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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:

The discipline gap and African Americans: Defiance or cooperation in the high school classroom
Anne Gregory, Rhona S. Weinstein
Journal of School Psychology (2007) Vol. 46, Iss. 4, pp. 455-475
Closed Access | Times Cited: 357

Showing 51-75 of 357 citing articles:

Consideration of Culture and Context in School-Wide Positive Behavior Support
Lindsay M. Fallon, Breda V. O’Keeffe, George Sugai
Journal of Positive Behavior Interventions (2012) Vol. 14, Iss. 4, pp. 209-219
Closed Access | Times Cited: 102
Dimensions of Person-Centered Classroom Management
H. Jerome Freiberg, Stacey Lamb
Theory Into Practice (2009) Vol. 48, Iss. 2, pp. 99-105
Closed Access | Times Cited: 99
Culturally Competent Collaboration: School Counselor Collaboration with African American Families and Communities
Cheryl Moore‐Thomas, Norma L. Day‐Vines
Professional School Counseling (2010) Vol. 14, Iss. 1, pp. 53-63
Closed Access | Times Cited: 94
Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support
Claudia G. Vincent, Jessica Swain-Bradway, Tary J. Tobin, et al.
Exceptionality (2011) Vol. 19, Iss. 3, pp. 175-190
Closed Access | Times Cited: 93
Beyond between-group differences: Considering race, ethnicity, and culture in research on positive youth development programs
Joanna L. Williams, Nancy L. Deutsch
Applied Developmental Science (2015) Vol. 20, Iss. 3, pp. 203-213
Closed Access | Times Cited: 86
The role of colorism in explaining African American females’ suspension risk.
Jamilia J. Blake, Verna M. Keith, Wen Luo, et al.
School Psychology Quarterly (2016) Vol. 32, Iss. 1, pp. 118-130
Closed Access | Times Cited: 79
Guilty as Charged? Principals’ Perspectives on Disciplinary Practices and the Racial Discipline Gap
David E. DeMatthews, Roderick L. Carey, Arturo Olivárez, et al.
Educational Administration Quarterly (2017) Vol. 53, Iss. 4, pp. 519-555
Closed Access | Times Cited: 77
Equity, Connection, and Engagement in the School Context to Promote Positive Youth Development
Katrina J. Debnam, Sarah Lindstrom Johnson, Tracy Evian Waasdorp, et al.
Journal of Research on Adolescence (2014) Vol. 24, Iss. 3, pp. 447-459
Closed Access | Times Cited: 76
A Kindergarten Teacher Like Me
Adam C. Wright, Michael A. Gottfried, Vi‐Nhuan Le
American Educational Research Journal (2017) Vol. 54, Iss. 1_suppl, pp. 78S-101S
Closed Access | Times Cited: 75
School‐based interventions for reducing disciplinary school exclusion: a systematic review
Sara Valdebenito, Manuel Eisner, David P. Farrington, et al.
Campbell Systematic Reviews (2018) Vol. 14, Iss. 1
Open Access | Times Cited: 71
The Effect of School Conditions on the Use of Restorative Justice in Schools
Allison Ann Payne, Kelly Welch
Youth Violence and Juvenile Justice (2017) Vol. 16, Iss. 2, pp. 224-240
Closed Access | Times Cited: 67
Addressing Discipline Disparities for Black Male Students: Linking Malleable Root Causes to Feasible and Effective Practices
Clayton R. Cook, Mylien T. Duong, Kent McIntosh, et al.
School Psychology Review (2018) Vol. 47, Iss. 2, pp. 135-152
Closed Access | Times Cited: 63
Social Justice Teaching Through the Sympathetic Touch of Caring and High Expectations for Students of Color
Leticia Rojas, Daniel D. Liou
Journal of Teacher Education (2016) Vol. 68, Iss. 1, pp. 28-40
Closed Access | Times Cited: 62
“Show Me an Ounce of Respect”
Nancy L. Deutsch, Jeffrey N. Jones
Journal of Adolescent Research (2008) Vol. 23, Iss. 6, pp. 667-688
Closed Access | Times Cited: 85
Is the link between large high schools and student victimization an illusion?
Jennifer L. Klein, Dewey G. Cornell
Journal of Educational Psychology (2010) Vol. 102, Iss. 4, pp. 933-946
Closed Access | Times Cited: 84
Social Equity Theory and Racial‐Ethnic Achievement Gaps
Clark McKown
Child Development (2012) Vol. 84, Iss. 4, pp. 1120-1136
Closed Access | Times Cited: 68
The Potential of Restorative Practices to Ameliorate Discipline Gaps: The Story of One High School’s Leadership Team
Katherine Cumings Mansfield, Beth Fowler, Stacey Rainbolt
Educational Administration Quarterly (2018) Vol. 54, Iss. 2, pp. 303-323
Open Access | Times Cited: 58
Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth
Lia E. Sandilos, Sara E. Rimm‐Kaufman, Julia Cohen
Child Development (2016) Vol. 88, Iss. 4, pp. 1321-1337
Closed Access | Times Cited: 57
Implementation and Acceptability of an Adapted Classroom Check-Up Coaching Model to Promote Culturally Responsive Classroom Management
Elise T. Pas, Kristine E. Larson, Wendy M. Reinke, et al.
Education and Treatment of Children (2016) Vol. 39, Iss. 4, pp. 467-491
Closed Access | Times Cited: 56
Trust, behavior, and high school outcomes
Lisa Romero
Journal of Educational Administration (2015) Vol. 53, Iss. 2, pp. 215-236
Closed Access | Times Cited: 55
Latino/a Student Threat and School Disciplinary Policies and Practices
Kelly Welch, Allison Ann Payne
Sociology of Education (2018) Vol. 91, Iss. 2, pp. 91-110
Closed Access | Times Cited: 55
Student attitudes and behaviors as explanations for the Black-White suspension gap
Francis L. Huang, Dewey G. Cornell
Children and Youth Services Review (2017) Vol. 73, pp. 298-308
Closed Access | Times Cited: 54
Heterogeneity of student perceptions of the classroom climate: a latent profile approach
Katerina Schenke, Erik Ruzek, Arena C. Lam, et al.
Learning Environments Research (2017) Vol. 20, Iss. 3, pp. 289-306
Closed Access | Times Cited: 53
Targeted identity-safety interventions cause lasting reductions in discipline citations among negatively stereotyped boys.
J. Parker Goyer, Geoffrey L. Cohen, Jonathan E. Cook, et al.
Journal of Personality and Social Psychology (2019) Vol. 117, Iss. 2, pp. 229-259
Open Access | Times Cited: 51
The Association Between Student Reports of Classmates’ Disruptive Behavior and Student Achievement
Carmel Blank, Yossi Shavit
AERA Open (2016) Vol. 2, Iss. 3
Open Access | Times Cited: 49

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