.
Sustainability (2025) Vol. 17, Iss. 6, pp. 2748-2748
Open Access
Transferring Results of Professional Development into Practice: A Scoping Review
Dita Nīmante, Maija Kokare, Sanita Baranova, et al.
Education Sciences (2025) Vol. 15, Iss. 1, pp. 95-95
Open Access
An evaluation of a professional development program aimed at empowering teachers’ agency for social justice
Marijke van Vijfeijken, Tamara van Schilt-Mol, Linda van den Bergh, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 2
School leaders’ perspectives of the continuous professional development of teachers
Niamh Lafferty, Michael Sheehan, Conor Walsh, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
Shifting Schools From Strategy to Foresight
Walter Fernando Balser, Vinny Tafuro
Advances in educational marketing, administration, and leadership book series (2024), pp. 77-114
Closed Access | Times Cited: 1
Unlocking the power of co-collaboration: the impact of educator involvement in educational technology development
Kathleen A. McCaffery Pomerleau
(2024)
Open 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
Enacting anti-bullying procedures in dynamic school environments: insights from primary school principals in the Republic of Ireland
A. Laurel Gorman, James O’Higgins Norman
Irish Educational Studies (2024), pp. 1-21
Closed Access
Experiencing is different to knowing: recognising the importance of principals’ informal professional learning in Brazil
Lara Elena Ramos Simielli, Ken Jones
Professional Development in Education (2024), pp. 1-17
Closed Access
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