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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:

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

Showing 21 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
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
Differentiated instruction based on multiple intelligences as promising joyful and meaningful learning
Subuh Anggoro, Azmi Fitriati, Khar Thoe Ng, et al.
International Journal of Evaluation and Research in Education (IJERE) (2024) Vol. 13, Iss. 2, pp. 1194-1194
Open Access | Times Cited: 8
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
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
The development of student teachers’ teacher self-efficacy before and during the COVID-19 pandemic
Wendy Symes, Rebecca Lazarides, Isabell Hußner
Teaching and Teacher Education (2022) Vol. 122, pp. 103941-103941
Open Access | Times Cited: 20
Teacher collaboration, inclusive education and differentiated instruction: A matter of exchange, co-construction, or synchronization?
Marcela Pozas, Verena Letzel‐Alt
Cogent Education (2023) Vol. 10, Iss. 2
Open Access | Times Cited: 12
How can universities ensure quality of practice in initial teacher education?
Eline Wiese, Ida Katrine Riksaasen Hatlevik, Viviana Daza
Teaching and Teacher Education (2024) Vol. 139, pp. 104462-104462
Open Access | Times Cited: 4
Differentiated Instruction and Student Diversity
Tom Porta
Springer briefs in education (2025), pp. 17-27
Closed Access
Navigating urban classrooms: The role of diversity-related stress and intentions to leave in preservice teachers’ self-efficacy
Marjolein Zee, Robert M. Klassen, F. Hanna
Teaching and Teacher Education (2025) Vol. 160, pp. 105018-105018
Open Access
Exploring the Interplay between Teacher Leadership and Self-Efficacy: A Systematic Literature Review (2013–2024)
Xue Luo, Bity Salwana Alias, Nor Hafizah Adnan
Education Sciences (2024) Vol. 14, Iss. 9, pp. 990-990
Open 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
Emotional State of the Pre-Service Teachers Prior to Field Study: Basis for Support and Monitoring Program
Mechel Bautista, Jamie Nhilen Apostol, Raymond Malibiran, et al.
Formosa Journal of Multidisciplinary Research (2024) Vol. 3, Iss. 3, pp. 288-300
Open Access | Times Cited: 1
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
Inclusion, Accessibility, and Collaboration: Shared Values in the Australian University Classroom
Erin Leif, Kirsten McLean, Pearl Subban, et al.
Emerald Publishing Limited eBooks (2024), pp. 185-197
Closed Access
The interconnections between STEM teacher educators’ self-efficacy, job satisfaction and work engagement in Ghana
Anthony Sylvester Anning
Cogent Education (2024) Vol. 11, Iss. 1
Open Access
Speech-Language Pathologist Self-Efficacy and Job Satisfaction: Resources in Special Education Eligibility Decisions
Anne C. Reed, Kelly Farquharson
Language Speech and Hearing Services in Schools (2024), pp. 1-15
Closed Access
A School–University Partnership That Facilitates Adult-Specific Training: Perceptions of Life Sciences Teachers
Florah Moleko Teane
Adult Education Quarterly (2024)
Closed Access
The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent
Jiann‐I Pan, Tony Loughland, Rebecca J. Collie, et al.
Teaching and Teacher Education (2024) Vol. 153, pp. 104841-104841
Open Access
An Investigation of Research on Differentiated Instruction Approach in Preschool Education Between 2005-2022
Tacettin Tezcan, Z. Fulya Temel
Türk Akademik Yayınlar Dergisi (2023) Vol. 7, Iss. 4, pp. 998-1021
Open Access


Türk Akademik Yayınlar Dergisi (2023) Vol. 7, Iss. 4
Open Access
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