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:
Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students
Rachel Louise Geesa, Kendra Lowery, Kat R. McConnell
International journal of doctoral studies (2018) Vol. 13, pp. 471-495
Open Access | Times Cited: 18
Rachel Louise Geesa, Kendra Lowery, Kat R. McConnell
International journal of doctoral studies (2018) Vol. 13, pp. 471-495
Open Access | Times Cited: 18
Showing 18 citing articles:
Mentor and peer support for early career researchers sharing research with academia and beyond
Margaret K. Merga, Shannon Mason
Heliyon (2021) Vol. 7, Iss. 2, pp. e06172-e06172
Open Access | Times Cited: 32
Margaret K. Merga, Shannon Mason
Heliyon (2021) Vol. 7, Iss. 2, pp. e06172-e06172
Open Access | Times Cited: 32
Scholarly Publication During Doctoral Candidature: Obstacles, Benefits, and Strategies for Success
Mary Renck Jalongo
Early Childhood Education Journal (2024)
Closed Access | Times Cited: 4
Mary Renck Jalongo
Early Childhood Education Journal (2024)
Closed Access | Times Cited: 4
Self-reflective mentoring: perspectives of peer mentors in an education doctoral program
Kat R. McConnell, Rachel Louise Geesa, Kendra Lowery
International Journal of Mentoring and Coaching in Education (2019) Vol. 8, Iss. 2, pp. 86-101
Closed Access | Times Cited: 32
Kat R. McConnell, Rachel Louise Geesa, Kendra Lowery
International Journal of Mentoring and Coaching in Education (2019) Vol. 8, Iss. 2, pp. 86-101
Closed Access | Times Cited: 32
Creating, Implementing, and Redefining a Conceptual Framework for Mentoring Pathways for Education Doctorate Students
Rebecca D. Brown, Rachel Louise Geesa, Kat R. McConnell
Higher Learning Research Communications (2020) Vol. 10, Iss. 2
Open Access | Times Cited: 19
Rebecca D. Brown, Rachel Louise Geesa, Kat R. McConnell
Higher Learning Research Communications (2020) Vol. 10, Iss. 2
Open Access | Times Cited: 19
Interventions, practices and institutional arrangements for supporting PGR mental health and wellbeing: reviewing effectiveness and addressing barriers
David Watson, John Turnpenny
Studies in Higher Education (2022) Vol. 47, Iss. 9, pp. 1957-1979
Open Access | Times Cited: 12
David Watson, John Turnpenny
Studies in Higher Education (2022) Vol. 47, Iss. 9, pp. 1957-1979
Open Access | Times Cited: 12
Mentoring pathways program for first-year education doctor of education students: perspectives of a program redesigned for sustainability
Rachel Louise Geesa, Rebecca D. Brown, Kat R. McConnell
Mentoring & Tutoring Partnership in Learning (2020) Vol. 28, Iss. 2, pp. 156-175
Closed Access | Times Cited: 12
Rachel Louise Geesa, Rebecca D. Brown, Kat R. McConnell
Mentoring & Tutoring Partnership in Learning (2020) Vol. 28, Iss. 2, pp. 156-175
Closed Access | Times Cited: 12
Mentor support systems in a doctoral mentoring program
Rachel Louise Geesa, Kat R. McConnell, Nicholas P. Elam, et al.
Studies in Graduate and Postdoctoral Education (2020) Vol. 11, Iss. 3, pp. 311-327
Closed Access | Times Cited: 12
Rachel Louise Geesa, Kat R. McConnell, Nicholas P. Elam, et al.
Studies in Graduate and Postdoctoral Education (2020) Vol. 11, Iss. 3, pp. 311-327
Closed Access | Times Cited: 12
Filling the gaps: how the non-faculty mentor role contributes to the doctoral program support structure
Kat R. McConnell, Rachel Louise Geesa
International Journal of Mentoring and Coaching in Education (2021) Vol. 10, Iss. 2, pp. 188-202
Open Access | Times Cited: 7
Kat R. McConnell, Rachel Louise Geesa
International Journal of Mentoring and Coaching in Education (2021) Vol. 10, Iss. 2, pp. 188-202
Open Access | Times Cited: 7
Mentorship for Doctor of Education Candidates: Exploring Sustainability, Networking, and Expected Outcomes within a Mentoring Program
Rachel Louise Geesa, Kat R. McConnell, Rebecca D. Brown
Journal of Research on Leadership Education (2021) Vol. 17, Iss. 3, pp. 291-309
Closed Access | Times Cited: 7
Rachel Louise Geesa, Kat R. McConnell, Rebecca D. Brown
Journal of Research on Leadership Education (2021) Vol. 17, Iss. 3, pp. 291-309
Closed Access | Times Cited: 7
Developmental mentoring: tailoring a mentoring program to the changing needs of scholar-practitioner EdD students
Rachel Louise Geesa, Kat R. McConnell, Nicholas P. Elam
Mentoring & Tutoring Partnership in Learning (2023) Vol. 31, Iss. 2, pp. 250-270
Closed Access | Times Cited: 2
Rachel Louise Geesa, Kat R. McConnell, Nicholas P. Elam
Mentoring & Tutoring Partnership in Learning (2023) Vol. 31, Iss. 2, pp. 250-270
Closed Access | Times Cited: 2
Virtual Dissertation Circles: Student Engagement Strategies and Lessons Learned
Michelle Dennis, Marianne Cabrera, Donna DiMatteo-Gibson, et al.
Journal of Strategic Innovation and Sustainability (2022) Vol. 17, Iss. 4
Open Access | Times Cited: 2
Michelle Dennis, Marianne Cabrera, Donna DiMatteo-Gibson, et al.
Journal of Strategic Innovation and Sustainability (2022) Vol. 17, Iss. 4
Open Access | Times Cited: 2
Online Doctoral Cohort Mentors: Model Implementation and Evaluation
Michelle Dennis, Donna DiMatteo-Gibson
Journal of Organizational Psychology (2022) Vol. 22, Iss. 2
Open Access | Times Cited: 1
Michelle Dennis, Donna DiMatteo-Gibson
Journal of Organizational Psychology (2022) Vol. 22, Iss. 2
Open Access | Times Cited: 1
“I'll be there for you”: A review of research on beneficial dissertation mentoring practices
Claire Howell Major
New Directions for Teaching and Learning (2023) Vol. 2023, Iss. 176, pp. 11-20
Closed Access
Claire Howell Major
New Directions for Teaching and Learning (2023) Vol. 2023, Iss. 176, pp. 11-20
Closed Access
“The Shoes Should No Longer Fit”: Creating a Space for Caring and Challenge Through the Dissertation Process
Whitney M. Stewart, Terra Greenwell, Sandra L. Hogue, et al.
Springer eBooks (2020), pp. 177-194
Closed Access
Whitney M. Stewart, Terra Greenwell, Sandra L. Hogue, et al.
Springer eBooks (2020), pp. 177-194
Closed Access
Leveraging critical friendship to navigate doctoral student role transitions
Kristen Gregory, Amanda K. Burbage
Studies in Graduate and Postdoctoral Education (2021) Vol. 13, Iss. 1, pp. 1-18
Closed Access
Kristen Gregory, Amanda K. Burbage
Studies in Graduate and Postdoctoral Education (2021) Vol. 13, Iss. 1, pp. 1-18
Closed Access
Evaluating the factors that influence female STEM doctoral student persistence
Stephanie Judith Fernandez
(2021)
Open Access
Stephanie Judith Fernandez
(2021)
Open Access
