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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 1-25 of 189 citing articles:

Teachers and their implementation of differentiated instruction in the classroom
Muhamad Nanang Suprayogi, Martin Valcke, R. Kenneth Godwin
Teaching and Teacher Education (2017) Vol. 67, pp. 291-301
Closed Access | Times Cited: 263
The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning
Ruth Boelens, Michiel Voet, Bram De Wever
Computers & Education (2018) Vol. 120, pp. 197-212
Open Access | Times Cited: 255
Supporting the professional learning of teachers in China: Does principal leadership make a difference?
Shengnan Liu, Philip Hallinger, Daming Feng
Teaching and Teacher Education (2016) Vol. 59, pp. 79-91
Closed Access | Times Cited: 183
Understanding the link between professional learning communities and teacher collective efficacy
Robert H. Voelkel, Janet H. Chrispeels
School Effectiveness and School Improvement (2017) Vol. 28, Iss. 4, pp. 505-526
Closed Access | Times Cited: 164
Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers
Karen Aldrup, Uta Klusmann, Oliver Lüdtke
Learning and Instruction (2016) Vol. 50, pp. 21-30
Open Access | Times Cited: 127
School-based teacher collaboration: Different learning opportunities across various contexts
Loes de Jong, Jacobiene Meirink, Wilfried Admiraal
Teaching and Teacher Education (2019) Vol. 86, pp. 102925-102925
Open Access | Times Cited: 113
Evaluating teachers’ professional development initiatives: towards an extended evaluative framework
Emmelien Merchie, Melissa Tuytens, Geert Devos, et al.
Research Papers in Education (2016) Vol. 33, Iss. 2, pp. 143-168
Open Access | Times Cited: 107
Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career
Rebecca Lazarides, Helen M. G. Watt, Paul Richardson
Learning and Instruction (2020) Vol. 69, pp. 101346-101346
Closed Access | Times Cited: 105
Schools as Professional Learning Communities
Markku Antinluoma, Liisa Ilomäki, Pekka Lahti‐Nuuttila, et al.
Journal of Education and Learning (2018) Vol. 7, Iss. 5, pp. 76-76
Open Access | Times Cited: 94
Learning-centered leadership and teacher learning in China: does trust matter?
Shengnan Liu, Philip Hallinger, Daming Feng
Journal of Educational Administration (2016) Vol. 54, Iss. 6, pp. 661-682
Closed Access | Times Cited: 88
“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy
Janina Täschner, Theresa Dicke, Sarah Reinhold, et al.
Review of Educational Research (2024) Vol. 95, Iss. 1, pp. 3-52
Open Access | Times Cited: 13
Differentiated instruction: are Hong Kong in-service teachers ready?
Sally Wai‐Yan Wan
Teachers and Teaching (2016), pp. 1-28
Closed Access | Times Cited: 76
How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices
Susanne Schwab, Umesh Sharma, Lisa Hoffmann
International Journal of Inclusive Education (2019) Vol. 26, Iss. 1, pp. 61-76
Open Access | Times Cited: 75
Addressing the achievement gap
Patnaree Piyaman, Philip Hallinger, Pongsin Viseshsiri
Journal of Educational Administration (2017) Vol. 55, Iss. 6, pp. 717-734
Closed Access | Times Cited: 67
Early Career Teachers and Their Need for Support: Thinking Again
Geert Kelchtermans
(2019), pp. 83-98
Closed Access | Times Cited: 64
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
Implementing differentiated instruction: a mixed-methods exploration of teacher beliefs and practices
Jessica Whitley, Suzanne Gooderham, Cheryll Duquette, et al.
Teachers and Teaching (2019) Vol. 25, Iss. 8, pp. 1043-1061
Closed Access | Times Cited: 58
A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being
Rebecca J. Collie, Lars‐Erik Malmberg, Andrew J. Martin, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 56
DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept
Marcela Pozas, Verena Letzel, Katharina-Theresa Lindner, et al.
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 52
What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition
Xianhan Huang, Chin-Hsi Lin, Mingyao Sun, et al.
Teaching and Teacher Education (2021) Vol. 107, pp. 103491-103491
Closed Access | Times Cited: 48
Instructors’ teaching styles: relation with competences, self-efficacy, and commitment in pre-service teachers
Antonio González Fernández, Ángeles Conde Rodríguez, Pino Díaz, et al.
Higher Education (2017) Vol. 75, Iss. 4, pp. 625-642
Closed Access | Times Cited: 58
How do professional learning communities aid and hamper professional learning of beginning teachers related to differentiated instruction?
Debbie De Neve, Geert Devos
Teachers and Teaching (2016), pp. 1-22
Closed Access | Times Cited: 53
When Does Work Interfere With Teachers’ Private Life? An Application of the Job Demands-Resources Model
Alessandro De Carlo, Damiano Girardi, Alessandra Falco, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 53
Teachers’ work ability: a study of relationships between collective efficacy and self-efficacy beliefs
Gloria Guidetti, Sara Viotti, Andreina Bruno, et al.
Psychology Research and Behavior Management (2018) Vol. Volume 11, pp. 197-206
Open Access | Times Cited: 50
Psychological states and working conditions buffer beginning teachers’ intention to leave the job
Debbie De Neve, Geert Devos
European Journal of Teacher Education (2016) Vol. 40, Iss. 1, pp. 6-27
Closed Access | Times Cited: 49
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