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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:

A home-to-school approach for promoting culturally inclusive family–school partnership research and practice
Christine M. McWayne, Gigliana Melzi, Jayanthi Mistry
Educational Psychologist (2022) Vol. 57, Iss. 4, pp. 238-251
Closed Access | Times Cited: 30

Showing 1-25 of 30 citing articles:

Parental involvement in education: Toward a more inclusive understanding of parents’ role construction
Nancy E. Hill
Educational Psychologist (2022) Vol. 57, Iss. 4, pp. 309-314
Closed Access | Times Cited: 21
Coeditors’ outgoing editorial statement
Jeffrey A. Greene, Lisa Linnenbrink‐Garcia
Educational Psychologist (2025) Vol. 60, Iss. 1, pp. 1-3
Closed Access
Educating teachers toward immigrant empowerment and liberation in the United States and Chile: A funds of knowledge perspective
Ana Christina Da Silva Iddings, Macarena Lamas-Aicón, Carola Lourdes Aravena Rojas, et al.
American Journal of Community Psychology (2025)
Open Access
Bridging Cultures and Languages
Muhammad Usman Tariq
IGI Global eBooks (2025), pp. 257-282
Closed Access
Parental role construction leading to parental involvement in culturally distinct communities
Meca Williams‐Johnson, Alyssa R. Gonzalez-DeHass
Educational Psychologist (2022) Vol. 57, Iss. 4, pp. 231-237
Closed Access | Times Cited: 9
Engagement in the preschool classroom: Brief measures for use with children from ethno-racially diverse and low-income backgrounds
Christine M. McWayne, Wendy Ochoa, Julie Segovia, et al.
Early Childhood Research Quarterly (2023) Vol. 64, pp. 177-185
Open Access | Times Cited: 5
Introduction to Building from strengths: Culturally situated early STEM learning
Gigliana Melzi, Christine M. McWayne
Journal of Applied Developmental Psychology (2023) Vol. 86, pp. 101543-101543
Closed Access | Times Cited: 5
Analyzing the Mechanisms by Which Digital Platforms Influence Family-School Partnerships among Parents of Young Children
Pi-Chun Hsu, Ru-Si Chen
Sustainability (2023) Vol. 15, Iss. 24, pp. 16708-16708
Open Access | Times Cited: 5
Informal science, technology, engineering and math learning conditions to increase parent involvement with young children experiencing poverty
Tricia A. Zucker, Gloria Yeomans Maldonado, Michael Assel, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 8
Parenting while Latine: Bicultural Socialization Values and Practices in Support of Preschool Children’s Well-being
Wendy Ochoa, Christine M. McWayne, Gigliana Melzi
Journal of Child and Family Studies (2023) Vol. 32, Iss. 12, pp. 3999-4014
Open Access | Times Cited: 4
Enhancing dual language learners’ language learning through parent–teacher partnerships
Xiaoyue Zhang, Lianjiang Jiang
Language Teaching Research (2024)
Closed Access | Times Cited: 1
Choice, Information Inequity, and the Production, Legitimation, and Reduction of Educational Inequality
Kevin J. Dougherty
Teachers College Record The Voice of Scholarship in Education (2024) Vol. 126, Iss. 2, pp. 70-119
Closed Access | Times Cited: 1
Bridging the cultures of research and practice: The global evolution of Sesame Street ’s playful problem-solving curriculum
Kim Foulds, Leo Burd, Andres S. Bustamante, et al.
Journal of Children and Media (2024) Vol. 18, Iss. 3, pp. 367-377
Closed Access | Times Cited: 1
Young children co‐constructing science: The importance of their families and cultural communities
Christine M. McWayne, Gigliana Melzi
Science Education (2023) Vol. 107, Iss. 6, pp. 1655-1669
Open Access | Times Cited: 2
Are family-teacher communication quality and child and family characteristics associated with head start children's classroom engagement? It's complicated
Wendy Ochoa, Lok-Wah Li, Fuko Kiyama, et al.
Early Childhood Research Quarterly (2023) Vol. 67, pp. 34-43
Closed Access | Times Cited: 2
Home-school Communication in Greek Secondary Multicultural Educational Settings: Parents’ and Teachers’ perspectives
Vassiliki Pliogou, Sophia Tromara
Έρευνα στην Εκπαίδευση (2024) Vol. 13, Iss. 1, pp. 66-88
Open Access
Evaluation of a community-based, hybrid STEM family engagement program at pre-kindergarten entry
Tricia A. Zucker, Michael P. Mesa, Dana DeMaster, et al.
Frontiers in Education (2024) Vol. 9
Open Access
Supporting Latinx immigrant children and families in the transition to elementary school
Natalia Palacios, Judy Paulick
Child Development Perspectives (2024) Vol. 18, Iss. 3, pp. 155-162
Open Access
Exploring Narratives of Teachers Working with Culturally Diverse Students: Any Insights about Inclusion?
Eleni Samsari, Νεκταρία Παλαιολόγου, Γεώργιος Νικολάου
Societies (2024) Vol. 14, Iss. 4, pp. 55-55
Open Access
“Any Other Thoughts?”: Establishing Third Space in a Family-School-University STEM Partnership to Center Voices of Parents and Teachers
Lori A. Caudle, Margaret F. Quinn, Frances K. Harper, et al.
Peabody Journal of Education (2024) Vol. 99, Iss. 3, pp. 274-294
Closed Access
A critical discourse analysis of NAEYC's developmentally appropriate practice texts: shifting rhetoric and implications for advancing equity in family-school partnerships
Fabienne Doucet, Seth Badu, Shana DeVlieger
International Journal of Early Years Education (2024) Vol. 32, Iss. 3, pp. 658-695
Closed Access
Supporting Early Childhood Educators in Implementing and Adapting Research-based Engineering Activities Designed for Families (Fundamental, Diversity)
Gina Svarovsky, Catherine Wagner, Mia Lettau, et al.
(2024)
Closed Access
Home Education that is Not Friendly to Generation Z Children in the Digital Age in Indonesia
Azam Syukur Rahmatullah, Nurul Laili, Akbar Nur Aziz
Lecture notes in networks and systems (2024), pp. 623-631
Closed Access
Immigrant Children and Families: Committing to Cultural Inclusion in Early Childhood Education and Care Settings
Christine M. McWayne, Gigliana Melzi
The Educational Forum (2024) Vol. 88, Iss. 4, pp. 492-517
Closed Access
“Trust Us To Teach It ”: Examining the Associations among Leadership, Organizational Trust, and Well-Being in Educational Settings
Jessica McKinley
(2024)
Open Access
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