Open Access Policy Deposits
Parent: Berkeley School of Education
eScholarship stats: Breakdown by Item for July through October, 2026
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 6f0364t4 | Let's talk evidence – The case for combining inquiry-based and direct instruction | 1,056 | 544 | 512 | 51.5% |
| 1271w50q | A History of Conceptual Change Research | 813 | 337 | 476 | 41.5% |
| 1403z4qg | Measurement Across the Sciences: Developing a Shared Concept System for Measurement | 785 | 202 | 583 | 25.7% |
| 0m38s1pn | “Los Músicos”: Mexican Corridos, the Aural Border, and the Evocative Musical Renderings of Transnational Youth | 666 | 69 | 597 | 10.4% |
| 0mg8m7g6 | Data Moves | 509 | 127 | 382 | 25.0% |
| 4917v8ds | Embodiment and Embodied Design | 494 | 275 | 219 | 55.7% |
| 42x5f0tm | ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills | 432 | 202 | 230 | 46.8% |
| 5rv6s50g | Climate Change Conceptual Change: Scientific Information Can Transform Attitudes | 400 | 98 | 302 | 24.5% |
| 5p54651r | Science Education | 386 | 65 | 321 | 16.8% |
| 48x646f9 | Growing Minds, Diverging Paths: Psychological Suzhi Trajectories and Adolescent Adjustment in China | 321 | 113 | 208 | 35.2% |
| 4pk9q1k2 | THEORY AND PRACTICE OF DESIGNING EMBODIED MATHEMATICS LEARNING | 303 | 90 | 213 | 29.7% |
| 1k55n1cr | A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards | 277 | 77 | 200 | 27.8% |
| 0hb749xp | Translanguaging, Coloniality, and English Classrooms: An Exploration of Two Bicoastal Urban Classrooms | 271 | 116 | 155 | 42.8% |
| 1rv340xg | Bayesian Identification, Estimation, and Evaluation of Growth Mixture Models | 268 | 73 | 195 | 27.2% |
| 58d6b79h | Learning Mathematics with Digital Resources: Reclaiming the Cognitive Role of Physical Movement | 254 | 71 | 183 | 28.0% |
| 6sr0b3j5 | Understanding how micro affirmations support multiply marginalized social justice school leaders to thrive | 241 | 48 | 193 | 19.9% |
| 9xn7q5qq | Punitive school discipline as a mechanism of structural marginalization with implications for health inequity: A systematic review of quantitative studies in the health and social sciences literature | 240 | 150 | 90 | 62.5% |
| 4424x23s | Credit hours is not enough: Explaining undergraduate perceptions of course workload using LMS records | 237 | 88 | 149 | 37.1% |
| 22z6n6kf | Situating multimodal learning analytics | 234 | 96 | 138 | 41.0% |
| 89x2c775 | On the philosophical foundations of psychological measurement | 232 | 145 | 87 | 62.5% |
| 2z04b78v | COLORISM UNVEILED: EXAMINING HOW SKIN COLOR DISCRIMINATION IS ASSOCIATED WITH ACADEMIC ACHIEVEMENT, MENTAL HEALTH, AND SUBSTANCE USE AMONG LATINX ADOLESCENTS | 225 | 102 | 123 | 45.3% |
| 0744s5g6 | Increased Wisdom From the Ashes of Ignorance and Surprise: Numerically-Driven Inferencing, Global Warming, and Other Exemplar Realms | 221 | 56 | 165 | 25.3% |
| 23m4q7ft | Coordination Dynamics of Semiotic Mediation: A Functional Dynamic Systems Perspective on Mathematics Teaching/Learning | 219 | 41 | 178 | 18.7% |
| 2854h4v0 | Does working memory moderate the effect of fading on math performance? | 209 | 147 | 62 | 70.3% |
| 6rv3b0dd | Violence and Aggression Against Educators and School Personnel, Retention, Stress, and Training Needs: National Survey Results | 207 | 105 | 102 | 50.7% |
