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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.

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Showing 12 citing articles:

Differentiation instruction publications in physical education: bibliometric analysis of the last ten years
Jusuf Blegur, Sefri Hardiansyah
Journal of Education and Learning (EduLearn) (2024) Vol. 18, Iss. 3, pp. 902-913
Open Access | Times Cited: 3
Utilizing ChatGPT to Implement Differentiated Instruction
Qiuchen Li, Jiafan Zhang, Wei Cai
International Journal of Chinese Language Teaching (2024)
Open Access | Times Cited: 2
Differentiated Mathematics Instruction: Perception, Readiness, and Practice of Indonesian Teachers
Sumbaji Putranto, Marsigit Marsigit, Elly Arliani, et al.
Aula de Encuentro (2024) Vol. 26, Iss. 1, pp. 24-52
Open Access | Times Cited: 2
The impact of differentiated learning materials on students’ understanding of nationalism and global diversity
I Ketut Ngurah Ardiawan, I Wayan Lasmawan, Nyoman Dantes, et al.
Journal of Education and e-Learning Research (2024) Vol. 11, Iss. 1, pp. 107-112
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
Differentiated Instruction Scenario on Physics Learning: Reflection of Readiness and Future Implementation
Guruh Sukarno Putra, Agus Pribadi, Sri Zakiyah
Jurnal Pendidikan IPA Indonesia (2023) Vol. 12, Iss. 4, pp. 625-634
Open Access | Times Cited: 2
From perception to practice: how Chinese teachers perceive and implement differentiated instruction in primary and secondary schools
Meijie Bi, Katrien Struyven, Chang Zhu, et al.
Education 3-13 (2024), pp. 1-16
Closed Access
How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI): The mediation role of growth mindset and teachers’ practices factors
Cai Juan, Qingyun Wen, Meijie Bi, et al.
Social Psychology of Education (2024) Vol. 27, Iss. 6, pp. 3513-3532
Closed Access
Blended Learning in Secondary English Classrooms: Teachers’ Perceptions
Christina Anak Albert, Melor Md Yunus, Harwati Hashim
International Journal of Academic Research in Progressive Education and Development (2024) Vol. 13, Iss. 3
Open Access
From awareness to action: multicultural attitudes and differentiated instruction of teachers in Chinese teacher education programmes
Xiangyuan Feng, Ni Zhang, D Yang, et al.
Learning Environments Research (2024)
Open Access
Unlocking Classroom Potential: Exploring the Mediating Role of Teacher Mindset on Embracing Differentiated Instruction
Enung Hasanah, M. Ikhsan Al Ghazy, Suyatno Suyatno, et al.
International Journal of Learning Teaching and Educational Research (2023) Vol. 22, Iss. 10, pp. 433-452
Open Access
Analysis of Student Learning Style Profiles to Support Learning in class VII of SMP Negeri 01 Jaya Pura
Evi Susanti, İsmet, Ketang Wiyono
Jurnal Penelitian Pendidikan IPA (2023) Vol. 9, Iss. 12, pp. 10650-10655
Open Access
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