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:
The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence
Matthew A. Kraft, David Blazar, Dylan Hogan
Review of Educational Research (2018) Vol. 88, Iss. 4, pp. 547-588
Open Access | Times Cited: 841
Matthew A. Kraft, David Blazar, Dylan Hogan
Review of Educational Research (2018) Vol. 88, Iss. 4, pp. 547-588
Open Access | Times Cited: 841
Showing 1-25 of 841 citing articles:
Interpreting Effect Sizes of Education Interventions
Matthew A. Kraft
Educational Researcher (2020) Vol. 49, Iss. 4, pp. 241-253
Closed Access | Times Cited: 860
Matthew A. Kraft
Educational Researcher (2020) Vol. 49, Iss. 4, pp. 241-253
Closed Access | Times Cited: 860
Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence
Robert J. Jagers, Deborah Rivas‐Drake, Brittney V. Williams
Educational Psychologist (2019) Vol. 54, Iss. 3, pp. 162-184
Closed Access | Times Cited: 433
Robert J. Jagers, Deborah Rivas‐Drake, Brittney V. Williams
Educational Psychologist (2019) Vol. 54, Iss. 3, pp. 162-184
Closed Access | Times Cited: 433
Changing How Writing Is Taught
Steve Graham
Review of Research in Education (2019) Vol. 43, Iss. 1, pp. 277-303
Closed Access | Times Cited: 386
Steve Graham
Review of Research in Education (2019) Vol. 43, Iss. 1, pp. 277-303
Closed Access | Times Cited: 386
Nudging in education
Mette Trier Damgaard, Helena Skyt Nielsen
Economics of Education Review (2018) Vol. 64, pp. 313-342
Open Access | Times Cited: 244
Mette Trier Damgaard, Helena Skyt Nielsen
Economics of Education Review (2018) Vol. 64, pp. 313-342
Open Access | Times Cited: 244
Identifying the characteristics of effective teacher professional development: a critical review
Sam Sims, Harry Fletcher-Wood
School Effectiveness and School Improvement (2020) Vol. 32, Iss. 1, pp. 47-63
Open Access | Times Cited: 215
Sam Sims, Harry Fletcher-Wood
School Effectiveness and School Improvement (2020) Vol. 32, Iss. 1, pp. 47-63
Open Access | Times Cited: 215
The Effect of Principal Behaviors on Student, Teacher, and School Outcomes: A Systematic Review and Meta-Analysis of the Empirical Literature
David D. Liebowitz, Lorna Porter
Review of Educational Research (2019) Vol. 89, Iss. 5, pp. 785-827
Closed Access | Times Cited: 185
David D. Liebowitz, Lorna Porter
Review of Educational Research (2019) Vol. 89, Iss. 5, pp. 785-827
Closed Access | Times Cited: 185
Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review
Sara Hennessy, Sophia D’Angelo, Nora McIntyre, et al.
Computers and Education Open (2022) Vol. 3, pp. 100080-100080
Open Access | Times Cited: 145
Sara Hennessy, Sophia D’Angelo, Nora McIntyre, et al.
Computers and Education Open (2022) Vol. 3, pp. 100080-100080
Open Access | Times Cited: 145
Teacher Coaching in a Simulated Environment
Julie Cohen, Vivian C. Wong, Anandita Krishnamachari, et al.
Educational Evaluation and Policy Analysis (2020) Vol. 42, Iss. 2, pp. 208-231
Closed Access | Times Cited: 139
Julie Cohen, Vivian C. Wong, Anandita Krishnamachari, et al.
Educational Evaluation and Policy Analysis (2020) Vol. 42, Iss. 2, pp. 208-231
Closed Access | Times Cited: 139
Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children’s Classroom Engagement
Jason T. Downer, Nicole B. Doyle, Robert C. Pianta, et al.
Early Education and Development (2024) Vol. 35, Iss. 5, pp. 1032-1062
Closed Access | Times Cited: 19
Jason T. Downer, Nicole B. Doyle, Robert C. Pianta, et al.
Early Education and Development (2024) Vol. 35, Iss. 5, pp. 1032-1062
Closed Access | Times Cited: 19
Can teaching be taught? Improving teachers' pedagogical skills at scale in rural Peru
Juan Francisco Castro, Paul Glewwe, Alexandra Heredia-Mayo, et al.
Quantitative Economics (2025) Vol. 16, Iss. 1, pp. 185-233
Open Access | Times Cited: 2
Juan Francisco Castro, Paul Glewwe, Alexandra Heredia-Mayo, et al.
Quantitative Economics (2025) Vol. 16, Iss. 1, pp. 185-233
Open Access | Times Cited: 2
Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness
Sharon Wolf, J. Lawrence Aber, Jere R. Behrman, et al.
Journal of Research on Educational Effectiveness (2018) Vol. 12, Iss. 1, pp. 10-37
Open Access | Times Cited: 129
Sharon Wolf, J. Lawrence Aber, Jere R. Behrman, et al.
Journal of Research on Educational Effectiveness (2018) Vol. 12, Iss. 1, pp. 10-37
Open Access | Times Cited: 129
Measures Matter: A Meta-Analysis of the Effects of Educational Apps on Preschool to Grade 3 Children’s Literacy and Math Skills
James S. Kim, Joshua B. Gilbert, Qun Yu, et al.
