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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:

Teacher Characteristics and Student Learning in Mathematics: A Comprehensive Assessment
Heather C. Hill, Charalambos Y. Charalambous, Mark J. Chin
Educational Policy (2018) Vol. 33, Iss. 7, pp. 1103-1134
Closed Access | Times Cited: 39

Showing 1-25 of 39 citing articles:

Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review
Abdallah Namoun, Abdullah Alshanqiti
Applied Sciences (2020) Vol. 11, Iss. 1, pp. 237-237
Open Access | Times Cited: 292
Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness
Lisa Bardach, Robert M. Klassen
Educational Research Review (2020) Vol. 30, pp. 100312-100312
Open Access | Times Cited: 119
The impact of mathematics teachers’ professional competence on instructional quality and students’ mathematics learning outcomes
Xinrong Yang, Gabriele Kaiser
Current Opinion in Behavioral Sciences (2022) Vol. 48, pp. 101225-101225
Open Access | Times Cited: 35
Teacher self-efficacy and pupil achievement: much ado about nothing? International evidence from TIMSS
John Jerrim, Sam Sims, Mary Oliver
Teachers and Teaching (2023) Vol. 29, Iss. 2, pp. 220-240
Open Access | Times Cited: 19
Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being
Doris Holzberger, Christina Maurer, Olga Kunina‐Habenicht, et al.
Teaching and Teacher Education (2021) Vol. 100, pp. 103285-103285
Open Access | Times Cited: 41
Teachers’ engaging messages: The role of perceived autonomy, competence and relatedness
Elisa Santana‐Monagas, Juan Luis Núñez Alonso, Juan Francisco Loro-Ferrer, et al.
Teaching and Teacher Education (2021) Vol. 109, pp. 103556-103556
Open Access | Times Cited: 37
Teaching Effectiveness Revisited Through the Lens of Practice Theories
Svenja Vieluf, Eckhard Klieme
Springer eBooks (2023), pp. 57-95
Closed Access | Times Cited: 14
Exploring Racial Equity in Education: The Impact of Teacher Racial Bias on Student–Teacher Relationship Quality and the Opportunity for School Social Workers
Tasha M. Childs
Children & Schools (2025)
Closed Access
Theorizing Teaching
Anna‐Katharina Praetorius, Charalambos Y. Charalambous
Springer eBooks (2023)
Closed Access | Times Cited: 9
Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs
Robert C. Schoen, Mark LaVenia, Gökhan Özsoy
Cogent Education (2019) Vol. 6, Iss. 1
Open Access | Times Cited: 25
The Characteristics of Generation Z Students and Implications for Future Learning Methods
Grendi Hendrastomo, Nur Endah Januarti
Jurnal Kependidikan Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan Pengajaran dan Pembelajaran (2023) Vol. 9, Iss. 2, pp. 484-484
Open Access | Times Cited: 8
Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree
Andrea Westphal, Annelie Schulze, Juliane Schlesier, et al.
Teaching and Teacher Education (2024) Vol. 150, pp. 104718-104718
Open Access | Times Cited: 2
Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension
Susan B. Porter, Timothy N. Odegard, Emily A. Farris, et al.
Reading and Writing (2023) Vol. 37, Iss. 8, pp. 2007-2023
Closed Access | Times Cited: 4
Does formal teacher competence matter for students’ mathematics achievement? Results from Swedish TIMSS 2019
Mari Lindström, Stefan Johansson, Linda Borger
Educational Research and Evaluation (2024), pp. 1-30
Open Access | Times Cited: 1
To what extent a modern teaching style benefits students? Why do teachers act the way they do?
Adriano Villar Aldonza
Journal of Computer Assisted Learning (2022) Vol. 39, Iss. 2, pp. 578-590
Open Access | Times Cited: 7
Teacher and Students' Mathematics Anxiety and Achievement in a Low‐Income National Context
Lindsey E. Richland, Emma Näslund-Hadley, Haydée Alonzo, et al.
Mind Brain and Education (2020) Vol. 14, Iss. 4, pp. 400-414
Closed Access | Times Cited: 10
Teacher Quality and Students’ Post-Secondary Outcomes
Jerome Graham, Monica Flamini
Educational Policy (2021) Vol. 37, Iss. 3, pp. 800-839
Closed Access | Times Cited: 8
Equitable Compensation to Attract and Retain Qualified Teachers in High-Need Alaska Public Schools
Matthew Berman, Dayna Jean DeFeo
Educational Policy (2023) Vol. 38, Iss. 5, pp. 1139-1175
Closed Access | Times Cited: 2
Relationship of Teacher Characteristics on Students’ Mathematics Performance
Puskar R. Joshi
Investigations in Mathematics Learning (2023) Vol. 16, Iss. 1, pp. 1-17
Closed Access | Times Cited: 2
Professional Education Program for Junior High School In-Service Teachers’ Social Competence
Sitti Asriati, Syamsiarna Nappu, Nur Qalbi
AL-ISHLAH Jurnal Pendidikan (2022) Vol. 14, Iss. 2, pp. 2563-2570
Open Access | Times Cited: 4
Broadening the perspectives of primary school mathematics: Past, present and further
Remzi Kılıç
Education and Information Technologies (2022) Vol. 28, Iss. 3, pp. 3329-3357
Closed Access | Times Cited: 4
Nonparametric cognitive diagnosis of profiles of mathematical knowledge of teacher education candidates
Eugenio Chandía, Teresa Sanhueza Vega, Angélica Mansilla, et al.
Current Psychology (2023) Vol. 42, Iss. 36, pp. 32498-32511
Open Access | Times Cited: 2
Teacher Characteristics and Children’s Educational Attainment in Ghana: Do Some Teacher Characteristics Matter More for Children Attending Disadvantaged Schools?
Maxwell Kwesi Nyatsikor, Edward Sosu, Peter Mtika, et al.
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 5
How Elementary Teaching Candidates’ Learning Opportunities Are Associated with Their Knowledge, Self-Efficacy, and Beliefs
Rebekah Berlin, Peter Youngs, Julie Cohen
Teachers College Record The Voice of Scholarship in Education (2021) Vol. 123, Iss. 7, pp. 1-30
Closed Access | Times Cited: 5
A Multilevel Analysis of the Impact of Teachers’ Beliefs and Mathematical Knowledge for Teaching on Students’ Mathematics Achievement
Adem Ekmekci, Danya M. Serrano, Weihua Fan
˜The œAustralian journal of teacher education (2019) Vol. 44, Iss. 12, pp. 57-80
Open Access | Times Cited: 4
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