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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:

Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools
Thomas W. Farmer, Jill V. Hamm, David L. Lee, et al.
Rural Special Education Quarterly (2018) Vol. 37, Iss. 3, pp. 164-175
Closed Access | Times Cited: 17

Showing 17 citing articles:

Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management
Thomas W. Farmer, Jill V. Hamm, Molly Dawes, et al.
Educational Psychologist (2019) Vol. 54, Iss. 4, pp. 286-305
Closed Access | Times Cited: 100
Free Appropriate Public Education in the Time of COVID-19
J. Matt Jameson, Sondra M. Stegenga, Joanna Ryan, et al.
Rural Special Education Quarterly (2020) Vol. 39, Iss. 4, pp. 181-192
Open Access | Times Cited: 47
The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism
Thomas W. Farmer, Zewelanji Serpell, LaRon A. Scott, et al.
Journal of Emotional and Behavioral Disorders (2022) Vol. 30, Iss. 2, pp. 71-85
Closed Access | Times Cited: 27
The evaluation of school-university partnerships that improve teaching and learning practices: A systematic review
Edna Milena Sarmiento-Márquez, Gerti Pishtari, Luis P. Prieto, et al.
Educational Research Review (2023) Vol. 39, pp. 100509-100509
Closed Access | Times Cited: 15
An Economic Evaluation of Emerging and Ineffective Interventions: Examining the Role of Cost When Translating Research into Practice
Gretchen Scheibel, Thomas Zane, Kathleen N. Zimmerman
Exceptional Children (2022) Vol. 88, Iss. 3, pp. 245-262
Closed Access | Times Cited: 18
Enhancing Teachers’ Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model
Molly Dawes, Brittany I. Sterrett, Debbie S. Brooks, et al.
Journal of Emotional and Behavioral Disorders (2024) Vol. 32, Iss. 2, pp. 110-123
Open Access | Times Cited: 3
There’s No Place Like Us: Beyond Fidelity of Implementation in Rural Contexts
Margaret P. Weiss, Dawn A. Rowe, Pamela J. Mims, et al.
Journal of Emotional and Behavioral Disorders (2023) Vol. 31, Iss. 2, pp. 154-167
Closed Access | Times Cited: 7
Reforming research to support culturally and ecologically responsive and developmentally meaningful practice in schools
Thomas W. Farmer
Educational Psychologist (2020) Vol. 55, Iss. 1, pp. 32-39
Closed Access | Times Cited: 15
Technology-Supported Shared Storybook Reading in a Rural Classroom Serving Students With Severe Intellectual Disabilities and Complex Communication Needs
Aftynne E. Cheek, Bronwyn A. Harris, David A. Koppenhaver, et al.
Rural Special Education Quarterly (2022) Vol. 41, Iss. 3, pp. 140-152
Closed Access | Times Cited: 8
Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives
Thomas W. Farmer, Karen L. Bierman, Cristin M. Hall, et al.
Journal of Emotional and Behavioral Disorders (2020) Vol. 29, Iss. 1, pp. 3-13
Closed Access | Times Cited: 12
Remote Special Educational Consultation in Swedish Rural Schools
Kristina Ström, Gerd Pettersson, Kim Wickman
Australian and International Journal of Rural Education (2024) Vol. 34, Iss. 1, pp. 108-121
Open Access | Times Cited: 1
Social (Dis)Integration: Using Social Ties and Networks to Understand Potential Sources of and Leverage Points for Middle School Special Education Teachers’ Burnout
Jill V. Hamm, David Lee, Thomas W. Farmer
Journal of Emotional and Behavioral Disorders (2024)
Open Access | Times Cited: 1
Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model
Thomas W. Farmer, Brittany I. Sterrett, Kate E. Norwalk, et al.
Frontiers in Education (2021) Vol. 5
Open Access | Times Cited: 8
Teachers’ perceptions of middle schoolers’ social concerns: strategies and barriers to supporting students’ social success
Molly Dawes, Brittany I. Sterrett, Kate E. Norwalk, et al.
Social Psychology of Education (2021) Vol. 24, Iss. 2, pp. 465-488
Closed Access | Times Cited: 6
Skill Building for Teachers at a Chinese Special Needs School through International Videophone Teleconsultation: Helping Teachers Develop and Improve Choice-making in Students with Intellectual Disabilities
Hong Pei, Shigeki Sonoyama
International Journal of Disability Development and Education (2020) Vol. 69, Iss. 5, pp. 1755-1771
Closed Access | Times Cited: 3
Students Helping Students: Implementation of Elementary Math Facts Fluency Interventions by High Schoolers
Steven L. Powell, Kortney Ann Rist, Brit’ny Stein, et al.
Contemporary School Psychology (2023) Vol. 28, Iss. 3, pp. 385-393
Open Access
Cultivating Teacher Leadership in Rural School Districts
Beth Kania-Gosche, Suzanne Hull
Advances in educational marketing, administration, and leadership book series (2021), pp. 83-108
Closed Access
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