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Citations (9)
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Tang T. Heng. (2023) Lessons on educational borrowing and change: teachers’ implementation of differentiated instruction in Singapore. Pedagogy, Culture & Society 0:0, pages 1-22.
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Tadesse Melesse & Sinatayehu Belay. (2022) Differentiating instruction in primary and middle schools: Does variation in students’ learning attributes matter?. Cogent Education 9:1.
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Articles from other publishers (7)
Asih Utami, Sujarwo Sujarwo, Puji Yanti Fauziyah, Ali Mustadi, Riyan Hidayat & Imam Rofiki. (2024) Bibliometric Analysis of Research Developments on Differentiated Instruction. European Journal of Educational Research volume-13-2024:volume-13-issue-3-july-2024, pages 1421-1439.
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Tom Porta, Nicole Todd & Lorraine Gaunt. (2024) Australian senior‐secondary teachers’ perceptions of leadership and policy for differentiated instruction. British Educational Research Journal.
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Tom Porta & Nicole Todd. (2023) The impact of labelling students with learning difficulties on teacher self‐efficacy in differentiated instruction. Journal of Research in Special Educational Needs 24:1, pages 108-122.
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Juan Cai, Free De Backer, Geert Vandermeersche & Koen Lombaerts. (2023) Comparing Chinese and Western classroom learning environment research: a bibliometric analysis and visualization. Frontiers in Psychology 14.
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Annemieke Smale-Jacobse, Peter Moorer, Ridwan Maulana, Michelle Helms-Lorenz, Carmen-María Fernández-García, Mercedes Inda-Caro, Seyeoung Chun, Abid Shahzad, Okhwa Lee, Amarjargal Adiyasuren, Yulia Irnidayanti, Ulziisaikhan Galindev & Nurul Fadhilah. 2023. Effective Teaching Around the World. Effective Teaching Around the World
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Tom Porta & Nicole Todd. (2022) Differentiated instruction within senior secondary curriculum frameworks: A small‐scale study of teacher views from an independent South Australian school. The Curriculum Journal 33:4, pages 570-586.
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Tom Porta, Nicole Todd & Lorraine Gaunt. (2022) ‘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. Journal of Research in Special Educational Needs 22:3, pages 297-305.
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