| How can a reciprocal reading model support oracy in a Y7 art class? |
20.500.14069/682 |
71 |
52 |
718 |
0.10 |
0.07 |
| Mar 2026 |
16 |
| Apr 2026 |
4 |
| May 2026 |
9 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
4 |
| Apr 2026 |
1 |
| May 2026 |
8 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| United Kingdom |
71 |
| Netherlands |
2 |
| Australia |
1 |
| Ireland |
1 |
| Italy |
1 |
| South Africa |
1 |
|
| Ethical issues in researching Higher Education teaching and learning: what’s the same as, and what’s different from, close-to- practice research in other phases of education? |
20.500.14069/685 |
52 |
51 |
714 |
0.07 |
0.07 |
| Mar 2026 |
3 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
5 |
| Apr 2026 |
2 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
9 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
28 |
| United States |
5 |
| Iran |
4 |
| Australia |
3 |
| Kazakhstan |
3 |
| Indonesia |
2 |
| 7 others |
7 |
|
| Perspectives on a participatory action research project |
20.500.14069/681 |
96 |
76 |
719 |
0.13 |
0.11 |
| Mar 2026 |
1 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
No download data
|
| United Kingdom |
71 |
| Kazakhstan |
5 |
| United States |
4 |
| China |
3 |
| Luxembourg |
3 |
| Japan |
2 |
| 7 others |
8 |
|
| Developing Scholarship and Research Skills: Interrogating the Literature on Subject Specialist Trainee Teachers’ Desirable Features |
20.500.14069/734 |
122 |
75 |
691 |
0.18 |
0.11 |
| Mar 2026 |
5 |
| Apr 2026 |
1 |
| May 2026 |
15 |
| Jun 2026 |
7 |
| Jul 2026 |
3 |
| Aug 2026 |
6 |
| Sep 2026 |
1 |
|
| Mar 2026 |
2 |
| Apr 2026 |
5 |
| May 2026 |
6 |
| Jun 2026 |
8 |
| Jul 2026 |
3 |
| Aug 2026 |
3 |
| Sep 2026 |
4 |
|
| United Kingdom |
98 |
| Kazakhstan |
12 |
| Germany |
4 |
| China |
3 |
| Philippines |
2 |
| Egypt |
1 |
| 2 others |
2 |
|
| Making invisible learners seen through practitioner research: A close to practice study of student participation in maths discussion |
20.500.14069/1059 |
84 |
35 |
290 |
0.29 |
0.12 |
| Mar 2026 |
7 |
| Apr 2026 |
3 |
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
6 |
| Aug 2026 |
2 |
| Sep 2026 |
3 |
|
| Mar 2026 |
6 |
| Apr 2026 |
7 |
| May 2026 |
9 |
| Jun 2026 |
2 |
| Jul 2026 |
6 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
|
| United Kingdom |
65 |
| Australia |
3 |
| Canada |
3 |
| Turkey |
3 |
| United States |
3 |
| Ireland |
2 |
| 4 others |
5 |
|
| Social Fiction as a close-to-practice research approach |
20.500.14069/683 |
61 |
81 |
718 |
0.08 |
0.11 |
| Mar 2026 |
2 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
5 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
4 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| United Kingdom |
30 |
| Switzerland |
12 |
| United States |
4 |
| Nepal |
3 |
| China |
2 |
| Hong Kong |
2 |
| 7 others |
9 |
|
