Open Access Policy Deposits
Parent: Berkeley School of Education
eScholarship stats: Breakdown by Item for May through August, 2026
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 6f0364t4 | Let's talk evidence – The case for combining inquiry-based and direct instruction | 853 | 371 | 482 | 43.5% |
| 1403z4qg | Measurement Across the Sciences: Developing a Shared Concept System for Measurement | 779 | 214 | 565 | 27.5% |
| 1271w50q | A History of Conceptual Change Research | 768 | 350 | 418 | 45.6% |
| 0m38s1pn | “Los Músicos”: Mexican Corridos, the Aural Border, and the Evocative Musical Renderings of Transnational Youth | 599 | 56 | 543 | 9.3% |
| 0mg8m7g6 | Data Moves | 506 | 134 | 372 | 26.5% |
| 4917v8ds | Embodiment and Embodied Design | 477 | 243 | 234 | 50.9% |
| 5p54651r | Science Education | 333 | 64 | 269 | 19.2% |
| 42x5f0tm | ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills | 319 | 119 | 200 | 37.3% |
| 4pk9q1k2 | THEORY AND PRACTICE OF DESIGNING EMBODIED MATHEMATICS LEARNING | 318 | 95 | 223 | 29.9% |
| 48x646f9 | Growing Minds, Diverging Paths: Psychological Suzhi Trajectories and Adolescent Adjustment in China | 316 | 130 | 186 | 41.1% |
| 4d21g17c | Computational Strategies and Estimation Performance With Bayesian Semiparametric Item Response Theory Models | 310 | 213 | 97 | 68.7% |
| 5380t65p | An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers | 267 | 181 | 86 | 67.8% |
| 5rv6s50g | Climate Change Conceptual Change: Scientific Information Can Transform Attitudes | 265 | 74 | 191 | 27.9% |
| 0hb749xp | Translanguaging, Coloniality, and English Classrooms: An Exploration of Two Bicoastal Urban Classrooms | 251 | 117 | 134 | 46.6% |
| 1101d8nq | Bullying Victimization and Student Engagement in Elementary, Middle, and High Schools: Moderating Role of School Climate | 246 | 54 | 192 | 22.0% |
| 1rc3q7c2 | Seeking a Better Balance Between Efficiency and Interpretability: Comparing the Likert Response Format With the Guttman Response Format | 245 | 109 | 136 | 44.5% |
| 58d6b79h | Learning Mathematics with Digital Resources: Reclaiming the Cognitive Role of Physical Movement | 234 | 74 | 160 | 31.6% |
| 89x2c775 | On the philosophical foundations of psychological measurement | 229 | 144 | 85 | 62.9% |
| 1k55n1cr | A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards | 219 | 58 | 161 | 26.5% |
| 2kt675px | Automated Scoring of Constructed‐Response Science Items: Prospects and Obstacles | 219 | 92 | 127 | 42.0% |
| 2z04b78v | COLORISM UNVEILED: EXAMINING HOW SKIN COLOR DISCRIMINATION IS ASSOCIATED WITH ACADEMIC ACHIEVEMENT, MENTAL HEALTH, AND SUBSTANCE USE AMONG LATINX ADOLESCENTS | 215 | 108 | 107 | 50.2% |
| 23m4q7ft | Coordination Dynamics of Semiotic Mediation: A Functional Dynamic Systems Perspective on Mathematics Teaching/Learning | 214 | 66 | 148 | 30.8% |
| 4424x23s | Credit hours is not enough: Explaining undergraduate perceptions of course workload using LMS records | 211 | 100 | 111 | 47.4% |
| 16d8q3nc | Making Measurement Important for Education: The Crucial Role of Classroom Assessment | 209 | 53 | 156 | 25.4% |
| 6sr0b3j5 | Understanding how micro affirmations support multiply marginalized social justice school leaders to thrive | 207 | 74 | 133 | 35.7% |
