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:
Cultural Adaptation of an Educator Social–Emotional Learning Program to Support Indigenous Students
Anisa N. Goforth, Lindsey Nichols, Jingjing Sun, et al.
School Psychology Review (2022) Vol. 53, Iss. 4, pp. 365-381
Closed Access | Times Cited: 13
Anisa N. Goforth, Lindsey Nichols, Jingjing Sun, et al.
School Psychology Review (2022) Vol. 53, Iss. 4, pp. 365-381
Closed Access | Times Cited: 13
Showing 13 citing articles:
Supporting Student Social Emotional Learning and Development
Eui Kyung Kim, Justin P. Allen, Shane R. Jimerson
School Psychology Review (2024) Vol. 53, Iss. 3, pp. 201-207
Open Access | Times Cited: 9
Eui Kyung Kim, Justin P. Allen, Shane R. Jimerson
School Psychology Review (2024) Vol. 53, Iss. 3, pp. 201-207
Open Access | Times Cited: 9
Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs
Enoch Leung, Julia Adams-Whittaker, Kristen Wing-Yan Sha, et al.
International Journal of Educational Research Open (2024) Vol. 6, pp. 100326-100326
Open Access | Times Cited: 6
Enoch Leung, Julia Adams-Whittaker, Kristen Wing-Yan Sha, et al.
International Journal of Educational Research Open (2024) Vol. 6, pp. 100326-100326
Open Access | Times Cited: 6
“Real Collaboration is Empowering:” Facilitators, Barriers, and Benefits of a Community-School Partnership in an Indigenous Community
Amy E. Violante, Anisa N. Goforth, Jingjing Sun, et al.
School Psychology Review (2025), pp. 1-15
Closed Access
Amy E. Violante, Anisa N. Goforth, Jingjing Sun, et al.
School Psychology Review (2025), pp. 1-15
Closed Access
Advancing Equitable and Socially Just Practices in School Psychology: Transformative Science Informing Mental Health, Safety, and Data-Based Decisions
Mei‐ki Chan, Caitlyn Chambers, Shane R. Jimerson
School Psychology Review (2025) Vol. 54, Iss. 2, pp. 143-152
Closed Access
Mei‐ki Chan, Caitlyn Chambers, Shane R. Jimerson
School Psychology Review (2025) Vol. 54, Iss. 2, pp. 143-152
Closed Access
Educational Challenges and Aspirations of Batak Learners in Puerto Princesa City, Palawan, Philippines
Ian Jake Jesus Saavedra
(2025) Vol. 34, Iss. 1, pp. 8-42
Open Access
Ian Jake Jesus Saavedra
(2025) Vol. 34, Iss. 1, pp. 8-42
Open Access
Anti-colonial methodology in school psychology research with Latine communities
Rachel T. Santiago, David Aguayo
Journal of School Psychology (2025) Vol. 110, pp. 101452-101452
Closed Access
Rachel T. Santiago, David Aguayo
Journal of School Psychology (2025) Vol. 110, pp. 101452-101452
Closed Access
Building an Evidence Base for Professional Learning in Prejudice Reduction, Racial Bias, and Antiracism in Schools: Slow Motion is better than No Motion
Jamilia J. Blake, Pamela Fenning, Shane R. Jimerson
School Psychology Review (2024) Vol. 53, Iss. 4, pp. 341-353
Closed Access | Times Cited: 2
Jamilia J. Blake, Pamela Fenning, Shane R. Jimerson
School Psychology Review (2024) Vol. 53, Iss. 4, pp. 341-353
Closed Access | Times Cited: 2
Theory, Methods, and Practice to Advance Equity and Social Justice in School Psychology: Articulating a Path Forward
Amanda Sullivan, Prerna Arora, Samuel Y. Song, et al.
School Psychology Review (2023) Vol. 52, Iss. 5, pp. 493-503
Open Access | Times Cited: 5
Amanda Sullivan, Prerna Arora, Samuel Y. Song, et al.
School Psychology Review (2023) Vol. 52, Iss. 5, pp. 493-503
Open Access | Times Cited: 5
The value of communal and intergenerational settings for studying social and emotional learning
Melissa Mesinas, Saskias Casanova
Child Development Perspectives (2023) Vol. 17, Iss. 3-4, pp. 122-128
Open Access | Times Cited: 3
Melissa Mesinas, Saskias Casanova
Child Development Perspectives (2023) Vol. 17, Iss. 3-4, pp. 122-128
Open Access | Times Cited: 3
Reimagining Indigenous Education in Costa Rica through Paulo Freire’s Pedagogical Lens: A Critical Analysis
Dianala Bernard
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades (2024) Vol. 5, Iss. 4
Open Access
Dianala Bernard
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades (2024) Vol. 5, Iss. 4
Open Access
Navigating the cultural adaptation of a US-based online mental health and social support program for use with young Aboriginal and Torres Strait Islander males in the Northern Territory, Australia: Processes, outcomes, and lessons
Melissa J. Opozda, Jason Bonson, Jahdai Vigona, et al.
International Journal for Equity in Health (2024) Vol. 23, Iss. 1
Open Access
Melissa J. Opozda, Jason Bonson, Jahdai Vigona, et al.
International Journal for Equity in Health (2024) Vol. 23, Iss. 1
Open Access
Promoting Safe and Supportive Schools: Contemporary Research Advancing Science, Practice, and Policy
Chavez Phelps, Eui Kyung Kim, Shane R. Jimerson
School Psychology Review (2024) Vol. 53, Iss. 6, pp. 607-618
Closed Access
Chavez Phelps, Eui Kyung Kim, Shane R. Jimerson
School Psychology Review (2024) Vol. 53, Iss. 6, pp. 607-618
Closed Access
Using critical race mixed methodology to study multiply marginalized youth of color in schools
Jessica T. DeCuir‐Gunby, Royel M. Johnson
Journal of School Psychology (2024) Vol. 109, pp. 101416-101416
Closed Access
Jessica T. DeCuir‐Gunby, Royel M. Johnson
Journal of School Psychology (2024) Vol. 109, pp. 101416-101416
Closed Access
