Community Insights: University of Cambridge Faculty of Education
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Community Totals
| Collections | 1 |
|---|---|
| Items | 11 |
| Total item views | 2642 |
| Total item downloads | 2075 |
| Last harvest | 2026-09-07 02:00:42 UTC |
Community Content: Educational Levels
| ISCED Level | Count | % |
|---|---|---|
| Primary | 3 | 30.0 |
| Lower Secondary | 2 | 20.0 |
| Upper Secondary | 4 | 40.0 |
| Short-cycle tertiary | 1 | 10.0 |
Community Content: Setting by Country
| United Kingdom | Pakistan | United States of America |
|---|---|---|
| 9 | 1 | 1 |
See full list
| Country | Count |
|---|---|
| United Kingdom | 9 |
| Pakistan | 1 |
| United States of America | 1 |
Community Content: Setting by Country Map
Views and Downloads
Views and Downloads: Recent Activity
| Mar 2026 | Apr 2026 | May 2026 | Jun 2026 | Jul 2026 | Aug 2026 | Sep 2026 | |
|---|---|---|---|---|---|---|---|
| Community page visits | 0 | 0 | 3 | 18 | 4 | 0 | 0 |
| Item views | 132 | 248 | 194 | 75 | 76 | 83 | 7 |
| Item downloads | 98 | 235 | 148 | 71 | 67 | 69 | 37 |
Views: Top Countries
| United Kingdom | United States | Ireland | Japan | China | Australia | Germany | Canada | Kazakhstan | Hong Kong | 44 others |
|---|---|---|---|---|---|---|---|---|---|---|
| 1850 | 160 | 98 | 79 | 62 | 56 | 43 | 40 | 27 | 26 | 250 |
See full list
| Country | Views |
|---|---|
| United Kingdom | 1850 |
| United States | 160 |
| Ireland | 98 |
| Japan | 79 |
| China | 62 |
| Australia | 56 |
| Germany | 43 |
| Canada | 40 |
| Kazakhstan | 27 |
| Hong Kong | 26 |
| Netherlands | 22 |
| India | 20 |
| Qatar | 18 |
| Gibraltar | 17 |
| Pakistan | 16 |
| Indonesia | 15 |
| Belgium | 11 |
| Turkey | 10 |
| Thailand | 10 |
| UAE | 9 |
| Spain | 9 |
| Brazil | 8 |
| Switzerland | 8 |
| Bulgaria | 7 |
| Myanmar (Burma) | 6 |
| Singapore | 5 |
| Czechia | 5 |
| Kyrgyzstan | 5 |
| Portugal | 4 |
| Malaysia | 4 |
| Nigeria | 4 |
| Ghana | 3 |
| Kenya | 3 |
| Norway | 3 |
| Argentina | 3 |
| Denmark | 2 |
| Israel | 2 |
| Philippines | 2 |
| South Africa | 2 |
| Italy | 2 |
| Nepal | 2 |
| Taiwan | 1 |
| Uganda | 1 |
| Kuwait | 1 |
| Greece | 1 |
| Hungary | 1 |
| Saudi Arabia | 1 |
| Finland | 1 |
| Suriname | 1 |
| Zimbabwe | 1 |
| Mexico | 1 |
| Chile | 1 |
| Cambodia | 1 |
| Serbia | 1 |
Views: Country Map
Downloads: Top Downloaded Items (all time)
| Title | Handle | Total Downloads | Total Views |
|---|---|---|---|
| Does the use of sentence stems help students invite their peers to make their reasoning explicit? | 20.500.14069/13 | 586 | 481 |
| Using oracy to improve disadvantaged student attitudes, engagement, and reasoning | 20.500.14069/898 | 426 | 689 |
| How can critical thinking best be developed in adolescents through a dialogic classroom approach? | 20.500.14069/22 | 179 | 201 |
| Assessing engagement with construction-based, structured-play activities designed for the teaching and learning of the language of metacognition in a primary Pupil Referral Unit | 20.500.14069/33 | 163 | 304 |
| How can microblogging be used to facilitate an online community of practice and increase dialogic thinking? | 20.500.14069/43 | 162 | 149 |
| How might explicitly increasing the use of dialogic approaches affect whole-group dialogue in virtual teacher professional development session run for an international examination board? | 20.500.14069/41 | 159 | 183 |
| How do physics students respond to a more dialogic approach? | 20.500.14069/14 | 122 | 147 |
| Helping children of different abilities to explain their reasoning and build on ideas in mathematics | 20.500.14069/20 | 122 | 228 |
