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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:

Promoting peer interactions in an inclusive preschool in China: what are teachers’ strategies?
Run Tan, Sonja Perren
International Journal of Inclusive Education (2021) Vol. 27, Iss. 9, pp. 987-1003
Closed Access | Times Cited: 11

Showing 11 citing articles:

Curricular integration of augmentative and alternative communication for students on the autism spectrum in inclusive-oriented schools: A scoping review
Jorge Eduardo Alfaro Urrutia, Pamela Pérez-Godoy
Autism (2025)
Closed Access
Teachers’ understanding of inclusive education: comparing perspectives in China and Italy
Lishuai Jia, Run Tan, Marina Santi
Asia Pacific Journal of Education (2022) Vol. 44, Iss. 2, pp. 503-515
Closed Access | Times Cited: 13
Preschool teachers’ attitudes towards inclusion: a comparison study between China and Germany
Run Tan, Michael Lichtblau, Carina Wehmeier, et al.
European Journal of Special Needs Education (2021) Vol. 37, Iss. 6, pp. 994-1008
Open Access | Times Cited: 12
Collaborative governance in integrated preschool education: A quadrilateral evolutionary game model analysis
M. Li, Zhang Xue-mei, Min Wu, et al.
Alexandria Engineering Journal (2024) Vol. 91, pp. 516-534
Open Access | Times Cited: 1
A case study on peer relationships between children with and without autism spectrum disorder in a Chinese inclusive kindergarten
Zhengli Xie, Meng Deng, Jingyu Yuan
Global Studies of Childhood (2023) Vol. 13, Iss. 2, pp. 131-148
Closed Access | Times Cited: 3
Can peer mediation foster migrant students’ inclusion in mainstream classrooms? An exploratory case study
Giulia Campos Leite, Margarida Alves Martins, Sérgio Gaitas, et al.
International Journal of Inclusive Education (2024), pp. 1-14
Open Access
A co-designed by students “architecture of schooling” framework: Informing a novel architecture lens within the field of inclusive education
Foteini Pasenidou
International Journal of Educational Research (2024) Vol. 128, pp. 102498-102498
Open Access
Perceptions of Kindergarten EFL Teachers towards Teaching Pronunciation to Chinese Learners
Sze Seau Lee, Yumei Shen, Mansour Amini, et al.
LSP International Journal (2024) Vol. 11, Iss. 2, pp. 83-96
Open Access
The Paradox of Special Support and Separation
Andreas Köpfer, Run Tan
Springer eBooks (2023), pp. 279-294
Closed Access | Times Cited: 1
It Is Never Too Early: Social Participation of Early Childhood Education Students from the Perspective of Families, Teachers and Students
Ángela Barrios, Margarita Cañadas, Mari Luz Fernández, et al.
Education Sciences (2022) Vol. 12, Iss. 9, pp. 588-588
Open Access | Times Cited: 1
Model of safe social behavior of preschool children in an inclusive educational environment
Olga Silaeva
Vestnik of Minin University (2021) Vol. 9, Iss. 4
Open Access | Times Cited: 1
Moving Towards Greater Inclusion in Singapore’s Preschools: The Enablers, Possibilities and Barriers
Sophia C.F. Goh, Shi Yue Tan
Polish Journal of Educational Studies (2021) Vol. 73, Iss. 1, pp. 83-98
Open Access | Times Cited: 1
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