Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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 and School Characteristics Associated With COVID‐19‐Related Learning Decline Among Middle and High School Students in K‐12 Schools*
Holly H. Fisher, Georgianne Tiu Hawkins, Marci Hertz, et al.
Journal of School Health (2022) Vol. 92, Iss. 11, pp. 1027-1039
Open Access | Times Cited: 18

Showing 18 citing articles:

What was a gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the COVID-19 pandemic
Alexandrea R. Golden, Emily Srisarajivakul, Amanda J. Hasselle, et al.
Current Opinion in Psychology (2023) Vol. 52, pp. 101632-101632
Open Access | Times Cited: 37
Academic performance and mental health among Chinese middle and high school students after the lifting of COVID-19 restrictions
Hong-Jun Song, Yunfei Mu, Cong Wang, et al.
Frontiers in Psychiatry (2023) Vol. 14
Open Access | Times Cited: 16
Creating Culturally Responsive Classrooms Online
Shimikqua Elece Ellis, Lexi Woodward
IGI Global eBooks (2025), pp. 109-138
Closed Access
Principles for better environmental education field trips for early adolescent youth in the United States: an empirical study
Marc J. Stern, Robert B. Powell, B. Troy Frensley, et al.
Environmental Education Research (2025), pp. 1-24
Open Access
School modality, race and ethnicity, and mental health of U.S. adolescents during the COVID-19 pandemic
Vijaya Tamla, Linnea Laestadius, Celeste Campos‐Castillo
Child and Adolescent Psychiatry and Mental Health (2024) Vol. 18, Iss. 1
Open Access | Times Cited: 1
Taking the next step in wildfire education: integrating multiple knowledge forms into co-produced high school fire science curricula
Christina Restaino, Spencer Eusden, Megan Kay
Fire Ecology (2024) Vol. 20, Iss. 1
Open Access | Times Cited: 1
The racialized landscape of COVID-19:Reverberations for minority adolescents and families in the U.S.
Kiera Coulter, Aprile D. Benner
Current Opinion in Psychology (2023) Vol. 52, pp. 101614-101614
Open Access | Times Cited: 3
Leveraging performance and feedback‐seeking indicators from a digital learning platform for early prediction of students' learning outcomes
Teresa M. Ober, Ying Cheng, Matthew F. Carter, et al.
Journal of Computer Assisted Learning (2023) Vol. 40, Iss. 1, pp. 219-240
Open Access | Times Cited: 2
Assessing Indicators of Mental Health Distress Among New Jersey High School Teachers During the COVID-19 Pandemic
Maryanne L. Campbell, Juhi Aggarwal, Derek G. Shendell
Medical Research Archives (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 2
Leveraging Performance and Feedback-seeking Indicators from an Online Platform for Early Prediction of Students’ Learning Outcomes
Teresa M. Ober, Alison Cheng, Matt Carter, et al.
(2023)
Open Access | Times Cited: 1
A bird’s-eye view of research practices in mathematical cognition, learning, and instruction: Reimagining the status quo
Martha W. Alibali, Percival G. Matthews, Jessica Rodrigues, et al.
Journal of Experimental Child Psychology (2024) Vol. 248, pp. 106056-106056
Closed Access
Trends and Gender Disparities in Grades and Grade Anomalies among Bioscience and Health-Related Major Students before, during, and after COVID-19 Remote Instruction
Alysa Malespina, Fargol Seifollahi, Chandralekha Singh
Education Sciences (2024) Vol. 14, Iss. 10, pp. 1101-1101
Open Access
Perceptions of New Jersey Teachers About Mental Health and School Services Offered During the COVID-19 Pandemic
Maryanne L. Campbell, Juhi Aggarwal, Kimberly T. Nguyen, et al.
Future (2024) Vol. 2, Iss. 4, pp. 172-184
Open Access
Trauma-Informed Programs and Practices for Schools (TIPPS): A promising model of system change to lessen pandemic effects on schools
Shreeja S. Vachhani, Hurley O. Riley, Alison L. Miller, et al.
International Journal of School & Educational Psychology (2024), pp. 1-10
Closed Access
Perceptions of Test Score Pollution Stemming From COVID-19 and State Testing: An Exploratory Case Study
Elif Kalemdaroglu-Wheeler
American Journal of Qualitative Research (2023) Vol. 7, Iss. 4, pp. 95-118
Open Access
Summarizing Implementation Support for School-Based COVID-19 Testing Programs in Southwest American Indian Communities
Shannon Archuleta, Allison Ingalls, Joshuaa D. Allison‐Burbank, et al.
Journal of Public Health Management and Practice (2023) Vol. 29, Iss. 6, pp. E223-E230
Open Access
Design of Integrated Natural Science E-LKPD Based on Integrated Local Potential Project of Rejang Lebong Regency
Reny Dwi Riastuti, Fitri Yanti, Mareta Widiya, et al.
Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research (2023), pp. 530-542
Open Access
Semi-public speaking: How virtual high school debate competition increased accessibility for marginalized students
Annie Goodson
The Advocate (2023) Vol. 28, Iss. 2
Open Access
Page 1

Scroll to top