Advanced search
Publication Cover
Education Inquiry Volume 3, 2012 - Issue 1
Submit an article Journal homepage
290
Views
3
CrossRef citations to date
0
Altmetric
Original Articles

Faculty Members’ Understanding of Teaching Efficacy Criteria

Vali MehdinezhadFaculty of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran. E-mail: [email protected]
Pages 49-69 | Received 08 Jul 2013, Accepted 08 Jul 2013, Published online: 01 Mar 2012

References

  • Airasian, P. W. (1994) Classroom assessment. New York: McGraw-Hill.
  • Aldridge, J. et al. (2003) Monitoring the Success of an Outcomes-Based, Technology-Rich Learn-ing Environment, Paper presented at the annual meeting of the American Educational Re-search Association, April, Chicago, IL.
  • Allen, R. (2001) Technology and Learning: How Schools Map Routes to Technology's Promised Land. ASCD Curriculum Update, 1-3,6-8.
  • Andrew, Michael D., Cobb, Casey D., Giampietro, Peter J. (2005) Verbal ability and teacher effec-tiveness. Journal of Teacher Education 56 (4), 343–354
  • Bacsich, P. and Ash, C. (2000) Costing the lifecycle of networked learning: Documenting the costs from conception to evaluation, Association of Learning Technology Journal, 8 (1), 92–102.
  • Ball, D. L. (1990a) The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal 90, 449–466.
  • Ball, D. L. (1990b) Prospective elementary and secondary teachers' understanding of division. Journal for Research in Mathematics Education 21 (2), 132-144.
  • Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2004) Working inside the black box: Assessment for learning in the classroom, Phi Delta Kappan 86 (1), 13–22.
  • Borko, H. and Putnam, R. T. (1995) Expanding a teacher's knowledge base: A cognitive psycho-logical perspective on professional development. In T. R. Guskey and M. Huberman (eds.) Pro-fessional Development in Education: New Paradigms & Practices (pp. 35–66). NY: Teachers College, Columbia University.
  • Boston, C. (2002) The concept offormative assessment, Practical Assessment, Research & Evalu-ation. Retrieved 23 March 2005 from http://PAREonline.net/getvn.asp?v=8&n=9
  • Brookhart, S. M. (2003) Developing measurement theory for classroom assessment purposes and uses, Educational Measurement: Issues and Practice 22 (4), 5–12.
  • Brown, A. L., and Palinscar, A.-M. (1989) Guided cooperative learning and individual knowledge acquisition. In L. B. Resnick (ed.) Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser (pp. 393–454). Hillsdale, N.J.: Erlbaum Associates.
  • Brusling, C. (2005) Professional Ethics in Teacher Education: Students' Expectations and Expe-riences. Centre for the Study of Professions. Oslo University College.
  • Bryant, G. D. (2001) Student-related management concerns. In B. J. Brown (ed.) Management of the Business Classroom (pp. 141-153), National Business Education Yearbook, No. 39. Reston, VA: National Business Education Association.
  • Calfee, R. C., and Masuda, W. V. (1997) Classroom assessment as inquiry. In G. D. Phye (ed.) Handbook of Classroom Assessment: Learning, Adjustment, and Achievement. NY: Academ-ic Press.
  • Carey, L. M. (1994) Measuring and Evaluating School Learning. Boston: Allyn and Bacon
  • Carpenter, T., Fennema, E., Peterson, P., and Carey, D. (1989) Teachers' pedagogical content knowledge of students' problem solving in elementary arithmetic. Journal for Research in Mathematics Education 19 (5), 385–401.
  • Chambers DW, Glassman P. (1997) A primer on competency-based evaluation. J Dent Educ. 61: 651–66.
  • Chang, Te-Sheng, Lin, Huei-Hsuan and Song, Mei-Mei (2006) College Faculty's Perceptions of their Teaching Efficacy. Paper presented at the annual meeting of Australian Association for Research in Education held in Adelaide, Australia, 27-30 November 2006.
  • Cizek, G. J. (1997) Learning, achievement, and assessment: Constructs at a crossroads. In G. D. Phye (ed.) Handbook of Classroom Assessment: Learning, Adjustment, and Achievement. NY: Academic Press.
