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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:

Eliminating Disparities in School Discipline: A Framework for Intervention
Anne Gregory, Russell J. Skiba, Kavitha Mediratta
Review of Research in Education (2017) Vol. 41, Iss. 1, pp. 253-278
Closed Access | Times Cited: 172

Showing 1-25 of 172 citing articles:

The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches
Richard O. Welsh, Shafiqua Little
Review of Educational Research (2018) Vol. 88, Iss. 5, pp. 752-794
Closed Access | Times Cited: 305
An Examination of Restorative Interventions and Racial Equity in Out-of-School Suspensions
Anne Gregory, Francis L. Huang, Yolanda Anyon, et al.
School Psychology Review (2018) Vol. 47, Iss. 2, pp. 167-182
Closed Access | Times Cited: 104
Caste and control in schools: A systematic review of the pathways, rates and correlates of exclusion due to school discipline
Richard O. Welsh, Shafiqua Little
Children and Youth Services Review (2018) Vol. 94, pp. 315-339
Closed Access | Times Cited: 73
Recruiting and Retaining Underrepresented Gifted Students
Frank C. Worrell, Dante D. Dixson
Springer eBooks (2018), pp. 209-226
Closed Access | Times Cited: 72
Identifying Dysfunctional Education Ecologies: A DisCrit Analysis of Bias in the Classroom
Subini Ancy Annamma, Deb Morrison
Equity & Excellence in Education (2018) Vol. 51, Iss. 2, pp. 114-131
Closed Access | Times Cited: 65
Good Intentions Are Not Enough: Centering Equity in School Discipline Reform
Anne Gregory, David Osher, George G. Bear, et al.
School Psychology Review (2021) Vol. 50, Iss. 2-3, pp. 206-220
Closed Access | Times Cited: 48
Mind the Gap: A Systematic Review of Research on Restorative Practices in Schools
Brittany Zakszeski, Laura E. Rutherford
School Psychology Review (2021) Vol. 50, Iss. 2-3, pp. 371-387
Closed Access | Times Cited: 47
A QuantCrit Analysis of Context, Discipline, Special Education, and Disproportionality
Rebecca A. Cruz, Saili S. Kulkarni, Allison R. Firestone
AERA Open (2021) Vol. 7
Open Access | Times Cited: 44
Predicting Preservice Teachers’ Culturally Responsive Teaching Outcome Expectations
Matthew White, Jessica Herring Watson, Donna Wake
The Teacher Educator (2025), pp. 1-17
Closed Access
Multiple-Shaded or All Alike? Local Responses to the Multi-Tiered Systems of Support Implementation in Florida
Jin Lee, Heather Roth Dunham
Leadership and Policy in Schools (2025), pp. 1-18
Closed Access
Focused Classroom Coaching and Widespread Racial Equity in School Discipline
Anne Gregory, Erik Ruzek, Jamie DeCoster, et al.
AERA Open (2019) Vol. 5, Iss. 4
Open Access | Times Cited: 45
Strengthening MTSS for Behavior (MTSS-B) to Promote Racial Equity
Lindsay M. Fallon, Margarida Veiga, George Sugai
School Psychology Review (2021) Vol. 52, Iss. 5, pp. 518-533
Closed Access | Times Cited: 36
The Plight of Persistently Disciplined Students: Examining Frequent Flyers and the Conversion of Office Discipline Referrals Into Suspensions
Richard O. Welsh, Luis A. Rodríguez
Educational Evaluation and Policy Analysis (2023) Vol. 46, Iss. 1, pp. 160-170
Open Access | Times Cited: 12
Beyond CheatBots: Examining Tensions in Teachers’ and Students’ Perceptions of Cheating and Learning with ChatGPT
Christopher Mah, Hillary Walker, Lena Phalen, et al.
Education Sciences (2024) Vol. 14, Iss. 5, pp. 500-500
Open Access | Times Cited: 4
Where There’s Smoke, There’s Fire: Gang Prevention from a Top-Down Perspective
Andreas F. Kolb, William J. Kolb, Michael Favors
Social Sciences (2025) Vol. 14, Iss. 3, pp. 128-128
Open Access
Editorial: Structural Determinants of School Discipline: A Call to Action
Brittany E. Bryant
Journal of the American Academy of Child & Adolescent Psychiatry (2025)
Closed Access
There are still more black boys in the office: educators’ perspectives on racial discipline disparities after restorative justice implementation
Ceema Samimi
Teachers and Teaching (2025), pp. 1-30
Closed Access
Speculative Design Toward Inclusive Futures: Leveraging Voices and Future Imaginations of the School Community to Transform a System of Punishment and Exclusion
Dosun Ko, Aydın Bal, Aaron Bird Bear
AERA Open (2025) Vol. 11
Open Access
Nudging the Gap: Introduction to the Special Issue “Closing in on Discipline Disproportionality”
Jessika H. Bottiani, Catherine P. Bradshaw, Anne Gregory
School Psychology Review (2018) Vol. 47, Iss. 2, pp. 109-117
Closed Access | Times Cited: 40
Fostering community, sharing power: Lessons for building restorative justice school cultures
Talia Sandwick, Josephine Wonsun Hahn, Lama Hassoun Ayoub
Education Policy Analysis Archives (2019) Vol. 27, pp. 145-145
Open Access | Times Cited: 35
Restorative and community‐building practices as social justice for English learners
Luis Javier Pentón Herrera, Robin L. McNair
TESOL Journal (2020) Vol. 12, Iss. 1
Closed Access | Times Cited: 32
Trust and Discipline: Adolescents’ Institutional and Teacher Trust Predict Classroom Behavioral Engagement following Teacher Discipline
Jamie Amemiya, Adam Fine, Ming‐Te Wang
Child Development (2019) Vol. 91, Iss. 2, pp. 661-678
Closed Access | Times Cited: 32
The relation between teacher and child race, teacher perceptions of disruptive behavior, and exclusionary discipline in preschool
Sarah C. Wymer, Catherine M. Corbin, Amanda P. Williford
Journal of School Psychology (2021) Vol. 90, pp. 33-42
Closed Access | Times Cited: 25
Prevention of Substance Use Disorders
Leah Nelson, Elissa R. Weitzman, Sharon Levy
Medical Clinics of North America (2021) Vol. 106, Iss. 1, pp. 153-168
Closed Access | Times Cited: 23
Twelve Indicators of Restorative Practices Implementation: A Framework for Educational Leaders
Anne Gregory, Allison Rae Ward-Seidel, Kayla V. Carter
Journal of Educational and Psychological Consultation (2020) Vol. 31, Iss. 2, pp. 147-179
Closed Access | Times Cited: 25
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