Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model
20.500.14069/1049
|
2856 |
1454 |
354 |
8.07 |
4.11 |
| May 2026 |
483 |
| Jun 2026 |
158 |
| Jul 2026 |
69 |
| Aug 2026 |
59 |
| Sep 2026 |
42 |
| Oct 2026 |
69 |
| Nov 2026 |
5 |
|
| May 2026 |
203 |
| Jun 2026 |
104 |
| Jul 2026 |
50 |
| Aug 2026 |
44 |
| Sep 2026 |
42 |
| Oct 2026 |
49 |
| Nov 2026 |
2 |
|
| United Kingdom |
1939 |
| Australia |
282 |
| India |
124 |
| Ireland |
100 |
| Pakistan |
45 |
| United States |
44 |
| 67 others |
508 |
|
Fostering Engagement and Critical Thinking: An Action Research Study in a Middle School Social Science Classroom
20.500.14069/1079
|
127 |
64 |
340 |
0.37 |
0.19 |
| May 2026 |
7 |
| Jun 2026 |
12 |
| Jul 2026 |
5 |
| Aug 2026 |
0 |
| Sep 2026 |
3 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
12 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
3 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
55 |
| China |
34 |
| Netherlands |
7 |
| Cuba |
6 |
| United States |
5 |
| Germany |
4 |
| 11 others |
19 |
|
Teenage boys’ engagement and disengagement with pleasure reading: a case study
20.500.14069/42
|
241 |
239 |
1448 |
0.17 |
0.17 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
11 |
| Jul 2026 |
19 |
| Aug 2026 |
5 |
| Sep 2026 |
13 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| United Kingdom |
115 |
| Malaysia |
31 |
| United States |
20 |
| Ireland |
17 |
| China |
10 |
| Mauritius |
8 |
| 15 others |
40 |
|
T-SEDA trial in a French-speaking context: setting up educational dialogue in secondary 4 Québec-Canada history courses
20.500.14069/44
|
209 |
131 |
1315 |
0.16 |
0.10 |
| May 2026 |
5 |
| Jun 2026 |
6 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
8 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
| Oct 2026 |
7 |
| Nov 2026 |
0 |
|
| United Kingdom |
93 |
| Canada |
41 |
| Ireland |
18 |
| China |
16 |
| Switzerland |
8 |
| Japan |
7 |
| 11 others |
29 |
|
Cultivating year 9 English as a Foreign Language oracy skills in a Norwegian classroom
20.500.14069/19
|
140 |
83 |
1518 |
0.09 |
0.05 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
3 |
| Aug 2026 |
5 |
| Sep 2026 |
9 |
| Oct 2026 |
7 |
| Nov 2026 |
0 |
|
| United Kingdom |
99 |
| Ireland |
9 |
| Norway |
8 |
| Germany |
5 |
| Kyrgyzstan |
3 |
| Turkey |
3 |
| 9 others |
14 |
|
Developing meaningful child-led class discussions: centring children in classroom dialogue to motivate learning and encourage oracy development
20.500.14069/32
|
491 |
420 |
1496 |
0.33 |
0.28 |
| May 2026 |
24 |
| Jun 2026 |
11 |
| Jul 2026 |
8 |
| Aug 2026 |
3 |
| Sep 2026 |
5 |
| Oct 2026 |
7 |
| Nov 2026 |
0 |
|
| May 2026 |
30 |
| Jun 2026 |
22 |
| Jul 2026 |
7 |
| Aug 2026 |
4 |
| Sep 2026 |
12 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| United Kingdom |
349 |
| Ireland |
24 |
| Canada |
16 |
| China |
16 |
| United States |
16 |
| Belgium |
12 |
| 26 others |
65 |
|
A Study on the Implementation of Interdisciplinary Lessons utilising Astrophysics in Elementary Schools and their Impact on Students’ Views of Science
20.500.14069/1048
|
189 |
87 |
367 |
0.51 |
0.24 |