  • Cobb, J. (2000) The impact of a professional development school on pre-service teacher prepara-tion, in-service teachers' professionalism, and children's achievement: Perceptions of in-ser-vice teachers. Action in Teacher Education 22 (1), 64–76.
  • Darling-Hammond, Linda (1999a) Teacher Quality and Student Achievement: A Review of State Policy Evidence, Research Report, Center for the Study of Teaching and Policy, University of Washington.
  • Darling-Hammond, Linda (1999b) State Teaching Policies and Student Achievement, Teaching Quality Policy Brief, Center for the Study of Teaching and Policy, University of Washington.
  • Darling-Hammond, L (1997) The Right to Learn: A Blueprint for Creating Schools that Work. San Francisco: Jossey-Bass, 1977, pp. 294–7.
  • Davison, L. J., Burr, D., Eberlein, J., Fuchs, D. J., Saucedo, L., Steffen, B. H. (May 2000) Building a technology foundation for future teachers, Tech Trends 44 (4), 11–15.
  • Doucette, D. (1994) Transforming teaching and learning using information technology: A report from the field. Community College Journal 65 (2), 18–24.
  • Duncombe, W. and Yinger, J. (1999) Performance standards and educational cost indexes: You can't have one without the other. In H.F. Ladd, R. Chalk and J.S. Hansen (eds.), Equity and Adequacy in Education Finance: Issues and Perspectives (pp. 260–297). Washington, DC: National Academy Press.
  • Dwyer, D. (1994) Apple classrooms of tomorrow: What we've learned. Educational Leadership, Vol. 51.
  • Easdown, G. (1994) Student teachers, mentors and information technology. Journal of Informa-tion Technology for Teacher Education 3 (1), 63–78.
  • Ely, D.P. (2000) The field of educational technology: Update 2000. A dozen frequently asked questions. ERIC Digest Clearinghouse on Information and Technology document # EDOIR-2000-01, pp. 1-4. htip://ericit.org/digests/EDO-IR-2000-01.shtml
  • Farr, J. (1997) Becoming a balanced teacher: Idealist goals, realist expectations. English Journal 86 (6), 106–109.
  • Fisher, D., Aldridge, J., Fraser, B. and Wood, D. (2001). Development, Validation and Use of a Questionnaire to Assess Students' Perceptions of Outcomes-Focused, Technology-Rich Learn-ing Environments. Paper presented at the annual conference of the Australian Association for Research in Education, December, Perth, Western Australia. htip://www.aare.edu.au/mpap/ fisolo28.htm
  • Forcier, R.C. (1999) The Computer is an Education Tool (2nd ed.) Upper Saddle River. NJ. Mer-rill/Prentice Hall, Inc.
  • Fraser, B. J. and Maor, D. (2000) A Learning Environment Instrument for Evaluating Students' and Teachers' Perceptions of Constructivist Multimedia Learning Environments. Paper pre-sented at the annual meeting of the National Association for Research in Science Teaching, April, New Orleans, LA.
  • Fraser, B. J. (1994) Research on classroom and school climate. In D. Gabel (ed.), Handbook of Research on Science Teaching and Learning (pp. 493–541). New York: Macmillan.
  • Fraser, B. J. (1998a) Science learning environments: Assessment, effects and determinants. In B. Fraser and K. Tobin (eds.) International Handbook of Science Education (pp. 527–564). Dordrecht, The Netherlands: Kluwer.
  • Fraser, B. J. (1998b) Classroom environment instruments: Development, validity and applica-tions. Learning Environment Research: An International Journal 1, 7–33.
  • Fraser, B. J. (1999) Using learning environment assessments to improve classroom and school cli-mates. In H. J. Freiberg (ed.) School Climate: Measuring, Improving and Sustaining Healthy Learning Environments (pp. 65–83). London: Falmer Press.
  • Friedman Ben-David M. (2000) The role of assessment in expanding professional horizons. Med Teach. 22, 472–7.
  • Gabriner, R and Mery, P (1998) Technology Survey: Faculty Computer Expertise and Use of In-structional Technology, research report, City College of San Francisco Office of Research, Plan-ning and Grants.
