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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:

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

Showing 19 citing articles:

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
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: 23
Differentiation in Dutch Secondary EFL Education: Used Strategies and Identified Challenges
Anssi Roiha, Carina Janse, Nives Kreuh, et al.
TESOL Journal (2025) Vol. 16, Iss. 1
Closed Access
Bibliometric Analysis of Research Developments on Differentiated Instruction
Asih Puji Utami, Sujarwo Sujarwo, Puji Yanti Fauziyah, et al.
European Journal of Educational Research (2024) Vol. volume-13-2024, Iss. volume-13-issue-3-july-2024, pp. 1421-1439
Open Access | Times Cited: 1
Differentiated Instruction in Chinese Primary and Secondary Schools: A Systematic Literature Review
Meijie Bi, Katrien Struyven, Chang Zhu
ECNU Review of Education (2024)
Open Access | Times Cited: 1
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
Has Differentiated Instruction Gone ‘Awry’ in Online Teaching and Learning?
Faizah Idrus, Nur Afini Zainal Asri, Nurin Najihah Baharom
Journal of Language Teaching and Research (2021) Vol. 12, Iss. 3, pp. 501-510
Open Access | Times Cited: 9
Conversations with Australian Teachers and School Leaders About Using Differentiated Instruction in A Mainstream Secondary School
Kathryn Gibbs, Wendy Beamish
˜The œAustralian journal of teacher education (2021) Vol. 46, Iss. 7, pp. 97-113
Open Access | Times Cited: 9
Teachers' Challenges in Implementing Differentiated Instruction in Teaching English at Junior High School
Imas Suryati, Koesoemo Ratih, Maryadi Maryadi
Eduvest - Journal Of Universal Studies (2023) Vol. 3, Iss. 9, pp. 1693-1708
Open Access | Times Cited: 3
Grade 10 teachers’ perceptions of their application of socio-cultural and multiple intelligences on English second language learners
Onyinyechi Glory Ndu, Baba Tshotsho, Madoda Cekiso
Journal for Language Teaching (2022) Vol. 56, Iss. 1
Open Access | Times Cited: 3
Implementation of Differentiated Instruction in a Maldivian Primary School
Jasmine Jain, Aishath Wadheefa, N.H. Ibrahim
Deleted Journal (2024)
Open Access
Designing Test Software for Pre-Learning Evaluation to Optimize the Differentiated Learning
Slamet Maulana, Ani Rusilowati, Sunyoto Eko Nugroho, et al.
TEM Journal (2024), pp. 2483-2492
Open Access
Differentiated Instructional Practices and Academic Performance in Mathematics
Angeline B. Vacalares, Carmelita O. Elbanbuena, Jovit D. Comon
European Modern Studies Journal (2024) Vol. 8, Iss. 4, pp. 199-233
Closed Access
SOSYAL BİLGİLER DERSİNDE FARKLILAŞTIRILMIŞ ÖĞRETİM UYGULAMALARINA İLİŞKİN ÖĞRETMEN GÖRÜŞLERİNİN İNCELENMESİ
Ahmet Ulusoy, Seyit Taşer
Mehmet Akif Ersoy üniversitesi eğitim fakültesi dergisi. (2024), Iss. 72, pp. 571-601
Open Access
Psychometric properties of an instrument to assess teachers’ practice of differentiated instruction (IATPDI): a confirmatory factor analysis on Bhutanese teachers’ data
Tshering Cigay Dorji, Pelden Nima
Frontiers in Education (2024) Vol. 9
Open Access
Challenges impeding practitioners’ proper implementation of mathematical play practice environment
Seipati Baloyi-Mothibeli, Chinedu Ifedi Okeke, Christian S. Ugwuanyi
International Journal of Research in Business and Social Science (2147-4478) (2023) Vol. 12, Iss. 1, pp. 325-330
Open Access | Times Cited: 1
Exploring Bhutanese Teachers’ Perceptions of Differentiated Instruction in Inclusive Schools in Bhutan
Dorji Dema, Sunanta Klibthong, Teerasak Srisurakul
Australasian Journal of Special and Inclusive Education (2022) Vol. 46, Iss. 1, pp. 88-100
Closed Access | Times Cited: 2
The Journey to Inclusive Education: The Story of the Maldives
Ahmed Athif, Loraine McKay, Wendi Beamish
Advancing inclusive and special education in the Asia-Pacific (2022), pp. 25-41
Closed Access | Times Cited: 1
Lukion vieraiden kielten opettajien käytänteitä ja käsityksiä eriyttävästä arvioinnista
Anssi Roiha, Juuso Henrik Nieminen, Katja Mäntylä
AFinLA-teema (2023), Iss. 15, pp. 97-123
Open Access
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