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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:

Relevance of Educational Research: An Ontological Conceptualization
Sanne Akkerman, Arthur Bakker, William R. Penuel
Educational Researcher (2021) Vol. 50, Iss. 6, pp. 416-424
Open Access | Times Cited: 42

Showing 1-25 of 42 citing articles:

Social Psychology of and for World-Making
Séamus A. Power, Tania Zittoun, Sanne Akkerman, et al.
Personality and Social Psychology Review (2023) Vol. 27, Iss. 4, pp. 378-392
Open Access | Times Cited: 35
Education and dialogical self: state of art (Educación y yo dialógico: estado de la cuestión)
Carles Monereo i Font, Hubert J. M. Hermans
Journal for the Study of Education and Development Infancia y Aprendizaje (2023) Vol. 46, Iss. 3, pp. 445-491
Open Access | Times Cited: 18
Evidence-based education: Objections and future directions
Izaak Dekker, Martijn Meeter
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 23
Fostering mutual understanding through multiperspectivity: insights from 14 cross-border history education initiatives in post-conflict societies
Eleanor Rowan, Bjorn Wansink
Journal of Curriculum Studies (2025), pp. 1-24
Open Access
A Critical Knowledge Praxis Framework for Educational Policymakers and Practitioners
Raquel Muñiz, Wilson Kwamogi Okello, Maria M. Lewis, et al.
Educational Researcher (2025)
Closed Access
Enhancing educational equity and sustainability: a fuzzy-based framework for optimal school site selection
Yu Meng, Ruidun Chen, Xiao Huang, et al.
International Journal of Digital Earth (2025) Vol. 18, Iss. 1
Open Access
‘Undisciplining’ higher education without losing disciplines: furthering transformative potential for students
Mayke W. C. Vereijken, Sanne Akkerman, Susan F. te Pas, et al.
Higher Education Research & Development (2022) Vol. 42, Iss. 7, pp. 1762-1775
Open Access | Times Cited: 16
Rethinking pedagogy in the face of complex societal challenges: helpful perspectives for teaching the entangled student
Koen Rens Wessels, Cok Bakker, A.E.J. Wals, et al.
Pedagogy Culture and Society (2022) Vol. 32, Iss. 3, pp. 759-776
Open Access | Times Cited: 13
Manywheres: In Pursuit of Social Justice in Developmental Science
Gabriel Vélez, Séamus A. Power
Human Development (2024) Vol. 68, Iss. 2, pp. 61-76
Closed Access | Times Cited: 2
Twenty years of the Inter-agency Network for Education in Emergencies: towards a new ontology and epistemology
Cathrine Brun, Maha Shuayb
Globalisation Societies and Education (2023) Vol. 22, Iss. 3, pp. 420-432
Closed Access | Times Cited: 6
Teaching as a system: COVID-19 as a lens into teacher change
Domenico Brunetto, Giulia Bernardi, Chiara Andrà, et al.
Educational Studies in Mathematics (2021) Vol. 110, Iss. 1, pp. 65-81
Open Access | Times Cited: 14
Was macht Design-Based Research zu Forschung?
Gabi Reinmann
EDeR Educational Design Research (2022) Vol. 6, Iss. 2
Open Access | Times Cited: 9
Exploring the future-ready graduate attributes across the undergraduate curricula from the eight publicly funded Hong Kong universities in the era of academic entrepreneurism
Man Ho Adrian Lam
International Journal of Chinese Education (2024) Vol. 13, Iss. 1
Open Access | Times Cited: 1
My Interests Are (Y)ours? A Multilevel Social Network Analysis of the Co-Evolution of Adolescents’ Interests and Friendships
Gregorius Johannes Beek, Larike H. Bronkhorst, Tobias Stark, et al.
Education Sciences (2024) Vol. 14, Iss. 12, pp. 1388-1388
Open Access | Times Cited: 1
Language and symbolic violence in computational models of ethnocentrism: A critical phenomenology and Southern re-orientations
Pratim Sengupta, Apoorve Chokshi, Basak Helvaci Ozacar, et al.
International Journal of Qualitative Studies in Education (2022), pp. 1-20
Closed Access | Times Cited: 5
Borderland education beyond frontiers: Policy, community, and educational change during times of crisis
Kristin Kew, Olga Fellus
Policy Futures in Education (2022) Vol. 20, Iss. 4, pp. 417-432
Open Access | Times Cited: 5
Research-practice partnerships in education: Critical leverages for change and ways forward
Simon Sjölund
Psychology of Education Review (2023) Vol. 47, Iss. 1, pp. 19-23
Open Access | Times Cited: 2
Pedagogy of Entanglement: A Response to the Complex Societal Challenges that Permeate Our Lives
Koen Rens Wessels
(2022)
Open Access | Times Cited: 4
Kristallisatie: de kunst van het belichten van complexe vraagstukken door onderzoek
B. de Vries, Ditte Lockhorst
Beleidsonderzoek Online (2024), Iss. 3
Open Access
Design research on an online summer school in mathematics education
Angelika Bikner‐Ahsbahs
EDeR Educational Design Research (2024) Vol. 8, Iss. 1
Open Access
Agential Cuts for Justice: Honoring Complexity in Educational Research through Intersectional Design Dimensions
Nadia Behizadeh
The Qualitative Report (2024)
Open Access
Impact through research in education and studies in human society: A review of Australian Research Council ‘high-for-impact’ case studies
Grace Jefferson, Rosita Henry, Marion Heyeres, et al.
PLoS ONE (2024) Vol. 19, Iss. 5, pp. e0302877-e0302877
Open Access
Ontological study of problems in designing social science learning based on a Merdeka curriculum: A pilot study of social studies teachers in Malang city
M. Khoirul Annas Waladul Mufid, Agus Suprijono
Jurnal Teori dan Praksis Pembelajaran IPS (2024) Vol. 9, Iss. 1, pp. 32-32
Open Access
Researching the Everyday Educational Lives of Low-Income Families: The Importance of Researcher and Participant Contexts
Emma Wainwright, Kate Hoskins, Refika Arabaci, et al.
British Journal of Educational Studies (2024), pp. 1-21
Open Access
Unpacking expert teachers’ theory construction experiences: a case study
Miao Liu, Wei Liao
Asia-Pacific Journal of Teacher Education (2024) Vol. 52, Iss. 4, pp. 458-476
Closed Access
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