https://orcid.org/0000-0003-0388-0034
Citations (10)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (3)
Yi Sun & Longhai Xiao. (2024) Research trends and hotspots of differentiated instruction over the past two decades (2000-2020): a bibliometric analysis. Educational Studies 50:2, pages 186-202.
Read now
Read now
Marcela Pozas & Verena Letzel-Alt. (2023) Teacher collaboration, inclusive education and differentiated instruction: A matter of exchange, co-construction, or synchronization?. Cogent Education 10:2.
Read now
Read now
Minttu Johler & Rune Johan Krumsvik. (2022) Increasing inclusion through differentiated instruction in a technology-rich primary school classroom in Norway. Education 3-13 0:0, pages 1-15.
Read now
Read now
Articles from other publishers (7)
Özge ÇULHAOĞLU, Mustafa Mert ÖRNEK & Hacer YALNIZ DİLCEN. (2023) Öğretmenlerin Farklılaştırılmış Öğretim Uygulamasına Yönelik Tutumlar Ölçeği: Türkçe Geçerlik ve Güvenirlik Çalışması. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi:57, pages 1763-1779.
Crossref
Crossref
Meijie Bi, Katrien Struyven & Chang Zhu. (2023) Variables that influence teachers’ practice of differentiated instruction in Chinese classrooms: A study from teachers’ perspectives. Frontiers in Psychology 14.
Crossref
Crossref
Verena Letzel, Marcela Pozas & Christoph Schneider. (2022)
Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (
DI
) in Germany
. British Journal of Educational Psychology 93:1, pages 1-16.
Crossref
Crossref
Marieke van Geel, Trynke Keuning & Ilen Safar. (2022) How teachers develop skills for implementing differentiated instruction: Helpful and hindering factors. Teaching and Teacher Education: Leadership and Professional Development 1, pages 100007.
Crossref
Crossref
Verena Letzel-Alt, Marcela Pozas, Susanne Schwab, Christoph Schneider, Katharina-Theresa Lindner, Paulo Dias & Irene Cadime. (2022) Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers. Frontiers in Education 7.
Crossref
Crossref
Marcela Pozas, Verena Letzel, Nora Bost & Julia Reichertz. (2022) Confident, positive, but interested? Exploring the role of teachers’ interest in their practice of differentiated instruction. Frontiers in Education 7.
Crossref
Crossref
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.
Crossref
Crossref