Open Access Policy Deposits

eScholarship stats: History by Item for May through August, 2026

Item	Title	Total requests	2026-08	2026-07	2026-06	2026-05
6f0364t4	Let's talk evidence – The case for combining inquiry-based and direct instruction	853	313	157	209	174
1403z4qg	Measurement Across the Sciences: Developing a Shared Concept System for Measurement	779	545	63	74	97
1271w50q	A History of Conceptual Change Research	768	259	189	138	182
0m38s1pn	“Los Músicos”: Mexican Corridos, the Aural Border, and the Evocative Musical Renderings of Transnational Youth	599	105	62	124	308
0mg8m7g6	Data Moves	506	128	89	121	168
4917v8ds	Embodiment and Embodied Design	477	177	89	87	124
5p54651r	Science Education	333	108	118	53	54
42x5f0tm	ChatGPT-generated help produces learning gains equivalent to human tutor-authored help on mathematics skills	319	122	33	70	94
4pk9q1k2	THEORY AND PRACTICE OF DESIGNING EMBODIED MATHEMATICS LEARNING	318	78	53	77	110
48x646f9	Growing Minds, Diverging Paths: Psychological Suzhi Trajectories and Adolescent Adjustment in China	316	110	54	76	76
4d21g17c	Computational Strategies and Estimation Performance With Bayesian Semiparametric Item Response Theory Models	310	45	58	105	102
5380t65p	An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers	267	37	40	82	108
5rv6s50g	Climate Change Conceptual Change: Scientific Information Can Transform Attitudes	265	72	42	67	84
0hb749xp	Translanguaging, Coloniality, and English Classrooms: An Exploration of Two Bicoastal Urban Classrooms	251	71	39	62	79
1101d8nq	Bullying Victimization and Student Engagement in Elementary, Middle, and High Schools: Moderating Role of School Climate	246	28	29	87	102
1rc3q7c2	Seeking a Better Balance Between Efficiency and Interpretability: Comparing the Likert Response Format With the Guttman Response Format	245	47	49	46	103
58d6b79h	Learning Mathematics with Digital Resources: Reclaiming the Cognitive Role of Physical Movement	234	98	37	37	62
89x2c775	On the philosophical foundations of psychological measurement	229	89	55	34	51
1k55n1cr	A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards	219	110	47	23	39
2kt675px	Automated Scoring of Constructed‐Response Science Items: Prospects and Obstacles	219	65	20	46	88
2z04b78v	COLORISM UNVEILED: EXAMINING HOW SKIN COLOR DISCRIMINATION IS ASSOCIATED WITH ACADEMIC ACHIEVEMENT, MENTAL HEALTH, AND SUBSTANCE USE AMONG LATINX ADOLESCENTS	215	75	26	62	52
23m4q7ft	Coordination Dynamics of Semiotic Mediation: A Functional Dynamic Systems Perspective on Mathematics Teaching/Learning	214	64	31	44	75
4424x23s	Credit hours is not enough: Explaining undergraduate perceptions of course workload using LMS records	211	68	44	27	72
16d8q3nc	Making Measurement Important for Education: The Crucial Role of Classroom Assessment	209	43	32	54	80
6sr0b3j5	Understanding how micro affirmations support multiply marginalized social justice school leaders to thrive	207	57	37	40	73
454586q0	Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science	205	51	78	19	57
3h49p8jk	Toward an Enhanced Understanding of the Dual-Factor Model of Mental Health	201	50	33	43	75
0nt9d276	Conceptualizing Perseverance in Problem Solving as Collective Enterprise	194	51	52	27	64
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	44	26	47	72
12j2b6vj	Embodied Design of Digital Resources for Mathematics Education: Theory, Methodology, and Framework of a Pedagogical Research Program	187	58	29	35	65
4sn4t9vr	Towards an ecological-dynamics design framework for embodied-interaction conceptual learning: the case of dynamic mathematics environments	183	38	55	29	61
7j15s8gj	Violence Directed Against Teachers During the COVID-19 Pandemic: A Social–Ecological Analysis of Safety and Well-Being	181	54	24	35	68
0744s5g6	Increased Wisdom From the Ashes of Ignorance and Surprise: Numerically-Driven Inferencing, Global Warming, and Other Exemplar Realms	177	36	33	37	71
62z5t879	LEARNING THROUGH NEGOTIATING CONCEPTUALLY GENERATIVE PERSPECTIVAL COMPLEMENTARITIES: THE CASE OF GEOMETRY	176	32	40	45	59
1xj3z1w8	Learning Is Moving in New Ways: The Ecological Dynamics of Mathematics Education	172	36	37	38	61
6rv3b0dd	Violence and Aggression Against Educators and School Personnel, Retention, Stress, and Training Needs: National Survey Results	172	40	29	31	72
8zb632kh	Down There	170	12	10	22	126
2854h4v0	Does working memory moderate the effect of fading on math performance?	164	29	21	50	64
76k5729m	Communication at Scale in a MOOC Using Predictive Engagement Analytics	162	28	37	26	71
0h43d36k	moocRP: Enabling Open Learning Analytics with an Open Source Platform for Data Distribution, Analysis, and Visualization	157	31	31	32	63
13r325zb	Demonstrating mathematics learning as the emergence of eye–hand dynamic equilibrium	157	32	25	28	72
94x3f95v	Imputing KCs with Representations of Problem Content and Context	157	45	17	43	52
4n72z2vh	Dancing geometry: imagining auxiliary lines by reflecting on physical movement	156	22	18	28	88
87x92290	White historical activity theory: toward a critical understanding of white zones of proximal development	155	30	27	38	60
22z6n6kf	Situating multimodal learning analytics	154	55	23	44	32
3bx0r92q	Contracting race: writing, racism, and education	152	34	44	20	54
34p847gp	Longitudinal Association Between School Climate and Depressive Symptoms: The Mediating Role of Psychological Suzhi	151	64	13	27	47
7pm8w42b	Stimming as Thinking: a Critical Reevaluation of Self-Stimulatory Behavior as an Epistemic Resource for Inclusive Education	150	72	9	26	43
0gq0s9gn	“Even a broken clock is right twice a day”: The case of the Zimbardo Time Perspective Inventory	149	34	17	36	62
1rm0x503	Culture and everyday learning across contexts: learning with Luis Moll / Cultura y aprendizaje cotidiano entre distintos contextos: aprendiendo con Luis Moll	147	18	8	53	68

Top

Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.