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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:

‘Philosophy for children’: a systematic review
S. Trickey, Keith J. Topping
Research Papers in Education (2004) Vol. 19, Iss. 3, pp. 365-380
Closed Access | Times Cited: 284

Showing 26-50 of 284 citing articles:

Developments in Cooperative Learning: Review of Research [Desarrollos en aprendizaje cooperativo: revisión de la investigación]
Robyn M. Gillies
Anales de Psicología (2014) Vol. 30, Iss. 3
Open Access | Times Cited: 42
What Matters Most? Toward a Robust and Socially Just Science of Reading
Maren Aukerman, Lorien Chambers Schuldt
Reading Research Quarterly (2021) Vol. 56, Iss. S1
Open Access | Times Cited: 31
The Norwegian public’s ability to assess treatment claims: results of a cross-sectional study of critical health literacy
Astrid Austvoll‐Dahlgren, Kjetil Furuseth-Olsen, Christopher James Rose, et al.
F1000Research (2021) Vol. 9, pp. 179-179
Open Access | Times Cited: 27
Teaching responsible creativity: a path to ethical innovation
Kevin Rebecchi, Lubart Todd, Hélène Hagège
Discover Education (2024) Vol. 3, Iss. 1
Open Access | Times Cited: 4
Using Immersive Civic Discussion to Cultivate Civic Purpose in elementary schools during politically volatile times
Saetbyul Kim, Yue Sheng, Wonjoon Cha, et al.
Theory Into Practice (2025)
Closed Access
Oral language as a foundation for meaningful classroom literacy learning
Katherine Halcrow
Qualitative Research Journal (2025)
Closed Access
CharacterCritique: Supporting Children's Development of Critical Thinking through Multi-Agent Interaction in Story Reading
Z.C. Wang, Jiangyu Pan, Duola Jin, et al.
(2025), pp. 1-21
Closed Access
Collaborative Philosophical Enquiry for School Children
S. Trickey, Keith J. Topping
School Psychology International (2006) Vol. 27, Iss. 5, pp. 599-614
Closed Access | Times Cited: 58
Comparing Student Experiences with Story Discussions in Dialogic Versus Traditional Settings
Alina Reznitskaya, Monica Glina
The Journal of Educational Research (2012) Vol. 106, Iss. 1, pp. 49-63
Closed Access | Times Cited: 42
Teachers' Epistemic Cognition in the Context of Dialogic Practice: A Question of Calibration?
Ivar Bråten, Krista R. Muis, Alina Reznitskaya
Educational Psychologist (2017) Vol. 52, Iss. 4, pp. 253-269
Open Access | Times Cited: 39
Can ‘Philosophy for Children’ Improve Primary School Attainment?
Stephen Gorard, Nadia Siddiqui, Beng Huat See
Journal of Philosophy of Education (2016) Vol. 51, Iss. 1, pp. 5-22
Open Access | Times Cited: 34
The Impact of Teaching Philosophy for Children on Critical Openness and Reflective Skepticism in Developing Critical Thinking and Self-Efficacy
Aniseh Rahdar, Abdulwahab Pourghaz, Afsaneh Marziyeh
International Journal of Instruction (2018) Vol. 11, Iss. 3, pp. 539-556
Open Access | Times Cited: 33
The Effectiveness of The Philosophy with Children Curriculum on Critical Thinking Skills of Pre-School Children
Filiz Karadağ, Vesile Yıldız Demirtaş
TED EĞİTİM VE BİLİM (2018)
Open Access | Times Cited: 33
Cross‐Age Peer Tutoring of Reading and Thinking: Influence on thinking skills
Keith J. Topping, Angela Bryce
Educational Psychology (2004) Vol. 24, Iss. 5, pp. 595-621
Closed Access | Times Cited: 59
Creating thinking schools through ‘Knowledge and Inquiry’: the curriculum challenges for Singapore
Charlene Tan
The Curriculum Journal (2006) Vol. 17, Iss. 1, pp. 89-105
Closed Access | Times Cited: 51
Comparing Two Inquiry Professional Development Interventions in Science on Primary Students’ Questioning and Other Inquiry Behaviours
Kim Nichols, Gilbert Burgh, Callie Kennedy
Research in Science Education (2015) Vol. 47, Iss. 1, pp. 1-24
Closed Access | Times Cited: 33
IMPROVING PRE-SCHOOLERS’ REASONING SKILLS USING THE PHILOSOPHY FOR CHILDREN PROGRAMME
Egle Säre, Piret Luik, Tiia Tulviste
Trames Journal of the Humanities and Social Sciences (2016) Vol. 20, Iss. 3, pp. 273-273
Open Access | Times Cited: 28
The Role of Philosophical Inquiry in Helping Students Engage in Learning
Lu Leng
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 25
Research in Moral Education: The Contribution of P4C to the Moral Growth of Students
Félix García Moriyón, Jara González-Lamas, Juan Botella, et al.
Education Sciences (2020) Vol. 10, Iss. 4, pp. 119-119
Open Access | Times Cited: 24
Dialogic, participation and the potential for Philosophy for Children
Wilma Barrow
Thinking Skills and Creativity (2010) Vol. 5, Iss. 2, pp. 61-69
Open Access | Times Cited: 33
Enacting dialogue: the impact of promoting Philosophy for Children on the literate thinking of identified poor readers, aged 10
Philip Jenkins, Sue Lyle
Language and Education (2010) Vol. 24, Iss. 6, pp. 459-472
Open Access | Times Cited: 32
place-based philosophical education: reconstructing ‘place’, reconstructing ethics
Simone Thornton, Mary Graham, Gilbert Burgh
childhood & philosophy (2021) Vol. 17, pp. 01-29
Open Access | Times Cited: 19
The impact of a thinking skills intervention on children's concepts of intelligence
Lynsey A. Burke, Joanne M. Williams
Thinking Skills and Creativity (2012) Vol. 7, Iss. 3, pp. 145-152
Closed Access | Times Cited: 26
Developments in classroom-based talk
Robyn M. Gillies
International Journal of Educational Research (2013) Vol. 63, pp. 63-68
Closed Access | Times Cited: 26
Why philosophical ethics in school: implications for education in technology and in general
Viktor Gardelli, Eva Alerby, Anders Persson
Ethics and Education (2014) Vol. 9, Iss. 1, pp. 16-28
Open Access | Times Cited: 23

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