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:

Research-Practice Partnerships in Pursuit of Racial Justice in Schools: Navigating a Hostile Sociopolitical Climate
Adriana Villavicencio, Dana Conlin, Olga Pagán
Educational Policy (2022) Vol. 37, Iss. 1, pp. 250-275
Closed Access | Times Cited: 17

Showing 17 citing articles:

Teachers’ Implementation of the Identity Project Is Associated With Increases in U.S. High School Students’ Ethnic-Racial Identity Exploration
Adriana J. Umaña‐Taylor, Michael R. Sladek, M. Dalal Safa
Journal of Youth and Adolescence (2024) Vol. 53, Iss. 11, pp. 2519-2533
Closed Access | Times Cited: 9
Building Community Among K-8 Teachers Through a University-Educator Network Partnership
Audrey Lucero, Janette D. Avelar
Education Sciences (2025) Vol. 15, Iss. 3, pp. 268-268
Open Access
Advancing equity via research-practice partnerships: a theory of action for equity-centered RPPs
Richard O. Welsh, Kathryn James McGraw
Frontiers in Education (2025) Vol. 10
Open Access
Politics at the Boundary: Exploring Politics in Education Research-Practice Partnerships
Kyo Yamashiro, Laura Wentworth, Moonhawk Kim
Educational Policy (2022) Vol. 37, Iss. 1, pp. 3-30
Closed Access | Times Cited: 11
“Divisive” Education Legislation in the Midwest: A Critical Epistemic Policy Analysis
Gabriel Rodríguez, Sarah Chase, Nicolas Tanchuk, et al.
Educational Policy (2024)
Closed Access | Times Cited: 1
Designing measures of complex collaborations with participatory, evidence-centered design
Caitlin C. Farrell, William R. Penuel, Paula Arce-­Trigatti, et al.
Frontiers in Research Metrics and Analytics (2024) Vol. 9
Open Access | Times Cited: 1
Of boundaries and borders: A micro-interactional examination of consensus and knowledge-construction in a research-practice partnership
Blanca Gamez-Djokic
Learning Culture and Social Interaction (2024) Vol. 45, pp. 100802-100802
Closed Access
We are still separate and definitely unequal: reflections of urban school leaders
Tiffany Puckett, Miltonette Olivia Craig
International Journal of Qualitative Studies in Education (2024) Vol. 37, Iss. 9, pp. 2653-2671
Closed Access
“A Wound That Was Already Festering”: The Burdens of a Racial Justice Program on Teachers of Color
Adriana Villavicencio, Kathryn Hill, Dana Conlin, et al.
Teachers College Record The Voice of Scholarship in Education (2024) Vol. 126, Iss. 1, pp. 115-140
Open Access
Social studies curriculum in an era of state restricted civic participation: Responding to Texas Senate Bill 3 with the Rights of the Learner
Samantha Leihsing, Ann Marie Ryan
Theory Into Practice (2024), pp. 1-12
Closed Access
How Economically-Marginalized Adolescents of Color Negotiate Critical Pedagogy in a Computing Classroom
Jean Salac, Lena Armstrong, F. Megumi Kivuva, et al.
ACM Transactions on Computing Education (2024)
Closed Access
School counseling district leaders’ experiences with anti–DEI laws and policies: A phenomenological investigation
Emily Goodman‐Scott, Darrell J. Sampson, Kaprea F. Johnson, et al.
Journal of Counseling & Development (2024)
Open Access
Reframing Research and Assessment Practices: Advancing an Antiracist and Anti‐Ableist Research Agenda
Angela Johnson, Elizabeth Barker, Marcos Viveros Cespedes
Educational Measurement Issues and Practice (2024) Vol. 43, Iss. 3, pp. 95-105
Closed Access
A mixed‐methods approach to identify elements of culturally‐attuned teacher−student relationship interventions
Pamela W. Garner, Kamilah B. Legette, Julia M. Shadur
Psychology in the Schools (2024) Vol. 61, Iss. 7, pp. 2968-2991
Closed Access
Strategies for integrating martial arts-based mindfulness into educational settings
William Wai-Yin Kwok
(2024)
Open Access
Equipped for Change: A Grounded Theory Study of White Antiracist School Leaders’ Attitudes and Perceptions of Racial Consciousness in Educational Leadership
Thomas Peterson
(2023)
Open Access
Closing Research-Practice Gaps in the Delivery of Online Teaching and Learning
Stephen MacGregor, Joshua Pigeon
Cultural and Pedagogical Inquiry (2023) Vol. 15, Iss. 1, pp. 35-45
Open Access
Page 1

Scroll to top