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Citations (9)
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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.
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Vecihi Serbay Zambak, Ai Kamei & Kaitlyn Sorochka. (2023) Noticing elementary students’ mathematical reasoning and diverse needs: investigating the impact of different noticing tasks. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-25.
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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 (6)
Berber N. Langelaan, Lisa Gaikhorst, Wouter Smets & Ron J. Oostdam. (2024) Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education 140, pages 104464.
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Isabel Eßling, Maria Todorova, Cornelia Sunder, Mirjam Steffensky & Nicola Meschede. (2023) The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning. Teaching and Teacher Education 132, pages 104250.
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Helene Zeeb, Anna Ibach, Thamar Voss & Alexander Renkl. (2023) How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study. Teaching and Teacher Education 130, pages 104170.
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Jessica Hoth, Macarena Larrain & Gabriele Kaiser. (2022) Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements. Frontiers in Psychology 13.
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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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