
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:
Positions of Newly Arrived Students in Nordic Education Policies and Practices
Jenni Helakorpi, Marianne Dovemark, Annette Rasmussen, et al.
Nordic Studies in Education (2023) Vol. 43, Iss. 2
Open Access | Times Cited: 4
Jenni Helakorpi, Marianne Dovemark, Annette Rasmussen, et al.
Nordic Studies in Education (2023) Vol. 43, Iss. 2
Open Access | Times Cited: 4
Showing 4 citing articles:
Differentiation of education through juridification
Andreas Bergh, Eva Forsberg
Journal of Curriculum Studies (2023) Vol. 56, Iss. 2, pp. 146-159
Open Access | Times Cited: 4
Andreas Bergh, Eva Forsberg
Journal of Curriculum Studies (2023) Vol. 56, Iss. 2, pp. 146-159
Open Access | Times Cited: 4
Conflicts and contradictions in Sweden's temporary residence law for unaccompanied youth
Marianne Dovemark
Ethnography & Education (2024), pp. 1-15
Open Access
Marianne Dovemark
Ethnography & Education (2024), pp. 1-15
Open Access
Vocational Pathways in and for the Integration of At-Risk Youth: Concepts, Theoretical Framework and Research Methodology
Tarja Tikkanen, Meril Ümarik, Krista Loogma
(2024), pp. 1-21
Closed Access
Tarja Tikkanen, Meril Ümarik, Krista Loogma
(2024), pp. 1-21
Closed Access
Debating the Practice of Separate Plurilingual Programs in Norwegian Schools From a Spatial Perspective
Thor‐André Skrefsrud
Advances in educational technologies and instructional design book series (2024), pp. 233-247
Closed Access
Thor‐André Skrefsrud
Advances in educational technologies and instructional design book series (2024), pp. 233-247
Closed Access