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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:

Teachers and their implementation of differentiated instruction in the classroom
Muhamad Nanang Suprayogi, Martin Valcke, R. Kenneth Godwin
Teaching and Teacher Education (2017) Vol. 67, pp. 291-301
Closed Access | Times Cited: 257

Showing 1-25 of 257 citing articles:

Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence
Annemieke Smale-Jacobse, Anna Meijer, Michelle Helms‐Lorenz, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 263
Teachers and differentiated instruction: exploring differentiation practices to address student diversity
Marcela Pozas, Verena Letzel, Christoph Schneider
Journal of Research in Special Educational Needs (2019) Vol. 20, Iss. 3, pp. 217-230
Open Access | Times Cited: 152
Reverse Teacher Questioning Strategy to Enlarge ZPD! ---- A New Approach to Improve Differentiated Classroom
Yuwei Feng
(2025) Vol. 2, Iss. 1, pp. 1-18
Closed Access | Times Cited: 1
How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea
Junghee Choi, Ju Ho Lee, Booyuel Kim
Teaching and Teacher Education (2019) Vol. 85, pp. 45-57
Closed Access | Times Cited: 119
Relation of teacher self-efficacy and classroom practices: A preliminary investigation
Μαρία Πούλου, Linda A. Reddy, Christopher M. Dudek
School Psychology International (2018) Vol. 40, Iss. 1, pp. 25-48
Open Access | Times Cited: 117
Developing teachers’ self-efficacy and adaptive teaching behaviour through lesson study
Tijmen Schipper, Sui Lin Goei, Siebrich de Vries, et al.
International Journal of Educational Research (2018) Vol. 88, pp. 109-120
Open Access | Times Cited: 83
Exploring predictors of teachers’ self-efficacy for online teaching in the Arab world amid COVID-19
Sandra Baroudi, Nessrin Shaya
Education and Information Technologies (2022) Vol. 27, Iss. 6, pp. 8093-8110
Open Access | Times Cited: 54
The effects of differentiated instruction on teachers’ stress and job satisfaction
Marcela Pozas, Verena Letzel‐Alt, Susanne Schwab
Teaching and Teacher Education (2022) Vol. 122, pp. 103962-103962
Open Access | Times Cited: 38
On the promise of personalized learning for educational equity
Hanna Dumont, Douglas D. Ready
npj Science of Learning (2023) Vol. 8, Iss. 1
Open Access | Times Cited: 29
Differentiating instruction: Understanding the key elements for successful teacher preparation and development
Berber Nadia Langelaan, Lisa Gaikhorst, Wouter Smets, et al.
Teaching and Teacher Education (2024) Vol. 140, pp. 104464-104464
Open Access | Times Cited: 13
“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy
Janina Täschner, Theresa Dicke, Sarah Reinhold, et al.
Review of Educational Research (2024) Vol. 95, Iss. 1, pp. 3-52
Open Access | Times Cited: 11
How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices
Susanne Schwab, Umesh Sharma, Lisa Hoffmann
International Journal of Inclusive Education (2019) Vol. 26, Iss. 1, pp. 61-76
Open Access | Times Cited: 74
On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students’ Overall Achievement
Ibrahim Suleiman Ibrahim Magableh, Amelia Abdullah
International Journal of Instruction (2020) Vol. 13, Iss. 2, pp. 533-548
Closed Access | Times Cited: 63
Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices
Jessica Whitley, Suzanne Gooderham, Cheryll Duquette, et al.
Teachers and Teaching (2019) Vol. 25, Iss. 8, pp. 1043-1061
Closed Access | Times Cited: 56
A teachers’ professional development programme to implement differentiated instruction in secondary education: How far do teachers reach?
Wouter Smets, Katrien Struyven
Cogent Education (2020) Vol. 7, Iss. 1
Open Access | Times Cited: 52
Source selection and source use as a basis for evidence-informed teaching
Katharina Kiemer, Ingo Kollar
Zeitschrift für Pädagogische Psychologie (2021) Vol. 35, Iss. 2-3, pp. 127-141
Open Access | Times Cited: 43
Differentiated instruction: Curriculum and resources provide a roadmap to help English teachers meet students’ needs
Yuliya Vladimirovna Grecu
Teaching and Teacher Education (2023) Vol. 125, pp. 104064-104064
Closed Access | Times Cited: 16
Core Symptoms of Teachers' Compassion Fatigue and Their Characteristics at Different Career Stages
Weilong Xiao, Binghai Sun, Xiajun Yu, et al.
School Mental Health (2024) Vol. 16, Iss. 1, pp. 239-252
Closed Access | Times Cited: 6
Teacher clusters of emotions and self-efficacy in curriculum reform: Effects on collaboration and learner-centered teaching
Hui-Ling Wendy Pan, Jui-Hsuan Hung, Thi Minh Truong
Teaching and Teacher Education (2024) Vol. 144, pp. 104604-104604
Open Access | Times Cited: 5
Primary teachers’ perceptions of differentiated instruction: insights from Maldivian classrooms
M.G. Adam, Tom Porta
Education 3-13 (2025), pp. 1-13
Open Access
Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers
Susanne Schwab, Ghaleb H. Alnahdi
Journal of Research in Special Educational Needs (2020) Vol. 20, Iss. 4, pp. 321-330
Open Access | Times Cited: 46
The Most-cited Educational Research Publications on Differentiated Instruction: A Bibliometric Analysis
Mariyam Shareefa, Visal Moosa
European Journal of Educational Research (2020) Vol. volume-9-2020, Iss. volume9-issue1.html, pp. 331-349
Open Access | Times Cited: 45
Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education
Charity N. Onyishi, Maximus Monaheng Sefotho
International Journal of Higher Education (2020) Vol. 9, Iss. 6, pp. 136-136
Open Access | Times Cited: 45
Trend research mapping of differentiated instruction: A bibliometric analysis
Muhammad Asriadi, Samsul Hadi, Edi Istiyono
Journal of Pedagogical Research (2023)
Open Access | Times Cited: 14
Fostering inclusive learning: customized kits in chemistry education and their influence on self-efficacy, attitudes and achievements
Enas Easa, Ron Blonder
Chemistry Education Research and Practice (2024) Vol. 25, Iss. 4, pp. 1175-1196
Closed Access | Times Cited: 4
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