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:
Developing empathy and support for students with the “most challenging behaviors:” Mixed-methods outcomes of professional development in trauma-informed teaching practices
Jessica B. Koslouski
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 14
Jessica B. Koslouski
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 14
Showing 14 citing articles:
Building a Foundation of Support: An Investigative Study on EPP Programs and In-Service Teacher Perceptions of Trauma-Informed Practices
Julia M. Johnson, C Golden, MinSeok Cha
Teacher Education and Curriculum Studies (2025) Vol. 10, Iss. 1, pp. 23-35
Open Access
Julia M. Johnson, C Golden, MinSeok Cha
Teacher Education and Curriculum Studies (2025) Vol. 10, Iss. 1, pp. 23-35
Open Access
Understanding and responding to the effects of trauma in the classroom: A primer for educators
Jessica B. Koslouski, Kristabel Stark, Sandra M. Chafouleas
Social and Emotional Learning Research Practice and Policy (2023) Vol. 1, pp. 100004-100004
Open Access | Times Cited: 9
Jessica B. Koslouski, Kristabel Stark, Sandra M. Chafouleas
Social and Emotional Learning Research Practice and Policy (2023) Vol. 1, pp. 100004-100004
Open Access | Times Cited: 9
Calling for (r)Evolution: the rise of the educational phoenix of audacious hope
Julie Avery, Joanne Deppeler, Jacynta Krakouer, et al.
Pedagogy Culture and Society (2024), pp. 1-22
Open Access | Times Cited: 1
Julie Avery, Joanne Deppeler, Jacynta Krakouer, et al.
Pedagogy Culture and Society (2024), pp. 1-22
Open Access | Times Cited: 1
Implementing a School-Wide Trauma-Informed Education Approach: An Evaluation of Student-Outcomes during the First Year of Implementation
Rianne Wassink- de Stigter, Wendy Nelen, Marc J. M. H. Delsing, et al.
Journal of Child & Adolescent Trauma (2024) Vol. 18, Iss. 1, pp. 71-85
Closed Access | Times Cited: 1
Rianne Wassink- de Stigter, Wendy Nelen, Marc J. M. H. Delsing, et al.
Journal of Child & Adolescent Trauma (2024) Vol. 18, Iss. 1, pp. 71-85
Closed Access | Times Cited: 1
ОСВІТОЛОГІЧНИЙ ВИМІР КОНЦЕПТУ «ТРАВМА-ІНФОРМОВАНИЙ ПІДХІД» У СИСТЕМІ ПРОФЕСІЙНОЇ ПІДГОТОВКИ ВЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ
Тетяна Головатенко
Перспективи та інновації науки (2023), Iss. 8(26)
Open Access | Times Cited: 2
Тетяна Головатенко
Перспективи та інновації науки (2023), Iss. 8(26)
Open Access | Times Cited: 2
Integrating Social-Emotional Learning Strategies Into the Curriculum Through a Trauma-Informed and Culturally-Responsive Lens
JoAnne M. Spagnuolo, Jessica J. DePamphilis
Advances in educational marketing, administration, and leadership book series (2024), pp. 83-105
Closed Access
JoAnne M. Spagnuolo, Jessica J. DePamphilis
Advances in educational marketing, administration, and leadership book series (2024), pp. 83-105
Closed Access
A randomized trial of trauma-informed training content: Effects on preschool teachers’ trauma-informed attitudes, stress, and coping
Alysse M. Loomis, Devon Musson Rose
Children and Youth Services Review (2024) Vol. 166, pp. 107963-107963
Closed Access
Alysse M. Loomis, Devon Musson Rose
Children and Youth Services Review (2024) Vol. 166, pp. 107963-107963
Closed Access
A Randomized Trial of Trauma-Informed Training Content: Effects on Preschool Teachers’ Trauma-Informed Attitudes, Stress, and Coping
Alysse M. Loomis, Devon Musson Rose
(2024)
Closed Access
Alysse M. Loomis, Devon Musson Rose
(2024)
Closed Access
Data-Driven Behavioral Interventions
Neria Sebastien
Advances in educational technologies and instructional design book series (2024), pp. 110-139
Closed Access
Neria Sebastien
Advances in educational technologies and instructional design book series (2024), pp. 110-139
Closed Access
Learning a Trauma-Sensitive Sport Model: Programme Implementation Experiences
Majidullah Shaikh, Diane Culver, Tanya Forneris
International Sport Coaching Journal (2024), pp. 1-14
Closed Access
Majidullah Shaikh, Diane Culver, Tanya Forneris
International Sport Coaching Journal (2024), pp. 1-14
Closed Access
Trauma Prevalence and Desire for Trauma-Informed Coaching in Collegiate Sports: A Mixed Methods Study
Elizabeth Alma Hertzler-McCain, Aerin McQuillen, Shalini Setty, et al.
Social Sciences (2023) Vol. 12, Iss. 10, pp. 550-550
Open Access | Times Cited: 1
Elizabeth Alma Hertzler-McCain, Aerin McQuillen, Shalini Setty, et al.
Social Sciences (2023) Vol. 12, Iss. 10, pp. 550-550
Open Access | Times Cited: 1
The Emotions of Professional Learning: Considerations for Instructional Leaders
Kristabel Stark, Jessica B. Koslouski
NASSP Bulletin (2022) Vol. 106, Iss. 4, pp. 281-297
Closed Access | Times Cited: 1
Kristabel Stark, Jessica B. Koslouski
NASSP Bulletin (2022) Vol. 106, Iss. 4, pp. 281-297
Closed Access | Times Cited: 1
Mixed Methods Illustration of Teachers’ Trauma-Informed Attitudes and Practice
Beth S. Russell, Mackenzie N. Wink, Morica Hutchison
Journal of Child & Adolescent Trauma (2023) Vol. 17, Iss. 2, pp. 349-362
Closed Access
Beth S. Russell, Mackenzie N. Wink, Morica Hutchison
Journal of Child & Adolescent Trauma (2023) Vol. 17, Iss. 2, pp. 349-362
Closed Access
Trauma-Informed Care to Prevent and Mitigate Effects of School Violence
Jessica B. Koslouski, Kristabel Stark, Sandra M. Chafouleas
Advances in learning and behavioral disabilities (2023), pp. 171-189
Closed Access
Jessica B. Koslouski, Kristabel Stark, Sandra M. Chafouleas
Advances in learning and behavioral disabilities (2023), pp. 171-189
Closed Access
