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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:

How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature
Leonie Rowan, Terri Bourke, Lyra L’Estrange, et al.
Review of Educational Research (2020) Vol. 91, Iss. 1, pp. 112-158
Open Access | Times Cited: 96

Showing 1-25 of 96 citing articles:

Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research
Diego Campos, Tim Fütterer, Thomas Gfrörer, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 15
A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere
Amy McPherson, Jo Lampert, Bruce Burnett
Asia-Pacific Journal of Teacher Education (2024) Vol. 52, Iss. 3, pp. 332-349
Open Access | Times Cited: 9
Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries
Geetanjali Basarkod, Theresa Dicke, Kelly‐Ann Allen, et al.
Learning and Instruction (2024) Vol. 91, pp. 101879-101879
Open Access | Times Cited: 8
Teacher's Strategy for Implementing Multiculturalism Education Based on Local Cultural Values and Character Building for Early Childhood Education
Dharlinda Suri, Dharnita Chandra
Journal of Ethnic and Cultural Studies (2021) Vol. 8, Iss. 4, pp. 271-285
Open Access | Times Cited: 52
Interculturality, Criticality and Reflexivity in Teacher Education
Fred Dervin
(2023)
Closed Access | Times Cited: 18
Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article
Anna Cook
Journal of Research in Special Educational Needs (2024) Vol. 24, Iss. 3, pp. 627-636
Open Access | Times Cited: 6
Predicting Preservice Teachers’ Culturally Responsive Teaching Outcome Expectations
Matthew White, Jessica Herring Watson, Donna Wake
The Teacher Educator (2025), pp. 1-17
Closed Access
“I knew I had it good, but I didn’t know just how good until this class”: Learning about race and disability towards educational justice
Carlyn Mueller, Aditi Rajendran
Equity & Excellence in Education (2025), pp. 1-16
Closed Access
Teachers’ Beliefs About Language Diversity and Multilingual Learners: A Systematic Review of the Literature
Melissa A. Gallagher, Shaimaa Scrivner
Review of Educational Research (2024)
Closed Access | Times Cited: 4
Multiple modalities of teaching civic education awareness among students: a pragmatic approach-based case study
Muhammad Younas, Muhammad Imran
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Perceptions of STEM education and artificial intelligence: a Twitter (X) sentiment analysis
Demetrice Smith-Mutegi, Yoseph Mamo, Jinhee Kim, et al.
International Journal of STEM Education (2025) Vol. 12, Iss. 1
Open Access
Emotional self-concept-questionnaire (ESC-Q): evaluation for students with and without learning disabilities in inclusive schools
Philipp Schmidt, Katharina-Theresa Lindner, Alexandra Pirker, et al.
European Journal of Special Needs Education (2025), pp. 1-15
Open Access
Aims as anchors: exploring teacher educators’ epistemic aims for teaching about/to/for diversity in initial teacher education (ITE)
Joanne Brownlee, Terri Bourke, Mary Ryan, et al.
Teachers and Teaching (2025), pp. 1-21
Open Access
Designing GenAI Tools for Personalized Learning Implementation: Theoretical Analysis and Prototype of a Multi-Agent System
Ling Zhang, Zijun Yao, Arya Hadizadeh Moghaddam
Journal of Teacher Education (2025)
Closed Access
Trauma-informed initial teacher education training: A necessary step in a system-wide response to addressing childhood trauma
Lyra L’Estrange, Judith A. Howard
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 19
Exploring the Interplay between Teacher Leadership and Self-Efficacy: A Systematic Literature Review (2013–2024)
Xue Luo, Bity Salwana Alias, Nor Hafizah Adnan
Education Sciences (2024) Vol. 14, Iss. 9, pp. 990-990
Open Access | Times Cited: 3
A Scoping Review of Diversity Training for Teachers: The Potential for School Psychology
Tory L. Ash, Samantha C. Maguire
School Psychology Review (2023) Vol. 53, Iss. 4, pp. 382-399
Closed Access | Times Cited: 9
“Learning on the job”: An exploration of teacher educators’ training and comfort with anti-ableist disability discussion
Nicole Hansen, Christa S. Bialka, Sarah Jin Wong, et al.
Teaching and Teacher Education (2024) Vol. 140, pp. 104481-104481
Closed Access | Times Cited: 3
Choosing the Right Tool for the Job: Screening Tools for Systematic Reviews in Education
Qiyang Zhang, Amanda Neitzel
Journal of Research on Educational Effectiveness (2023) Vol. 17, Iss. 3, pp. 513-539
Open Access | Times Cited: 8
An Exploration of the Experiences of Substitute Teachers: A Systematic Review
Andrea Reupert, Anna Sullivan, Neil Tippett, et al.
Review of Educational Research (2023) Vol. 93, Iss. 6, pp. 901-941
Closed Access | Times Cited: 7
Challenges in teacher education
Aileen Kennedy
Educação Sociedade & Culturas (2024), Iss. 67, pp. 1-15
Open Access | Times Cited: 2
Culture of Interculturality, Diversity, Equity, and Inclusion (IDEI) Assessment: Lessons from a Social Justice-Based Intercultural Learning Certificate Program for Preservice Teachers
Cherrel Miller Dyce, Katrice Hawthorne, Jamie Wire
Education Sciences (2024) Vol. 14, Iss. 5, pp. 482-482
Open Access | Times Cited: 2
How do Australian pre-service teachers understand differentiated instruction and associated concepts of inclusion and diversity?
Sunil Nepal, Sue Walker, Julie Dillon-Wallace
International Journal of Inclusive Education (2021) Vol. 28, Iss. 2, pp. 109-123
Open Access | Times Cited: 17
Teacher education and teaching for diversity: a call to action
Mary Ryan, Leonie Rowan, Joanne Brownlee, et al.
Teaching Education (2020) Vol. 33, Iss. 2, pp. 194-213
Open Access | Times Cited: 17
How epistemic reflexivity enables teacher educators’ teaching for diversity: Exploring a pedagogical framework for critical thinking
Joanne Brownlee, Terri Bourke, Leonie Rowan, et al.
British Educational Research Journal (2022) Vol. 48, Iss. 4, pp. 684-703
Open Access | Times Cited: 10
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