| Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model |
20.500.14069/1049 |
2742 |
1369 |
298 |
9.20 |
4.59 |
| Mar 2026 |
583 |
| Apr 2026 |
588 |
| May 2026 |
483 |
| Jun 2026 |
158 |
| Jul 2026 |
69 |
| Aug 2026 |
59 |
| Sep 2026 |
2 |
|
| Mar 2026 |
230 |
| Apr 2026 |
297 |
| May 2026 |
203 |
| Jun 2026 |
104 |
| Jul 2026 |
50 |
| Aug 2026 |
44 |
| Sep 2026 |
8 |
|
| United Kingdom |
1900 |
| Australia |
251 |
| India |
124 |
| Ireland |
96 |
| Pakistan |
44 |
| United States |
42 |
| 64 others |
471 |
|
| 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 |
113 |
54 |
71 |
1.59 |
0.76 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
36 |
| Jul 2026 |
63 |
| Aug 2026 |
14 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
6 |
| Jul 2026 |
41 |
| Aug 2026 |
7 |
| Sep 2026 |
0 |
|
| Japan |
90 |
| United Kingdom |
16 |
| Ghana |
5 |
| Germany |
2 |
|
| Fostering Engagement and Critical Thinking: An Action Research Study in a Middle School Social Science Classroom |
20.500.14069/1079 |
122 |
58 |
284 |
0.43 |
0.20 |
| Mar 2026 |
8 |
| Apr 2026 |
8 |
| May 2026 |
7 |
| Jun 2026 |
12 |
| Jul 2026 |
5 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
2 |
| Apr 2026 |
6 |
| May 2026 |
0 |
| Jun 2026 |
12 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| United Kingdom |
55 |
| China |
34 |
| Netherlands |
7 |
| Cuba |
6 |
| United States |
4 |
| Hong Kong |
3 |
| 9 others |
16 |
|
| Teenage boys’ engagement and disengagement with pleasure reading: a case study |
20.500.14069/42 |
239 |
217 |
1392 |
0.17 |
0.16 |
| Mar 2026 |
1 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
1 |
| Jun 2026 |
11 |
| Jul 2026 |
19 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| United Kingdom |
115 |
| Malaysia |
31 |
| United States |
20 |
| Ireland |
17 |
| China |
10 |
| Mauritius |
7 |
| 14 others |
39 |
|
| Using the T-SEDA dialogic approach in ‘Introduction to Teaching Profession’ classes in Nigerian Higher Education |
20.500.14069/1338 |
82 |
31 |
144 |
0.57 |
0.22 |
| Mar 2026 |
0 |
| Apr 2026 |
50 |
| May 2026 |
15 |
| Jun 2026 |
9 |
| Jul 2026 |
2 |
| Aug 2026 |
8 |
| Sep 2026 |
1 |
|
| Mar 2026 |
0 |
| Apr 2026 |
13 |
| May 2026 |
5 |
| Jun 2026 |
7 |
| Jul 2026 |
3 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
35 |
| Ireland |
24 |
| Belgium |
6 |
| Nigeria |
6 |
| Indonesia |
5 |
| Japan |
3 |
| 4 others |
6 |
|
| Exploratory talk in mathematics lesson study |
20.500.14069/1399 |
79 |
64 |
73 |
1.08 |
0.88 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
55 |
| Jul 2026 |
17 |
| Aug 2026 |
6 |
| Sep 2026 |
1 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
50 |
| Jul 2026 |
12 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
48 |
| Malta |
7 |
| Ireland |
5 |
| Netherlands |
4 |
| Spain |
3 |
| Portugal |
3 |
| 7 others |
9 |
|
| T-SEDA trial in a French-speaking context: setting up educational dialogue in secondary 4 Québec-Canada history courses |
20.500.14069/44 |
207 |
123 |
1259 |
0.16 |
0.10 |
| Mar 2026 |
3 |
| Apr 2026 |
3 |
| May 2026 |
5 |
| Jun 2026 |
6 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
2 |
| Apr 2026 |
3 |
| May 2026 |
8 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
93 |
| Canada |
40 |
| Ireland |
18 |
| China |
16 |
| Switzerland |
8 |
| Japan |
6 |
| 11 others |
29 |
|
| Cultivating year 9 English as a Foreign Language oracy skills in a Norwegian classroom |
20.500.14069/19 |
139 |
68 |
1462 |
0.10 |
