camtree.library@hughes.cam.ac.uk

Camtree Collection Statistics

Reflective Inquiry Projects: the Outcomes First Group (OFG) Model for Evidence-Informed Improvement

This page shows statistics for this collection. You can view details for each item within this collection, including total views and downloads. For more detailed statistics, trends and visualisations, click the link below to view the collection insights page.

← Community  |  Entire library  |  Export CSV

Collection Details

Reflective Inquiry Projects: the Outcomes First Group (OFG) Model for Evidence-Informed Improvement

UUID: b562f630-716f-4561-92a0-59733583489b Handle: 20.500.14069/1480
Reflective Inquiry Project Reports from the Outcomes First group (OFG) Model for Evidence-Informed Improvement

Collection Totals

Total visits to collection page 298
Total item views 272
Total item downloads 330
View collection insights - for detailed statistics, trends and visualisations.

Items in the Reflective Inquiry Projects: the Outcomes First Group (OFG) Model for Evidence-Informed Improvement Collection (7)

Monthly Views Monthly D'loads Country Views
Shades of engagement: a case study of how an autism-friendly colour palette can impact pupil engagement and peer interaction in the classroom
20.500.14069/1485 		26 18 36 0.72 0.50
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 3
Oct 2026 23
Nov 2026 0
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 0
Oct 2026 18
Nov 2026 0
United Kingdom 17
United States 9
How does an interdisciplinary approach impact learners with a PDA profile?
20.500.14069/1490 		88 128 36 2.44 3.56
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 2
Oct 2026 85
Nov 2026 1
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 0
Oct 2026 128
Nov 2026 0
United Kingdom 77
United States 7
Australia 2
Brazil 1
Spain 1
From compliance to participation: supporting students with emotionally based school avoidance to feel safe enough to engage. a practitioner inquiry into trauma-informed pedagogy for responsive learning pathways.
20.500.14069/1488 		30 24 36 0.83 0.67
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 6
Oct 2026 23
Nov 2026 1
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 0
Oct 2026 24
Nov 2026 0
United Kingdom 20
United States 6
Bulgaria 1
Jamaica 1
Netherlands 1
Philippines 1
From policy to culture: leading the implementation of relational and trauma-informed behaviour practice in specialist education settings (Paper 2)
20.500.14069/1491 		8 3 36 0.22 0.08
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 3
Oct 2026 5
Nov 2026 0
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 0
Oct 2026 3
Nov 2026 0
United Kingdom 5
United States 3
How can we use the engagement model with students with a diagnosis of autism and complex learning needs to monitor and support engagement in group learning?
20.500.14069/1489 		45 101 36 1.25 2.81
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 3
Oct 2026 42
Nov 2026 0
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 0
Oct 2026 101
Nov 2026 0
United Kingdom 42
United States 3
From policy to culture: staff experiences of implementing relational and trauma-informed behaviour practice in specialist education settings (Paper 1)
20.500.14069/1487 		30 29 36 0.83 0.81
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 7
Oct 2026 23
Nov 2026 0
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 2
Oct 2026 27
Nov 2026 0
United Kingdom 23
United States 7
Enhancing engagement of academically able students: a case study of daily therapeutic check-ins in a specialist secondary setting
20.500.14069/1486 		45 27 36 1.25 0.75
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 4
Oct 2026 41
Nov 2026 0
May 2026 0
Jun 2026 0
Jul 2026 0
Aug 2026 0
Sep 2026 0
Oct 2026 27
Nov 2026 0
United Kingdom 40
United States 5