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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:

John Hattie: I’m a statistician, I’m not a theoretician
Hanne Knudsen
Nordic Journal of Studies in Educational Policy (2017) Vol. 3, Iss. 3, pp. 253-261
Open Access | Times Cited: 19

Showing 19 citing articles:

A broken paradigm? What education needs to learn from evidence-based medicine
Lucinda McKnight, Andy Morgan
Journal of Education Policy (2019) Vol. 35, Iss. 5, pp. 648-664
Closed Access | Times Cited: 48
Seven reasons to question the hegemony of Visible Learning
Lucinda McKnight, Ben Whitburn
Discourse Studies in the Cultural Politics of Education (2018) Vol. 41, Iss. 1, pp. 32-44
Closed Access | Times Cited: 33
Exploring resistance in collaborative forms of governance: Meaning negotiations and counter-narratives in a case from the Danish education sector
Mie Plotnikof, Anne Reff Pedersen
Scandinavian Journal of Management (2019) Vol. 35, Iss. 4, pp. 101061-101061
Open Access | Times Cited: 12
Embodying education - a bildung theoretical approach to movement integration
Kasper Lasthein Madsen, Kenneth Aggerholm
Nordic Journal of Studies in Educational Policy (2020) Vol. 6, Iss. 2, pp. 157-164
Open Access | Times Cited: 12
Why ‘clinical teaching’? An interdisciplinary analysis of metaphor in initial teacher preparation
Lucinda McKnight, Andy Morgan
Journal of Education for Teaching International Research and Pedagogy (2019) Vol. 46, Iss. 1, pp. 87-98
Closed Access | Times Cited: 7
“Good” choices vs “what really works”: a comparison of evidence-based practice in medicine and education
Lucinda McKnight, Andy Morgan
The Australian Educational Researcher (2022) Vol. 50, Iss. 3, pp. 643-659
Open Access | Times Cited: 4
The Demise of Teacher Expertise and Agency by the “Evidence-Based Discourse”
George Lilley
(2022), pp. 43-59
Closed Access | Times Cited: 4
The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön
Silvia Edling
Professional Development in Education (2023), pp. 1-18
Open Access | Times Cited: 2
Visible learning and its enemies – the missing link
Lars Qvortrup
Nordic Journal of Studies in Educational Policy (2019) Vol. 5, Iss. 1, pp. 3-7
Open Access | Times Cited: 5
Blind spots in visible learning: A critique of John Hattie as an educational theorist
Klaus Nielsen, Jacob Klitmøller
Nordic Psychology (2021) Vol. 73, Iss. 3, pp. 268-283
Open Access | Times Cited: 5
John Hattie’s failures of academic integrity and the fragility of the education reform movement
Stephen Vainker
(2024)
Open Access


Экономические и социальные перемены факты тенденции прогноз / Economic and social changes facts trends forecast (2019), Iss. 5 (65)
Open Access | Times Cited: 3
A Sociological Investigation of Governance through a Mandatory Learning Management System and Practice in Danish Primary and Lower Secondary Schools
Ronni Laursen
(2021)
Open Access | Times Cited: 3
Struggle as a precondition for changes in educational policy: A Bourdieusian text analysis of a conflict between legislators and the Danish teachers’ union
Ronni Laursen
Journal of Educational Change (2022) Vol. 25, Iss. 1, pp. 43-70
Closed Access | Times Cited: 2
The organization of competition and non-competition in schools
Søren Christensen, Hanne Knudsen
Oxford University Press eBooks (2021), pp. 162-175
Open Access | Times Cited: 2
Ranting, raving and complaining: reflections on working against orthodoxy
Scott Eacott
International Journal of Leadership in Education (2018) Vol. 22, Iss. 6, pp. 774-782
Closed Access | Times Cited: 1
The Effect of a Proposed program Based on the Implications of John Hattie's Visible Learning on College Students' English Oral Fluency
Badr Abdelfattah Abdelkafy Badr, Dina Sayed Nasr Ibrahim
مجلة کلیة التربیة فى العلوم التربویة (2022) Vol. 46, Iss. 1, pp. 13-55
Open Access | Times Cited: 1
Medical fetishism in education: gendering the ‘clinical’ metaphor
Lucinda McKnight, Andy Morgan
Gender and Education (2023) Vol. 35, Iss. 8, pp. 709-723
Open Access
Measured lives in educational psychology
Klaus Nielsen, Jacob Klitmøller
International Review of Theoretical Psychologies (2021) Vol. 1, Iss. 1
Open Access
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