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:

Do teachers know their students? Examining teacher attunement in secondary schools
Eleonora Marucci, Beau Oldenburg, Davide Barrera
School Psychology International (2018) Vol. 39, Iss. 4, pp. 416-432
Open Access | Times Cited: 21

Showing 21 citing articles:

Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management
Thomas W. Farmer, Jill V. Hamm, Molly Dawes, et al.
Educational Psychologist (2019) Vol. 54, Iss. 4, pp. 286-305
Closed Access | Times Cited: 100
Understanding and responsiveness in the trauma-informed adult ESL classroom
Victoria Wilson, Robyne Le Brocque, John Drayton, et al.
The Australian Educational Researcher (2024) Vol. 51, Iss. 5, pp. 2069-2097
Open Access | Times Cited: 3
Antecedents and consequences of teacher attunement in primary and secondary school classrooms
Eleonora Marucci
(2023)
Open Access | Times Cited: 8
Student, classroom, and teacher factors associated with teachers’ attunement to bullies and victims
Molly Dawes, Angela Starrett, Kate E. Norwalk, et al.
Social Development (2023) Vol. 32, Iss. 3, pp. 922-943
Open Access | Times Cited: 7
Halo and association effects: Cognitive biases in teacher attunement to peer‐nominated bullies, victims, and prosocial students
Eleonora Marucci, Beau Oldenburg, Davide Barrera, et al.
Social Development (2020) Vol. 30, Iss. 1, pp. 187-204
Open Access | Times Cited: 15
Conceptualizing attunement in dementia care: a meta-ethnographic review
Julie Kolbe Krøier, Orii McDermott, Hanne Mette Ochsner Ridder
Arts & Health (2020) Vol. 14, Iss. 1, pp. 32-48
Open Access | Times Cited: 15
Spotting Loneliness at School: Associations between Self-Reports and Teacher and Peer Nominations
Flore Geukens, Marlies Maes, Antonius H. N. Cillessen, et al.
International Journal of Environmental Research and Public Health (2021) Vol. 18, Iss. 3, pp. 971-971
Open Access | Times Cited: 12
Defining Clinical Attunement: A Ubiquitous But Undertheorized Aspect of Palliative Care
Juliet Jacobsen, Keri O. Brenner, Daniel Shalev, et al.
Journal of Palliative Medicine (2021) Vol. 24, Iss. 12, pp. 1757-1761
Closed Access | Times Cited: 12
Adolescent Depressive Symptoms and Peer Dynamics: Distorted Perceptions in Liking and Disliking Networks
Diego Palacios, Silvia Caldaroni, Christian Berger, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 11, pp. 1110-1110
Open Access | Times Cited: 1
Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection
Noemi Schoop‐Kasteler, Christoph Michael Müller
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 10
Teacher attunement to preschool children's peer preferences: Associations with child and classroom-level variables
Inês Peceguina, João R. Daniel, Nadine Correia, et al.
Early Childhood Research Quarterly (2022) Vol. 60, pp. 150-160
Open Access | Times Cited: 7
Teachers’ perceptions of middle schoolers’ social concerns: strategies and barriers to supporting students’ social success
Molly Dawes, Brittany I. Sterrett, Kate E. Norwalk, et al.
Social Psychology of Education (2021) Vol. 24, Iss. 2, pp. 465-488
Closed Access | Times Cited: 6
Toward Understanding Classroom Socialization: Teacher Roles in Peer Victimization
Jina Yoon, Chunyan Yang, Marie L. Tanaka
Springer eBooks (2023), pp. 373-394
Closed Access | Times Cited: 2
Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs
Jürgen Wilbert, Karolina Urton, Johanna Krull, et al.
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 3
Wie gut kennen Lehrkräfte die Peerbeziehungen der Schülerinnen und Schüler? Eine Untersuchung von Lehramtsstudierenden im Praxissemester und erfahrenen Lehrkräften
Marvin Harks, Bettina Hannover
Unterrichtswissenschaft (2019) Vol. 48, Iss. 2, pp. 199-219
Closed Access | Times Cited: 2
Social Networks in Fifth Grade Classrooms: Who Reports being in a Group and Who Does Not?
Cristin M. Hall, Molly Dawes, Thomas W. Farmer
Journal of Child and Family Studies (2021) Vol. 30, Iss. 3, pp. 808-823
Closed Access | Times Cited: 2
The retrospective bullying experiences questionnaire (RBEQ): Its psychometric properties in Iranian University students
Seyed Gholamreza Noorazar, Mina Mohebbi, Fatemeh Alizadeh‐Maralani
Psychology in the Schools (2021) Vol. 58, Iss. 9, pp. 1673-1689
Closed Access | Times Cited: 2
Effect of Parent and Teacher Relatedness Support on Academic Motivation of Middle School Children
Ranita Banerjee, Santoshi Halder
World Futures (2022) Vol. 79, Iss. 1, pp. 113-138
Closed Access | Times Cited: 1
Exploring teachers’ knowledge of students’ friend networks: what do they know and how do they use it for instruction
Peter Samuelson Wardrip, Louis M. Gomez
Journal of Research in Innovative Teaching & Learning (2023) Vol. 17, Iss. 1, pp. 83-99
Open Access
Der soziale Status von Schülern und Schülerinnen mit geistiger Behinderung in Klassen Heilpädagogischer Schulen
Noemi Schoop‐Kasteler
(2022)
Open Access
An exploration of relationship development through outdoor education
Paul Barber
(2021)
Closed Access
Page 1

Scroll to top