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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:

A Systematic Review of Early Childhood Exclusionary Discipline
Katherine M. Zinsser, Heather Silver, Elyse Shenberger, et al.
Review of Educational Research (2022) Vol. 92, Iss. 5, pp. 743-785
Open Access | Times Cited: 50

Showing 1-25 of 50 citing articles:

Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research
Diego Campos, Tim Fütterer, Thomas Gfrörer, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 18
Teachers' racialized anger: Implications for discipline disparities
Kamilah B. Legette, Andrew J. Supple, Johari Harris, et al.
Journal of School Psychology (2023) Vol. 99, pp. 101221-101221
Closed Access | Times Cited: 14
A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood
Kelsey A. Clayback, Jennifer LoCasale‐Crouch, Pilar Álamos
Early Childhood Research Quarterly (2024) Vol. 67, pp. 182-190
Closed Access | Times Cited: 4
Fostering healthy social and emotional climates in early childhood classrooms through infant and early childhood mental health consultation
Julie Spielberger, Tiffany Burkhardt, Erin Devorah Carreon, et al.
Early Childhood Research Quarterly (2024) Vol. 67, pp. 307-319
Closed Access | Times Cited: 4
Using data to promote inclusion through early childhood mental health consultation
Kelsey A. Clayback, Ann M. Partee, Amanda P. Williford, et al.
Frontiers in Education (2025) Vol. 9
Open Access
Supporting Preschool Teachers’ Social-Emotional Competencies and “Lenses” for Challenging Behavior in Virginia’s Early Childhood Mental Health Consultation Program
Ann M. Partee, Ann S. Lhospital, Sarah Hammond, et al.
Social and Emotional Learning Research Practice and Policy (2025), pp. 100096-100096
Open Access
Head Start Teachers’ Perceptions About Problem Behaviors and Social-Emotional Competence: Is There Evidence of Systematic Differences?
Songtian Zeng, Zhe Gigi An, Catherine Corr, et al.
Early Education and Development (2025), pp. 1-19
Closed Access
Excluded Now What? Families' Perceptions of Subsequent Care Arrangements Following Preschool Expulsion
Katherine M. Zinsser, Sarai Coba‐Rodgriguez, John C. Borrero
Infant and Child Development (2025) Vol. 34, Iss. 2
Open Access
The More Things Change, the More Early Childhood School Psychology Remains the Same
Rachel Stein, Kizzy Albritton
School Psychology Review (2025), pp. 1-13
Closed Access
A Systematic Mapping Literature Review on Two-Eyed Seeing in P-20 Education
K. G. Gardner-Vandy, Juliana Utley, Angela Just, et al.
Review of Educational Research (2025)
Closed Access
“Uses of History” in Research on Racialized Exclusionary School Discipline
Kathryn Wiley, Joshua D. Middleton
Review of Educational Research (2025)
Closed Access
Early childhood teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice
Sarah Lang, Erin Tebben, Summer W. Luckey, et al.
Early Childhood Research Quarterly (2023) Vol. 67, pp. 111-127
Closed Access | Times Cited: 9
Examining Early Childhood Expulsion Through a Trauma-Informed Lens
Mia Chudzik, Courtney O’Grady, Lynn Burdick, et al.
Topics in Early Childhood Special Education (2024)
Closed Access | Times Cited: 3
Policies addressing suspension and expulsion in state early care and education subsystems: A national census of policy alignment and integration
Martha Buell, Stephanie Kuntz, Anamarie Whitaker, et al.
Early Childhood Research Quarterly (2024) Vol. 67, pp. 191-207
Closed Access | Times Cited: 2
Predicting child externalizing behavior ratings in Head Start: Investigating the impact of child and teacher influences
Annalee N. Kelly, Yange Xue, Dominic F. Gullo
Early Childhood Research Quarterly (2024) Vol. 68, pp. 1-12
Closed Access | Times Cited: 2
Essential elements of infant and early childhood mental health consultation: Inside the black box of preschool expulsion prevention
Annie Davis Schoch, Kaela M. Tidus, Evandra Catherine, et al.
Early Childhood Research Quarterly (2023) Vol. 66, pp. 24-33
Closed Access | Times Cited: 6
From time-out to expulsion: A national review of states’ center-based child care licensing exclusionary discipline regulations
Martha Buell, Rachel Fidel, Jason T. Hustedt, et al.
Children and Youth Services Review (2022) Vol. 141, pp. 106623-106623
Closed Access | Times Cited: 10
Preschool and Childcare Expulsion
Danielle DuShane, SeonYeong Yu
Infants & Young Children (2023) Vol. 36, Iss. 3, pp. 177-194
Closed Access | Times Cited: 4
Teachers' emotion regulation strategies and preschool expulsion risk: Suppression and reappraisal
Alysse M. Loomis, Devon Musson Rose, G. Maureen Gomez, et al.
Journal of Applied Developmental Psychology (2023) Vol. 89, pp. 101602-101602
Closed Access | Times Cited: 4
Missing Out: Kindergarten Teachers’ Reports of Soft Exclusionary Discipline Practices
Amanda P. Williford, Pilar Álamos, Jessica Vick Whittaker, et al.
Early Education and Development (2023) Vol. 35, Iss. 8, pp. 1827-1846
Closed Access | Times Cited: 4
Soft expulsion: A solution when there are no other options?
Kayla Murphy, Keri Giordano, Diana Hoffstein-Rahmey, et al.
Children and Youth Services Review (2024) Vol. 158, pp. 107441-107441
Closed Access | Times Cited: 1
Child‐focused infant and early childhood mental health consultation: Shifting adult attributions to reduce the risk for preschool expulsion
Rebecca Newland, Rebecca B. Silver, Rachel Herman, et al.
Infant Mental Health Journal (2024) Vol. 45, Iss. 3, pp. 249-262
Closed Access | Times Cited: 1
Implementation of a comprehensive state effort to reduce exclusionary discipline in early care and education settings: Arkansas's policy
Kirby A. Chow, Sheila Smith, Christen E. Park, et al.
Early Childhood Research Quarterly (2024) Vol. 67, pp. 330-342
Closed Access | Times Cited: 1
Teacher Burnout, Student-Teacher Relational Closeness, and the Moderating Effect of Work Stress Focused Supervision
Devon Musson Rose, Alysse M. Loomis
Early Childhood Education Journal (2024)
Closed Access | Times Cited: 1
What Do Teachers Do When Preschoolers “Misbehave”? Family Matters
Courtney Zulauf, Diana Woodward, Olivia R. Nazaire, et al.
Early Childhood Education Journal (2024)
Open Access | Times Cited: 1
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