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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:

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

Showing 1-25 of 41 citing articles:

Impact of teacher-student interaction on students’ classroom well-being under online education environment
Meng Xiao, Zeyang Tian, Wei Xu
Education and Information Technologies (2023) Vol. 28, Iss. 11, pp. 14669-14691
Open Access | Times Cited: 31
Differentiated instruction: Curriculum and resources provide a roadmap to help English teachers meet students’ needs
Yuliya Vladimirovna Grecu
Teaching and Teacher Education (2023) Vol. 125, pp. 104064-104064
Closed Access | Times Cited: 17
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
Aulas afectivas e inclusivas y bienestar adolescente: una revisión sistemática
Patricia Iglesias-Díaz, Clara Romero Pérez
Educación XX1 (2021) Vol. 24, Iss. 2
Open Access | Times Cited: 30
Sustainable Management and Policies: The Roles of Stakeholders in the Practice of Inclusive Education in Digital Transformation
Refia Ari, Zehra Altınay, Fahriye Altınay, et al.
Electronics (2022) Vol. 11, Iss. 4, pp. 585-585
Open Access | Times Cited: 21
Media representations of China’s inclusive education: A corpus-assisted critical discourse analysis
Yating Yu, Gaoqiang Lu, Kuen Fung Sin, et al.
PLoS ONE (2024) Vol. 19, Iss. 3, pp. e0300123-e0300123
Open Access | Times Cited: 4
Developing and Validating a Video-Based Measurement Instrument for Assessing Teachers’ Professional Vision of Language-Stimulation Interactions in the ECE Classroom
Lien Dorme, Anne-Lotte Stevens, Wendelien Vantieghem, et al.
Education Sciences (2025) Vol. 15, Iss. 2, pp. 155-155
Open Access
Research trends and hotspots of differentiated instruction over the past two decades (2000-2020): a bibliometric analysis
Yi Sun, Longhai Xiao
Educational Studies (2021) Vol. 50, Iss. 2, pp. 186-202
Closed Access | Times Cited: 22
Exploring Hungarian secondary school English teachers’ beliefs about differentiated instruction
Anna Zólyomi
Language Teaching Research (2022)
Closed Access | Times Cited: 14
Differentiated Instruction in Teaching from the International Perspective
Ridwan Maulana, Michelle Helms‐Lorenz, Pieter Moorer, et al.
(2023)
Open Access | Times Cited: 8
A capability maturity model for assessment of active learning in higher education
Fernanda Gobbi de Boer Garbin, Carla Schwengber ten Caten, Diego Augusto de Jesús Pacheco
Journal of Applied Research in Higher Education (2021) Vol. 14, Iss. 1, pp. 295-316
Open Access | Times Cited: 16
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
Lifelong learning processes in professional development for online teachers during the Covid era
Iris Reychav, Nitzan Elyakim, Roger McHaney
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 6
Effectiveness of Differentiation Learning Strategies in Mathematics Learning at Junior High School
Sinta Dameria Simanjuntak, Romega Tinambunan, Imelda Imelda, et al.
Edunesia Jurnal Ilmiah Pendidikan (2023) Vol. 4, Iss. 1, pp. 247-258
Open Access | Times Cited: 4
Uncovering the role of teacher educators in the reduction of inequalities in education: A critical discourse analysis
Benjamin Ponet, Amber De Clerck, Wendelien Vantieghem, et al.
Social Psychology of Education (2023) Vol. 27, Iss. 3, pp. 859-882
Closed Access | Times Cited: 4
The Implementation of Zero Reject Policy in Malaysia: A systematic Review
Nur Kamariah Ensimau, Mohd Isa Hamzah, Mohd Hanafi Mohd Yasin, et al.
Proceeding of International Conference on Special Education in South East Asia Region (2024) Vol. 1, Iss. 1, pp. 243-260
Open Access | Times Cited: 1
Teachers’ noticing in inclusive and special school systems: the same or different?
Robbert Smit, Alexandra Roggensinger, Marion Matic, et al.
European Journal of Special Needs Education (2024), pp. 1-16
Closed Access | Times Cited: 1
Differentiation in the Classroom: A Pedagogical Approach for a Successful Engagement of Students in Secondary Schools
Jada Pasquale Yengkopiong
East African Journal of Education Studies (2023) Vol. 6, Iss. 2, pp. 9-24
Open Access | Times Cited: 3
Measuring teachers’ professional vision of inclusive classrooms through video-based comparative judgement. What does it mean to misfit?
Iris Roose, Wendelien Vantieghem, Kristof Van Damme, et al.
International Journal of Educational Research (2019) Vol. 98, pp. 257-271
Closed Access | Times Cited: 6
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
Learning Model For Special Needs Children (ABK) in Inclusive Primary Schools
Indriana Rahmawati, Abdul Basith, Rostanti Toba
Southeast Asian Journal of Islamic Education (2021) Vol. 3, Iss. 2, pp. 111-132
Open Access | Times Cited: 5
Evaluating a programme for the continuing professional development of STEM teachers working within inclusive secondary schools in the UK
Peter Kutnick, Clare Gartland, David A. Good
International Journal of Educational Research (2022) Vol. 113, pp. 101974-101974
Closed Access | Times Cited: 3
Noticing differences in numerical methods class with lateral thinking-based assignments
Lukman Jakfar Shodiq, Dwi Juniati, Susanah Susanah
AIP conference proceedings (2024) Vol. 3104, pp. 020037-020037
Open Access
Formación docente y práctica pedagógica en la educación inclusiva: revisión sistemática
Magdaly Gordillo, Víctor Prado
Ciencia y Educación (2024) Vol. 8, Iss. 2, pp. 75-93
Open Access
Navigating linguistic diversity: teachers’ beliefs on multilingual pedagogies in monolingual policy schools
Maxime Van Raemdonck, Robyn Tyler, Piet Van Avermaet, et al.
Language and Education (2024) Vol. 38, Iss. 6, pp. 1135-1151
Closed Access
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