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:
(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs
Dionne Cross Francis, Ayfer Eker, Jinqing Liu, et al.
Journal of Mathematics Teacher Education (2021) Vol. 25, Iss. 5, pp. 599-632
Closed Access | Times Cited: 15
Dionne Cross Francis, Ayfer Eker, Jinqing Liu, et al.
Journal of Mathematics Teacher Education (2021) Vol. 25, Iss. 5, pp. 599-632
Closed Access | Times Cited: 15
Showing 15 citing articles:
Understanding teacher identity in teachers' professional lives: A systematic review of the literature
Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman, et al.
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 38
Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman, et al.
Review of Education (2023) Vol. 11, Iss. 2
Open Access | Times Cited: 38
Reconceptualizing teacher identity development
Ji Hong, Dionne Cross Francis, Paul A. Schutz
Educational Psychologist (2024) Vol. 59, Iss. 3, pp. 159-176
Closed Access | Times Cited: 9
Ji Hong, Dionne Cross Francis, Paul A. Schutz
Educational Psychologist (2024) Vol. 59, Iss. 3, pp. 159-176
Closed Access | Times Cited: 9
Teacher noticing in mathematics education: a review of recent developments
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
ZDM (2023) Vol. 56, Iss. 2, pp. 249-264
Open Access | Times Cited: 22
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
ZDM (2023) Vol. 56, Iss. 2, pp. 249-264
Open Access | Times Cited: 22
Elementary School Science teachers’ Enactment of Epistemic Empathy as a Responsive Teaching Strategy for students’ Negative Epistemic Emotions During Scientific Sense-Making
Sally B. Gutierez, Moonhyun Han
Journal of Science Teacher Education (2025), pp. 1-20
Closed Access
Sally B. Gutierez, Moonhyun Han
Journal of Science Teacher Education (2025), pp. 1-20
Closed Access
Teacher noticing: exploring the nexus between effective implementation and academic performance of basic 12 students in geometry in Builsa South District
Enoch Kabinaa Enoch
Research Square (Research Square) (2024)
Open Access | Times Cited: 3
Enoch Kabinaa Enoch
Research Square (Research Square) (2024)
Open Access | Times Cited: 3
Noticing student thinking under pressure in primary mathematics and science lessons
Dan Jazby, Wanty Widjaja, Lihua Xu, et al.
International Journal of Science and Mathematics Education (2022) Vol. 21, Iss. 2, pp. 645-666
Open Access | Times Cited: 10
Dan Jazby, Wanty Widjaja, Lihua Xu, et al.
International Journal of Science and Mathematics Education (2022) Vol. 21, Iss. 2, pp. 645-666
Open Access | Times Cited: 10
Teacher Noticing in Mathematics Education: A Review of Recent Developments
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
Perspektiven der Mathematikdidaktik (2024), pp. 103-133
Closed Access | Times Cited: 1
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
Perspektiven der Mathematikdidaktik (2024), pp. 103-133
Closed Access | Times Cited: 1
Exploring teachers’ eye-tracking data and professional noticing when viewing a 360 video of elementary mathematics
Karl W. Kosko, Richard E. Ferdig, Chris Lenart, et al.
Journal of Mathematics Teacher Education (2024)
Open Access | Times Cited: 1
Karl W. Kosko, Richard E. Ferdig, Chris Lenart, et al.
Journal of Mathematics Teacher Education (2024)
Open Access | Times Cited: 1
Pre-service teachers’ professional noticing when viewing standard and holographic recordings of children’s mathematics
Karl W. Kosko
International Electronic Journal of Mathematics Education (2022) Vol. 17, Iss. 4, pp. em0706-em0706
Open Access | Times Cited: 6
Karl W. Kosko
International Electronic Journal of Mathematics Education (2022) Vol. 17, Iss. 4, pp. em0706-em0706
Open Access | Times Cited: 6
Exemplifying the situated nature of teacher noticing: Elementary teachers' use of insider knowledge
Naomi Jessup
School Science and Mathematics (2023) Vol. 123, Iss. 8, pp. 502-514
Closed Access | Times Cited: 3
Naomi Jessup
School Science and Mathematics (2023) Vol. 123, Iss. 8, pp. 502-514
Closed Access | Times Cited: 3
No time to ‘put that in’: can we silence the ticking clock that controls teachers’ professional learning?
Laura Tuohilampi, Scarlett Li-Williams, Samantha Gooch
Professional Development in Education (2024), pp. 1-16
Open Access
Laura Tuohilampi, Scarlett Li-Williams, Samantha Gooch
Professional Development in Education (2024), pp. 1-16
Open Access
Mathematically productive relationships (MPRs): a potentially effective classroom management approach
Jinqing Liu, Dionne Cross Francis, Kemol Lloyd, et al.
Learning Environments Research (2022) Vol. 26, Iss. 2, pp. 573-593
Open Access | Times Cited: 1
Jinqing Liu, Dionne Cross Francis, Kemol Lloyd, et al.
Learning Environments Research (2022) Vol. 26, Iss. 2, pp. 573-593
Open Access | Times Cited: 1
Attending to what prospective teachers notice about students' intersecting identities
Christa Jackson, Kelley Buchheister, Cynthia E. Taylor
School Science and Mathematics (2023)
Open Access
Christa Jackson, Kelley Buchheister, Cynthia E. Taylor
School Science and Mathematics (2023)
Open Access
An Elementary Teacher’s Development of Using Representations: Comparing 2 Years’ Teaching in Earth Science Unit
Qiu Zhong, Meredith Park Rogers, Celeste Nicholas, et al.
Journal of Science Teacher Education (2023) Vol. 35, Iss. 5, pp. 443-464
Closed Access
Qiu Zhong, Meredith Park Rogers, Celeste Nicholas, et al.
Journal of Science Teacher Education (2023) Vol. 35, Iss. 5, pp. 443-464
Closed Access
Learning to be a Science Teacher: The Worries, Joys, and Vulnerabilities of Exploring New Pedagogies
Megan Humburg, Adam Bell, D. Teo Keifert, et al.
Proceedings. (2023), pp. 649-656
Open Access
Megan Humburg, Adam Bell, D. Teo Keifert, et al.
Proceedings. (2023), pp. 649-656
Open Access
