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:
Family-School Partnerships in Ethnocultural Communities: Reorienting Conceptual Frameworks, Research Methods, and Intervention Efforts by Rotating Our Lens
Christine M. McWayne, Fabienne Doucet, Jayanthi Mistry
Springer eBooks (2019), pp. 1-18
Closed Access | Times Cited: 23
Christine M. McWayne, Fabienne Doucet, Jayanthi Mistry
Springer eBooks (2019), pp. 1-18
Closed Access | Times Cited: 23
Showing 23 citing articles:
A home-to-school approach for promoting culturally inclusive family–school partnership research and practice
Christine M. McWayne, Gigliana Melzi, Jayanthi Mistry
Educational Psychologist (2022) Vol. 57, Iss. 4, pp. 238-251
Closed Access | Times Cited: 30
Christine M. McWayne, Gigliana Melzi, Jayanthi Mistry
Educational Psychologist (2022) Vol. 57, Iss. 4, pp. 238-251
Closed Access | Times Cited: 30
Reexamining the Carolina Abecedarian Project using an antiracist perspective: Implications for early care and education research
Elizabeth Pungello Bruno, Iheoma U. Iruka
Early Childhood Research Quarterly (2021) Vol. 58, pp. 165-176
Closed Access | Times Cited: 34
Elizabeth Pungello Bruno, Iheoma U. Iruka
Early Childhood Research Quarterly (2021) Vol. 58, pp. 165-176
Closed Access | Times Cited: 34
Barreras y facilitadores de la práctica docente en contextos de elevada vulnerabilidad y diversidad etnocultural. Una aproximación desde la relación familia-escuela
Carlos Vecina Merchante, Olga Bernad, Mar Oliver-Barceló, et al.
Revista Internacional de Organizaciones (2024), Iss. 32, pp. 57-80
Open Access | Times Cited: 4
Carlos Vecina Merchante, Olga Bernad, Mar Oliver-Barceló, et al.
Revista Internacional de Organizaciones (2024), Iss. 32, pp. 57-80
Open Access | Times Cited: 4
Escuela y familias de origen extranjero: propuestas para una comunicación fluida y eficaz
Olga Bernad, Núria Llevot Calvet
European Public & Social Innovation Review (2025) Vol. 10, pp. 1-23
Open Access
Olga Bernad, Núria Llevot Calvet
European Public & Social Innovation Review (2025) Vol. 10, pp. 1-23
Open Access
“We Feel Connected… and Like We Belong”: A Parent-Led, Staff-Supported Model of Family Engagement in Early Childhood
Christine M. McWayne, Sunah Hyun, Virginia Diez, et al.
Early Childhood Education Journal (2021) Vol. 50, Iss. 3, pp. 445-457
Closed Access | Times Cited: 26
Christine M. McWayne, Sunah Hyun, Virginia Diez, et al.
Early Childhood Education Journal (2021) Vol. 50, Iss. 3, pp. 445-457
Closed Access | Times Cited: 26
An Exploratory Social Justice Framework to Develop Public Library Services with Underserved Families
M. Elena Lopez, Bharat Mehra, Margaret Capse
Public Library Quarterly (2023) Vol. 42, Iss. 6, pp. 576-601
Closed Access | Times Cited: 9
M. Elena Lopez, Bharat Mehra, Margaret Capse
Public Library Quarterly (2023) Vol. 42, Iss. 6, pp. 576-601
Closed Access | Times Cited: 9
A Model of Co-Construction for Curriculum and Professional Development in Head Start: The Readiness through Integrative Science and Engineering (RISE) Approach
Christine M. McWayne, Jayanthi Mistry, Kimberly Brenneman, et al.
Teachers College Record The Voice of Scholarship in Education (2020) Vol. 122, Iss. 11, pp. 1-46
Open Access | Times Cited: 16
Christine M. McWayne, Jayanthi Mistry, Kimberly Brenneman, et al.
Teachers College Record The Voice of Scholarship in Education (2020) Vol. 122, Iss. 11, pp. 1-46
Open Access | Times Cited: 16
A Comprehensive Professional Development Approach for Supporting Science, Technology, and Engineering Curriculum in Preschool
Christine M. McWayne, Daryl B. Greenfield, Betty Zan, et al.
Advances in early childhood and K-12 education (2020), pp. 222-253
Closed Access | Times Cited: 12
Christine M. McWayne, Daryl B. Greenfield, Betty Zan, et al.
Advances in early childhood and K-12 education (2020), pp. 222-253
Closed Access | Times Cited: 12
Factores condicionantes en la relación entre escuela y familias de origen extranjero
Mercè Morey-López, Núria Llevot Calvet, Carlos Vecina Merchante, et al.
Revista de Sociología de la Educación-RASE (2023) Vol. 16, Iss. 3, pp. 325-342
Open Access | Times Cited: 3
Mercè Morey-López, Núria Llevot Calvet, Carlos Vecina Merchante, et al.
Revista de Sociología de la Educación-RASE (2023) Vol. 16, Iss. 3, pp. 325-342
Open Access | Times Cited: 3
Critical Issues in the Science of Reading: Striving for a Wide-Angle View in Research
James V. Hoffman, Sonia Q. Cabell, Sandra Barrueco, et al.
Literacy Research Theory Method and Practice (2021) Vol. 70, Iss. 1, pp. 87-105
Closed Access | Times Cited: 7
James V. Hoffman, Sonia Q. Cabell, Sandra Barrueco, et al.
