Camtree Community Insights
University of Cambridge Faculty of Education
Community Insights provides an overview of the community's content, usage, and trends. Rather than focusing on individual collections or items, this page presents aggregated statistics for the entire community, including total item views, downloads, and content distribution by educational level and country of origin.
Community Totals
| Collections | 1 |
|---|---|
| Items | 11 |
| Total item views | 2737 |
| Total item downloads | 2188 |
| Last harvest | 2026-11-02 07:37:45 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 | United States of America | Pakistan |
|---|---|---|
| 9 | 1 | 1 |
See full list
| Country | Count |
|---|---|
| United Kingdom | 9 |
| United States of America | 1 |
| Pakistan | 1 |
Community Content: Setting by Country Map
Views and Downloads
Views and Downloads: Recent Activity
| May 2026 | Jun 2026 | Jul 2026 | Aug 2026 | Sep 2026 | Oct 2026 | Nov 2026 | |
|---|---|---|---|---|---|---|---|
| Community page visits | 3 | 18 | 4 | 0 | 4 | 1 | 0 |
| Item views | 194 | 75 | 76 | 83 | 36 | 64 | 2 |
| Item downloads | 148 | 71 | 67 | 69 | 61 | 84 | 5 |
Views: Top Countries
| United Kingdom | United States | Ireland | Japan | China | Australia | Germany | Canada | Kazakhstan | Hong Kong | 46 others |
|---|---|---|---|---|---|---|---|---|---|---|
| 1909 | 170 | 98 | 80 | 62 | 62 | 44 | 43 | 29 | 26 | 263 |
See full list
| Country | Views |
|---|---|
| United Kingdom | 1909 |
| United States | 170 |
| Ireland | 98 |
| Japan | 80 |
| China | 62 |
| Australia | 62 |
| Germany | 44 |
| Canada | 43 |
| Kazakhstan | 29 |
| Hong Kong | 26 |
| Netherlands | 23 |
| India | 20 |
| Qatar | 18 |
| Gibraltar | 17 |
| Pakistan | 16 |
| Indonesia | 15 |
| Thailand | 15 |
| Belgium | 11 |
| Turkey | 10 |
| Spain | 10 |
| UAE | 9 |
| Brazil | 8 |
| Switzerland | 8 |
| Bulgaria | 7 |
| Myanmar (Burma) | 6 |
| Israel | 5 |
| Singapore | 5 |
| Czechia | 5 |
| Kyrgyzstan | 5 |
| Portugal | 4 |
| Malaysia | 4 |
| Nigeria | 4 |
| Ghana | 3 |
| Kenya | 3 |
| Norway | 3 |
| Argentina | 3 |
| Morocco | 2 |
| Denmark | 2 |
| Philippines | 2 |
| South Africa | 2 |
| Nepal | 2 |
| Italy | 2 |
| Taiwan | 1 |
| Uganda | 1 |
| Chile | 1 |
| Cambodia | 1 |
| Romania | 1 |
| Serbia | 1 |
| Finland | 1 |
| Suriname | 1 |
| Zimbabwe | 1 |
| Greece | 1 |
| Hungary | 1 |
| Saudi Arabia | 1 |
| Kuwait | 1 |
| Mexico | 1 |
Views: Country Map
Downloads: Top Downloaded Items (all time)
| Title | Total Downloads | Total Views |
|---|---|---|
|
Does the use of sentence stems help students invite their peers to make their reasoning explicit? 20.500.14069/13 |
602 | 499 |
|
Using oracy to improve disadvantaged student attitudes, engagement, and reasoning 20.500.14069/898 |
467 | 729 |
|
How can critical thinking best be developed in adolescents through a dialogic classroom approach? 20.500.14069/22 |
188 | 204 |
|
How can microblogging be used to facilitate an online community of practice and increase dialogic thinking? 20.500.14069/43 |
174 | 150 |
|
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 |
167 | 314 |
|
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 |
164 | 187 |
|
Helping children of different abilities to explain their reasoning and build on ideas in mathematics 20.500.14069/20 |
130 | 235 |
|
How do physics students respond to a more dialogic approach? 20.500.14069/14 |
128 | 151 |
|
In what ways does dialogic listening impact the ability to sustain dialogue? 20.500.14069/21 |
99 | 122 |
|
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 |
46 | 113 |
Downloads: Top Downloaded Items (last 6 months)
| Title | 6-Month Downloads | 6-Month Views | Total Downloads | Total Views |
|---|---|---|---|---|
|
Using oracy to improve disadvantaged student attitudes, engagement, and reasoning 20.500.14069/898 |
170 | 228 | 467 | 729 |
|
Does the use of sentence stems help students invite their peers to make their reasoning explicit? 20.500.14069/13 |
110 | 108 | 602 | 499 |
|
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 |
32 | 18 | 164 | 187 |
|
How can critical thinking best be developed in adolescents through a dialogic classroom approach? 20.500.14069/22 |
31 | 18 | 188 | 204 |
|
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 |
27 | 30 | 167 | 314 |
|
Helping children of different abilities to explain their reasoning and build on ideas in mathematics 20.500.14069/20 |
27 | 44 | 130 | 235 |
|
How do physics students respond to a more dialogic approach? 20.500.14069/14 |
26 | 21 | 128 | 151 |
|
Assessment Literacy: A Metaphorical Approach 20.500.14069/1432 |
23 | 33 | 23 | 33 |
|
How can microblogging be used to facilitate an online community of practice and increase dialogic thinking? 20.500.14069/43 |
22 | 9 | 174 | 150 |
|
In what ways does dialogic listening impact the ability to sustain dialogue? 20.500.14069/21 |
20 | 5 | 99 | 122 |
Downloads: Top Downloaded Items (October 2026)
| Title | Monthly Downloads | Monthly Views | Total Downloads | Total Views |
|---|---|---|---|---|
|
Using oracy to improve disadvantaged student attitudes, engagement, and reasoning 20.500.14069/898 |
31 | 27 | 467 | 729 |
|
Does the use of sentence stems help students invite their peers to make their reasoning explicit? 20.500.14069/13 |
11 | 12 | 602 | 499 |
|
How can microblogging be used to facilitate an online community of practice and increase dialogic thinking? 20.500.14069/43 |
9 | 1 | 174 | 150 |
|
How can critical thinking best be developed in adolescents through a dialogic classroom approach? 20.500.14069/22 |
7 | 3 | 188 | 204 |
|
How do physics students respond to a more dialogic approach? 20.500.14069/14 |
6 | 4 | 128 | 151 |
|
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 |
4 | 2 | 164 | 187 |
|
In what ways does dialogic listening impact the ability to sustain dialogue? 20.500.14069/21 |
4 | 1 | 99 | 122 |
|
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 | 6 | 46 | 113 |
|
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 |
3 | 5 | 167 | 314 |
|
Assessment Literacy: A Metaphorical Approach 20.500.14069/1432 |
3 | 1 | 23 | 33 |