Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

“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

Showing 1-25 of 26 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
Young Carers in Early Childhood—How Are Young Carers Represented in Broader Literature and What Factors Influence Dominant Representations of Young Carers in Early Childhood in the UK?
Carly Ellicott, Sayyeda Ume Rubab, Andy McGowan, et al.
Healthcare (2025) Vol. 13, Iss. 3, pp. 280-280
Open Access
Where are the families?: Examining family engagement inequities using nationally representative data and path analysis
Megumi G. Hine
Educational Review (2025), pp. 1-28
Closed Access
Type of Early Care and Education and Family Socioeconomic Status Associated with Family–Teacher Relationship Quality
Hillary R. Lewis, Bridget E. Hatfield, Shannon T. Lipscomb, et al.
Early Education and Development (2025), pp. 1-22
Closed Access
Collaborating with Families for Innovative School Mental Health
Hadley F. Bachman, Patrick D. Cunningham, Barbara J. Boone
Education Sciences (2024) Vol. 14, Iss. 3, pp. 336-336
Open Access | Times Cited: 3
(Re)theorising More-than-parental Involvement in Early Childhood Education and Care
Alicja R. Sadownik, Adrijana Višnjić Jevtić
International perspectives on early childhood education and development (2023)
Open Access | Times Cited: 9
Early Childhood Teachers’ Relationships with Families When Children Experience Adversity
Hillary R. Lewis, Shannon T. Lipscomb, Bridget E. Hatfield, et al.
Journal of Research in Childhood Education (2024) Vol. 38, Iss. 4, pp. 665-690
Closed Access | Times Cited: 2
Analyzing the Mechanisms by Which Digital Platforms Influence Family-School Partnerships among Parents of Young Children
Pi-Chun Hsu, Ru-Si Chen
Sustainability (2023) Vol. 15, Iss. 24, pp. 16708-16708
Open Access | Times Cited: 5
‘This is not right!’ Teachers telling stories about multilingual family engagement during COVID-19
Barbara Ettenauer, Kathryn McIntosh, Cory Buxton
Language and Education (2023) Vol. 37, Iss. 6, pp. 698-716
Closed Access | Times Cited: 4
Collaboration with immigrant parents in early childhood education in Slovenia: How important are environmental conditions and skills of teachers?
Marta Licardo, Laís Oliveira Leite
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 6
Family Engagement in Early Childhood Education: A Phenomenological Study
Fatih Dereli, Tuğba Türk Kurtça
International Journal of Psychology and Educational Studies (2023) Vol. 10, Iss. 3, pp. 714-732
Open Access | Times Cited: 2
Mapping the Theoretical Landscape of More-Than-Parental Involvement
Alicja R. Sadownik
International perspectives on early childhood education and development (2023), pp. 21-72
Open Access | Times Cited: 2
I do the best i can: The role of immigrant parents in their children’s educational inclusion
Inmaculada González Falcón, María José Arroyo González, Ignacio Berzosa-Ramos, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 4
Herkunftsspezifisches Passungserleben im Kita-Fachkraft–Eltern–Verhältnis
Julia Schimmer
Zeitschrift für Grundschulforschung (2024) Vol. 17, Iss. 1, pp. 147-163
Open Access
Gathering strengths and building capitals: engaging Chinese immigrant grandparents in a collaborative project
Karen Guo
The Australian Educational Researcher (2024) Vol. 52, Iss. 1, pp. 139-158
Open Access
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
An Intersectional Approach to Forming Meaningful Family Partnerships
Karina Du
Advances in early childhood and K-12 education (2024), pp. 78-100
Closed Access
Educator wellbeing and family engagement in Australian early learning settings: perspectives of early childhood educators and families
Lisa Murray, Patricia Eadie, Maria Fong, et al.
The Australian Educational Researcher (2024)
Open 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
Reciprocal Family Engagement Strategies in U.S. Early Childhood Systems: A Qualitative Study
Rebecca Huber, Meera Menon, Kirsten Klatka, et al.
Early Childhood Education Journal (2024)
Closed Access
The Digital Gatekeepers: How Texas District Websites Shape Equitable Access for Emergent Bilinguals
Emily Holtz, Kristian Edosomwan, Cristina Worley
Journal of Latinos and Education (2024), pp. 1-23
Closed Access
Family–Teacher Relationships and Child Engagement in Early Care and Education
Hillary R. Lewis, Shannon T. Lipscomb, Bridget E. Hatfield, et al.
Societies (2023) Vol. 13, Iss. 3, pp. 67-67
Open Access | Times Cited: 1
Family-Centered Research: Reflections From a Zoom-Based Recording Method of Families Learning Together at Home
Scott Pattison, Gina Svarovsky, Smirla Ramos Montañez, et al.
Educational Researcher (2023) Vol. 52, Iss. 9, pp. 580-587
Closed Access | Times Cited: 1
Planning Purposeful Parent Involvement
Teresa Walker
Advances in early childhood and K-12 education (2023), pp. 257-291
Closed Access
Leadership and family factors: critical perspectives on international leadership standards, models, and practices
Anne Marie FitzGerald, Sandra Quiñones
Elsevier eBooks (2022), pp. 272-280
Closed Access
Page 1 - Next Page

Scroll to top