| Choice and Motivation in the Art Classroom |
20.500.14069/605 |
5 |
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1525 |
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0.00 |
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0 |
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0 |
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0 |
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0 |
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0 |
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| United Kingdom |
3 |
| Germany |
2 |
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| “Pronounced Empowerment?”: An analysis of the impact of an explicit multi sensory phonics teaching intervention on the pronunciation skills and motivation levels of KS4 pupils of French |
20.500.14069/604 |
8 |
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1525 |
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0 |
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0 |
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0 |
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| Germany |
4 |
| United Kingdom |
2 |
| China |
1 |
| Ireland |
1 |
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| Re-visiting the Reluctant Writer: Exploring the writing-composing behaviours of boys and girls in a Year Two class, contextualized through the use of pupil perspectives |
20.500.14069/602 |
18 |
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1525 |
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| Ireland |
7 |
| Germany |
5 |
| United Kingdom |
5 |
| Spain |
1 |
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| ‘Should we accept Syrian refugees? ’Developing Year 8 students’ understandings of place with reference to the European refugee crisis |
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15 |
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1525 |
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1 |
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0 |
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0 |
| Aug 2026 |
4 |
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0 |
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0 |
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0 |
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| United Kingdom |
6 |
| Germany |
4 |
| Ireland |
4 |
| United States |
1 |
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| A critical analysis of the use of ‘Sumaze!’ within a secondary school mathematics classroom |
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| Germany |
4 |
| United Kingdom |
1 |
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| Overcoming barriers for pupils with Autistic Spectrum Disorders in Modern Foreign Languages : a critical evaluation of the impact of ASD strategies on the attainment and engagement of learners in a Year 7 class |
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0 |
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| Germany |
3 |
| United Kingdom |
3 |
| Netherlands |
2 |
| United States |
1 |
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| “Please be seated”: A study of pupils’ perspectives on the nature and purpose of seated learning activities within a year 2 class |
20.500.14069/603 |
5 |
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0 |
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| Germany |
3 |
| United Kingdom |
2 |
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