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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:

Are Achievement Gaps Related to Discipline Gaps? Evidence From National Data
Francis A. Pearman, F. Chris Curran, Benjamin W. Fisher, et al.
AERA Open (2019) Vol. 5, Iss. 4
Open Access | Times Cited: 77

Showing 1-25 of 77 citing articles:

Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes
Mark J. Chin, David M. Quinn, Tasminda K. Dhaliwal, et al.
Educational Researcher (2020) Vol. 49, Iss. 8, pp. 566-578
Closed Access | Times Cited: 184
Fostering Belonging, Transforming Schools: The Impact of Restorative Practices
Sean Darling-Hammond
(2023)
Open Access | Times Cited: 23
Exclusionary School Discipline and Delinquent Outcomes: A Meta-Analysis
Julie Gerlinger, Samantha Viano, Joseph H. Gardella, et al.
Journal of Youth and Adolescence (2021) Vol. 50, Iss. 8, pp. 1493-1509
Closed Access | Times Cited: 52
The Relationship between Teacher Leadership and School Climate: Findings from a Teacher-Leadership Project
Serigne Mbaye Gningue, Roger Peach, Adeeb M. Jarrah, et al.
Education Sciences (2022) Vol. 12, Iss. 11, pp. 749-749
Open Access | Times Cited: 37
Generative AI Ethical Considerations and Discriminatory Biases on Diverse Students Within the Classroom
Leslie Ramos Salazar, Shanna Peeples, Mary E. Brooks
Advances in educational technologies and instructional design book series (2024), pp. 191-213
Closed Access | Times Cited: 8
The Effects of Student–Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence From New York City
Matthew Shirrell, Travis J. Bristol, Tolani Britton
Educational Evaluation and Policy Analysis (2023) Vol. 46, Iss. 3, pp. 555-580
Closed Access | Times Cited: 14
Equity in Social Emotional Learning Programs: A Content Analysis of Equitable Practices in PreK-5 SEL Programs
Thelma Ramirez, Katharine Brush, Natasha Raisch, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 31
Transforming School Mental Health Services Based on a Culturally Responsible Dual-Factor Model
Philip Lazarus, Beth Doll, Samuel Y. Song, et al.
School Psychology Review (2021) Vol. 51, Iss. 6, pp. 755-770
Closed Access | Times Cited: 30
Troublemakers? The Role of Frequent Teacher Referrers in Expanding Racial Disciplinary Disproportionalities
Jing Liu, Emily K. Penner, W.B. Gao
Educational Researcher (2023) Vol. 52, Iss. 8, pp. 469-481
Closed Access | Times Cited: 10
Cultivating Inner Witnesses Attuned to the Emotional Experiences of Students of Color in Science
Alexis Patterson Williams, Manali J. Sheth
Science Education (2025)
Closed Access
How Israeli Principals Foster Social Justice Among Teachers
Haim Shaked
Leadership and Policy in Schools (2025), pp. 1-15
Closed Access
Is school discipline decapitalizing America's youth?: Examining the effect of school discipline on family, peer, teacher, and school social capital
Daniel Trovato, Gregory M. Zimmerman, Huy Quan Vu
Journal of Criminal Justice (2025) Vol. 97, pp. 102368-102368
Closed Access
Racialized reprimands: A mobile eye-tracking study on teachers’ responses to students’ norm-violating behaviors
Blake D. Ebright-Jones, Kai S. Cortina, Nicole Mahler, et al.
Contemporary Educational Psychology (2025) Vol. 80, pp. 102351-102351
Closed Access
Overcoming the Challenges in Evaluating Educational Outcomes in Community Schools: A Rigorous Quasi-Experimental Approach
Kathleen Provinzano, Toni A. May, Naorah Rimkunas, et al.
Education Sciences (2025) Vol. 15, Iss. 3, pp. 278-278
Open Access
Countering Racialized Logics About Black Students and School Attendance
Jerome Graham, Ain A. Grooms, Joshua Childs
Educational Researcher (2025)
Closed Access
Moderating Role of Race/Ethnicity on Associations Between Externalizing Behavior Ratings and School Suspensions
Lorraine Blatt, Daniesha S. Hunter‐Rue, Elizabeth Votruba‐Drzal
AERA Open (2025) Vol. 11
Open Access
Boosting Learning Drive and Success
Reem Qadura Massri
IGI Global eBooks (2025), pp. 461-496
Closed Access
Choosing Schools, Choosing Safety: How Multiple Dimensions of Safety Shape School Choices
Chantal Hailey
AERA Open (2025) Vol. 11
Open Access
Structural educational injustice, political responsibility, and epistemic activism
A. C. Nikolaidis
Ethics and Education (2025), pp. 1-22
Closed Access
“Uses of History” in Research on Racialized Exclusionary School Discipline
Kathryn Wiley, Joshua D. Middleton
Review of Educational Research (2025)
Closed Access
I Want To Learn But They Won’t Let Me: Exploring the Impact of School Discipline on Academic Achievement
Charles Bell, Tiffany Puckett
Urban Education (2020) Vol. 58, Iss. 10, pp. 2658-2688
Closed Access | Times Cited: 26
Do Interactions With School Resource Officers Predict Students’ Likelihood of Being Disciplined and Feelings of Safety? Mixed-Methods Evidence From Two School Districts
F. Chris Curran, Samantha Viano, Aaron Kupchik, et al.
Educational Evaluation and Policy Analysis (2021) Vol. 43, Iss. 2, pp. 200-232
Closed Access | Times Cited: 21
Sent out or sent home: understanding racial disparities across suspension types from critical race theory and quantcrit perspectives
Yolanda Anyon, Kathryn Wiley, Ceema Samimi, et al.
Race Ethnicity and Education (2021) Vol. 26, Iss. 5, pp. 565-584
Closed Access | Times Cited: 21
Working Harder than Others to Prove Yourself: High-Effort Coping as a Buffer between Teacher-Perpetrated Racial Discrimination and Mental Health among Black American Adolescents
Elizabeth Jelsma, Shanting Chen, Fatima Varner
Journal of Youth and Adolescence (2022) Vol. 51, Iss. 4, pp. 694-707
Open Access | Times Cited: 16
A systematic review of the What Works Clearinghouse's behavioral intervention evidence: Does it relate to Black children
Scott L. Graves, Shanye Phillips, Mark Jones, et al.
Psychology in the Schools (2021) Vol. 58, Iss. 6, pp. 1026-1040
Closed Access | Times Cited: 18
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