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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:

Equity and State Immigrant Inclusivity: English Learner Education in ESSA
Rebecca M. Callahan, Leslie Gautsch, Megan Hopkins, et al.
Educational Policy (2020) Vol. 36, Iss. 5, pp. 1011-1053
Open Access | Times Cited: 21

Showing 21 citing articles:

Reproduction or reinvention: whither the bilingual renaissance?
Neida Basheer Ahmad, Ramón Antonio Martínez
International Multilingual Research Journal (2025), pp. 1-14
Closed Access
Safety and Belonging in Immigrant-Serving Districts: Domains of Educator Practice in a Charged Political Landscape
Rebecca Lowenhaupt, Dafney Blanca Dabach, Ariana Mangual Figueroa
AERA Open (2021) Vol. 7
Open Access | Times Cited: 14
“Fighting an Uphill Battle”: The Pursuit of Equity Through the Every Student Succeeds Act in North Carolina
Elizabeth M. Uzzell, Jennifer B. Ayscue, Lance D. Fusarelli, et al.
Educational Administration Quarterly (2024)
Closed Access | Times Cited: 1
Current nationwide practices in U.S. Test accommodations for active bilingual learners/users of English (ABLE) students
Morgan Huenergarde, Randy G. Floyd, Bryn Harris
Bilingual Research Journal (2023) Vol. 45, Iss. 3-4, pp. 380-400
Closed Access | Times Cited: 3
Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools
Reva Jaƒfe-Walter, Adriana Villavicencio
Educational Policy (2021) Vol. 37, Iss. 2, pp. 359-392
Closed Access | Times Cited: 7
Trying to excel in the Golden State: anti-immigrant sentiment and immigrant educational achievement in California
Volha Chykina
Globalisation Societies and Education (2021) Vol. 20, Iss. 5, pp. 608-624
Closed Access | Times Cited: 5
Does Developmental Education Reform Help or Hinder the Success of Language Minority Students? An Exploration by Language Minority, ESOL, and Foreign-Born Status
Christine G. Mokher, Toby J. Park-Gaghan, Shouping Hu
Education Finance and Policy (2021) Vol. 18, Iss. 3, pp. 467-497
Open Access | Times Cited: 5
Indigenous Students and English Learner Identification: A Fifty-State Policy Review
Ilana M. Umansky, Taiyo Itoh, Jioanna Carjuzaa
Educational Policy (2022) Vol. 37, Iss. 7, pp. 1989-2025
Closed Access | Times Cited: 3
Beyond a Transformative Approach and Deep Understanding: External Factors and Mid-Level Leaders’ Policy Implementation to Expand Equity for English Learners
Caroline Bartlett, Rebecca M. Callahan, Madeline Mavrogordato
Educational Administration Quarterly (2024) Vol. 60, Iss. 2, pp. 151-190
Closed Access
Tracing the History: Language Education Policy and Emergent Bilingual Learners in the United States
Shuang Fu
GATESOL Journal (2024) Vol. 33, Iss. 1, pp. 15-24
Open Access
Leadership for action on climate change: the role of education policy and professional standards in the Hong Kong context
Paul Campbell
Journal of Professional Capital and Community (2024)
Closed Access
“We Still Have a Long Way to Go”: How State Education Leaders’ Understanding and Engagement Shapes English Learner Identification of Indigenous Students
Ilana M. Umansky, Taiyo Itoh
AERA Open (2024) Vol. 10
Open Access
Practices and Barriers to Promoting Educational Equity for Migrant Children in China from the Perspective of a Local Government
Ruiqi Deng, Yifan Gao
SAGE Open (2024) Vol. 14, Iss. 3
Open Access
Visibility for Indigenous Students and Their Languages: Analysis of Home Language Data in Federal Reports across Seven U.S. States
Karen Zyskind, M Dorman, Yessenia Medina, et al.
Social Sciences (2024) Vol. 13, Iss. 8, pp. 427-427
Open Access
Improvement Science and the Every Student Succeeds Act: An Analysis of the Consolidated State Plans
Kathleen M. W. Cunningham, David Osworth
Leadership and Policy in Schools (2023), pp. 1-18
Closed Access | Times Cited: 1
English learner education and teacher preparation in the U.S.: an interpretive language education policy analysis
Linda Harklau, Marcus Ford
Language and Education (2021) Vol. 36, Iss. 2, pp. 137-151
Closed Access | Times Cited: 3
Mid-level leaders as key policy interpreters: state and local leaders’ perspectives on leveraging Castañeda to expand equity for English learner students
Madeline Mavrogordato, Rebecca M. Callahan, Caroline Bartlett
Language Policy (2022) Vol. 21, Iss. 3, pp. 331-355
Closed Access | Times Cited: 2
EL Policy and Immigrant Politics: State and Federal Policy and Ever-EL Students’ Postsecondary Pathways
Rebecca M. Callahan, Lei Jiang, Anne‐Marie Núñez
Educational Policy (2022) Vol. 37, Iss. 5, pp. 1467-1505
Closed Access | Times Cited: 2
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice

(2022)
Open Access | Times Cited: 1
The mining method of integrating the thinking and political elements of curriculum into English teaching based on big data technology
Mei Cao
Applied Mathematics and Nonlinear Sciences (2023) Vol. 9, Iss. 1
Open Access
A Language for Literacy Learning: Language Policy, Bi/Multilingual Students, and Literacy Instruction
Amber N. Warren, Natalia A. Ward
Springer eBooks (2022), pp. 139-168
Closed Access
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