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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:

Teacher collaboration: A systematic review
Katrien Vangrieken, Filip Dochy, Elisabeth Raes, et al.
Educational Research Review (2015) Vol. 15, pp. 17-40
Open Access | Times Cited: 751

Showing 1-25 of 751 citing articles:

‘Should I stay or should I go?’: unpacking teacher attrition/retention as an educational issue
Geert Kelchtermans
Teachers and Teaching (2017) Vol. 23, Iss. 8, pp. 961-977
Closed Access | Times Cited: 252
Distributed leadership, professional collaboration, and teachers’ job satisfaction in U.S. schools
Darlene García Torres
Teaching and Teacher Education (2018) Vol. 79, pp. 111-123
Closed Access | Times Cited: 199
Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education
Marjolein Deunk, Annemieke Smale-Jacobse, Hester de Boer, et al.
Educational Research Review (2018) Vol. 24, pp. 31-54
Open Access | Times Cited: 194
Influence of teacher collaboration on job satisfaction and student achievement
Philip M. Reeves, Wik Hung Pun, Kyung Sun Chung
Teaching and Teacher Education (2017) Vol. 67, pp. 227-236
Closed Access | Times Cited: 178
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace
Benjamin Dreer
Educational Studies (2021) Vol. 50, Iss. 1, pp. 61-77
Closed Access | Times Cited: 121
Expert or machine? Comparing the effect of pairing student teacher with in-service teacher and ChatGPT on their critical thinking, learning performance, and cognitive load in an integrated-STEM course
Tingting Li, Yu Ji, Zehui Zhan
Asia Pacific Journal of Education (2024) Vol. 44, Iss. 1, pp. 45-60
Closed Access | Times Cited: 24
Team-Based Professional Development Interventions in Higher Education: A Systematic Review
Inken Gast, Kim Schildkamp, Jan van der Veen
Review of Educational Research (2017) Vol. 87, Iss. 4, pp. 736-767
Open Access | Times Cited: 165
Relating school leadership to perceived professional learning community characteristics: A multilevel analysis
Bénédicte Vanblaere, Geert Devos
Teaching and Teacher Education (2016) Vol. 57, pp. 26-38
Open Access | Times Cited: 155
The digital competence of university students: a systematic literature review
Anna Caballé, Mercè Gisbert Cervera, Francesc M. Esteve‐Mon
Aloma Revista de Psicologia Ciències de l Educació i de l Esport (2020) Vol. 38, Iss. 1, pp. 63-74
Open Access | Times Cited: 131
Teacher autonomy and collaboration: A paradox? Conceptualising and measuring teachers' autonomy and collaborative attitude
Katrien Vangrieken, Ilke Grosemans, Filip Dochy, et al.
Teaching and Teacher Education (2017) Vol. 67, pp. 302-315
Closed Access | Times Cited: 130
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction
Lauri Heikonen, Janne Pietarinen, Kirsi Pyhältö, et al.
Asia-Pacific Journal of Teacher Education (2016) Vol. 45, Iss. 3, pp. 250-266
Open Access | Times Cited: 118
School-based teacher collaboration: Different learning opportunities across various contexts
Loes de Jong, Jacobiene Meirink, Wilfried Admiraal
Teaching and Teacher Education (2019) Vol. 86, pp. 102925-102925
Open Access | Times Cited: 113
Selecting Socio-scientific Issues for Teaching
Tamara S. Hancock, Patricia Friedrichsen, Andrew T. Kinslow, et al.
Science & Education (2019) Vol. 28, Iss. 6-7, pp. 639-667
Open Access | Times Cited: 109
Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm
Joacim Ramberg, Sara Brolin Låftman, Torbjörn Åkerstedt, et al.
Scandinavian Journal of Educational Research (2019) Vol. 64, Iss. 6, pp. 816-830
Open Access | Times Cited: 101
Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process
Yi-Fen Yeh, Kennedy Kam Ho Chan, Ying‐Shao Hsu
Computers & Education (2021) Vol. 171, pp. 104238-104238
Closed Access | Times Cited: 101
Teaching with and teaching about technology – Evidence for professional development of in-service teachers
Josef Guggemos, Sabine Seufert
Computers in Human Behavior (2020) Vol. 115, pp. 106613-106613
Open Access | Times Cited: 92
Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk
Adam Lefstein, Dana Vedder‐Weiss, Aliza Segal
Educational Researcher (2020) Vol. 49, Iss. 5, pp. 360-368
Closed Access | Times Cited: 86
Teacher job satisfaction by principal support and teacher cooperation: Results from the Schools and Staffing Survey
Amanda A. Olsen, Francis L. Huang
Education Policy Analysis Archives (2019) Vol. 27, pp. 11-11
Open Access | Times Cited: 84
The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy
André Meyer, Dirk Richter, Viola Hartung-Beck
Educational Management Administration & Leadership (2020) Vol. 50, Iss. 4, pp. 593-612
Closed Access | Times Cited: 82
Teacher well-being: Investigating the contributions of school climate and job crafting
Benjamin Dreer
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 51
School-based collaboration as a learning context for teachers: A systematic review
Loes de Jong, Jacobiene Meirink, Wilfried Admiraal
International Journal of Educational Research (2022) Vol. 112, pp. 101927-101927
Open Access | Times Cited: 49
Instagram as a platform for teacher collaboration and digital social support
Eric Richter, Jeffrey P. Carpenter, André Meyer, et al.
Computers & Education (2022) Vol. 190, pp. 104624-104624
Open Access | Times Cited: 41
What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices
André Meyer, Marc Kleinknecht, Dirk Richter
Computers & Education (2023) Vol. 200, pp. 104805-104805
Open Access | Times Cited: 37
Microlearning: A new normal for flexible teacher professional development in online and blended learning
Lucas Kohnke, Dennis Foung, Di Zou
Education and Information Technologies (2023) Vol. 29, Iss. 4, pp. 4457-4480
Closed Access | Times Cited: 23
Types of teacher-AI collaboration in K-12 classroom instruction: Chinese teachers’ perspective
Jinhee Kim
Education and Information Technologies (2024) Vol. 29, Iss. 13, pp. 17433-17465
Open Access | Times Cited: 11
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