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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 Culturally Responsive Classroom Management Self-Efficacy Scale: Development and Initial Validation
Kamau Oginga Siwatu, S. Michael Putman, Tehia Starker-Glass, et al.
Urban Education (2015) Vol. 52, Iss. 7, pp. 862-888
Closed Access | Times Cited: 83

Showing 1-25 of 83 citing articles:

The role of teachers' self-efficacy beliefs in the development of teacher-student relationships
Daniel B. Hajovsky, Steven R. Chesnut, Karissa M. Jensen
Journal of School Psychology (2020) Vol. 82, pp. 141-158
Closed Access | Times Cited: 106
Teacher motivation and student outcomes: Searching for the signal
Lisa Bardach, Robert M. Klassen
Educational Psychologist (2021) Vol. 56, Iss. 4, pp. 283-297
Open Access | Times Cited: 62
Predicting Preservice Teachers’ Culturally Responsive Teaching Outcome Expectations
Matthew White, Jessica Herring Watson, Donna Wake
The Teacher Educator (2025), pp. 1-17
Closed Access
Culturally Responsive Teaching Efficacy of Teachers at Inclusive Preschools in Taiwan
Wei‐Chieh Chao, Szu‐Yin Chu, Yingwen Wang, et al.
Early Childhood Education Journal (2025)
Open Access
Engaging Community, Expanding Consciousness: A Study of the Impact of a Community Engagement Experience on Preservice Teachers
Sarah Campbell Lightner, Sara Mohler, Katie Solic, et al.
The New Educator (2025), pp. 1-18
Closed Access
Learning to Teach for Equity, Social Justice, and/or Diversity: Do the Measures Measure Up?
Wen-Chia Chang, Marilyn Cochran‐Smith
Journal of Teacher Education (2022)
Closed Access | Times Cited: 26
Investigating the sources of teacher intercultural self-efficacy: A three-level study using TALIS 2018
Miriam Schwarzenthal, Martin Daumiller, Sauro Civitillo
Teaching and Teacher Education (2023) Vol. 126, pp. 104070-104070
Open Access | Times Cited: 13
Targeting ethnic-racial identity development and academic engagement in tandem through curriculum
Kristia A. Wantchekon, Adriana J. Umaña‐Taylor
Journal of School Psychology (2024) Vol. 103, pp. 101292-101292
Closed Access | Times Cited: 4
Culturally responsive teaching, teacher-student relationship and school belongingness: A multi-informant study in ethnically diverse classrooms
Francesca Ialuna, Sauro Civitillo, Philipp Jugert
Learning Culture and Social Interaction (2024) Vol. 47, pp. 100839-100839
Open Access | Times Cited: 4
Supporting Cultural Responsiveness in the Classroom: An Exploratory Study of Teacher Profiles
Jerica Knox, Tamara K. Lawson, Aijah Baruti Goodwin, et al.
Journal of Educational and Psychological Consultation (2025), pp. 1-26
Closed Access
Nominated exemplar teacher perceptions of culturally responsive practices in the classroom
Katrina J. Debnam, Lora Henderson Smith, David Aguayo, et al.
Teaching and Teacher Education (2023) Vol. 125, pp. 104062-104062
Closed Access | Times Cited: 12
Beyond Cultural Mismatch Theories: The Role of Antiblackness in School Discipline and Social Control Practices
Rowhea Elmesky, Olivia Marcucci
American Educational Research Journal (2023) Vol. 60, Iss. 4, pp. 769-809
Closed Access | Times Cited: 12
On the measurement of preservice teacher commitment: Examining the relationship between four operational definitions and self-efficacy beliefs
Steven R. Chesnut
Teaching and Teacher Education (2017) Vol. 68, pp. 170-180
Closed Access | Times Cited: 35
Teacher–student relationship quality and math achievement: The mediating role of teacher self‐efficacy
Daniel B. Hajovsky, Kari A. Oyen, Steven R. Chesnut, et al.
Psychology in the Schools (2019) Vol. 57, Iss. 1, pp. 111-134
Closed Access | Times Cited: 33
Managing classroom management preparation in teacher education
Andrew Kwok
Teachers and Teaching (2021) Vol. 27, Iss. 1-4, pp. 206-222
Closed Access | Times Cited: 23
Predicting the Culturally Responsive Teacher Roles With Cultural Intelligence and Self-Efficacy Using Machine Learning Classification Algorithms
Kasım Karataş, İbrahim Arpacı, Yusuf Yıldırım
Education and Urban Society (2022) Vol. 55, Iss. 6, pp. 674-697
Closed Access | Times Cited: 13
Exploring the Effects of Collapsing Rating Scale Categories in Polytomous Item Response Theory Analyses: An Illustration and Simulation Study
Chia‐Lin Tsai, Stefanie A. Wind, Samantha Estrada
Measurement Interdisciplinary Research and Perspectives (2024), pp. 1-24
Closed Access | Times Cited: 2
Predicting teachers’ sense of efficacy: A multimodal analysis integrating SEM, deep learning, and ANN
İbrahim Arpacı, Kasım Karataş, Feyza Gün, et al.
Psychology in the Schools (2024) Vol. 61, Iss. 8, pp. 3373-3389
Closed Access | Times Cited: 2
Teacher Preparation for Culturally Responsive Teaching: Implications for Teacher Education
Victoria Siliunas, Guofang Wan, Eilene A. Edejer
Action in Teacher Education (2024), pp. 1-19
Closed Access | Times Cited: 2
Development of the Values-Centered Assessment Tool (VCAT) to Inform Culturally Responsive Behavioral Services
Daniel Kwak, Kwang‐Sun Cho Blair, Danielle Russo
Behavior Analysis in Practice (2024) Vol. 17, Iss. 4, pp. 977-995
Closed Access | Times Cited: 2
Assessing Teachers’ Culturally Responsive Classroom Practice in PK–12 Schools: A Systematic Review of Teacher-, Student-, and Observer-Report Measures
Meredith P. Franco, Jessika H. Bottiani, Catherine P. Bradshaw
Review of Educational Research (2023) Vol. 94, Iss. 5, pp. 743-798
Open Access | Times Cited: 6
Supporting Mutually Beneficial Near-Peer Mentoring Relationships Within Computing Education Programs
Patricia Martínez García, Melissa Perez, Devon Farrell, et al.
(2021), pp. 1-9
Closed Access | Times Cited: 14
Classroom management in urban schools: proposing a course framework
Altheria Caldera, Manya C. Whitaker, Dyanis Popova
Teaching Education (2019) Vol. 31, Iss. 3, pp. 343-361
Closed Access | Times Cited: 16
A Gap in Culturally Responsive Classroom Management Coverage? A Critical Policy Analysis of States’ School Discipline Policies
John A. Williams, Cheryl Mallant, Megan Svajda-Hardy
Educational Policy (2022) Vol. 37, Iss. 5, pp. 1191-1216
Closed Access | Times Cited: 9
School diversity models revisited: A plea and first evidence for a domain specific approach
Roy Konings, Orhan Ağırdağ, Jozefien De Leersnyder
Social Psychology of Education (2023) Vol. 26, Iss. 4, pp. 1127-1179
Closed Access | Times Cited: 5
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