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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:

Make Room Value Added
Ellen Goldring, Jason A. Grissom, Mollie Rubin, et al.
Educational Researcher (2015) Vol. 44, Iss. 2, pp. 96-104
Closed Access | Times Cited: 168

Showing 1-25 of 168 citing articles:

Building a More Complete Understanding of Teacher Evaluation Using Classroom Observations
Julie Cohen, Dan Goldhaber
Educational Researcher (2016) Vol. 45, Iss. 6, pp. 378-387
Open Access | Times Cited: 168
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
Can Value Added Add Value to Teacher Evaluation?
Linda Darling‐Hammond
Educational Researcher (2015) Vol. 44, Iss. 2, pp. 132-137
Closed Access | Times Cited: 150
Classroom Composition and Measured Teacher Performance
Matthew P. Steinberg, Rachel Garrett
Educational Evaluation and Policy Analysis (2016) Vol. 38, Iss. 2, pp. 293-317
Open Access | Times Cited: 134
Strategic Retention: Principal Effectiveness and Teacher Turnover in Multiple-Measure Teacher Evaluation Systems
Jason A. Grissom, Brendan Bartanen
American Educational Research Journal (2018) Vol. 56, Iss. 2, pp. 514-555
Closed Access | Times Cited: 128
Working and Learning Together

OECD reviews of school resources (2019)
Open Access | Times Cited: 111
AERA Statement on Use of Value-Added Models (VAM) for the Evaluation of Educators and Educator Preparation Programs

Educational Researcher (2015) Vol. 44, Iss. 8, pp. 448-452
Closed Access | Times Cited: 102
Leaving School Early: An Examination of Novice Teachers’ Within- and End-of-Year Turnover
Christopher Redding, Gary T. Henry
American Educational Research Journal (2018) Vol. 56, Iss. 1, pp. 204-236
Closed Access | Times Cited: 86
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
The west wind vs the east wind: instructional leadership model in China
Haiyan Qian, Allan Walker, Xiaojun Li
Journal of Educational Administration (2017) Vol. 55, Iss. 2, pp. 186-206
Closed Access | Times Cited: 72
Assessing Principals’ Assessments: Subjective Evaluations of Teacher Effectiveness in Low- and High-Stakes Environments
Jason A. Grissom, Susanna Loeb
Education Finance and Policy (2016) Vol. 12, Iss. 3, pp. 369-395
Closed Access | Times Cited: 71
Principal Effectiveness and Principal Turnover
Jason A. Grissom, Brendan Bartanen
Education Finance and Policy (2018) Vol. 14, Iss. 3, pp. 355-382
Open Access | Times Cited: 69
Examining Administrators’ Instructional Feedback to High School Math and Science Teachers
Chad R. Lochmiller
Educational Administration Quarterly (2015) Vol. 52, Iss. 1, pp. 75-109
Closed Access | Times Cited: 67
School leadership and the cult of the guru: the neo-Taylorism of Hattie
Scott Eacott
School Leadership and Management (2017) Vol. 37, Iss. 4, pp. 413-426
Closed Access | Times Cited: 65
Connecting Teacher Preparation to Teacher Induction
Kevin C. Bastian, Julie T. Marks
American Educational Research Journal (2017) Vol. 54, Iss. 2, pp. 360-394
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
Rethinking principal effects on student outcomes
Brendan Bartanen, Aliza N. Husain, David D. Liebowitz
Journal of Public Economics (2024) Vol. 234, pp. 105115-105115
Closed Access | Times Cited: 7
Will VAMS Reinforce the Walls of the Egg-Crate School?
Susan M. Johnson
Educational Researcher (2015) Vol. 44, Iss. 2, pp. 117-126
Closed Access | Times Cited: 62
A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention
Kevin C. Bastian, David McCord, Julie T. Marks, et al.
AERA Open (2017) Vol. 3, Iss. 1
Open Access | Times Cited: 60
Editors’ Introduction: The Use of Teacher Value-Added Measures in Schools
Douglas N. Harris, Carolyn D. Herrington
Educational Researcher (2015) Vol. 44, Iss. 2, pp. 71-76
Closed Access | Times Cited: 54
The Consequences of Leaving School Early: The Effects of Within-Year and End-of-Year Teacher Turnover
Gary T. Henry, Christopher Redding
Education Finance and Policy (2018) Vol. 15, Iss. 2, pp. 332-356
Closed Access | Times Cited: 52
Strategic Staffing? How Performance Pressures Affect the Distribution of Teachers Within Schools and Resulting Student Achievement
Jason A. Grissom, Demetra Kalogrides, Susanna Loeb
American Educational Research Journal (2017) Vol. 54, Iss. 6, pp. 1079-1116
Closed Access | Times Cited: 51
High-stakes teacher evaluation policy: US principals’ perspectives and variations in practice
Mary Lynne Derrington, John Campbell
Teachers and Teaching (2018) Vol. 24, Iss. 3, pp. 246-262
Closed Access | Times Cited: 47
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
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