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 Behavior: Multilevel Analysis of the Influence of Sociodemographics and School Characteristics on Students' Risk of Suspension
Amanda Sullivan, David A. Klingbeil, Ethan R. Van Norman
School Psychology Review (2013) Vol. 42, Iss. 1, pp. 99-114
Closed Access | Times Cited: 115

Showing 1-25 of 115 citing articles:

Relationship Between School Suspension and Student Outcomes: A Meta-Analysis
Amity Noltemeyer, Rose Marie Ward, Caven S. Mcloughlin
School Psychology Review (2015) Vol. 44, Iss. 2, pp. 224-240
Closed Access | Times Cited: 381
A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes
Christopher Redding
Review of Educational Research (2019) Vol. 89, Iss. 4, pp. 499-535
Closed Access | Times Cited: 349
Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment
Jason T. Downer, Priscilla Goble, Sonya S. Myers, et al.
Early Childhood Research Quarterly (2016) Vol. 37, pp. 26-38
Closed Access | Times Cited: 136
Structural racism as the fundamental cause of the academic achievement gap
David M. Merolla, Omari Jackson
Sociology Compass (2019) Vol. 13, Iss. 6
Closed Access | Times Cited: 129
Exclusionary Discipline of Students With Disabilities
Amanda Sullivan, Ethan R. Van Norman, David A. Klingbeil
Remedial and Special Education (2014) Vol. 35, Iss. 4, pp. 199-210
Closed Access | Times Cited: 118
A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance
Aydın Bal, Jennifer Betters‐Bubon, Rachel Fish
Education and Urban Society (2017) Vol. 51, Iss. 2, pp. 247-268
Closed Access | Times Cited: 89
An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy
Rebecca A. Cruz, Sarah Manchanda, Allison R. Firestone, et al.
Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children (2019) Vol. 43, Iss. 3, pp. 197-214
Closed Access | Times Cited: 85
The role of colorism in explaining African American females’ suspension risk.
Jamilia J. Blake, Verna M. Keith, Wen Luo, et al.
School Psychology Quarterly (2016) Vol. 32, Iss. 1, pp. 118-130
Closed Access | Times Cited: 79
Are students with disabilities suspended more frequently than otherwise similar students without disabilities?
Paul L. Morgan, George Farkas, Marianne M. Hillemeier, et al.
Journal of School Psychology (2018) Vol. 72, pp. 1-13
Closed Access | Times Cited: 79
Caste and control in schools: A systematic review of the pathways, rates and correlates of exclusion due to school discipline
Richard O. Welsh, Shafiqua Little
Children and Youth Services Review (2018) Vol. 94, pp. 315-339
Closed Access | Times Cited: 74
Pursuing Equity: Disproportionality in Special Education and the Reframing of Technical Solutions to Address Systemic Inequities
Catherine Kramarczuk Voulgarides, Edward Fergus, Kathleen King Thorius
Review of Research in Education (2017) Vol. 41, Iss. 1, pp. 61-87
Closed Access | Times Cited: 72
School‐based interventions for reducing disciplinary school exclusion: a systematic review
Sara Valdebenito, Manuel Eisner, David P. Farrington, et al.
Campbell Systematic Reviews (2018) Vol. 14, Iss. 1
Open Access | Times Cited: 71
Do Black students misbehave more? Investigating the differential involvement hypothesis and out-of-school suspensions
Francis L. Huang
The Journal of Educational Research (2016) Vol. 111, Iss. 3, pp. 284-294
Closed Access | Times Cited: 70
The School-To-Prison Pipeline: An Examination of the Association Between Suspension and Justice System Involvement
Abigail Novak
Criminal Justice and Behavior (2019) Vol. 46, Iss. 8, pp. 1165-1180
Open Access | Times Cited: 70
Disparate use of exclusionary discipline: Evidence on inequities in school discipline from a U.S. state
Kaitlin P. Anderson, Gary W. Ritter
Education Policy Analysis Archives (2017) Vol. 25, pp. 49-49
Open Access | Times Cited: 67
Can Restorative Practices Help to Reduce Disparities in School Discipline Data? A Review of the Literature
Dana M. Stewart Kline
Multicultural Perspectives (2016) Vol. 18, Iss. 2, pp. 97-102
Closed Access | Times Cited: 65
The relationship of school climate with out-of-school suspensions
Francis L. Huang, Dewey G. Cornell
Children and Youth Services Review (2018) Vol. 94, pp. 378-389
Closed Access | Times Cited: 63
Categorical Inequality in Black and White: Linking Disproportionality Across Multiple Educational Outcomes
Kenneth Shores, Ha Eun Kim, Mela Still
American Educational Research Journal (2020) Vol. 57, Iss. 5, pp. 2089-2131
Closed Access | Times Cited: 55
Quality Indicators for Mixed-Methods Research in Special Education
Melinda M. Leko, John H. Hitchcock, Hailey R. Love, et al.
Exceptional Children (2022) Vol. 89, Iss. 4, pp. 432-448
Closed Access | Times Cited: 32
To educate or to incarcerate: Factors in disproportionality in school discipline
Matthew L. Mizel, Jeremy N. V. Miles, Eric R. Pedersen, et al.
Children and Youth Services Review (2016) Vol. 70, pp. 102-111
Open Access | Times Cited: 59
A review of the application of logistic regression in educational research: common issues, implications, and suggestions
Lian Niu
Educational Review (2018) Vol. 72, Iss. 1, pp. 41-67
Closed Access | Times Cited: 59
Student attitudes and behaviors as explanations for the Black-White suspension gap
Francis L. Huang, Dewey G. Cornell
Children and Youth Services Review (2017) Vol. 73, pp. 298-308
Closed Access | Times Cited: 54
Racial/Ethnic Parity in Disciplinary Consequences Using Student Threat Assessment
Dewey G. Cornell, Jennifer L. Maeng, Francis L. Huang, et al.
School Psychology Review (2018) Vol. 47, Iss. 2, pp. 183-195
Closed Access | Times Cited: 48
The discipline gap in context: The role of school racial and ethnic diversity and within school positionality on out-of-school suspensions
Lora Henderson Smith, Jessika H. Bottiani, Joseph M. Kush, et al.
Journal of School Psychology (2023) Vol. 98, pp. 61-77
Closed Access | Times Cited: 14
Student threat assessment as a standard school safety practice: Results from a statewide implementation study.
Dewey G. Cornell, Jennifer L. Maeng, Anna Grace Burnette, et al.
School Psychology Quarterly (2017) Vol. 33, Iss. 2, pp. 213-222
Closed Access | Times Cited: 44
Page 1 - Next Page

Scroll to top