  • Ganser, T. (2000) An ambitious vision of professional development for teachers. NASSP Bulletin 84, 6–12.
  • George, P. (2000) Breaking ranks. Principal Leadership 1 (4), 56–61.
  • Goh, S., Young, D. and Fraser, B. J. (1995) Psychosocial climate and student outcomes in elemen-tary mathematics classrooms: A multilevel analysis. The Journal of Experimental Education 43 (1), 90-93
  • Goldhaber, D. and Brewer, D. (2000) Does teacher certification matter? High school teacher cer-tification status and student achievement. Educational Evaluation and Policy Analysis 22 (2), 129–145.
  • Green, D. A., and Staley, A. (2000) Using Information Technology in Traditional “Soft” Subjects. Paper presented at the International Conference on Learning with Technology, “Does Technol-ogy Make a Difference?” Philadelphia, Temple University
  • Gronlund, E. and Cameron, I. J. (2004) Assessment of Student Achievement. Toronto: Pearson.
  • Grosso de Leon, A. (2001) Higher Education's Challenge: New Teacher Education Models for a New Century. New York: Carnegie Corporation. Retrieved 1 October 2002 from htip://www. carnegie.org/pdf/teached.pdf
  • Guskey, T. R. (2003). How Classroom Assessments Improve Learning. Retrieved from www.ascd. org/publicationsedlead/2003o2/guskey.html
  • Guskey, T. R. (2000) Evaluating Professional Development. Thousand Oaks, Calif.: Corwin Press.
  • Hasselbring, T. S., Smith, L., Glaser, C. W., Barron, L., Risko, V. J., Snyder, C. et al. (2000) Litera-ture Review: Technology to Support Teacher Development, Washington, DC: Office of Educa-tional Research and Improvement.
  • Haynes, F. (1998) The Ethical School. London: Routledge.
  • Hermann, A. (2002) Teaching critical thinking online. Journal of Instructional Psychology. http://www.findarticles.com/p/articles/mimoFCG/is229/ai88761499/pg1
  • Hiebert, J., Morris, A.K., Berk, D., & Jansen, A. ( 2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58,47–61
  • Hostetler. K.D. (1997) Ethical Judgment in Teaching. Boston. MA: Allyn and Bacon.
  • Howey, K. (1996) Designing coherent and effective teacher education programs. In J. Sikula (ed.) Handbook of Research on Teacher Education: A Project of the Association of Teacher Educa-tors (2nd ed.). (pp. 143-170). New York: Macmillan.
  • Hughes, J. (1999) Improving communication skills in student music educators: a case study. Mu-sic Education Research 1 (2), 227.
  • Jegede, O., Fraser, B. and Fisher, D. (1995) The development and validation of a distance and open learning environment scale. Educational Technology Research and Development 43 (1), 90-93.
  • Jegede, O., Taplin, M., and Chan, S. (2000) Trainee teachers' perception of their knowledge about expert teaching. Educational Research 42 (3), 287-308.
  • Johnson, D. W., Johnson, R. T., and Stanne, M. B. (2000). Cooperative Learning Methods: A Meta-Analysis. University of Minnesota, 6o Peik Hall, 159 Pillsbury Drive, S.E., Mfinneapolis, Minnesota 55455.
  • Kaufman, D.M. (2003) Applying educational theory in practice. BMJ 326, 213–6.
  • Maor, D. and Fraser, B. J. (1996) Use of classroom environment perceptions in evaluating inquiry-based computer assisted learning. International Journal of Science Education 18 (4), 401–421.
  • Margerum-Leys, J. (2004) The nature and sharing of teacher knowledge of technology in a student teacher/mentor teacher pair. Journal of Teacher Education, 01-11-04. http://goliath.ecnext.com/coms2/giol99-3o55o85/The-nature-and-sharing-of.html
  • Margerum-Leys, J. and Marx, R. (2000) Technology Knowledge in Student/Experienced Teacher Pairs, New Orleans, Louisiana: Annual Meeting of the American Educational Research As-sociation.
  • Marx, R. W., Blumenfeld, P.C., Krajcik, J. S. and Soloway, E. (1997) Enacting project-based sci-ence: Challenges for practice and policy. Elementary School Journal 97, 341–358.
