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:
Understanding inclusive pedagogy in primary education: teachers’ perspectives
Anabel Moriña, Inmaculada Orozco
Educational Studies (2019) Vol. 47, Iss. 2, pp. 137-154
Closed Access | Times Cited: 12
Anabel Moriña, Inmaculada Orozco
Educational Studies (2019) Vol. 47, Iss. 2, pp. 137-154
Closed Access | Times Cited: 12
Showing 12 citing articles:
Reflective Practice in Times of Covid-19: A Tool to Improve Education for Sustainable Development in Pre-Service Teacher Training
M. Teresa Fuertes, Carles Dulsat Ortiz, Isabel Álvarez
Sustainability (2021) Vol. 13, Iss. 11, pp. 6261-6261
Open Access | Times Cited: 44
M. Teresa Fuertes, Carles Dulsat Ortiz, Isabel Álvarez
Sustainability (2021) Vol. 13, Iss. 11, pp. 6261-6261
Open Access | Times Cited: 44
From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers
Carmen María Caballero
Education Sciences (2024) Vol. 14, Iss. 5, pp. 452-452
Open Access | Times Cited: 2
Carmen María Caballero
Education Sciences (2024) Vol. 14, Iss. 5, pp. 452-452
Open Access | Times Cited: 2
Attitudes of Elementary Teachers Towards Inclusive Education of Learners with Special Education Needs in a Public School
Michelle B. Jugan
Power System Technology (2024) Vol. 48, Iss. 1, pp. 2173-2202
Open Access | Times Cited: 1
Michelle B. Jugan
Power System Technology (2024) Vol. 48, Iss. 1, pp. 2173-2202
Open Access | Times Cited: 1
Research and Policy: Becoming Relentless Interrogators: A Critical Stance toward Children’s Literature
Brian Kissel, Tiffeni Fontno, Molly F. Collins, et al.
Language Arts (2024) Vol. 102, Iss. 1, pp. 51-60
Closed Access | Times Cited: 1
Brian Kissel, Tiffeni Fontno, Molly F. Collins, et al.
Language Arts (2024) Vol. 102, Iss. 1, pp. 51-60
Closed Access | Times Cited: 1
Exploring the beliefs of Spanish teachers who promote the development of inclusive pedagogy
Inmaculada Orozco, Anabel Moriña
International Journal of Inclusive Education (2020) Vol. 27, Iss. 5, pp. 620-635
Closed Access | Times Cited: 7
Inmaculada Orozco, Anabel Moriña
International Journal of Inclusive Education (2020) Vol. 27, Iss. 5, pp. 620-635
Closed Access | Times Cited: 7
“El contexto te lo requiere”: Pandemia, agencia docente e inclusión en Chile
Constanza Alarcón, Constanza Herrera-Seda, José Fuentes Sepúlveda, et al.
Psicoperspectivas Individuo y Sociedad (2023) Vol. 22, Iss. 2
Open Access | Times Cited: 2
Constanza Alarcón, Constanza Herrera-Seda, José Fuentes Sepúlveda, et al.
Psicoperspectivas Individuo y Sociedad (2023) Vol. 22, Iss. 2
Open Access | Times Cited: 2
La tutoría entre iguales como práctica inclusiva en educación primaria: la participación del alumnado y de las familias
Aída Sanahuja Ribés, María Odet Moliner García, Lidón Moliner Miravet
Estudios pedagógicos (2022) Vol. 48, Iss. 1, pp. 109-124
Open Access | Times Cited: 3
Aída Sanahuja Ribés, María Odet Moliner García, Lidón Moliner Miravet
Estudios pedagógicos (2022) Vol. 48, Iss. 1, pp. 109-124
Open Access | Times Cited: 3
Disruptive hooks, professional learning, and knowledge artefacts: a conceptual discussion
Eisuke Saito
Professional Development in Education (2022) Vol. 50, Iss. 6, pp. 1104-1116
Closed Access | Times Cited: 3
Eisuke Saito
Professional Development in Education (2022) Vol. 50, Iss. 6, pp. 1104-1116
Closed Access | Times Cited: 3
Sustainable Education: Unlocking Hope for Refugee Children
Rasheedah O. Adams-Ojugbele
IntechOpen eBooks (2024)
Open Access
Rasheedah O. Adams-Ojugbele
IntechOpen eBooks (2024)
Open Access
FEN BİLGİSİ ÖĞRETMENLERİNİN KAPSAYICI EĞİTİME YÖNELİK DÜŞÜNCELERİ
Sibel Saraçoğlu, Esra Postallı
Buca eğitim fakültesi dergisi (Online)/Buca Eğitim Fakültesi dergisi (2024), Iss. 61, pp. 2531-2570
Open Access
Sibel Saraçoğlu, Esra Postallı
Buca eğitim fakültesi dergisi (Online)/Buca Eğitim Fakültesi dergisi (2024), Iss. 61, pp. 2531-2570
Open Access
Improving inclusive school food practices with parent voices
Julie Morin
International Journal of Inclusive Education (2024), pp. 1-17
Closed Access
Julie Morin
International Journal of Inclusive Education (2024), pp. 1-17
Closed Access
Teachers’ Experiences of Inclusion in Classroom Settings
Pål Lagestad, May Line Rotvik Tverbakk, Anne Marit Valle, et al.
Education Sciences (2023) Vol. 13, Iss. 11, pp. 1136-1136
Open Access
Pål Lagestad, May Line Rotvik Tverbakk, Anne Marit Valle, et al.
Education Sciences (2023) Vol. 13, Iss. 11, pp. 1136-1136
Open Access
