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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:

Capturing instructional differentiation in educational research: investigating opportunities and challenges
Lieke Jager, Eddie Denessen, Antonius H. N. Cillessen, et al.
Educational Research (2022) Vol. 64, Iss. 2, pp. 224-241
Open Access | Times Cited: 14

Showing 14 citing articles:

Differentiation Approach in Education: Tailoring Instruction for Diverse Learner Needs
Nigora Goyibova, Narzulla Muslimov, Gulnoza Sabirova, et al.
MethodsX (2025) Vol. 14, pp. 103163-103163
Closed Access | Times Cited: 2
Differentiating instruction: Understanding the key elements for successful teacher preparation and development
Berber Nadia Langelaan, Lisa Gaikhorst, Wouter Smets, et al.
Teaching and Teacher Education (2024) Vol. 140, pp. 104464-104464
Open Access | Times Cited: 14
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
What are teachers’ reasons for using differentiated homework, and what prevents them from doing so? A qualitative interview study
Christine Feiss, Gerda Hagenauer, Sandra Moroni
Teacher Development (2025), pp. 1-20
Open Access
Instructional differentiation in secondary education: Teachers’ actions and reasoning
Lieke Jager, Eddie Denessen, Antonius H. N. Cillessen, et al.
Teaching and Teacher Education (2025) Vol. 159, pp. 105009-105009
Open Access
Adaptive teaching calls for adaptive instructional research
Hanna Dumont, Jasmin Decristan, Benjamin Fauth
Unterrichtswissenschaft (2024) Vol. 52, Iss. 2, pp. 199-211
Open Access | Times Cited: 1
Bibliometric Analysis of Research Developments on Differentiated Instruction
Asih Puji Utami, Sujarwo Sujarwo, Puji Yanti Fauziyah, et al.
European Journal of Educational Research (2024) Vol. volume-13-2024, Iss. volume-13-issue-3-july-2024, pp. 1421-1439
Open Access | Times Cited: 1
Dutch elementary school teachers’ differentiation practices during Science and Technology lessons
Rebecca Kahmann, Mienke Droop, Ard W. Lazonder
Teaching and Teacher Education (2024) Vol. 145, pp. 104626-104626
Open Access | Times Cited: 1
Inclusion and the availability of educational resources – capturing stakeholder voices
Salvador Alcaraz García, Carmen María Caballero García, Pilar Arnaiz Sánchez
Educational Research (2024) Vol. 66, Iss. 3, pp. 263-278
Closed Access | Times Cited: 1
Implementation of and challenges in differentiated L2 language instruction: A systematic literature review (2014-2023)
Xiaorui Sun, Sanitah Mohd Yusof
Salud Ciencia y Tecnología - Serie de Conferencias (2024) Vol. 3
Open Access | Times Cited: 1
Éducation et formation aux pratiques inclusives. Tensions entre reproduction et innovation
Liliane Pelletier, Maryvonne Priolet
(2024)
Closed Access
Wat leraren doen: de inzet van adaptieve leermiddelen in het basisonderwijs
C. C. Cijvat, E. Denessen, P.J.C. Sleegers, et al.
Pedagogische Studiën (2023) Vol. 100, Iss. 1, pp. 1-34
Open Access | Times Cited: 1
Lukion vieraiden kielten opettajien käytänteitä ja käsityksiä eriyttävästä arvioinnista
Anssi Roiha, Juuso Henrik Nieminen, Katja Mäntylä
AFinLA-teema (2023), Iss. 15, pp. 97-123
Open Access
‘A learner is like a snowflake, each unique’: Uncovering pre‐service language teachers' perceptions of differentiation relying on visualisations, metaphors and group discussions
Anssi Roiha, Pilvi Heinonen
Journal of Research in Special Educational Needs (2023) Vol. 24, Iss. 2, pp. 349-361
Open Access
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