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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:

Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship
Thomas M. Philip, Megan Bang, Kara Jackson
Cognition and Instruction (2018) Vol. 36, Iss. 2, pp. 83-88
Open Access | Times Cited: 117

Showing 1-25 of 117 citing articles:

Conducting Educational Design Research
Susan McKenney, Thomas C. Reeves
Routledge eBooks (2018)
Open Access | Times Cited: 1102
Transdisciplinarity in STEM education: a critical review
Miwa Aoki Takeuchi, Pratim Sengupta, Marie‐Claire Shanahan, et al.
Studies in Science Education (2020) Vol. 56, Iss. 2, pp. 213-253
Closed Access | Times Cited: 181
Principles of Collaborative Education Research With Stakeholders: Toward Requirements for a New Research and Development Infrastructure
William R. Penuel, Robbin Riedy, Michael S. Barber, et al.
Review of Educational Research (2020) Vol. 90, Iss. 5, pp. 627-674
Open Access | Times Cited: 126
A situative turn in the conversation on motivation theories
Susan Bobbitt Nolen
Contemporary Educational Psychology (2020) Vol. 61, pp. 101866-101866
Closed Access | Times Cited: 106
Troubling Troubled Waters in Elementary Science Education: Politics, Ethics & Black Children’s Conceptions of Water [Justice] in the Era of Flint
Natalie R. Davis, Janelle Schaeffer
Cognition and Instruction (2019) Vol. 37, Iss. 3, pp. 367-389
Closed Access | Times Cited: 76
Principled Improvisation to Support Novice Teacher Learning
Thomas M. Philip
Teachers College Record The Voice of Scholarship in Education (2019) Vol. 121, Iss. 6, pp. 1-32
Open Access | Times Cited: 76
Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science
Priyanka Agarwal, Tesha Sengupta‐Irving
Cognition and Instruction (2019) Vol. 37, Iss. 3, pp. 349-366
Open Access | Times Cited: 61
Theories of learning as theories of society: A contrapuntal approach to expanding disciplinary authenticity in computing
Thomas M. Philip, Pratim Sengupta
Journal of the Learning Sciences (2020) Vol. 30, Iss. 2, pp. 330-349
Open Access | Times Cited: 59
PERSISTENT CONCERNS: QUESTIONS FOR RESEARCH ON ETHNIC-RACIAL IDENTITY DEVELOPMENT
Leoandra Onnie Rogers, Lisa Kiang, Lauren White, et al.
Research in Human Development (2020) Vol. 17, Iss. 2-3, pp. 130-153
Open Access | Times Cited: 51
Relevance of Educational Research: An Ontological Conceptualization
Sanne Akkerman, Arthur Bakker, William R. Penuel
Educational Researcher (2021) Vol. 50, Iss. 6, pp. 416-424
Open Access | Times Cited: 42
Conceptions and perspectives of data literacy in secondary education
Engida H. Gebre
British Journal of Educational Technology (2022) Vol. 53, Iss. 5, pp. 1080-1095
Closed Access | Times Cited: 30
Trends, tensions, and futures of maker education research: a 2025 vision for STEM+ disciplinary and transdisciplinary spaces for learning through making
Andri Ioannou, Brian Gravel
Educational Technology Research and Development (2024) Vol. 72, Iss. 1, pp. 1-14
Open Access | Times Cited: 8
“You could like science and not be a science person”: Black girls' negotiation of space and identity in science
Katherine Wade‐Jaimes, Natalie S. King, Reneé Schwartz
Science Education (2021) Vol. 105, Iss. 5, pp. 855-879
Closed Access | Times Cited: 39
Another Step Forward: Engaging the Political in Learning
Maxine McKinney de Royston, Tesha Sengupta‐Irving
Cognition and Instruction (2019) Vol. 37, Iss. 3, pp. 277-284
Open Access | Times Cited: 39
“Oh, You’re Pretty for a Dark-Skinned Girl”: Black Adolescent Girls’ Identities and Resistance to Colorism
R. Josiah Rosario, Imani Minor, Leoandra Onnie Rogers
Journal of Adolescent Research (2021) Vol. 36, Iss. 5, pp. 501-534
Closed Access | Times Cited: 30
Disrupting Anti-Blackness with Young Learners in STEM: Strategies for Elementary Science and Mathematics Teacher Education
Tia C. Madkins, Karisma Morton
Canadian Journal of Science Mathematics and Technology Education (2021) Vol. 21, Iss. 2, pp. 239-256
Open Access | Times Cited: 28
Shifting roles and slow research: children’s roles in participatory co-design of critical machine learning activities and technologies
Tolulope Famaye, Golnaz Arastoopour Irgens, Ibrahim Adisa
Behaviour and Information Technology (2024), pp. 1-22
Closed Access | Times Cited: 4
Supporting a state in developing a working theory of improvement for promoting equity in science education
William R. Penuel, Tiffany Neill, Todd Campbell
Frontiers in Education (2025) Vol. 10
Open Access
General education biology labs: a Delphi study of student learning outcomes
Dayna Jean DeFeo, Sarah Gerken, Trang C. Tran, et al.
Discover Education (2025) Vol. 4, Iss. 1
Open Access
“Because That’s What Scientists Do…. They Like to Make Their Own Stuff”: Exploring Perceptions of Self as Science-Doers Using the Black Love Framework
Rasheda Likely, Ti’Era Worsley
Education Sciences (2025) Vol. 15, Iss. 3, pp. 359-359
Open Access
Avoiding equity detours on the way to a more justice-oriented learning sciences

Journal of the Learning Sciences (2025), pp. 1-35
Closed Access
Embodied Stories of Assessment for Learning: How Classroom Spaces Impact Opportunities for Learning and Little Justices
Jill Willis, Bronwen Cowie
Educational Assessment (2025), pp. 1-18
Open Access
Educational Responses Toward Community Violence: A Critical Analysis of Perspectives on Causes and Solutions
Annelieke van Dijk, Mariëtte de Haan, Micha de Winter
Review of Educational Research (2025)
Closed Access
We Tell These Stories to Survive: Towards Abolition in Computer Science Education
Stephanie Tubbs Jones, Natalie Melo
Canadian Journal of Science Mathematics and Technology Education (2021) Vol. 21, Iss. 2, pp. 290-308
Open Access | Times Cited: 24
Investigating the Processes of Teacher and Researcher Empowerment and Learning in Co-design Settings
Eleni Α. Kyza, Andria Agesilaou
Cognition and Instruction (2022) Vol. 40, Iss. 1, pp. 100-125
Closed Access | Times Cited: 17
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