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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:

Making sense of teacher agency for change with social and epistemic network analysis
Nataša Pantić, Sarah Galey, Lani Florian, et al.
Journal of Educational Change (2021) Vol. 23, Iss. 2, pp. 145-177
Open Access | Times Cited: 39

Showing 1-25 of 39 citing articles:

A Systematic Literature Review of Empirical Research on Epistemic Network Analysis in Education
Ramy Elmoazen, Mohammed Saqr, Matti Tedre, et al.
IEEE Access (2022) Vol. 10, pp. 17330-17348
Open Access | Times Cited: 47
A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
Kason Ka Ching Cheung, Sibel Erduran
Science & Education (2022) Vol. 32, Iss. 5, pp. 1637-1673
Open Access | Times Cited: 36
Promoting pre-service teachers’ learning performance and perceptions of inclusive education: An augmented reality-based training through learning by design approach
Xiao‐Fan Lin, Luo Guo-yu, Shucheng Luo, et al.
Teaching and Teacher Education (2024) Vol. 148, pp. 104661-104661
Closed Access | Times Cited: 5
Communicating science in the COVID-19 news in the UK during Omicron waves: exploring representations of nature of science with epistemic network analysis
Kason Ka Ching Cheung, Ho‐Yin Chan, Sibel Erduran
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 11
Teachers as epistemic agents: A case study of interdisciplinary pedagogy
Vered Resnick, Yifat Ben David Kolikant
British Educational Research Journal (2025)
Open Access
Exercising Teacher Agency for Inclusion in Challenging Times: A Multiple Case Study in Chilean Schools
Constanza Herrera-Seda, Nataša Pantić
Education Sciences (2025) Vol. 15, Iss. 3, pp. 316-316
Open Access
Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature
George Koutsouris, Nicholas Bremner, Lauren Stentiford
British Educational Research Journal (2023) Vol. 50, Iss. 1, pp. 260-286
Open Access | Times Cited: 7
Exploring strategies to sustain teacher agency in the context of ‘hyper-accountability’: Reflections from ten experienced chemistry school teachers in Chile
Denise Quiroz-Martínez, Elizabeth A. C. Rushton
Teaching and Teacher Education (2024) Vol. 152, pp. 104787-104787
Open Access | Times Cited: 2
EFL teacher agency in mediating the socialisation of multilingual learners
Joanna Rokita-Jaśkow
Glottodidactica (2023) Vol. 50, Iss. 1, pp. 191-212
Open Access | Times Cited: 6
The call of ordinariness: peer interaction and superdiversity within the civil sphere
Denis Tajic, Anna Lund
American Journal of Cultural Sociology (2022) Vol. 11, Iss. 3, pp. 337-364
Open Access | Times Cited: 10
Factors Constraining Teachers’ Wellbeing and Agency in a Finnish University: Lessons from the COVID-19 Pandemic
Tiina Mäkelä, Pieta Sikström, Päivikki Jääskelä, et al.
Education Sciences (2022) Vol. 12, Iss. 10, pp. 722-722
Open Access | Times Cited: 10
Teacher networks: From a catalyst for enactment of professional development to a source of professional development
Thibault Coppe
Teachers and Teaching (2023) Vol. 30, Iss. 3, pp. 380-393
Open Access | Times Cited: 4
Learning experience network analysis for design-based research
Jonan Phillip Donaldson, Ahreum Han, Shulong Yan, et al.
Information and Learning Sciences (2023) Vol. 125, Iss. 1/2, pp. 22-43
Open Access | Times Cited: 4
How Do Teachers Collaborate in Informal Professional Learning Activities? An Epistemic Network Analysis
Tim Fütterer, Yoana Omarchevska, Joshua M. Rosenberg, et al.
Journal of Science Education and Technology (2024) Vol. 33, Iss. 5, pp. 796-810
Open Access | Times Cited: 1
Teachers' social well-being in relation to trust in institutions and attitude towards citizenship
Cristián Céspedes, Camila Leigh González, Hugo Vera Carreño, et al.
Social Sciences & Humanities Open (2024) Vol. 10, pp. 100994-100994
Open Access | Times Cited: 1
Nurturing interdisciplinary practice in small secondary schools
Annie Termaat
Cogent Education (2023) Vol. 10, Iss. 2
Open Access | Times Cited: 3
NASC: Network analytics to uncover socio-cognitive discourse of student roles
Máverick André Dionísio Ferreira, Rafael Ferreira Mello, Vitomir Kovanović, et al.
(2022), pp. 415-425
Closed Access | Times Cited: 5
Exploring teacher agency to address controversial issues in religious education – a forum theatre and action research approach
Aina Hammer, Claudia Lenz
Scandinavian Journal of Educational Research (2022) Vol. 68, Iss. 2, pp. 306-319
Open Access | Times Cited: 5
La Reflexión Colectiva entre Profesoras en Formación Inicial y Continua como Espacio de Construcción de una Pedagogía Inclusiva
Constanza Herrera-Seda, Carlos Vanegas-Ortega, Esteban Vicencio-Callejas, et al.
Revista latinoamericana de educación inclusiva (2021) Vol. 15, Iss. 2, pp. 111-133
Open Access | Times Cited: 6
“Are we making a quilt, with lots of ill-fitting cloths in here?”: Teachers’ internal conversations on curriculum making
Sinem Hizli Alkan
Journal of Educational Change (2022) Vol. 24, Iss. 3, pp. 457-478
Open Access | Times Cited: 4
The potential of mixed-method social network analysis for studying interaction between agency and structure in education
Nataša Pantić, Jasperina Brouwer, Laura Thomas, et al.
International Journal of Research & Method in Education (2022) Vol. 46, Iss. 2, pp. 187-199
Open Access | Times Cited: 4
“Learn to Conserve Your Passion and Care”: Exploring the Emotional Labor of Special-Post Teachers in Rural China
Jianjian Wu, Huan Song
Sustainability (2023) Vol. 15, Iss. 3, pp. 1991-1991
Open Access | Times Cited: 2
Perspectives on Language Teacher Identity in the Context of a Post-Pandemic “New Normal” Epoch
Duc Huu Pham
Advances in higher education and professional development book series (2023), pp. 98-115
Closed Access | Times Cited: 2
“El contexto te lo requiere”: Pandemia, agencia docente e inclusión en Chile
Constanza Alarcón, Constanza Herrera-Seda, José Fuentes Sepúlveda, et al.
Psicoperspectivas Individuo y Sociedad (2023) Vol. 22, Iss. 2
Open Access | Times Cited: 2
Is cross-discipline better than same-discipline for cognitive engagement in computer supported collaborative learning? An empirical study using epistemic network analysis
Linjing Wu, Shuang Yu, Qingtang Liu, et al.
Journal of Computing in Higher Education (2023) Vol. 37, Iss. 1, pp. 171-194
Closed Access | Times Cited: 2
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