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:
Embracing the Promise and Potential of Preschool-Age Black Boys: Strength-Based Opportunities for Early Childhood School Psychologists
Kizzy Albritton, Rachel Stein, Kenia Cruz
School Psychology Review (2021) Vol. 52, Iss. 3, pp. 343-356
Closed Access | Times Cited: 10
Kizzy Albritton, Rachel Stein, Kenia Cruz
School Psychology Review (2021) Vol. 52, Iss. 3, pp. 343-356
Closed Access | Times Cited: 10
Showing 10 citing articles:
The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy
Meriah Lee DeJoseph, Monica E. Ellwood‐Lowe, Dana Miller‐Cotto, et al.
Developmental Cognitive Neuroscience (2024) Vol. 66, pp. 101375-101375
Open Access | Times Cited: 9
Meriah Lee DeJoseph, Monica E. Ellwood‐Lowe, Dana Miller‐Cotto, et al.
Developmental Cognitive Neuroscience (2024) Vol. 66, pp. 101375-101375
Open Access | Times Cited: 9
Blame, shame, and rejection: Families’ experiences with preschool suspension and expulsion
Charis L. Wahman, Elizabeth A. Steed, Karen Houston, et al.
Early Childhood Research Quarterly (2024) Vol. 68, pp. 214-224
Closed Access | Times Cited: 3
Charis L. Wahman, Elizabeth A. Steed, Karen Houston, et al.
Early Childhood Research Quarterly (2024) Vol. 68, pp. 214-224
Closed Access | Times Cited: 3
Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children
Kizzy Albritton, Adrienne Stuckey, Kelsey Klatka, et al.
Journal of School Psychology (2024) Vol. 106, pp. 101344-101344
Closed Access | Times Cited: 2
Kizzy Albritton, Adrienne Stuckey, Kelsey Klatka, et al.
Journal of School Psychology (2024) Vol. 106, pp. 101344-101344
Closed Access | Times Cited: 2
Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success
Isaac Woods, Kamontá Heidelburg, Tai A. Collins, et al.
School Psychology Review (2023) Vol. 52, Iss. 3, pp. 243-249
Open Access | Times Cited: 5
Isaac Woods, Kamontá Heidelburg, Tai A. Collins, et al.
School Psychology Review (2023) Vol. 52, Iss. 3, pp. 243-249
Open Access | Times Cited: 5
Equitable access to agency-supportive early schooling contexts for young children of color
Jennifer Keys Adair, Soyoung Park, Monica Alonzo, et al.
Early Childhood Research Quarterly (2024) Vol. 69, pp. 49-64
Closed Access | Times Cited: 1
Jennifer Keys Adair, Soyoung Park, Monica Alonzo, et al.
Early Childhood Research Quarterly (2024) Vol. 69, pp. 49-64
Closed Access | Times Cited: 1
The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy
Meriah Lee DeJoseph, Monica E. Ellwood‐Lowe, David M. Silverman, et al.
(2023)
Open Access | Times Cited: 2
Meriah Lee DeJoseph, Monica E. Ellwood‐Lowe, David M. Silverman, et al.
(2023)
Open Access | Times Cited: 2
Absolute Thinking Gets Us Absolutely Nowhere: Resisting False Dilemmas in Early Academics
Jessica K. Hardy, Molly E. Milam
Topics in Early Childhood Special Education (2024)
Closed Access
Jessica K. Hardy, Molly E. Milam
Topics in Early Childhood Special Education (2024)
Closed Access
Commentary of the Special Issue Promoting the Positive Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success
Jordan Pollard, Marcel Jacobs, Kendell Kelly, et al.
School Psychology Review (2023) Vol. 52, Iss. 3, pp. 389-394
Closed Access
Jordan Pollard, Marcel Jacobs, Kendell Kelly, et al.
School Psychology Review (2023) Vol. 52, Iss. 3, pp. 389-394
Closed Access
Racial Disparities in Teacher Ratings of ADHD Symptoms and Behavior: A Systematic Review
Abbey J. McClemont, Stephanie S. Fredrick, Kamontá Heidelburg, et al.
School Psychology Review (2023), pp. 1-15
Closed Access
Abbey J. McClemont, Stephanie S. Fredrick, Kamontá Heidelburg, et al.
School Psychology Review (2023), pp. 1-15
Closed Access
A note from the Co-Editors of School Psychology International
Sally L. Grapin, Amity Noltemeyer
School Psychology International (2022) Vol. 43, Iss. 6, pp. 539-541
Closed Access
Sally L. Grapin, Amity Noltemeyer
School Psychology International (2022) Vol. 43, Iss. 6, pp. 539-541
Closed Access