  • Mayo, S. T. (1967) Pre-Service Preparation of Teachers in Educational Measurement. US De-partment of Health, Education and Welfare. Washington, DC: Office of Education/Bureau of Research.
  • McCarthy, J. and Riley, S. (2000) A new vision for teacher professional development. Leadership 30, 34–36.
  • McCoy, R. W. (2001) Computer competencies for the 21st century information systems educator. Information Technology, Learning, and Performance 19 (2), 21–35.
  • McDiarmid, G. W., and Wilson, S. W. (1991). An exploration of the subject matter knowledge of alternate route teachers: Can we assume they know their subject? Journal of Teacher Educa-tion 42 (3), 93-103.
  • McMillan, J. H. (2003) Understanding and improving teachers' classroom assessment decision-making. Educational Measurement: Issues and Practice 34–43.
  • McMillan, J. H. (2001) Essential Assessment Concepts for Teachers and Administrators. Thou-sand Oaks, CA: Corwin Publishing Company.
  • McNabb, M., Hawkes, M. and Rouk, U. (1999) Critical Issues in Evaluating the Effectiveness of Technology. Paper presented at the National Conference on Educational Technology, Wash-ington, DC.
  • Mehralizadeh, Y. (2005) New Reforms in the Management of the University: Transition from Cen-tralized to Decentralized (University-Based Management) in Iran. Higher Education Policy 18, 67–82.
  • Mergendoller, J. R. (1996) Moving from technological possibility to richer student learning: Revi-talizing infrastructure and reconstructed pedagogy. Section 4: Grading the policymakers' solu-tion. Educational Researcher 25 (8), 43-45
  • Moore, K. (2002) Helping teachers build a challenging but achievable curriculum [Electronic ver-sion]. Scholastic Early Childhood Today 3–16.
  • Moore, Janet C. (2002) Element of Quality: The Sloan-C Framework. Learning Abstracts 5 (12). http://www.league.org/publication/abstracts/learning/lelabs1202.html
  • Murane, R. and Levy, F. (1996) Teaching the New Basic Skills. New York, NY: Free Press.
  • Murray, Corry, (2002) Webcast Probes Meaning of “Scientifically-Based Research,” eSchool News. http://www.eschoolnews.com/news/topnews/index.cfrn?print&i=34767&CFID=94272o&CFPOKEN=47613617
  • Murray, F. B., and Porter, A. (1996) Pathway from the liberal arts curriculum to lessons in the schools. In F. B. Murray (ed.) Teacher Educator's Handbook: Building a Knowledge Base for the Preparation of Teachers (pp. 155–178). San Francisco: Jossey-Bass.
  • National Center for Education Statistics (NCES) (1998) Toward Better Teaching: Professional Development in 1993-94. NCES 98230. Washington, D.C.: NCES. hltp://nces.ed.gov/pubs98/ teaching9394/index.html [April, 2001].
  • National Staff Development Council (2000) The National Partnership for Excellence and Account-ability in Teaching (NPEAT). Revisioning professional development. Journal of Staff Develop-ment 21, 5upp1-20.
  • NCES (2000d). Monitoring School Quality: An Indicators Report. NCES 2001-030. Washington, DC: US Department of Education, Office of Educational Research and Improvement.
  • NCTAF (National Commission on Teaching and America's Future) (1996) What Matters Most: Teaching For America's Future. New York: Author.
  • NCTAF (National Commission on Teaching and America's Future) (2003) No Dream Denied: A Pledge to America's Children. Washington, DC: Author.
  • Newby, M. and Fisher, D. (1997) An instrument for assessing the learning environment of a com-puter laboratory. Journal of Educational Computing Research 16 (2), 179–190.
  • NPEAT (2000) Revisioning Professional Development: What Learner-Centered Professional Development Looks Like. Oxford, OH: NAEP.
  • O'Sullivan, R. G. and Chalnick, M. K. (1991). Measurement-related course work requirements for teacher certification and recertification. Educational Measurement: Issues and Practices 10 (1), 17–19.
  • Papert, S. (1993) The Children's Machine: Rethinking School in the Age of the Computer. New York: Basic Books.