| In what ways does dialogic listening impact the ability to sustain dialogue? | 20.500.14069/21 | 95 | 121 |
| Finding your voice: A critical investigation, using approaches drawn from action research, into the use of dialogue and discussion to support A-Level students’ production of sophisticated academic writing | 20.500.14069/579 | 43 | 107 |
Downloads: Top Downloaded Items (last 6 months)
| Title | Handle | 6-Month Downloads | 6-Month Views | Total Downloads | Total Views |
|---|---|---|---|---|---|
| Does the use of sentence stems help students invite their peers to make their reasoning explicit? | 20.500.14069/13 | 245 | 224 | 586 | 481 |
| Using oracy to improve disadvantaged student attitudes, engagement, and reasoning | 20.500.14069/898 | 232 | 350 | 426 | 689 |
| Helping children of different abilities to explain their reasoning and build on ideas in mathematics | 20.500.14069/20 | 49 | 73 | 122 | 228 |
| How might explicitly increasing the use of dialogic approaches affect whole-group dialogue in virtual teacher professional development session run for an international examination board? | 20.500.14069/41 | 38 | 19 | 159 | 183 |
| Assessing engagement with construction-based, structured-play activities designed for the teaching and learning of the language of metacognition in a primary Pupil Referral Unit | 20.500.14069/33 | 35 | 39 | 163 | 304 |
| In what ways does dialogic listening impact the ability to sustain dialogue? | 20.500.14069/21 | 27 | 11 | 95 | 121 |
| How can critical thinking best be developed in adolescents through a dialogic classroom approach? | 20.500.14069/22 | 26 | 19 | 179 | 201 |
| How do physics students respond to a more dialogic approach? | 20.500.14069/14 | 26 | 18 | 122 | 147 |
| Assessment Literacy: A Metaphorical Approach | 20.500.14069/1432 | 18 | 32 | 18 | 32 |
| Finding your voice: A critical investigation, using approaches drawn from action research, into the use of dialogue and discussion to support A-Level students’ production of sophisticated academic writing | 20.500.14069/579 | 16 | 11 | 43 | 107 |
Downloads: Top Downloaded Items (August 2026)
| Title | Handle | Monthly Downloads | Monthly Views | Total Downloads | Total Views |
|---|---|---|---|---|---|
| Using oracy to improve disadvantaged student attitudes, engagement, and reasoning | 20.500.14069/898 | 19 | 31 | 426 | 689 |
| Does the use of sentence stems help students invite their peers to make their reasoning explicit? | 20.500.14069/13 | 12 | 13 | 586 | 481 |
| Assessment Literacy: A Metaphorical Approach | 20.500.14069/1432 | 8 | 7 | 18 | 32 |
| How might explicitly increasing the use of dialogic approaches affect whole-group dialogue in virtual teacher professional development session run for an international examination board? | 20.500.14069/41 | 6 | 3 | 159 | 183 |
| How can microblogging be used to facilitate an online community of practice and increase dialogic thinking? | 20.500.14069/43 | 5 | 2 | 162 | 149 |
| Helping children of different abilities to explain their reasoning and build on ideas in mathematics | 20.500.14069/20 | 5 | 6 | 122 | 228 |
| How do physics students respond to a more dialogic approach? | 20.500.14069/14 | 4 | 4 | 122 | 147 |
| How can critical thinking best be developed in adolescents through a dialogic classroom approach? | 20.500.14069/22 | 3 | 2 | 179 | 201 |
| Finding your voice: A critical investigation, using approaches drawn from action research, into the use of dialogue and discussion to support A-Level students’ production of sophisticated academic writing | 20.500.14069/579 | 3 | 1 | 43 | 107 |
| In what ways does dialogic listening impact the ability to sustain dialogue? | 20.500.14069/21 | 3 | 1 | 95 | 121 |