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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:

Organizational Factors and Instructional Decision-Making: A Cognitive Perspective
Matthew T. Hora
Review of higher education/˜The œreview of higher education (2012) Vol. 35, Iss. 2, pp. 207-235
Closed Access | Times Cited: 83

Showing 1-25 of 83 citing articles:

Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching
Michael G. Brown
The Internet and Higher Education (2016) Vol. 31, pp. 1-10
Closed Access | Times Cited: 205
The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty
Travis J. Lund, Marilyne Stains
International Journal of STEM Education (2015) Vol. 2, Iss. 1
Open Access | Times Cited: 193
Bridging the Research‐to‐Practice Gap: Designing an Institutional Change Plan Using Local Evidence
Cynthia Finelli, Shanna Daly, Kenyon M. Richardson
Journal of Engineering Education (2014) Vol. 103, Iss. 2, pp. 331-361
Open Access | Times Cited: 161
Blended learning motivation model for instructors in higher education institutions
Mohammed Mansur Ibrahim, Müesser Nat
International Journal of Educational Technology in Higher Education (2019) Vol. 16, Iss. 1
Open Access | Times Cited: 133
The Best of Both Worlds: Building on the COPUS and RTOP Observation Protocols to Easily and Reliably Measure Various Levels of Reformed Instructional Practice
Travis J. Lund, Matthew Pilarz, Jonathan B. Velasco, et al.
CBE—Life Sciences Education (2015) Vol. 14, Iss. 2, pp. ar18-ar18
Open Access | Times Cited: 118
Instructional Systems of Practice: A Multidimensional Analysis of Math and Science Undergraduate Course Planning and Classroom Teaching
Matthew T. Hora, Joseph J. Ferrare
Journal of the Learning Sciences (2012) Vol. 22, Iss. 2, pp. 212-257
Closed Access | Times Cited: 111
Perceived supports and evidence-based teaching in college STEM
Meghan Bathgate, Oriana R. Aragón, Andrew Cavanagh, et al.
International Journal of STEM Education (2019) Vol. 6, Iss. 1
Open Access | Times Cited: 64
Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses
Brandon J. Yik, Jeffrey R. Raker, Naneh Apkarian, et al.
International Journal of STEM Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 33
Examining study habits in undergraduate STEM courses from a situative perspective
Matthew T. Hora, Amanda K. Oleson
International Journal of STEM Education (2017) Vol. 4, Iss. 1
Open Access | Times Cited: 61
Short and Long-Term Impacts of the Cottrell Scholars Collaborative New Faculty Workshop
Marilyne Stains, Matthew Pilarz, Devasmita Chakraverty
Journal of Chemical Education (2015) Vol. 92, Iss. 9, pp. 1466-1476
Closed Access | Times Cited: 60
Professional Development, Departmental Contexts, and Use of Instructional Strategies
Lisa R. Lattuca, Inger Bergom, David B. Knight
Journal of Engineering Education (2014) Vol. 103, Iss. 4, pp. 549-572
Open Access | Times Cited: 59
The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): development and exploratory results
Hannah Sturtevant, Lindsay B. Wheeler
International Journal of STEM Education (2019) Vol. 6, Iss. 1
Open Access | Times Cited: 53
Hiring as cultural gatekeeping into occupational communities: implications for higher education and student employability
Matthew T. Hora
Higher Education (2019) Vol. 79, Iss. 2, pp. 307-324
Closed Access | Times Cited: 48
Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching
Meghan Bathgate, Oriana R. Aragón, Andrew Cavanagh, et al.
CBE—Life Sciences Education (2019) Vol. 18, Iss. 2, pp. ar22-ar22
Open Access | Times Cited: 44
Variation in the Implementation of Educative Curriculum Materials for Elementary Science Teacher Educators in Two Course Contexts: An Exploratory Case Study
Josie Melton, Jamie N. Mikeska
Journal of Science Teacher Education (2025), pp. 1-22
Closed Access
Cottrell Scholars Collaborative New Faculty Workshop: Professional Development for New Chemistry Faculty and Initial Assessment of Its Efficacy
Lane A. Baker, Devasmita Chakraverty, Linda Columbus, et al.
Journal of Chemical Education (2014) Vol. 91, Iss. 11, pp. 1874-1881
Open Access | Times Cited: 48
Exploring Faculty Beliefs about Student Learning and Their Role in Instructional Decision-Making
Matthew T. Hora
Review of higher education/˜The œreview of higher education (2014) Vol. 38, Iss. 1, pp. 37-70
Closed Access | Times Cited: 45
Exploring the role of instructional technology in course planning and classroom teaching: implications for pedagogical reform
Matthew T. Hora, Jeremiah I. Holden
Journal of Computing in Higher Education (2013) Vol. 25, Iss. 2, pp. 68-92
Closed Access | Times Cited: 36
Challenging instructors to change: a mixed methods investigation on the effects of material development on the pedagogical beliefs of geoscience instructors
Michael A. Pelch, David McConnell
International Journal of STEM Education (2016) Vol. 3, Iss. 1
Open Access | Times Cited: 30
Undergraduate Students Becoming Engineers: The Affordances of University-Based Makerspaces
Jana Bouwma‐Gearhart, Yoon Ha Choi, Cindy Lenhart, et al.
Sustainability (2021) Vol. 13, Iss. 4, pp. 1670-1670
Open Access | Times Cited: 22
Look Who's Talking: Teaching and Discourse Practices across Discipline, Position, Experience, and Class Size in STEM College Classrooms
Jourjina Subih Alkhouri, Cristine Donham, Téa S. Pusey, et al.
BioScience (2021) Vol. 71, Iss. 10, pp. 1063-1078
Open Access | Times Cited: 21
Measuring the Association of Departmental Climate around Teaching with Adoption of Evidence-Based Instructional Practices: A National Survey of Chemistry Faculty Members
Megan C. Connor, Jeffrey R. Raker
Journal of Chemical Education (2023) Vol. 100, Iss. 9, pp. 3462-3476
Closed Access | Times Cited: 8
How do institutional practices for course design and review address areas of need in higher education
Lucia Zundans‐Fraser, Alan Bain
Higher Education Research & Development (2016) Vol. 35, Iss. 4, pp. 841-853
Closed Access | Times Cited: 23
Assessment Tools in Context: Results from a National Survey of Postsecondary Chemistry Faculty
Rebecca E. Gibbons, Jessica J. Reed, Shalini Srinivasan, et al.
Journal of Chemical Education (2022) Vol. 99, Iss. 8, pp. 2843-2852
Closed Access | Times Cited: 13
Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion
Mike Wilton, Jeffrey Maloy, Laura Beaster‐Jones, et al.
CBE—Life Sciences Education (2024) Vol. 23, Iss. 3
Open Access | Times Cited: 2
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