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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:

Beyond superheroes and advocacy
Mark A. Smylie, Jonathan Eckert
Educational Management Administration & Leadership (2017) Vol. 46, Iss. 4, pp. 556-577
Closed Access | Times Cited: 91

Showing 1-25 of 91 citing articles:

Teacher leadership: A systematic review, methodological quality assessment and conceptual framework
Carina Schott, Henrico van Roekel, Lars Tummers
Educational Research Review (2020) Vol. 31, pp. 100352-100352
Open Access | Times Cited: 142
Mapping the intellectual lineage of educational management, administration and leadership, 1972–2020
Philip Hallinger, Jasna Kovačević
Educational Management Administration & Leadership (2021) Vol. 50, Iss. 2, pp. 192-216
Closed Access | Times Cited: 34
Partnership in Teacher Excellence Program: Teacher Leaders Reflect on Their Master’s Degrees
Nathan Bond
Open Journal of Leadership (2025) Vol. 14, Iss. 01, pp. 108-126
Open Access
Beyond Teacher Leadership: Retaining Educators With Individual Contributor Career Pathways
David Conrad
International Journal of Educational Reform (2025)
Closed Access
Patterns of teacher leadership in secondary schools: Empowered, demotivated, and struggling teacher leaders
Harmen Schaap, Helma Oolbekkink-Marchand, Anna van der Want, et al.
Educational Management Administration & Leadership (2025)
Closed Access
Unlocking teacher leadership development: professional growth networks of teacher leaders
Ümran Yazıcılar Nalbantoğlu, Selçuk Doğan
International Journal of Leadership in Education (2025), pp. 1-25
Closed Access
Using Project-Based Learning to Develop Teachers for Leadership
Barbara King, Carmen Petrick Smith
The Clearing House A Journal of Educational Strategies Issues and Ideas (2020) Vol. 93, Iss. 3, pp. 158-164
Closed Access | Times Cited: 32
Student teachers’ perspectives towards teacher leadership
Rania Sawalhi, Youmen Chaaban
International Journal of Leadership in Education (2019) Vol. 25, Iss. 4, pp. 586-602
Open Access | Times Cited: 31
Teacher leadership in professional learning communities in early childhood education: A Chinese perspective
Mo Wang, Limin Zhang
Educational Management Administration & Leadership (2024)
Closed Access | Times Cited: 3
A scale for measuring teacher leadership in early childhood education in China: Development and validation
Mo Wang, Jing Xia
Educational Management Administration & Leadership (2020) Vol. 50, Iss. 4, pp. 649-671
Closed Access | Times Cited: 26
Relationships between teacher influence in managerial and instruction-related decision-making, job satisfaction, and professional commitment: A multivariate multilevel model
Joo‐Ho Park, North Cooc, Kang-Ho Lee
Educational Management Administration & Leadership (2020) Vol. 51, Iss. 1, pp. 116-137
Closed Access | Times Cited: 19
A Proposed Conceptual Framework for K–12 STEM Master Teacher (STEMMaTe) Development
Rebecca Hite, Jeff Milbourne
Education Sciences (2018) Vol. 8, Iss. 4, pp. 218-218
Open Access | Times Cited: 20
Expanding the role of teacher leaders: Professional learning for policy advocacy
Mary Lynne Derrington, Lezli S. Anderson
Education Policy Analysis Archives (2020) Vol. 28, pp. 68-68
Open Access | Times Cited: 16
From Becoming to Being: how STEM teachers develop leadership identities
Kelsey Quaisley, Wendy Smith, Brett Criswell, et al.
International Journal of Leadership in Education (2023), pp. 1-28
Open Access | Times Cited: 6
Exploring the possibilities and limits to transfer and learning: Examining a teacher leadership initiative using the theory of action framework
Jennie Weiner, Alexandra J. Lamb
Journal of Educational Change (2020) Vol. 21, Iss. 2, pp. 267-297
Closed Access | Times Cited: 15
Preparing School Counseling Trainees in Professional Legislative Advocacy
Patrick R. Mullen, Adrienne Backer, Jennifer Niles, et al.
Journal of the Scholarship of Teaching and Learning (2023) Vol. 23, Iss. 1
Open Access | Times Cited: 5
Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice
Sally Wai‐Yan Wan
ECNU Review of Education (2020) Vol. 3, Iss. 4, pp. 694-714
Open Access | Times Cited: 14
Program attributes for developing and supporting STEM teacher leaders
Jan A. Yow, Brett Criswell, Christine Lotter, et al.
International Journal of Leadership in Education (2021), pp. 1-24
Closed Access | Times Cited: 12


Research in Educational Administration & Leadership (2021) Vol. 6, Iss. 1
Open Access | Times Cited: 12
Leading teacher professional identity construction and school reform development: a reciprocal relationship
Tali Aderet-German, Aliza Segal, Dana Vedder‐Weiss
Research Papers in Education (2019) Vol. 36, Iss. 2, pp. 129-151
Closed Access | Times Cited: 13
The need for STEM teacher leadership
Jan A. Yow, Christine Lotter, Brett Criswell
School Science and Mathematics (2021) Vol. 121, Iss. 3, pp. 123-126
Closed Access | Times Cited: 11
Divining the professional development experiences of K-12 STEM master teacher leaders in the United States
Rebecca Hite, Jeffrey D. Milbourne
Professional Development in Education (2021) Vol. 48, Iss. 3, pp. 476-492
Open Access | Times Cited: 11
Transforming triads for inclusion: understanding frames of reference of special educators, general educators, and administrators engaging in collaboration for inclusion of all learners
Leila Ansari Ricci, Sarah Benis Scheier-Dolberg, Brian K. Perkins
International Journal of Inclusive Education (2020) Vol. 26, Iss. 5, pp. 526-539
Closed Access | Times Cited: 11
The role of agency in the development of a teacher leadership stance among student teachers during the practicum experience
Youmen Chaaban, Rania Sawalhi
Research in Post-Compulsory Education (2020) Vol. 25, Iss. 2, pp. 171-192
Closed Access | Times Cited: 11
Exploring school leaders’ dilemmas in response to tensions related to teacher professional agency
Monika Louws, Rosanne Zwart, Itzél Zuiker, et al.
Professional Development in Education (2020) Vol. 46, Iss. 4, pp. 691-710
Open Access | Times Cited: 11
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