| How can critical thinking best be developed in adolescents through a dialogic classroom approach? |
20.500.14069/22 |
201 |
179 |
1459 |
0.14 |
0.12 |
| Mar 2026 |
4 |
| Apr 2026 |
0 |
| May 2026 |
4 |
| Jun 2026 |
4 |
| Jul 2026 |
5 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
1 |
| May 2026 |
4 |
| Jun 2026 |
8 |
| Jul 2026 |
7 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
129 |
| United States |
14 |
| China |
11 |
| Ireland |
11 |
| Canada |
4 |
| Germany |
4 |
| 17 others |
31 |
|
| Finding your voice: A critical investigation, using approaches drawn from action research, into the use of dialogue and discussion to support A-Level students’ production of sophisticated academic writing |
20.500.14069/579 |
107 |
43 |
902 |
0.12 |
0.05 |
| Mar 2026 |
1 |
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0 |
| May 2026 |
4 |
| Jun 2026 |
0 |
| Jul 2026 |
5 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
2 |
| Jun 2026 |
8 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
59 |
| Gibraltar |
17 |
| Kazakhstan |
14 |
| Germany |
6 |
| China |
3 |
| India |
3 |
| 5 others |
6 |
|
| Assessing engagement with construction-based, structured-play activities designed for the teaching and learning of the language of metacognition in a primary Pupil Referral Unit |
20.500.14069/33 |
304 |
163 |
1433 |
0.21 |
0.11 |
| Mar 2026 |
14 |
| Apr 2026 |
5 |
| May 2026 |
5 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
13 |
| Sep 2026 |
0 |
|
| Mar 2026 |
10 |
| Apr 2026 |
2 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
16 |
|
| United Kingdom |
248 |
| Ireland |
24 |
| Indonesia |
5 |
| Germany |
4 |
| Belgium |
3 |
| China |
3 |
| 13 others |
20 |
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| How can microblogging be used to facilitate an online community of practice and increase dialogic thinking? |
20.500.14069/43 |
149 |
162 |
1289 |
0.12 |
0.13 |
| Mar 2026 |
5 |
| Apr 2026 |
6 |
| May 2026 |
1 |
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3 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
3 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
3 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| United Kingdom |
82 |
| Ireland |
14 |
| Belgium |
7 |
| United States |
7 |
| Canada |
5 |
| Netherlands |
5 |
| 14 others |
29 |
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| How do physics students respond to a more dialogic approach? |
20.500.14069/14 |
147 |
122 |
1502 |
0.10 |
0.08 |
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
8 |
| Jun 2026 |
5 |
| Jul 2026 |
0 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
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| Mar 2026 |
2 |
| Apr 2026 |
4 |
| May 2026 |
9 |
| Jun 2026 |
6 |
| Jul 2026 |
1 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
|
| United Kingdom |
91 |
| Japan |
18 |
| Ireland |
10 |
| United States |
7 |
| China |
5 |
| Germany |
4 |
| 9 others |
14 |
|
| Helping children of different abilities to explain their reasoning and build on ideas in mathematics |
20.500.14069/20 |
228 |
122 |
1459 |
0.16 |
0.08 |
| Mar 2026 |
17 |
| Apr 2026 |
19 |
| May 2026 |
23 |
| Jun 2026 |
7 |
| Jul 2026 |
1 |
| Aug 2026 |
6 |
| Sep 2026 |
0 |
|
| Mar 2026 |
8 |
| Apr 2026 |
22 |
| May 2026 |
12 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| United Kingdom |
144 |
| Japan |
27 |
| United States |
14 |
| Australia |
10 |
| China |
6 |
| Czechia |
5 |
| 11 others |
26 |
|
| In what ways does dialogic listening impact the ability to sustain dialogue? |
20.500.14069/21 |
121 |
95 |
1459 |
0.08 |
0.07 |
| Mar 2026 |
0 |
| Apr 2026 |
7 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
5 |
| Apr 2026 |
6 |
| May 2026 |
11 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
70 |
| Ireland |
10 |
| Canada |
8 |
| China |
7 |
| United States |
7 |
| Brazil |
3 |
| 11 others |
17 |
|
| How might explicitly increasing the use of dialogic approaches affect whole-group dialogue in virtual teacher professional development session run for an international examination board? |
20.500.14069/41 |
183 |
159 |
1400 |
0.13 |
0.11 |
| Mar 2026 |
4 |
| Apr 2026 |
1 |
| May 2026 |
8 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| Mar 2026 |
6 |
| Apr 2026 |
5 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
6 |
| Sep 2026 |
18 |
|
| United Kingdom |
99 |
| Ireland |
10 |
| United States |
10 |
| Canada |
8 |
| Pakistan |
8 |
| Hong Kong |
6 |
| 18 others |
40 |
|
| Does the use of sentence stems help students invite their peers to make their reasoning explicit? |
20.500.14069/13 |
481 |
586 |
1502 |
0.32 |
0.39 |
| Mar 2026 |
33 |
| Apr 2026 |
101 |
| May 2026 |
54 |
| Jun 2026 |
14 |
| Jul 2026 |
9 |
| Aug 2026 |
13 |
| Sep 2026 |
0 |
|
| Mar 2026 |
38 |
| Apr 2026 |
113 |
| May 2026 |
55 |
| Jun 2026 |
17 |
| Jul 2026 |
9 |
| Aug 2026 |
12 |
| Sep 2026 |
1 |
|
| United Kingdom |
341 |
| United States |
69 |
| Australia |
30 |
| Ireland |
13 |
| Germany |
7 |
| Canada |
6 |
| 12 others |
24 |
|
| Using oracy to improve disadvantaged student attitudes, engagement, and reasoning |
20.500.14069/898 |
689 |
426 |
511 |
1.35 |
0.83 |
| Mar 2026 |
54 |
| Apr 2026 |
108 |
| May 2026 |
85 |
| Jun 2026 |
37 |
| Jul 2026 |
30 |
| Aug 2026 |
31 |
| Sep 2026 |
5 |
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26 |
| Apr 2026 |
77 |
| May 2026 |
50 |
| Jun 2026 |
26 |
| Jul 2026 |
33 |
| Aug 2026 |
19 |
| Sep 2026 |
1 |
|
| United Kingdom |
567 |
| United States |
25 |
| Japan |
22 |
| China |
17 |
| Qatar |
17 |
| India |
10 |
| 26 others |
59 |
|
| Assessment Literacy: A Metaphorical Approach |
20.500.14069/1432 |
32 |
18 |
51 |
0.63 |
0.35 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
23 |
| Aug 2026 |
7 |
| Sep 2026 |
2 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
9 |
| Aug 2026 |
8 |
| Sep 2026 |
1 |
|
| United Kingdom |
20 |
| Australia |
3 |
| Bulgaria |
3 |
| United States |
3 |
| Spain |
2 |
| Japan |
1 |
|
