ALJASER, A. . Examining the Implications of Differentiated Instruction for High School Students’ Self-Actualization. International Journal of Education and Practice, [S. l.], v. 7, n. 3, p. 184–199, 2019. DOI: 10.18488/journal.61.2019.73.184.199. Disponível em: https://archive.conscientiabeam.com/index.php/61/article/view/594. Acesso em: 18 may. 2024.