Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

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

Showing 1-25 of 58 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
Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation
Maria Nicholas, Andrew Skourdoumbis, Ondine Bradbury
Gifted Child Quarterly (2024) Vol. 68, Iss. 2, pp. 154-172
Open Access | Times Cited: 7
Teacher experiences under COVID-19 pandemic school reopening periods: A window of opportunity for adapted education
Sabreen Selvik, Marte Karoline Herrebrøden
Teaching and Teacher Education (2024) Vol. 139, pp. 104445-104445
Open Access | Times Cited: 6
Differentiated teaching practices of Australian mainstream classroom teachers: A systematic review and thematic analysis
Kathryn Gibbs, Loraine McKay
International Journal of Educational Research (2021) Vol. 109, pp. 101799-101799
Open Access | Times Cited: 34
Voices in practice: challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school
Kathryn Gibbs
The Australian Educational Researcher (2022) Vol. 50, Iss. 4, pp. 1217-1232
Open Access | Times Cited: 24
Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior
Christophe Dierendonck, Débora Poncelet, Mélanie Tinnes-Vigne
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 5
Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: A study from teachers’ perspectives
Meijie Bi, Katrien Struyven, Chang Zhu
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 12
Planning for Differentiated Instruction: Empowering Teacher Candidates in STEM Education
Mohammed Estaiteyeh, Isha DeCoito
Canadian Journal of Science Mathematics and Technology Education (2023) Vol. 23, Iss. 1, pp. 5-26
Open Access | Times Cited: 11
The practice in undergraduate degrees for teacher education: an integrative review
Marly Macêdo, Joana Paulin Romanowski
Educar em Revista (2025) Vol. 41
Open Access
A prática no processo de formação inicial de professores: uma revisão integrativa
Marly Macêdo, Joana Paulin Romanowski
Educar em Revista (2025) Vol. 41
Open Access
Assessing Teacher Proficiency in Differentiated Instruction: Development and Validation of a Performance Appraisal Tool for Philippine Multigrade Classrooms
Jaime B. Bunga
European Journal of Educational Management (2025) Vol. 8, Iss. 1, pp. 31-47
Open Access
Differentiation for Student Autonomy and Strengthened Relationships
Tom Porta
Springer briefs in education (2025), pp. 59-68
Closed 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
Inclusion and equity in education: Current policy reform in Nova Scotia, Canada
Jessica Whitley, Trista Hollweck
Prospects (2020) Vol. 49, Iss. 3-4, pp. 297-312
Open Access | Times Cited: 29
Effectiveness of Differentiated Learning in Improving Literacy and Numeracy of Primary School Students
Nonik Indrawatiningsih, Siti Qomariyah, Andina Rahma Nubita, et al.
Asian Journal of Education and Social Studies (2024) Vol. 50, Iss. 5, pp. 8-17
Open Access | Times Cited: 3
The essential role of teacher self-efficacy and enthusiasm for differentiated instruction
Eva Kalinowski, Andrea Westphal, Anne Jurczok, et al.
Teaching and Teacher Education (2024) Vol. 148, pp. 104663-104663
Open Access | Times Cited: 3
Chinese version of the teachers’ attitudes towards differentiated instruction scale: an adaptation study
Meijie Bi, Verena Letzel‐Alt, Marcela Pozas, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 3
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
A systematic review of pre-service teachers’ self-efficacy beliefs for differentiated instruction
Gemma Scarparolo, Pearl Subban
Teachers and Teaching (2021) Vol. 27, Iss. 8, pp. 753-766
Closed Access | Times Cited: 21
Student voice as part of differentiated instruction: students’ perspectives
Gemma Scarparolo, Sally MacKinnon
Educational Review (2022) Vol. 76, Iss. 4, pp. 774-791
Closed Access | Times Cited: 15
Profiles of Chinese mathematics teachers’ teaching beliefs and their effects on students’ achievement
Yehui Wang, Kexin Qin, Chuanyue Luo, et al.
ZDM (2022) Vol. 54, Iss. 3, pp. 709-720
Closed Access | Times Cited: 14
Explaining teachers’ behavioural intentions towards differentiated instruction for inclusion: using the theory of planned behavior and the self-determination theory
Elisa Küpers, Anke de Boer, Alianne Bakker, et al.
European Journal of Special Needs Education (2023) Vol. 39, Iss. 4, pp. 638-647
Open Access | Times Cited: 8
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
Assessing the impact of differentiated instruction on mathematics achievement and attitudes of secondary school learners
Ayten Pınar Bal
South African Journal of Education (2023) Vol. 43, Iss. 1, pp. 1-10
Open Access | Times Cited: 7
Teachers’ perceptions and practices of differentiated instruction: Cross-cultural validation of the differentiated instruction questionnaire in Hong Kong
Suet Ying Yuen, Charles Chun-Yin Leung, Sally Wai‐Yan Wan
International Journal of Educational Research (2022) Vol. 115, pp. 102044-102044
Closed Access | Times Cited: 12
Page 1 - Next Page

Scroll to top