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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:

Beliefs as filters for comparing inclusive classroom situations. Connecting teachers’ beliefs about teaching diverse learners to their noticing of inclusive classroom characteristics in videoclips
Iris Roose, Wendelien Vantieghem, Ruben Vanderlinde, et al.
Contemporary Educational Psychology (2019) Vol. 56, pp. 140-151
Closed Access | Times Cited: 45

Showing 1-25 of 45 citing articles:

Measuring teacher noticing: A scoping review of standardized instruments
Jonas Weyers, Johannes König, Rossella Santagata, et al.
Teaching and Teacher Education (2022) Vol. 122, pp. 103970-103970
Open Access | Times Cited: 32
Teacher noticing in mathematics education: a review of recent developments
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
ZDM (2023) Vol. 56, Iss. 2, pp. 249-264
Open Access | Times Cited: 22
Professional vision of inclusive classrooms: A validation of teachers’ reasoning on differentiated instruction and teacher-student interactions
Wendelien Vantieghem, Iris Roose, Esther Gheyssens, et al.
Studies In Educational Evaluation (2020) Vol. 67, pp. 100912-100912
Closed Access | Times Cited: 41
A Meta-Analysis on Teachers’ Growth Mindset
Lisa Bardach, Keiko C. P. Bostwick, Tim Fütterer, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 3
Open Access | Times Cited: 5
Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction
Tom Porta, Nicole Todd, Lorraine Gaunt
British Educational Research Journal (2024) Vol. 50, Iss. 3, pp. 1022-1042
Open Access | Times Cited: 4
Relationship between Chinese Pre-service Mathematics Teachers’ Knowledge, Pedagogical beliefs, and Noticing
Xinrong Yang, Jun Deng, Johannes König, et al.
Research Square (Research Square) (2025)
Closed Access
Collective Commitment to and Responsibility for Differentiated Instruction
Tom Porta
Springer briefs in education (2025), pp. 45-58
Closed Access
Differentiated Instruction and Student Diversity
Tom Porta
Springer briefs in education (2025), pp. 17-27
Closed Access
Teachers’ self-efficacy beliefs about trauma-informed education practices
Michael Witter, Tom Brunzell
International Journal of Educational Research (2025) Vol. 131, pp. 102589-102589
Open Access
The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning
Isabel Eßling, Maria Todorova, Cornelia Sunder, et al.
Teaching and Teacher Education (2023) Vol. 132, pp. 104250-104250
Open Access | Times Cited: 8
The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio‐economic status on situational judgement test performance
Lisa Bardach, Jade V. Rushby, Robert M. Klassen
British Journal of Educational Psychology (2021) Vol. 91, Iss. 3, pp. 1015-1034
Open Access | Times Cited: 16
Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements
Jessica Hoth, Macarena Larraín, Gabriele Kaiser
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 11
Applying structural equation modeling to examine the role of teacher beliefs and practices in differentiated instruction in physical education: Multiple mediation analyses
Qingyun Wen, Cai Juan
Psychology in the Schools (2024) Vol. 61, Iss. 7, pp. 3045-3062
Closed Access | Times Cited: 2
Creating inclusive classrooms in primary and secondary schools: From noticing to differentiated practices
Esther Gheyssens, Els Consuegra, Nadine Engels, et al.
Teaching and Teacher Education (2020) Vol. 100, pp. 103210-103210
Closed Access | Times Cited: 18
Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers
Júlia Griful-Freixenet, Wendelien Vantieghem, Esther Gheyssens, et al.
International Journal of Inclusive Education (2020), pp. 1-18
Closed Access | Times Cited: 17
(Mis)alignment between noticing and instructional quality: the role of psychological and cognitive constructs
Dionne Cross Francis, Ayfer Eker, Jinqing Liu, et al.
Journal of Mathematics Teacher Education (2021) Vol. 25, Iss. 5, pp. 599-632
Closed Access | Times Cited: 15
Exploring student teachers’ professional vision of inclusive classrooms in primary education
Karolien Keppens, Els Consuegra, Ruben Vanderlinde
International Journal of Inclusive Education (2019) Vol. 25, Iss. 9, pp. 1091-1107
Open Access | Times Cited: 14
Teacher Noticing in Mathematics Education: A Review of Recent Developments
Jonas Weyers, Johannes König, Thorsten Scheiner, et al.
Perspektiven der Mathematikdidaktik (2024), pp. 103-133
Closed Access | Times Cited: 1
Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction
Iris Roose, Wendelien Vantieghem, Ruben Vanderlinde, et al.
Educational Review (2022) Vol. 76, Iss. 3, pp. 483-505
Open Access | Times Cited: 6
Propiedades psicométricas de una prueba sobre creencias docentes respecto de la integración de las TIC
Mario Armando Cartagena-Beteta, Francisco Ignacio Revuelta Domínguez, María Inmaculada Pedrera Rodríguez
Revista de Educación a Distancia (RED) (2022) Vol. 22, Iss. 70
Open Access | Times Cited: 5
Implementation of Islamic religious learning strategies in children with autism in Indonesia
Hanif Cahyo Adi Kistoro, Badrun Kartowagiran, Eva Latipah, et al.
Specijalna edukacija i rehabilitacija (2020) Vol. 19, Iss. 4, pp. 227-246
Open Access | Times Cited: 7
Teachers’ social representations of inclusive education: A systematic review of literature 2010-2020
María Francisca Muñoz-Oyarce, Manuel Monzalve Macaya, Sergio Sepúlveda-Vallejos
International Journal of Evaluation and Research in Education (IJERE) (2023) Vol. 12, Iss. 2, pp. 720-720
Open Access | Times Cited: 2
Analysis of The Influence of Managerial Skills and The Charisma of The School Principal in Improving Performance and Teacher Professionalism
Iwan Aprianto, Andri Astuti, Hairul Fauzi, et al.
JETL (Journal Of Education Teaching and Learning) (2023) Vol. 8, Iss. 1, pp. 103-103
Open Access | Times Cited: 2
Understanding teachers’ mindset regarding differentiated instruction: issues related to curriculum planning
Vitor Carneiro Maia, Sofia Freire
International Journal of Inclusive Education (2023), pp. 1-16
Closed Access | Times Cited: 2
Design of Assessment Judging Model for Physical Education Professional Skills Course Based on Convolutional Neural Network and Few-Shot Learning
Chen Qingjie, Minkai Dong
Computational Intelligence and Neuroscience (2022) Vol. 2022, pp. 1-11
Open Access | Times Cited: 4
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