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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:

Student resistance in the classroom—Functional‐instrumentalist, critical‐emancipatory and critical‐functional conceptualisations
Ingo Winkler, Irma Rybnikova
Higher Education Quarterly (2019) Vol. 73, Iss. 4, pp. 521-538
Closed Access | Times Cited: 21

Showing 21 citing articles:

Instructor strategies to aid implementation of active learning: a systematic literature review
Kevin Nguyen, Maura Borrego, Cynthia Finelli, et al.
International Journal of STEM Education (2021) Vol. 8, Iss. 1
Open Access | Times Cited: 109
Exploring the Effectiveness of Problem-Based Learning in an International Undergraduate Program in Veterinary Sciences: Students’ Satisfaction, Experience and Learning
Anna Broseghini, Miina Lõoke, Marta Brščić, et al.
Veterinary Sciences (2024) Vol. 11, Iss. 3, pp. 104-104
Open Access | Times Cited: 2
Finding your feet in the dark: how making teaching and learning visible enables change in course and assessment design
Isabela Darcie, Marie Vander Kloet, Robert Gray
European Journal of Higher Education (2024), pp. 1-17
Open Access | Times Cited: 2
That’s not fair! The effects of teacher justice and academic achievement on Self and Other’s resistant agency
Consuelo Mameli, Luca Caricati, Luisa Molinari
British Journal of Educational Psychology (2019) Vol. 90, Iss. 4, pp. 933-947
Open Access | Times Cited: 18
Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?
Valentina Grazia, Consuelo Mameli, Luisa Molinari
European Journal of Psychology of Education (2020) Vol. 36, Iss. 4, pp. 1117-1134
Open Access | Times Cited: 16
Student perceptions of interpersonal justice, engagement, agency and anger: a longitudinal study for reciprocal effects
Consuelo Mameli, Valentina Grazia, Stefano Passini, et al.
European Journal of Psychology of Education (2021) Vol. 37, Iss. 3, pp. 765-784
Open Access | Times Cited: 13
Student agency: Theoretical elaborations and implications for research and practice
Consuelo Mameli, Valentina Grazia, Luisa Molinari
International Journal of Educational Research (2023) Vol. 122, pp. 102258-102258
Closed Access | Times Cited: 5
Teaching Diversity, Equity, and Inclusion in Aviation Education
Jorge L. D. Albelo, Nikki O'Toole
Collegiate Aviation Review International (2021) Vol. 39, Iss. 2
Open Access | Times Cited: 11
Navigating Controversy and Hot Topics in Required Diversity Courses
Ryan A. Miller, Laura Struve, M. Murray, et al.
Journal of the Scholarship of Teaching and Learning (2024) Vol. 24, Iss. 1
Open Access | Times Cited: 1
FROM AVERSION TO ENGAGEMENT: TRANSFORMING EFL HIGHER EDUCATION STUDENTS’ APPROACH TO ENGLISH IDIOMS THROUGH ROLE-PLAYING
Meikardo Samuel Prayuda, Candra Ronitua Gultom, Natalia Purba, et al.
English Review Journal of English Education (2024) Vol. 12, Iss. 2, pp. 733-744
Open Access | Times Cited: 1
Insights from a randomized controlled trial of flipped classroom on academic achievement: the challenge of student resistance
Julie Buhl-Wiggers, Lisbeth la Cour, Annemette Kjærgaard
International Journal of Educational Technology in Higher Education (2023) Vol. 20, Iss. 1
Open Access | Times Cited: 3
Students and Teachers as Changemakers
George M. Jacobs, Meng Huat Chau, Nurul Huda Hamzah
rEFLections (2022) Vol. 29, Iss. 1, pp. 112-129
Open Access | Times Cited: 5
Racism, Colorblindness, and Social Work Education: An Exploratory Study of California MSW Student Beliefs and Experiences
Laura S. Abrams, Javier García-Pérez, Kristen Brock-Petroshius, et al.
Journal of the Society for Social Work and Research (2021) Vol. 14, Iss. 2, pp. 385-410
Closed Access | Times Cited: 6
Graduate Teaching Assistants’ Experiences with Workplace Bullying: Factors that Encourage and Discourage Reporting
Bixi Qiao, Meagan M. Patterson
International Journal of Bullying Prevention (2024)
Closed Access
Navigating resistance in leadership training
Erica R. Wiborg, Amber Manning‐Ouellette, Melissa L. Rocco
New Directions for Student Leadership (2024)
Open Access
Students’ response to the introduction of active learning and computational practices in a bachelor-level earth science course
Tor Einar Møller, Serianna Kvarøy, Bjarte Hannisdal
Nordic Journal of STEM Education (2023) Vol. 7, Iss. 1, pp. 15-26
Open Access | Times Cited: 1
A Comparison of Science Learning Skills in the Teacher-centered Approach and Inquiry-based Science Fieldwork: Primary School Students' Perceptions
Mirjam Ndaimehafo Asilevi, Sirpa Kärkkäinen, Kari Sormunen, et al.
International Journal of Education in Mathematics Science and Technology (2023) Vol. 12, Iss. 1, pp. 1-19
Open Access | Times Cited: 1
Identity positions of the resisting student in the academic student resistance discourse
Ingo Winkler, Irma Rybnikova
Teaching in Higher Education (2022), pp. 1-19
Closed Access | Times Cited: 2
Enactment of mathematical agency in ‘the mangle’
Lekwa Mokwana, Kabelo Chuene, Satsope Maoto
Eurasia Journal of Mathematics Science and Technology Education (2022) Vol. 18, Iss. 8, pp. em2139-em2139
Open Access
Teachers’ understanding and enhancement of learning for sustainability in Mauritian primary schools.
Threelocknath Sing Hinchoo
(2022)
Open Access


Collegiate Aviation Review International (2021) Vol. 39, Iss. 2
Open Access
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