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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:

Evidence-based education: Objections and future directions
Izaak Dekker, Martijn Meeter
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 23

Showing 23 citing articles:

Evidence-based Ultrasound Education? – A Systematic Literature Review of Undergraduate Ultrasound Training Studies
Ricarda Neubauer, C. Bauer, Christoph F. Dietrich, et al.
Ultrasound International Open (2024) Vol. 10, Iss. CP
Open Access | Times Cited: 10
Educators’ perspective on artificial intelligence: equity, preparedness, and development
John Maurice Gayed
Cogent Education (2025) Vol. 12, Iss. 1
Open Access | Times Cited: 1
The psychological complex in contemporary education policy
Sarah Gillborn, Thomas Delahunty
Journal of Education Policy (2025), pp. 1-24
Open Access | Times Cited: 1
Norwegian higher education teachers’ beliefs about teaching, motivation, and approaches to researching and developing teaching
Leila E. Ferguson
Frontiers in Education (2025) Vol. 9
Open Access
‘One person can’t deliver it’: exploring teachers’ agency and stance in relation to integrating an interdisciplinary subject in UK primary and secondary schools
Ryan Bramley, Sabine Little, Julia Bishop
Cogent Education (2025) Vol. 12, Iss. 1
Open Access
Evaluating 30 years of experimental education research in the post-Soviet space: A meta-analysis of studies on student achievement
Yuliya Kersha, Yuliya Alexandrovna Melnik, M.S. Novikova Novikova, et al.
International Journal of Educational Development (2025) Vol. 115, pp. 103274-103274
Closed Access
Revisiones sistemáticas y meta-análisis en Educación: un tutorial
Julio Sánchez‐Meca
Revista Interuniversitaria de Investigación en Tecnología Educativa (2022), pp. 5-40
Open Access | Times Cited: 17
(Wie) kann die Nutzung bildungswissenschaftlicher Evidenz Lehren und Lernen verbessern? Thesen und Fragen zur Diskussion um evidenzorientiertes Denken und Handeln von Lehrkräften
Johannes Bauer, Ingo Kollar
Unterrichtswissenschaft (2023) Vol. 51, Iss. 1, pp. 123-147
Open Access | Times Cited: 9
Defining Collaborative Online International Learning (COIL) and Distinguishing it from Virtual Exchange
Simone Hackett, Mark Dawson, Jeroen Janssen, et al.
TechTrends (2024)
Open Access | Times Cited: 2
Reflective Goal-setting Improves Academic Performance in Teacher and Business Education: A Large-scale Field Experiment
Izaak Dekker, Michaéla C. Schippers, Erik van Schooten
Journal of Research on Educational Effectiveness (2023) Vol. 17, Iss. 3, pp. 561-589
Open Access | Times Cited: 5
The right job pays: Effects of different types of work on study progress of pre-service teachers
Izaak Dekker, C.F. Chong, M.C. Schippers, et al.
Pedagogische Studiën (2024) Vol. 101, Iss. 1, pp. 4-29
Open Access | Times Cited: 1
When and how do peers stimulate engaging in desirable difficulties: Student perspectives on the effectiveness of supplemental instruction
Izaak Dekker, Marie-José Koerhuis-Pasanisi, Martijn Koek
Active Learning in Higher Education (2024)
Closed Access | Times Cited: 1
Power and place: Uncovering the politics of global medical education
Ahmed Rashid, Janet Grant
Medical Education (2024) Vol. 58, Iss. 8, pp. 930-938
Open Access | Times Cited: 1
Ethical procedures for responsible experimental evaluation of AI-based education interventions
Izaak Dekker, Bert Bredeweg, Wilco te Winkel, et al.
AI and Ethics (2024)
Closed Access | Times Cited: 1
Theory Application in School and Meaning-Oriented Learning Opportunities at University—Resources for Teaching Quality
Michael Rochnia, Falk Radisch, Claudia Kastens
Education Sciences (2023) Vol. 13, Iss. 4, pp. 381-381
Open Access | Times Cited: 3
Effects of supplemental instruction on grades, mental well-being, and belonging: A field experiment
Izaak Dekker, Merel Luberti, Jantien Stam
Learning and Instruction (2023) Vol. 87, pp. 101805-101805
Open Access | Times Cited: 3
Consolidated Benchmark for Efficacy and Effectiveness Frameworks in EdTech
Natalia Kucirkova, Anna Čermáková
(2024)
Open Access
General and special education teachers' attitudes towards evidence‐based practice
Lea Rüger, David Scheer
Journal of Research in Special Educational Needs (2024)
Open Access
Целеполагание при обучении школьников на дистанционном обучении
Пастухова Н.В., Курашова О.А.
Review of pedagogical research (2024) Vol. 6, Iss. 6, pp. 239-245
Closed Access
Does ‘What Works’ Work? The Quest for the Holy Grail in Physical Education
Richard Bailey, Nadia Samsudin, Hashem Salarzadeh Jenatabadi, et al.
International Sports Studies (2024) Vol. 46, Iss. 2, pp. 6-19
Closed Access
The Need for Occupational Therapy Evidence-Based Education
Ted Brown
Occupational Therapy In Health Care (2023), pp. 1-17
Open Access | Times Cited: 1
General and special education teachers’ attitudes towards evidence-based practice
Lea Rüger, David Scheer
(2023)
Open Access
Effects of supplemental instruction on grades, mental well-being, and belonging: A field experiment
Izaak Dekker, Merel Luberti, Jantien Stam
(2023)
Open Access
Oktatási intervenció – értékes, de ritka jószág
Noémi Kis, József Balázs Fejes
Magyar Pedagógia (2023) Vol. 123, Iss. 2, pp. 67-81
Open Access
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