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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:

An investigation into the effects of short-course professional development on teachers’ and teaching assistants’ self-efficacy
Kyriaki Makopoulou, Ross D. Neville, Nikos Ntoumanis, et al.
Professional Development in Education (2019) Vol. 47, Iss. 5, pp. 780-795
Open Access | Times Cited: 31

Showing 1-25 of 31 citing articles:

Factors influencing teacher self-efficacy for inclusive education: A systematic literature review
Emma Wray, Umesh Sharma, Pearl Subban
Teaching and Teacher Education (2022) Vol. 117, pp. 103800-103800
Closed Access | Times Cited: 110
Examining changes in teachers’ perceptions of external and internal barriers in their integration of educational digital resources in K-12 classrooms
Kui Xie, Michael J. Nelson, Sheng‐Lun Cheng, et al.
Journal of Research on Technology in Education (2021) Vol. 55, Iss. 2, pp. 281-306
Open Access | Times Cited: 35
Self‐Efficacy of Teaching Assistants Working With Students With Disabilities
Alicia Greenbank, Galit Agam Ben Artzi
European Journal of Education (2025) Vol. 60, Iss. 2
Closed Access
Teacher perspectives of online continuing professional development in physical education
Natalie Lander, Steven Lewis, Darius Nahavandi, et al.
Sport Education and Society (2020) Vol. 27, Iss. 4, pp. 434-448
Closed Access | Times Cited: 31
The Effects of Online Continuing Education for Healthcare Professionals: A Systematic Scoping Review
Rawad Chaker, Mira Hajj-Hassan, Sacha Ozanne
Open Education Studies (2024) Vol. 6, Iss. 1
Open Access | Times Cited: 3
Teachers’ perceptions of a lesson study intervention as professional development in physical education
Menno Slingerland, Lars B. Borghouts, Sara Laurijssens, et al.
European Physical Education Review (2021) Vol. 27, Iss. 4, pp. 817-836
Closed Access | Times Cited: 16
Teachers’ creative, critical, and agentic professional learning in liminal spaces
Amanda French, Stephen Griffin, Louise Lambert
Professional Development in Education (2023) Vol. 49, Iss. 4, pp. 693-706
Open Access | Times Cited: 6
Effectiveness of a lesson study intervention on teacher behaviour and student motivation in physical education lessons
Lars B. Borghouts, Menno Slingerland, Gwen Weeldenburg, et al.
Physical Education and Sport Pedagogy (2021) Vol. 28, Iss. 2, pp. 121-138
Open Access | Times Cited: 11
The influence of self-assessment practices on online training for investigative interviewing skills
Zi Yan, Sonja P. Brubacher, David Boud, et al.
Studies In Educational Evaluation (2023) Vol. 76, pp. 101236-101236
Closed Access | Times Cited: 4
Inclusion of children with disabilities and special educational needs in physical education: an exploratory study of factors associated with Irish teachers’ attitudes, self-efficacy, and school context
Giampiero Tarantino, Ross D. Neville
Irish Educational Studies (2023) Vol. 42, Iss. 4, pp. 487-505
Open Access | Times Cited: 4
Continuing professional development for special educational needs and disabilities within the school workforce: The results of a national survey in England
Graeme Dobson, Helen Curran, Prithvi Perepa
British Journal of Special Education (2024) Vol. 51, Iss. 2, pp. 133-141
Open Access | Times Cited: 1
Interrogating an implementation filter: what constrains changes in teacher practice in response to professional development
Olha Ketsman, Kara Kennedy, Todd D. Reeves
Professional Development in Education (2024), pp. 1-15
Closed Access | Times Cited: 1
Implementation of Online Teacher Professional Development Programs: Physical Education Teacher Perspectives
I Nyoman Anom Fajaraditya Setiawan
Retos (2024) Vol. 57, pp. 445-454
Open Access | Times Cited: 1
School leaders’ perspectives of the continuous professional development of teachers
Niamh Lafferty, Michael Sheehan, Conor Walsh, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
Transferring responsibility in primary school physical education: Experiences of five teachers participating in a professional development programme
Katrijn Opstoel, Frans J. Prins, Leen Haerens, et al.
Teaching and Teacher Education (2024) Vol. 153, pp. 104844-104844
Closed Access | Times Cited: 1
The impact of forming a community of practice on teachers’ attitudes and approaches to primary geography
Lisa Clarke, Susan Pike
Irish Educational Studies (2023) Vol. 42, Iss. 4, pp. 911-930
Open Access | Times Cited: 2
Barriers and facilitators to fulfilling the teaching assistant role from nursing students’ perspective: a qualitative study
Shahzad Pashaeypoor, Zahra Amrollah Majdabadi, Ali Khanipour-Kencha, et al.
BMC Nursing (2024) Vol. 23, Iss. 1
Open Access
Teacher Professional Development in Education 5.0
Nhat Truong Tran Minh
Advances in educational technologies and instructional design book series (2024), pp. 175-204
Closed Access
Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction
Samuel Jere, Maxwell Tsoka
Eurasia Journal of Mathematics Science and Technology Education (2024) Vol. 20, Iss. 8, pp. em2495-em2495
Open Access
The Relationship Between Resilience and Professional Well-Being Among Early Childhood Teachers: The Chain Me-diating Role of Teacher Pedagogical Competence and Self-Efficacy
Shoujun Song, Lili Zhang, Bin Yang, et al.
Research Square (Research Square) (2024)
Open Access
Researchers as actors: using vignettes to understand how researcher-facilitators negotiate their roles in collaborative research in physical education
Lars Bjørke, Kjersti Mordal Moen
Sport Education and Society (2024), pp. 1-14
Open Access
Incidental professional development in music education for generalist teaching staff through supporting pupils in expert-led authentic music projects
Ruth Atkinson
British Journal of Music Education (2024), pp. 1-14
Closed Access
Narrating the Lived Experiences of Life Orientation Teachers: An Interpretive Phenomenology Study
Aloysius Claudian Seherrie
International Journal of Learning Teaching and Educational Research (2024) Vol. 23, Iss. 12, pp. 279-299
Closed Access
Teacher self-efficacy, inclusion and professional development practices: cultivating a learning environment for all
Stuart Woodcock, Ian Hardy
Professional Development in Education (2023), pp. 1-15
Open Access | Times Cited: 1
Manaaki Tauira Course Enhancements Program
Tracy‐Anne De Silva, David N. Rose
ASCILITE Publications (2023), pp. 388-392
Open Access | Times Cited: 1
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