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:
A Mixed-Methods Study of Teacher Dispositions and Culturally Relevant Teaching
Diane M. Truscott, Vera L. Stenhouse
Urban Education (2018) Vol. 57, Iss. 6, pp. 943-974
Closed Access | Times Cited: 17
Diane M. Truscott, Vera L. Stenhouse
Urban Education (2018) Vol. 57, Iss. 6, pp. 943-974
Closed Access | Times Cited: 17
Showing 17 citing articles:
The Dispositions for Culturally Responsive Pedagogy Scale (DCRPS): validación psicométrica y resultados en el profesorado español
Ángel Llorente Villasante, Martha Lucía Orozco Gómez
Educación XX1 (2025), pp. 257-282
Open Access
Ángel Llorente Villasante, Martha Lucía Orozco Gómez
Educación XX1 (2025), pp. 257-282
Open Access
Using human, social, structural, and positive psychological capital to explore science and mathematics teacher retention
Adem Ekmekci, Mahtob Aqazade, Rebecca McGraw, et al.
International Journal of STEM Education (2025) Vol. 12, Iss. 1
Open Access
Adem Ekmekci, Mahtob Aqazade, Rebecca McGraw, et al.
International Journal of STEM Education (2025) Vol. 12, Iss. 1
Open Access
Teacher professional dispositions as viewed by teachers in Spain: Is a generational perspective relevant?
Antonio Portela Pruaño, Miguel Ángel Negrín Medina, Juan José Marrero Galván, et al.
The Australian Educational Researcher (2025)
Open Access
Antonio Portela Pruaño, Miguel Ángel Negrín Medina, Juan José Marrero Galván, et al.
The Australian Educational Researcher (2025)
Open Access
“Educate Your Heart Before Your Mind”: The Counter-Narratives of One African American Female Teacher’s Asset-, Equity- and Justice-Oriented Pedagogy in One Urban School
Gang Zhu
Urban Education (2020) Vol. 58, Iss. 6, pp. 1151-1179
Closed Access | Times Cited: 17
Gang Zhu
Urban Education (2020) Vol. 58, Iss. 6, pp. 1151-1179
Closed Access | Times Cited: 17
Teachers’ Perceptions of Immigrant Students and Families: A Qualitative Study
María del Carmen Medina Podadera, Antonio José González Jiménez
Sustainability (2023) Vol. 15, Iss. 16, pp. 12632-12632
Open Access | Times Cited: 4
María del Carmen Medina Podadera, Antonio José González Jiménez
Sustainability (2023) Vol. 15, Iss. 16, pp. 12632-12632
Open Access | Times Cited: 4
Teacher Dispositions and Their Impact on Implementation Practices for the Gifted
Kristen R. Stephens
Gifted Child Today (2019) Vol. 42, Iss. 4, pp. 187-195
Closed Access | Times Cited: 10
Kristen R. Stephens
Gifted Child Today (2019) Vol. 42, Iss. 4, pp. 187-195
Closed Access | Times Cited: 10
Positioning Dispositions in Initial Teacher Education: An Action Research Approach
Qilong Zhang, Joanne Hayes, Rawhia TeHau-Grant, et al.
The Australian journal of teacher education (2022) Vol. 47, Iss. 4, pp. 39-54
Open Access | Times Cited: 5
Qilong Zhang, Joanne Hayes, Rawhia TeHau-Grant, et al.
The Australian journal of teacher education (2022) Vol. 47, Iss. 4, pp. 39-54
Open Access | Times Cited: 5
School-Based Practices and Preservice Teacher Beliefs About Urban Teaching and Learning
Diane M. Truscott, S. Mia Obiwo
Peabody Journal of Education (2021) Vol. 96, Iss. 1, pp. 54-64
Closed Access | Times Cited: 6
Diane M. Truscott, S. Mia Obiwo
Peabody Journal of Education (2021) Vol. 96, Iss. 1, pp. 54-64
Closed Access | Times Cited: 6
Picturing Borders, Boundaries, Barriers, and Bridges and Sowing Seeds of Sociopolitical Consciousness Through Alliteration and Analogy
Vera L. Stenhouse, Courtney C. Bentley
Action in Teacher Education (2018) Vol. 40, Iss. 4, pp. 408-427
Closed Access | Times Cited: 4
Vera L. Stenhouse, Courtney C. Bentley
Action in Teacher Education (2018) Vol. 40, Iss. 4, pp. 408-427
Closed Access | Times Cited: 4
Black Bodies, White Communities: Interrogating Hierarchies That Impede Transformative Instruction for Refugee Students
Doris Walker‐Dalhouse
Literacy Research Theory Method and Practice (2024) Vol. 73, Iss. 1, pp. 25-46
Closed Access
Doris Walker‐Dalhouse
Literacy Research Theory Method and Practice (2024) Vol. 73, Iss. 1, pp. 25-46
Closed Access
Prototyping the Cultural Proficiency Continuum Dialogic Protocol with Professional Development School Teacher Interns
Dwayne Ray Cormier
Urban Education (2022)
Closed Access | Times Cited: 1
Dwayne Ray Cormier
Urban Education (2022)
Closed Access | Times Cited: 1
Assessing Practice Teachers’ Culturally Responsive Teaching: The Role of Gender and Degree Programs in Competence Development
Manuel Caingcoy, Iris April L. Ramirez
SSRN Electronic Journal (2022)
Open Access | Times Cited: 1
Manuel Caingcoy, Iris April L. Ramirez
SSRN Electronic Journal (2022)
Open Access | Times Cited: 1
Assessing Practice Teachers’ Culturally Responsive Teaching: The Role of Gender and Degree Programs in Competence Development
Manuel Caingcoy
(2023)
Open Access
Manuel Caingcoy
(2023)
Open Access
Teacher engagement and input in curriculum development
Stephanie Sulkowski Fumiatti
(2023)
Open Access
Stephanie Sulkowski Fumiatti
(2023)
Open Access
Discovering the Roadblocks: Culturally Relevant Dispositions among Preservice Teachers
Dorian Harrison, Cory Brown
Urban Education (2022), pp. 004208592211403-004208592211403
Closed Access
Dorian Harrison, Cory Brown
Urban Education (2022), pp. 004208592211403-004208592211403
Closed Access
Fostering Professional Dispositions of Preservice Teachers in an Educational Psychology Course
Alpana Bhattacharya
Advances in higher education and professional development book series (2021), pp. 22-41
Closed Access
Alpana Bhattacharya
Advances in higher education and professional development book series (2021), pp. 22-41
Closed Access
