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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:

The Influence of Teachers’ Colorblind Expectations on the Political, Normative, and Technical Dimensions of Educational Reform
Daniel D. Liou, Patricia Randolph Leigh, Erin Rotheram‐Fuller, et al.
International Journal of Educational Reform (2019) Vol. 28, Iss. 1, pp. 122-148
Open Access | Times Cited: 11

Showing 11 citing articles:

Mathematics Anxiety and Problem-Solving Proficiency Among High School Students: Unraveling the Complex Interplay in the Knowledge Economy
Yali Zhu, Xin-Ran Liu, Yana Xiao, et al.
Journal of the Knowledge Economy (2024)
Closed Access | Times Cited: 3
Toward a Theory of Sympathetic Leadership: Asian American School Administrators’ Expectations for Justice and Excellence
Daniel D. Liou, Jia Liang
Educational Administration Quarterly (2020) Vol. 57, Iss. 3, pp. 403-436
Closed Access | Times Cited: 15
Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools: A Critical Lens for School Staff Perceptions
Anabel Corral-Granados, Anna Cecilia Rapp, Eli Smeplass
The Urban Review (2022) Vol. 55, Iss. 1, pp. 94-132
Open Access | Times Cited: 9
Expectations as property of white supremacy: the coloniality of ascriptive expectations within the racial contract
Daniel D. Liou
Race Ethnicity and Education (2023) Vol. 26, Iss. 4, pp. 478-496
Closed Access | Times Cited: 2
W. E. B. Du Bois's Concept of Sympathetic Touch as a Mediator of Teachers’ Expectations in an Urban School District
Daniel D. Liou, Leticia Rojas
Teachers College Record The Voice of Scholarship in Education (2019) Vol. 121, Iss. 7, pp. 1-38
Open Access | Times Cited: 4
How Teachers and Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program
Jennifer B. Ayscue, Elizabeth M. Uzzell
Teachers College Record The Voice of Scholarship in Education (2022) Vol. 124, Iss. 1, pp. 87-110
Open Access | Times Cited: 1
Colorblind Racial Ideology Among Teachers of Gifted Students and Its Relationship With Culturally Responsive Pedagogy
Jessica K. Ottwein, Rachel U. Mun
Gifted Child Quarterly (2023) Vol. 67, Iss. 4, pp. 259-277
Closed Access
Anti-Indigenous Deficit Racism and Cultural Essentialism in K–12 Education: We Want You to Recognize there’s a Problem
Carmen Gillies
Journal of Critical Race Inquiry (2023) Vol. 10, Iss. 2, pp. 68-88
Open Access
Thinking and Acting Across Ponds: Glocalized Intersections of Trepidation, Neoliberalism, and Possibilities for 21st Century Teacher Education
Kenneth J. Fasching-Varner, Renee Desmarchelier, David Gerlach, et al.
International Dialogues on Education Journal (2020) Vol. 7, Iss. 1
Open Access
Teachers' perceptions of culturally responsive practices and inequalities with Black students
Shyla Hanlan
(2022)
Open Access
The Relationship between Racial Colorblindness and the Self-Reported Implementation of Multicultural Teaching Practices among Teachers of Gifted Students
Jessica K. Ottwein
(2022)
Closed Access
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