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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:

Conforming to reform: Teaching pre-kindergarten in a neoliberal early education system
Christopher P. Brown
Journal of Early Childhood Research (2014) Vol. 13, Iss. 3, pp. 236-251
Closed Access | Times Cited: 70

Showing 1-25 of 70 citing articles:

Neoliberalism and early childhood
Margaret Sims
Cogent Education (2017) Vol. 4, Iss. 1, pp. 1365411-1365411
Open Access | Times Cited: 122
Toward New Discourse: Connectedness, Joy, and Emotional Capital in Early Childhood Education
Katie Sloan
Journal of Research in Childhood Education (2025), pp. 1-17
Closed Access
The unexplored relationships between forest schools and climate change: the parental perspective
M. Netzer, Dafna Gan, Ofira Ayalon
Environmental Education Research (2025), pp. 1-22
Closed Access
The hegemony of a literacy programme for preschool children in Iceland: how and why Lubbi became Iceland’s favourite
Kristín Dýrfjörð
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Pedagogical gatherings in early childhood education: Mapping interferences in emergent curriculum
Fikile Nxumalo, Cristina Delgado Vintimilla, Narda Nelson
Curriculum Inquiry (2018) Vol. 48, Iss. 4, pp. 433-453
Closed Access | Times Cited: 52
Struggling to Overcome the State’s Prescription for Practice
Christopher P. Brown, Natalie Weber
Journal of Teacher Education (2016) Vol. 67, Iss. 3, pp. 183-202
Closed Access | Times Cited: 45
Neoliberalism and sociocultural specificities: a discourse analysis of early childhood curriculum policies in Australia, China, New Zealand, and Singapore
Weipeng Yang, Peng Xu, Haidan Liu, et al.
Early Child Development and Care (2020) Vol. 192, Iss. 2, pp. 203-219
Closed Access | Times Cited: 34
The power of improvisational teaching
Elizabeth Graue, Kristin L. Whyte, Anne Karabon
Teaching and Teacher Education (2015) Vol. 48, pp. 13-21
Closed Access | Times Cited: 37
Conceptions of and early childhood educators’ experiences in early childhood professional development programs: A qualitative metasynthesis
Christopher P. Brown, Joanna Englehardt
Journal of Early Childhood Teacher Education (2016) Vol. 37, Iss. 3, pp. 216-244
Closed Access | Times Cited: 31
The Play‐Learning Binary: U.S. Parents’ Perceptions on Preschool Play in a Neoliberal Age
Nazneen Kane
Children & Society (2015) Vol. 30, Iss. 4, pp. 290-301
Open Access | Times Cited: 29
Narrating neoliberalism: alternative education teachers’ conceptions of their changing roles
Noah Asher Golden
Teaching Education (2017) Vol. 29, Iss. 1, pp. 1-16
Closed Access | Times Cited: 26
Choice, marketing and subjectivities: A discursive-semiotic analysis of six Montessori websites
Valentina Bertotti
Discourse Studies (2024) Vol. 26, Iss. 6, pp. 735-755
Open Access | Times Cited: 2
Exploring Chinese kindergarten teachers’ identities and emotions: A sociocultural perspective
Chloe Simiao Pan, Suzannie K. Y. Leung, Sally Wai‐Yan Wan
Teaching and Teacher Education (2024) Vol. 148, pp. 104686-104686
Closed Access | Times Cited: 2
Neoliberalism and practices of early childhood education in Asia
Vina Adriany
Policy Futures in Education (2017) Vol. 16, Iss. 1, pp. 3-10
Open Access | Times Cited: 23
Infant and toddler educare: A challenge to neoliberalism
Margaret Sims, Elise Alexander, Mari Nislin, et al.
South African Journal of Childhood Education (2018) Vol. 8, Iss. 1
Open Access | Times Cited: 21
Social Justice and Equity in Early Childhood Education
Fikile Nxumalo, Jennifer Keys Adair
(2019), pp. 661-681
Closed Access | Times Cited: 21
We’re going on a bear hunt: Reconciling neoliberalism and postcolonialism in Pacific early childhood
Margaret Sims, Lavinia Tiko
Cogent Education (2016) Vol. 3, Iss. 1, pp. 1152673-1152673
Open Access | Times Cited: 20
“That’s the whole idea of college readiness”: A critical examination of universal Pre-K teachers’ understandings around kindergarten readiness
Sanae Akaba, Lacey Peters, Eva Liang, et al.
Teaching and Teacher Education (2020) Vol. 96, pp. 103172-103172
Closed Access | Times Cited: 16
‘If I play I won’t learn’: Children’s perceptions and experiences of transition and school readiness from Maternelle to Year 1
Charlotte Wilders, Elizabeth Wood
Journal of Early Childhood Research (2023) Vol. 21, Iss. 2, pp. 162-180
Open Access | Times Cited: 5
Educator identity in a neoliberal context: recognising and supporting early childhood education and care educators
Marg Rogers, Fabio Dovigo, Laura K. Doan
European Early Childhood Education Research Journal (2020) Vol. 28, Iss. 6, pp. 806-822
Open Access | Times Cited: 13
Principals’ Instructional Leadership and Support Needs in Prekindergarten and Kindergarten: A Case Study in Texas
Christopher P. Brown, Pedro Reyes, Lauren C. McKenzie, et al.
AERA Open (2024) Vol. 10
Open Access | Times Cited: 1
A Case Study of How Principals in Texas Conceptualize and Support the School Readiness of Children Entering Their Schools
Christopher P. Brown, Lauren C. McKenzie, Pedro Reyes, et al.
The Elementary School Journal (2024), pp. 000-000
Closed Access | Times Cited: 1
Understanding families’ conceptions of school readiness in the United States: a qualitative metasynthesis
Christopher P. Brown, Yi-Chin Lan
International Journal of Early Years Education (2018) Vol. 26, Iss. 4, pp. 403-421
Closed Access | Times Cited: 13
Narrative Portfolios as Culturally Responsive Resistance to Neoliberal Early Childhood Teacher Education: A Case Study
Melissa Sherfinski, Mariam Jalalifard, Jing Zhang, et al.
Journal of Research in Childhood Education (2019) Vol. 33, Iss. 3, pp. 490-519
Closed Access | Times Cited: 12
Exploring Head Start teacher and leader perceptions of the Pre-K Classroom Assessment Scoring System as a part of the Head Start Designation Renewal System
Katherine Delaney, Karen Krepps
Early Childhood Research Quarterly (2020) Vol. 55, pp. 214-229
Closed Access | Times Cited: 12
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