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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:

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study
Angeline S. Lillard, Megan J. Heise, Eve M. Richey, et al.
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 126

Showing 1-25 of 126 citing articles:

Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers
Adele Diamond, Chris Lee, Peter Senften, et al.
PLoS ONE (2019) Vol. 14, Iss. 9, pp. e0222447-e0222447
Open Access | Times Cited: 102
Active learning: “Hands-on” meets “minds-on”
Nesra Yannier, Scott E. Hudson, Kenneth R. Koedinger, et al.
Science (2021) Vol. 374, Iss. 6563, pp. 26-30
Closed Access | Times Cited: 66
Children’s Evolved Learning Abilities and Their Implications for Education
David F. Bjorklund
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2243-2273
Open Access | Times Cited: 41
A meta-analysis of the effects of Montessori education on five fields of development and learning in preschool and school-age children
Alison Demangeon, Stéphanie Claudel-Valentin, Alexandre Aubry, et al.
Contemporary Educational Psychology (2023) Vol. 73, pp. 102182-102182
Open Access | Times Cited: 24
Beyond executive functions, creativity skills benefit academic outcomes: Insights from Montessori education
Solange Denervaud, Jean‐François Knebel, Patric Hagmann, et al.
PLoS ONE (2019) Vol. 14, Iss. 11, pp. e0225319-e0225319
Open Access | Times Cited: 65
Executive Functions in Social Context: Implications for Conceptualizing, Measuring, and Supporting Developmental Trajectories
Yuko Munakata, Laura Michaelson
Annual Review of Developmental Psychology (2021) Vol. 3, Iss. 1, pp. 139-163
Closed Access | Times Cited: 43
Montessori education's impact on academic and nonacademic outcomes: A systematic review
Justus Randolph, Anaya Bryson, Lakshmi Menon, et al.
Campbell Systematic Reviews (2023) Vol. 19, Iss. 3
Open Access | Times Cited: 21
Let Me Choose: The Role of Choice in the Development of Executive Function Skills
Stephanie M. Carlson
Current Directions in Psychological Science (2023) Vol. 32, Iss. 3, pp. 220-227
Closed Access | Times Cited: 18
Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children's Social Competence and Executive Function
Rosemarie E. Perry, Stephen H. Braren, Clancy Blair
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 52
Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform
Angeline S. Lillard
Educational Psychology Review (2019) Vol. 31, Iss. 4, pp. 939-965
Open Access | Times Cited: 48
Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public‐School System
Philippine Courtier, Marie‐Line Gardes, Jean‐Baptiste Van der Henst, et al.
Child Development (2021) Vol. 92, Iss. 5, pp. 2069-2088
Open Access | Times Cited: 38
Education shapes the structure of semantic memory and impacts creative thinking
Solange Denervaud, Alexander P. Christensen, Yoed N. Kenett, et al.
npj Science of Learning (2021) Vol. 6, Iss. 1
Open Access | Times Cited: 38
What are the kids doing? Exploring young children's activities at home and relations with externally cued executive function and child temperament
Nicole Stucke, Gijsbert Stoet, Sabine Doebel
Developmental Science (2022) Vol. 25, Iss. 5
Open Access | Times Cited: 24
Stakeholders’ Roles in Evolutionizing Education: An Evolutionary-Based Toolkit Surrounding Elementary Education
Kathryne Gruskin, Mariah Griffin, Srividya Bansal, et al.
Behavioral Sciences (2025) Vol. 15, Iss. 1, pp. 92-92
Open Access
The Validation of the Dutch Teacher Questionnaire of Montessori Practice
Jaap de Brouwer, Lida T. Klaver, P.H.M. Sins, et al.
Journal of Research in Childhood Education (2025), pp. 1-17
Closed Access
Perfect timing: sensitive periods for Montessori education and long-term wellbeing
Angeline S. Lillard, Ronghui Jiang, Xin Tong
Frontiers in Developmental Psychology (2025) Vol. 3
Open Access
Multigrade education and the montessori model: A pathway towards inclusion and equity
Marija Sablić, Ana Mirosavljević, Katarina Bogatić
International Journal of Educational Research (2025) Vol. 131, pp. 102600-102600
Closed Access
An fMRI study of error monitoring in Montessori and traditionally-schooled children
Solange Denervaud, Eleonora Fornari, Xiao‐Fei Yang, et al.
npj Science of Learning (2020) Vol. 5, Iss. 1
Open Access | Times Cited: 37
Emotion recognition development: Preliminary evidence for an effect of school pedagogical practices
Solange Denervaud, Christian Mumenthaler, Édouard Gentaz, et al.
Learning and Instruction (2020) Vol. 69, pp. 101353-101353
Open Access | Times Cited: 35
Short-Term Effects of Video-Games on Cognitive Enhancement: the Role of Positive Emotions
Sandro Franceschini, Sara Bertoni, Matteo Lulli, et al.
Journal of Cognitive Enhancement (2021) Vol. 6, Iss. 1, pp. 29-46
Open Access | Times Cited: 32
Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions
Valentina Cesari, Benedetta Galgani, Angelo Gemignani, et al.
Behavioral Sciences (2021) Vol. 11, Iss. 5, pp. 57-57
Open Access | Times Cited: 27
Unveiling alternative schools: A systematic review of cognitive and social-emotional development in different educational approaches
Silvia Guerrero, Javier Valenciano Valcárcel, Alicia Rodríguez
Children and Youth Services Review (2024) Vol. 158, pp. 107480-107480
Open Access | Times Cited: 4
Observation of Student and Teacher Behaviors during a Preliminary Active Playful Learning Intervention in Kindergarten Classrooms
Elias Blinkoff, Kimberly Turner Nesbitt, Roberta Michnick Golinkoff, et al.
Education Sciences (2024) Vol. 14, Iss. 6, pp. 648-648
Open Access | Times Cited: 4
Motivating the Learning Process: Integrating Self-Determination Theory Into a Dynamical Systems Framework
Peter Claudius Osei, David F. Bjorklund
Educational Psychology Review (2024) Vol. 36, Iss. 3
Closed Access | Times Cited: 4
Rethinking Education: Montessori’s Approach
Angeline S. Lillard
Current Directions in Psychological Science (2018) Vol. 27, Iss. 6, pp. 395-400
Closed Access | Times Cited: 37
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