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Cited by

• 2017Teachers and their implementation of differentiated instruction in the classroom357 cited
• 2013Assessment and Student Success in a Differentiated Classroom234 cited
• 2018Capturing the complexity of differentiated instruction220 cited
• 2015Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles207 cited
• 2017Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model163 cited
• 2016Teacher perceived difficulty in implementing differentiated instructional strategies in primary school145 cited
• 2019Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review142 cited
• 2013THE THREE BLOCK MODEL OF UNIVERSAL DESIGN FOR LEARNING (UDL): ENGAGING STUDENTS IN INCLUSIVE EDUCATION133 cited
• 2018Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of all the Students130 cited
• 2015Teaching for Excellence in Academically Diverse Classrooms122 cited
• 2013The Impact of Differentiated Instruction in a Teacher Education Setting: Successes and Challenges120 cited
• 2024Differentiating instruction: Understanding the key elements for successful teacher preparation and development116 cited
• 2020Differentiated instruction: the diversity of teachers’ philosophy and praxis to adapt teaching to students’ interests, readiness and learning profiles