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:

The role of teaching assistants in managing behaviour in inclusive Catalan schools
Andrea Jardí, Ignasi Puigdellívol Aguadé, Cristina Petreñas, et al.
European Journal of Special Needs Education (2021) Vol. 36, Iss. 2, pp. 265-277
Closed Access | Times Cited: 11

Showing 11 citing articles:

Self‐Efficacy of Teaching Assistants Working With Students With Disabilities
Alicia Greenbank, Galit Agam Ben Artzi
European Journal of Education (2025) Vol. 60, Iss. 2
Closed Access
Working as teacher assistants/aides in schools: understanding experiences in an Arabian context using the wider pedagogical role model
Maxwell Peprah Opoku, Ashraf Mustafa, Noora Anwahi, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 2
Teaching assistant support for students with intellectual and developmental disabilities in Chinese elementary schools: general education teachers’ perceptions
Zhenzhen Zhang, Weihao Xin, Lei Wang, et al.
International Journal of Developmental Disabilities (2023) Vol. 71, Iss. 1, pp. 115-129
Closed Access | Times Cited: 3
Análisis del Potencial Pedagógico Inclusivo de los Asistentes de Aula
Esther Polo Márquez, Juan José Leiva, Antonio Matas Terrón
Revista Iberoamericana de Evaluación Educativa (2023) Vol. 16, Iss. 1, pp. 85-98
Open Access | Times Cited: 2
Profiles of Teaching Assistants’ Role Performance in Chinese Elementary Schools: A Person-Centred Approach
Z Zhang, Lei Wang, Weihao Xin, et al.
International Journal of Disability Development and Education (2024), pp. 1-18
Closed Access
The potential of classroom video recordings in detecting the TA-to-pupil, teacher-to-TA and peer interactions: An overview
Ines Boufahja, Janet Wolf, Martina Maněnová
Pedagogical Perspective (2024), pp. 62-73
Open Access
Medidas de Apoyo Educativo para la Inclusión en la Teoría y en la Práctica. ¿Son siempre Inclusivas?
Andrea Jardí, Ignasi Puigdellívol Aguadé
Revista latinoamericana de educación inclusiva (2024) Vol. 18, Iss. 1, pp. 23-42
Open Access
Turkish parents’ perspectives on the roles and responsibilities of paraeducators: framing experiences
Şerife Demirdağlı, Mine Kizir
International Journal of Developmental Disabilities (2024), pp. 1-14
Closed Access
The promotion of self-regulation of children's behaviour, an unresolved issue in initial teacher education in Catalonia (Spain)
Andrea Jardí, Cristina Petreñas, Elena Cano, et al.
International Journal of Educational Research (2023) Vol. 122, pp. 102263-102263
Open Access | Times Cited: 1
The involvement of teaching assistants in professional learning communities
Markku Antinluoma, Liisa Ilomäki, Auli Toom
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 2
When policy clashes with practice: The case of teaching assistants in the Czech Republic
Katarína Slezáková, Lenka Kissová, Lenka Felcmanová
Journal of Pedagogy / Pedagogický casopis (2022) Vol. 13, Iss. 2, pp. 77-103
Open Access | Times Cited: 1
Classroom assistant roles and deployment models: an international scoping review
Una O’Connor, Caroline Courtney, Alison Montgomery, et al.
Educational Review (2023), pp. 1-15
Open Access
Page 1

Scroll to top