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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:

Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics
Rocío García-Carrión, Javier Díez-Palomar
European Educational Research Journal (2015) Vol. 14, Iss. 2, pp. 151-166
Open Access | Times Cited: 65

Showing 26-50 of 65 citing articles:

Digital literacy of older women with smartphones: a dialogic approach to overcoming barriers
Itxaso Tellado, Sandra Girbés Peco, Mar Joanpere, et al.
Research on Ageing and Social Policy (2024) Vol. 12, Iss. 1, pp. 44-61
Open Access | Times Cited: 1
Interrogating the promise of a whole-school approach to intercultural education: An Australian investigation
Sarah Ohi, Joanne O’Mara, Ruth Arber, et al.
European Educational Research Journal (2018) Vol. 18, Iss. 2, pp. 234-247
Closed Access | Times Cited: 12
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
EFECTIVIDAD DE LAS COMUNIDADES DE APRENDIZAJE EN LA INCLUSIÓN EDUCATIVA Y SOCIAL. UNA REVISIÓN SISTEMÁTICA
Celia Soriano Escuder, Raúl Tárraga Mínguez, Gemma Pastor Cerezuela
Educação & Sociedade (2022) Vol. 43
Open Access | Times Cited: 7
Análisis de las Interacciones entre Alumnado y Diversas Personas Adultas en Actuaciones Educativas de Exito: Hacia la Inclusión de Todos y Todas
Rocío García-Carrión, Silvia Molina, Luis Antonio Grande López, et al.
Revista latinoamericana de educación inclusiva (2016) Vol. 10, Iss. 1, pp. 115-132
Open Access | Times Cited: 9
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
Aportaciones de los grupos interactivos desde la perspectiva de estudiantes y voluntariado
Edurne Chocarro de Luis, Sara Mollà Peña
Innovación educativa (2017), Iss. 27, pp. 61-73
Open Access | Times Cited: 8
Human Communicative Dialogic Practices in Content and Language-based Educational Interactions with Technology
Jesús García Laborda, Jesús García Laborda, García Esteban, et al.
The Anthropologist (2016) Vol. 25, Iss. 3, pp. 220-228
Closed Access | Times Cited: 6
Pedagogía Crítica: Un Acercamiento al Derecho Real de la Educación
Ramón Flecha, Beatriz Beatriz Villarejo
Revista Internacional de Educación para la Justicia Social (2015) Vol. 4, Iss. 2
Open Access | Times Cited: 5
Schools as Learning Communities
Rocío García-Carrión
International Review of Qualitative Research (2016) Vol. 9, Iss. 2, pp. 152-164
Closed Access | Times Cited: 5
Supporting children's friendship stability in a culturally diverse school with a dialogic approach: A case study
Andrea Khalfaoui, Rocío García-Carrión, Icy Fresno Anabo
Learning Culture and Social Interaction (2023) Vol. 41, pp. 100737-100737
Open Access | Times Cited: 2
Towards Local Community Involvement in Students’ Science Learning: Perspectives of Students and Teachers
Calkin Suero Montero, Laís Oliveira Leite
Journal of Teaching and Learning (2022) Vol. 16, Iss. 3, pp. 21-43
Open Access | Times Cited: 4
Aprendizaje de las competencias digitales en colectivos vulnerables a través de los Grupos Interactivos
Bernat Oro, Javier Díez-Palomar
Research on Ageing and Social Policy (2018) Vol. 6, Iss. 1, pp. 53-53
Open Access | Times Cited: 5
Análisis de las características de la formación de familiares con colectivos vulnerables
Maria Ángeles Serrano Alfonso, Javier Díez-Palomar, Montserrat Guasch-García
Estudios pedagógicos (2018) Vol. 44, Iss. 3, pp. 35-54
Open Access | Times Cited: 5
Learning research in a laboratory classroom: Complementarity and commensurability in juxtaposing multiple interpretive accounts
Man Ching, Esther T. Chan, David Clarke
HAL (Le Centre pour la Communication Scientifique Directe) (2017)
Open Access | Times Cited: 4
Mathematics Makes you Feel Attractive. Empowering New Alternative Masculinities in the Context of Mathematics Classrooms
Javier Díez-Palomar, Liviu Catalin Mara
Masculinities & Social Change (2020) Vol. 9, Iss. 1, pp. 53-53
Open Access | Times Cited: 4
Las Interacciones con el Voluntariado en los Grupos Interactivos y el Éxito Escolar
Juan García López, Sandra López Fernández, María Carmen Sánchez Pérez
International Journal of Sociology of Education (2021) Vol. 10, Iss. 1, pp. 29-56
Open Access | Times Cited: 4
Comunidades de aprendizaje: Desarrollo de materiales didácticos a través de los grupos interactivos
Rosario Ordóñez-Sierra, Miriam Ferrón-Gómez
Revista Virtual Universidad Católica del Norte (2022), Iss. 66, pp. 5-36
Open Access | Times Cited: 3
Sinergia colaborativa en aulas inclusivas: una experiencia de grupos interactivos con alumnado con discapacidad intelectual
Natalia Simón Medina, María Ángeles Abellán López, Julio César Cisneros Britto
Revista de Investigación en Educación (2022) Vol. 20, Iss. 2, pp. 91-108
Open Access | Times Cited: 3
Is there a dialogic teaching model in primary school classrooms? A qualitative study in the practicum / ¿Existe un modelo dialógico docente en las aulas de Educación Primaria? Un estudio cualitativo en el practicum
Marcos Jesús Iglesias Martínez, Inés Lozano Cabezas, Ceneıda Fernández, et al.
Culture and Education (2024) Vol. 36, Iss. 1, pp. 106-133
Open Access
Different Languages, Different Mathematics Learning
Margarida César, Ricardo Machado
Journal of Research in Mathematics Education (2024) Vol. 13, Iss. 2, pp. 180-198
Open Access
Prediction model for the inclusion of key competences in the primary school curriculum through the teachers’ perceptions in the Region de Murcia / Modelo de predicción para la inclusión de las competencias en el currículo de educación primaria según la percepción del profesorado de la Región de Murcia
Lourdes Meroño, Antonio Calderón, José Luís Arias Estero, et al.
Culture and Education (2019) Vol. 31, Iss. 1, pp. 31-66
Closed Access | Times Cited: 3
Qualitative Methodology Innovation That Promotes Educational Success of Children of Immigrant Families in Disadvantaged Contexts
Rosa Valls, Olga Serradell, Roger Campdepadrós, et al.
International Journal of Qualitative Methods (2022) Vol. 21
Open Access | Times Cited: 2
Tertúlia Dialógica Científica: atuação Educativa de êxito para Educação Científica e Tecnológica
Anselmo Calzolari, Éverton Madaleno Batisteti, Roseli Rodrigues de Mello
Dialogia (2020), Iss. 36, pp. 441-457
Open Access | Times Cited: 2

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