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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:

Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform
Angeline S. Lillard
Educational Psychology Review (2019) Vol. 31, Iss. 4, pp. 939-965
Open Access | Times Cited: 49

Showing 1-25 of 49 citing articles:

Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice
Johnmarshall Reeve, Sung Hyeon Cheon
Educational Psychologist (2021) Vol. 56, Iss. 1, pp. 54-77
Closed Access | Times Cited: 418
Montessori education's impact on academic and nonacademic outcomes: A systematic review
Justus Randolph, Anaya Bryson, Lakshmi Menon, et al.
Campbell Systematic Reviews (2023) Vol. 19, Iss. 3
Open Access | Times Cited: 21
Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public‐School System
Philippine Courtier, Marie‐Line Gardes, Jean‐Baptiste Van der Henst, et al.
Child Development (2021) Vol. 92, Iss. 5, pp. 2069-2088
Open Access | Times Cited: 38
Unveiling alternative schools: A systematic review of cognitive and social-emotional development in different educational approaches
Silvia Guerrero, Javier Valenciano Valcárcel, Alicia Rodríguez
Children and Youth Services Review (2024) Vol. 158, pp. 107480-107480
Open Access | Times Cited: 5
Emotion recognition development: Preliminary evidence for an effect of school pedagogical practices
Solange Denervaud, Christian Mumenthaler, Édouard Gentaz, et al.
Learning and Instruction (2020) Vol. 69, pp. 101353-101353
Open Access | Times Cited: 35
Investigating the Structure of the Children's Concentration and Empathy Scale Using Exploratory Graph Analysis
Hudson Golino, Angeline S. Lillard, Ian Becker, et al.
Psychological Test Adaptation and Development (2021) Vol. 2, Iss. 1, pp. 35-49
Open Access | Times Cited: 32
Fundamental Themes in Social–Emotional Learning: A Theoretical Framework for Inclusivity
Mickayla Dussault, Robert B. Thompson
International Journal of Environmental Research and Public Health (2024) Vol. 21, Iss. 4, pp. 506-506
Open Access | Times Cited: 4
Essential elements for learning to eat: guidance to support families with infants and young children
Wendy Sue Swanson, Erin Sundseth Ross, Luz Adriana Matiz, et al.
Frontiers in Pediatrics (2025) Vol. 13
Open Access
Active Inference Goes to School. The Importance of Active Learning in the Age of Large Language Models
Laura Desirée Di Paolo, Ben White, Avel GUÉNIN--CARLUT, et al.
(2024)
Open Access | Times Cited: 3
Active inference goes to school: the importance of active learning in the age of large language models
Laura Desirée Di Paolo, Ben White, Avel GUÉNIN--CARLUT, et al.
Philosophical Transactions of the Royal Society B Biological Sciences (2024) Vol. 379, Iss. 1911
Open Access | Times Cited: 3
Perfect timing: sensitive periods for Montessori education and long-term wellbeing
Angeline S. Lillard, Ronghui Jiang, Xin Tong
Frontiers in Developmental Psychology (2025) Vol. 3
Open Access
Multigrade education and the montessori model: A pathway towards inclusion and equity
Marija Sablić, Ana Mirosavljević, Katarina Bogatić
International Journal of Educational Research (2025) Vol. 131, pp. 102600-102600
Closed Access
Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I
Angeline S. Lillard, Virginia McHugh
Journal of Montessori Research (2019) Vol. 5, Iss. 1, pp. 1-18
Open Access | Times Cited: 27
Why the time is ripe for an education revolution
Angeline S. Lillard
Frontiers in Developmental Psychology (2023) Vol. 1
Open Access | Times Cited: 8
Authentic Montessori: The Dotteressa’s View at the End of Her Life Part II
Angeline S. Lillard, Virginia McHugh
Journal of Montessori Research (2019) Vol. 5, Iss. 1, pp. 19-34
Open Access | Times Cited: 22
An Association Between Montessori Education in Childhood and Adult Wellbeing
Angeline S. Lillard, M. Joseph Meyer, Dermina Vasc, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 14
Instructional Materials and the Development of Young Children’s 21st Century Skills: Perspectives From Early Educators in Ukerewe, Tanzania
Pambas Basil Tandika
Journal of Research in Childhood Education (2020) Vol. 36, Iss. 1, pp. 31-45
Closed Access | Times Cited: 12
Maria Montessori: A Visionary Whose Insights Align With Neuroscience
Alexandra Politi
Cortica (2023) Vol. 2, Iss. 2, pp. 203-222
Open Access | Times Cited: 4
Variation in pedagogy affects overimitation in children and adolescents
Marion Décaillet, Aurélien Frick, Xavier Lince, et al.
Journal of Experimental Child Psychology (2024) Vol. 241, pp. 105862-105862
Open Access | Times Cited: 1
Validation of the Teacher Questionnaire of Montessori Practice for Early Childhood in the Dutch Context
Jaap de Brouwer, Vivian E. Morssink-Santing, Symen Van der Zee
Journal of Montessori Research (2024) Vol. 10, Iss. 1
Open Access | Times Cited: 1
You are here! Rethinking children's executive function development in the presence of others
Aurélien Frick
Child Development Perspectives (2024)
Open Access | Times Cited: 1
Montessori Method in Early Childhood Education: A Systematic Review
Işıl KIRAN, Bilal Macun, Yusuf ARGIN, et al.
Cukurova University Faculty of Education Journal (2021) Vol. 50, Iss. 2, pp. 1154-1183
Open Access | Times Cited: 9
Pengaruh Metode Montessori dalam Meningkatkan Pemahaman Konsep Matematika Anak Usia Dini di Banjarmasin
Aspiya Aziza, Hardiyanti Pratiwi, Dyah Ageng Pramesty
Deleted Journal (2020) Vol. 6, Iss. 1, pp. 15-26
Open Access | Times Cited: 8
Rates of chronic absenteeism in Montessori and non-Montessori Title 1 schools
Lee LeBoeuf, Jacob Goldstein-Greenwood, Angeline S. Lillard
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 2
Shaping executive function in pre-school: The role of early educational practice
Silvia Guerrero, María Núñez, Cristina Corbacho
Cognitive Development (2023) Vol. 67, pp. 101344-101344
Open Access | Times Cited: 2
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