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 Interplay among Early Childhood Teachers’ Social and Emotional Well-Being, Mental Health Consultation, and Preschool Expulsion
Heather Silver, Katherine M. Zinsser
Early Education and Development (2020) Vol. 31, Iss. 7, pp. 1133-1150
Closed Access | Times Cited: 56

Showing 1-25 of 56 citing articles:

A Systematic Review of Early Childhood Exclusionary Discipline
Katherine M. Zinsser, Heather Silver, Elyse Shenberger, et al.
Review of Educational Research (2022) Vol. 92, Iss. 5, pp. 743-785
Open Access | Times Cited: 50
Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies
Teresa Pozo-Rico, Rosa Poveda, Raúl Gutiérrez Fresneda, et al.
Psychology Research and Behavior Management (2023) Vol. Volume 16, pp. 1-18
Open Access | Times Cited: 34
Teachers’ self-efficacy, mental well-being and continuance commitment of using learning management system during COVID-19 pandemic: a comparative study of Pakistan and Malaysia
Sun Guoyan, Asadullah Khaskheli, Syed Ali Raza, et al.
Interactive Learning Environments (2021) Vol. 31, Iss. 7, pp. 4652-4674
Closed Access | Times Cited: 53
Self-compassion as key to stress resilience among first-year early childhood teachers during COVID-19: An interpretative phenomenological analysis
Jennifer J. Chen
Teaching and Teacher Education (2022) Vol. 111, pp. 103627-103627
Closed Access | Times Cited: 29
Early Childhood Suspension and Expulsion: A Content Analysis of State Legislation
Alysse M. Loomis, Annie E. Davis, Gracelyn Cruden, et al.
Early Childhood Education Journal (2021) Vol. 50, Iss. 2, pp. 327-344
Closed Access | Times Cited: 38
Updating the evidence: A systematic review of a decade of Infant and Early Childhood Mental Health Consultation (IECMHC) research
Heather Silver, Annie E. Davis, Alysse M. Loomis, et al.
Infant Mental Health Journal (2022) Vol. 44, Iss. 1, pp. 5-26
Open Access | Times Cited: 24
Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being
Patricia A. Jennings, Lieny Jeon, Amy Roberts
Early Education and Development (2020) Vol. 31, Iss. 7, pp. 933-939
Open Access | Times Cited: 33
A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood
Kelsey A. Clayback, Jennifer LoCasale‐Crouch, Pilar Álamos
Early Childhood Research Quarterly (2024) Vol. 67, pp. 182-190
Closed Access | Times Cited: 4
Fostering healthy social and emotional climates in early childhood classrooms through infant and early childhood mental health consultation
Julie Spielberger, Tiffany Burkhardt, Erin Devorah Carreon, et al.
Early Childhood Research Quarterly (2024) Vol. 67, pp. 307-319
Closed Access | Times Cited: 4
Blame, shame, and rejection: Families’ experiences with preschool suspension and expulsion
Charis L. Wahman, Elizabeth A. Steed, Karen Houston, et al.
Early Childhood Research Quarterly (2024) Vol. 68, pp. 214-224
Closed Access | Times Cited: 4
Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education
Erin Tebben, Sarah Lang, Eliza B. Sproat, et al.
Journal of Early Childhood Teacher Education (2021) Vol. 42, Iss. 2, pp. 143-161
Open Access | Times Cited: 24
Using data to promote inclusion through early childhood mental health consultation
Kelsey A. Clayback, Ann M. Partee, Amanda P. Williford, et al.
Frontiers in Education (2025) Vol. 9
Open Access
Supporting social and emotional learning through infant and early childhood mental health consultation
Christina F. Mondi
Social and Emotional Learning Research Practice and Policy (2025) Vol. 5, pp. 100084-100084
Open Access
Self-Reported Depressive Symptoms Among Preschool Teachers: Associations with Children’s Social-Emotional, Cognitive, and Executive Functioning Skills
Diana Schaack, Vi‐Nhuan Le
Early Education and Development (2025), pp. 1-21
Closed Access
Advancing Mental Health and Equity Through Infant and Early Childhood Mental Health Consultation
Jennifer Drake-Croft, Amittia Parker, Lauren Rabinovitz, et al.
Healthcare (2025) Vol. 13, Iss. 5, pp. 545-545
Open Access
Creating a statewide model of infant and early childhood mental health consultation: A Colorado case study
Margaret Franko, Laura Shields, Elly Miles, et al.
Infant Mental Health Journal (2025)
Open Access
Supporting Preschool Teachers’ Social-Emotional Competencies and “Lenses” for Challenging Behavior in Virginia’s Early Childhood Mental Health Consultation Program
Ann M. Partee, Ann S. Lhospital, Sarah Hammond, et al.
Social and Emotional Learning Research Practice and Policy (2025), pp. 100096-100096
Open Access
Early Childhood Teachers’ Depression and Experiences with Challenging Behaviors: Does Working with Children with Disabilities Matter?
Emine Kılınçcı, Zhe Gigi An
Early Childhood Education Journal (2025)
Open Access
Depression in Early Care and Education Teachers: Individual and Environmental Predictors in the Lead-Up to and Beginning of COVID-19
Cinthia I. Palomino, Elizabeth A. Sanders, Gail E. Joseph
Journal of Early Childhood Teacher Education (2025), pp. 1-24
Closed Access
A unidimensional model of emotion-focused teaching in early childhood
Katherine M. Zinsser, Timothy W. Curby, Rachel A. Gordon, et al.
Learning Environments Research (2023) Vol. 26, Iss. 3, pp. 933-949
Open Access | Times Cited: 8
Equity for Children in the United States
Shantel E. Meek, Evandra Catherine, Xigrid Soto- Boykin, et al.
(2024)
Closed Access | Times Cited: 3
Preschool and Child-Care Expulsion: Is it Elevated for Autistic Children?
Jan Blacher, Abbey Eisenhower
Exceptional Children (2022) Vol. 89, Iss. 2, pp. 178-196
Closed Access | Times Cited: 13
Policies addressing suspension and expulsion in state early care and education subsystems: A national census of policy alignment and integration
Martha Buell, Stephanie Kuntz, Anamarie Whitaker, et al.
Early Childhood Research Quarterly (2024) Vol. 67, pp. 191-207
Closed Access | Times Cited: 2
Predicting child externalizing behavior ratings in Head Start: Investigating the impact of child and teacher influences
Annalee N. Kelly, Yange Xue, Dominic F. Gullo
Early Childhood Research Quarterly (2024) Vol. 68, pp. 1-12
Closed Access | Times Cited: 2
Depicting the landscape of research on teacher emotion in early childhood education: A systematic review
Han Qin, Konstanze Schoeps, Hongbiao Yin
European Journal of Education (2024) Vol. 59, Iss. 4
Open Access | Times Cited: 2
Page 1 - Next Page

Scroll to top