  • Passe, J. (1999 The Elementary School Curriculum (2nd ed.). Boston: McGraw-Hill.
  • Paul, R. (1982) Teaching critical thinking in the “strong” sense: A focus of self-deception, world views, and a dialectical mode of analysis. Informal Logic 4 (2), 3–7.
  • Reed, S.J. (2000) The importance of professional development for teachers. Educational Hori-zons 78 (1), 117–118.
  • Rees C.E. and Garrud P. (2001) Identifying undergraduate medical students' attitudes towards communication skills learning: a pilot study. Med Teacher 23, 400–6.
  • Reis-Bergan, M. (2003) On the distinction between the scholarship of teaching and scholarly teaching. In W. Buskist, V. Hevern and G.W. Hill , IV (eds.). Essays from Excellence in Teach-ing, 2002 (Chap. 12). Retrieved 2011 from the Society for the Teaching of Psychology. http://teachpsych.lemoyne.edu/teachpsych/eit/index.html
  • Reynolds, D. and Muijs, R.D. (1999) The effective teaching of mathematics: a review of research. School Leadership and Management 19 (3), 273–88
  • Rolheiser, C. and Ross, J. (2000) Student evaluation — What do we know? Orbit 30 (4), 33–36.
  • Rosenthal J. and Ogden J. (1998). Changes in medical education: The beliefs of medical students. Med Educ. 32, 127–32.
  • Rdsänen, R. and Sunnari, V. (2000). Ethical Challenges for Teacher Education and Teaching. Faculty of Education, University of Oulu, pp. 173–176
  • Salomon, G. (1990) Cognitive effects with and of computer technology. Communication Research 17 (1), 26–44.
  • Sanders, J. R. and Vogel, S. R. (1993) The development of standards for teacher competence in educational assessment of students. In S. L. Wise (ed.) Teacher Training in Measurement and Assessment Skills, Lincoln, NB: Burros Institute of Mental Measurements.
  • Sandholtz, J. H., Ringstaff, C. and Dwyer, D. C. (1997) Teaching With Technology: Crating Student -Centered Classrooms. New York: Teachers College Press
  • Schafer, W. D. (1991) Essential assessment skills in professional education of teachers. Educa-tional Measurement: Issues and Practice io(i), 3–6.
  • Sheingold, K. and Hadley, M. (1990). Accomplished Teachers: Integrating Computers Into Class-room Practice. New York: Center for Technology in Education, Bank Street College of Educa-tion.
  • Shields, M. K. and Behrman, R. E. (2000) Children and computer technology: Analysis and rec-ommendations. In David and Lucille Packard Foundation (ed.), The Future of Children: Chil-dren and Technology (pp. 4–3o). Los Altos, CA: The David and Lucille Packard Foundation.
  • Shulman, L. S. (1986) Those who understand: knowledge growth in teaching. Educational Re-searcher 15 (2), 4–14
  • Sosniak, L. A. (1999) Professional and subject matter knowledge for teacher education. In G. A. Griffin (Ed.), The education of teachers: Ninety-eighth yearbook of the National Society in the Study of Education (pp. 184–204). Chicago: The University of Chicago Press.
  • Sparks, D. (2000) High Powered professional development for high poverty schools. Principal Leadership, 1 (4), 26–29.
  • Sparks, D. and Hirsh, S. (1997) A New Vision of Staff Development. Oxford, Ohio: National Staff Development Council.
  • Stahl, G., Sumner, T., and Owen, R. (1995) Share globally, adapt locally: Software to create and distribute student-centered curriculum. Computers and Education. Special Issue on Educa-tion and the Internet. 24 (3), 237-246. http://gerrystahl.net/cscl/papers/cho5.pdf
  • Standards for Teacher competence in Educational Assessment of Students (1990) American Fed-eration of Teachers, National Council on Measurement in Education, National Education As-sociation. http://www.unl.edu/buros/article3.html
  • Stiggins, R. J. (1992) High quality classroom assessment: What does it really mean? Educational Measurement: Issues and Practice, 11 (2), 35–39.
  • Stiggins, R. J. (1997) Student-centered classroom assessment (2nd ed.). Upper Saddle River, NJ: Prentice-Hall.
