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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.

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Showing 1-25 of 75 citing articles:

Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources
Angelika Paseka, Susanne Schwab
European Journal of Special Needs Education (2019) Vol. 35, Iss. 2, pp. 254-272
Open Access | Times Cited: 187
Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis
Katharina-Theresa Lindner, Susanne Schwab
International Journal of Inclusive Education (2020), pp. 1-21
Open Access | Times Cited: 165
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
Hannu Savolainen, Olli-Pekka Malinen, Susanne Schwab
International Journal of Inclusive Education (2020) Vol. 26, Iss. 9, pp. 958-972
Open Access | Times Cited: 130
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour
İpek GÜLSÜN, Olli-Pekka Malinen, Akie Yada, et al.
Teaching and Teacher Education (2023) Vol. 132, pp. 104228-104228
Open Access | Times Cited: 25
Perceived Differentiation and Personalization Teaching Approaches in Inclusive Classrooms: Perspectives of Students and Teachers
Katharina-Theresa Lindner, Ghaleb H. Alnahdi, Sebastian Wahl, et al.
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 60
Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers
Susanne Schwab, Ghaleb H. Alnahdi
Journal of Research in Special Educational Needs (2020) Vol. 20, Iss. 4, pp. 321-330
Open Access | Times Cited: 47
Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students
Susanne Schwab, Katharina Resch, Ghaleb H. Alnahdi
International Journal of Inclusive Education (2021) Vol. 28, Iss. 2, pp. 214-230
Open Access | Times Cited: 34
Service Quality and Students’ Satisfaction in Tanzania’s Higher Education: A Re-examination of SERVQUAL Model
Chacha Magasi, Robert Galan Mashenene, Dorice Munuo Ndengenesa
International Review of Management and Marketing (2022) Vol. 12, Iss. 3, pp. 18-25
Open Access | Times Cited: 26
The positive impact of knowledge and quality of contact on university students’ attitudes towards people with intellectual disability in the Arab world
Ghaleb H. Alnahdi, Ayman Elhadi, Susanne Schwab
Research in Developmental Disabilities (2020) Vol. 106, pp. 103765-103765
Closed Access | Times Cited: 33
Special Education Major or Attitudes to Predict Teachers' Self-Efficacy for Teaching in Inclusive Education
Ghaleb H. Alnahdi, Susanne Schwab
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 28
Student experiences of inclusive education in secondary schools: A systematic review of the literature
Pearl Subban, Stuart Woodcock, Umesh Sharma, et al.
Teaching and Teacher Education (2022) Vol. 119, pp. 103853-103853
Closed Access | Times Cited: 21
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
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
General and special education teachers in co-teaching. Self-efficacy in collaboration, co-teaching benefits, and teaching practices in inclusive classrooms: a mediation analysis
Grzegorz Szumski, Zuzanna Narkun-Jakubińska, Paweł Grygiel, et al.
European Journal of Special Needs Education (2025), pp. 1-17
Closed Access
Link between the attitude of teachers towards inclusive education and the quality of inclusive education as perceived by parents of children with a disability
Françoise Guillemot, Florence Lacroix, Isabelle Nocus
Learning Environments Research (2025)
Closed Access
La percepción de los alumnos como indicador de inclusión educativa
Margarita Rodríguez Gudiño, Cristina Jenaro Río, Raimundo Castaño Calle
Educación XX1 (2022) Vol. 25, Iss. 1, pp. 357-379
Open Access | Times Cited: 17
Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion
Ghaleb H. Alnahdi, Katharina-Theresa Lindner, Susanne Schwab
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 16
The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms
Enas Easa, Ron Blonder
Chemistry Teacher International (2023) Vol. 5, Iss. 2, pp. 125-141
Open Access | Times Cited: 9
Enhancing Inclusive Teaching in China: Examining the Effects of Principal Transformational Leadership, Teachers’ Inclusive Role Identity, and Efficacy
Dongsheng Wang, Liang Huang, Xianhan Huang, et al.
Behavioral Sciences (2024) Vol. 14, Iss. 3, pp. 175-175
Open Access | Times Cited: 3
Evolución de los documentos relacionados con la Inclusión Educativa en el área de Educación Física (Evolution of the Documents Related to the Inclusive Education in Physical Education)
José M. Gamonales, Víctor Hernández-Beltrán, Jesús Muñoz-Jiménez, et al.
Retos (2024) Vol. 55, pp. 126-137
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
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
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
‘It’s all about the attitudes!’ – Introducing a scale to assess teachers’ attitudes towards the practice of differentiated instruction
Verena Letzel, Marcela Pozas, Christoph Schneider
International Journal of Inclusive Education (2020), pp. 1-15
Closed Access | Times Cited: 22
The meanings of differentiated instruction in the narratives of Eritrean teachers
Desalegn Zerai, Sirpa Eskelä-Haapanen, Hanna Posti-Ahokas, et al.
Pedagogy Culture and Society (2021) Vol. 31, Iss. 3, pp. 419-437
Open Access | Times Cited: 19
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