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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.

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Showing 1-25 of 39 citing articles:

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric
Noam Angrist, David K. Evans, Deon Filmer, et al.
World Bank, Washington, DC eBooks (2020)
Open Access | Times Cited: 64
EdTech in Developing Countries: A Review of the Evidence
Daniel Rodriguez-Segura
The World Bank Research Observer (2021) Vol. 37, Iss. 2, pp. 171-203
Closed Access | Times Cited: 47
Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning
Jacobus Cilliers, Brahm Fleisch, Janeli Kotzé, et al.
Journal of Development Economics (2022) Vol. 155, pp. 102815-102815
Open Access | Times Cited: 34
Telementoring and homeschooling during school closures: A randomized experiment in rural Bangladesh
Hashibul Hassan, Asad Islam, Abu Siddique, et al.
(2022)
Open Access | Times Cited: 30
Building Resilient Education Systems: Evidence from Large-Scale Randomized Trials in Five Countries
Noam Angrist, Micheal Ainomugisha, Sai Pramod Bathena, et al.
(2023)
Open Access | Times Cited: 14
Effectiveness of interactive satellite-transmitted instruction: Experimental evidence from Ghanaian primary schools
Jamie Johnston, Christopher Ksoll
Economics of Education Review (2022) Vol. 91, pp. 102315-102315
Open Access | Times Cited: 19
The Role of Intergovernmental Fiscal Transfers in Improving Education Outcomes
Samer Al‐Samarrai, Blane D. Lewis
(2021)
Open Access | Times Cited: 27
What Drives Teachers to Change Their Instruction? A Mixed-Methods Study from Zambia
Andreas de Barros, Junita Henry, Jacqueline W. Mathenge
Comparative Education Review (2025), pp. 000-000
Closed Access
Effects of speed-schools in Niger
Anne Kielland, Andreas Kotsadam, Jing Liu
Journal of Public Economics (2025) Vol. 243, pp. 105307-105307
Closed Access
Grain size in Hausa literacy: a comparison of two approaches
Emily Koester, Wael Moussa, Muslimin Ibrahim
Reading and Writing (2025)
Closed Access
The Impact of Private Schools, School Chains and PPPs in Developing Countries
Lee Crawfurd, Susannah Hares, Rory Todd
The World Bank Research Observer (2023) Vol. 39, Iss. 1, pp. 97-123
Open Access | Times Cited: 8
Telementoring and Homeschooling During School Closures: a Randomised Experiment in Rural Bangladesh
Hashibul Hassan, Asad Islam, Abu Siddique, et al.
The Economic Journal (2024) Vol. 134, Iss. 662, pp. 2418-2438
Open Access | Times Cited: 3
Can Education be Standardized? Evidence from Kenya
Guthrie Gray-Lobe, Anthony Keats, Michael Kremer, et al.
SSRN Electronic Journal (2022)
Closed Access | Times Cited: 14
A systematic literature review of math interventions across educational settings from early childhood education to high school
Riikka Pauliina Svane, Marinka M. Willemsen, Dorthe Bleses, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 5
Beyond Short-Term Learning Gains: the Impact of Outsourcing Schools in Liberia After Three Years
Mauricio Romero, Justin Sandefur
The Economic Journal (2021) Vol. 132, Iss. 644, pp. 1600-1619
Open Access | Times Cited: 12
Delivering Remote Learning Using a Low-tech Solution: Evidence from a Randomized Controlled Trial in Bangladesh
Liang Choon Wang, Michael Vlassopoulos, Asad Islam, et al.
Journal of Political Economy Microeconomics (2024) Vol. 2, Iss. 3, pp. 562-601
Open Access | Times Cited: 1
Statistical analysis plan for a cluster randomised trial in Madhya Pradesh, India: community health promotion and medical provision and impact on neonates (CHAMPION2)
Nicholas Magill, Siddharudha Shivalli, Ila Fazzio, et al.
Trials (2024) Vol. 25, Iss. 1
Open Access | Times Cited: 1
Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau
Ila Fazzio, Alex Eble, Robin L. Lumsdaine, et al.
(2020)
Open Access | Times Cited: 10
Large learning gains in pockets of extreme poverty: Experimental evidence from Guinea Bissau
Ila Fazzio, Alex Eble, Robin L. Lumsdaine, et al.
Journal of Public Economics (2021) Vol. 199, pp. 104385-104385
Open Access | Times Cited: 8
Impact of Technology-Aided Activity-Based Learning Approaches on Learning Outcomes: Experimental Evidence from Community Schools in Rural Zambia
Thomas de Hoop, Hannah Ring, Garima Siwach, et al.
Journal of Research on Educational Effectiveness (2023) Vol. 17, Iss. 4, pp. 836-873
Open Access | Times Cited: 3
Looking beyond changes in averages in evaluating foundational learning: Some inequality measures
Daniel Rodriguez-Segura, Cole Campton, Luis Crouch, et al.
International Journal of Educational Development (2021) Vol. 84, pp. 102411-102411
Open Access | Times Cited: 7
When Your Bootstraps Are Not Enough: How Demand and Supply Interact to Generate Learning in Settings of Extreme Poverty
Alex Eble, Maya Escueta
(2023)
Open Access | Times Cited: 2
Forum: Why and How the Public vs. Private Schooling Debate Needs to Change
Jishnu Das, Joanna Härmä, Lant Pritchett, et al.
(2023)
Open Access | Times Cited: 1
Community-Wide Support for Primary Students to Improve Foundational Literacy and Numeracy: Empirical Evidence from Madagascar
Takao Maruyama, Kengo Igei
Economic Development and Cultural Change (2023) Vol. 72, Iss. 4, pp. 1963-1992
Closed Access | Times Cited: 1
Statistical analysis plan for a cluster randomised trial in Madhya Pradesh, India: support to rural India’s public education system and impact on numeracy and literacy scores (STRIPES2)
Suzanne Keddie, Ila Fazzio, Siddharudha Shivalli, et al.
Trials (2023) Vol. 24, Iss. 1
Open Access | Times Cited: 1
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