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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:

Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study
Tijmen Schipper, Sui Lin Goei, Siebrich de Vries, et al.
International Journal of Educational Research (2018) Vol. 88, pp. 109-120
Open Access | Times Cited: 84

Showing 1-25 of 84 citing articles:

Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence
Annemieke Smale-Jacobse, Anna Meijer, Michelle Helms‐Lorenz, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 267
“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy
Janina Täschner, Theresa Dicke, Sarah Reinhold, et al.
Review of Educational Research (2024) Vol. 95, Iss. 1, pp. 3-52
Open Access | Times Cited: 13
Promoting a professional school culture through lesson study? An examination of school culture, school conditions, and teacher self-efficacy
Tijmen Schipper, Siebrich de Vries, Sui Lin Goei, et al.
Professional Development in Education (2019) Vol. 46, Iss. 1, pp. 112-129
Open Access | Times Cited: 68
Lesson Study effectiveness for teachers’ professional learning: a best evidence synthesis
Iris Willems, Piet Van den Bossche
International Journal for Lesson and Learning Studies (2019) Vol. 8, Iss. 4, pp. 257-271
Open Access | Times Cited: 60
Between lethal and local adaptation: Lesson study as an organizational routine
Fenna Wolthuis, Klaas van Veen, Siebrich de Vries, et al.
International Journal of Educational Research (2020) Vol. 100, pp. 101534-101534
Open Access | Times Cited: 52
Teachers' psychological resistance to digital innovation in jordanian entrepreneurship and business schools: Moderation of teachers' psychology and attitude toward educational technologies
Suhaib Khalid AL-Takhayneh, Wejdan Karaki, Rashad Ahmad Hasan, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 32
Teacher experiences under COVID-19 pandemic school reopening periods: A window of opportunity for adapted education
Sabreen Selvik, Marte Karoline Herrebrøden
Teaching and Teacher Education (2024) Vol. 139, pp. 104445-104445
Open Access | Times Cited: 6
Personality traits predict the effects of Internet and academic self-efficacy on practical performance anxiety in online learning under the COVID-19 lockdown
Jon‐Chao Hong, Cao Wei, Xiaohong Liu, et al.
Journal of Research on Technology in Education (2021) Vol. 55, Iss. 3, pp. 426-440
Closed Access | Times Cited: 36
The authority of principals’ technology leadership in empowering teachers’ self-efficacy towards ICT use
Siti Noor Ismail, Mohd Norakmar Omar, Arumugam Raman
International Journal of Evaluation and Research in Education (IJERE) (2021) Vol. 10, Iss. 3, pp. 878-878
Open Access | Times Cited: 35
A systematic review of transparency in Lesson Study research: how do we report on the observation and reflection stages?
Klara Kager, Eva Kalinowski, Anne Jurczok, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 5
Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review
Gabriel Hervas
AERA Open (2021) Vol. 7
Open Access | Times Cited: 30
The Selectivity and Suitability of Online Learning Resources as Predictor of the Effects of Self-Efficacy on Teacher Satisfaction During the COVID-19 Lockdown
Yonghai Zhu, Yingying Xu, Xinyu Wang, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 20
Exploring the Effects of Professional Learning Experiences on In-Service Teachers’ Growth: A Systematic Review of Literature
Zhadyra Makhmetova, Laura Karabassova, Assel Zhakim, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 146-146
Open Access
Exploring the Instructional Effectiveness of High-Growth K-2 Teacher Teams in Foundational Reading
Jake Downs, Katie Martz, Kathleen A. J. Mohr
Education Sciences (2025) Vol. 15, Iss. 2, pp. 259-259
Open Access
Utilizing Virtual Lesson Study for Agriculture Teacher Professional Development and Social Support Goals
Amy M. Leman, Eliza Petry, Joseph Birrittier
Journal of Agricultural Education (2025) Vol. 66, Iss. 1, pp. 44-44
Closed Access
Business management teachers’ teaching expectancy beliefs about curriculum implementation: application of expectancy-value theory
Edmond Kwesi Agormedah, Leticia Bosu, Paul Tongkomah Saayir, et al.
Discover Education (2025) Vol. 4, Iss. 1
Open Access
Shaping success: How instructional leadership influences teaching practices and self-efficacy
Heather Bianconi, Karen H. Larwin
Forum for education studies. (2025) Vol. 3, Iss. 2, pp. 2379-2379
Closed Access
Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education
Tijmen Schipper, Rikkert van der Lans, Siebrich de Vries, et al.
Teaching and Teacher Education (2019) Vol. 88, pp. 102961-102961
Open Access | Times Cited: 32
High school mathematics teachers' changes in beliefs and knowledge during lesson study
Duyen Thi Nguyen, Dũng Trần
Journal of Mathematics Teacher Education (2022) Vol. 26, Iss. 6, pp. 809-834
Open Access | Times Cited: 18
Influence of Teacher Behaviors on Student Activities in Information-Based Classroom Teaching
Wang Lin-sheng
International Journal of Emerging Technologies in Learning (iJET) (2022) Vol. 17, Iss. 02, pp. 19-31
Open Access | Times Cited: 15
Meta-analysis of professional development programs in differentiated instruction
Rebecca Kahmann, Mienke Droop, Ard W. Lazonder
International Journal of Educational Research (2022) Vol. 116, pp. 102072-102072
Open Access | Times Cited: 15
Evidence-Based Design of a Teacher Professional Development Program for Differentiated Instruction: A Whole-Task Approach
Kyra Meutstege, Marieke van Geel, Adrie J. Visscher
Education Sciences (2023) Vol. 13, Iss. 10, pp. 985-985
Open Access | Times Cited: 8
Review of research literature about the use of lesson study and lesson study-related practices relevant to the field of special needs and inclusive education
Brahm Norwich, Simon Benham‐Clarke, Sui Lin Goei
European Journal of Special Needs Education (2020) Vol. 36, Iss. 3, pp. 309-328
Open Access | Times Cited: 20
Teachers’ perceptions of a lesson study intervention as professional development in physical education
Menno Slingerland, Lars B. Borghouts, Sara Laurijssens, et al.
European Physical Education Review (2021) Vol. 27, Iss. 4, pp. 817-836
Closed Access | Times Cited: 16
Welche individuellen und institutionellen Faktoren begünstigen die Kooperation von Grundschullehrkräften?
Eva Kalinowski, Anne Jurczok, Andrea Westphal, et al.
Zeitschrift für Erziehungswissenschaft (2022) Vol. 25, Iss. 4, pp. 999-1029
Open Access | Times Cited: 10
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