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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:

The practical utility of genetic screening in school settings
Jeffrey Shero, Wilhelmina van Dijk, Ashley A. Edwards, et al.
npj Science of Learning (2021) Vol. 6, Iss. 1
Open Access | Times Cited: 13

Showing 13 citing articles:

Infrastructuring Educational Genomics: Associations, Architectures, and Apparatuses
Ben Williamson, Dimitra Kotouza, Martyn Pickersgill, et al.
Postdigital Science and Education (2024) Vol. 6, Iss. 4, pp. 1143-1172
Open Access | Times Cited: 5
Investigating Opinions about the Relevance of Genetic and Environmental Research in Education: The Role of Parental Status, Working in Education and Heritability Ratings
Emma Greenwood, Robert M. Chapman
Mind Brain and Education (2025)
Open Access
Rank concordance of polygenic indices
Dilnoza Muslimova, Rita Dias Pereira, Stephanie von Hinke, et al.
Nature Human Behaviour (2023) Vol. 7, Iss. 5, pp. 802-811
Open Access | Times Cited: 5
Social and Behavioral Genomics: What Does It Mean for Pediatrics?
Daphne Oluwaseun Martschenko, Lucas J. Matthews, Maya Sabatello
The Journal of Pediatrics (2023) Vol. 264, pp. 113735-113735
Open Access | Times Cited: 4
Normalizing race in (gifted) education: genomics and spaces of White exceptionalism
Daphne Oluwaseun Martschenko
Critical Studies in Education (2021) Vol. 64, Iss. 1, pp. 67-83
Closed Access | Times Cited: 6
Nature vs. Nurture in Precision Education: Insights of Parents and the Public
Maya Sabatello, Bree E. Martin, Thomas Corbeil, et al.
AJOB Empirical Bioethics (2021) Vol. 13, Iss. 2, pp. 79-88
Open Access | Times Cited: 5
Genetics and the Science of Reading
Stephanie Estrera, Hope Sparks Lancaster, Sara A. Hart
(2023)
Open Access | Times Cited: 1
Experts' Views on Children's Access to Community-Based Therapeutic and Education Services After Genomic Sequencing Results
Simon Outram, Julia E. H. Brown, Matthew Norstad, et al.
Journal of Developmental & Behavioral Pediatrics (2024) Vol. 45, Iss. 5, pp. e456-e462
Closed Access
Schoolhouse risk: Can we mitigate the polygenic Pygmalion effect?
Lucas J. Matthews, Zhijun Zhang, Daphne Oluwaseun Martschenko
Acta Psychologica (2024) Vol. 248, pp. 104403-104403
Open Access
Optimal evaluation policies to identify students with reading disabilities
Akshaya Suresh, Edward H. Kaplan, Edieal J. Pinker, et al.
Socio-Economic Planning Sciences (2024) Vol. 98, pp. 102116-102116
Closed Access
Individual differences and influences on learning
Ben Williamson, Kaja Jasinka, Kim Allen, et al.
UNESCO MGIEP eBooks (2022)
Open Access | Times Cited: 1
Interpreting and reinterpreting heritability estimates in educational behavior genetics
Sally A. Larsen
Behavioral and Brain Sciences (2022) Vol. 45
Closed Access | Times Cited: 1
Do Children Think it is Important to Predict Learning and Behaviour Problems, and Do They Think Genetic Screening Has a Role to Play in This?
Diana Fields, Kathryn Asbury
Journal of Autism and Developmental Disorders (2023) Vol. 54, Iss. 6, pp. 2368-2385
Open Access
Teacher and Parent Perspectives on the Use of Genetic Information in Schools
Mei Tan, Ilia V. Markov, Catalina Mourgues, et al.
Mind Brain and Education (2022) Vol. 16, Iss. 4, pp. 338-351
Closed Access
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