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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:

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

Showing 22 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
Artificial Intelligence for Enhancing Special Education for K-12: A Decade of Trends, Themes, and Global Insights (2013–2023)
Yuqin Yang, L Chen, Wenmeng He, et al.
International Journal of Artificial Intelligence in Education (2024)
Closed Access | Times Cited: 8
Research Trends and Hotspots of Digital Game-Based Vocabulary Learning (2008-2023)
Zhaoyang Xiong, Junjie Gavin Wu, Kean Wah Lee
International Journal of Computer-Assisted Language Learning and Teaching (2025) Vol. 14, Iss. 1, pp. 1-21
Open Access | Times Cited: 1
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
Concluding Thoughts
Tom Porta
Springer briefs in education (2025), pp. 69-75
Closed Access
Differentiated Instruction and Student Diversity
Tom Porta
Springer briefs in education (2025), pp. 17-27
Closed Access
A visual knowledge map analysis of coal mine intensity based on CiteSpace software and web of science core database
Jiaqi Wang, Yanli Huang, Junmeng Li, et al.
International Journal of Mining Reclamation and Environment (2024), pp. 1-18
Closed Access | Times Cited: 3
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
Research hotspots and development trends of international learning cycle model:Bibliometric analysis based on CiteSpace
Min Jian, Dongxue Jin, Xiaopeng Wu
Heliyon (2023) Vol. 9, Iss. 11, pp. e22076-e22076
Open Access | Times Cited: 8
The use of problem-solving methodology to develop institutional and curricular change: work-integrated learning as a strategy of differentiation
Beth Crosbie, Trevor Gerhardt, Joel Montgomery
Higher Education Skills and Work-based Learning (2024)
Open Access | Times Cited: 2
Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter?
Solomon Melesse, Sintayehu Belay
Cogent Education (2022) Vol. 9, Iss. 1
Closed Access | Times Cited: 11
‘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
Summary and Evaluation of the Application of Knowledge Graphs in Education 2007–2020
Yanmei Mao
Discrete Dynamics in Nature and Society (2021) Vol. 2021, pp. 1-10
Open Access | Times Cited: 11
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
READING COMPREHENSION SKILLS OF STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: TEACHING PRACTICES WITH TECHNOLOGICAL TOOLS
Νικόλαος Πανόπουλος, Maria Drossinou Korea
European Journal of Special Education Research (2024) Vol. 10, Iss. 4
Open Access | Times Cited: 1
Comparing Chinese and Western classroom learning environment research: a bibliometric analysis and visualization
Cai Juan, Free De Backer, Geert Vandermeersche, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 3
Lessons on educational borrowing and change: teachers’ implementation of differentiated instruction in Singapore
Tang T. Heng
Pedagogy Culture and Society (2023) Vol. 32, Iss. 5, pp. 1285-1306
Closed Access | Times Cited: 2
A Bibliometric Analysis and Visualisation of Digital Teaching and Learning Publications From Southeast Asia Countries
Nguyễn Thị Hồng Minh, Hien Thi Thu Le, B.T. Truong, et al.
European Journal of Education (2024) Vol. 59, Iss. 4
Closed Access
Examining Divergent Sustainable Trends in Textbook Research: A Comparative Study Between Chinese and International Perspectives
Xuanyi Qu, Xuyuan Chen
Sustainability (2024) Vol. 16, Iss. 22, pp. 9731-9731
Open Access
DIFFERENTIATED INSTRUCTION AT HIGHER EDUCATION INSTITUTIONS: BIBLIOMETRIC ANALYSIS
Tetiana Terletska
The Modern Higher Education Review (2024), Iss. 9, pp. 101-118
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
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