Improving questioning techniques to enhance children's critical thinking during shared book reading time in an Early Years setting in Switzerland
20.500.14069/1062
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9 |
0 |
341 |
0.03 |
0.00 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
6 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
9 |
| Singapore |
1 |
| United States |
1 |
|
A case study of a teacher-facilitated, small-group after-school online intervention for able mathematicians in grade nine an international school in Hong Kong
20.500.14069/1065
|
12 |
0 |
341 |
0.04 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
6 |
| Ireland |
5 |
| Japan |
1 |
|
The impact of implementing collaborative learning as means of creating an interactive student-centred learning environment in a Year 10 chemistry classroom in Egypt
20.500.14069/1070
|
3 |
0 |
341 |
0.01 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
|
A case study on the effectiveness of the Response to Intervention model (Tier 2 & 3) in improving academic achievement for MYP (grade 6 and 8 students) in a Hong Kong International secondary school.
20.500.14069/1072
|
14 |
0 |
341 |
0.04 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
10 |
| Ireland |
4 |
|
A case study of a 1-to-1, TA-led, push-in, ASD Intervention for Grade 8 Students in an International School in Hong Kong
20.500.14069/1064
|
4 |
0 |
341 |
0.01 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| Ireland |
3 |
| United Kingdom |
1 |
|
The Impacts of Reward-based Behaviour Systems on First-year Primary School Students in Hong Kong.
20.500.14069/1075
|
6 |
0 |
341 |
0.02 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
5 |
| Ireland |
1 |
|
A case study of small group pull-out SEN specialist-led writing intervention for KS3 pupils with dyslexia in a local Hong Kong Secondary School
20.500.14069/1071
|
6 |
0 |
341 |
0.02 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| Belgium |
3 |
| United Kingdom |
2 |
| Norway |
1 |
|
What impact does the use of differentiation when teaching writing to KS1 Primary 3 EAL students effectively support and challenge students to create engaging lessons in a primary school in Hong Kong?
20.500.14069/1078
|
12 |
0 |
341 |
0.04 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
8 |
| Netherlands |
3 |
| Seychelles |
1 |
|
A case study of a Hong Kong primary school's online after school pull-out intervention for 'cross-boundary' students
20.500.14069/1069
|
5 |
0 |
341 |
0.01 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
4 |
| Ireland |
1 |
|
A case study of a small-group EAL intervention for Grade 5 students in an International Baccalaureate (IB) school in Vietnam
20.500.14069/1066
|
2 |
0 |
341 |
0.01 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
1 |
| Netherlands |
1 |
|
A case study of a small-group teacher-led pull-out EAL intervention for Form 2 pupils in a Hong Kong Direct Subsidy School
20.500.14069/1077
|
12 |
0 |
341 |
0.04 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| Sweden |
5 |
| Netherlands |
4 |
| United Kingdom |
2 |
| United States |
1 |
|
Insights gleaned from a virtues-based post-COVID wellbeing initiative for KS3 students: A case study at an international school in Vietnam
20.500.14069/1061
|
7 |
0 |
341 |
0.02 |
0.00 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| Vietnam |
5 |
| United Kingdom |
2 |
|
A case study of an after-school teacher-led small-group mathematics intervention program for students in a bilingual Vietnamese primary school.
20.500.14069/1076
|
25 |
0 |
341 |
0.07 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
11 |
| Ireland |
7 |
| Netherlands |
5 |
| Argentina |
1 |
| Kyrgyzstan |
1 |
|
A case study of a small-group, teacher-led and timetabled post-Covid-19 wellbeing intervention for six Grade 9 students in a Hong Kong secondary school
20.500.14069/1073
|
3 |
0 |
341 |
0.01 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
1 |
| Ireland |
1 |
| Netherlands |
1 |
|
A case study of a one-to-one SEN TA and Speech Therapist led pull-out Chinese learning intervention for Year 4 pupils with ADHD in a Hong Kong IB school
20.500.14069/1067
|
6 |
0 |
341 |
0.02 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
3 |
| Ireland |
3 |
|
Low Student Engagement Level in Struggling Learners and Ways to Address It
20.500.14069/1063
|
2 |
0 |
341 |
0.01 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
1 |
| Luxembourg |
1 |
|
A case study of a small group teacher-led pull-out maths intervention for low-achieving grade 6 students attending a bilingual Vietnamese middle school.
20.500.14069/1479
|
9 |
0 |
69 |
0.13 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
7 |
| Sep 2026 |
2 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
6 |
| Bulgaria |
1 |
| Ireland |
1 |
| Japan |
1 |
|
Organizing classroom talk using Kagan cooperative learning structures to increase active participation and develop students' oral skills in learning Mandarin as an additional language
20.500.14069/1474
|
3 |
0 |
69 |
0.04 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
|
How effective is the use of standardized feedback in improving the quality of students' argumentative writing and supporting students to determine how to fix their own errors, while allowing the teacher to give more feedback to more students?
20.500.14069/1473
|
2 |
0 |
69 |
0.03 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
|
Does a small-group teacher-led pull-out EAL intervention for Year 12 International Baccalaureate Diploma Programme students in a Shanghai high school improve English proficiency?
20.500.14069/1476
|
4 |
0 |
69 |
0.06 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
3 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| Finland |
1 |
| United Kingdom |
1 |
| Kazakhstan |
1 |
| United States |
1 |
|
Impactful, efficient, timely: Incorporating Assessment for Learning in KS3/KS4 ICT and Computer Science lessons at an international school in Vietnam
20.500.14069/1475
|
2 |
0 |
69 |
0.03 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| United Kingdom |
1 |
| Ireland |
1 |
|
Implementation of a structured work system to promote executive functioning in Primary One learners with Attention Deficit Hyperactivity Disorder (ADHD) in a Hong Kong primary school
20.500.14069/1478
|
1 |
0 |
69 |
0.01 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
|
A hybrid case study of a small group after-school emotion regulation intervention for Key Stage 2 students with autism spectrum disorder in a Hong Kong primary school
20.500.14069/1477
|
23 |
0 |
69 |
0.33 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
7 |
| Sep 2026 |
0 |
| Oct 2026 |
16 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| Chile |
16 |
| Japan |
5 |
| United Kingdom |
2 |
|
