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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:

Neoliberal education? Confronting the slouching beast
Stephen J. Ball
Policy Futures in Education (2016) Vol. 14, Iss. 8, pp. 1046-1059
Open Access | Times Cited: 396

Showing 1-25 of 396 citing articles:

Resisting neoliberalism: teacher education academics navigating precarious times
Bronwyn Wood, Rosalyn Black, Lucas Walsh, et al.
Teaching in Higher Education (2024) Vol. 29, Iss. 3, pp. 707-722
Open Access | Times Cited: 9
Professionalism and teacher education in Australia and England
Diane Mayer, Martin Mills
European Journal of Teacher Education (2020) Vol. 44, Iss. 1, pp. 45-61
Open Access | Times Cited: 57
Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support
David Paulsrud, Claes Nilholm
International Journal of Inclusive Education (2020) Vol. 27, Iss. 4, pp. 541-555
Open Access | Times Cited: 51
Girls, mental health and academic achievement: a qualitative systematic review
Lauren Stentiford, George Koutsouris, Alexandra Allan
Educational Review (2021) Vol. 75, Iss. 6, pp. 1224-1254
Open Access | Times Cited: 40
Distilling the curriculum: An analysis of alcohol industry-funded school-based youth education programmes
May C I van Schalkwyk, Mark Petticrew, Nason Maani, et al.
PLoS ONE (2022) Vol. 17, Iss. 1, pp. e0259560-e0259560
Open Access | Times Cited: 29
From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional development
Jennifer Gore, Bernadette Rickards, Leanne Fray
Journal of Education Policy (2022) Vol. 38, Iss. 3, pp. 452-473
Open Access | Times Cited: 28
How teacher wellbeing can be cruel: refusing discourses of wellbeing in an online Reddit forum
Saul Karnovsky, Brad Gobby
British Journal of Sociology of Education (2024) Vol. 45, Iss. 2, pp. 248-266
Open Access | Times Cited: 6
Early career teachers’ role in school development and professional learning
Yngve Antonsen, Jessica Aspfors, Gregor Maxwell
Professional Development in Education (2024) Vol. 50, Iss. 3, pp. 460-473
Open Access | Times Cited: 5
Creative Ruptions for Emergent Educational Futures

Palgrave studies in creativity and culture (2024)
Open Access | Times Cited: 5
Othering Otherness: The Entangled Stories of Boka and Boka
Pallawi Sinha
(2025), pp. 49-63
Closed Access
Can Macau University students speak? A critical study of voice and subjectivities in local higher education
Yulong Li, W. L. Xu, Xiaojing Liu, et al.
Higher Education (2025)
Closed Access
Developing a framework for international students’ rationales for studying abroad, beyond economic factors
Omolabake Fakunle
Policy Futures in Education (2020) Vol. 19, Iss. 6, pp. 671-690
Open Access | Times Cited: 44
From democracy to managerialism: foundation universities as the embodiment of Finnish university policies
Mikko Poutanen, Tuukka Tomperi, Hanna Kuusela, et al.
Journal of Education Policy (2020) Vol. 37, Iss. 3, pp. 419-442
Open Access | Times Cited: 44
Transdisciplinarity: Re-Visioning How Sciences and Arts Together Can Enact Democratizing Creative Educational Experiences
Pamela Burnard, Laura Colucci‐Gray, Caroline Cooke
Review of Research in Education (2022) Vol. 46, Iss. 1, pp. 166-197
Open Access | Times Cited: 24
Critically considering the ‘inclusive curriculum’ in higher education
Lauren Stentiford, George Koutsouris
British Journal of Sociology of Education (2022) Vol. 43, Iss. 8, pp. 1250-1272
Open Access | Times Cited: 22
The convergence of late neoliberalism and post-pandemic scientific optimism in the configuration of scientistic learnification
Thomas Delahunty
Educational Review (2024), pp. 1-23
Open Access | Times Cited: 4
Laying Foundations for Islamic Teacher Education
Nadeem Memon, Mohamad Abdalla, Dylan Chown
Education Sciences (2024) Vol. 14, Iss. 10, pp. 1046-1046
Open Access | Times Cited: 4
The difficult dynamic of teacher educators as policy actors: considerations for counter-conduct
Ciarán Ó Gallchóir, Joanne O’Flaherty, Deirdre Hogan, et al.
Pedagogy Culture and Society (2025), pp. 1-22
Closed Access
Social goals under a neoliberal agenda: measures to promote equality in European higher education read through a Foucauldian lens
Elena-Loreni Baciu, Theofild-Andrei Lazăr, Raluca Iunia Totan
Frontiers in Sociology (2025) Vol. 10
Open Access
Regress instead of progress: influences on teacher change
Jeremy Glazer
Journal of Education for Teaching International Research and Pedagogy (2025), pp. 1-13
Closed Access
Outsourcing in HPE: finding cost-efficiencies in specialist curriculum areas
Jackie Cowan, Anna Hogan, Leigh Sperka, et al.
Sport Education and Society (2025), pp. 1-12
Open Access
Responding to the De-Professionalisation of Teaching: Empowering Teachers to Enhance Their Pedagogy Through Action Research
Renée Crawford
Education Sciences (2025) Vol. 15, Iss. 3, pp. 274-274
Open Access
Towards a New Emotional Discourse in Education
Saul Karnovsky, Nick Kelly
(2025), pp. 1-16
Closed Access
The construction of the educational problem in Spanish educational legislation: A critical reading of standardised assessments and inequalities
Lucía Torres-Sales, María Begoña Vigo Arrázola
Policy Futures in Education (2025)
Closed Access
Critically reflecting on the human and environmental costs of digital technology use in education: considering the role of leadership and school culture
Samuel Brzyskiewicz, Oliver McGarr, Rachel Lenihan
Irish Educational Studies (2025), pp. 1-20
Open Access
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