| May 2026 |
18 |
| Jun 2026 |
15 |
| Jul 2026 |
19 |
| Aug 2026 |
16 |
| Sep 2026 |
14 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| May 2026 |
11 |
| Jun 2026 |
12 |
| Jul 2026 |
10 |
| Aug 2026 |
16 |
| Sep 2026 |
10 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| Japan |
120 |
| United Kingdom |
53 |
| United States |
10 |
| Netherlands |
4 |
| Germany |
3 |
| Colombia |
2 |
| 1 others |
2 |
|
Peer Dialogue as a Pedagogic Tool in Foundation Year Study
20.500.14069/1027
|
149 |
84 |
390 |
0.38 |
0.22 |
| May 2026 |
6 |
| Jun 2026 |
10 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
8 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
5 |
| Jun 2026 |
5 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
5 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
69 |
| Ireland |
33 |
| Netherlands |
7 |
| United States |
6 |
| China |
5 |
| Belgium |
4 |
| 16 others |
25 |
|
Can whole class discussion effectively prompt self-reflection on personal opinions? A T-SEDA inquiry in Québec
20.500.14069/446
|
174 |
75 |
994 |
0.18 |
0.08 |
| May 2026 |
3 |
| Jun 2026 |
3 |
| Jul 2026 |
4 |
| Aug 2026 |
5 |
| Sep 2026 |
5 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
3 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| United Kingdom |
53 |
| Canada |
38 |
| China |
27 |
| United States |
8 |
| Australia |
5 |
| Switzerland |
5 |
| 16 others |
40 |
|
Supporting EFL Classroom Interaction with a Dialogic Coding Framework
20.500.14069/778
|
340 |
206 |
690 |
0.49 |
0.30 |
| May 2026 |
4 |
| Jun 2026 |
11 |
| Jul 2026 |
10 |
| Aug 2026 |
8 |
| Sep 2026 |
5 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
13 |
| Jun 2026 |
5 |
| Jul 2026 |
6 |
| Aug 2026 |
6 |
| Sep 2026 |
4 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| Turkey |
163 |
| United Kingdom |
67 |
| China |
19 |
| Algeria |
15 |
| United States |
15 |
| Japan |
12 |
| 18 others |
49 |
|
Exploring Self-Regulated and Co-Regulated Learning through Dialogue in Primary Physical Education: A T-SEDA Analysis of Game-based Activities
20.500.14069/1401
|
136 |
77 |
127 |
1.07 |
0.61 |
| May 2026 |
0 |
| Jun 2026 |
36 |
| Jul 2026 |
63 |
| Aug 2026 |
14 |
| Sep 2026 |
9 |
| Oct 2026 |
14 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
6 |
| Jul 2026 |
41 |
| Aug 2026 |
7 |
| Sep 2026 |
12 |
| Oct 2026 |
9 |
| Nov 2026 |
2 |
|
| Japan |
109 |
| United Kingdom |
20 |
| Ghana |
5 |
| Germany |
2 |
|
Differentiation of Chemistry Teaching Taking into Account the Type of Information Perception
20.500.14069/1539
|
21 |
3 |
17 |
1.24 |
0.18 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
21 |
| 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 States |
17 |
| Kazakhstan |
4 |
|
Using the T-SEDA dialogic approach in ‘Introduction to Teaching Profession’ classes in Nigerian Higher Education
20.500.14069/1338
|
83 |
34 |
200 |
0.41 |
0.17 |
| May 2026 |
15 |
| Jun 2026 |
9 |
| Jul 2026 |
2 |
| Aug 2026 |
8 |
| Sep 2026 |
1 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
5 |
| Jun 2026 |
7 |
| Jul 2026 |
3 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
35 |
