Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis
Kathryn Gibbs, Loraine McKay
International Journal of Educational Research (2021) Vol. 109, pp. 101799-101799
Open Access | Times Cited: 34

Showing 1-25 of 34 citing articles:

Examining the Australian educational landscape of differentiation through document analysis
Gemma Scarparolo, Tom Porta
The Australian Educational Researcher (2025)
Open Access | Times Cited: 2
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
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
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
Reclaiming the Cultural Politics of Teaching and Learning
Greg Vass
(2024)
Closed Access | Times Cited: 4
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
Primary teachers’ perceptions of differentiated instruction: insights from Maldivian classrooms
M.G. Adam, Tom Porta
Education 3-13 (2025), pp. 1-13
Open Access
Collective Commitment to and Responsibility for Differentiated Instruction
Tom Porta
Springer briefs in education (2025), pp. 45-58
Closed Access
Framework for Strengthening Teacher Self-Efficacy for Differentiated Instruction
Tom Porta
Springer briefs in education (2025), pp. 31-43
Closed Access
Differentiated Instruction and Student Diversity
Tom Porta
Springer briefs in education (2025), pp. 17-27
Closed Access
Meta-analysis of professional development programs in differentiated instruction
Rebecca Kahmann, Mienke Droop, Ard W. Lazonder
International Journal of Educational Research (2022) Vol. 116, pp. 102072-102072
Open Access | Times Cited: 15
The impact of labelling students with learning difficulties on teacher self‐efficacy in differentiated instruction
Tom Porta, Nicole Todd
Journal of Research in Special Educational Needs (2023) Vol. 24, Iss. 1, pp. 108-122
Open Access | Times Cited: 8
Eliciting and responding to young children's talk: A systematic review of educators' interactional strategies that promote rich conversations with children aged 2–5 years
Sandy Houen, Karen Thorpe, Danielle van Os, et al.
Educational Research Review (2022) Vol. 37, pp. 100473-100473
Open Access | Times Cited: 13
Exploring the perceived knowledge of teacher educators and pre-service teachers on the differentiated instruction practices of teacher educators
William Nketsia, Maxwell Peprah Opoku, Michael Amponteng, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 2
‘I do not think I actually do it well’: a discourse analysis of Australian senior secondary teachers’ self‐efficacy and attitudes towards implementation of differentiated instruction
Tom Porta, Nicole Todd, Lorraine Gaunt
Journal of Research in Special Educational Needs (2022) Vol. 22, Iss. 3, pp. 297-305
Closed Access | Times Cited: 9
Differentiation in practice: an exploratory investigation in an Australian mainstream secondary school
Kathy Gibbs
Teaching Education (2023) Vol. 34, Iss. 4, pp. 384-402
Closed Access | Times Cited: 5
A systematic review of demographic and background factors associated with the development of children’s aquatic competence
Charlotte Duke, Hannah Calverley, Lauren A. Petrass, et al.
Injury Epidemiology (2023) Vol. 10, Iss. 1
Open Access | Times Cited: 5
Students' Learning Styles (VRAK Model) in Learning English
Della Wilza Noviska, Faurina Anastasia
DIDAKTIKA Jurnal Kependidikan (2023) Vol. 17, Iss. 1, pp. 58-70
Open Access | Times Cited: 4
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
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
Differentiated instruction in reading in elementary schools: a systematic review
Widya Karmila Sari Achmad, Sidrah Afriani Rachman, Latri Aras, et al.
International Journal of Evaluation and Research in Education (IJERE) (2024) Vol. 13, Iss. 3, pp. 1997-1997
Open Access | Times Cited: 1
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
Differentiated Instruction as A Learner - Centred Form of Teaching in Primary Education: Views and Attitudes of Greek Teachers
Filippos Evangelou
International Journal of Education (2023) Vol. 15, Iss. 2, pp. 15-15
Open Access | Times Cited: 2
Hubungan Tahap Pengetahuan, Amalan, dan Efikasi Diri Guru Matematik Sekolah Rendah tentang Pengajaran Terbeza

Asian Journal of Research in Education and Social Sciences (2024)
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
Page 1 - Next Page

Scroll to top