| 454586q0 | Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science | 205 | 143 | 62 | 69.8% |
| 3h49p8jk | Toward an Enhanced Understanding of the Dual-Factor Model of Mental Health | 201 | 125 | 76 | 62.2% |
| 0nt9d276 | Conceptualizing Perseverance in Problem Solving as Collective Enterprise | 194 | 60 | 134 | 30.9% |
| 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 | 189 | 98 | 91 | 51.9% |
| 12j2b6vj | Embodied Design of Digital Resources for Mathematics Education: Theory, Methodology, and Framework of a Pedagogical Research Program | 187 | 57 | 130 | 30.5% |
| 4sn4t9vr | Towards an ecological-dynamics design framework for embodied-interaction conceptual learning: the case of dynamic mathematics environments | 183 | 131 | 52 | 71.6% |
| 7j15s8gj | Violence Directed Against Teachers During the COVID-19 Pandemic: A Social–Ecological Analysis of Safety and Well-Being | 181 | 96 | 85 | 53.0% |
| 0744s5g6 | Increased Wisdom From the Ashes of Ignorance and Surprise: Numerically-Driven Inferencing, Global Warming, and Other Exemplar Realms | 177 | 59 | 118 | 33.3% |
| 62z5t879 | LEARNING THROUGH NEGOTIATING CONCEPTUALLY GENERATIVE PERSPECTIVAL COMPLEMENTARITIES: THE CASE OF GEOMETRY | 176 | 117 | 59 | 66.5% |
| 1xj3z1w8 | Learning Is Moving in New Ways: The Ecological Dynamics of Mathematics Education | 172 | 134 | 38 | 77.9% |
| 6rv3b0dd | Violence and Aggression Against Educators and School Personnel, Retention, Stress, and Training Needs: National Survey Results | 172 | 117 | 55 | 68.0% |
| 8zb632kh | Down There | 170 | 51 | 119 | 30.0% |
| 2854h4v0 | Does working memory moderate the effect of fading on math performance? | 164 | 100 | 64 | 61.0% |
| 76k5729m | Communication at Scale in a MOOC Using Predictive Engagement Analytics | 162 | 92 | 70 | 56.8% |
| 0h43d36k | moocRP: Enabling Open Learning Analytics with an Open Source Platform for Data Distribution, Analysis, and Visualization | 157 | 85 | 72 | 54.1% |
| 13r325zb | Demonstrating mathematics learning as the emergence of eye–hand dynamic equilibrium | 157 | 83 | 74 | 52.9% |
| 94x3f95v | Imputing KCs with Representations of Problem Content and Context | 157 | 70 | 87 | 44.6% |
| 4n72z2vh | Dancing geometry: imagining auxiliary lines by reflecting on physical movement | 156 | 99 | 57 | 63.5% |
| 87x92290 | White historical activity theory: toward a critical understanding of white zones of proximal development | 155 | 97 | 58 | 62.6% |
| 22z6n6kf | Situating multimodal learning analytics | 154 | 44 | 110 | 28.6% |
| 3bx0r92q | Contracting race: writing, racism, and education | 152 | 88 | 64 | 57.9% |
| 34p847gp | Longitudinal Association Between School Climate and Depressive Symptoms: The Mediating Role of Psychological Suzhi | 151 | 42 | 109 | 27.8% |
| 7pm8w42b | Stimming as Thinking: a Critical Reevaluation of Self-Stimulatory Behavior as an Epistemic Resource for Inclusive Education | 150 | 90 | 60 | 60.0% |
| 0gq0s9gn | “Even a broken clock is right twice a day”: The case of the Zimbardo Time Perspective Inventory | 149 | 70 | 79 | 47.0% |
| 1rm0x503 | Culture and everyday learning across contexts: learning with Luis Moll / Cultura y aprendizaje cotidiano entre distintos contextos: aprendiendo con Luis Moll | 147 | 46 | 101 | 31.3% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.