| Ireland |
24 |
| Belgium |
6 |
| Nigeria |
6 |
| Indonesia |
5 |
| Japan |
3 |
| 5 others |
7 |
|
Exploratory talk in mathematics lesson study
20.500.14069/1399
|
99 |
79 |
129 |
0.77 |
0.61 |
| May 2026 |
0 |
| Jun 2026 |
55 |
| Jul 2026 |
17 |
| Aug 2026 |
6 |
| Sep 2026 |
12 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
50 |
| Jul 2026 |
12 |
| Aug 2026 |
2 |
| Sep 2026 |
6 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| United Kingdom |
67 |
| Malta |
7 |
| Ireland |
5 |
| Netherlands |
4 |
| Spain |
3 |
| Portugal |
3 |
| 8 others |
10 |
|
Splurging: Using Generative AI as a Critical Friend in the Design of Gamified Learning Experiences
20.500.14069/1540
|
87 |
10 |
17 |
5.12 |
0.59 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
87 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
10 |
| Nov 2026 |
0 |
|
| United Kingdom |
58 |
| United States |
18 |
| Switzerland |
5 |
| Canada |
3 |
| Japan |
3 |
|
Structured talk partners in Primary English
20.500.14069/1400
|
134 |
64 |
128 |
1.05 |
0.50 |
| May 2026 |
0 |
| Jun 2026 |
25 |
| Jul 2026 |
4 |
| Aug 2026 |
8 |
| Sep 2026 |
17 |
| Oct 2026 |
79 |
| Nov 2026 |
1 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
13 |
| Oct 2026 |
47 |
| Nov 2026 |
0 |
|
| United Kingdom |
106 |
| United States |
9 |
| Australia |
4 |
| Thailand |
4 |
| New Zealand |
3 |
| Palestinian Territories |
2 |
| 6 others |
6 |
|
Enhancing Students’ Attitudes and Map Work Performance through Educaplay Gamification in Grade X Geography
20.500.14069/1465
|
56 |
25 |
104 |
0.54 |
0.24 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
33 |
| Aug 2026 |
14 |
| Sep 2026 |
9 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
3 |
| Aug 2026 |
6 |
| Sep 2026 |
7 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| Bhutan |
18 |
| United Kingdom |
18 |
| Philippines |
8 |
| Greece |
3 |
| Ireland |
2 |
| Netherlands |
2 |
| 5 others |
5 |
|
The impact of interdisciplinary purpose-driven lessons using the Nazca Lines as the subject of students’ learning
20.500.14069/1204
|
290 |
43 |
290 |
1.00 |
0.15 |
| May 2026 |
44 |
| Jun 2026 |
31 |
| Jul 2026 |
25 |
| Aug 2026 |
13 |
| Sep 2026 |
9 |
| Oct 2026 |
10 |
| Nov 2026 |
0 |
|
| May 2026 |
9 |
| Jun 2026 |
9 |
| Jul 2026 |
5 |
| Aug 2026 |
5 |
| Sep 2026 |
4 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
122 |
| Japan |
98 |
| Netherlands |
23 |
| Ireland |
10 |
| Kazakhstan |
10 |
| United States |
10 |
| 15 others |
21 |
|
Developing cartographic literacy in 7th-grade students in Kazakhstan history lessons through gaming technologies
20.500.14069/1433
|
20 |
5 |
107 |
0.19 |
0.05 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
5 |
| Aug 2026 |
5 |
| Sep 2026 |
8 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| Philippines |
8 |
| United Kingdom |
3 |
| Kazakhstan |
3 |
| Croatia |
2 |
| Ireland |
2 |
| Bulgaria |
1 |
| 1 others |
1 |
|
Enhancing Teacher Engagement in School Research
20.500.14069/1203
|
182 |
60 |
290 |
0.63 |
0.21 |
| May 2026 |
2 |
| Jun 2026 |
4 |
| Jul 2026 |
3 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
