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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:

School-based teacher collaboration in Chile and Portugal
Beatrice Ávalos, María Assunção Flores
Compare A Journal of Comparative and International Education (2021) Vol. 52, Iss. 8, pp. 1222-1240
Closed Access | Times Cited: 12

Showing 12 citing articles:

Ensinar em tempos de COVID-19: um estudo com professores dos ensinos básico e secundário em Portugal
María Assunção Flores, Eusébio André Machado, María Palmira Alves, et al.
Revista Portuguesa de Educação (2021) Vol. 34, Iss. 1
Open Access | Times Cited: 23
¿Por qué no pueden colaborar? Obstáculos para la colaboración docente
Karin Roa-Tampe, Catalina Jesús Zenteno-Silva
Magis Revista Internacional de Investigación en Educación (2024) Vol. 17, pp. 1-22
Open Access | Times Cited: 1
Preservice teachers' reflections on lesson study integration into a microteaching course
Ahmad Kamal Sudrajat, Ibrohim Ibrohim, Herawati Susilo
Social Sciences & Humanities Open (2024) Vol. 10, pp. 101140-101140
Open Access | Times Cited: 1
Management model, leadership and autonomy in Portuguese and Spanish public schools: A comparative analysis
Mireia Tintoré, Joaquín Gairín Sallán, Ilídia Cabral, et al.
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 7
Leading collaborative innovation in schools
A. de Jong
(2022)
Open Access | Times Cited: 6
Remote teaching in times of COVID-19: teachers’ adaptation and pupil level of participation
María Assunção Flores, Alexandra Barros, Ana Margarida Veiga Simão, et al.
Technology Pedagogy and Education (2023) Vol. 33, Iss. 1, pp. 57-72
Open Access | Times Cited: 3
Patrones y Predictores de Colaboración Docente: Un Estudio Mixto en Escuelas Chilenas
Lorena Ortega, Cristóbal Manaut, Diego Palacios, et al.
REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación (2022) Vol. 21, Iss. 1, pp. 65-85
Open Access | Times Cited: 3
Preservice Teachers’ Reflections When a Lesson Study is Integrated into the Microteaching Course
Ahmad Kamal Sudrajat, Ibrohim Ibrohim, Herawati Susilo
(2024)
Closed Access
Analisis konten budaya kolaboratif berbasis Grounded Theory menggunakan Text Mining
Adhe Ronny Julians, Daniel Herman Fredy Manongga, Hendry Hendry
AITI (2024) Vol. 21, Iss. 2, pp. 230-250
Open Access
Cultural and micropolitical interactions of teacher relations
Erkan Tabancalı, Gülay Öngel
South African Journal of Education (2024) Vol. 44, Iss. Supplement 1, pp. S1-S14
Open Access
The Principals’ Professional Leadership Roles in Managing the Teachers’ Professional Development: the Case of Addis Ababa Senior Secondary Schools
Amanuel Adillo
Kotebe Journal of Education (2023)
Closed Access
Collaborative approaches: studying horizontal and vertical working relations in schools and how they relate to collaborative-innovation practices
A. de Jong, Renske A.M. de Kleijn, Ditte Lockhorst, et al.
Scandinavian Journal of Educational Research (2023), pp. 1-19
Open Access
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