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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:

The what, why, and how of culturally responsive teaching: international mandates, challenges, and opportunities
Geneva Gay
Multicultural Education Review (2015) Vol. 7, Iss. 3, pp. 123-139
Closed Access | Times Cited: 172

Showing 1-25 of 172 citing articles:

Rethinking the Role of “Culture” in Educational Equity: From Cultural Competence to Equity Literacy
Paul C. Gorski
Multicultural Perspectives (2016) Vol. 18, Iss. 4, pp. 221-226
Closed Access | Times Cited: 140
Trust, caring and organizational learning: the leader’s role
Karen Seashore Louis, Joseph Murphy
Journal of Educational Administration (2017) Vol. 55, Iss. 1, pp. 103-126
Closed Access | Times Cited: 134
A Systematic Review of STEAM Education’s Role in Nurturing Digital Competencies for Sustainable Innovations
Csaba Deák, Baibhaw Kumar
Education Sciences (2024) Vol. 14, Iss. 3, pp. 226-226
Open Access | Times Cited: 8
From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools
Maja K. Schachner
European Journal of Developmental Psychology (2017) Vol. 16, Iss. 1, pp. 1-17
Open Access | Times Cited: 84
Towards a better understanding of cultural diversity approaches at school: A multi-informant and mixed-methods study
Sauro Civitillo, Maja K. Schachner, Linda P. Juang, et al.
Learning Culture and Social Interaction (2016) Vol. 12, pp. 1-14
Closed Access | Times Cited: 75
‘It sort of goes hand in hand the academic and the social’: teachers’ experiences working with the inclusion of immigrant students in mainstream lower secondary school classes in Norway
Cathrine L. Berntsen, Lene Vestad, Janne Støen, et al.
International Journal of Inclusive Education (2025), pp. 1-17
Closed Access
A Narrative Review of How Students Perceive a Good Teacher
Kuok Ho Daniel Tang
Acta Pedagogia Asiana (2025) Vol. 4, Iss. 2, pp. 66-85
Closed Access
Investigating the sources of teacher intercultural self-efficacy: A three-level study using TALIS 2018
Miriam Schwarzenthal, Martin Daumiller, Sauro Civitillo
Teaching and Teacher Education (2023) Vol. 126, pp. 104070-104070
Open Access | Times Cited: 13
Leveraging Generative AI to Elevate Curriculum Design and Pedagogy in Public Health and Health Promotion
Eric Conrad, Kelly C. Hall
Pedagogy in Health Promotion (2024) Vol. 10, Iss. 3, pp. 178-186
Closed Access | Times Cited: 4
High school music teachers’ attitudes and practices regarding culturally responsive teaching in musical theatre production
Apinporn Chaiwanichsiri
International Journal of Music Education (2025)
Closed Access
High School English Teaching Design Based on Cultural Responsive Theory
思琪 范
Advances in Education (2025) Vol. 15, Iss. 01, pp. 903-909
Closed Access
Arriving Thrown: The Facticity and Challenges of Dwelling as Migrant Child
Lana Parker
Contemporary philosophies and theories in education (2025), pp. 45-59
Closed Access
Why Curriculum and Culturally Responsive Teaching is Important in the Education of Refugee Children: Some Suggestions from the Field
Nermin Karabacak, Nurtaç Üstündağ, Ruken Akar Vural, et al.
Social Policy and Society (2025), pp. 1-17
Closed Access
Basic Education Curriculum under the Newly Implemented K to 10 (MATATAG) Curriculum in the Philippines: The Case of Science Education
Tomas Jr A. Diquito
SSRN Electronic Journal (2025)
Closed Access
Task design principles in mathematics education: a literature review
Ahu Canogullari, Farzad Radmehr
International Journal of Mathematical Education in Science and Technology (2025), pp. 1-33
Open Access
Using community-based participatory action research to create culturally grounded education at scale: a study of systems change in Peru
Joseph Levitan, Kayla M. Johnson, Andrea Velásquez, et al.
Educational Action Research (2025), pp. 1-20
Closed Access
Creating Culturally Responsive Classrooms Online
Shimikqua Elece Ellis, Lexi Woodward
IGI Global eBooks (2025), pp. 109-138
Closed Access
Islamic Education Students’ Language-Related Challenges in English Medium Instruction at Higher Education Institutions in Pakistan
Tahira Yasmeen, Jan Alam, Muhammad Azeem Ashraf
IntechOpen eBooks (2025)
Closed Access
Culturally responsive and meaningful music education: Multimodality, meaning-making, and communication in diverse learning contexts
Georgina Barton, Stewart Riddle
Research Studies in Music Education (2021) Vol. 44, Iss. 2, pp. 345-362
Open Access | Times Cited: 28
Nominated exemplar teacher perceptions of culturally responsive practices in the classroom
Katrina J. Debnam, Lora Henderson Smith, David Aguayo, et al.
Teaching and Teacher Education (2023) Vol. 125, pp. 104062-104062
Closed Access | Times Cited: 12
Applying Culturally Responsive Strategies to Promote Engagement and Student Success in Online Courses
Florence Williams
Advances in mobile and distance learning book series (2024), pp. 140-161
Closed Access | Times Cited: 3
Detection and addressing of psychosocial issues in schools: an intersectoral approach for the Colombian Amazon
Felipe Agudelo‐Hernández, Erika Johana de la Rosa Cabrera, Olimpo De Catachunga, et al.
Diaspora Indigenous and Minority Education (2024), pp. 1-14
Closed Access | Times Cited: 3
Teaching the Whole Child: The Importance of Culturally Responsiveness, Community Engagement, and Character Development in High Achieving African American Students
Greg Wiggan, Marcia Watson
The Urban Review (2016) Vol. 48, Iss. 5, pp. 766-798
Closed Access | Times Cited: 32
Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers
Jolina Ulbricht, Maja K. Schachner, Sauro Civitillo, et al.
Identity (2024) Vol. 24, Iss. 4, pp. 307-330
Open Access | Times Cited: 3
Culturally Responsive Teaching in a Global Era: Using the Genres of Multicultural Literature
Yuko Iwai
The Educational Forum (2018) Vol. 83, Iss. 1, pp. 13-27
Closed Access | Times Cited: 28
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