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:

Beyond students: how teacher psychology shapes educational inequality
Kate M. Turetsky, Stacey Sinclair, Jordan Starck, et al.
Trends in Cognitive Sciences (2021) Vol. 25, Iss. 8, pp. 697-709
Closed Access | Times Cited: 57

Showing 1-25 of 57 citing articles:

Unequal opportunities from the start: Socioeconomic disparities in classroom participation in preschool.
Sébastien Goudeau, Camille Sanrey, Frédérique Autin, et al.
Journal of Experimental Psychology General (2023) Vol. 152, Iss. 11, pp. 3135-3152
Open Access | Times Cited: 18
Restorative for All? Racial Disproportionality and School Discipline Under Restorative Justice
Miles Davison, Andrew M. Penner, Emily K. Penner
American Educational Research Journal (2021) Vol. 59, Iss. 4, pp. 687-718
Open Access | Times Cited: 28
Race, academic achievement and the issue of inequitable motivational payoff
David M. Silverman, R. Josiah Rosario, Stephanie V. Wormington, et al.
Nature Human Behaviour (2023) Vol. 7, Iss. 4, pp. 515-528
Closed Access | Times Cited: 12
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
Discriminatory Climate and School Adjustment in Ethnically Minoritized Adolescents and Majority Adolescents: An Investigation of the Mediating Role of Teaching Quality
Birgit Heppt, Miriam Schwarzenthal, Jan Scharf
Journal of Youth and Adolescence (2025)
Open Access
“Through Thick and Thin” How Black Educators Support Urban Students' Postsecondary Plans
Joseph Sageman
Sociological Inquiry (2025)
Open Access
Social reality in inclusive early childhood education settings
Tiina Kuutti, Amanda R Fellner, Piia Maria Björn, et al.
Journal of Research in Special Educational Needs (2025)
Closed Access
A student like me: Black student achievement moderates the relationship between teacher-student racial matching and the occupational wellbeing of Black teachers in the United States
Jendayi Dillard, Kristen C. Mosley, Christopher J. McCarthy, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 105010-105010
Closed Access
The Gardener and the Coach: How Metaphor Use Shapes Impression Formation
Emma L. Grisham, Michelle S. Wong, Stephen J. Flusberg, et al.
Journal of Language and Social Psychology (2025)
Closed Access
Teacher expectations and ethnic minority students’ second language and foreign language learning
Xinglong Wang, Zheng Li
Journal of Curriculum Studies (2023) Vol. 55, Iss. 4, pp. 458-470
Closed Access | Times Cited: 7
Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence
Amirhossein Rasooli, Hamed Zandi, Christopher DeLuca
School Psychology Review (2022) Vol. 52, Iss. 5, pp. 639-664
Closed Access | Times Cited: 12
Young Children & Implicit Racial Biases
Andrew N. Meltzoff, Walter Gilliam
Daedalus (2024) Vol. 153, Iss. 1, pp. 65-83
Open Access | Times Cited: 2
The Biased Enforcement of Rarely Followed Rules
Jordan Wylie, Katlyn Lee Milless, John Sciarappo, et al.
Personality and Social Psychology Bulletin (2024)
Open Access | Times Cited: 2
No “Top of the triangle kids”: Toward conceptual clarity of students, behavior, and tiers in MTSS to advance social justice
Amanda Sullivan, Mollie R. Weeks, Faith G. Miller, et al.
Journal of School Psychology (2024) Vol. 106, pp. 101325-101325
Closed Access | Times Cited: 2
Neurodivergence and the Persistence of Neurotypical Norms and Inequalities in Educational and Occupational Settings
Sophie Hennekam, Mukta Kulkarni, Joy E. Beatty
Work Employment and Society (2024)
Closed Access | Times Cited: 2
Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades
Ronia N. Kattoum, Esteban Montenegro‐Montenegro, Mark T. Baillie
Journal of Chemical Education (2024) Vol. 101, Iss. 9, pp. 3613-3623
Closed Access | Times Cited: 2
The Real Learning Loss: A Lost Opportunity to Reimagine Schooling
Kirsten Robbins, Kristin Cipollone
Educational Studies (2023) Vol. 59, Iss. 2, pp. 184-205
Closed Access | Times Cited: 5
Neurodiversity is Human Diversity, an Equity Imperative for Education
Colleen Dawson
International Journal for Talent Development and Creativity (2023) Vol. 10, Iss. 1-2, pp. 217-229
Open Access | Times Cited: 5
“You did incredibly well!”: teachers’ inflated praise can make children from low-SES backgrounds seem less smart (but more hardworking)
Emiel Schoneveld, Eddie Brummelman
npj Science of Learning (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 5
Escalation effects in teacher perceptions of classroom behavior in a U.S. context: The intersecting roles of student race, gender, and behavior severity
Christina L. Rucinski, Tara M Mandalaywala, Linda R. Tropp
Social Psychology of Education (2023) Vol. 27, Iss. 3, pp. 813-832
Closed Access | Times Cited: 4
Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes
Jonne Bloem, Barbara Flunger, Kim Stroet, et al.
Social Psychology of Education (2023) Vol. 27, Iss. 3, pp. 955-1005
Open Access | Times Cited: 4
The biased enforcement of rarely followed rules
Jordan Wylie, Katlyn Lee Milless, John Sciarappo, et al.
(2024)
Open Access | Times Cited: 1
Teacher Expectation Effects on English-as-a-Foreign-Language Achievement: Student Characteristics as Moderators
Xinglong Wang
The Asia-Pacific Education Researcher (2024)
Closed Access | Times Cited: 1
A Critical Review of Fairness from Multiple Perspectives: Implications for Classroom Assessment Theory
Amirhossein Rasooli, Christopher DeLuca
Applied Measurement in Education (2024) Vol. 37, Iss. 2, pp. 148-164
Closed Access | Times Cited: 1
Socioemotional classroom environments mediating teacher expectation effects: A multilevel structural equation modeling approach
Zheng Li, Christine M. Rubie‐Davies
Contemporary Educational Psychology (2024), pp. 102313-102313
Closed Access | Times Cited: 1
Page 1 - Next Page

Scroll to top