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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:

A scoping review of 20 years of research on differentiation: investigating conceptualisation, characteristics, and methods used
Linda J. Graham, Kate de Bruin, Carly Lassig, et al.
Review of Education (2020) Vol. 9, Iss. 1, pp. 161-198
Closed Access | Times Cited: 62

Showing 1-25 of 62 citing articles:

Differentiation in education: a configurative review
Ingunn Eikeland, Stein Erik Ohna
Nordic Journal of Studies in Educational Policy (2022) Vol. 8, Iss. 3, pp. 157-170
Open Access | Times Cited: 40
The effects of differentiated instruction on teachers’ stress and job satisfaction
Marcela Pozas, Verena Letzel‐Alt, Susanne Schwab
Teaching and Teacher Education (2022) Vol. 122, pp. 103962-103962
Open Access | Times Cited: 40
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: 14
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: 24
AI-Based Education Tools for Enabling Inclusive Education: Challenges and Benefits
Boštjan Šumak, Diego López–de–Ipiña, Olga Dziabenko, et al.
(2024), pp. 472-477
Closed Access | Times Cited: 5
Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school
Tom Porta, Nicole Todd
The Curriculum Journal (2022) Vol. 33, Iss. 4, pp. 570-586
Closed Access | Times Cited: 20
Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: A study from teachers’ perspectives
Meijie Bi, Katrien Struyven, Chang Zhu
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 12
A scoping review and thematic analysis of differentiated instruction practices: How teachers foster inclusive classrooms for all students, including gifted students
Fredrik Ardenlid, Johanna Lundqvist, Louise Sund
International Journal of Educational Research Open (2025) Vol. 8, pp. 100439-100439
Closed Access
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
Lost in Translation: When Differentiated Instruction Takes an Exclusionary Turn
Sérgio Gaitas
(2025), pp. 139-154
Closed Access
Differentiated instruction: ‘to be, or not to be, that is the question’
Sérgio Gaitas, Cátia Carêto, Francisco Peixoto, et al.
International Journal of Inclusive Education (2022) Vol. 28, Iss. 11, pp. 2607-2623
Open Access | Times Cited: 18
Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers’ Inclusive Role Identity, and Efficacy
Dongsheng Wang, Liang Huang, Xianhan Huang, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 3, pp. 175-175
Open Access | Times Cited: 3
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction
Eva Kalinowski, Andrea Westphal, Anne Jurczok, et al.
Teaching and Teacher Education (2024) Vol. 148, pp. 104663-104663
Open Access | Times Cited: 3
Student voice as part of differentiated instruction: students’ perspectives
Gemma Scarparolo, Sally MacKinnon
Educational Review (2022) Vol. 76, Iss. 4, pp. 774-791
Closed Access | Times Cited: 15
The Inclusion Illusion: How children with special educational needs experience mainstream schools
Robert G. Webster
(2022)
Open Access | Times Cited: 15
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: 15
Die Effekte von Schule auf Leistungsentwicklung und Leistungsunterschiede nach sozialer Herkunft. Eine Längsschnittstudie zu Ursachen von und Maßnahmen gegen Bildungsungleichheiten
Max Nachbauer
(2023)
Open Access | Times Cited: 7
Class composition, student achievement, and the role of the learning environment.
Jeroen Lavrijsen, Jonas Dockx, Elke Struyf, et al.
Journal of Educational Psychology (2021) Vol. 114, Iss. 3, pp. 498-512
Open Access | Times Cited: 17
Teachers’ perceptions and practices of differentiated instruction: Cross-cultural validation of the differentiated instruction questionnaire in Hong Kong
Suet Ying Yuen, Charles Chun-Yin Leung, Sally Wai‐Yan Wan
International Journal of Educational Research (2022) Vol. 115, pp. 102044-102044
Closed Access | Times Cited: 12
Improving the accessibility of subject English for students with language and/or attention difficulties
Haley Tancredi, Linda J. Graham, Callula Killingly
The Australian Educational Researcher (2024)
Open Access | Times Cited: 2
Utilization of differentiated instruction in K-12 classrooms: a systematic literature review (2000–2022)
Linlin Hu
Asia Pacific Education Review (2024) Vol. 25, Iss. 2, pp. 507-525
Closed Access | Times Cited: 1
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
Teacher instructional arrangements for supporting social and academic needs of students with special educational needs in regular classrooms
Sérgio Gaitas, T. Sarabando, Colin Alves, et al.
European Journal of Special Needs Education (2024), pp. 1-16
Closed Access | Times Cited: 1
Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania
Joseph Reginard Milinga, Jaquiline Amani, Suitbert Emil Lyakurwa
Journal of Advanced Academics (2022) Vol. 34, Iss. 1, pp. 68-102
Closed Access | Times Cited: 7
A conceptual framework for Assessment-Informed Differentiation (AID) in the classroom
Tessa H.S. Eysink, Kim Schildkamp
Educational Research (2021) Vol. 63, Iss. 3, pp. 261-278
Open Access | Times Cited: 9
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