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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:

An Association Between Montessori Education in Childhood and Adult Wellbeing
Angeline S. Lillard, M. Joseph Meyer, Dermina Vasc, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 14

Showing 14 citing articles:

Montessori education's impact on academic and nonacademic outcomes: A systematic review
Justus Randolph, Anaya Bryson, Lakshmi Menon, et al.
Campbell Systematic Reviews (2023) Vol. 19, Iss. 3
Open Access | Times Cited: 21
Perfect timing: sensitive periods for Montessori education and long-term wellbeing
Angeline S. Lillard, Ronghui Jiang, Xin Tong
Frontiers in Developmental Psychology (2025) Vol. 3
Open Access
Multigrade education and the montessori model: A pathway towards inclusion and equity
Marija Sablić, Ana Mirosavljević, Katarina Bogatić
International Journal of Educational Research (2025) Vol. 131, pp. 102600-102600
Closed Access
Active Inference Goes to School. The Importance of Active Learning in the Age of Large Language Models
Laura Desirée Di Paolo, Ben White, Avel GUÉNIN--CARLUT, et al.
(2024)
Open Access | Times Cited: 3
Why the time is ripe for an education revolution
Angeline S. Lillard
Frontiers in Developmental Psychology (2023) Vol. 1
Open Access | Times Cited: 8
Active inference goes to school: the importance of active learning in the age of large language models
Laura Desirée Di Paolo, Ben White, Avel GUÉNIN--CARLUT, et al.
Philosophical Transactions of the Royal Society B Biological Sciences (2024) Vol. 379, Iss. 1911
Open Access | Times Cited: 2
Variation in pedagogy affects overimitation in children and adolescents
Marion Décaillet, Aurélien Frick, Xavier Lince, et al.
Journal of Experimental Child Psychology (2024) Vol. 241, pp. 105862-105862
Open Access | Times Cited: 1
An examination of the psychological resilience of preschool children with and without Montessori education
Elif Sezgin, Tülay Şener
Review of Education (2024) Vol. 12, Iss. 2
Closed Access | Times Cited: 1
“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni
Allyson L. Snyder, Lee LeBoeuf, Angeline S. Lillard
Psychology in the Schools (2022) Vol. 60, Iss. 3, pp. 541-565
Open Access | Times Cited: 4
Pegagogías alternativas y bienestar: una revisión sistemática
Miguel Marticorena, Diana Pasmanik
Revista Complutense de Educación (2024) Vol. 35, Iss. 2, pp. 353-362
Open Access
Peer Tutoring to Improve the Speaking Proficiency of Multiage EFL Students
Dimiar Ariesinta, Agus Widyantoro
IJEE (Indonesian Journal of English Education) (2024) Vol. 11, Iss. 1
Open Access
Montessori Education: A Study on the Impact of Montessori Preschools in Washington on Short-Term Emotional Development in Children
Casey Tebben
Journal of Student Research (2023) Vol. 12, Iss. 3
Open Access | Times Cited: 1
Montessori Schools: How and Why Do They Impact Student Relationships and Communication Skills?
Jacquelyn Zavala
(2022)
Closed Access | Times Cited: 1
Gestão escolar: proposta de um modelo integrativo com foco na qualidade de ensino
Lilia Aparecida Kanan, Ciro Antonio Fernandes, Larissa Bunn Gugelmin, et al.
Revista de Gestão e Secretariado (Management and Administrative Professional Review) (2023) Vol. 14, Iss. 11, pp. 19588-19605
Open Access
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