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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:

Differentiated learning: from policy to classroom
Martin Mills, Sue Monk, Amanda Keddie, et al.
Oxford Review of Education (2014) Vol. 40, Iss. 3, pp. 331-348
Closed Access | Times Cited: 97

Showing 1-25 of 97 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 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
Literature Review: Pendekatan Berdiferensiasi Dalam Pembelajaran IPA
Ayu Sri Wahyuni
JURNAL PENDIDIKAN MIPA (2022) Vol. 12, Iss. 2, pp. 118-126
Open Access | Times Cited: 122
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
Towards social justice in education: contradictions and dilemmas
Becky Francis, Martin Mills, Ruth Lupton
Journal of Education Policy (2017) Vol. 32, Iss. 4, pp. 414-431
Open Access | Times Cited: 118
The Place of Research in Teacher Education? An Analysis of the Australian Teacher Education Ministerial Advisory Group Report Action Now: Classroom Ready Teachers
Martin Mills, Merrilyn Goos
Springer eBooks (2017), pp. 637-650
Closed Access | Times Cited: 62
A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used
Linda J. Graham, Kate de Bruin, Carly Lassig, et al.
Review of Education (2020) Vol. 9, Iss. 1, pp. 161-198
Closed Access | Times Cited: 61
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
Differentiation in education: a configurative review
Ingunn Eikeland, Stein Erik Ohna
Nordic Journal of Studies in Educational Policy (2022) Vol. 8, Iss. 3, pp. 157-170
Open Access | Times Cited: 36
A critical exploration of inclusion policies of elite UK universities
George Koutsouris, Lauren Stentiford, Brahm Norwich
British Educational Research Journal (2022) Vol. 48, Iss. 5, pp. 878-895
Open Access | Times Cited: 33
Rigidity of class ability grouping practices in Australia
Olivia Johnston, Christina M. Norris, Zhang Wei
Research Papers in Education (2025), pp. 1-25
Open Access
Leadership for differentiated instruction: teachers’ engagement with on-site professional learning at an Australian secondary school
Kelly Sharp, Jane M. Jarvis, Julie M. McMillan
International Journal of Inclusive Education (2018) Vol. 24, Iss. 8, pp. 901-920
Closed Access | Times Cited: 46
A practical approach to assessment for learning and differentiated instruction
Hanna Westbroek, L. van Rens, Ed van den Berg, et al.
International Journal of Science Education (2020) Vol. 42, Iss. 6, pp. 955-976
Open Access | Times Cited: 42
Why do schools continue to use between-class ability grouping?
Olivia Johnston, Nerida Spina, Suzanne Macqueen, et al.
Prospects (2025)
Closed Access
School Leaders in Gifted Education: Their Perceptions of Involvement of and Interacting with Parents, Teachers, and Other School Leaders
Jessica Vergeer, Marjolijn van Weerdenburg, Trudie Schils, et al.
Education Sciences (2025) Vol. 15, Iss. 3, pp. 281-281
Open Access
Cumulative knowledge-building for inclusive education in initial teacher education
Elizabeth Walton, Lee Rusznyak
European Journal of Teacher Education (2019) Vol. 43, Iss. 1, pp. 18-37
Closed Access | Times Cited: 41
Learning not borrowing from the Queensland education system: lessons on curricular, pedagogical and assessment reform
Martin Mills, Glenda McGregor
The Curriculum Journal (2016) Vol. 27, Iss. 1, pp. 113-133
Closed Access | Times Cited: 40
Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis
Kathryn Gibbs, Loraine McKay
International Journal of Educational Research (2021) Vol. 109, pp. 101799-101799
Open Access | Times Cited: 31
Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school
Kathryn Gibbs
The Australian Educational Researcher (2022) Vol. 50, Iss. 4, pp. 1217-1232
Open Access | Times Cited: 21
Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school
Tom Porta, Nicole Todd
The Curriculum Journal (2022) Vol. 33, Iss. 4, pp. 570-586
Closed Access | Times Cited: 19
Differentiated instruction: ‘to be, or not to be, that is the question’
Sérgio Gaitas, Cátia Carêto, Francisco Peixoto, et al.
International Journal of Inclusive Education (2022) Vol. 28, Iss. 11, pp. 2607-2623
Open Access | Times Cited: 18
The Equity of Class Ability Grouping Practices in Australian Education: Findings from a Survey in Western Australia and Queensland
Olivia Johnston, Rebecca Spooner‐Lane, Zhang Wei, et al.
The Asia-Pacific Education Researcher (2024)
Open Access | Times Cited: 3
Curricular choices of ultra-Orthodox Jewish communities: translating international human rights law into education policy
Lotem Perry‐Hazan
Oxford Review of Education (2015) Vol. 41, Iss. 5, pp. 628-646
Closed Access | Times Cited: 31
Differentiated Instruction in Primary Schools: Implementation and Challenges in Indonesia
Muhamad Nanang Suprayogi, Martin Valcke
PONTE International Scientific Researchs Journal (2016) Vol. 72, Iss. 6
Open Access | Times Cited: 28
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