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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:

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

Showing 1-25 of 46 citing articles:

Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study
Charlotte Dignath, Sara E. Rimm‐Kaufman, Reyn van Ewijk, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2609-2660
Open Access | Times Cited: 75
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
Akie Yada, Markku Leskinen, Hannu Savolainen, et al.
Teaching and Teacher Education (2021) Vol. 109, pp. 103521-103521
Open Access | Times Cited: 92
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour
İpek GÜLSÜN, Olli-Pekka Malinen, Akie Yada, et al.
Teaching and Teacher Education (2023) Vol. 132, pp. 104228-104228
Open Access | Times Cited: 22
Teachers’ perceptions of their experience with inclusive education practices in Saudi Arabia
Hussain A. Almalky, Abdullah A. Alwahbi
Research in Developmental Disabilities (2023) Vol. 140, pp. 104584-104584
Closed Access | Times Cited: 22
DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept
Marcela Pozas, Verena Letzel, Katharina-Theresa Lindner, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 52
Associations between attitudes toward inclusive education and teaching for creativity for Indonesian pre-service teachers
Soeharto Soeharto, Seyda Subasi Singh, Fitria Afriyanti
Thinking Skills and Creativity (2024) Vol. 51, pp. 101469-101469
Open Access | Times Cited: 5
Academic outcomes of inclusive education in typically developing children
Andrijana Bakoč, Brojčin Branislav, Slobodan Banković, et al.
Frontiers in Psychology (2025) Vol. 15
Open Access
“It isn’t the same for everyone”: Early childhood educators’ lived experiences with cultivating social inclusion
Donna Koller, A. Matthiesen, Angie Oulton, et al.
Journal of Early Childhood Teacher Education (2025), pp. 1-24
Closed Access
The positive impact of knowledge and quality of contact on university students’ attitudes towards people with intellectual disability in the Arab world
Ghaleb H. Alnahdi, Ayman Elhadi, Susanne Schwab
Research in Developmental Disabilities (2020) Vol. 106, pp. 103765-103765
Closed Access | Times Cited: 33
Inclusive school leadership: Examining the experiences of Canadian school principals in supporting students with special education needs
Steve Sider, Kimberly Maich, Jhonel Morvan, et al.
Journal of Research in Special Educational Needs (2021) Vol. 21, Iss. 3, pp. 233-241
Open Access | Times Cited: 24
Austrian teachers’ attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19
Julia Kast, Katharina-Theresa Lindner, Alexandra Gutschik, et al.
European Journal of Special Needs Education (2021) Vol. 36, Iss. 1, pp. 114-126
Open Access | Times Cited: 23
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
The antecedents of teaching styles in multicultural classroom: teachers’ self-efficacy for inclusive practices and attitudes towards multicultural education
Caterina Buzzai, Alessia Passanisi, Melina Aparici, et al.
European Journal of Special Needs Education (2022) Vol. 38, Iss. 3, pp. 378-393
Closed Access | Times Cited: 13
Inclusive education for refugee students from Ukraine—An exploration of differentiated instruction in German schools
Verena Letzel‐Alt, Marcela Pozas
Journal of Research in Special Educational Needs (2024) Vol. 24, Iss. 3, pp. 855-865
Open Access | Times Cited: 2
Mexican school students’ perceptions of inclusion: A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school
Marcela Pozas, Claudia Jaquelina González Trujillo, Verena Letzel‐Alt
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 6
Collaborative engagement between stakeholders in the education of Australian students with disability: a scoping review
Samantha Vlcek, Michelle Somerton
International Journal of Inclusive Education (2023) Vol. 28, Iss. 14, pp. 3357-3374
Open Access | Times Cited: 5
School psychologists’ training to support inclusive education in Portugal: Trainers’ perspectives of opportunities, challenges, and improvements
Marisa Carvalho, Rosário Serrão Cunha, Helena Azevedo, et al.
School Psychology International (2024) Vol. 45, Iss. 6, pp. 593-615
Open Access | Times Cited: 1
Refraining from culture-related discussions in English as a foreign language classrooms: lessons from negative cases
Evgenia Lavrenteva, Lily Orland‐Barak
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 1
Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates
Daisy Loyd, Maxwell Peprah Opoku, Zachary Walker, et al.
Journal of Research in Special Educational Needs (2024) Vol. 24, Iss. 3, pp. 837-854
Closed Access | Times Cited: 1
Stakeholder Collaboration in the Education of Australian Students With Autism Spectrum Disorder: A Systematic Review
Samantha Vlcek, Michelle Somerton, SJ Pedersen
Australasian Journal of Special and Inclusive Education (2024) Vol. 48, Iss. 2, pp. 107-121
Open Access | Times Cited: 1
Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms
Katharina-Theresa Lindner, Lena Nusser, Karin Gehrer, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 11
Attitudes and self-efficacy of early childhood educators towards the inclusion of children with disability in day-care
Simone Schaub, Matthias Lütolf
European Journal of Special Needs Education (2023) Vol. 39, Iss. 2, pp. 185-200
Open Access | Times Cited: 4
Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers
Birte Oetjen
Education Sciences (2023) Vol. 13, Iss. 5, pp. 523-523
Open Access | Times Cited: 4
Gains in pre-service teacher efficacy for inclusive education: contributions of initial beliefs and practicum length
Evan Charles, Jamie L. Metsala, Jacqueline Specht
International Journal of Inclusive Education (2023), pp. 1-18
Closed Access | Times Cited: 3
From Policies to Practices: Factors Related to the Use of Inclusive Practices in Portugal
Joana Cruz, Helena Azevedo, Marisa Carvalho, et al.
European Journal of Investigation in Health Psychology and Education (2023) Vol. 13, Iss. 10, pp. 2238-2250
Open Access | Times Cited: 3
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