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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.

Requested Article:

Associations between teacher expectations and racial disproportionality in discipline referrals
María Reina Santiago‐Rosario, Sara A. Whitcomb, Jessica Pearlman, et al.
Journal of School Psychology (2021) Vol. 85, pp. 80-93
Closed Access | Times Cited: 26

Showing 1-25 of 26 citing articles:

A roadmap to equitable school mental health screening
Stephanie Moore, Anna C. J. Long, Samantha Coyle, et al.
Journal of School Psychology (2022) Vol. 96, pp. 57-74
Open Access | Times Cited: 33
The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement
Leslie M. Hasty, Michaela Quintero, Tianyu Li, et al.
Journal of School Psychology (2023) Vol. 100, pp. 101242-101242
Closed Access | Times Cited: 14
Examining ethnic identity, school climate, and academic futility among minoritized students
Tamika La Salle-Finley, Jesslynn Rocha Neves‐McCain, Michael G. Li, et al.
Journal of School Psychology (2024) Vol. 104, pp. 101285-101285
Closed Access | Times Cited: 4
What is ‘teacher awareness’ and can teachers use it to overcome their expectation bias?– a thematic analysis of research
Rune Lomholt
Social Psychology of Education (2025) Vol. 28, Iss. 1
Open Access
Examining How White Teachers’ Interracial Contact Experiences Shape Their Self-Efficacy and School Choices
Lewis Doyle, Linda R. Tropp, Matthew J. Easterbrook
Educational Researcher (2025)
Closed Access
A randomized controlled trial of instructional coaching in high-poverty urban schools: Examining teacher practices and student outcomes
Linda A. Reddy, Elisa S. Shernoff, Adam Lekwa
Journal of School Psychology (2021) Vol. 86, pp. 151-168
Closed Access | Times Cited: 24
A Scoping Review of Diversity Training for Teachers: The Potential for School Psychology
Tory L. Ash, Samantha C. Maguire
School Psychology Review (2023) Vol. 53, Iss. 4, pp. 382-399
Closed Access | Times Cited: 9
Troublemakers? The Role of Frequent Teacher Referrers in Expanding Racial Disciplinary Disproportionalities
Jing Liu, Emily K. Penner, W.B. Gao
Educational Researcher (2023) Vol. 52, Iss. 8, pp. 469-481
Closed Access | Times Cited: 9
Examining differential effects of an equity-focused schoolwide positive behavioral interventions and supports approach on teachers' equity in school discipline
Sean C. Austin, Kent McIntosh, Keith Smolkowski, et al.
Journal of School Psychology (2024) Vol. 104, pp. 101284-101284
Closed Access | Times Cited: 3
Teachers' Structuring of Culturally Responsive Social Relations and Secondary Students’ Experience of Warm Demand
Meredith P. Franco, Jessika H. Bottiani, Catherine P. Bradshaw
Contemporary Educational Psychology (2023) Vol. 76, pp. 102241-102241
Closed Access | Times Cited: 7
Intersectionality and school racial climate to create schools as sites of fairness and liberation for Black girls
Charity Brown Griffin, Jamelia N. Harris, Sherrie L. Proctor
Journal of School Psychology (2024) Vol. 104, pp. 101282-101282
Closed Access | Times Cited: 2
School Climate, Teacher Characteristics, and School Discipline: Evidence From New York City
Luis A. Rodríguez, Richard O. Welsh, Chelsea Daniels
AERA Open (2024) Vol. 10
Open Access | Times Cited: 2
Problem solving team interventions: Web-based and consultant-based experimental evaluations
Thomas R. Kratochwill, Jennifer M. Asmus, Clarissa J. Schienebeck, et al.
Journal of School Psychology (2024) Vol. 103, pp. 101279-101279
Closed Access | Times Cited: 1
Teacher's social desirability bias and Migrant students: A study on explicit and implicit prejudices with a list experiment
M. Constanza Ayala, Andrew Webb, Luis Maldonado, et al.
Social Science Research (2024) Vol. 119, pp. 102990-102990
Closed Access | Times Cited: 1
Centering students' voices in the exploration of in-classroom culturally responsive practices
David Aguayo, Keith C. Herman, Katrina J. Debnam, et al.
Journal of School Psychology (2024) Vol. 105, pp. 101317-101317
Closed Access | Times Cited: 1
Teachers' anti-black biases in disciplinary decisions: The role of mindfulness
Tory L. Ash, Emily C. Helminen, Shiharu Yamashita, et al.
Journal of School Psychology (2022) Vol. 96, pp. 75-87
Closed Access | Times Cited: 7
Integrated Behavioral Health in Pediatric Primary Care: Rates of Consultation Requests and Treatment Duration
Chimereodo Okoroji, Rachel Mack Kolsky, Ariel A. Williamson, et al.
Child & Youth Care Forum (2023) Vol. 53, Iss. 3, pp. 741-756
Closed Access | Times Cited: 3
Reducing racialized opportunity gaps through teachers’ anti-racism social-emotional competency training and education
Kamilah B. Legette, Amy G. Halberstadt, Colleen E. Cassidy
Theory Into Practice (2023) Vol. 62, Iss. 4, pp. 366-379
Closed Access | Times Cited: 3
Classroom Management Coaching for First-Year Urban Teachers: Purpose, Design, and Implementation
Andrew Kwok, Megan Svajda-Hardy
Urban Education (2021) Vol. 59, Iss. 1, pp. 386-417
Closed Access | Times Cited: 6
Examining Teachers’ Culturally Responsive Classroom Management Self-Efficacy
María Reina Santiago‐Rosario, Kent McIntosh, Sara A. Whitcomb
Assessment for Effective Intervention (2022) Vol. 48, Iss. 3, pp. 170-176
Closed Access | Times Cited: 3
Measuring social-emotional development in schoolchildren: A national-level analysis of ECLS-B cohort data
Quentin H. Riser, Heather L. Rouse, Ji Young Choi
Journal of School Psychology (2024) Vol. 103, pp. 101270-101270
Closed Access
Racial Socialization in the United States
Sylvia Perry, Jamie L. Abaied, Deborah Wu, et al.
(2024)
Open Access
A Bootstraps Theory of Equity (and Why We Need to Change It)
Amy Mueller
Research Square (Research Square) (2024)
Closed Access
The Role Expectations in the System of Interaction between Subjects of the Educational Process
В. А. Орлов, O.B. Krushelnitskaya, Ekaterina Terekhova
Journal of Modern Foreign Psychology (2024) Vol. 13, Iss. 3, pp. 93-101
Open Access
The Influence of Teacher Discipline on Teaching Effect and Students’ Psychology in Universities and the Normative Suggestions for Discipline Behavior
Zheming An
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 1
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