Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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 research synthesis of the impacts of successful educational actions on student outcomes
Teresa Morlà Folch, Ana Inés Renta Davids, María Padrós Cuxart, et al.
Educational Research Review (2022) Vol. 37, pp. 100482-100482
Open Access | Times Cited: 18

Showing 18 citing articles:

Prerequisites for teachers’ technology use in formative assessment practices: A systematic review
Kristin Børte, Sølvi Lillejord, Jessica Chan, et al.
Educational Research Review (2023) Vol. 41, pp. 100568-100568
Open Access | Times Cited: 13
Contributions from Research with (and Not without) Roma Women to Social Work during the COVID-19 Pandemic
Ane López de Aguileta
Sustainability (2024) Vol. 16, Iss. 2, pp. 677-677
Open Access | Times Cited: 4
Achieving the same educational opportunities for all: overcoming hoax interpretations of the PISA results
Carme García Yeste, Teresa Morlà Folch, Garazi López de Aguileta, et al.
International Journal of Adolescence and Youth (2025) Vol. 30, Iss. 1
Open Access
If They Talk More During Lessons, Will They Achieve Better? Unlocking the Reciprocal Relationship Between Student Verbal Participation and Achievement
Martin Sedláček, Klára Šeďová, Roman Švaříček, et al.
Studia paedagogica (2025) Vol. 29, Iss. 3, pp. 30-51
Open Access
Successful Educational Actions for Sustainable Development: A Systematic Review of Training for Employability Development of Vulnerable Groups
Carolina Grau-del-Valle, Lucía I. Llinares Insa, Laura García Raga, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 247-247
Open Access
Leading schools through dialogue: the role of principals in schools as Learning Communities
Gisela Redondo-Sama, Shiza Khaqan, Teresa Morlà Folch, et al.
Journal of New Approaches in Educational Research (2025) Vol. 14, Iss. 1
Open Access
Improving Social Interactions Among Adult Carers of Children with Disabilities Through Dialogic Literary Gatherings: A Case Study from Pakistan
Shiza Khaqan, Gisela Redondo-Sama, Ramón Flecha
Behavioral Sciences (2025) Vol. 15, Iss. 4, pp. 509-509
Open Access
Impacting life expectancies of incarcerated people through dialogic scientific gatherings and dialogic scientific workshops in prisons
Maria-Teresa Novo-Molinero, Teresa Morlà Folch, Laureano Jiménez, et al.
Humanities and Social Sciences Communications (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 2
A systematic review of the role of dialogic leadership: Characterization and impacts
Shiza Khaqan, Gisela Redondo-Sama
Educational Research Review (2024) Vol. 44, pp. 100618-100618
Open Access | Times Cited: 2
Review of the scientific literature on the impact of extending learning time with vulnerable groups
Laura Natividad-Sancho, Olga Serradell, Ainhoa Flecha, et al.
Children and Youth Services Review (2024) Vol. 163, pp. 107809-107809
Open Access | Times Cited: 2
A systematic literature review and case study on the social impact of the other women’s contributions to education and dialogic feminism
Laura Ruiz-Eugenio, Rosa Valls, Ainhoa Flecha, et al.
Frontiers in Sociology (2024) Vol. 9
Open Access | Times Cited: 1
A research synthesis on successful educational practices and student outcomes for physical education in schools
Juan He, Hongli Yu, Man Jiang, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 2
Roma students’ experiences: practices contributing to participation in post-compulsory education
Laura Natividad-Sancho, Regina Gairal‐Casadó, Teresa Sordé, et al.
Educational Research (2023) Vol. 66, Iss. 1, pp. 18-33
Closed Access | Times Cited: 2
Preventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary education
Garazi Álvarez-Guerrero, Rocío García-Carrión, Andrea Khalfaoui, et al.
Humanities and Social Sciences Communications (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 2
Transformando desigualdades: relaciones entre estudiantes de primaria y docentes en Comunidades de Aprendizaje
Ignacia Palma Salinas
Revista Educación (2024), pp. 1-22
Open Access
Egalitarian dialogue and student participation in Learning Communities. The case of the Coquimbo Region, Chile
Ignacia Palma Salinas
Learning Culture and Social Interaction (2024) Vol. 49, pp. 100867-100867
Open Access
“I’ve never thought about it this way”: the process and positive implications of co-creation on teacher education about prevention of gender-based violence
Lídia Puigvert, Aitor Alzaga, Elena Duque, et al.
Education Inquiry (2024), pp. 1-16
Open Access
The Science of Learning and Development: A Commentary
Rocío García-Carrión
Review of Research in Education (2023) Vol. 47, Iss. 1, pp. 155-160
Closed Access | Times Cited: 1
Page 1

Scroll to top