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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.

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Showing 1-25 of 33 citing articles:

An Integrated Framework for Studying How Schools Respond to External Pressures
David K. Diehl, Joanne W. Golann
Educational Researcher (2023) Vol. 52, Iss. 5, pp. 296-305
Open Access | Times Cited: 15
Les enseignants face aux nouveaux modes de gouvernance : que deviennent leur autonomie et leur jugement professionnels ?
Vincent Dupriez
Canadian Journal of Educational Administration and Policy (2025), Iss. 205, pp. 7-18
Closed Access
The Influence of Administrative Policies and Expectations on Coach-Teacher Interactions
Evthokia Stephanie Saclarides, Sarah Theule Lubienski
The Elementary School Journal (2020) Vol. 120, Iss. 3, pp. 528-554
Closed Access | Times Cited: 22
Interconnected Infrastructure for Improving Reading Instruction
Sarah L. Woulfin, Rachael Gabriel
Reading Research Quarterly (2020) Vol. 55, Iss. S1
Closed Access | Times Cited: 22
From Oyster Reefs to Turnaround Schools: An Educational Restoration Model for the COVID-19 Era
Daniel I. Dawer, Sarah L. Woulfin
Leadership and Policy in Schools (2024), pp. 1-18
Closed Access | Times Cited: 2
Balancing teachers’ needs in times of crisis: investigating how computer science instructional coaches and teachers navigated remote professional development during COVID-19
Naomi Blaushild, Raisa Blazquez, Steven McGee, et al.
Computer Science Education (2024), pp. 1-33
Closed Access | Times Cited: 2
Emergent Change: A Network Analysis of Elementary Teachers’ Learning About English Learner Instruction
Megan Hopkins, Maxie Gluckman, Tara Vahdani
American Educational Research Journal (2019) Vol. 56, Iss. 6, pp. 2295-2332
Closed Access | Times Cited: 22
Compliance, Chaos, or Coherence? How Superintendents, Districts, and Schools Craft Coherence From School Turnaround Policy
A. Chris Torres, Sandy Frost Waldron, Jason Burns
Educational Evaluation and Policy Analysis (2023) Vol. 46, Iss. 1, pp. 133-159
Closed Access | Times Cited: 6
Muddy Waters: The Micropolitics of Instructional Coaches’ Work in Evaluation
Sarah Galey-Horn, Sarah L. Woulfin
American Journal of Education (2021) Vol. 127, Iss. 3, pp. 441-470
Closed Access | Times Cited: 13
Crystallizing Coaching: An Examination of the Institutionalization of Instructional Coaching in Three Educational Systems
Sarah L. Woulfin
Teachers College Record The Voice of Scholarship in Education (2020) Vol. 122, Iss. 10, pp. 1-32
Open Access | Times Cited: 14
Parsing Coaching Practice: A Systematic Framework for Describing Coaching Discourse
Arielle Boguslav
AERA Open (2024) Vol. 10
Open Access | Times Cited: 1
Educational Leadership Preparation and Professional Roles: Are We Serving the Needs of Leadership Roles Along the Leadership Continuum?
Daniel W. Eadens, Marjorie Ceballos
Journal of Research on Leadership Education (2022) Vol. 18, Iss. 2, pp. 277-300
Closed Access | Times Cited: 6
Capacity-Building for District Reform: The Role of Instructional-Coach Teams
Sarah Galey-Horn
Teachers College Record The Voice of Scholarship in Education (2020) Vol. 122, Iss. 10, pp. 1-40
Open Access | Times Cited: 6
Core Requirements, Structured Flexibility, and Local Judgment: Balancing Adherence and Adaptation in the Design and Implementation of District-Wide Professional Development
Julie Cohen, Arielle Boguslav, James Wyckoff, et al.
Educational Evaluation and Policy Analysis (2023)
Closed Access | Times Cited: 2
Guest editorial: Coaching for improvement in education: new insights and enduring questions
Chad R. Lochmiller
International Journal of Mentoring and Coaching in Education (2021) Vol. 10, Iss. 4, pp. 393-398
Open Access | Times Cited: 5
How online learning can engage students and extend the reach of talented teachers: evidence from a pandemic-era national virtual summer program
Beth E. Schueler, Martin R. West
Journal of Educational Change (2022) Vol. 24, Iss. 4, pp. 759-803
Open Access | Times Cited: 3
Instructional System Coherence: A Scoping Literature Review
Elaine Wang, Julia H. Kaufman, Sabrina Lee, et al.
RAND Corporation eBooks (2024)
Open Access
Are resources and demands from accountability policies productive? How leaders build district capacity in response to school turnaround policy
A. Chris Torres
Journal of Educational Administration (2024)
Closed Access
Science Instructional Coaches: Characteristics, Contexts, Beliefs, and Community
Emma Refvem, M. Gail Jones
Journal of Science Teacher Education (2024), pp. 1-20
Closed Access
School inspectors’ perspectives of their instructional leadership support to schools in Zimbabwe
Michael Muswere, Loyiso C. Jita, Godsend T. Chimbi
South African Journal of Education (2024) Vol. 44, Iss. 3, pp. 1-12
Open Access
The Evolution of Coaching as a Policy Instrument: How a District Engages in Organizational Learning
Sarah L. Woulfin, Natalie Spitzer
Educational Policy (2023) Vol. 38, Iss. 6, pp. 1386-1417
Open Access | Times Cited: 1
“It Kind of Takes over the Life of the Building:” The Influence of Standardized Testing on Coaches’ Daily Work
Evthokia Stephanie Saclarides, Britnie Delinger Kane
The Educational Forum (2022) Vol. 87, Iss. 2, pp. 18-31
Closed Access | Times Cited: 2
Examining a Coaching Routine to Support Teacher Learning
Lynsey Gibbons, Ada Okun
Investigations in Mathematics Learning (2022) Vol. 15, Iss. 1, pp. 11-28
Closed Access | Times Cited: 2
How School Principals Enable Instructional Coaches: Evidence from New Jersey.
David Reid
Education leadership review (2019) Vol. 20, Iss. 1, pp. 87-100
Closed Access | Times Cited: 2
Co-navigating the Complexities of School Reform: The Establishment and On-going Maintenance of Relational Trust in School Reform Efforts
Sarah Campbell Lightner, Sara Kersten‐Parrish, Robert Drewry, et al.
Literacy Research and Instruction (2020) Vol. 60, Iss. 2, pp. 107-126
Open Access | Times Cited: 1
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