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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:

More than a Drop in the Bucket: The Social and Economic Costs of Dropouts and Grade Retentions Associated With Exclusionary Discipline
Miner P. Marchbanks, Jamilia J. Blake, Danielle M. Smith, et al.
Journal of Applied Research on Children Informing Policy for Children at Risk (2015) Vol. 5, Iss. 2
Open Access | Times Cited: 40

Showing 1-25 of 40 citing articles:

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)
Christopher A. Kearney, Carolina Gonzálvez, Patricia A. Graczyk, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 92
Caste and control in schools: A systematic review of the pathways, rates and correlates of exclusion due to school discipline
Richard O. Welsh, Shafiqua Little
Children and Youth Services Review (2018) Vol. 94, pp. 315-339
Closed Access | Times Cited: 74
School-Based Interventions for Aggression and Defiance in Youth: A Framework for Evidence-Based Practice
Daniel A. Waschbusch, Rosanna Breaux, Dara E. Babinski
School Mental Health (2018) Vol. 11, Iss. 1, pp. 92-105
Closed Access | Times Cited: 50
An intersectional perspective on the intergenerational transmission of trauma and state‐perpetrated violence
Amy Heberle, Elsia A. Obus, Sarah A. O. Gray
Journal of Social Issues (2020) Vol. 76, Iss. 4, pp. 814-834
Closed Access | Times Cited: 45
Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions?
Colleen L. Eddy, Francis L. Huang, Daniel Cohen, et al.
School Psychology Review (2020) Vol. 49, Iss. 3, pp. 239-255
Closed Access | Times Cited: 42
School attendance problems and absenteeism as early warning signals: review and implications for health-based protocols and school-based practices
Christopher A. Kearney, Randolph Dupont, Michael Fensken, et al.
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 13
Integrating Systemic and Analytic Approaches to School Attendance Problems: Synergistic Frameworks for Research and Policy Directions
Christopher A. Kearney
Child & Youth Care Forum (2021) Vol. 50, Iss. 4, pp. 701-742
Closed Access | Times Cited: 26
Academic, Attendance, and Behavioral Outcomes of a Suspension Reduction Policy: Lessons for School Leaders and Policy Makers
Kaitlin P. Anderson
Educational Administration Quarterly (2019) Vol. 56, Iss. 3, pp. 435-471
Closed Access | Times Cited: 26
Sociodemographic risk, school engagement, and community characteristics: A mediated approach to understanding high school dropout
Jennifer Piscitello, Youn Kyoung Kim, Marmar Orooji, et al.
Children and Youth Services Review (2021) Vol. 133, pp. 106347-106347
Closed Access | Times Cited: 23
Advancing school dropout early warning systems: the IAFREE relational model for identifying at-risk students
Angelina Nunes de Vasconcelos, Leogildo Alves Freires, Gleidson Diego Lopes Loureto, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 9
Meeting students where they are: Trauma-informed approaches in rural Schools
Maria Frankland
The Rural Educator (2021) Vol. 42, Iss. 2, pp. 51-71
Open Access | Times Cited: 17
Positive student-teacher relationships and exclusionary discipline practices
Colleen L. Eddy, Francis L. Huang, Sara L. Prewett, et al.
Journal of School Psychology (2024) Vol. 105, pp. 101314-101314
Closed Access | Times Cited: 2
A Student Saved is NOT a Dollar Earned: A Meta-Analysis of School Disparities in Discipline Practice Toward Black Children
Jemimah L. Young, Jamaal Young, Bettie Ray Butler
Taboo (2018) Vol. 17, Iss. 4
Open Access | Times Cited: 19
Absenteeism prevention in preschools in Chile: Impact from a quasi-experimental evaluation of 2011–2017 Ministry of Education data
MaryCatherine Arbour, Carolina Soto, Yanira Alée, et al.
Frontiers in Education (2023) Vol. 7
Open Access | Times Cited: 6
Restorative Practices: Using local evidence on costs and student outcomes to inform school district decisions about behavioral interventions
Fiona M. Hollands, Stephen M. Leach, Robert Shand, et al.
Journal of School Psychology (2022) Vol. 92, pp. 188-208
Open Access | Times Cited: 9
The unintended consequence of school suspension: How school suspension impacted future grades and misconduct
Lin Liu
Children and Youth Services Review (2024) Vol. 164, pp. 107871-107871
Closed Access | Times Cited: 1
Understanding a Vicious Cycle: Do Out-of-School Suspensions Impact Student Test Scores?
Kaitlin P. Anderson, Gary W. Ritter, Gema Zamarro
SSRN Electronic Journal (2017)
Closed Access | Times Cited: 10
The Politics of African-American Education: Representation, Partisanship, and Educational Equity
Kenneth J. Meier, Amanda Rutherford
(2016)
Closed Access | Times Cited: 8
Disruptive Interactions: Long-run Peer Effects of Disciplinary Schools
Anjali P. Verma, Akiva Yonah Meiselman
SSRN Electronic Journal (2023)
Closed Access | Times Cited: 3
Improving a universal intervention for reducing exclusionary discipline practices using student and teacher guidance
Rhonda N. T. Nese, María Reina Santiago‐Rosario, Saki Malose, et al.
Psychology in the Schools (2021) Vol. 59, Iss. 10, pp. 2042-2061
Open Access | Times Cited: 7
Safe Schools, Thriving Students
Jennifer DePaoli, Jennifer Sloan McCombs
(2023)
Open Access | Times Cited: 2
Youth Violent Offending in School and Out: Reporting, Arrest, and the School-to-Prison Pipeline
Keith L. Hullenaar, Allison Kurpiel, R. Barry Ruback
Justice Quarterly (2021) Vol. 38, Iss. 7, pp. 1319-1341
Closed Access | Times Cited: 4
Reducing racial and ethnic disproportionality in school discipline through an assessment‐to‐intervention process: A framework and process
Michael D. Pullmann, Larissa M. Gaias, Mylien T. Duong, et al.
Psychology in the Schools (2022) Vol. 59, Iss. 12, pp. 2486-2505
Closed Access | Times Cited: 3
Using Data for School Change: The Discipline Equity Audit and School Climate Survey
Gina Laura Gullo
Journal of Cases in Educational Leadership (2017) Vol. 21, Iss. 2, pp. 28-51
Closed Access | Times Cited: 3
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