  • Stiggins, R. J. (2001) Student-involved Classroom Assessment 3rd edition. Upper Saddle River, New Jersey. Merrill-Prentice Hall
  • Stiggins, R.J. (2002) Assessment crisis: The absence of assessment for learning. Phi Delta Kappan. 83 (10), 758–765.
  • Stiggins, R. J., & Conklin, N. F. (1992) In teachers' hands: Investigating the practices of classroom assessment. Albany, NY: State University of New York Press, Albany.
  • Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kap-pan 83 (10), 758–765.
  • Stiggins, R. J. and Conklin, N. F. (1992) In Teachers' Hands: Investigating the Practices of Class-room Assessment. Albany, NY: State University of New York Press, Albany.
  • Stoddart, T., Connell, M., Stofflett, R., & Peck, D. (1993) Reconstructing Elementary Teacher Can-didates' Understanding of Mathematics and Science Content. Teaching and Teacher Educa-tion, 9 (3): 229–241.
  • Taylor, P. & Maor, D. (2000). Assessing the efficacy of online teaching with the Constructivist On-Line Learning Environment Survey. In A. Herrmann and M.M. Kulski (Eds.), Flexible futures in tertiary teaching. Proceedings 9th Annual Teaching Learning Forum, 2-4 February 2000. Perth: Curtin University of Technology. http://www.lsn.curtin.edu.au/t1f/t1f2000/taylor.html
  • Teh, G. P. L., & Fraser, B. J. (1995) Development and validation of an instrument for assessing the psychosocial environment of computer-assisted learning classrooms. Journal of Educational Computing Research, 12 (2), 177–193.
  • Tiene, D. & Ingram, A. (2001) Exploring current issues in educational technology. Boston, MA: McGraw-Hill Higher Education.
  • Trinidad, S., Macnish, J., Aldridge, J., Fraser, B. & Wood, D. (2001) Integrating ICT into the learn-ing environment at Sevenoaks Senior College: How teachers and students use educational technology in teaching and learning. Paper presented at the annual conference of the Aus-tralian Association for Research in Education, Perth, December. www.aare.edu.au/oipap-aldo1o27.htm
  • Van D. Vleuten CPM, Dolmans DHJM, Scherpbier AJJA. (2000) The need for evidence in educa-tion. Med Teach. 22 (3), 246–50.
  • Vannatta, R.A. and Beyerbach, B. (2000) Facilitating a constructivist vision of technology integra-tion among education faculty and preservice teachers. Journal of Research on Computing in Education 33 (2), 132–148.
  • Villa, R.A., Thousand, J.S. and Chapple, J.W. (1996) Preparing teachers to support inclusion: Pre-service and in-service programs. Theory into Practice 35 (1), 42–50.
  • Walker, S. (2002) Insight: Distance Education Learning Environments Survey [viewed to Jan 2003, verified 15 Jan 2005] http://insight.southcentralrtec.org/ilibidelesaidelesainfo.html
  • Wild, M. and Stoney, S. (1998) Motivation and interface design: maximizing learning opportuni-ties. Journal of Computer Assisted Learning 14 (1), 40–50.
  • Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2002). Teacher preparation research: An in-sider's view from the outside. Journal of Teacher Education, 53 (3), 190–204
  • Wilson, T. D. (1994) Information needs and uses: fifty years of progress? In Fifty Years Of Infor-mation Progress: A Journal Of Documentation Review, edited by B.C. Vickery. London: Aslib. pp. 15-51
  • Wise, A. E., Leibbrand, J. A. and Williams, B. C. (1997) NCATE's response to critical issues in teacher preparation. Action in Teacher Education 19, 1–6.
  • Woolfolk Hoy, A. (2004) Self-efficacy in college teaching. Essays on Teaching Excellence: Toward the Best in the Academy 15, 8-11. Fort Collins, CO: The POD Network.
  • Yildirim, S. and Kiraz, E. (1999). Obstacles to integration of on-line communication tools into pre-service teacher education. Journal of Computing in Teacher Education 15 (3), 23–28.
  • Zandvliet, D. (2003) Learning environments in Malaysian “Smart School” classrooms. Paper presented at the annual meeting of the American Educational Research Association, April, Chicago.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.