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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:

Learning communities: Pathways for educational success and social transformation through interactive groups in mathematics
Rocío García-Carrión, Javier Díez-Palomar
European Educational Research Journal (2015) Vol. 14, Iss. 2, pp. 151-166
Open Access | Times Cited: 65

Showing 1-25 of 65 citing articles:

How Inclusive Interactive Learning Environments Benefit Students Without Special Needs
Silvia Molina, Jesús Marauri Ceballos, Adriana Aubert, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 110
Impact of the Interactive Learning Environments in Children’s Prosocial Behavior
Lourdes Villardón-Gallego, Rocío García-Carrión, Lara Yáñez-Marquina, et al.
Sustainability (2018) Vol. 10, Iss. 7, pp. 2138-2138
Open Access | Times Cited: 93
Implications for Social Impact of Dialogic Teaching and Learning
Rocío García-Carrión, Garazi López de Aguileta, María Padrós Cuxart, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 93
Inclusion in mathematics education: an ideology, a way of teaching, or both?
Helena Roos
Educational Studies in Mathematics (2018) Vol. 100, Iss. 1, pp. 25-41
Open Access | Times Cited: 68
Transforming students’ attitudes towards learning through the use of successful educational actions
Javier Díez-Palomar, Rocío García-Carrión, Linda Hargreaves, et al.
PLoS ONE (2020) Vol. 15, Iss. 10, pp. e0240292-e0240292
Open Access | Times Cited: 55
Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools
Rocío García-Carrión, Silvia Molina, Esther Roca-Campos
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 55
Inclusivity, participation and collaboration: Learning in interactive groups
Harkaitz Zubiri-Esnaola, Ana Vidu, Oriol Ríos González, et al.
Educational Research (2020) Vol. 62, Iss. 2, pp. 162-180
Closed Access | Times Cited: 49
How does dialogical talk promote student learning during small group work? An exploratory study
Javier Díez-Palomar, Man Ching Esther Chan, David Clarke, et al.
Learning Culture and Social Interaction (2021) Vol. 30, pp. 100540-100540
Open Access | Times Cited: 35
On the Shoulders of Giants: Benefits of Participating in a Dialogic Professional Development Program for In-Service Teachers
José Antonio Rodríguez, Jose Luis Condom-Bosch, Laura Ruiz-Eugenio, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 33
Addressing underachievement and early school leaving in Europe: the role of institutional factors
Alba García‐Cid, Andrea Khalfaoui, Aitana Fernández-Villardón, et al.
Educational Review (2025), pp. 1-21
Open Access
Leading schools through dialogue: the role of principals in schools as Learning Communities
Gisela Redondo-Sama, Shiza Khaqan, Teresa Morlà Folch, et al.
Journal of New Approaches in Educational Research (2025) Vol. 14, Iss. 1
Open Access
Improving Social Interactions Among Adult Carers of Children with Disabilities Through Dialogic Literary Gatherings: A Case Study from Pakistan
Shiza Khaqan, Gisela Redondo-Sama, Ramón Flecha
Behavioral Sciences (2025) Vol. 15, Iss. 4, pp. 509-509
Open Access
A research synthesis of the impacts of successful educational actions on student outcomes
Teresa Morlà Folch, Ana Inés Renta Davids, María Padrós Cuxart, et al.
Educational Research Review (2022) Vol. 37, pp. 100482-100482
Open Access | Times Cited: 18
Is Consuming Avocados Equally Sustainable Worldwide? An Activity to Promote Eco-Social Education from Science Education
Irene Guevara-Herrero
Education Sciences (2024) Vol. 14, Iss. 6, pp. 560-560
Open Access | Times Cited: 3
Using dialogic talk to teach mathematics: the case of interactive groups
Javier Díez-Palomar, Joan Cabré
ZDM (2015) Vol. 47, Iss. 7, pp. 1299-1312
Closed Access | Times Cited: 29
Pathways to Equitable and Sustainable Education through the Inclusion of Roma Students in Learning Mathematics
Javier Díez-Palomar, Ainhoa Flecha, Rocío García-Carrión, et al.
Sustainability (2018) Vol. 10, Iss. 7, pp. 2191-2191
Open Access | Times Cited: 27
Promoting zero violence from early childhood: a case study on the prevention of aggressive behavior in Cappont Nursery
Oriol Ríos González, Lídia Puigvert, Paquita Sanvicén i Torné, et al.
European Early Childhood Education Research Journal (2019) Vol. 27, Iss. 2, pp. 157-169
Open Access | Times Cited: 24
Students’ Perception of Elementary School Teachers’ Competency: Indonesian Education Sustainability
Agustinus Tanggu Daga, Dinn Wahyudin, Rudi Susilana
Sustainability (2023) Vol. 15, Iss. 2, pp. 919-919
Open Access | Times Cited: 7
Education in Palestine: Current Challenges and Emancipatory Alternatives
Hanan Ramahi
(2015)
Closed Access | Times Cited: 23
What teaching models do Pre-Service teachers learn during placements?
Inés Lozano Cabezas, Marcos Jesús Iglesias Martínez, Sandra Arroyo Salgueira, et al.
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 11
A systematic review of the role of dialogic leadership: Characterization and impacts
Shiza Khaqan, Gisela Redondo-Sama
Educational Research Review (2024) Vol. 44, pp. 100618-100618
Open Access | Times Cited: 2
Social cohesion in schools: A non-systematic review of its conceptualization and instruments
Gert-Jan Veerman, Eddie Denessen
Cogent Education (2021) Vol. 8, Iss. 1
Open Access | Times Cited: 15
Grupos interactivos como estrategia para la mejora educativa: estudio de casos en una comunidad de aprendizaje
Rosario Ordóñez-Sierra, Margarita R. Rodríguez Gallego, Javier Rodríguez-Santero
Revista de Investigación Educativa (2016) Vol. 35, Iss. 1, pp. 71-71
Open Access | Times Cited: 17
Propelling Children’s Empathy and Friendship
Susana León-Jiménez, Beatriz Villarejo-Carballido, Garazi López de Aguileta, et al.
Sustainability (2020) Vol. 12, Iss. 18, pp. 7288-7288
Open Access | Times Cited: 15
Creating opportunities for untethered learning
Sandy Schuck, Damian Maher
Technology Pedagogy and Education (2018) Vol. 27, Iss. 4, pp. 473-484
Closed Access | Times Cited: 16
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