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:
Towards a discursive and non-affirmative framework for curriculum studies, Didaktik and educational leadership
Michael Uljens, Rose M. Ylimaki
Nordic Journal of Studies in Educational Policy (2015) Vol. 2015, Iss. 3, pp. 30177-30177
Open Access | Times Cited: 38
Michael Uljens, Rose M. Ylimaki
Nordic Journal of Studies in Educational Policy (2015) Vol. 2015, Iss. 3, pp. 30177-30177
Open Access | Times Cited: 38
Showing 1-25 of 38 citing articles:
Constructing ‘powerful’ curriculum theory
Zongyi Deng
Journal of Curriculum Studies (2021) Vol. 53, Iss. 2, pp. 179-196
Open Access | Times Cited: 38
Zongyi Deng
Journal of Curriculum Studies (2021) Vol. 53, Iss. 2, pp. 179-196
Open Access | Times Cited: 38
Multicultural Tact: Teaching and Bildung Promotion in the Culturally Diverse Classroom
Tommaso Rompianesi, Line Torbjørnsen Hilt
Contemporary philosophies and theories in education (2025), pp. 177-192
Closed Access
Tommaso Rompianesi, Line Torbjørnsen Hilt
Contemporary philosophies and theories in education (2025), pp. 177-192
Closed Access
Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership
Michael Uljens, Rose M. Ylimaki
Educational governance research (2017), pp. 3-145
Closed Access | Times Cited: 41
Michael Uljens, Rose M. Ylimaki
Educational governance research (2017), pp. 3-145
Closed Access | Times Cited: 41
A distributed leadership perspective on the Finnish curriculum reform 2014
Meng Tian, Mika Risku
Journal of Curriculum Studies (2018) Vol. 51, Iss. 2, pp. 229-244
Closed Access | Times Cited: 32
Meng Tian, Mika Risku
Journal of Curriculum Studies (2018) Vol. 51, Iss. 2, pp. 229-244
Closed Access | Times Cited: 32
Exploring curriculum change using discursive institutionalism – a conceptual framework
Andreas Nordin, Daniel Sundberg
Journal of Curriculum Studies (2018) Vol. 50, Iss. 6, pp. 820-835
Open Access | Times Cited: 30
Andreas Nordin, Daniel Sundberg
Journal of Curriculum Studies (2018) Vol. 50, Iss. 6, pp. 820-835
Open Access | Times Cited: 30
General education. Homogenised education for the globalized world?
Lejf Moos, Theo Wubbels
Zeitschrift für Erziehungswissenschaft (2018) Vol. 21, Iss. 2, pp. 241-258
Open Access | Times Cited: 27
Lejf Moos, Theo Wubbels
Zeitschrift für Erziehungswissenschaft (2018) Vol. 21, Iss. 2, pp. 241-258
Open Access | Times Cited: 27
National Curriculum Development as Educational Leadership: A Discursive and Non-affirmative Approach
Michael Uljens, Helena Rajakaltio
Educational governance research (2017), pp. 411-437
Closed Access | Times Cited: 22
Michael Uljens, Helena Rajakaltio
Educational governance research (2017), pp. 411-437
Closed Access | Times Cited: 22
Preparing School Leaders: Standards-Based Curriculum in the United States.
Michelle D. Young, Erin Anderson, Angel Miles Nash
Leadership and Policy in Schools (2017) Vol. 16, Iss. 2, pp. 228-271
Closed Access | Times Cited: 19
Michelle D. Young, Erin Anderson, Angel Miles Nash
Leadership and Policy in Schools (2017) Vol. 16, Iss. 2, pp. 228-271
Closed Access | Times Cited: 19
Non-Affirmative Curriculum Theory in a Cosmopolitan Era?
Michael Uljens
Revista Tempos e Espaços em Educação (2016) Vol. 9, Iss. 18, pp. 121-132
Open Access | Times Cited: 18
Michael Uljens
Revista Tempos e Espaços em Educação (2016) Vol. 9, Iss. 18, pp. 121-132
Open Access | Times Cited: 18
Beyond Normativity in Sociocultural Reproduction and Sociocultural Transformation
Rose M. Ylimaki, Lisa Fetman, Erin Laurel Matyjasik, et al.
Educational Administration Quarterly (2016) Vol. 53, Iss. 1, pp. 70-106
Closed Access | Times Cited: 16
Rose M. Ylimaki, Lisa Fetman, Erin Laurel Matyjasik, et al.
