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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 23 citing articles:

Understanding EFL students’ use of self-made AI chatbots as personalized writing assistance tools: A mixed methods study
Kai Guo, Danling Li
System (2024) Vol. 124, pp. 103362-103362
Closed Access | Times Cited: 13
The Effect of Friendship Education on Primary School Students’ Psychological Well-Being and Peer Relationships
Mustafa Erol, Hüseyin KÖKSAL
Child Indicators Research (2025)
Open Access | Times Cited: 1
Unpacking the Social Constructs of Discrimination, Othering, and Belonging in Medical Schools
Omolayo Anjorin, Jamiu O. Busari
Teaching and Learning in Medicine (2023), pp. 1-9
Open Access | Times Cited: 13
Differentiated instruction: ‘to be, or not to be, that is the question’
Sérgio Gaitas, Cátia Carêto, Francisco Peixoto, et al.
International Journal of Inclusive Education (2022) Vol. 28, Iss. 11, pp. 2607-2623
Open Access | Times Cited: 19
More-than-human centred reflection: Addressing the fiction of reflective practice in teacher education
Catriona Oates, John Paul Mynott
Research in Education (2025)
Closed Access
Lost in Translation: When Differentiated Instruction Takes an Exclusionary Turn
Sérgio Gaitas
(2025), pp. 139-154
Closed Access
Beyond the label: Students’ view of placement and replacement in between-class ability grouping
Jaroslava Simonová, Jana Navrátilová
International Journal of Educational Research Open (2025) Vol. 9, pp. 100475-100475
Closed Access
The Equity of Class Ability Grouping Practices in Australian Education: Findings from a Survey in Western Australia and Queensland
Olivia Johnston, Rebecca Spooner‐Lane, Zhang Wei, et al.
The Asia-Pacific Education Researcher (2024)
Open Access | Times Cited: 3
Utilization of differentiated instruction in K-12 classrooms: a systematic literature review (2000–2022)
Linlin Hu
Asia Pacific Education Review (2024) Vol. 25, Iss. 2, pp. 507-525
Closed Access | Times Cited: 2
The role of friendships in shy students’ dialogue patterns during small group discussions
Jing Chen, Tzu‐Jung Lin, Lynley H. Anderman, et al.
Contemporary Educational Psychology (2021) Vol. 67, pp. 102021-102021
Closed Access | Times Cited: 11
Emotion regulation among 4–6 year-old children and its association with their peer relationships in Jordan
Amani F. Qashmer
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 4
Ability-Grouping and Relational Exclusion Within Schools in Chile
Lorena Ortega, Claudio Allende, Juan Pablo Valenzuela
Springer eBooks (2024), pp. 1-9
Closed Access | Times Cited: 1
Effects of between-class ability grouping on secondary students’ academic achievement: quasi-experimental evidence from Chile
Claudio Allende, Juan Díaz, Cristóbal Villalobos, et al.
School Effectiveness and School Improvement (2024) Vol. 35, Iss. 2, pp. 161-192
Closed Access | Times Cited: 1
‘We all have to do our bit': literacy practice, perceptions and policy in Irish primary and post-primary schools
Patrick Burke
Irish Educational Studies (2024), pp. 1-30
Open Access | Times Cited: 1
Phenomenon of differentiation as a basic condition for inclusion in primary education
M Semrádová
International journal of studies in inclusive education. (2024) Vol. 1, Iss. 2, pp. 21-28
Closed Access | Times Cited: 1
Children’s Right to Belong?—The Psychosocial Impact of Pedagogy and Peer Interaction on Minority Ethnic Children’s Negotiation of Academic and Social Identities in School
Deirdre McGillicuddy, Malgorzata Machowska-Kosciak
Education Sciences (2021) Vol. 11, Iss. 8, pp. 383-383
Open Access | Times Cited: 8
Teachers’ appraisal of various aspects of the efficiency of homogeneous and heterogeneous learning groups
Mara Cotič, Daniel Doz, Milena Valenčić Zuljan, et al.
International Electronic Journal of Mathematics Education (2023) Vol. 18, Iss. 1, pp. em0727-em0727
Open Access | Times Cited: 2
Beyond Socio-economic Segregation Among Schools: Research on Ability-Grouping Within Schools in Chile
Claudio Allende, Lorena Ortega, Juan Pablo Valenzuela
Evaluating education: Normative systems and institutional practices (2023), pp. 245-260
Open Access | Times Cited: 2
“I’m Actually a Female Empowerer”: Student Perspectives on a Critical Pedagogical Approach to Re/Engage At-Risk Females in School
Eóin MacMaoilir, Deirdre McGillicuddy
Education and Urban Society (2022) Vol. 55, Iss. 9, pp. 1047-1069
Open Access | Times Cited: 3
Ability grouping: The invisible hand shaping relational dynamics and wellbeing in education?
Deirdre McGillicuddy
Assessment and Development Matters (2024) Vol. 16, Iss. 2, pp. 7-13
Closed Access
Unravelling the dichotomy of differentiated instruction in Bahrain: inclusionary or exclusionary practice?
Hanin Bukamal
International Journal of Developmental Disabilities (2024) Vol. 70, Iss. 6, pp. 1056-1067
Closed Access
“It starts with me!” Teachers’ shifting perspectives on developing their practice away from fixed ability grouping
Phil Wright, Gillian Forrester
Teaching and Teacher Education (2024) Vol. 154, pp. 104870-104870
Open Access
Does within-school between-class ability grouping harm the educational outcomes of socio-economically disadvantaged children? International evidence
John Jerrim, Luis Alejandro Lopez‐Agudo, Óscar David Marcenaro Gutiérrez
European Sociological Review (2024)
Open Access
The Effect of Stratified Teaching on Students Self-efficacy
Minxi Zhao
Lecture Notes in Education Psychology and Public Media (2023) Vol. 23, Iss. 1, pp. 80-87
Closed Access | Times Cited: 1
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