| 1rc3q7c2 | Seeking a Better Balance Between Efficiency and Interpretability: Comparing the Likert Response Format With the Guttman Response Format | 205 | 99 | 106 | 48.3% |
| 454586q0 | Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science | 203 | 136 | 67 | 67.0% |
| 2kt675px | Automated Scoring of Constructed‐Response Science Items: Prospects and Obstacles | 197 | 87 | 110 | 44.2% |
| 0nt9d276 | Conceptualizing Perseverance in Problem Solving as Collective Enterprise | 196 | 68 | 128 | 34.7% |
| 5380t65p | An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers | 189 | 113 | 76 | 59.8% |
| 16d8q3nc | Making Measurement Important for Education: The Crucial Role of Classroom Assessment | 188 | 48 | 140 | 25.5% |
| 7pm8w42b | Stimming as Thinking: a Critical Reevaluation of Self-Stimulatory Behavior as an Epistemic Resource for Inclusive Education | 183 | 99 | 84 | 54.1% |
| 12j2b6vj | Embodied Design of Digital Resources for Mathematics Education: Theory, Methodology, and Framework of a Pedagogical Research Program | 182 | 79 | 103 | 43.4% |
| 9096p4nf | Addressing Violence Against Educators: What Do Teachers Say Works? | 181 | 83 | 98 | 45.9% |
| 34p847gp | Longitudinal Association Between School Climate and Depressive Symptoms: The Mediating Role of Psychological Suzhi | 180 | 52 | 128 | 28.9% |
| 1wz7r7kh | Variability in Math Achievement Growth Among Students With Early Math Learning Difficulties and the Role of School Supports | 179 | 82 | 97 | 45.8% |
| 94x3f95v | Imputing KCs with Representations of Problem Content and Context | 179 | 98 | 81 | 54.7% |
| 3h49p8jk | Toward an Enhanced Understanding of the Dual-Factor Model of Mental Health | 177 | 106 | 71 | 59.9% |
| 7cc0b8hk | Teacher-Directed Violence and Anxiety and Stress: Predicting Intentions to Transfer and Quit | 173 | 94 | 79 | 54.3% |
| 16f8418g | How school policies, strategies, and relational factors contribute to teacher victimization and school safety | 171 | 80 | 91 | 46.8% |
| 3bx0r92q | Contracting race: writing, racism, and education | 165 | 86 | 79 | 52.1% |
| 4bv8b9d2 | Computational Literacy and “The Big Picture” Concerning Computers in Mathematics Education | 165 | 36 | 129 | 21.8% |
| 1xj3z1w8 | Learning Is Moving in New Ways: The Ecological Dynamics of Mathematics Education | 157 | 133 | 24 | 84.7% |
| 7j15s8gj | Violence Directed Against Teachers During the COVID-19 Pandemic: A Social–Ecological Analysis of Safety and Well-Being | 157 | 96 | 61 | 61.1% |
| 4d21g17c | Computational Strategies and Estimation Performance With Bayesian Semiparametric Item Response Theory Models | 151 | 85 | 66 | 56.3% |
| 7hm1v53r | In their hands: Multimodal learning analytics as reflective-practice resources empowering mathematics teachers’ professional development | 151 | 48 | 103 | 31.8% |
| 4tb7c6h6 | The Future of Embodied Design for Mathematics Teaching and Learning | 150 | 67 | 83 | 44.7% |
| 08q156pt | Identifying individual cognitive and motivational profiles predictive of academic growth: A combined machine learning and person-centered approach | 148 | 24 | 124 | 16.2% |
| 1101d8nq | Bullying Victimization and Student Engagement in Elementary, Middle, and High Schools: Moderating Role of School Climate | 147 | 54 | 93 | 36.7% |
| 83p151t0 | Hybrid teaching intelligence: Lessons learned from an embodied mathematics learning experience | 147 | 70 | 77 | 47.6% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.