AERA Open (2021) Vol. 7
Open Access | Times Cited: 66
James S. Kim, Joshua B. Gilbert, Qun Yu, et al.
AERA Open (2021) Vol. 7
Open Access | Times Cited: 66
Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies
Sog Yee Mok, Fritz C Staub
Teaching and Teacher Education (2021) Vol. 107, pp. 103484-103484
Open Access | Times Cited: 62
Sog Yee Mok, Fritz C Staub
Teaching and Teacher Education (2021) Vol. 107, pp. 103484-103484
Open Access | Times Cited: 62
Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds
Jennifer Gore, Andrew Miller, Leanne Fray, et al.
Teaching and Teacher Education (2021) Vol. 101, pp. 103297-103297
Open Access | Times Cited: 61
Jennifer Gore, Andrew Miller, Leanne Fray, et al.
Teaching and Teacher Education (2021) Vol. 101, pp. 103297-103297
Open Access | Times Cited: 61
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers
Lisa Bardach, Robert M. Klassen, Tracy L. Durksen, et al.
Computers & Education (2021) Vol. 169, pp. 104194-104194
Open Access | Times Cited: 60
Lisa Bardach, Robert M. Klassen, Tracy L. Durksen, et al.
Computers & Education (2021) Vol. 169, pp. 104194-104194
Open Access | Times Cited: 60
Effective Programs in Elementary Mathematics: A Meta-Analysis
Marta Pellegrini, Cynthia Lake, Amanda Neitzel, et al.
AERA Open (2021) Vol. 7
Open Access | Times Cited: 58
Marta Pellegrini, Cynthia Lake, Amanda Neitzel, et al.
AERA Open (2021) Vol. 7
Open Access | Times Cited: 58
Can Automated Feedback Improve Teachers’ Uptake of Student Ideas? Evidence From a Randomized Controlled Trial in a Large-Scale Online Course
Dorottya Demszky, Jing Liu, Heather C. Hill, et al.
Educational Evaluation and Policy Analysis (2023) Vol. 46, Iss. 3, pp. 483-505
Closed Access | Times Cited: 40
Dorottya Demszky, Jing Liu, Heather C. Hill, et al.
Educational Evaluation and Policy Analysis (2023) Vol. 46, Iss. 3, pp. 483-505
Closed Access | Times Cited: 40
Effective Teacher Professional Development: New Theory and a Meta-Analytic Test
Sam Sims, Harry Fletcher-Wood, Alison O’Mara-Eves, et al.
Review of Educational Research (2023)
Open Access | Times Cited: 32
Sam Sims, Harry Fletcher-Wood, Alison O’Mara-Eves, et al.
Review of Educational Research (2023)
Open Access | Times Cited: 32
The effect of professional development on in-service STEM teachers’ self-efficacy: a meta-analysis of experimental studies
Xuan Zhou, Lina Shu, Zhihong Xu, et al.
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 30
Xuan Zhou, Lina Shu, Zhihong Xu, et al.
International Journal of STEM Education (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 30
Investing in early childhood development in preschool and at home
Greg J. Duncan, Ariel Kalil, Magne Mogstad, et al.
Handbook of the economics of education (2023), pp. 1-91
Open Access | Times Cited: 27
Greg J. Duncan, Ariel Kalil, Magne Mogstad, et al.
Handbook of the economics of education (2023), pp. 1-91
Open Access | Times Cited: 27
Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools
Iram Siraj, Edward Melhuish, Steven J. Howard, et al.
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 24
Iram Siraj, Edward Melhuish, Steven J. Howard, et al.
Frontiers in Psychology (2023) Vol. 13
Open Access | Times Cited: 24
“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy
Janina Täschner, Theresa Dicke, Sarah Reinhold, et al.
Review of Educational Research (2024) Vol. 95, Iss. 1, pp. 3-52
Open Access | Times Cited: 13
Janina Täschner, Theresa Dicke, Sarah Reinhold, et al.
Review of Educational Research (2024) Vol. 95, Iss. 1, pp. 3-52
Open Access | Times Cited: 13
Instructional leadership and student achievement across UAE schools: Mediating role of professional development and cognitive activation in teaching
Mehmet Şükrü Bellibaş, Mahmut Polatcan, Khadeegha Alzouebi
Educational Management Administration & Leadership (2025)
Closed Access | Times Cited: 1
Mehmet Şükrü Bellibaş, Mahmut Polatcan, Khadeegha Alzouebi
Educational Management Administration & Leadership (2025)
Closed Access | Times Cited: 1
Effects of Online Teacher Professional Development on Teacher, Classroom, and Student Level Outcomes: A Meta-Analysis
Fitore Morina, Tim Fütterer, Nicolas Hübner, et al.
Computers & Education (2025), pp. 105247-105247
Closed Access | Times Cited: 1
Fitore Morina, Tim Fütterer, Nicolas Hübner, et al.
Computers & Education (2025), pp. 105247-105247
Closed Access | Times Cited: 1
