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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:

Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction
Julia Kast, Susanne Schwab
International Journal of Inclusive Education (2020) Vol. 27, Iss. 2, pp. 221-240
Open Access | Times Cited: 19

Showing 19 citing articles:

A comparison of two language support programs in the Basque Autonomous Community: exploring school adaptation and language proficiency
Mikel Urionaguena, Ane Urizar, Eneko Antón, et al.
Journal of Multilingual and Multicultural Development (2025), pp. 1-17
Closed Access | Times Cited: 1
Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students
Susanne Schwab, Katharina Resch, Ghaleb H. Alnahdi
International Journal of Inclusive Education (2021) Vol. 28, Iss. 2, pp. 214-230
Open Access | Times Cited: 34
Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools
Katharina Resch, Marie Gitschthaler, Susanne Schwab
Intercultural Education (2023) Vol. 34, Iss. 3, pp. 288-304
Open Access | Times Cited: 16
How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy
Tobias Wächter, Julia Gorges, Stephanie Apresjan, et al.
Teaching and Teacher Education (2023) Vol. 139, pp. 104411-104411
Open Access | Times Cited: 13
Teachers’ perspectives towards German language learning for multilingual pupils in pull-out classes
Sepideh Hassani, Kathrin Zupan, Margaret Vaughn, et al.
International Journal of Multilingualism (2025), pp. 1-20
Open Access
Austrian teachers’ attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19
Julia Kast, Katharina-Theresa Lindner, Alexandra Gutschik, et al.
European Journal of Special Needs Education (2021) Vol. 36, Iss. 1, pp. 114-126
Open Access | Times Cited: 23
Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria
Elizabeth J. Erling, Marie Gitschthaler, Susanne Schwab
European Journal of Educational Research (2021) Vol. volume-11-2022, Iss. volume-11-issue-1-january-2022, pp. 573-586
Open Access | Times Cited: 23
Interculturality in Greek Education: Practices and Challenges of Implementation
Panagiotis Giavrimis, Sofia Dimitriadou
Journal of Ethnic and Cultural Studies (2023) Vol. 10, Iss. 3, pp. 72-88
Open Access | Times Cited: 7
Inclusion of multilingual students—teachers’ perceptions on language support models
Marie Gitschthaler, Julia Kast, Rupert Corazza, et al.
International Journal of Inclusive Education (2021) Vol. 28, Iss. 9, pp. 1664-1683
Open Access | Times Cited: 17
Social Participation of Students With a Migration Background—A Comparative Analysis of the Beginning and End of a School Year in German Primary Schools
Niklas Hamel
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 8
Does the same teacher’s attitude fit all students? Uncovering student-specific variance of teachers’ attitudes towards all of their students
Susanne Schwab, Ghaleb H. Alnahdi
International Journal of Inclusive Education (2023), pp. 1-16
Open Access | Times Cited: 4
Examining early learners’ perceptions of inclusion: adaptation of the student version of the perceptions of inclusion questionnaire for first- and second-grade students (PIQ-EARLY)
Sandra Grüter, Janka Goldan, Carmen Zurbriggen
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 4
Factors Influencing Students’ Dropout Intentions in Ho Chi Minh City, Vietnam
Cam Binh, Tran Nha Ghi, Nguyen Ngoc Hien, et al.
International Journal of Cognitive Research in Science Engineering and Education (2023) Vol. 11, Iss. 3, pp. 417-437
Open Access | Times Cited: 2
Parents’ attitudes towards students with a background of migration—Does the background of migration matter?
Julia Kast, Mike Lehofer, Norbert K. Tanzer, et al.
Studies In Educational Evaluation (2021) Vol. 70, pp. 101014-101014
Closed Access | Times Cited: 4
Difficulty of the Learners and the Management Measures in Cebuano-Visayan Language as Medium of Instruction
R Baltar Veloso, Leomarich F. Casinillo, Melbert O. Hungo
JPI (Jurnal Pendidikan Indonesia) (2024) Vol. 13, Iss. 1, pp. 180-191
Open Access
Students’ Specific Needs Frequently Presented in English Language Class in Ecuador: Attention Deficit Hyperactivity Disorder and Hearing Disability
Wendy Nayely Ponce Ponce, Jean Pierre Pineda Reyna, Jhonny Saulo Villafuerte Holguín
(2024)
Open Access
Students’ Specific Needs Frequently Presented in English Language Class in Ecuador: Attention Deficit Hyperactivity Disorder and Hearing Disability 
Wendy Nayely Ponce Ponce, Jean Pierre Pineda Reyna, Jhonny Saulo Villafuerte Holguín
SSRN Electronic Journal (2024)
Closed Access
Mit Sprache(n) an Bildung teilhaben. Deutsch und andere Sprachen als kulturelles Kapital in Österreich
Klaus-Börge Boeckmann
ÖDaF-Mitteilungen (2022) Vol. 38, Iss. 1–2, pp. 31-46
Closed Access | Times Cited: 1
Inclusion in the System of State Preschool Institutions of Serbia from the Parents’ Perspective
Marija Marković
Društvene i humanističke studije (2022) Vol. 7, Iss. 4(21), pp. 695-720
Open Access
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