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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:

Writing and professional learning: the uses of autobiography in graduate studies in education
Freema Elbaz‐Luwisch
Teachers and Teaching (2010) Vol. 16, Iss. 3, pp. 307-327
Closed Access | Times Cited: 26

Showing 1-25 of 26 citing articles:

Teachers’ funds of knowledge: a challenge to evidence-based practice
Helen Hedges
Teachers and Teaching (2012) Vol. 18, Iss. 1, pp. 7-24
Closed Access | Times Cited: 90
Sustaining teachers’ stories to live by: implications for teacher education
Lee Schaefer, D. Jean Clandinin
Teachers and Teaching (2018) Vol. 25, Iss. 1, pp. 54-68
Closed Access | Times Cited: 63
Narrative Inquiry: Wakeful Engagement With Educational Experience
Freema Elbaz‐Luwisch
Curriculum Inquiry (2010) Vol. 40, Iss. 2, pp. 263-280
Closed Access | Times Cited: 43
Creating and facilitating a teacher education curriculum using preservice teachers’ autobiographical stories
Deidre M. Le Fevre
Teaching and Teacher Education (2011) Vol. 27, Iss. 4, pp. 779-787
Closed Access | Times Cited: 38
Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset
Jennifer Mitton‐Kükner
Professional Development in Education (2015) Vol. 42, Iss. 4, pp. 628-646
Closed Access | Times Cited: 30
The significance of emotions in Finnish teachers’ stories about their intercultural learning
Katri Jokikokko, Minna Uitto
Pedagogy Culture and Society (2016) Vol. 25, Iss. 1, pp. 15-29
Open Access | Times Cited: 30
Understanding teachers’ writing: authority in talk and texts
Anne Elrod Whitney, Leah A. Zuidema, James E. Fredricksen
Teachers and Teaching (2013) Vol. 20, Iss. 1, pp. 59-73
Closed Access | Times Cited: 14
Historias de vida de maestros y maestras. La interminable construcción de las identidades: vida personal, trabajo y desarrollo profesional
Analía E. Leite Méndez
(2011)
Closed Access | Times Cited: 12
Emerging Critical Literacy in Teachers as Novice Researchers
Jennifer Mitton Kükner
˜The œAustralian journal of teacher education (2013) Vol. 38, Iss. 3
Open Access | Times Cited: 11
Designing individualised leadership development programmes
Christine Forde, Margery McMahon, Peter Gronn
School Leadership and Management (2013) Vol. 33, Iss. 5, pp. 440-456
Open Access | Times Cited: 10
The Challenge of Differing Perspectives Surrounding Grades in the Assessment Education of Pre Service Teachers
Jennifer Mitton Kukner, Elizabeth Munroe, Deborah Graham
Canadian Journal of Higher Education (2015) Vol. 45, Iss. 4, pp. 322-342
Open Access | Times Cited: 8
Narrative Teacher Education Pedagogies from across the Pacific
Edward R. Howe, Masahiro Arimoto
Advances in research on teaching (2014), pp. 213-232
Closed Access | Times Cited: 8
Seeking Time Within Time: Exploring the temporal constraints of women teachers’ experiences as graduate students and novice researchers
Jennifer Mitton Kükner
McGill Journal of Education / Revue des sciences de l éducation de McGill (2015) Vol. 49, Iss. 2, pp. 459-478
Open Access | Times Cited: 6
Burrowing into the reciprocal learning collaboration of two instructors in an English-medium university in Turkey
Jennifer Mitton‐Kükner, Çiler Akyűz
Teacher Development (2012) Vol. 16, Iss. 4, pp. 425-442
Closed Access | Times Cited: 6
Beginning teachers’ narratives, coping with social justice
Nurit Dvir, Orna Schatz‐Oppenheimer
European Journal of Teacher Education (2019) Vol. 43, Iss. 3, pp. 318-332
Closed Access | Times Cited: 6
Emotions involved in encountering classroom diversity: Beginning teachers’ stories
Eeva Kaisa Hyry‐Beihammer, Katri Jokikokko, Minna Uitto
British Educational Research Journal (2019) Vol. 45, Iss. 6, pp. 1124-1139
Closed Access | Times Cited: 5
A NARRATIVE INQUIRY INTO THE IDENTITY MAKING OF TWO EARLY-CAREER TEACHERS: UNDERSTANDING THE PERSONAL IN PERSONAL PRACTICAL KNOWLEDGE
Lynnette M. Driedger-Enns
(2015)
Closed Access | Times Cited: 2
Teacher Positioning in Rural Spaces
Patricia A. DiCerbo, Lottie L. Baker
Theory & Practice in Rural Education (2021) Vol. 11, Iss. 2, pp. 95-111
Open Access | Times Cited: 3
Using Artefacts in Narrative Pedagogies: a case from beginning teachers’ peer group meetings
Minna Uitto, Erkki T. Lassila, Katri Jokikokko, et al.
European Journal of Teacher Education (2021) Vol. 46, Iss. 1, pp. 35-49
Closed Access | Times Cited: 2
A labyrinth of teacher narratives : subjectivities and emotionality in HIV and AIDS teaching.
Jaqueline Naidoo
(2014)
Closed Access
Exploring the experiences of the primary school educators of teaching AIDS orphans and vulnerable children (OVC).
Adesoji Ojuri Oladokun. King
(2013)
Closed Access
A Descriptive and Comparative Case Study of Undergraduate Psychology Students' Feedback Processes When Developing a Research Proposal Paper
Derek J. H. Meyers
(2023)
Open Access
Annual Bibliography of Works About Life Writing, 2009–2010
Phyllis E. Wachter
Biography (2010) Vol. 33, Iss. 4, pp. 714-846
Closed Access
Story as ‘The Telling of Experience’
Lily Orland‐Barak, Ditza Maskit
Springer eBooks (2017), pp. 15-26
Closed Access
Boyz in the hoods : (re) defining the narratives of Black male doctoral degree completers
Emmitt Wyche
(2020)
Open Access
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