Educational Administration Quarterly (2016) Vol. 53, Iss. 1, pp. 70-106
Closed Access | Times Cited: 16
Psychosocial Skills as a Protective Factor and Other Teacher Recommendations for Online Harms Prevention in Schools: A Qualitative Analysis
Melina A. Throuvala, Mark D. Griffiths, Mike Rennoldson, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 13
Melina A. Throuvala, Mark D. Griffiths, Mike Rennoldson, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 13
Higher Education Curriculum Leadership in the Anthropocene
Lili-Ann Wolff, Janne Elo, Michael Uljens
Educational governance research (2024), pp. 65-96
Open Access | Times Cited: 1
Lili-Ann Wolff, Janne Elo, Michael Uljens
Educational governance research (2024), pp. 65-96
Open Access | Times Cited: 1
School Leadership and Curriculum: German Perspectives
Stephan Gerhard Huber, Pierre Tulowitzki, Uwe Hameyer
Leadership and Policy in Schools (2017) Vol. 16, Iss. 2, pp. 272-302
Closed Access | Times Cited: 14
Stephan Gerhard Huber, Pierre Tulowitzki, Uwe Hameyer
Leadership and Policy in Schools (2017) Vol. 16, Iss. 2, pp. 272-302
Closed Access | Times Cited: 14
Curriculum and Leadership in Transnational Reform Policy: A Discursive-Institutionalist Approach
Kirsten Sivesind, Ninni Wahlström
Educational governance research (2017), pp. 439-462
Closed Access | Times Cited: 11
Kirsten Sivesind, Ninni Wahlström
Educational governance research (2017), pp. 439-462
Closed Access | Times Cited: 11
Promoting Work-based Learning as a Praxis of Educational Leadership in Higher Education
Anselmus Sudirman, Adria Vitalya Gemilang
International Journal of Learning Teaching and Educational Research (2020) Vol. 19, Iss. 3, pp. 149-173
Open Access | Times Cited: 11
Anselmus Sudirman, Adria Vitalya Gemilang
International Journal of Learning Teaching and Educational Research (2020) Vol. 19, Iss. 3, pp. 149-173
Open Access | Times Cited: 11
Educational leadership for sustained multi-level school development in Finland – A non-affirmative approach
Michael Uljens, Rolf Sundqvist, Ann-Sofie Smeds-Nylund
Nordic Studies in Education (2016) Vol. 36, Iss. 02, pp. 103-124
Closed Access | Times Cited: 10
Michael Uljens, Rolf Sundqvist, Ann-Sofie Smeds-Nylund
Nordic Studies in Education (2016) Vol. 36, Iss. 02, pp. 103-124
Closed Access | Times Cited: 10
Signifiers of Bildung, the Curriculum and the Democratisation of Public Education
Pedro Vincent Dias Bergheim
Studies in Philosophy and Education (2023) Vol. 43, Iss. 1, pp. 91-106
Open Access | Times Cited: 3
Pedro Vincent Dias Bergheim
Studies in Philosophy and Education (2023) Vol. 43, Iss. 1, pp. 91-106
Open Access | Times Cited: 3
Cooperation Between Home and School in the Finnish Core Curriculum 2014
Miina Orell, Päivi Pihlaja
Nordic Studies in Education (2020) Vol. 40, Iss. 2, pp. 107-128
Open Access | Times Cited: 8
Miina Orell, Päivi Pihlaja
Nordic Studies in Education (2020) Vol. 40, Iss. 2, pp. 107-128
Open Access | Times Cited: 8
Theorizing Educational Leadership Studies, Curriculum, and Didaktik: NonAffirmative Education Theory in Bridging Disparate Fields
Rose M. Ylimaki, Michael Uljens
Leadership and Policy in Schools (2017) Vol. 16, Iss. 2, pp. 175-227
Closed Access | Times Cited: 6
Rose M. Ylimaki, Michael Uljens
Leadership and Policy in Schools (2017) Vol. 16, Iss. 2, pp. 175-227
Closed Access | Times Cited: 6
Educating and Leading for World Citizenship
Lejf Moos
Nordic Journal of Comparative and International Education (NJCIE) (2018) Vol. 2, Iss. 2-3, pp. 7-24
Open Access | Times Cited: 6
Lejf Moos
Nordic Journal of Comparative and International Education (NJCIE) (2018) Vol. 2, Iss. 2-3, pp. 7-24
Open Access | Times Cited: 6
Non-Affirmative Curriculum Theory in a Cosmopolitan Era?
Michael Uljens
Revista Tempos e Espaços em Educação (2016) Vol. 9, Iss. 17, pp. 121-132
Open Access | Times Cited: 5
Michael Uljens
Revista Tempos e Espaços em Educação (2016) Vol. 9, Iss. 17, pp. 121-132
Open Access | Times Cited: 5
How Do Distributed and Transformational Leadership Teams Improve Working Conditions and Student Learning in Underperforming High-Needs Schools?
Henry Tran, Jingtong Dou, Rose M. Ylimaki, et al.
European Journal of Educational Management (2022) Vol. volume-5-2022, Iss. volume-5-issue-1-june-2022, pp. 1-14
Open Access | Times Cited: 4
Henry Tran, Jingtong Dou, Rose M. Ylimaki, et al.
European Journal of Educational Management (2022) Vol. volume-5-2022, Iss. volume-5-issue-1-june-2022, pp. 1-14
Open Access | Times Cited: 4
School principals as translators – examining Swedish school principals’ translations of the standards-based curriculum
Katarina Ståhlkrantz
Journal of Curriculum Studies (2023) Vol. 55, Iss. 4, pp. 440-457
Open Access | Times Cited: 2
Katarina Ståhlkrantz
Journal of Curriculum Studies (2023) Vol. 55, Iss. 4, pp. 440-457
Open Access | Times Cited: 2
A Call to View Disciplinary Knowledge Through the Lens of Geography Teachers’ Professional Practice
Grace Healy
International perspectives on geographical education (2021), pp. 71-88
Closed Access | Times Cited: 5
Grace Healy
International perspectives on geographical education (2021), pp. 71-88
Closed Access | Times Cited: 5
Curriculum and School Leadership – Adjusting School Leadership to Curriculum
Stephan Gerhard Huber, Pierre Tulowitzki, Uwe Hameyer
Educational governance research (2017), pp. 309-332
Open Access | Times Cited: 4
Stephan Gerhard Huber, Pierre Tulowitzki, Uwe Hameyer
Educational governance research (2017), pp. 309-332
Open Access | Times Cited: 4
