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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:

Identifying effective teachers: The relation between teaching profiles and students’ development in achievement and enjoyment
Doris Holzberger, Anna‐Katharina Praetorius, Tina Seidel, et al.
European Journal of Psychology of Education (2019) Vol. 34, Iss. 4, pp. 801-823
Closed Access | Times Cited: 43

Showing 1-25 of 43 citing articles:

Towards an Integrated Perspective of Teachers’ Technology Integration: A Preliminary Model and Future Research Directions
Andreas Lachner, Iris Backfisch, Ulrike Franke
Frontline Learning Research (2024) Vol. 12, Iss. 1, pp. 1-15
Open Access | Times Cited: 14
Patterns of inquiry-based science instruction and student science achievement in PISA 2015
Cory T. Forbes, Knut Neumann, Anja Schiepe-Tiska
International Journal of Science Education (2020) Vol. 42, Iss. 5, pp. 783-806
Closed Access | Times Cited: 55
Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions
Élizabeth Olivier, Benoît Galand, Alexandre J. S. Morin, et al.
Learning and Instruction (2020) Vol. 71, pp. 101389-101389
Closed Access | Times Cited: 54
Course quality in higher education teacher training: What matters for pre-service physics teachers’ content knowledge development?
Dustin Schiering, Stefan Sorge, Steffen Tröbst, et al.
Studies In Educational Evaluation (2023) Vol. 78, pp. 101275-101275
Open Access | Times Cited: 14
Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science
Nani Teig, Trude Nilsen
Studies In Educational Evaluation (2022) Vol. 74, pp. 101170-101170
Open Access | Times Cited: 20
Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement
Élizabeth Olivier, Benoît Galand, Jessica Bélanger, et al.
Learning and Individual Differences (2025) Vol. 118, pp. 102631-102631
Open Access
Influence of motivation on the perception of mathematics by secondary school students
Hassan Hossein-Mohand, Hossein Hossein-Mohand
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 10
Towards Blended Learning in Primary STEM in Latvia: Four Teaching Profiles
Ildze Čakāne, Kārlis Greitāns, Ģirts Burgmanis, et al.
Education Sciences (2025) Vol. 15, Iss. 3, pp. 295-295
Open Access
A Latent Profile Analysis of Teachers’ Knowledge About and Perceived Usefulness of Computational Thinking and How Teacher Profiles Relate to Student Achievement
Siu Cheung Kong, Ming Lai, Yugen Li, et al.
Computers & Education (2025), pp. 105281-105281
Closed Access
The process and prediction of school completion: A six-year longitudinal examination
Rebecca J. Collie, Andrew J. Martin, Anne Le, et al.
Contemporary Educational Psychology (2025), pp. 102367-102367
Open Access
The interplay between students' motivational profiles and science learning
Marcus Kubsch, David Fortus, Knut Neumann, et al.
Journal of Research in Science Teaching (2022) Vol. 60, Iss. 1, pp. 3-25
Open Access | Times Cited: 15
Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching
Giuliana Pastore, Reto Luder
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 18
Förderung von Lernmotivation: das motivationsunterstützende Potential von Aufgaben
Anna Heinle, Anja Schiepe-Tiska, Frank Reinhold, et al.
Zeitschrift für Erziehungswissenschaft (2022) Vol. 25, Iss. 2, pp. 453-470
Open Access | Times Cited: 10
Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study
Eric Richter, Mareike Kunter, Alexandra Marx, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 13
Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model
Juan Manuel Trujillo Torres, Hassan Hossein-Mohand, Melchor Gómez García, et al.
Mathematics (2020) Vol. 8, Iss. 12, pp. 2101-2101
Open Access | Times Cited: 14
Teacher quality, self-efficacy, and quality teaching in Ethiopian primary schools: An integrated sociological and psychological perspective
Hiruy Romel, Tefera Tadesse, Nega Jibat
Studies In Educational Evaluation (2021) Vol. 70, pp. 101029-101029
Closed Access | Times Cited: 11
L2 Enjoyment of English as a Foreign Language Students: Does Teacher Verbal and Non-verbal Immediacy Matter?
Hongyu Guo, Wurong Gao, Yumin Shen
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 8
Customizing Professional Development Opportunities to Teachers’ Needs
Sofia A. Agathangelou, Heather C. Hill, Charalambos Y. Charalambous
The Elementary School Journal (2024) Vol. 124, Iss. 3, pp. 386-412
Closed Access | Times Cited: 1
“Good Foreign Language Teachers Pay Attention to Heterogeneity”: Conceptualizations of Differentiation and Effective Teaching Practice in Inclusive EFL Classrooms by German Pre-Service Teachers
Ana Rovai, Joanna Pfingsthorn
Languages (2022) Vol. 7, Iss. 3, pp. 162-162
Open Access | Times Cited: 7
Empowering Pre-service English Teachers' Metacognitive Awareness in Teaching Through Reflections
Concilianus Laos Mbato, Veronica Triprihatmini
European Journal of Educational Research (2022) Vol. volume-11-2022, Iss. volume-11-issue-4-october-2022, pp. 2497-2512
Open Access | Times Cited: 7
Exploring science competition participants’ expectancy-value perceptions and identification: A latent profile analysis
Anneke Steegh, Tim N. Höffler, Lars Höft, et al.
Learning and Instruction (2021) Vol. 74, pp. 101455-101455
Open Access | Times Cited: 9
Who sees the most? Differences in students’ and educational research experts’ first impressions of classroom instruction
Lukas Begrich, Benjamin Fauth, Mareike Kunter
Social Psychology of Education (2020) Vol. 23, Iss. 3, pp. 673-699
Open Access | Times Cited: 9
Individuelle Schüler*innenprofile des situationalen und dispositionalen Interesses und ihre Bedeutung für die Wahrnehmung der Unterrichtsqualität im Fach Mathematik
Ariane S. Willems
Zeitschrift für Erziehungswissenschaft (2022) Vol. 25, Iss. 2, pp. 377-404
Open Access | Times Cited: 6
At a first glance – How reliable and valid is the thin slices technique to assess instructional quality?
Lukas Begrich, Susanne Kuger, Eckhard Klieme, et al.
Learning and Instruction (2021) Vol. 74, pp. 101466-101466
Closed Access | Times Cited: 7
Meeting the moment: Trauma responsive teaching for student success
Annie Miller, Hope Yohn, Maren B. Trochmann
Journal of Public Affairs Education (2023) Vol. 30, Iss. 1, pp. 28-51
Closed Access | Times Cited: 2
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