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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.

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Showing 26-50 of 92 citing articles:

The role of a professional development program in improving primary teachers’ formative assessment literacy
Ziqi Li, Zi Yan, Kinnie Kin Yee Chan, et al.
Teacher Development (2023) Vol. 27, Iss. 4, pp. 447-467
Closed Access | Times Cited: 6
Differentiation of Instruction for Gifted Learners: Collated Evaluative Studies of Teacher Classroom Practices
Joyce VanTassel‐Baska, Gail Fischer Hubbard, Janice I. Robbins
Springer international handbooks of education (2021), pp. 945-979
Closed Access | Times Cited: 13
Development of high order thinking skills in Indonesian teachers
Jun Surjanti, Albrian Fiky Prakoso, Riza Yonisa Kurniawan, et al.
The Education and science journal (2022) Vol. 24, Iss. 3, pp. 104-125
Open Access | Times Cited: 9
Sinergi Antara Pelaksanaan Pembelajaran Berdiferensiasi dengan Teaching at The Right Level dalam Menghadirkan Lingkungan Belajar Inklusif
Dwi Rani Prihandini, Siti Alfiyana Azizah, Isma Atikah
Jurnal Teknologi Pendidikan (2023) Vol. 1, Iss. 2, pp. 11-11
Open Access | Times Cited: 5
The effect of the ‘teacher-led PD for teachers’ professional development program on students’ achievement: an experimental study
Nuri Balta, Ali Eryılmaz
Teacher Development (2019) Vol. 23, Iss. 5, pp. 588-608
Closed Access | Times Cited: 15
Penerapan Pembelajaran Berdiferensiasi Berdasarkan Gaya Belajar Peserta Didik
Aini Nurlatifah, Kukuh Munandar
Jurnal Teknologi Pendidikan (2024) Vol. 1, Iss. 3, pp. 7-7
Open Access | Times Cited: 1
Utilization of differentiated instruction in K-12 classrooms: a systematic literature review (2000–2022)
Linlin Hu
Asia Pacific Education Review (2024) Vol. 25, Iss. 2, pp. 507-525
Closed Access | Times Cited: 1
A Novel Learning Model, Integration of Challenge-Based and Differentiated Learning: A Preliminary Study
Anak Agung Inten Paraniti, I Wayan Redhana, I Nyoman Suardana, et al.
Jurnal Penelitian Pendidikan IPA (2024) Vol. 10, Iss. 3, pp. 1299-1308
Open Access | Times Cited: 1
Students’ voices—the dynamic interactions between learning preferences, gender, learning disabilities, and achievements in science studies
Oshra Aloni, Michal Zion, Ornit Spektor‐Levy
Instructional Science (2024)
Open Access | Times Cited: 1
Research assistance and publication of class action research results for junior high school teachers
Yuni Pantiwati, Samsun Hadi, Endrik Nurrohman, et al.
Journal of Community Service and Empowerment (2023) Vol. 4, Iss. 1, pp. 25-37
Open Access | Times Cited: 4
Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School
Kathryn Gibbs, Wendy Beamish
˜The œAustralian journal of teacher education (2021) Vol. 46, Iss. 7, pp. 97-113
Open Access | Times Cited: 9
School-Based Teacher Professional Development Framework (SBTPDF): A Blueprint for School Principals in Nigeria
Oluwasola Babatunde Sasere, Sekitla Daniel Makhasane
International Journal of Learning Teaching and Educational Research (2023) Vol. 22, Iss. 8, pp. 391-414
Open Access | Times Cited: 3
Analisis Gaya Belajar Siswa dalam Menerapkan Pembelajaran Berdeferensiasi
Siti Alfiyana Azizah, Ali Usman, Muhammad Fauzi, et al.
Jurnal Teknologi Pendidikan (2023) Vol. 1, Iss. 2, pp. 12-12
Open Access | Times Cited: 3
The Effectiveness of Differentiated Instruction by Streaming: A preliminary Study of Current Practices in the UAE
Ibrahim Suleiman Ibrahim Magableh, Amelia Abdullah
International Journal of Learning Teaching and Educational Research (2020) Vol. 19, Iss. 6, pp. 95-110
Open Access | Times Cited: 6
Overcoming Obstacles to Differentiate Instruction When Implementing Prepared Curricular Resources in a Diverse Classroom
Yuliya Vladimirovna Grecu
Anatolian Journal of Education (2022) Vol. 7, Iss. 1, pp. 167-180
Open Access | Times Cited: 4
Continuing Professional Development of the Teacher Education Faculty among Philippine State Universities and Colleges
Ninez B. Tulo, Jiyoung Lee
International Journal of Learning Teaching and Educational Research (2022) Vol. 21, Iss. 6, pp. 324-344
Open Access | Times Cited: 4
Confident, positive, but interested? Exploring the role of teachers’ interest in their practice of differentiated instruction
Marcela Pozas, Verena Letzel, Nora Bost, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 4
Teacher-Perceived Ubiquitous Learning Environment for Peer-to-Peer Collaborative Learning to Student Achievement
Wuri Astuti, Evania Yafie, Kinanti Pangestu, et al.
(2022), pp. 233-239
Closed Access | Times Cited: 4
The Typology of Public Schools in the State of Louisiana and Interventions to Improve Performance: A Machine Learning Approach
Aloyce R. Kaliba, Donald R. Andrews
Education Sciences (2023) Vol. 13, Iss. 2, pp. 160-160
Open Access | Times Cited: 2
Grade 10 teachers’ perceptions of their application of socio-cultural and multiple intelligences on English second language learners
Onyinyechi Glory Ndu, Baba Tshotsho, Madoda Cekiso
Journal for Language Teaching (2022) Vol. 56, Iss. 1
Open Access | Times Cited: 3
Analisis Gaya Belajar Siswa dalam Upaya Mengimplementasikan Pembelajaran Berdiferensiasi Kelas X2
Ermawati Ermawati, Ali Usman
Jurnal Teknologi Pendidikan (2024) Vol. 1, Iss. 4, pp. 9-9
Open Access
Web-Based pedagogical content knowledge for teacher professional development: A preliminary study
Yurniwati Yurniwati, Cecep Kustandi
AIP conference proceedings (2024) Vol. 3033, pp. 020029-020029
Open Access
Web-based knowledge building for pedagogical content knowledge development of prospective teachers
Yurniwati Yurniwati, Cecep Kustandi
AIP conference proceedings (2024) Vol. 3033, pp. 020019-020019
Open Access
Good practices for differentiated instruction in vocational education: the combined perspectives of educational researchers and teachers
Boukje Compen, Daniëlle Verstegen, Isabelle Maussen, et al.
International Journal of Inclusive Education (2024), pp. 1-18
Open Access
Differentiated instruction in an online ESL writing lesson: A single participant case study in Hong Kong
Weijun Liang
TESOL Journal (2024) Vol. 15, Iss. 4
Closed Access

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