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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 56 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
Vocational teachers' professional learning: A systematic literature review of the past decade
Na Zhou, Dineke E.H. Tigelaar, Wilfried Admiraal
Teaching and Teacher Education (2022) Vol. 119, pp. 103856-103856
Open Access | Times Cited: 23
Trend research mapping of differentiated instruction: A bibliometric analysis
Muhammad Asriadi, Samsul Hadi, Edi Istiyono
Journal of Pedagogical Research (2023)
Open Access | Times Cited: 14
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
Science and Non-Science Teachers' Competency in Using Differentiated Instruction: Inputs for a Proposed Training Program
Fille Anna Fatima
(2025), pp. 78-91
Open Access
Does Adaptive e-Module (Ae-M) effective in enhancing students’ numeracy literacy ability?
Yerizon Yerizon, Arnellis Arnellis, Suherman Suherman, et al.
Salud Ciencia y Tecnología (2025) Vol. 5, pp. 1480-1480
Closed Access
Inclusive Education Nationally and Internationally
Tom Porta
Springer briefs in education (2025), pp. 3-16
Closed Access
Differentiation for Student Autonomy and Strengthened Relationships
Tom Porta
Springer briefs in education (2025), pp. 59-68
Closed Access
Differentiated Instruction and Student Diversity
Tom Porta
Springer briefs in education (2025), pp. 17-27
Closed 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
The effects of teachers’ professional and pedagogical competencies on implementing cooperative learning and enhancing students’ learning engagement and outcomes in science: Practices and changes
Girma Moti Geletu
Cogent Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 17
Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers
Verena Letzel‐Alt, Marcela Pozas, Susanne Schwab, et al.
Frontiers in Education (2022) Vol. 7
Open Access | Times Cited: 12
The Belief of Mandarin Foreign Language Educators in Differentiated Instruction Based on Student Characteristics
Nurul Ain Chua, Abdul Mutalib Embong, Kais Amir Kadhim, et al.
International Journal of Sustainable Development and Planning (2024) Vol. 19, Iss. 2, pp. 629-635
Open Access | Times Cited: 2
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
Exploring the perceived knowledge of teacher educators and pre-service teachers on the differentiated instruction practices of teacher educators
William Nketsia, Maxwell Peprah Opoku, Michael Amponteng, et al.
Frontiers in Education (2024) Vol. 9
Open Access | Times Cited: 2
PROSPECTIVE TEACHERS' PERSPECTIVES ON PEDAGOGICAL CHALLENGES EXPERIENCED DURING WORK-BASED LEARNING
Ieva Margeviča-Grīnberga, Ilze Šūmane
SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference (2024) Vol. 1, pp. 194-207
Open Access | Times Cited: 2
‘I do not think I actually do it well’: a discourse analysis of Australian senior secondary teachers’ self‐efficacy and attitudes towards implementation of differentiated instruction
Tom Porta, Nicole Todd, Lorraine Gaunt
Journal of Research in Special Educational Needs (2022) Vol. 22, Iss. 3, pp. 297-305
Closed Access | Times Cited: 9
Future Mathematics Teachers’ Perceptions towards Inclusion in Secondary Education: University of Granada
Emilio Crisol Moya, María Jesús Caurcel Cara, Paula Peregrina-Nievas, et al.
Education Sciences (2023) Vol. 13, Iss. 3, pp. 245-245
Open Access | Times Cited: 4
Implementation of Differentiated Learning to Enhance Elementary School Students' Mathematical Critical and Creative Thinking Skills
Fuji Lestari, Jesi Alexander Alim, Mery Noviyanti
International Journal of Elementary Education (2024) Vol. 8, Iss. 1, pp. 178-187
Open Access | Times Cited: 1
READING COMPREHENSION SKILLS OF STUDENTS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: TEACHING PRACTICES WITH TECHNOLOGICAL TOOLS
Νικόλαος Πανόπουλος, Maria Drossinou Korea
European Journal of Special Education Research (2024) Vol. 10, Iss. 4
Open Access | Times Cited: 1
Youth-led participatory action research (YPAR) in Ethiopia: a promising practice to examine systemic economic injustices
Meseret F. Hailu, Temesgen Leta Bikila, Abebaw Yirga Adamu, et al.
Cogent Education (2024) Vol. 11, Iss. 1
Open Access | Times Cited: 1
Implementation of and challenges in differentiated L2 language instruction: A systematic literature review (2014-2023)
Xiaorui Sun, Sanitah Mohd Yusof
Salud Ciencia y Tecnología - Serie de Conferencias (2024) Vol. 3
Open Access | Times Cited: 1
A conceptual framework for Assessment-Informed Differentiation (AID) in the classroom
Tessa H.S. Eysink, Kim Schildkamp
Educational Research (2021) Vol. 63, Iss. 3, pp. 261-278
Open Access | Times Cited: 9
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