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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:

Travelling concepts in national curriculum policy-making: the example of competencies
Andreas Nordin, Daniel Sundberg
European Educational Research Journal (2016) Vol. 15, Iss. 3, pp. 314-328
Open Access | Times Cited: 59

Showing 1-25 of 59 citing articles:

What Is Creativity in Education? A Qualitative Study of International Curricula
Timothy J. Patston, James C. Kaufman, Arthur J. Cropley, et al.
Journal of Advanced Academics (2021) Vol. 32, Iss. 2, pp. 207-230
Closed Access | Times Cited: 70
Discursive institutionalism: towards a framework for analysing the relation between policy and curriculum
Ninni Wahlström, Daniel Sundberg
Journal of Education Policy (2017) Vol. 33, Iss. 1, pp. 163-183
Open Access | Times Cited: 70
Introduction contextualising global flows of competency-based education: polysemy, hybridity and silences
Kathryn Anderson‐Levitt, Meg P. Gardinier
Comparative Education (2021) Vol. 57, Iss. 1, pp. 1-18
Open Access | Times Cited: 42
Didaktik and Curriculum in Ongoing Dialogue
Ellen Krogh, Ane Qvortrup, Stefan Ting Graf
Routledge eBooks (2021)
Open Access | Times Cited: 41
Creating the University of the Future

Zukunft der Hochschulbildung (2024)
Open Access | Times Cited: 5
Evidence and Expertise in Nordic Education Policy
Berit Karseth, Kirsten Sivesind, Gita Steiner‐Khamsi
Springer eBooks (2022)
Closed Access | Times Cited: 27
Contextualizing Critical Thinking in South Korea's National Curriculum: A Cultural and Educational Perspective
Kyunghee So
Thinking Skills and Creativity (2025), pp. 101797-101797
Closed Access
Teacher professionalism beyond numbers: A communicative orientation
Andreas Nordin
Policy Futures in Education (2016) Vol. 14, Iss. 6, pp. 830-845
Open Access | Times Cited: 40
Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the finnish curricular framework
Lauri Palsa, Pekka Mertala
Nordic Journal of Studies in Educational Policy (2019) Vol. 5, Iss. 2, pp. 114-126
Open Access | Times Cited: 30
The unfinished business of defining competences for 21st century curricula—a systematic research review
Armend Tahirsylaj, Daniel Sundberg
Curriculum Perspectives (2020) Vol. 40, Iss. 2, pp. 131-145
Open Access | Times Cited: 30
STEAM projects with KIKS format for developing key competences
José Manuel Diego-Mantecón, Teresa F. Blanco, Zaira Ortiz-Laso, et al.
Comunicar (2020) Vol. 29, Iss. 66, pp. 33-43
Open Access | Times Cited: 30
Exploring curriculum change using discursive institutionalism – a conceptual framework
Andreas Nordin, Daniel Sundberg
Journal of Curriculum Studies (2018) Vol. 50, Iss. 6, pp. 820-835
Open Access | Times Cited: 30
Upgraded curriculum? An analysis of knowledge boundaries in teaching under the Swedish subject‐based curriculum*
Carl-Henrik Adolfsson
The Curriculum Journal (2018) Vol. 29, Iss. 3, pp. 424-440
Open Access | Times Cited: 27
Learning Outcomes in Scandinavian Education through the Lens of Elliot Eisner
Tine S. Prøitz, Andreas Nordin
Scandinavian Journal of Educational Research (2019) Vol. 64, Iss. 5, pp. 645-660
Closed Access | Times Cited: 24
Chinese Mathematics Curriculum Reform in the 21st Century: A Review
Lidong Wang, Qimeng Liu, Xiaofeng Du, et al.
Eurasia Journal of Mathematics Science and Technology Education (2017) Vol. 13, Iss. 8
Open Access | Times Cited: 22
Dealing with heritage as curricular content in Spain’s Primary Education
Marta Martínez, Olaia Fontal Merillas
The Curriculum Journal (2019) Vol. 31, Iss. 1, pp. 77-96
Open Access | Times Cited: 22
Transnational competence frameworks and national curriculum-making: the case of Sweden
Andreas Nordin, Daniel Sundberg
Comparative Education (2020) Vol. 57, Iss. 1, pp. 19-34
Open Access | Times Cited: 20
Imagining globally competent learners: experts and education policy-making beyond the nation-state
Meg P. Gardinier
Comparative Education (2020) Vol. 57, Iss. 1, pp. 130-146
Closed Access | Times Cited: 20
Adequate Digital Competence
Anna-Lena Godhe, Petra Magnusson, Sylvana Sofkova Hashemi
Educare - vetenskapliga skrifter (2020), Iss. 2, pp. 74-91
Open Access | Times Cited: 18
Construcción conceptual de la competencia global en educación
María Sanz Leal, Martha Lucía Orozco Gómez, Radu Bogdan Toma
Teoría de la Educación Revista Interuniversitaria (2021) Vol. 34, Iss. 1, pp. 83-103
Open Access | Times Cited: 17
Converging cultures? A comparative analysis of South Korea and Sweden’s national curricula, 1980–2018
Björn Boman, Marcus Mosesson
Discover Education (2023) Vol. 2, Iss. 1
Open Access | Times Cited: 6
From the Steam Engine to STEAM Education: An Experience with Pre-Service Mathematics Teachers
Angel C. Herrero, Tomás Recio, Piedad Tolmos Rodríguez-Piñero, et al.
Mathematics (2023) Vol. 11, Iss. 2, pp. 473-473
Open Access | Times Cited: 6
Curriculum making and knowledge conceptions in classrooms in the context of standards‐based curricula
Daniel Alvunger
The Curriculum Journal (2021) Vol. 32, Iss. 4, pp. 607-625
Open Access | Times Cited: 15
An officially endorsed national curriculum: institutional boundaries and ideational concerns
Kirsten Sivesind, Berit Karseth
Curriculum Perspectives (2019) Vol. 39, Iss. 2, pp. 193-197
Closed Access | Times Cited: 13
Storytelling and Policy Transfer
Titilayo Soremi
International Review of Public Policy (2019) Vol. 1, Iss. 2, pp. 194-217
Open Access | Times Cited: 11
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