Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education
Susanne Schwab, Frank Hellmich, Gamze Görel
Journal of Research in Special Educational Needs (2017) Vol. 17, Iss. 3, pp. 205-217
Closed Access | Times Cited: 40

Showing 1-25 of 40 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
Sustainability of Inclusive Education in Schools and Higher Education: Teachers and Students with Special Educational Needs
Anna Shutaleva, Nikita V. Martyushev, Zhanna Nikonova, et al.
Sustainability (2023) Vol. 15, Iss. 4, pp. 3011-3011
Open Access | Times Cited: 72
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
Hannu Savolainen, Olli-Pekka Malinen, Susanne Schwab
International Journal of Inclusive Education (2020) Vol. 26, Iss. 9, pp. 958-972
Open Access | Times Cited: 130
The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms
Orly Crispel, Ronen Kasperski
International Journal of Inclusive Education (2019) Vol. 25, Iss. 9, pp. 1079-1090
Closed Access | Times Cited: 84
Attitudes of teachers in Bulgarian kindergartens towards inclusive education
Geraldine M. Scanlon, Snezhana Radeva, Vasiliki Pitsia, et al.
Teaching and Teacher Education (2022) Vol. 112, pp. 103650-103650
Open Access | Times Cited: 38
Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices?
Stuart Woodcock, Kathy Gibbs, Elizabeth Hitches, et al.
Education Sciences (2023) Vol. 13, Iss. 3, pp. 280-280
Open Access | Times Cited: 22
Is inclusive education for children with special educational needs and disabilities an impossible dream?
Lisa Woolfson
British Journal of Educational Psychology (2024)
Open Access | Times Cited: 6
Teachers’ student-specific self-efficacy in relation to teacher and student variables
Susanne Schwab
Educational Psychology (2019) Vol. 39, Iss. 1, pp. 4-18
Open Access | Times Cited: 50
Exploring Hungarian teachers’ perceptions of inclusive education of SEN students
Andrea Magyar, Anita Krausz, Ildikó Dóra Kapás, et al.
Heliyon (2020) Vol. 6, Iss. 5, pp. e03851-e03851
Open Access | Times Cited: 35
Special Education Major or Attitudes to Predict Teachers' Self-Efficacy for Teaching in Inclusive Education
Ghaleb H. Alnahdi, Susanne Schwab
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 28
Inclusive Education in Primary and Secondary School: Perception of Teacher Training
Natalia Triviño-Amigo, David Manuel Mendoza-Muñoz, Noelia Mayordomo-Pinilla, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 23, pp. 15451-15451
Open Access | Times Cited: 21
Chinese version of the teachers’ attitudes towards differentiated instruction scale: an adaptation study
Meijie Bi, Verena Letzel‐Alt, Marcela Pozas, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 3
Pre-service Teachers’ Self-efficacy in Implementing Inclusive Education in Hong Kong: The Roles of Attitudes, Sentiments, and Concerns
Ka Man Li, Rebecca Y. M. Cheung
International Journal of Disability Development and Education (2019) Vol. 68, Iss. 2, pp. 259-269
Open Access | Times Cited: 26
Inclusive Education: Perspectives on Implementation and Practice From International Experts
Jennifer A. Kurth, Amanda L. Miller, Samantha Gross Toews, et al.
Intellectual and developmental disabilities (2018) Vol. 56, Iss. 6, pp. 471-485
Closed Access | Times Cited: 27
Pre-service physical education teachers’ attitude toward, and self-efficacy in, inclusive physical education: Measurement invariance and influence factors
Michael Braksiek
Teaching and Teacher Education (2021) Vol. 109, pp. 103547-103547
Closed Access | Times Cited: 19
Measuring collective efficacy for inclusion in a global context
Umesh Sharma, Tim Loreman, Fiona May, et al.
European Journal of Special Needs Education (2023) Vol. 39, Iss. 2, pp. 167-184
Open Access | Times Cited: 7
The self-efficacy of learning and support assistants in the Austrian inclusive education context
Caroline Breyer, Katharina Wilfling, Christoph Leitenbauer, et al.
European Journal of Special Needs Education (2019) Vol. 35, Iss. 4, pp. 451-465
Open Access | Times Cited: 21
Effect of an Inclusive Physical Education (IPE) Training Workshop on Trainee Teachers’ Self-Efficacy
Ross D. Neville, Kyriaki Makopoulou, Will G. Hopkins
Research Quarterly for Exercise and Sport (2019) Vol. 91, Iss. 1, pp. 102-114
Open Access | Times Cited: 18
To use or not to use learning data: A survey study to explain German primary school teachers’ usage of data from digital learning platforms for purposes of individualization
Alina Hase, Leonie Kahnbach, Poldi Kuhl, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 10
The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education
Spyridon Kazanopoulos, Eneko Tejada Garitano, Xabier Basogain
Education Sciences (2022) Vol. 12, Iss. 6, pp. 383-383
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 the Measurement Invariance and Validity of the SSIS SEL Brief + Mental Health Scales – Student Version in Austria and Germany
Christopher J. Anthony, Sepideh Hassani, Susanne Schwab, et al.
International Journal of Emotional Education (2024) Vol. 16, Iss. 1, pp. 26-49
Open Access | Times Cited: 1
Preservice teachers’ self-efficacy of adaptive teaching in heterogeneous classrooms
Nicola Meschede, Ilonca Hardy
Zeitschrift für Erziehungswissenschaft (2020) Vol. 23, Iss. 3, pp. 565-589
Closed Access | Times Cited: 11
Preservice teachers’ self‐efficacy in managing students with symptoms of attention deficit/hyperactivity disorder: The roles of diagnostic label and students’ gender
Ka Wai Lee, Rebecca Y. M. Cheung, Ming Chen
Psychology in the Schools (2019) Vol. 56, Iss. 4, pp. 595-607
Closed Access | Times Cited: 10
Überzeugungen und Selbstwirksamkeitserwartungen zum inklusiven Unterricht bei (angehenden) Lehrkräften: der Einfluss von Lerngelegenheiten
Claudia Menge, Thorsten Euler, Hildegard Schaeper
Zeitschrift für Erziehungswissenschaft (2021) Vol. 24, Iss. 6, pp. 1283-1308
Open Access | Times Cited: 9
Page 1 - Next Page

Scroll to top