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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:

Altering the Trajectory of the Self-Fulfilling Prophecy
Francesca López
Journal of Teacher Education (2017) Vol. 68, Iss. 2, pp. 193-212
Closed Access | Times Cited: 141

Showing 1-25 of 141 citing articles:

Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto
Ofelia Garcı́a, Nelson Flores, Kate Seltzer, et al.
Critical Inquiry in Language Studies (2021) Vol. 18, Iss. 3, pp. 203-228
Open Access | Times Cited: 314
Race-reimaging educational psychology research: Investigating constructs through the lens of race and culture
Jamaal S. Matthews, Francesca López
Contemporary Educational Psychology (2020) Vol. 61, pp. 101878-101878
Closed Access | Times Cited: 154
The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study
Sauro Civitillo, Linda P. Juang, Marcel Badra, et al.
Teaching and Teacher Education (2018) Vol. 77, pp. 341-351
Closed Access | Times Cited: 106
Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children
Jamaal S. Matthews, Francesca López
Contemporary Educational Psychology (2018) Vol. 57, pp. 72-86
Closed Access | Times Cited: 83
Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement
Grzegorz Szumski, Maciej Karwowski
Contemporary Educational Psychology (2019) Vol. 59, pp. 101787-101787
Closed Access | Times Cited: 83
A Synthesis of Funds of Identity Research: Purposes, Tools, Pedagogical Approaches, and Outcomes
Linda Hogg, M.L.L. Volman
Review of Educational Research (2020) Vol. 90, Iss. 6, pp. 862-895
Open Access | Times Cited: 77
Can educational psychology be harnessed to make changes for the greater good?
Francesca López
Educational Psychologist (2022) Vol. 57, Iss. 2, pp. 114-130
Closed Access | Times Cited: 44
Academic English as standard language ideology: A renewed research agenda for asset-based language education
Jeff MacSwan
Language Teaching Research (2018) Vol. 24, Iss. 1, pp. 28-36
Closed Access | Times Cited: 73
Enhancing preservice teachers’ motivation to teach diverse learners
Manya C. Whitaker, Kristina M. Valtierra
Teaching and Teacher Education (2018) Vol. 73, pp. 171-182
Closed Access | Times Cited: 72
Academic language and the minoritization of U.S. bilingual Latinx students
Ofelia Garcı́a, Cristian Solorza
Language and Education (2020) Vol. 35, Iss. 6, pp. 505-521
Closed Access | Times Cited: 54
Reconceptualizing teacher identity development
Ji Hong, Dionne Cross Francis, Paul A. Schutz
Educational Psychologist (2024) Vol. 59, Iss. 3, pp. 159-176
Closed Access | Times Cited: 6
The Role of Asset-Based Pedagogy in Promoting Belonging and Ethnic-Racial Identity among Latine Students
Francesca López, Deborah Rivas‐Drake, Elisa Serrano, et al.
Educational Psychology Review (2025) Vol. 37, Iss. 1
Closed Access
Examining the Academic Motivation of a Diverse Student Population: A Consideration of Methodology
Tim Urdan, Kathryn Bruchmann
Educational Psychologist (2018) Vol. 53, Iss. 2, pp. 114-130
Closed Access | Times Cited: 53
A decade of teacher expectations research 2008–2018: Historical foundations, new developments, and future pathways
Olivia Johnston, Helen Wildy, Jennifer Shand
Australian Journal of Education (2019) Vol. 63, Iss. 1, pp. 44-73
Open Access | Times Cited: 50
You matter here: The impact of asset-based pedagogies on learning
Amy Seely Flint, Wanda Jaggers
Theory Into Practice (2021) Vol. 60, Iss. 3, pp. 254-264
Closed Access | Times Cited: 35
Culturally Responsive Assessment: Provisional Principles
Michael E. Walker, Margarita Olivera‐Aguilar, Blair Lehman, et al.
ETS Research Report Series (2023) Vol. 2023, Iss. 1, pp. 1-24
Open Access | Times Cited: 14
Teachers’ Beliefs About Language Diversity and Multilingual Learners: A Systematic Review of the Literature
Melissa A. Gallagher, Shaimaa Scrivner
Review of Educational Research (2024)
Closed Access | Times Cited: 4
Commitments to doing differently: Paradigm shifts necessary for critical educational psychology research
Sarita Y. Shukla, Falynn A. Thompson, Sarah B. Shear
Contemporary Educational Psychology (2025), pp. 102342-102342
Closed Access
Developing Translation as an Asset-Based Pedagogy in Multilingual Classrooms
Pamela M. Wesely, Belén Hernando-Lloréns, Sora Kim
(2025), pp. 15-33
Closed Access
Factors influencing the academic success of Latinx students matriculating at 2-year and transferring to 4-year US institutions—implications for STEM majors: a systematic review of the literature
Erica R. Winterer, Jeffrey E. Froyd, Maura Borrego, et al.
International Journal of STEM Education (2020) Vol. 7, Iss. 1
Open Access | Times Cited: 38
What Matters Most? Toward a Robust and Socially Just Science of Reading
Maren Aukerman, Lorien Chambers Schuldt
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Open Access | Times Cited: 31
What you find depends on how you see: examining asset and deficit perspectives of preservice science teachers’ knowledge and learning
Ron Gray, Scott McDonald, David Stroupe
Studies in Science Education (2021) Vol. 58, Iss. 1, pp. 49-80
Open Access | Times Cited: 29
English Learner Labeling: How English Learner Classification in Kindergarten Shapes Teacher Perceptions of Student Skills and the Moderating Role of Bilingual Instructional Settings
Ilana M. Umansky, Hanna Dumont
American Educational Research Journal (2021) Vol. 58, Iss. 5, pp. 993-1031
Closed Access | Times Cited: 24
Race-reimaged self-determination theory: Elucidating how ethnic studies promotes student identity and learning outcomes using mixed-methods
Francesca López, Norma González, Rosario Hutchings, et al.
Contemporary Educational Psychology (2022) Vol. 71, pp. 102119-102119
Closed Access | Times Cited: 18
Students with Disabilities in Life Science Undergraduate Research Experiences: Challenges and Opportunities
Logan E. Gin, Danielle Pais, Katelyn M. Cooper, et al.
CBE—Life Sciences Education (2022) Vol. 21, Iss. 2
Open Access | Times Cited: 17
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