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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:

The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction
Debbie De Neve, Geert Devos, Melissa Tuytens
Teaching and Teacher Education (2014) Vol. 47, pp. 30-41
Closed Access | Times Cited: 189

Showing 26-50 of 189 citing articles:

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: 47
Self-efficacy of teachers in inclusive classes. How do teachers with different self-efficacy beliefs differ in implementing inclusion?
Ewald Kiel, Annika Braun, Magdalena Muckenthaler, et al.
European Journal of Special Needs Education (2019) Vol. 35, Iss. 3, pp. 333-349
Closed Access | Times Cited: 45
Facilitating the emotional intelligence development of students: Use of technological pedagogical content knowledge (TPACK)
Chung-Jen Wang
Journal of Hospitality Leisure Sport & Tourism Education (2019) Vol. 25, pp. 100198-100198
Closed Access | Times Cited: 43
Causal relationship among transformational leadership, professional learning communities, and teacher collective efficacy
Robert H. Voelkel
International Journal of Leadership in Education (2019) Vol. 25, Iss. 3, pp. 345-366
Closed Access | Times Cited: 43
Trend research mapping of differentiated instruction: A bibliometric analysis
Muhammad Asriadi, Samsul Hadi, Edi Istiyono
Journal of Pedagogical Research (2023)
Open Access | Times Cited: 14
The relationship between job demands, job resources and teachers’ professional learning: is it explained by self-determination theory?
Joost Jansen in de Wal, Antoine van den Beemt, Rob Martens, et al.
Studies in Continuing Education (2018) Vol. 42, Iss. 1, pp. 17-39
Open Access | Times Cited: 46
English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland
Joanna Nijakowska, Dina Tsagari, George Spanoudis
Dyslexia (2018) Vol. 24, Iss. 4, pp. 357-379
Open Access | Times Cited: 43
Self‐efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education
Susanne Schwab, Frank Hellmich, Gamze Görel
Journal of Research in Special Educational Needs (2017) Vol. 17, Iss. 3, pp. 205-217
Closed Access | Times Cited: 40
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: 12
Exploring the link between principal instructional leadership and differentiated instruction in an understudied context: the role of teacher collaboration and self-efficacy
Waheed Hammad, Yara Yasser Hilal, Mehmet Şükrü Bellibaş
International Journal of Educational Management (2024) Vol. 38, Iss. 4, pp. 1184-1203
Closed Access | Times Cited: 4
Fostering inclusive learning: customized kits in chemistry education and their influence on self-efficacy, attitudes and achievements
Enas Easa, Ron Blonder
Chemistry Education Research and Practice (2024) Vol. 25, Iss. 4, pp. 1175-1196
Closed Access | Times Cited: 4
Teachers’ knowledge and differentiated instruction in basic schools in Ghana / Conocimiento docente e instrucción diferenciada en los centros de Educación Básica de Ghana
Anthony Kofi Mensah, Tania Pasarín-Lavín, Amanda Abín, et al.
Culture and Education (2025)
Closed Access
Leadership for Educational Inclusion: Design and Validation of a Measurement Instrument
Daniela Zúñiga, Gamal Cerda, Claudio Bustos
Education Sciences (2025) Vol. 15, Iss. 2, pp. 181-181
Open Access
Teachers’ professional beliefs made a difference for instructional quality in distance learning during the COVID-19 pandemic
Nikolaus Bönke, Mareike Kunter, Thamar Voss
Zeitschrift für Pädagogische Psychologie (2025)
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
Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences
Päivi Virtanen, Hannele Niemi, Anne Nevgi
˜The œAustralian journal of teacher education (2017), pp. 1-20
Open Access | Times Cited: 39
The Impact of Teachers’ Experience and Qualification on Efficacy, Knowledge and Implementation of Differentiated Instruction
Visal Moosa, Mariyam Shareefa
International Journal of Instruction (2019) Vol. 12, Iss. 2, pp. 587-604
Open Access | Times Cited: 32
An investigation into the effects of short-course professional development on teachers’ and teaching assistants’ self-efficacy
Kyriaki Makopoulou, Ross D. Neville, Nikos Ntoumanis, et al.
Professional Development in Education (2019) Vol. 47, Iss. 5, pp. 780-795
Open Access | Times Cited: 31
MODEL KELELAHAN EMOSIONAL: ANTASEDEN DAN DAMPAKNYA TERHADAP KEPUASAN KERJA DAN KOMITMEN ORGANISASI DOSEN
Siti Mujiatun, Jufrizen Jufrizen, Pandapotan Ritonga
Deleted Journal (2019) Vol. 9, Iss. 3, pp. 447-447
Open Access | Times Cited: 30
The relationship between distributed leadership and teacher commitment to change: the mediating roles of professional learning communities and job satisfaction
Qi Xiu, Peng Liu, Hao Yao, et al.
Asia Pacific Education Review (2022)
Closed Access | Times Cited: 18
Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer?
Rebecca Lazarides, Helen M. G. Watt, Paul Richardson
Contemporary Educational Psychology (2022) Vol. 72, pp. 102136-102136
Closed Access | Times Cited: 17
Effects of professional learning communities on teacher collaboration, feedback provision, job satisfaction and self-efficacy: Evidence from Korean PISA 2018 data
Hawon Yoo, Jaehong Jang
Compare A Journal of Comparative and International Education (2022) Vol. 53, Iss. 8, pp. 1355-1372
Closed Access | Times Cited: 16
Investigating the Interplay Among EFL Teachers’ L2 Grit, Self-efficacy, and Self-regulation: A Structural Equation Modeling Analysis
Fatemeh Kazemkhah Hasankiadeh, Mostafa Azari Noughabi
The Asia-Pacific Education Researcher (2022) Vol. 32, Iss. 5, pp. 707-717
Closed Access | Times Cited: 16
Differentiated Instruction as an Approach to Establish Effective Teaching in Inclusive Classrooms
Esther Gheyssens, Júlia Griful-Freixenet, Katrien Struyven
Springer eBooks (2023), pp. 677-689
Closed Access | Times Cited: 10
Moving towards preservice teachers’ implementation of universal design for learning: the central role of self-efficacy
Ingrid Sala Bars, Cristina Mumbardó‐Adam, Ana Luisa Adam-Alcócer
Teachers and Teaching (2024), pp. 1-19
Closed Access | Times Cited: 3

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