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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:

‘I think they need to rethink their concept!’: examining teachers’ sense of preparedness to deal with student heterogeneity
Marcela Pozas, Verena Letzel
European Journal of Special Needs Education (2019) Vol. 35, Iss. 3, pp. 366-381
Closed Access | Times Cited: 10

Showing 10 citing articles:

The effects of differentiated instruction on teachers’ stress and job satisfaction
Marcela Pozas, Verena Letzel‐Alt, Susanne Schwab
Teaching and Teacher Education (2022) Vol. 122, pp. 103962-103962
Open Access | Times Cited: 40
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
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
It’s about time! Teachers’ perspectives on supportive and hindering contextual conditions for implementing innovations in schools
Mareike Ehlert, Marie Adloff, Elmar Souvignier
Education Inquiry (2025), pp. 1-20
Open Access
Fostering inclusive teaching competences: Concrete practice‐oriented suggestions for teachers to deal with diverse learning groups in inclusive settings
Verena Letzel‐Alt, Marcela Pozas
British Journal of Special Education (2025)
Open Access
Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany
Verena Letzel, Marcela Pozas, Christoph Schneider
British Journal of Educational Psychology (2022) Vol. 93, Iss. 1, pp. 1-16
Open Access | Times Cited: 15
Inclusive education for refugee students from Ukraine—An exploration of differentiated instruction in German schools
Verena Letzel‐Alt, Marcela Pozas
Journal of Research in Special Educational Needs (2024) Vol. 24, Iss. 3, pp. 855-865
Open Access | Times Cited: 2
Confident, positive, but interested? Exploring the role of teachers’ interest in their practice of differentiated instruction
Marcela Pozas, Verena Letzel, Nora Bost, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 4
Teachers’ role model behavior and the quality of the student–teacher relationship as prerequisites for students’ attitudes toward peers with learning difficulties
Marwin Felix Löper, Frank Hellmich
Frontiers in Education (2024) Vol. 9
Open Access
Understanding teacher judgments of student motivation: The role of (un-)available cues
Jan Beck, Stephan Dutke, Till Utesch
Learning and Instruction (2024) Vol. 95, pp. 102029-102029
Open Access
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