0.05 |
| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
3 |
| Aug 2026 |
5 |
| Sep 2026 |
1 |
|
| United Kingdom |
99 |
| Ireland |
9 |
| Norway |
8 |
| Germany |
5 |
| Kyrgyzstan |
3 |
| Turkey |
3 |
| 9 others |
13 |
|
| Structured talk partners in Primary English |
20.500.14069/1400 |
40 |
5 |
72 |
0.56 |
0.07 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
25 |
| Jul 2026 |
4 |
| Aug 2026 |
8 |
| Sep 2026 |
3 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| United Kingdom |
25 |
| Australia |
4 |
| New Zealand |
3 |
| Palestinian Territories |
2 |
| Bulgaria |
1 |
| Ireland |
1 |
| 4 others |
4 |
|
| The impact of interdisciplinary purpose-driven lessons using the Nazca Lines as the subject of students’ learning |
20.500.14069/1204 |
272 |
37 |
234 |
1.16 |
0.16 |
| Mar 2026 |
15 |
| Apr 2026 |
17 |
| May 2026 |
44 |
| Jun 2026 |
31 |
| Jul 2026 |
25 |
| Aug 2026 |
13 |
| Sep 2026 |
1 |
|
| Mar 2026 |
1 |
| Apr 2026 |
2 |
| May 2026 |
9 |
| Jun 2026 |
9 |
| Jul 2026 |
5 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| United Kingdom |
119 |
| Japan |
93 |
| Netherlands |
23 |
| Ireland |
10 |
| Kazakhstan |
8 |
| United States |
6 |
| 12 others |
17 |
|
| Developing cartographic literacy in 7th-grade students in Kazakhstan history lessons through gaming technologies |
20.500.14069/1433 |
10 |
3 |
51 |
0.20 |
0.06 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
5 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
3 |
| Ireland |
2 |
| Kazakhstan |
2 |
| Bulgaria |
1 |
| Israel |
1 |
| Philippines |
1 |
|
| Enhancing Teacher Engagement in School Research |
20.500.14069/1203 |
144 |
38 |
234 |
0.62 |
0.16 |
| Mar 2026 |
15 |
| Apr 2026 |
0 |
| May 2026 |
2 |
| Jun 2026 |
4 |
| Jul 2026 |
3 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
4 |
| Apr 2026 |
0 |
| May 2026 |
2 |
| Jun 2026 |
7 |
| Jul 2026 |
1 |
| Aug 2026 |
4 |
| Sep 2026 |
1 |
|
| Kazakhstan |
106 |
| United Kingdom |
31 |
| Philippines |
3 |
| Australia |
1 |
| Japan |
1 |
| Netherlands |
1 |
| 2 others |
2 |
|
| Developing meaningful child-led class discussions: centring children in classroom dialogue to motivate learning and encourage oracy development |
20.500.14069/32 |
479 |
403 |
1440 |
0.33 |
0.28 |
| Mar 2026 |
43 |
| Apr 2026 |
49 |
| May 2026 |
24 |
| Jun 2026 |
11 |
| Jul 2026 |
8 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| Mar 2026 |
32 |
| Apr 2026 |
42 |
| May 2026 |
30 |
| Jun 2026 |
22 |
| Jul 2026 |
7 |
| Aug 2026 |
4 |
| Sep 2026 |
4 |
|
| United Kingdom |
340 |
| Ireland |
24 |
| Canada |
16 |
| China |
16 |
| United States |
16 |
| Belgium |
12 |
| 25 others |
62 |
|
| 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 |
79 |
10 |
210 |
0.38 |
0.05 |
| Mar 2026 |
10 |
| Apr 2026 |
5 |
| May 2026 |
12 |
| Jun 2026 |
15 |
| Jul 2026 |
17 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
9 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Japan |
56 |
| United Kingdom |
21 |
| Netherlands |
3 |
| United States |
3 |
| Belgium |
1 |
| Hong Kong |
1 |
|
| 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 |
174 |
77 |
311 |
0.56 |
0.25 |
| Mar 2026 |
12 |
| Apr 2026 |
5 |
| May 2026 |
18 |
| Jun 2026 |
15 |
| Jul 2026 |
19 |
| Aug 2026 |
16 |
| Sep 2026 |
5 |
|
| Mar 2026 |
8 |
| Apr 2026 |
4 |
| May 2026 |
11 |
| Jun 2026 |
12 |
| Jul 2026 |
10 |
| Aug 2026 |
16 |
| Sep 2026 |
4 |
|
| Japan |
109 |
| United Kingdom |
51 |
| United States |
10 |
