Micro-Dialogues in Action: how teaching assistants support engagement, understanding and trust during science classroom tasks
20.500.14069/1303
|
47 |
17 |
259 |
0.18 |
0.07 |
| May 2026 |
8 |
| Jun 2026 |
1 |
| Jul 2026 |
4 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
5 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
28 |
| China |
8 |
| 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
|
84 |
30 |
257 |
0.33 |
0.12 |
| May 2026 |
6 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
4 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
5 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
49 |
| China |
25 |
| 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 |
23 |
311 |
0.26 |
0.07 |
| May 2026 |
6 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
4 |
| Jun 2026 |
0 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
5 |
| Nov 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
|
186 |
73 |
325 |
0.57 |
0.22 |
| May 2026 |
13 |
| Jun 2026 |
2 |
| Jul 2026 |
10 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
13 |
| Nov 2026 |
0 |
|
| May 2026 |
5 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
4 |
| Sep 2026 |
3 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
|
| China |
65 |
| United Kingdom |
45 |
| Netherlands |
26 |
| Ireland |
19 |
| Japan |
9 |
| Hong Kong |
8 |
| 5 others |
17 |
|
Illuminating Learning: Exploring the Use of Traffic Light Cards in a Secondary English Classroom
20.500.14069/1153
|
203 |
167 |
311 |
0.65 |
0.54 |
| May 2026 |
30 |
| Jun 2026 |
9 |
| Jul 2026 |
8 |
| Aug 2026 |
6 |
| Sep 2026 |
8 |
| Oct 2026 |
19 |
| Nov 2026 |
3 |
|
| May 2026 |
21 |
| Jun 2026 |
18 |
| Jul 2026 |
7 |
| Aug 2026 |
21 |
| Sep 2026 |
8 |
| Oct 2026 |
28 |
| Nov 2026 |
1 |
|
| United Kingdom |
82 |
| Australia |
26 |
| China |
21 |
| United States |
11 |
| Ireland |
10 |
| Netherlands |
6 |
| 18 others |
52 |
|
From Correction to Conversation: Enhancing Mathematical Understanding through Dialogic Questioning in a UK Classroom
20.500.14069/1344
|
100 |
38 |
176 |
0.57 |
0.22 |
| May 2026 |
74 |
| Jun 2026 |
12 |
| Jul 2026 |
4 |
| Aug 2026 |
2 |
| Sep 2026 |
4 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| May 2026 |
19 |
| Jun 2026 |
3 |
| Jul 2026 |
4 |
| Aug 2026 |
0 |
| Sep 2026 |
7 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| China |
48 |
| United Kingdom |
33 |
| Ireland |
12 |
| Kenya |
2 |
| Australia |
1 |
| Ghana |
1 |
| 3 others |
3 |
|
Enhancing Students’ Learning Outcomes through Justifying and Guiding Strategies in Classroom Dialogue
20.500.14069/1312
|
74 |
33 |
250 |
0.30 |
0.13 |
| May 2026 |
12 |
| Jun 2026 |
3 |
| Jul 2026 |
11 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| May 2026 |
7 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
3 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| United Kingdom |
36 |
| China |
18 |
| United States |
6 |
| Australia |
3 |
| India |
2 |
| Uruguay |
2 |
| 7 others |
7 |
|
