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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:

Evaluating teachers’ professional development initiatives: towards an extended evaluative framework
Emmelien Merchie, Melissa Tuytens, Geert Devos, et al.
Research Papers in Education (2016) Vol. 33, Iss. 2, pp. 143-168
Open Access | Times Cited: 107

Showing 1-25 of 107 citing articles:

Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study
Tijmen Schipper, Sui Lin Goei, Siebrich de Vries, et al.
International Journal of Educational Research (2018) Vol. 88, pp. 109-120
Open Access | Times Cited: 84
Exploring learning outcomes: the impact of professional learning networks on members, schools, and students
Ariadne Warmoes, Iris Decabooter, Katrien Struyven, et al.
School Effectiveness and School Improvement (2025), pp. 1-35
Closed Access | Times Cited: 1
The role of teacher professional development in financial literacy education: A systematic literature review
Boukje Compen, Kristof De Witte, Wouter Schelfhout
Educational Research Review (2018) Vol. 26, pp. 16-31
Open Access | Times Cited: 76
Promoting a professional school culture through lesson study? An examination of school culture, school conditions, and teacher self-efficacy
Tijmen Schipper, Siebrich de Vries, Sui Lin Goei, et al.
Professional Development in Education (2019) Vol. 46, Iss. 1, pp. 112-129
Open Access | Times Cited: 68
Teachers’ first year in the profession: the power of high-quality support
Laura Thomas, Melissa Tuytens, Nienke Moolenaar, et al.
Teachers and Teaching (2019) Vol. 25, Iss. 2, pp. 160-188
Open Access | Times Cited: 65
Beliefs as filters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips
Iris Roose, Wendelien Vantieghem, Ruben Vanderlinde, et al.
Contemporary Educational Psychology (2019) Vol. 56, pp. 140-151
Closed Access | Times Cited: 45
How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors
Marieke van Geel, Trynke Keuning, Ilen Safar
Teaching and Teacher Education Leadership and Professional Development (2022) Vol. 1, pp. 100007-100007
Open Access | Times Cited: 25
A Remote View into the Classroom: Analyzing Teacher Use of Digitally Enhanced Educative Curriculum Materials in Support of Student Learning
Trudi Lord, Hee‐Sun Lee, Paul Horwitz, et al.
Journal of Science Teacher Education (2023) Vol. 35, Iss. 2, pp. 127-152
Closed Access | Times Cited: 11
A pragmatic meta-model to navigate complexity in teachers’ professional Learning
Fiona King, Philip E. Poekert, Takeshia Pierre
Professional Development in Education (2023) Vol. 49, Iss. 6, pp. 958-977
Open Access | Times Cited: 11
A Systematic Review of Technology-Enabled Teacher Professional Development During COVID -19 Pandemic
Lingyun Huang, Min Liang, Yuhan Xiong, et al.
Computers & Education (2024), pp. 105168-105168
Open Access | Times Cited: 4
Factors Influencing Science Teachers' Professional Development: A Cultural‐Historical Activity Theory Perspective
Xinyang Hu, Hualin Bi
Journal of Research in Science Teaching (2025)
Closed Access
Integrating Artificial Intelligence for Science Teaching in High School
Konstantinos Τ. Kotsis
LatIA (2025) Vol. 3, pp. 89-89
Closed Access
University Human Resources Professional Development extant as a Tool for Achieving Good Educational Formation
Sonia Abdul-Fattah Ibrahim Shehadeh
Sprin Journal of Arts Humanities and Social Sciences (2025) Vol. 4, Iss. 1, pp. 19-25
Closed Access
How can we enhance elementary students’ learning engagement in a dual-teacher classroom setting? an analysis of a moderated mediation effect
Yanshuang Jiang, Yuchang Yuan, Zhaoying He
Interactive Learning Environments (2025), pp. 1-17
Closed Access
Understanding continuing professional development of vocational teachers
Marjanne Hagedoorn, Maaike Koopman, Elly de Bruijn
Studies in Continuing Education (2025), pp. 1-19
Open Access
Teachers’ Participation in Digitalization-Related Professional Development: An International Comparison
Christiane Annemann, Claudia Menge, Julia Gerick
Education Sciences (2025) Vol. 15, Iss. 4, pp. 486-486
Open Access
Barriers and drivers in online micro-course professional development: Navigating issues of teacher identity and agency
Natalie-Jane Howard
Teaching and Teacher Education (2021) Vol. 105, pp. 103397-103397
Open Access | Times Cited: 27
Evaluating professional development for blended learning in higher education: a synthesis of qualitative evidence
Anja Garone, Bram Bruggeman, Brent Philipsen, et al.
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 7599-7628
Open Access | Times Cited: 18
Teachers’ preferences for online professional development: Evidence from a discrete choice experiment
Muhammad Fauzan Ansyari, Wim Groot, Kristof De Witte
Teaching and Teacher Education (2022) Vol. 119, pp. 103870-103870
Open Access | Times Cited: 18
Design of Islamic Religious Education: Purposes, alignment of curriculum components and contexts
Suhayib, Muhammad Fauzan Ansyari
British Journal of Religious Education (2023) Vol. 45, Iss. 4, pp. 382-393
Closed Access | Times Cited: 9
Tech-Driven Transformation: Innovative Pricing Strategies for E-Learning
Reina Setiawan, Agus Putranto, Wihendro, et al.
IEEE Access (2024) Vol. 12, pp. 59063-59078
Open Access | Times Cited: 3
Learning by doing: evaluating the key features of a professional development intervention for teachers in data-use, as part of whole school self-evaluation process
Shivaun O’Brien, Gerry McNamara, Joe O’Hara, et al.
Professional Development in Education (2020) Vol. 48, Iss. 2, pp. 273-297
Closed Access | Times Cited: 25
Lærerutdanneres profesjonelle utvikling
Marit Ulvik, Kari Smith
Uniped (2018) Vol. 41, Iss. 4, pp. 425-440
Open Access | Times Cited: 25
Redesign in teacher education: the roles of teacher educators
Frances O’Connell Rust
European Journal of Teacher Education (2019) Vol. 42, Iss. 4, pp. 523-533
Closed Access | Times Cited: 23
The long road from teacher professional development to student improvement: A school-wide professionalization on self-regulated learning in primary education
Sofie Heirweg, Mona De Smul, Emmelien Merchie, et al.
Research Papers in Education (2021) Vol. 37, Iss. 6, pp. 929-953
Closed Access | Times Cited: 18
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