36 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
7 |
| Jul 2026 |
1 |
| Aug 2026 |
4 |
| Sep 2026 |
2 |
| Oct 2026 |
21 |
| Nov 2026 |
0 |
|
| Kazakhstan |
141 |
| United Kingdom |
33 |
| Philippines |
3 |
| Australia |
1 |
| Japan |
1 |
| Malaysia |
1 |
| 3 others |
3 |
|
児童の探究の質を深めるための教育対話分析 ―総合的な学習の時間における教師の対話― Teacher’s Dialogue to Deepen Pupils’ Inquiry in Integrated Studies Lessons
20.500.14069/1297
|
96 |
20 |
266 |
0.36 |
0.08 |
| May 2026 |
12 |
| Jun 2026 |
15 |
| Jul 2026 |
17 |
| Aug 2026 |
2 |
| Sep 2026 |
3 |
| Oct 2026 |
14 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
9 |
| Aug 2026 |
1 |
| Sep 2026 |
2 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
|
| Japan |
71 |
| United Kingdom |
22 |
| United States |
4 |
| Netherlands |
3 |
| Belgium |
1 |
| Hong Kong |
1 |
|
Flipping the classroom to generate learning content: students as authors of a textbook on planetary risk
20.500.14069/1311
|
207 |
37 |
264 |
0.78 |
0.14 |
| May 2026 |
41 |
| Jun 2026 |
43 |
| Jul 2026 |
14 |
| Aug 2026 |
16 |
| Sep 2026 |
4 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
7 |
| Jun 2026 |
15 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
104 |
| Ireland |
27 |
| United States |
16 |
| Finland |
12 |
| Kazakhstan |
11 |
| Spain |
9 |
| 16 others |
40 |
|
“I like knowing how it all fits together”: Creating desirable difficulties in the Physics lab.
20.500.14069/37
|
119 |
97 |
1473 |
0.08 |
0.07 |
| May 2026 |
3 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
3 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| United Kingdom |
71 |
| United States |
9 |
| Belgium |
7 |
| Germany |
6 |
| Kazakhstan |
5 |
| Australia |
3 |
| 11 others |
18 |
|
Developing Students’ Skills in Experimental Data Analysis and Scientific Argumentation in Physics through a Claim-Evidence Reasoning and Content and Language Integrated Learning Approach
20.500.14069/1410
|
40 |
24 |
126 |
0.32 |
0.19 |
| May 2026 |
0 |
| Jun 2026 |
11 |
| Jul 2026 |
10 |
| Aug 2026 |
5 |
| Sep 2026 |
5 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
8 |
| Sep 2026 |
6 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| United Kingdom |
9 |
| Ireland |
7 |
| Kazakhstan |
7 |
| Philippines |
4 |
| United States |
4 |
| Thailand |
3 |
| 6 others |
6 |
|
From Attitudes to Action: An Analysis of The Predictors of Positive Attitudes Towards Inclusive Education in Sixth-Form Teachers
20.500.14069/1125
|
229 |
91 |
336 |
0.68 |
0.27 |
| May 2026 |
14 |
| Jun 2026 |
10 |
| Jul 2026 |
8 |
| Aug 2026 |
9 |
| Sep 2026 |
2 |
| Oct 2026 |
1 |
| Nov 2026 |
1 |
|
| May 2026 |
10 |
| Jun 2026 |
7 |
| Jul 2026 |
9 |
| Aug 2026 |
1 |
| Sep 2026 |
3 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| United Kingdom |
182 |
| Ireland |
24 |
| Kazakhstan |
4 |
| Netherlands |
4 |
| Spain |
3 |
| Luxembourg |
3 |
| 10 others |
14 |
|
Developing Grade 8 Students’ Mathematical Reasoning through the IDEAL Problem-Solving Method in Applied Mathematics Tasks
20.500.14069/1548
|
8 |
2 |
3 |
2.67 |
0.67 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
1 |
|
| United Kingdom |
6 |
| Kazakhstan |
2 |
|
