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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:

Professional learning communities count: Examining the relationship between faculty trust and teacher professional learning in Hong Kong kindergartens
Hongbiao Yin, Ken Hang To, Chrysa Pui Chi Keung, et al.
Teaching and Teacher Education (2019) Vol. 82, pp. 153-163
Closed Access | Times Cited: 61

Showing 26-50 of 61 citing articles:

Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust
Cheng Tian-jun, Junjun Chen, Darren Anthony Bryant
The Asia-Pacific Education Researcher (2021) Vol. 30, Iss. 4, pp. 361-373
Open Access | Times Cited: 15
THE EFFECT OF PROFESSIONAL LEARNING COMMUNITY MEDIATORS ON TRUST AND SELF-EFFICACY OF ISLAMIC EDUCATION TEACHERS IN MALAYSIA
Haswani Dzul Dzul, Zaharah Hussin, Abdul Muhsien Sulaiman
Malaysian Journal of Learning and Instruction (2023) Vol. 20
Open Access | Times Cited: 5
A family-school-community partnership supporting play-based learning: A social capital perspective
Chrysa Pui Chi Keung, Alan Cheung
Teaching and Teacher Education (2023) Vol. 135, pp. 104314-104314
Open Access | Times Cited: 5
Taking stock of the research into professional learning communities: Paradigms, pathways, and possibilities
Kwun Man Chiang, Hongbiao Yin, Icy Lee, et al.
Teaching and Teacher Education (2023) Vol. 139, pp. 104431-104431
Closed Access | Times Cited: 4
Uncovering the role of principals in enhancing teacher professional learning in a centralized education system
Fatemeh Abbaspour, Rezvan Hosseingholizadeh, Mehmet Şükrü Bellibaş
International Journal of Educational Management (2024) Vol. 38, Iss. 3, pp. 873-889
Closed Access | Times Cited: 1
Driving Innovation: Exploring the Effect of Distributed Leadership on Collective Teacher Innovativeness in Chinese Schools
Jie Cao, Yating Huang, Xingjiang Shao, et al.
The Asia-Pacific Education Researcher (2024)
Closed Access | Times Cited: 1
Appropriating the concept of metacommunication: An empirical study of the professional learning of an early childhood education work-team
Emelie Stavholm, Pernilla Lagerlöf, Cecilia Wallerstedt
Teaching and Teacher Education (2021) Vol. 102, pp. 103306-103306
Closed Access | Times Cited: 9
An exploratory study of Chilean early childhood teachers’ professional learning communities
Paula Guerra, Ignacio Figueroa-Céspedes, Pablo Zamora, et al.
Early Years Journal of International Research and Development (2023) Vol. 44, Iss. 3-4, pp. 585-599
Closed Access | Times Cited: 3
Emotional well-being and performance of middle leaders: the role of organisational trust in early childhood education
Dongqing Yu, Junjun Chen
Journal of Educational Administration (2023) Vol. 61, Iss. 6, pp. 549-566
Closed Access | Times Cited: 3
‘Being happy means doing it together’: Exploring the interpersonal emotion regulation of kindergarten principals
Wenyan Jiang, Wenlan Wang, Hongbiao Yin
Educational Management Administration & Leadership (2023)
Closed Access | Times Cited: 3
Does school power distance matter for the effectiveness of professional learning communities in China? A multilevel moderated mediation analysis
Shengnan Liu, Hongbiao Yin
Teaching and Teacher Education (2023) Vol. 134, pp. 104335-104335
Closed Access | Times Cited: 2
Self-regulation matters: Examining the relationship between classroom learning environments and student motivation through structural equation modeling
Cai Juan, Koen Lombaerts
Social Psychology of Education (2023) Vol. 27, Iss. 2, pp. 411-434
Closed Access | Times Cited: 2
Adaptation and Validation of a Scale for Measuring the Curriculum-Based Professional Learning Community in Early Childhood Education in China
Qian Peng, Lijia Liu, Limin Zhang, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 4
Professional learning communities and trust in colleagues as determinants of collective teacher efficacy in Malaysian primary schools: an SEM analysis
Nidhi Singh, Loh Sau Cheong
Education 3-13 (2024), pp. 1-16
Closed Access
Role of professional learning communities in improving teachers’ job satisfaction: why does trust in colleagues and emotional intelligence matter?
Nidhi Singh, Loh Sau Cheong
International Journal of Leadership in Education (2024), pp. 1-24
Closed Access
The Impact of Leadership Styles on Professional Learning Communities and mediated by Teachers’ Behavior toward Student Learning: a Conceptual Framework
Rany Sam
(2024)
Closed Access
Teacher engagement in professional learning communities in preschool contexts
Angela Choi Fung Tam
Teachers and Teaching (2024), pp. 1-21
Closed Access
Interrelations between teachers’ perceptions of school leadership group practices and collaborative school development in Finland
Lauri Heikonen, Raisa Ahtiainen
Educational Management Administration & Leadership (2024)
Open Access
How do early childhood education leaders shape professional learning communities?
Yifat Harari Paltiel
Early Years Journal of International Research and Development (2024), pp. 1-15
Closed Access
A study on the influence of teacher leadership, work motivation and colleague trust on teacher professional learning community in kindergartens in Guangdong Province, China
Wu-Long Zhang, Hsuan-Po Wang
Environment and Social Psychology (2024) Vol. 9, Iss. 10
Open Access
How do you trust in the midst of mistrust? A longitudinal study (2010–2021) on building trust in a professional learning community of science teachers in Chile
Corina González-Weil, María Isabel Reyes Espejo, Paulina Bravo González, et al.
Professional Development in Education (2024), pp. 1-15
Closed Access
A Mother’s Intentional Use of Serve and Return Interactions: A Start to Child Participation, Decolonized Parenting, and Child-led Play
Charmaine Bonello
Journal of Education and Practice (2023)
Open Access | Times Cited: 1
Increasing Professional Commitment through Strengthening Transformational Leadership and Personal Value With Job Satisfaction as Intervening Variable
Andri Kusuma Wardani, Nandang Hidayat, Yuyun Elizabeth Patras
Aptisi Transactions On Technopreneurship (ATT) (2023) Vol. 5, Iss. 2, pp. 169-175
Open Access | Times Cited: 1
What are the core features of professional learning community in Chinese preschool teachers’ perspectives: based on grounded theory analysis
Jia Yang, Yifan Zhang, Yibin Zhou, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 1
Leadership in Professional Learning Communities: A Review of Literature
Kate Thornton
International perspectives on early childhood education and development (2023), pp. 173-193
Closed Access | Times Cited: 1

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