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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:

Teacher evaluation and school improvement: An analysis of the evidence
Philip Hallinger, Ronald H. Heck, Joseph Murphy
Educational Assessment Evaluation and Accountability (2014) Vol. 26, Iss. 1, pp. 5-28
Closed Access | Times Cited: 192

Showing 26-50 of 192 citing articles:

Exploring teacher educators’ selection of critical events to support noticing for equity
Elizabeth A. van Es, Alison Munzer, Tara Barnhart, et al.
Journal of Mathematics Teacher Education (2025)
Closed Access
Principal Instructional Leadership
Philip Hallinger
(2018), pp. 505-528
Closed Access | Times Cited: 32
An exploration of the quality of graduates of Philippine teacher education institutions
Michelle Mae J. Olvido, Filomena T. Dayagbil, Rivika Alda, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 3
Teachers’ Views on the Conduct of Class Observation: The Philippine DepEd Setting
Michelle V. Torres, Adora P. Zerrudo, Velma Labad, et al.
International Journal of Instruction (2024) Vol. 17, Iss. 3, pp. 453-474
Open Access | Times Cited: 3
Examining a social‐participatory youth co‐researcher methodology: a cross‐case analysis extending possibilities of literacy and research
Vaughn W. M. Watson, Joanne E. Marciano
Literacy (2015) Vol. 49, Iss. 1, pp. 37-44
Closed Access | Times Cited: 25
What matters to teachers if evaluation is meant to help them improve?
Liu Yan, Jeremy D. Visone, Maria Boeke Mongillo, et al.
Studies In Educational Evaluation (2019) Vol. 61, pp. 41-54
Closed Access | Times Cited: 24
Teacher evaluation: the need for valid measures and increased teacher involvement
Guri Skedsmo, Stephan Gerhard Huber
Educational Assessment Evaluation and Accountability (2018) Vol. 30, Iss. 1, pp. 1-5
Open Access | Times Cited: 22
Strengthening child inclusion in the classroom in rural schools of Pakistan and Afghanistan: What did we learn by testing the system dynamics protocol for community engagement?
Jean‐Francois Trani, Parul Bakhshi, Alan Mozaffari, et al.
Research in Comparative and International Education (2019) Vol. 14, Iss. 1, pp. 158-181
Open Access | Times Cited: 20
Better integrating summative and formative goals in the design of next generation teacher evaluation systems
Timothy G. Ford, Kimberly Kappler Hewitt
Education Policy Analysis Archives (2020) Vol. 28, pp. 63-63
Open Access | Times Cited: 19
La influencia docente y el rendimiento académico en estudiantes de una Universidad Pública Mexicana.
Cynthia Lizeth Ramos Monsivais, Ramón Ventura Roque Hernández
Dilemas contemporáneos Educación Política y Valores (2021)
Open Access | Times Cited: 16
Exploring student and teacher perceptions of the ideal teacher in Russia
Елена Семенова, Daria Khanolainen
Pedagogy Culture and Society (2024), pp. 1-18
Open Access | Times Cited: 2
Characteristics of effective feedback in teacher evaluation
Jihyun Kim, Xintong Li, Christi Bergin
Educational Assessment Evaluation and Accountability (2024) Vol. 36, Iss. 2, pp. 201-223
Closed Access | Times Cited: 2
The influences of teachers’ perceptions of using student achievement data in evaluation and their self-efficacy on job satisfaction: evidence from China
Shujie Liu, Xianxuan Xu, James H. Stronge
Asia Pacific Education Review (2018) Vol. 19, Iss. 4, pp. 493-509
Closed Access | Times Cited: 20
Modern Approaches to Teacher Performance Assessment. An Overview of Foreign Publications
O. V. Temnyatkina, Daria Tokmeninova
Voprosy Obrazovaniya/ Educational Studies Moscow (2018), Iss. 3, pp. 180-195
Open Access | Times Cited: 20
Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?
Stefan Johansson, Eva Myrberg
Educational Assessment Evaluation and Accountability (2019) Vol. 31, Iss. 2, pp. 177-200
Open Access | Times Cited: 19
Teacher evaluation as a wicked policy problem
Sølvi Lillejord, Eyvind Elstad, Håkon Kavli
Assessment in Education Principles Policy and Practice (2018) Vol. 25, Iss. 3, pp. 291-309
Open Access | Times Cited: 18
Evaluation in Local School Governance: A Framework for Analysis
Anders Hanberger
Education Inquiry (2016) Vol. 7, Iss. 3, pp. 29914-29914
Open Access | Times Cited: 17
Principals and teachers “craft coherence” among accountability policies
Elizabeth Leisy Stosich
Journal of Educational Administration (2017) Vol. 56, Iss. 2
Closed Access | Times Cited: 17
Promoting instructional improvement or resistance? A comparative study of teachers’ perceptions of teacher evaluation policy in Korea and the USA
Jihyun Kim, Peter Youngs
Compare A Journal of Comparative and International Education (2015) Vol. 46, Iss. 5, pp. 723-744
Closed Access | Times Cited: 16
Improving the university teaching-learning process with ECO methodology: Teachers’ perceptions
Juan Jesús Torres Gordillo, Noelia Melero Aguilar, Jesús García-Jiménez
PLoS ONE (2020) Vol. 15, Iss. 8, pp. e0237712-e0237712
Open Access | Times Cited: 16
An integral perspective on teacher evaluation: a review of empirical studies
Melissa Tuytens, Geert Devos, Bénédicte Vanblaere
Educational Assessment Evaluation and Accountability (2020) Vol. 32, Iss. 2, pp. 153-183
Closed Access | Times Cited: 15
Rethinking teacher evaluation using human, social, and material capital
Morgaen L. Donaldson, William A. Firestone
Journal of Educational Change (2021) Vol. 22, Iss. 4, pp. 501-534
Closed Access | Times Cited: 14
Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage
Jennifer Gore, Felicia Jaremus, Andrew Miller
The Australian Educational Researcher (2021) Vol. 49, Iss. 4, pp. 635-656
Open Access | Times Cited: 14
Influence of school leadership on collective teacher efficacy: a cross-cultural meta-analysis
Nazım Çoğaltay, Abdulvehap BOZ
Asia Pacific Education Review (2022) Vol. 24, Iss. 3, pp. 331-351
Closed Access | Times Cited: 9
An effective model of teacher appraisal
Xiaofeng Zhang, Ho-ming Ng
Educational Management Administration & Leadership (2015) Vol. 45, Iss. 2, pp. 196-218
Closed Access | Times Cited: 14

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