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:
Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback
Íris Susana Pires Pereira, Eva Maria Lopes Fernandes, María Assunção Flores
Education Sciences (2021) Vol. 11, Iss. 8, pp. 400-400
Open Access | Times Cited: 16
Íris Susana Pires Pereira, Eva Maria Lopes Fernandes, María Assunção Flores
Education Sciences (2021) Vol. 11, Iss. 8, pp. 400-400
Open Access | Times Cited: 16
Showing 16 citing articles:
Differences in mathematics-related achievement emotions between contact and distance learning arrangements during the COVID-19 pandemic
Micaela Biese, Anni Sydänmaanlakka, Marja Eliisa Holm, et al.
Educational Psychology (2024) Vol. 44, Iss. 1, pp. 96-116
Closed Access | Times Cited: 3
Micaela Biese, Anni Sydänmaanlakka, Marja Eliisa Holm, et al.
Educational Psychology (2024) Vol. 44, Iss. 1, pp. 96-116
Closed Access | Times Cited: 3
Technology-Integrated Assessment: A Literature Review
Colin Madland, Valerie Irvine, Chris DeLuca, et al.
The Open/Technology in Education Society and Scholarship Association Journal (2024) Vol. 4, Iss. 1, pp. 1-48
Open Access | Times Cited: 1
Colin Madland, Valerie Irvine, Chris DeLuca, et al.
The Open/Technology in Education Society and Scholarship Association Journal (2024) Vol. 4, Iss. 1, pp. 1-48
Open Access | Times Cited: 1
COVID-19, Didactic Practices, and Representations Assumed by Preservice Teachers at Universidad Técnica del Norte-Ecuador
Frank Guerra-Reyes, Miguel Naranjo-Toro, Andrea Verenice Basantes Andrade, et al.
Sustainability (2023) Vol. 15, Iss. 6, pp. 4770-4770
Open Access | Times Cited: 3
Frank Guerra-Reyes, Miguel Naranjo-Toro, Andrea Verenice Basantes Andrade, et al.
Sustainability (2023) Vol. 15, Iss. 6, pp. 4770-4770
Open Access | Times Cited: 3
Reimagining teacher education in Singapore for a changing international landscape
Ee Ling Low
European Journal of Teacher Education (2023), pp. 1-14
Closed Access | Times Cited: 3
Ee Ling Low
European Journal of Teacher Education (2023), pp. 1-14
Closed Access | Times Cited: 3
Developing Prospective Teachers’ Beliefs about Digital Tools and Digital Feedback
Annabelle Speer, A. Eichler
Mathematics (2022) Vol. 10, Iss. 13, pp. 2192-2192
Open Access | Times Cited: 5
Annabelle Speer, A. Eichler
Mathematics (2022) Vol. 10, Iss. 13, pp. 2192-2192
Open Access | Times Cited: 5
Enhancing student teachers’ epistemology of reflective practice while still at the university: Evidence from a sheltered reflective practicum
Íris Susana Pires Pereira, Tom Russell, Xosé Antón González Riaño
Journal of Education for Teaching International Research and Pedagogy (2023) Vol. 50, Iss. 1, pp. 107-123
Open Access | Times Cited: 2
Íris Susana Pires Pereira, Tom Russell, Xosé Antón González Riaño
Journal of Education for Teaching International Research and Pedagogy (2023) Vol. 50, Iss. 1, pp. 107-123
Open Access | Times Cited: 2
Feedback to align teacher and student in a Digital Learning Ecosystem
Maila Pentucci, Annalina Sarra, Chiara Laici
EDUCATION SCIENCES AND SOCIETY (2023), Iss. 1, pp. 242-260
Open Access | Times Cited: 2
Maila Pentucci, Annalina Sarra, Chiara Laici
EDUCATION SCIENCES AND SOCIETY (2023), Iss. 1, pp. 242-260
Open Access | Times Cited: 2
What Do You Actually Mean When You Talk about ‹Feedback›?
Annika Brück-Hübner, Jennifer Schluer
MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung (2023) Vol. 54, pp. 125-166
Open Access | Times Cited: 2
Annika Brück-Hübner, Jennifer Schluer
MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung (2023) Vol. 54, pp. 125-166
Open Access | Times Cited: 2
The Perceptions of Student Teachers of Online Pedagogical Courses and Assessment Practices in Finnish Subject Teacher Education
Toni Mäkipää, Raili Hildén, Tanja Samulin
Education Sciences (2022) Vol. 12, Iss. 6, pp. 389-389
Open Access | Times Cited: 3
Toni Mäkipää, Raili Hildén, Tanja Samulin
Education Sciences (2022) Vol. 12, Iss. 6, pp. 389-389
Open Access | Times Cited: 3
Innovative Approach to Enhance Active Online Learning: Engagement, Feedback and Classroom Environment
Chin Ying Liew, Li Voon Li, Siow Hoo Leong
Asian Journal of University Education (2023) Vol. 19, Iss. 2
Open Access | Times Cited: 1
Chin Ying Liew, Li Voon Li, Siow Hoo Leong
Asian Journal of University Education (2023) Vol. 19, Iss. 2
Open Access | Times Cited: 1
Investigation of the challenges in online formative assessment faced by Grade 10 Physical Sciences teachers in South African schools
Celeste Labuschagne, Sam Ramaila, Thasmai Dhurumraj
International Journal of Research in Business and Social Science (2147-4478) (2023) Vol. 12, Iss. 8, pp. 454-466
Open Access | Times Cited: 1
Celeste Labuschagne, Sam Ramaila, Thasmai Dhurumraj
International Journal of Research in Business and Social Science (2147-4478) (2023) Vol. 12, Iss. 8, pp. 454-466
Open Access | Times Cited: 1
Developing the Technology-Integrated Assessment Framework
Colin Madland, Valerie Irvine, Chris DeLuca, et al.
The Open/Technology in Education Society and Scholarship Association Journal (2024) Vol. 4, Iss. 1, pp. 1-19
Open Access
Colin Madland, Valerie Irvine, Chris DeLuca, et al.
The Open/Technology in Education Society and Scholarship Association Journal (2024) Vol. 4, Iss. 1, pp. 1-19
Open Access
Students’ feedback on the digital ecosystem: a structural topic modeling approach
Adelia Evangelista, Annalina Sarra, Tonio Di Battista
Proceedings e report (2023), pp. 203-208
Open Access
Adelia Evangelista, Annalina Sarra, Tonio Di Battista
Proceedings e report (2023), pp. 203-208
Open Access
