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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:

A Social-Cognitive Perspective of the Consequences of Curricular Tracking on Youth Outcomes
Kamilah B. Legette
Educational Psychology Review (2020) Vol. 32, Iss. 3, pp. 885-900
Open Access | Times Cited: 24

Showing 24 citing articles:

The role of inclusion, discrimination, and belonging for adolescent Science, Technology, Engineering and Math engagement in and out of school
Kelly Lynn Mulvey, Channing J. Mathews, Jerica Knox, et al.
Journal of Research in Science Teaching (2022) Vol. 59, Iss. 8, pp. 1447-1464
Open Access | Times Cited: 28
Peer support, teacher support, and activity value in a STEAM contest: the role of helicopter parenting in learning
Xiaohong Liu, Kexin Yang, Jon‐Chao Hong, et al.
Social Psychology of Education (2025) Vol. 28, Iss. 1
Closed Access
Just go to the office! An intersectional exploration of the role of race and gender in discipline referral reasons
Kamilah B. Legette, Yoli Anyon
Race Ethnicity and Education (2023), pp. 1-21
Open Access | Times Cited: 10
Teachers’ awareness of systemic and individual racial bias as a first step towards anti-racist schools
Kamilah B. Legette, Iheoma U. Iruka, Amy G. Halberstadt, et al.
Teaching and Teacher Education (2023) Vol. 132, pp. 104213-104213
Closed Access | Times Cited: 7
Curricular Tracking, Students’ Academic Identity, and School Belonging
Kamilah B. Legette, Beth Kurtz‐Costes
The Journal of Early Adolescence (2020) Vol. 41, Iss. 7, pp. 961-981
Open Access | Times Cited: 12
STEM‐related outcomes for adolescents with differing perceptions of school racial climate: A latent class analysis
Jacqueline Cerda‐Smith, Angelina Joy, Channing J. Mathews, et al.
Science Education (2023) Vol. 107, Iss. 3, pp. 651-676
Open Access | Times Cited: 4
Academic Success at Social Costs: An Exploratory Study on Social Networks of Chinese Students under Academic Streaming
Jinjing Fang, Gavin Brown
European Journal of Investigation in Health Psychology and Education (2024) Vol. 14, Iss. 1, pp. 164-180
Open Access | Times Cited: 1
Directionality explored: Black Adolescents' awareness of systemic racism and race‐based experiences
Natasha C. Johnson, Stephanie J. Rowley, Beth Kurtz‐Costes
Journal of Research on Adolescence (2024) Vol. 34, Iss. 2, pp. 526-538
Closed Access | Times Cited: 1
Educational achievement disparities between second-generation and non-immigrant students: Do school characteristics account for tracking effects?
Katja Pomianowicz
European Educational Research Journal (2021) Vol. 22, Iss. 3, pp. 297-324
Closed Access | Times Cited: 9
Do I belong in my math class? The importance of perceived racial/ethnic context and math course sequence
Jessica Morales‐Chicas, Sandra Graham
Contemporary Educational Psychology (2021) Vol. 67, pp. 102012-102012
Open Access | Times Cited: 9
Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective
Christian Stamov Roßnagel, Katrin Lo Baido, Noleine Fitzallen
PLoS ONE (2021) Vol. 16, Iss. 8, pp. e0253949-e0253949
Open Access | Times Cited: 8
Does students’ awareness of school-track-related stereotypes exacerbate inequalities in education?
Lisa Bardach, Claudia Neuendorf, Kou Murayama, et al.
npj Science of Learning (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 3
Biased Opportunities: The Role of Implicit and Explicit Bias in Advanced Placement and Dual Enrollment
Kaitlin P. Anderson
Educational Evaluation and Policy Analysis (2023)
Closed Access | Times Cited: 2
Hobbling: The Effects of Proactive Policing and Mass Imprisonment on Children's Education
Benjamin Justice
Annual Review of Law and Social Science (2021) Vol. 17, Iss. 1, pp. 31-51
Closed Access | Times Cited: 5
Schools and schooling
Sandra Graham, April Z. Taylor
Elsevier eBooks (2024), pp. 447-461
Closed Access
Understanding boys' underrepresentation in private and enriched programmes during the transition to secondary school
Isabelle Plante, Kathryn Everhart Chaffee, Évelyne Gauthier, et al.
British Journal of Educational Psychology (2024) Vol. 94, Iss. 3, pp. 777-791
Open Access
The role of educators’ racial beliefs in developing relationships with white toddlers and preschool children
Kamilah B. Legette, Elizabeth K. King
Early Childhood Research Quarterly (2024) Vol. 70, pp. 102-109
Closed Access
“The Kids can Handle it”: A Culturally Responsive Case Study of Four Detracking School Leadership Teams
Margaret Thornton
Educational Administration Quarterly (2024)
Closed Access
Outcome of the AVID College Preparatory Program on Adolescent Health: A Randomized Trial
Rebecca Dudovitz, Paul J. Chung, Kulwant K. Dosanjh, et al.
PEDIATRICS (2022) Vol. 151, Iss. 1
Open Access | Times Cited: 2
The Paideia Program is Worth Another Look
Jessica Richardi
Journal of Educational Research and Practice (2021) Vol. 11, Iss. 1
Open Access | Times Cited: 1
Tracking the Effects: Examining the Opportunity Stratification Hypothesis in Action
Kristian Edosomwan, Jemimah L. Young, Bettie Ray Butler, et al.
Journal of Education (2023) Vol. 204, Iss. 3, pp. 536-550
Closed Access
Analyze of Tracking Students into Different Classes Based on Grades and Its Alternatives
Siying Yu
Lecture Notes in Education Psychology and Public Media (2023) Vol. 16, Iss. 1, pp. 76-81
Closed Access
Does students' awareness of school track-related-stereotypes exacerbate inequalities in education?
Lisa Bardach, Claudia Neuendorf, Kou Murayama, et al.
(2022)
Open Access
Grappling With Ideas: Adolescent Writers in a Rural African American Community
Lucy Spence, R. M. Walker
Journal of Adolescent & Adult Literacy (2021) Vol. 64, Iss. 5, pp. 543-552
Closed Access
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