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OpenAlex Citation Counts

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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:

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

Showing 18 citing articles:

Teacher competence in inclusive mathematics education: Examining the effects of an innovative professional development program on teacher noticing
Anton Bastian, Johannes König, Natalie Ross, et al.
Research Square (Research Square) (2025)
Closed Access
Differentiated Instruction as an Approach to Establish Effective Teaching in Inclusive Classrooms
Esther Gheyssens, Júlia Griful-Freixenet, Katrien Struyven
Springer eBooks (2023), pp. 677-689
Closed Access | Times Cited: 10
Exploring Hungarian secondary school English teachers’ beliefs about differentiated instruction
Anna Zólyomi
Language Teaching Research (2022)
Closed Access | Times Cited: 14
Higher-Order Thinking Skills Profile of Islamic Boarding School Students on Geometry through the STEM–based Video Approach
Heni Pujiastuti, Rudi Haryadi
International Journal of STEM Education for Sustainability (2023) Vol. 3, Iss. 1, pp. 156-174
Open Access | Times Cited: 7
Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature
George Koutsouris, Nicholas Bremner, Lauren Stentiford
British Educational Research Journal (2023) Vol. 50, Iss. 1, pp. 260-286
Open Access | Times Cited: 6
The perception and attitude of educators regarding differentiated teaching in elementary and junior high schools
Shoshi Dorfberger, Merav Eyal
Social Sciences & Humanities Open (2023) Vol. 8, Iss. 1, pp. 100586-100586
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
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
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
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
How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI): The mediation role of growth mindset and teachers’ practices factors
Cai Juan, Qingyun Wen, Meijie Bi, et al.
Social Psychology of Education (2024) Vol. 27, Iss. 6, pp. 3513-3532
Closed Access
Inclusive Indicators That Promote School Practices
Eleftheria Beazidou
Advances in psychology, mental health, and behavioral studies (APMHBS) book series (2024), pp. 1-20
Closed Access
Teachers’ Readiness to Accommodate Diverse Students Through Distance Learning in an Inclusive Setting
Dinar Westri Andini, Ahmad Hufad, Ayu Rahayu, et al.
Journal of ICSAR (2021) Vol. 5, Iss. 2, pp. 54-57
Closed Access | Times Cited: 3
Noticing inclusive teaching practices in tandems – results from cross-national video clubs at two different school levels
Alexandra Taras, Robbert Smit, Petra Hecht, et al.
International Journal of Inclusive Education (2022) Vol. 28, Iss. 12, pp. 2663-2679
Open Access | Times Cited: 2
Noticing elementary students’ mathematical reasoning and diverse needs: investigating the impact of different noticing tasks
Vecihi S. Zambak, Ai Kamei, Kaitlyn Sorochka
International Journal of Mathematical Education in Science and Technology (2023) Vol. 55, Iss. 9, pp. 2349-2373
Closed Access
Exploring How Teachers’ Personal Characteristics, Teaching Behaviors and Contextual Factors Are Related to Differentiated Instruction in the Classroom: A Cross-National Perspective
Annemieke Smale-Jacobse, Pieter Moorer, Ridwan Maulana, et al.
Springer eBooks (2023), pp. 509-540
Closed Access
Classroom culture in China: collective individualism learning model, by X. Zhu and J. Li, Singapore, Springer, 2020, xv + 122 pp., £89.99 (hbk), ISBN: 9789811518263, £71.50 (eBook), ISBN: 9789811518270
Xinxin Wu
Language and Education (2021) Vol. 36, Iss. 1, pp. 99-102
Closed Access
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