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:
Teacher assistants’ roles in Catalan classrooms: promoting fair and inclusion-oriented support for all
Andrea Jardí, Ignasi Puigdellívol Aguadé, Cristina Petreñas
International Journal of Inclusive Education (2018) Vol. 25, Iss. 3, pp. 313-328
Closed Access | Times Cited: 15
Andrea Jardí, Ignasi Puigdellívol Aguadé, Cristina Petreñas
International Journal of Inclusive Education (2018) Vol. 25, Iss. 3, pp. 313-328
Closed Access | Times Cited: 15
Showing 15 citing articles:
Building successful partnerships between teaching assistants and teachers: Which interpersonal factors matter?
Andrea Jardí, Rob Webster, Cristina Petreñas, et al.
Teaching and Teacher Education (2021) Vol. 109, pp. 103523-103523
Open Access | Times Cited: 27
Andrea Jardí, Rob Webster, Cristina Petreñas, et al.
Teaching and Teacher Education (2021) Vol. 109, pp. 103523-103523
Open Access | Times Cited: 27
Studi Literatur: Peran Guru Pendidikan Khusus di Sekolah Inklusi
Nissa Amalia, Farida Kurniawati
Jurnal Kependidikan Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan Pengajaran dan Pembelajaran (2021) Vol. 7, Iss. 2, pp. 361-361
Open Access | Times Cited: 14
Nissa Amalia, Farida Kurniawati
Jurnal Kependidikan Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan Pengajaran dan Pembelajaran (2021) Vol. 7, Iss. 2, pp. 361-361
Open Access | Times Cited: 14
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
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
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
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
School assistants’ experiences of belonging
Riikka Sirkko, Katja Sutela, Marjatta Takala
International Journal of Inclusive Education (2022) Vol. 28, Iss. 12, pp. 2765-2781
Open Access | Times Cited: 5
Riikka Sirkko, Katja Sutela, Marjatta Takala
International Journal of Inclusive Education (2022) Vol. 28, Iss. 12, pp. 2765-2781
Open Access | Times Cited: 5
Perceptions of Student Teachers on Collaborative Relationships Between University and Inclusive Elementary Schools: A Case Study in Indonesia
Rasmitadila Rasmitadila, Megan Asri Humaira, Rusi Rusmiati Aliyyah, et al.
International Journal of Learning Teaching and Educational Research (2021) Vol. 20, Iss. 10, pp. 274-290
Open Access | Times Cited: 7
Rasmitadila Rasmitadila, Megan Asri Humaira, Rusi Rusmiati Aliyyah, et al.
International Journal of Learning Teaching and Educational Research (2021) Vol. 20, Iss. 10, pp. 274-290
Open Access | Times Cited: 7
A novel approach to enhancing the implementation of inclusive education?
Maxwell Peprah Opoku
Support for Learning (2022) Vol. 37, Iss. 4, pp. 553-572
Closed Access | Times Cited: 3
Maxwell Peprah Opoku
Support for Learning (2022) Vol. 37, Iss. 4, pp. 553-572
Closed Access | Times Cited: 3
Teacher aides’ voices: perspectives on teaching pedagogy
Kathy Gibbs, Wendi Beamish
Educational Research (2024) Vol. 66, Iss. 2, pp. 155-170
Open Access
Kathy Gibbs, Wendi Beamish
Educational Research (2024) Vol. 66, Iss. 2, pp. 155-170
Open Access
Teaching assistant roles in supporting students with intellectual and developmental disabilities in Chinese primary classrooms: divergent expectations among general education teachers and teaching assistants
Zhenzhen Zhang, Weihao Xin, Lei Wang, et al.
International Journal of Developmental Disabilities (2024), pp. 1-21
Closed Access
Zhenzhen Zhang, Weihao Xin, Lei Wang, et al.
International Journal of Developmental Disabilities (2024), pp. 1-21
Closed Access
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
Z Zhang, Lei Wang, Weihao Xin, et al.
International Journal of Disability Development and Education (2024), pp. 1-18
Closed 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
Andrea Jardí, Ignasi Puigdellívol Aguadé
Revista latinoamericana de educación inclusiva (2024) Vol. 18, Iss. 1, pp. 23-42
Open Access
La perspectiva de las familias sobre la figura del asistente de aula desde su experiencia
Blas Galván González, Pedro José Jiménez Calvo
EDU REVIEW International Education and Learning Review / Revista Internacional de Educación y Aprendizaje (2013)
Open Access
Blas Galván González, Pedro José Jiménez Calvo
EDU REVIEW International Education and Learning Review / Revista Internacional de Educación y Aprendizaje (2013)
Open Access
دور المعلم المساعد في دمج الطلبة ذوي فرط الحركة وتشتت الانتباه في مدارس التعليم العام: إضاءات من دراسة الحالة للنمــوذج الإنجليــزي فـــي مــــدارس الــــدمــج The Role of Teacher Assistant in Including Students with Attention Deficit Hyperactivity Disorder in Mainstream Setting: Highlights from the Case Study of the England’ Model of Mainstream schools
حاتم بن حمدي بن حميد القريقري
مجلة التربية الخاصة والتأهيل (2023) Vol. 16, Iss. 56.2, pp. 203-235
Open Access
حاتم بن حمدي بن حميد القريقري
مجلة التربية الخاصة والتأهيل (2023) Vol. 16, Iss. 56.2, pp. 203-235
Open Access
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
Una O’Connor, Caroline Courtney, Alison Montgomery, et al.
Educational Review (2023), pp. 1-15
Open Access
École inclusive et personnes accompagnantes des élèves en situation de handicap : état des lieux de la recherche
Marie Toullec-Théry, Nancy Granger
Empan (2023) Vol. n° 132, Iss. 4, pp. 26-34
Closed Access
Marie Toullec-Théry, Nancy Granger
Empan (2023) Vol. n° 132, Iss. 4, pp. 26-34
Closed Access
