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OpenAlex Citation Counts

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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:

Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research
Wen-Chia Chang, Kara Mitchell Viesca
Teachers College Record The Voice of Scholarship in Education (2022) Vol. 124, Iss. 2, pp. 197-224
Closed Access | Times Cited: 23

Showing 23 citing articles:

How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence
Lisa M. Domke, Laura May, María A. Cerrato, et al.
Foreign Language Annals (2024) Vol. 57, Iss. 3, pp. 797-817
Closed Access | Times Cited: 4
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
Translanguaging as mediated praxis: A comparative case study of bilingual and monolingual teachers experimenting with translanguaging pedagogy
Laura Hamman‐Ortiz, Deborah Romero
Teaching and Teacher Education (2025) Vol. 156, pp. 104878-104878
Closed Access
A systematic review of research on how initial teacher education prepares teachers for work on discrimination, racism and prejudices in schools
Serap Keles, Elaine Munthe
Review of Education (2025) Vol. 13, Iss. 1
Closed Access
Bilingual Teacher Candidates: Addressing Cultural Assumptions in Standardized Mathematics Assessment for Elementary Students Through Culturally Relevant Pedagogy
Weverton Ataíde Pinheiro, Delia M. Carrizales, Linnie Greenlees, et al.
Education Sciences (2025) Vol. 15, Iss. 3, pp. 313-313
Open Access
HBCU-Educated Alternative Certification Teachers, Disciplinary Literacy, and Diverse Student Populations
Larkin Page
IGI Global eBooks (2025), pp. 1-20
Closed Access
Towards linguistically and culturally responsive curricula: the potential of reciprocal knowledge in STEM education
Emmanuelle Le Pichon–Vorstman, Dania Wattar, Mai Naji, et al.
Language Culture and Curriculum (2023) Vol. 37, Iss. 1, pp. 10-26
Closed Access | Times Cited: 8
Empowering Teacher Educators: Advancing Culturally Responsive Practices Through Professional Development
Katia Ciampa, Dana Reisboard
Action in Teacher Education (2024) Vol. 46, Iss. 4, pp. 350-371
Closed Access | Times Cited: 2
When literacy ate language: An analysis of a research‐based literacy intervention for designated English Learners
Trish Morita‐Mullaney, Fang Gao, Rong Zhang
TESOL Journal (2023) Vol. 14, Iss. 3
Open Access | Times Cited: 5
Teaching homeplace: How teachers can cultivate Black Joy through culturally responsive practices in the classroom
Tamara K. Lawson
Theory Into Practice (2023) Vol. 63, Iss. 1, pp. 7-16
Closed Access | Times Cited: 5
Check yourself! Exploring current culturally responsive teaching assessment measures
Tamara K. Lawson, Jerica Knox, Emily Romero, et al.
Psychology in the Schools (2024) Vol. 61, Iss. 6, pp. 2649-2667
Closed Access | Times Cited: 1
Before We Let Go!: Operationalizing Culturally Informed Education
Jemimah L. Young, Jamaal Young
Multicultural Perspectives (2023) Vol. 25, Iss. 2, pp. 96-111
Closed Access | Times Cited: 3
Framework for Inclusive Literature in Teacher Education
Mariah Pfundheller, Jacqueline Liesch
Journal of Higher Education Theory and Practice (2023) Vol. 23, Iss. 15
Open Access | Times Cited: 2
From Theory to Practice: Teachers’ Pedagogical Experiences in Animal Studies
Lusanda Ncisana, Nonhle Tracey Sibisi, Rebotile Munyuku, et al.
International Journal of Learning Teaching and Educational Research (2024) Vol. 23, Iss. 1, pp. 300-317
Open Access
The Validity of Pre-Service Teachers’ WASSCE Results in Predicting Academic Performance at the Presbyterian College of Education
William Agyei Brantuo, Vivian Maanu, Theophilus Klu kwasi, et al.
Journal of Mathematics Instruction Social Research and Opinion (2024) Vol. 3, Iss. 2, pp. 99-112
Open Access
Engaging preservice teachers with culturally relevant microteaching activity: A university professor s experience and perception
Aloysius C. Anyichie
Journal of Pedagogical Sociology and Psychology (2024)
Open Access
Supporting Teachers and Children to Become Critical Thinkers of Social Justice and Inclusion
Paula Hamilton, Chandrika Devarakonda
Springer eBooks (2024), pp. 39-58
Closed Access
Beyond Racial, Religious, and Political Binaries: Toward Antisemitism Literacy
Mara Lee Grayson
Journal of Literacy Research (2024)
Closed Access
Listening to and Learning from Teachers: An Ecological Perspective of Culturally Responsive Digital Pedagogies During a Historic Moment
Cami Touloukian, Detra Price, Katie Harlan Eller
Teachers College Record The Voice of Scholarship in Education (2024)
Closed Access
Global cultures : engaging diasporas around the world in diverse contexts

Belianum. Vydavateľstvo Univerzity Mateja Bela v Banskej Bystrici eBooks (2023)
Open Access
Investigating preschool teachers’ perspectives and practices on cultural diversity: an ethnographic case study
İmran Çağlayan, Handan Asûde Başal
International Journal of Inclusive Education (2023), pp. 1-20
Closed Access
The War on Books
Abbey Bachmann, Aimee Tellez
Study and Scrutiny Research on Young Adult Literature (2023) Vol. 6, Iss. 1, pp. 65-76
Open Access
Unpacking Survey Data within Critical Autoethnographic Study as a Quantitative Exercise
Jeannette D. Alarcón, Jennifer Chauvot
The Teacher Educator (2022) Vol. 58, Iss. 3, pp. 254-269
Closed Access
Book Review: Teacher Diversity and Student Success: Why Racial Representation Matters in the Classroom
Aubrey Scheopner Torres
Journal of Catholic Education (2022) Vol. 25, Iss. 2
Open Access
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