How can a reciprocal reading model support oracy in a Y7 art class?
20.500.14069/682
|
74 |
55 |
774 |
0.10 |
0.07 |
| May 2026 |
9 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| May 2026 |
8 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
73 |
| Netherlands |
2 |
| Australia |
1 |
| Ireland |
1 |
| Italy |
1 |
| United States |
1 |
| 1 others |
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
|
53 |
55 |
770 |
0.07 |
0.07 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
9 |
| Aug 2026 |
3 |
| Sep 2026 |
2 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
28 |
| United States |
6 |
| Iran |
4 |
| Australia |
3 |
| Kazakhstan |
3 |
| Indonesia |
2 |
| 7 others |
7 |
|
Perspectives on a participatory action research project
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|
103 |
95 |
775 |
0.13 |
0.12 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
3 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
7 |
| Jul 2026 |
5 |
| Aug 2026 |
2 |
| Sep 2026 |
11 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
|
| United Kingdom |
77 |
| Kazakhstan |
5 |
| United States |
5 |
| China |
3 |
| Luxembourg |
3 |
| Japan |
2 |
| 7 others |
8 |
|
Developing Scholarship and Research Skills: Interrogating the Literature on Subject Specialist Trainee Teachers’ Desirable Features
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|
133 |
94 |
747 |
0.18 |
0.13 |
| May 2026 |
15 |
| Jun 2026 |
7 |
| Jul 2026 |
3 |
| Aug 2026 |
6 |
| Sep 2026 |
6 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| May 2026 |
6 |
| Jun 2026 |
8 |
| Jul 2026 |
3 |
| Aug 2026 |
3 |
| Sep 2026 |
16 |
| Oct 2026 |
7 |
| Nov 2026 |
0 |
|
| United Kingdom |
105 |
| Kazakhstan |
12 |
| China |
4 |
| Germany |
4 |
| Philippines |
2 |
| Australia |
1 |
| 5 others |
5 |
|
Making invisible learners seen through practitioner research: A close to practice study of student participation in maths discussion
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|
94 |
47 |
346 |
0.27 |
0.14 |
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
6 |
| Aug 2026 |
2 |
| Sep 2026 |
5 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
|
| May 2026 |
9 |
| Jun 2026 |
2 |
| Jul 2026 |
6 |
| Aug 2026 |
3 |
| Sep 2026 |
7 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| United Kingdom |
75 |
| Australia |
3 |
| Canada |
3 |
| Turkey |
3 |
| United States |
3 |
| Ireland |
2 |
| 4 others |
5 |
|
Social Fiction as a close-to-practice research approach
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|
62 |
89 |
774 |
0.08 |
0.11 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
4 |
| Aug 2026 |
1 |
| Sep 2026 |
3 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| United Kingdom |
30 |
| Switzerland |
12 |
| United States |
5 |
| Nepal |
3 |
| China |
2 |
| Hong Kong |
2 |
| 7 others |
9 |
|
