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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 Ethic of Community and Incorporating Undocumented Immigrant Concerns Into Ethical School Leadership
Emily R. Crawford
Educational Administration Quarterly (2017) Vol. 53, Iss. 2, pp. 147-179
Closed Access | Times Cited: 61

Showing 1-25 of 61 citing articles:

Navigating New Beginnings: A Study of State-Level Grant Funding Support for K-12 Refugee Education
Emily R. Crawford, Juan José Reyes-Pérez, Olga V. Kozlova, et al.
Social Sciences (2025) Vol. 14, Iss. 1, pp. 46-46
Open Access
Centering Equity and Caring in Leadership for Social-Emotional Learning: Toward a Conceptual Framework for Diverse Learners
Kate Kennedy
Journal of School Leadership (2019) Vol. 29, Iss. 6, pp. 473-492
Closed Access | Times Cited: 43
Immigration Policy and Education in Lived Reality: A Framework for Researchers and Educators
Erica O. Turner, Ariana Mangual Figueroa
Educational Researcher (2019) Vol. 48, Iss. 8, pp. 549-557
Closed Access | Times Cited: 41
Statement on the Effects of Deportation and Forced Separation on Immigrants, their Families, and Communities

American Journal of Community Psychology (2018) Vol. 62, Iss. 1-2, pp. 3-12
Open Access | Times Cited: 38
From Protest to Protection: Navigating Politics with Immigrant Students in Uncertain Times
Reva Jaƒfe-Walter, Chandler Patton Miranda, Stacey J. Lee
Harvard Educational Review (2019) Vol. 89, Iss. 2, pp. 251-276
Closed Access | Times Cited: 33
“They Let You Back in the Country?”: Racialized Inequity and the Miseducation of Latinx Undocumented Students in the New Latino South
Sophia Rodriguez
The Urban Review (2021) Vol. 53, Iss. 4, pp. 565-590
Closed Access | Times Cited: 23
Influence of Special Learning Technology on the Effectiveness of Pedagogical Ethics Formation in Future Teachers
Nagima Assankhanovna Bissembayeva, Saniya Nurgaliyeva, Gulden Yespolova, et al.
Journal of Education and e-Learning Research (2022) Vol. 10, Iss. 1, pp. 1-6
Open Access | Times Cited: 18
Counselors as Leaders Who Advocate for Undocumented Students’ Education
Emily R. Crawford, David Aguayo, Fernando Cano Valle
Journal of Research on Leadership Education (2017) Vol. 14, Iss. 2, pp. 119-150
Closed Access | Times Cited: 25
Is Data-Driven Decision Making At Odds With Moral Decision Making? A Critical Review of School Leaders’ Decision Making In the Era of School Accountability
Yinying Wang
(2019) Vol. 14, Iss. 2
Closed Access | Times Cited: 22
The research on educational leadership for refugees since 2009: an international systemic review of empirical evidence
Khalid Arar, Deniz Örücü
International Journal of Leadership in Education (2022), pp. 1-37
Closed Access | Times Cited: 11
An expanded framework for preparing teachers to educate children of immigrant backgrounds
Carolyn Sattin-Bajaj, Juan Barrera Alcazar, Damhee Dee Dee Hong, et al.
Teaching and Teacher Education (2023) Vol. 129, pp. 104120-104120
Open Access | Times Cited: 6
“We don't talk about undocumented status…We talk about helping children”: How School Leaders Shape School Climate for Undocumented Immigrants
Emily R. Crawford
International Journal of Educational Leadership and Management (2017) Vol. 5, Iss. 2, pp. 116-116
Open Access | Times Cited: 19
Safety and Belonging in Immigrant-Serving Districts: Domains of Educator Practice in a Charged Political Landscape
Rebecca Lowenhaupt, Dafney Blanca Dabach, Ariana Mangual Figueroa
AERA Open (2021) Vol. 7
Open Access | Times Cited: 14
Community-Based Research with Immigrant Families: Sustaining an Intellectual Commons of Care, Resistance, and Solidarity in an Urban Intensive Context
María Paula Ghiso, Gerald Campano, Ankhi Thakurta, et al.
Urban Education (2022) Vol. 59, Iss. 2, pp. 494-519
Open Access | Times Cited: 10
Do Good Principals Do Bad Things? Examining Bounds Of Ethical Behavior In The Context Of High-Stakes Accountability
David E. DeMatthews, Amy Serafini
Leadership and Policy in Schools (2019) Vol. 20, Iss. 3, pp. 335-354
Closed Access | Times Cited: 16
School-Based Personnel Advocacy for Undocumented Students Through Collective Leadership in Urban Schools: A Comparative Case Study
Sophia Rodriguez, Emily R. Crawford
Journal of Research on Leadership Education (2022) Vol. 18, Iss. 3, pp. 347-377
Closed Access | Times Cited: 9
Leading for Change: School Leader Advocacy for Undocumented Immigrant Students
Emily R. Crawford, Danielle Walker, Fernando Cano Valle
Equity & Excellence in Education (2018) Vol. 51, Iss. 1, pp. 62-77
Closed Access | Times Cited: 15
Information Sources of Latin American Immigrants in the Rural Midwest in the Trump Era
Denice Adkins, Heather Lea Moulaison, Jorge C. Derpic
The Library Quarterly (2017) Vol. 87, Iss. 3, pp. 243-256
Closed Access | Times Cited: 14
Teachers making sense of undocumented status and their responsibilities to undocumented students: A critical perspective
Chelsea Connery, Jennie Weiner
Teaching and Teacher Education (2020) Vol. 98, pp. 103232-103232
Closed Access | Times Cited: 9
How are Principal Preparation Programs Preparing Leaders for Family and Community Engagement?
Linda K. Mayger
Journal of Research on Leadership Education (2023) Vol. 19, Iss. 2, pp. 196-220
Closed Access | Times Cited: 3
Community-building for educational equity: fostering relationships between schools and refugee families
Emily R. Crawford
International Journal of Leadership in Education (2023), pp. 1-23
Closed Access | Times Cited: 3
He Could Be Undocumented: Striving to Be Sensitive to Student Documentation Status in a Rural Community
Emily R. Crawford, Sarah L. Hairston
Journal of Cases in Educational Leadership (2017) Vol. 21, Iss. 1, pp. 3-15
Open Access | Times Cited: 9
(Mis)Recognizing Undocumented Students & Families in a Rural School
Emily R. Crawford, Sarah L. Hairston
Leadership and Policy in Schools (2020) Vol. 21, Iss. 3, pp. 635-656
Closed Access | Times Cited: 8
I Think Immigrants “Kind of Fall Into Two Camps”: Boundary Work by U.S.-Born Community Members in St. Louis, Missouri
Lisa M. Dorner, Emily R. Crawford, Joel Jennings, et al.
Educational Policy (2017) Vol. 31, Iss. 6, pp. 921-947
Closed Access | Times Cited: 8
A Comprehensive and Practical Approach to Policy Guidance: The Office for Civil Rights’ Role in Education During the Obama Administration
Maria M. Lewis, Liliana M. Garcés, Erica Frankenberg
Educational Researcher (2018) Vol. 48, Iss. 1, pp. 51-60
Closed Access | Times Cited: 8
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