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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:

Strengthening Individual Teacher-Child Relationships: An Intervention Study Among Student Teachers in Special Education
Anne-Katrien Koenen, Liedewij F. N. Borremans, Annet De Vroey, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 19

Showing 19 citing articles:

Enhancing teacher-student relationship quality: A narrative review of school-based interventions
Daniel V. Poling, Christopher L. Van Loan, Justin D. Garwood, et al.
Educational Research Review (2022) Vol. 37, pp. 100459-100459
Closed Access | Times Cited: 56
Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes
Jantine L. Spilt, Helma M. Y. Koomen
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 35
Navigating early risks: Differential outcomes in middle childhood and the compensatory role of kindergarten experiences
Katharina Haag, Tyler Watts, Laurie J. Hannigan, et al.
Journal of Child Psychology and Psychiatry (2025)
Closed Access
Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education
Liedewij F. N. Borremans, Helma M. Y. Koomen, Jantine L. Spilt
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 4
An Attachment Perspective on Dyadic Teacher-Child Relationships: Implications for Effective Practice in Early Childhood Education
Jantine L. Spilt, Liedewij F. N. Borremans, Fren Dieusaert, et al.
Early Childhood Education Journal (2025)
Closed Access
”It's a way of being for a teacher”: Multiple perspectives on relationship-building competencies in teacher education
Liedewij F. N. Borremans, Astrid Deryck, Jantine L. Spilt
Teaching and Teacher Education (2025) Vol. 159, pp. 104979-104979
Closed Access
Do measures of dyadic student–teacher relationships in middle school predict overall student–teacher relationship measures? Not entirely
Maël Virat, Isabelle Archambault
Learning Environments Research (2025)
Closed Access
Towards a curriculum targeting teachers’ relationship-building competence: Results of a Delphi study
Liedewij F. N. Borremans, Jantine L. Spilt
Teaching and Teacher Education (2023) Vol. 130, pp. 104155-104155
Open Access | Times Cited: 10
The association between working memory, teacher-student relationship, and academic performance in primary school children
Simona Sankalaite, Mariëtte Huizinga, Petra Warreyn, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 5
Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma
Meegan Brown, Judith A. Howard, Kerryann Walsh
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 8
Development of the Competence Measure of Individual Teacher-Student Relationships (COMMIT): Insight Into the Attitudes, Knowledge, and Self-Efficacy of Pre-service Teachers
Liedewij F. N. Borremans, Jantine L. Spilt
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 5
Stay or Leave? Lived Experiences of Teachers Handling Children with Disabilities
Reynold P. Varela
(2024)
Closed Access
Why not ask them? A systematic scoping review of research on dyadic teacher–student relationships as perceived by students with emotional and behavioral problems
Meike Vösgen-Nordloh, Pawel R. Kulawiak, Tijs Bolz, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Disruptive Student Behavior and Emotional Exhaustion in Dutch Primary Special Education Teachers: The Mediating Role of Teachers' Competence Beliefs
Femke van den Brink, Manja Vollmann, Nouchka T. Tick
Psychology in the Schools (2024)
Closed Access
Psychometric Properties of the German Student‐Specific Teacher Self‐Efficacy Scale (SS‐TSES‐G)
Bodo Przibilla, Chiara Enderle, Gino Casale, et al.
European Journal of Education (2024)
Open Access
Ön Ergenlik Dönemindeki Çocukların Öğretmenlerine Duydukları Güvenin İncelenmesi
Hilal Mercan Akçay, Haktan Demircioğlu
Batı anadolu eğitim bilimleri dergisi (2024) Vol. 15, Iss. 2, pp. 1220-1240
Open Access
Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention
Jenny Marttila, Ruben Fukkink, Maarit Silvén
European Early Childhood Education Research Journal (2023) Vol. 32, Iss. 4, pp. 545-561
Open Access | Times Cited: 1
Trauma-informed education

Frontiers research topics (2023)
Open Access
Trauma and Rural Schooling
Travis Lewis, Lawrence Hodgkins, Kelly Wynne Lettieri
Theory & Practice in Rural Education (2023) Vol. 13, Iss. 2, pp. 125-159
Open Access
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