| Netherlands |
4 |
| Germany |
3 |
| Spain |
2 |
|
| Peer Dialogue as a Pedagogic Tool in Foundation Year Study |
20.500.14069/1027 |
140 |
77 |
334 |
0.42 |
0.23 |
| Mar 2026 |
3 |
| Apr 2026 |
4 |
| May 2026 |
6 |
| Jun 2026 |
10 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
3 |
| May 2026 |
5 |
| Jun 2026 |
5 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
67 |
| Ireland |
33 |
| Netherlands |
7 |
| United States |
5 |
| Belgium |
4 |
| China |
4 |
| 11 others |
20 |
|
| Flipping the classroom to generate learning content: students as authors of a textbook on planetary risk |
20.500.14069/1311 |
206 |
35 |
208 |
0.99 |
0.17 |
| Mar 2026 |
62 |
| Apr 2026 |
32 |
| May 2026 |
41 |
| Jun 2026 |
43 |
| Jul 2026 |
14 |
| Aug 2026 |
16 |
| Sep 2026 |
3 |
|
| Mar 2026 |
6 |
| Apr 2026 |
6 |
| May 2026 |
7 |
| Jun 2026 |
15 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
103 |
| 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 |
87 |
1417 |
0.08 |
0.06 |
| Mar 2026 |
1 |
| Apr 2026 |
1 |
| May 2026 |
3 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
2 |
|
| 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 |
26 |
9 |
70 |
0.37 |
0.13 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
11 |
| Jul 2026 |
10 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
8 |
| Sep 2026 |
0 |
|
| United Kingdom |
9 |
| Ireland |
7 |
| Philippines |
4 |
| Kazakhstan |
3 |
| Germany |
1 |
| Japan |
1 |
| 1 others |
1 |
|
| Can whole class discussion effectively prompt self-reflection on personal opinions? A T-SEDA inquiry in Québec |
20.500.14069/446 |
164 |
66 |
938 |
0.17 |
0.07 |
| Mar 2026 |
1 |
| Apr 2026 |
8 |
| May 2026 |
3 |
| Jun 2026 |
3 |
| Jul 2026 |
4 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
6 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
53 |
| Canada |
33 |
| China |
27 |
| United States |
6 |
| Australia |
5 |
| Germany |
5 |
| 15 others |
37 |
|
| Enhancing Students’ Attitudes and Map Work Performance through Educaplay Gamification in Grade X Geography |
20.500.14069/1465 |
47 |
9 |
48 |
0.98 |
0.19 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
33 |
| Aug 2026 |
14 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
3 |
| Aug 2026 |
6 |
| Sep 2026 |
0 |
|
| Bhutan |
18 |
| United Kingdom |
18 |
| Greece |
3 |
| Ireland |
2 |
| Netherlands |
2 |
| Philippines |
2 |
| 2 others |
2 |
|
| Supporting EFL Classroom Interaction with a Dialogic Coding Framework |
20.500.14069/778 |
338 |
196 |
634 |
0.53 |
0.31 |
| Mar 2026 |
14 |
| Apr 2026 |
8 |
| May 2026 |
4 |
| Jun 2026 |
11 |
| Jul 2026 |
10 |
| Aug 2026 |
8 |
| Sep 2026 |
4 |
|
| Mar 2026 |
6 |
| Apr 2026 |
5 |
| May 2026 |
13 |
| Jun 2026 |
5 |
| Jul 2026 |
6 |
| Aug 2026 |
6 |
| Sep 2026 |
0 |
|
| Turkey |
162 |
| United Kingdom |
67 |
| China |
19 |
| Algeria |
15 |
| United States |
14 |
| Japan |
12 |
| 18 others |
49 |
|
| From Attitudes to Action: An Analysis of The Predictors of Positive Attitudes Towards Inclusive Education in Sixth-Form Teachers |
20.500.14069/1125 |
226 |
82 |
280 |
0.81 |
0.29 |
| Mar 2026 |
12 |
| Apr 2026 |
10 |
| May 2026 |
14 |
| Jun 2026 |
10 |
| Jul 2026 |
8 |
| Aug 2026 |
9 |
| Sep 2026 |
1 |
|
| Mar 2026 |
6 |
| Apr 2026 |
7 |
| May 2026 |
10 |
| Jun 2026 |
7 |
| Jul 2026 |
9 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
180 |
| Ireland |
24 |
| Kazakhstan |
4 |
| Netherlands |
4 |
| Spain |
3 |
| Luxembourg |
3 |
| 9 others |
13 |
|
