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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:

Curriculum on the European policy agenda: Global transitions and learning outcomes from transnational and national points of view
Kirsten Sivesind, Ninni Wahlström
European Educational Research Journal (2016) Vol. 15, Iss. 3, pp. 271-278
Open Access | Times Cited: 40

Showing 1-25 of 40 citing articles:

The Impact of COVID-19 and Homeschooling on Students' Engagement With Physical Activity
Astrid Roe, Marte Blikstad‐Balas, Cecilie Pedersen Dalland
Frontiers in Sports and Active Living (2021) Vol. 2
Open Access | Times Cited: 59
Essentializing vs. non-essentializing students’ cultural identities: curricular discourses in Finland and Sweden
Harriet Zilliacus, BethAnne Paulsrud, Gunilla Holm
Journal of Multicultural Discourses (2017) Vol. 12, Iss. 2, pp. 166-180
Open Access | Times Cited: 51
Sustainable Modernity
Nina Witoszek, Atle Midttun
Routledge eBooks (2018)
Open Access | Times Cited: 51
Evidence and Expertise in Nordic Education Policy
Berit Karseth, Kirsten Sivesind, Gita Steiner‐Khamsi
Springer eBooks (2022)
Closed Access | Times Cited: 27
A distributed leadership perspective on the Finnish curriculum reform 2014
Meng Tian, Mika Risku
Journal of Curriculum Studies (2018) Vol. 51, Iss. 2, pp. 229-244
Closed Access | Times Cited: 32
Homeschooling in Norway During the Pandemic-Digital Learning with Unequal Access to Qualified Help at Home and Unequal Learning Opportunities Provided by the School
Marte Blikstad‐Balas, Astrid Roe, Cecilie Pedersen Dalland, et al.
Springer eBooks (2021), pp. 177-201
Closed Access | Times Cited: 26
Digital teaching as the new normal? Swedish upper secondary teachers’ experiences of emergency remote teaching during the COVID-19 crisis
Marie Nilsberth, Yvonne Liljekvist, Christina Olin‐Scheller, et al.
European Educational Research Journal (2021) Vol. 20, Iss. 4, pp. 442-462
Open Access | Times Cited: 23
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
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
What matter(s)? A didactical analysis of primary school teachers’ ICT integration
Anne Kjellsdotter
Journal of Curriculum Studies (2020) Vol. 52, Iss. 6, pp. 823-839
Open Access | Times Cited: 22
Schools and Society During the COVID-19 Pandemic

(2023)
Closed Access | Times Cited: 7
Notions of EFL Reading in Norwegian Curricula, 1939–2013
Anja Synnøve Bakken
Acta Didactica Norge (2017) Vol. 11, Iss. 2, pp. 1-1
Open Access | Times Cited: 21
Re-articulating the form of the political: Contemporary education governance in the European Union. Introduction to the Special Issue
Tore Bernt Sørensen, Katri Eeva
European Educational Research Journal (2024) Vol. 23, Iss. 2, pp. 165-177
Open Access | Times Cited: 1
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
Local enactment of the Swedish ‘advanced teacher reform’
Andreas Bergh, Annica Löfdahl Hultman, Tomas Englund
Journal of Curriculum Studies (2018) Vol. 51, Iss. 3, pp. 326-341
Open Access | Times Cited: 10
Motivations to Become a Teacher in Finland, Sweden, and the United States
Jason Giersch, Carina Carlhed, Vesa Korhonen
Nordic Studies in Education (2021) Vol. 41, Iss. 1, pp. 62-79
Open Access | Times Cited: 9
Practising the public? Collaborative teacher inquiry in an era of standardization and accountability
Ian Hardy
Journal of Curriculum Studies (2017) Vol. 50, Iss. 2, pp. 231-251
Closed Access | Times Cited: 9
La enseñanza programada, la UNESCO y los intentos por modificar el currículum en la España desarrollista (1962-1974)
Mariano Delgado, Tamar Groves
Espacio Tiempo y Educación (2017) Vol. 4, Iss. 2, pp. 73-73
Open Access | Times Cited: 8
The Complexity of Context in Legitimating National School Reforms: The Case of Sweden
Andreas Nordin, Ninni Wahlström
Springer eBooks (2022), pp. 227-251
Closed Access | Times Cited: 5
Learning outcomes: The long goodbye: Vocational qualifications in the 21st century
Christopher Winch
European Educational Research Journal (2021) Vol. 22, Iss. 1, pp. 20-38
Open Access | Times Cited: 6
Regional Policy Spaces, Knowledge Networks, and the “Nordic Other”
Saija Volmari, Kirsten Sivesind, Jón Torfi Jónasson
Springer eBooks (2022), pp. 349-382
Closed Access | Times Cited: 4
Neoliberalisation and educational reforms: impacts on teachers in a single school context
Peter Erlandson, Anne Kjellsdotter, Mikael R. Karlsson
Educational Review (2023), pp. 1-21
Closed Access | Times Cited: 2
Reform planning strategies: a micro-policy case of Norwegian school principals
Ann Elisabeth Gunnulfsen, Jeffrey Brooks Hall
Scandinavian Journal of Educational Research (2023) Vol. 68, Iss. 6, pp. 1290-1303
Open Access | Times Cited: 2
Measuring, monitoring, and managing for productive learning? Australian insights into the enumeration of education
Ian Hardy
Revista de Sociología de la Educación-RASE (2017) Vol. 10, Iss. 2, pp. 192-208
Open Access | Times Cited: 5
Towards an exclusive community? Political shift and changes to the school core curricula in Poland: a discourse analysis
Violetta Kopińska
Journal of Curriculum Studies (2021) Vol. 54, Iss. 4, pp. 520-535
Open Access | Times Cited: 5
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