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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:

Alternatives to Suspensions: Rationale and Recommendations
Jenna K. Chin, Erin Dowdy, Shane R. Jimerson, et al.
Journal of School Violence (2012) Vol. 11, Iss. 2, pp. 156-173
Closed Access | Times Cited: 51

Showing 1-25 of 51 citing articles:

Relationship Between School Suspension and Student Outcomes: A Meta-Analysis
Amity Noltemeyer, Rose Marie Ward, Caven S. Mcloughlin
School Psychology Review (2015) Vol. 44, Iss. 2, pp. 224-240
Closed Access | Times Cited: 381
Exclusionary Discipline of Students With Disabilities
Amanda Sullivan, Ethan R. Van Norman, David A. Klingbeil
Remedial and Special Education (2014) Vol. 35, Iss. 4, pp. 199-210
Closed Access | Times Cited: 118
Understanding a Vicious Cycle: The Relationship Between Student Discipline and Student Academic Outcomes
Kaitlin P. Anderson, Gary W. Ritter, Gema Zamarro
Educational Researcher (2019) Vol. 48, Iss. 5, pp. 251-262
Open Access | Times Cited: 77
Preventing and Intervening with Bullying in Schools: A Framework for Evidence-Based Practice
Amanda B. Nickerson
School Mental Health (2017) Vol. 11, Iss. 1, pp. 15-28
Closed Access | Times Cited: 74
School‐based interventions for reducing disciplinary school exclusion: a systematic review
Sara Valdebenito, Manuel Eisner, David P. Farrington, et al.
Campbell Systematic Reviews (2018) Vol. 14, Iss. 1
Open Access | Times Cited: 71
“Restorative Justice” or Restoring Order? Restorative School Discipline Practices in Urban Public Schools
Hilary Lustick
Urban Education (2017) Vol. 56, Iss. 8, pp. 1269-1296
Closed Access | Times Cited: 65
Call to Action: A Critical Need for Designing Alternatives to Suspension and Expulsion
Pamela Fenning, Sarah Pulaski, Martha Lucía Orozco Gómez, et al.
Journal of School Violence (2011) Vol. 11, Iss. 2, pp. 105-117
Closed Access | Times Cited: 71
Rationale for Designing School Contexts in Support of Proactive Discipline
Jill D. Sharkey, Pamela Fenning
Journal of School Violence (2012) Vol. 11, Iss. 2, pp. 95-104
Closed Access | Times Cited: 53
School Disciplinary Responses to Truancy: Current Practice and Future Directions
K. Brigid Flannery, Jennifer Frank, Mary McGrath Kato
Journal of School Violence (2012) Vol. 11, Iss. 2, pp. 118-137
Closed Access | Times Cited: 51
Making discipline relevant: toward a theory of culturally responsive positive schoolwide discipline
Hilary Lustick
Race Ethnicity and Education (2016) Vol. 20, Iss. 5, pp. 681-695
Closed Access | Times Cited: 37
What can we do to reduce disciplinary school exclusion? A systematic review and meta-analysis
Sara Valdebenito, Manuel Eisner, David P. Farrington, et al.
Journal of Experimental Criminology (2019) Vol. 15, Iss. 3, pp. 253-287
Open Access | Times Cited: 34
Development of the Self
Margaret Beale Spencer, Dena Phillips Swanson, Vinay Harpalani
(2015), pp. 1-44
Closed Access | Times Cited: 30
Restorative Practices for Empowerment: A Social Work Lens
Hilary Lustick, Christine Lynn Norton, Sonia Rey Lopez, et al.
Children & Schools (2020) Vol. 42, Iss. 2, pp. 89-97
Closed Access | Times Cited: 24
Both Suspension and Alternatives Work, Depending on One's Aim
George G. Bear
Journal of School Violence (2012) Vol. 11, Iss. 2, pp. 174-186
Closed Access | Times Cited: 30
School Antibullying Efforts: Advice for Education Policymakers
Amanda B. Nickerson, Dewey G. Cornell, Jennifer Smith, et al.
Journal of School Violence (2013) Vol. 12, Iss. 3, pp. 268-282
Closed Access | Times Cited: 30
Opportunities and challenges to the development of healthy children and youth living in diverse communities
Margaret Beale Spencer, Dena Phillips Swanson
Development and Psychopathology (2013) Vol. 25, Iss. 4pt2, pp. 1551-1566
Open Access | Times Cited: 28
Disparities in School Discipline Practices for Students with Emotional and Learning Disabilities and Autism
Carrie E. Miller, Steven A. Meyers
Journal of Education and Human Development (2015) Vol. 4, Iss. 1
Closed Access | Times Cited: 26
Professional development for teachers plus coaching related to school-wide suspensions for a large urban school system
Rachel M. Flynn, Rachel Lissy, Stacey Alicea, et al.
Children and Youth Services Review (2016) Vol. 62, pp. 29-39
Closed Access | Times Cited: 22
Questioning the impacts of legislative change on the use of exclusionary discipline in the context of broader system reforms: a Queensland case-study
Linda J. Graham
International Journal of Inclusive Education (2018) Vol. 24, Iss. 14, pp. 1473-1493
Open Access | Times Cited: 21
“What Are We Restoring?” Black Teachers on Restorative Discipline
Hilary Lustick
Advances in race and ethnicity in education (2017), pp. 113-134
Closed Access | Times Cited: 21
Administering discipline differently: a Foucauldian lens on restorative school discipline
Hilary Lustick
International Journal of Leadership in Education (2015), pp. 1-15
Closed Access | Times Cited: 19
The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions: A Conceptual Replication
Nicholas A. Gage, Nicolette M. Grasley‐Boy, Michael Lombardo, et al.
Behavioral Disorders (2019) Vol. 46, Iss. 1, pp. 42-53
Closed Access | Times Cited: 18
ETHICAL CONSIDERATIONS IN A THREE-TIERED APPROACH TO SCHOOL DISCIPLINE POLICY AND PRACTICE
Ashley M. Mayworm, Jill D. Sharkey
Psychology in the Schools (2014) Vol. 51, Iss. 7, pp. 693-704
Open Access | Times Cited: 16
The Role of School Psychologists in the Implementation of Trauma-Informed Multi-Tiered Systems of Support in Schools
Heather E. Ormiston, Malena A. Nygaard, Olivia C. Heck
Journal of Applied School Psychology (2020) Vol. 37, Iss. 4, pp. 319-351
Closed Access | Times Cited: 15
A Consultation Approach to Target Exclusionary Discipline of Students of Color in Early Childhood Education
Adrienne Garro, Keri Giordano, Aaron A. Gubi, et al.
Contemporary School Psychology (2019) Vol. 25, Iss. 1, pp. 124-135
Closed Access | Times Cited: 15
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