Literacy Research Theory Method and Practice (2021) Vol. 70, Iss. 1, pp. 87-105
Closed Access | Times Cited: 7
Teacher-Family Solidarity as Culturally Sustaining Pedagogy and Practice
Soo Hong, Mona H. Baloch, Katharine H. Conklin, et al.
Urban Education (2022), pp. 004208592211318-004208592211318
Closed Access | Times Cited: 3
Soo Hong, Mona H. Baloch, Katharine H. Conklin, et al.
Urban Education (2022), pp. 004208592211318-004208592211318
Closed Access | Times Cited: 3
A critical discourse analysis of NAEYC's developmentally appropriate practice texts: shifting rhetoric and implications for advancing equity in family-school partnerships
Fabienne Doucet, Seth Badu, Shana DeVlieger
International Journal of Early Years Education (2024) Vol. 32, Iss. 3, pp. 658-695
Closed Access
Fabienne Doucet, Seth Badu, Shana DeVlieger
International Journal of Early Years Education (2024) Vol. 32, Iss. 3, pp. 658-695
Closed Access
Parent-Teacher Relationships
Lorey A. Wheeler, Karalynn E. Brown, Amanda L. Witte, et al.
The Elementary School Journal (2024) Vol. 125, Iss. 1, pp. 132-150
Closed Access
Lorey A. Wheeler, Karalynn E. Brown, Amanda L. Witte, et al.
The Elementary School Journal (2024) Vol. 125, Iss. 1, pp. 132-150
Closed Access
Immigrant Children and Families: Committing to Cultural Inclusion in Early Childhood Education and Care Settings
Christine M. McWayne, Gigliana Melzi
The Educational Forum (2024) Vol. 88, Iss. 4, pp. 492-517
Closed Access
Christine M. McWayne, Gigliana Melzi
The Educational Forum (2024) Vol. 88, Iss. 4, pp. 492-517
Closed Access
Las familias de origen extranjero: participación e implicación en los centros de Educación Primaria
Núria Llevot Calvet, Olga Bernad
European Public & Social Innovation Review (2024) Vol. 9, pp. 1-19
Open Access
Núria Llevot Calvet, Olga Bernad
European Public & Social Innovation Review (2024) Vol. 9, pp. 1-19
Open Access
Cultural and contextual understanding of parent engagement among Latine parents of pre-K children in low-income neighborhoods: The role of immigration enforcement threat, parent health and sociodemographics
R. Gabriela Barajas‐Gonzalez, Alexandra Ursache, Dimitra Kamboukos, et al.
Early Childhood Research Quarterly (2024) Vol. 69, pp. S129-S139
Open Access
R. Gabriela Barajas‐Gonzalez, Alexandra Ursache, Dimitra Kamboukos, et al.
Early Childhood Research Quarterly (2024) Vol. 69, pp. S129-S139
Open Access
Reimagining Family Engagement in Online Literacy Clinics During the Pandemic
Rebecca Rogers, Cheryl Dozier, Theresa Deeney, et al.
Literacy Research Theory Method and Practice (2023) Vol. 72, Iss. 1, pp. 300-319
Open Access | Times Cited: 1
Rebecca Rogers, Cheryl Dozier, Theresa Deeney, et al.
Literacy Research Theory Method and Practice (2023) Vol. 72, Iss. 1, pp. 300-319
Open Access | Times Cited: 1
Toward an Integrated, Systemic, and Sustainable Model of Transformational Family Engagement: The Case of the Kentucky Statewide Family Engagement Center
Danielle M. Perry, Joanna D. Geller
Social Sciences (2021) Vol. 10, Iss. 10, pp. 402-402
Open Access | Times Cited: 3
Danielle M. Perry, Joanna D. Geller
Social Sciences (2021) Vol. 10, Iss. 10, pp. 402-402
Open Access | Times Cited: 3
Volume 4 Commentary: Insights for Co-constructing Transformative Family-School Partnerships that Increase Cultural Responsiveness, Justice, and Care
Camille M. Wilson
Springer eBooks (2019), pp. 145-160
Closed Access | Times Cited: 1
Camille M. Wilson
Springer eBooks (2019), pp. 145-160
Closed Access | Times Cited: 1
Parent and teacher perspectives about preschool children’s natural learning opportunities in two immigrant Head Start communities
Lok-Wah Li, Christine M. McWayne, Jayanthi Mistry
Journal of Early Childhood Teacher Education (2021) Vol. 44, Iss. 1, pp. 42-65
Closed Access | Times Cited: 1
Lok-Wah Li, Christine M. McWayne, Jayanthi Mistry
Journal of Early Childhood Teacher Education (2021) Vol. 44, Iss. 1, pp. 42-65
Closed Access | Times Cited: 1
Assessing and Evaluating Family–School Collaboration in Schools
Devon Minch, Andy Garbacz, Laura Kern, et al.
Issues in clinical child psychology (2023), pp. 169-185
Closed Access
Devon Minch, Andy Garbacz, Laura Kern, et al.
Issues in clinical child psychology (2023), pp. 169-185
Closed Access
MISCELÁNEO
Varios Autores
Revista de Sociología de la Educación-RASE (2023) Vol. 16, Iss. 3, pp. 242-366
Open Access
Varios Autores
Revista de Sociología de la Educación-RASE (2023) Vol. 16, Iss. 3, pp. 242-366
Open Access
New Terrains for Familiar Places: Re-Conceptualizing Families Engaged in Educational Changemaking
Charlene LaDawn Montano Nolan
(2020)
Closed Access
Charlene LaDawn Montano Nolan
(2020)
Closed Access
