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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 instruction: are Hong Kong in-service teachers ready?
Sally Wai‐Yan Wan
Teachers and Teaching (2016), pp. 1-28
Closed Access | Times Cited: 76

Showing 1-25 of 76 citing articles:

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: 56
Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers
Jimmy Frèrejean, Marieke van Geel, Trynke Keuning, et al.
Instructional Science (2021) Vol. 49, Iss. 3, pp. 395-418
Open Access | Times Cited: 42
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
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
Exploring the efficacy of problem-based learning in diverse secondary school classrooms: Characteristics and goals of problem-based learning
Robyn Lonergan, Therese M. Cumming, Sue C. O’Neill
International Journal of Educational Research (2022) Vol. 112, pp. 101945-101945
Open Access | Times Cited: 22
A comprehensive synthesis of differentiated instruction approaches in mathematics
Mohd Afifi Bahurudin Setambah, Muhammad Saad, Nor Hasnida binti Che Md Ghazali, et al.
LUMAT International Journal on Math Science and Technology Education (2025) Vol. 12, Iss. 4, pp. 3-3
Open Access
Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: A study from teachers’ perspectives
Meijie Bi, Katrien Struyven, Chang Zhu
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 12
Planning for Differentiated Instruction: Empowering Teacher Candidates in STEM Education
Mohammed Estaiteyeh, Isha DeCoito
Canadian Journal of Science Mathematics and Technology Education (2023) Vol. 23, Iss. 1, pp. 5-26
Open Access | Times Cited: 11
Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge
Bonnie Wing‐Yin Chow, Anna N. N. Hui, Zhen Li, et al.
Language Teaching Research (2021) Vol. 27, Iss. 6, pp. 1408-1430
Open Access | Times Cited: 24
Differentiated instruction in L2 teaching: two extensive reading programmes conducted during COVID-19 pandemic
Xiaomei Sun
Innovation in Language Learning and Teaching (2021) Vol. 17, Iss. 2, pp. 177-190
Open Access | Times Cited: 23
Responding to students’ learning needs: how secondary education teachers learn to implement differentiated instruction
Wouter Smets, Debbie De Neve, Katrien Struyven
Educational Action Research (2020) Vol. 30, Iss. 2, pp. 243-260
Closed Access | Times Cited: 26
Forming automatic groups of learners using particle swarm optimization for applications of differentiated instruction
Konstantinos Zervoudakis, Konstantinos Mastrothanasis, Stelios Tsafarakis
Computer Applications in Engineering Education (2019) Vol. 28, Iss. 2, pp. 282-292
Closed Access | Times Cited: 25
Student voice as part of differentiated instruction: students’ perspectives
Gemma Scarparolo, Sally MacKinnon
Educational Review (2022) Vol. 76, Iss. 4, pp. 774-791
Closed Access | Times Cited: 13
Assessing the impact of differentiated instruction on mathematics achievement and attitudes of secondary school learners
Ayten Pınar Bal
South African Journal of Education (2023) Vol. 43, Iss. 1, pp. 1-10
Open Access | Times Cited: 7
A journey towards teacher empowerment in differentiated instruction: implications for a sustainable teacher professional development model
Weijun Liang, Jessica To, Yuen Yi Lo
Asia Pacific Education Review (2024)
Open Access | Times Cited: 2
Instructors’ knowledge, attitude and practice of differentiated instruction: The case of college of education and behavioral sciences, Bahir Dar University, Amhara region, Ethiopia
Solomon Melese, Luís Tinoca
Cogent Education (2019) Vol. 6, Iss. 1
Open Access | Times Cited: 21
Teachers’ perceptions and practices of differentiated instruction: Cross-cultural validation of the differentiated instruction questionnaire in Hong Kong
Suet Ying Yuen, Charles Chun-Yin Leung, Sally Wai‐Yan Wan
International Journal of Educational Research (2022) Vol. 115, pp. 102044-102044
Closed Access | Times Cited: 12
Challenges and Opportunities of Implementing Differentiated Instruction amid the COVID-19 Pandemic: Insights from a Qualitative Exploration
Suet Ying Yuen, Zili Luo, Sally Wai‐Yan Wan
Education Sciences (2023) Vol. 13, Iss. 10, pp. 989-989
Open Access | Times Cited: 6
Teachers’ Perceptions on Differentiated Instruction: Do Experience, Qualification and Challenges Matter?
Mariyam Shareefa, Visal Moosa, Rohani Mat Zin, et al.
International Journal of Learning Teaching and Educational Research (2019) Vol. 18, Iss. 8, pp. 214-226
Open Access | Times Cited: 19
Truth and domination of the visual image
Elica T. Nikolova
(2019), pp. 255-262
Open Access | Times Cited: 18
Differentiated Instruction in the High School Science Classroom: Qualitative and Quantitative Analyses
Jane Ragasa Pablico, Moustapha Diack, Albertha Lawson
(2017) Vol. 16, Iss. 7
Closed Access | Times Cited: 15
Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice
Sally Wai‐Yan Wan
ECNU Review of Education (2020) Vol. 3, Iss. 4, pp. 694-714
Open Access | Times Cited: 14
Catering for Learner Diversity in Hong Kong Secondary Schools: Insights from the Relationships Between Students’ Learning Styles and Approaches
Hongbiao Yin, John Chi‐Kin Lee, Zhonghua Zhang
ECNU Review of Education (2020) Vol. 3, Iss. 4, pp. 610-631
Open Access | Times Cited: 13
Delving into Educators' Perspectives and Practices in Second Language Teaching Contexts: Differentiated Instruction in the Spotlight
Christine A. Osae, Isaak Papadopoulos
Forum for Linguistic Studies (2024) Vol. 6, Iss. 3, pp. 294-325
Open Access | Times Cited: 1
Approaches to teaching in the multi-level language classroom
Karen Ashton
Innovation in Language Learning and Teaching (2017) Vol. 13, Iss. 2, pp. 162-177
Closed Access | Times Cited: 12
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