| Micro-Dialogues in Action: how teaching assistants support engagement, understanding and trust during science classroom tasks |
20.500.14069/1303 |
46 |
13 |
203 |
0.23 |
0.06 |
| Mar 2026 |
4 |
| Apr 2026 |
0 |
| May 2026 |
8 |
| Jun 2026 |
1 |
| Jul 2026 |
4 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
0 |
| May 2026 |
5 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| United Kingdom |
28 |
| China |
7 |
| Japan |
7 |
| Canada |
2 |
| Poland |
1 |
| Singapore |
1 |
| 1 others |
1 |
|
| How to use the "connecting" skill in the Think-Talk Toolbox (TTT) to help English-speaking students improve their pronunciation of Chinese tones |
20.500.14069/1306 |
82 |
27 |
201 |
0.41 |
0.13 |
| Mar 2026 |
26 |
| Apr 2026 |
0 |
| May 2026 |
6 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
6 |
| Apr 2026 |
4 |
| May 2026 |
4 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
5 |
|
| United Kingdom |
49 |
| China |
23 |
| Ireland |
4 |
| Canada |
2 |
| Japan |
2 |
| United States |
2 |
|
| A Three-Stage Application of the "Agreement" Strategy: Transformation of Teacher and Student Roles in a 10th Grade Physics Classroom |
20.500.14069/1152 |
81 |
17 |
255 |
0.32 |
0.07 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
6 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
4 |
| Jun 2026 |
0 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
30 |
| Ireland |
20 |
| China |
17 |
| Netherlands |
5 |
| United States |
5 |
| Belgium |
2 |
| 2 others |
2 |
|
| Knowledge, Practice and Classroom Space: Insights from a Geography Teaching Practicum at a Cambridgeshire Secondary School |
20.500.14069/1128 |
172 |
62 |
269 |
0.64 |
0.23 |
| Mar 2026 |
2 |
| Apr 2026 |
0 |
| May 2026 |
13 |
| Jun 2026 |
2 |
| Jul 2026 |
10 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
6 |
| Apr 2026 |
1 |
| May 2026 |
5 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
|
| China |
54 |
| United Kingdom |
43 |
| Netherlands |
26 |
| Ireland |
19 |
| Japan |
9 |
| Hong Kong |
8 |
| 5 others |
16 |
|
| Illuminating Learning: Exploring the Use of Traffic Light Cards in a Secondary English Classroom |
20.500.14069/1153 |
173 |
134 |
255 |
0.68 |
0.53 |
| Mar 2026 |
35 |
| Apr 2026 |
20 |
| May 2026 |
30 |
| Jun 2026 |
9 |
| Jul 2026 |
8 |
| Aug 2026 |
6 |
| Sep 2026 |
0 |
|
| Mar 2026 |
25 |
| Apr 2026 |
12 |
| May 2026 |
21 |
| Jun 2026 |
18 |
| Jul 2026 |
7 |
| Aug 2026 |
21 |
| Sep 2026 |
4 |
|
| United Kingdom |
77 |
| Australia |
20 |
| China |
16 |
| Ireland |
10 |
| Netherlands |
6 |
| Singapore |
6 |
| 16 others |
43 |
|
| From Correction to Conversation: Enhancing Mathematical Understanding through Dialogic Questioning in a UK Classroom |
20.500.14069/1344 |
93 |
27 |
120 |
0.78 |
0.23 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
74 |
| Jun 2026 |
12 |
| Jul 2026 |
4 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
19 |
| Jun 2026 |
3 |
| Jul 2026 |
4 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| China |
44 |
| United Kingdom |
31 |
| Ireland |
12 |
| Kenya |
2 |
| Australia |
1 |
| Hong Kong |
1 |
| 2 others |
2 |
|
| Enhancing Students’ Learning Outcomes through Justifying and Guiding Strategies in Classroom Dialogue |
20.500.14069/1312 |
70 |
25 |
194 |
0.36 |
0.13 |
| Mar 2026 |
9 |
| Apr 2026 |
4 |
| May 2026 |
12 |
| Jun 2026 |
3 |
| Jul 2026 |
11 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
8 |
| May 2026 |
7 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
36 |
| China |
16 |
| United States |
6 |
| Australia |
3 |
| India |
2 |
| Uruguay |
2 |
| 5 others |
5 |
|
