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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 1-25 of 92 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
Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices?
Stuart Woodcock, Kathy Gibbs, Elizabeth Hitches, et al.
Education Sciences (2023) Vol. 13, Iss. 3, pp. 280-280
Open Access | Times Cited: 22
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
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
Investigating the Association Between Human Resource Management Practices and Job Autonomy on Faculty Job Performance: Evidence From UAE Higher Education Sector
Ahmed Mahade, Abdallah Elmahi, Alaa Amin Abdalla, et al.
Journal of Public Affairs (2025) Vol. 25, Iss. 1
Open Access
Low-achieving students’ attitudes towards learning chemistry and chemistry teaching methods
Päivi Kousa, R. Kavonius, Maija Aksela
Chemistry Education Research and Practice (2018) Vol. 19, Iss. 2, pp. 431-441
Closed Access | Times Cited: 48
How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors
Marieke van Geel, Trynke Keuning, Ilen Safar
Teaching and Teacher Education Leadership and Professional Development (2022) Vol. 1, pp. 100007-100007
Open Access | Times Cited: 22
What are teachers’ reasons for using differentiated homework, and what prevents them from doing so? A qualitative interview study
Christine Feiss, Gerda Hagenauer, Sandra Moroni
Teacher Development (2025), pp. 1-20
Open Access
Fostering inclusive teaching competences: Concrete practice‐oriented suggestions for teachers to deal with diverse learning groups in inclusive settings
Verena Letzel‐Alt, Marcela Pozas
British Journal of Special Education (2025)
Open Access
Teacher collaboration, inclusive education and differentiated instruction: A matter of exchange, co-construction, or synchronization?
Marcela Pozas, Verena Letzel‐Alt
Cogent Education (2023) Vol. 10, Iss. 2
Open Access | Times Cited: 11
Examining the interrelationship between teachers’ self-efficacy and their beliefs towards inclusive education for all
Stuart Woodcock, Garry Jones
Teacher Development (2020) Vol. 24, Iss. 4, pp. 583-602
Closed Access | Times Cited: 30
The Impact of Differentiated Instruction on Students’ Reading Comprehension Attainment in Mixed-Ability Classrooms
Ibrahim Suleiman Ibrahim Magableh, Amelia Abdullah
Interchange (2021) Vol. 52, Iss. 2, pp. 255-272
Closed Access | Times Cited: 25
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
Differentiation of Instruction for Gifted Learners: Collated Evaluative Studies of Teacher Classroom Practices
Joyce VanTassel‐Baska, Gail Fischer Hubbard, Janice I. Robbins
Roeper Review (2020) Vol. 42, Iss. 3, pp. 153-164
Closed Access | Times Cited: 24
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
Growth in language teachers’ understanding of differentiated instruction: a sociocultural theory perspective
Mohammad Nabi Karimi, Mostafa Nazari
Journal of Education for Teaching International Research and Pedagogy (2021) Vol. 47, Iss. 3, pp. 322-336
Closed Access | Times Cited: 18
Capturing instructional differentiation in educational research: investigating opportunities and challenges
Lieke Jager, Eddie Denessen, Antonius H. N. Cillessen, et al.
Educational Research (2022) Vol. 64, Iss. 2, pp. 224-241
Open Access | Times Cited: 13
Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany
Verena Letzel, Marcela Pozas, Christoph Schneider
British Journal of Educational Psychology (2022) Vol. 93, Iss. 1, pp. 1-16
Open Access | Times Cited: 13
Addressing student diversity to improve mathematics achievement through differentiated instruction
Alvin Odon Insorio
International Journal of Professional Development Learners and Learning (2024) Vol. 6, Iss. 1, pp. ep2406-ep2406
Open Access | Times Cited: 2
Authentic assessment training for university teachers
Verónica Villarroel, Daniela Bruna, Carola Bruna, et al.
Assessment in Education Principles Policy and Practice (2024) Vol. 31, Iss. 2, pp. 116-134
Closed Access | Times Cited: 2
Exploring the perceived knowledge of teacher educators and pre-service teachers on the differentiated instruction practices of teacher educators
William Nketsia, Maxwell Peprah Opoku, Michael Amponteng, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 2
Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers
Geoff Woolcott, Andrew Marks, Christos Markopoulos
International Electronic Journal of Mathematics Education (2021) Vol. 16, Iss. 3, pp. em0657-em0657
Open Access | Times Cited: 17
Teacher educators’ self-efficacy and perceived practices of differentiated instruction in Ethiopian primary teacher education programs: Teacher education colleges in amhara regional state in focus
Abrham Zelalem, Solomon Melesse, Amera Seifu
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 11
Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers
Verena Letzel‐Alt, Marcela Pozas, Susanne Schwab, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 11
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