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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:

Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences
Matthew A. Kraft, Allison F. Gilmour
Educational Administration Quarterly (2016) Vol. 52, Iss. 5, pp. 711-753
Open Access | Times Cited: 178

Showing 1-25 of 178 citing articles:

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence
Matthew A. Kraft, David Blazar, Dylan Hogan
Review of Educational Research (2018) Vol. 88, Iss. 4, pp. 547-588
Open Access | Times Cited: 841
The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature
David D. Liebowitz, Lorna Porter
Review of Educational Research (2019) Vol. 89, Iss. 5, pp. 785-827
Closed Access | Times Cited: 185
Exploring teachers’ experiences within the teacher evaluation process: A qualitative multi-case study
Sana Butti Al Maktoum, Ahmed M. Al Kaabi
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 17
Revisiting The Widget Effect: Teacher Evaluation Reforms and the Distribution of Teacher Effectiveness
Matthew A. Kraft, Allison F. Gilmour
Educational Researcher (2017) Vol. 46, Iss. 5, pp. 234-249
Closed Access | Times Cited: 161
Working and Learning Together

OECD reviews of school resources (2019)
Open Access | Times Cited: 111
Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial in a Large-Scale Online Course
Dorottya Demszky, Jing Liu, Heather C. Hill, et al.
Educational Evaluation and Policy Analysis (2023) Vol. 46, Iss. 3, pp. 483-505
Closed Access | Times Cited: 40
From Tinkering to Going “Rogue”: How Principals Use Agency When Enacting New Teacher Evaluation Systems
Morgaen L. Donaldson, Sarah L. Woulfin
Educational Evaluation and Policy Analysis (2018) Vol. 40, Iss. 4, pp. 531-556
Closed Access | Times Cited: 83
Restructuring Instructional Leadership: How Multiple-Measure Teacher Evaluation Systems Are Redefining the Role of the School Principal
Christine M. Neumerski, Jason A. Grissom, Ellen Goldring, et al.
The Elementary School Journal (2018) Vol. 119, Iss. 2, pp. 270-297
Closed Access | Times Cited: 76
Teacher accountability reforms and the supply and quality of new teachers
Matthew A. Kraft, Eric J. Brunner, Shaun M. Dougherty, et al.
Journal of Public Economics (2020) Vol. 188, pp. 104212-104212
Closed Access | Times Cited: 62
Using Teacher Effectiveness Data for Information-Rich Hiring
Marisa Cannata, Mollie Rubin, Ellen Goldring, et al.
Educational Administration Quarterly (2016) Vol. 53, Iss. 2, pp. 180-222
Closed Access | Times Cited: 61
The Significance of Principal Management on Teacher Performance and Quality of Learning
Deti Rostini, Rifqi Zaeni Achmad Syam, Willya Achmad
AL-ISHLAH Jurnal Pendidikan (2022) Vol. 14, Iss. 2, pp. 2513-2520
Open Access | Times Cited: 35
Investing in Development: Six High-Performing, High-Poverty Schools Implement the Massachusetts Teacher Evaluation Policy
Stefanie K. Reinhorn, Susan M. Johnson, Nicole S. Simon
Educational Evaluation and Policy Analysis (2017) Vol. 39, Iss. 3, pp. 383-406
Closed Access | Times Cited: 49
Supporting Special Education Teacher Induction Through High-Leverage Practices
Bonnie S. Billingsley, Elizabeth Bettini, Nathan D. Jones
Remedial and Special Education (2019) Vol. 40, Iss. 6, pp. 365-379
Closed Access | Times Cited: 46
Classroom observation systems in context: A case for the validation of observation systems
Shuangshuang Liu, Courtney Bell, Nathan D. Jones, et al.
Educational Assessment Evaluation and Accountability (2019) Vol. 31, Iss. 1, pp. 61-95
Closed Access | Times Cited: 44
The alignment of induction and evaluation of beginning teachers in secondary education: A strategic human resource management perspective
Pieter Flamand, Melissa Tuytens, Eva Vekeman, et al.
Teaching and Teacher Education (2024) Vol. 143, pp. 104543-104543
Closed Access | Times Cited: 5
Exploring the nexus between female school leaders' perceptions of distributed instructional leadership, socio-cultural dynamics, and student achievement in the Arab world
Ayman Massouti, Nessrin Shaya, Shaimaa Mohamed Abdulla Qareiny
International Journal of Educational Research Open (2024) Vol. 7, pp. 100372-100372
Closed Access | Times Cited: 5
Exploring the effect of supportive teacher evaluation experiences on U.S. teachers’ job satisfaction
Timothy G. Ford, Angela Urick, Alison Wilson
Education Policy Analysis Archives (2018) Vol. 26, pp. 59-59
Open Access | Times Cited: 44
Trapped between accountability and professional learning? School leaders and teacher evaluation
Sølvi Lillejord, Kristin Børte
Professional Development in Education (2019) Vol. 46, Iss. 2, pp. 274-291
Closed Access | Times Cited: 38
The Roles of Work-Life Conflict and Gender in the Relationship between Workplace Bullying and Personal Burnout. A Study on Italian School Principals
Ilaria Buonomo, Caterina Fiorilli, Luciano Romano, et al.
International Journal of Environmental Research and Public Health (2020) Vol. 17, Iss. 23, pp. 8745-8745
Open Access | Times Cited: 35
How to improve teachers’ instructional practices: the role of professional learning activities, classroom observation and leadership content knowledge in Turkey
Nedim Özdemir
Journal of Educational Administration (2020) Vol. 58, Iss. 6, pp. 585-603
Closed Access | Times Cited: 34
Are Teachers Satisfied With Their Evaluations? The Importance of Teaching Context and Trends Over Time
Lauren Sartain, Wesley Morris
AERA Open (2024) Vol. 10
Open Access | Times Cited: 4
SİNİK BAKIŞLAR ALTINDA: SINIF ÖĞRETMENLERİNİN SİNİZM ALGILARI VE ETKİLERİ
Hamit Özen, Abdullah İnal
Uluslararası Anadolu Sosyal Bilimler Dergisi (2025) Vol. 9, Iss. 1, pp. 149-177
Open Access
Exploring factors influencing Indonesian novice teachers’ achievement of teacher professional standards during induction: A cultural-historical activity theory perspective
Tatik Tatik, Hoa Thi Mai Nguyen, Tony Loughland
Teaching and Teacher Education (2025) Vol. 159, pp. 105013-105013
Open Access
Shaping success: How instructional leadership influences teaching practices and self-efficacy
Heather Bianconi, Karen H. Larwin
Forum for education studies. (2025) Vol. 3, Iss. 2, pp. 2379-2379
Closed Access
Teacher evaluation as data use: what recent research suggests
William A. Firestone, Morgaen L. Donaldson
Educational Assessment Evaluation and Accountability (2019) Vol. 31, Iss. 3, pp. 289-314
Closed Access | Times Cited: 35
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