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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:

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

Showing 1-25 of 165 citing articles:

Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices
Stuart Woodcock, Umesh Sharma, Pearl Subban, et al.
Teaching and Teacher Education (2022) Vol. 117, pp. 103802-103802
Open Access | Times Cited: 130
Does Professional Development Effectively Support the Implementation of Inclusive Education? A Meta-Analysis
Johanna L. Donath, Timo Lüke, Elisabeth Graf, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Open Access | Times Cited: 25
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
‘Homeschooling in times of corona’: exploring Mexican and German primary school students’ and parents’ chances and challenges during homeschooling
Marcela Pozas, Verena Letzel, Christoph Schneider
European Journal of Special Needs Education (2021) Vol. 36, Iss. 1, pp. 35-50
Closed Access | Times Cited: 54
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
Promoting High-Achieving Students Through Differentiated Instruction in Mixed-Ability Classrooms—A Systematic Review
Lisa Ziernwald, Delia Hillmayr, Doris Holzberger
Journal of Advanced Academics (2022) Vol. 33, Iss. 4, pp. 540-573
Open Access | Times Cited: 33
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
Implementation of Inclusive Education: A Systematic Review of Studies of Inclusive Education Interventions in Low- and Lower-Middle-Income Countries
Melissa E. Mendoza, Jody Heymann
International Journal of Disability Development and Education (2022) Vol. 71, Iss. 3, pp. 299-316
Open Access | Times Cited: 24
E-diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction framework
Fahimeh Rafi, Natasha Pourdana
Language Testing in Asia (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 11
Design and validation of the classroom climate for an inclusive education questionnaire (CCIEQ)
Roberto Sánchez-Cabrero, Marta Sandoval, Gema P. Sáez‐Suanes, et al.
Environment and Social Psychology (2024) Vol. 9, Iss. 5
Open Access | Times Cited: 4
Academic outcomes of inclusive education in typically developing children
Andrijana Bakoč, Brojčin Branislav, Slobodan Banković, et al.
Frontiers in Psychology (2025) Vol. 15
Open Access
Teacher acceptability of instructional supports in science for multilingual learners
Sarina Roschmann, Sara E. Witmer, Nathalie L. Marinho
School Psychology International (2025)
Closed Access
Self‐directed learning—a framework for inclusion ‘In’ and ‘Through’ Education – A systematic review
Thomas Howard Morris, George Koutsouris, Lauren Stentiford, et al.
Review of Education (2025) Vol. 13, Iss. 1
Open Access
Impact of inclusive education on early childhood development: a systematic review and meta-analysis
Lu Wang, Yaxian Lei, Qiao Zhou, et al.
International Journal of Inclusive Education (2025), pp. 1-16
Closed Access
Teaching inclusive education: a contextual higher education analysis
Yolande Korkie, Christa Beyers, Eben Swanepoel
Frontiers in Education (2025) Vol. 10
Open Access
AN ANALYSIS OF DIFFERENTIATED LEARNING IN DEVELOPING ENGLISH READING SKILLS
Berita Mambarasi Nehe, Zuraidah A. Rahman, Suherman Suherman, et al.
Dialectical Literature and Educational Journal (2025) Vol. 9, Iss. 2, pp. 52-63
Closed Access
Differentiation in Dutch Secondary EFL Education: Used Strategies and Identified Challenges
Anssi Roiha, Carina Janse, Nives Kreuh, et al.
TESOL Journal (2025) Vol. 16, Iss. 1
Closed Access
Analysis of the Implementation of Inclusive Education as a Solution to the Problem of Obstructing Indonesia's SDGs
Abdul Basit, Sapriya Sapriya, Dasim Budimansyah, et al.
Journal of Lifestyle and SDGs Review (2025) Vol. 5, Iss. 3, pp. e04976-e04976
Closed Access
Transforming higher education: a systematic review of faculty training in UDL and its benefits
Anabel Moriña, Rafael Carballo, Ana Doménech Vidal
Teaching in Higher Education (2025), pp. 1-18
Open Access
Differentiated Instruction in Rural and Peri-urban KwaZulu–Natal Primary School Mathematics Classrooms
Thabisile Bellinda. Maphumulo, Piera Biccard
African Journal of Research in Mathematics Science and Technology Education (2025), pp. 1-13
Closed Access
THE EFFECT OF BLENDED LEARNING EDUCATIONAL MODEL ON SECONDARY SCHOOL STUDENTS’ MATHEMATICS ACHIEVEMENT
Dinkissa Gofer Abdissa, Gemechis File Duressa, Teklu Tafase Olkaba, et al.
Problems of Education in the 21st Century (2025) Vol. 83, Iss. 1, pp. 9-29
Open Access
Enhancing Early Childhood Education Achievement: Integrating Inclusive Teaching Through Playful Learning and Classroom Dynamics as a Catalyst
Amjad Islam Amjad, Sarfraz Aslam, Zahida Aziz Sial, et al.
European Journal of Education (2025) Vol. 60, Iss. 2
Closed Access
Sweatshops at work? An exploration through bibliometric analysis
Mr. Manoj Kumar Kamila, Sahil Singh Jasrotia, Pooja Kushwaha
Sustainable Futures (2025), pp. 100573-100573
Open Access
Higher Education and Inclusive Learning: Building an Accessible Educational Environment
Yuliia Bondarenko, N. Buhlai, Nataliia Tymofiienko, et al.
Cadernos de Educação Tecnologia e Sociedade (2025) Vol. 18, Iss. se2, pp. 191-203
Open Access
A Comparative Analysis of Preservice Teachers’ Knowledge of Reading Instruction and Their Confidence in Supporting Struggling Readers: A Study of India and England
Johny Daniel, Radhika Misquitta, Sophie Nelson
Education Sciences (2025) Vol. 15, Iss. 4, pp. 442-442
Open Access
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