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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:

Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools
Rocío García-Carrión, Silvia Molina, Esther Roca-Campos
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 55

Showing 1-25 of 55 citing articles:

Children and Adolescents Mental Health: A Systematic Review of Interaction-Based Interventions in Schools and Communities
Rocío García-Carrión, Beatriz Villarejo-Carballido, Lourdes Villardón-Gallego
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 158
Implications for Social Impact of Dialogic Teaching and Learning
Rocío García-Carrión, Garazi López de Aguileta, María Padrós Cuxart, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 93
Understanding the role of study strategies and learning disabilities on student academic performance to enhance educational approaches: A proposal using artificial intelligence
Adriano Bressane, Daniel Zwirn, Alexei Mikhailovich Essiptchouk, et al.
Computers and Education Artificial Intelligence (2023) Vol. 6, pp. 100196-100196
Open Access | Times Cited: 29
Transforming students’ attitudes towards learning through the use of successful educational actions
Javier Díez-Palomar, Rocío García-Carrión, Linda Hargreaves, et al.
PLoS ONE (2020) Vol. 15, Iss. 10, pp. e0240292-e0240292
Open Access | Times Cited: 55
Including students with disabilities in innovative learning environments: a model for inclusive practices
Angela Page, Joanna Anderson, Jennifer Charteris
International Journal of Inclusive Education (2021) Vol. 27, Iss. 14, pp. 1696-1711
Closed Access | Times Cited: 34
Dialogic literary gatherings: A systematic review of evidence to overcome social and educational inequalities
Laura Ruiz-Eugenio, Marta Soler, Sandra Racionero-Plaza, et al.
Educational Research Review (2023) Vol. 39, pp. 100534-100534
Open Access | Times Cited: 16
How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions
Elena Duque, Regina Gairal‐Casadó, Silvia Molina, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 33
An Examination of Teacher Self-Efficacy to Support Neurodiverse Students in Higher Education
Elizabeth Lapon, Leslie Buddington, Joan Swanson
College Teaching (2025), pp. 1-9
Closed Access
A research synthesis of the impacts of successful educational actions on student outcomes
Teresa Morlà Folch, Ana Inés Renta Davids, María Padrós Cuxart, et al.
Educational Research Review (2022) Vol. 37, pp. 100482-100482
Open Access | Times Cited: 18
Challenges of learning environments experienced by distance-learning higher education students in Ghana
Boadi Agyekum
International Review of Education (2023) Vol. 69, Iss. 1-2, pp. 51-72
Closed Access | Times Cited: 10
Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education
Garazi Álvarez-Guerrero, Ane López de Aguileta, Sandra Racionero-Plaza, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 23
Creating Learning Environments Free of Violence in Special Education Through the Dialogic Model of Prevention and Resolution of Conflicts
Elena Duque, Sara Carbonell, Lena De Botton, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 18
Impact of Interactive Learning Environments on Learning and Cognitive Development of Children With Special Educational Needs: A Literature Review
Leire Ugalde, Maite Santiago-Garabieta, Beatriz Villarejo-Carballido, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 16
Review of the scientific literature on the impact of extending learning time with vulnerable groups
Laura Natividad-Sancho, Olga Serradell, Ainhoa Flecha, et al.
Children and Youth Services Review (2024) Vol. 163, pp. 107809-107809
Open Access | Times Cited: 2
Propelling Children’s Empathy and Friendship
Susana León-Jiménez, Beatriz Villarejo-Carballido, Garazi López de Aguileta, et al.
Sustainability (2020) Vol. 12, Iss. 18, pp. 7288-7288
Open Access | Times Cited: 15
‘One child, two schools’: Teachers' perspectives on the dual enrolment of students with disabilities in private special and inclusive schools in the United Arab Emirates
Mahra Saeed Haj Ali, Maxwell Peprah Opoku
Journal of Research in Special Educational Needs (2023) Vol. 24, Iss. 2, pp. 338-348
Closed Access | Times Cited: 5
Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities
Roseli Rodrigues de Mello, Marta Soler, Fabiana Marini Braga, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 12
Scientific substantiation of hygienic principles of prevention of formation and development of prenosological changes in a condition of mental health of pupils of modern institutions of secondary education (review of literature and own research)
Ihor Serheta, Ольга Браткова, Оксана Серебреннікова
JOURNAL OF THE NATIONAL ACADEMY OF MEDICAL SCIENCES OF UKRAINE (2022), Iss. 1 2022, pp. 306-326
Open Access | Times Cited: 8
Development of Smart Link Book as a Medium for Interaction Between Special School Institutions and Parents Through User Centered Design
R. Anggia Listyaningrum, Wahyu Nur Hidayat, Ediyanto Ediyanto, et al.
E3S Web of Conferences (2024) Vol. 473, pp. 04006-04006
Open Access | Times Cited: 1
Análisis cualitativo sobre la influencia del voluntario en las actuaciones educativas de éxito de comunidades de aprendizaje
Ana Amaro Agudo, Teresa Gómez Domínguez, Jesús Marauri Ceballos
Profesorado Revista de Currículum y Formación del Profesorado (2020) Vol. 24, Iss. 2, pp. 368-386
Open Access | Times Cited: 11
Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers
Andrea Khalfaoui, Rocío García-Carrión, Lourdes Villardón-Gallego, et al.
Social Sciences (2020) Vol. 9, Iss. 7, pp. 116-116
Open Access | Times Cited: 11
Challenging Bourdieu’s Theory: Dialogic Interaction as a Means to Provide Access to Highbrow Culture for All
Elisabeth Torras-Gómez, Laura Ruiz-Eugenio, Teresa Sordé, et al.
SAGE Open (2021) Vol. 11, Iss. 2
Open Access | Times Cited: 10
Sustaining Student Engagement – Successes and Challenges of a Virtual STEM Program for High School Students
Kelli Qua, Haider Raza, Damian J. Junk, et al.
The Journal of STEM Outreach (2021) Vol. 4, Iss. 3
Open Access | Times Cited: 8
Inclusivity, friendship and language learning: boosting collaboration in interactive groups
Maite Santiago-Garabieta, Harkaitz Zubiri-Esnaola, Rocío García-Carrión, et al.
Educational Research (2023) Vol. 65, Iss. 2, pp. 189-203
Open Access | Times Cited: 3
“Life Starts for Me Again.” The Social Impact of Psychology on Programs for Homeless People: Solidarity Networks for the Effectiveness of Interventions
Virginia Matulič-Domadzič, Ariadna Munté Pascual, Irene De Vicente-Zueras, et al.
Frontiers in Psychology (2020) Vol. 10
Open Access | Times Cited: 8
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