Claims: C 3

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• Classroom pedagogical interventions significantly reduce teleologic and anthropomorphic language, with curricular exposure but not age as a significant factor - Classroom pedagogical interventions significantly reduce teleologic and anthropomorphic language, with curricular exposure but not age as a significant factor
• Classroom physical activity increases children's on-task behaviour, with no consistent gain on attention or other cognitive tests
• Classroom pretesting improves high-stakes exam performance on pretested content by 8–9% over a multi-week course - Classroom pretesting improves high-stakes exam performance on pretested content by 8–9% over a multi-week course
• Classroom quizzing delivered by clickers, computer software, or paper improves student performance on classroom exams in middle school and college courses - Classroom quizzing delivered by clickers, computer software, or paper improves student performance on classroom exams in middle school and college courses
• Classroom reading comprehension practice differs from formal assessment in item placement relative to the passage - Classroom reading comprehension practice differs from formal assessment in item placement relative to the passage
• Classroom research primarily supports the motivational perspective on cooperative learning effects - Classroom research primarily supports the motivational perspective on cooperative learning effects
• Classroom student characteristics affect teacher observation results for some instruments, more often in English language arts than in math classes - Classroom student characteristics affect teacher observation results for some instruments, more often in English language arts than in math classes
• Classroom tablet use is negatively associated with reading comprehension achievement in PISA 2018 data - Classroom tablet use is negatively associated with reading comprehension achievement in PISA 2018 data
• Classroom teachers rarely consult research when making decisions about their classroom practices, citing time constraints, the vastness of research, paywalls, and perceived distance from practice - Classroom teachers rarely consult research when making decisions about their classroom practices, citing time constraints, the vastness of research, paywalls, and perceived distance from practice
• Classroom teachers spontaneously adopted empathy interviews outside the design thinking cycle, using them with students and families for relationship building - Classroom teachers spontaneously adopted empathy interviews outside the design thinking cycle, using them with students and families for relationship building
• Classroom testing (quizzing) significantly boosts student academic achievement to a medium extent (g = 0.499). - Classroom testing (quizzing) significantly boosts student academic achievement to a medium extent (g = 0.499).
• Classroom testing benefits facts (g = 0.524), concept learning (g = 0.644), and knowledge application in problem solving (g = 0.453). - Classroom testing benefits facts (g = 0.524), concept learning (g = 0.644), and knowledge application in problem solving (g = 0.453).
• Classroom testing of cognitively revised middle school math units shows trends in the expected direction favoring the redesigned curriculum, though analysis is still underway - Classroom testing of cognitively revised middle school math units shows trends in the expected direction favoring the redesigned curriculum, though analysis is still underway
• Classroom use of Betty's Brain showed a performance dichotomy: one study found 18 of 40 students made very little progress teaching Betty, while 16 taught a correct or nearly correct map. - Classroom use of Betty's Brain showed a performance dichotomy: one study found 18 of 40 students made very little progress teaching Betty, while 16 taught a correct or nearly correct map.
• Classroom verification norm is predicted to show threshold behavior and hysteresis rather than a smooth response to teacher-set requirements - Classroom verification norm is predicted to show threshold behavior and hysteresis rather than a smooth response to teacher-set requirements
• Classroom views of greenery improve children's concentration compared with built views or windowless classrooms - Classroom views of greenery improve children's concentration compared with built views or windowless classrooms
• Classroom-average mathematics achievement shows no statistically significant association with ASC development when clique achievement is modeled simultaneously - Classroom-average mathematics achievement shows no statistically significant association with ASC development when clique achievement is modeled simultaneously
• Classroom-based physical activity interventions improve attention and/or on-task behavior in most reviewed studies of schoolchildren aged 4–18 - Classroom-based physical activity interventions improve attention and/or on-task behavior in most reviewed studies of schoolchildren aged 4–18
• Classroom-level ICCs for elementary test score gains range from 0.02 to 0.15 and school-level ICCs from 0.05 to 0.20, so classroom effects explain about 15 percent of gain-score variance - Classroom-level ICCs for elementary test score gains range from 0.02 to 0.15 and school-level ICCs from 0.05 to 0.20, so classroom effects explain about 15 percent of gain-score variance
• Classroom-level instructional support, organization, and emotional support are each positively associated with upper elementary students' metacognitive strategy use - Classroom-level instructional support, organization, and emotional support are each positively associated with upper elementary students' metacognitive strategy use
• Classroom-level teacher structure is linked with students' behavioral, cognitive and emotional engagement in language classes - Classroom-level teacher structure is linked with students' behavioral, cognitive and emotional engagement in language classes
• Classroom-relativized delayed start shows stronger predictive power and model fit than raw minutes, especially for ELA outcomes - Classroom-relativized delayed start shows stronger predictive power and model fit than raw minutes, especially for ELA outcomes
• Classroom-scale data (5-80 samples per misconception) is insufficient for reliable tutor-model misconception acquisition - Classroom-scale data (5-80 samples per misconception) is insufficient for reliable tutor-model misconception acquisition
• Classrooms differ in network density and centrality, indicators of social cohesion - Classrooms differ in network density and centrality, indicators of social cohesion
• Classrooms in China, South Korea and the US scored higher on overall equivalence than England; New Zealand lower; Turkey did not differ - Classrooms in China, South Korea and the US scored higher on overall equivalence than England; New Zealand lower; Turkey did not differ
• Classrooms in high-performing CHSRI schools showed positive, mutually respectful student-teacher relationships with emotional and academic support - Classrooms in high-performing CHSRI schools showed positive, mutually respectful student-teacher relationships with emotional and academic support
• Claude Opus 4.8 has the highest overall score (0.803) and is the only model ranking in the top three on all three stages, yet does not saturate situated tutoring (0.773) or workflows (0.704) - Claude Opus 4.8 has the highest overall score (0.803) and is the only model ranking in the top three on all three stages, yet does not saturate situated tutoring (0.773) or workflows (0.704)
• Claude's few-shot scoring behaved erratically across items: best few-shot model on Item 1 but by far the worst model on Item 2 - Claude's few-shot scoring behaved erratically across items: best few-shot model on Item 1 but by far the worst model on Item 2
• Claude3 and PaLM2 show substantial agreement but fall short on identifying failing grades - Claude3 and PaLM2 show substantial agreement but fall short on identifying failing grades
• Clear role assignment, training resources, and advisory support facilitated CA-supported continuous improvement and reduced faculty workload perceptions - Clear role assignment, training resources, and advisory support facilitated CA-supported continuous improvement and reduced faculty workload perceptions
• Clear Structure Improves Learning
• Clement's five group intelligence tests intercorrelated only modestly, with the Indiana Mental Survey below 0.40 against all others - Clement's five group intelligence tests intercorrelated only modestly, with the Indiana Mental Survey below 0.40 against all others
• Clicker participation and homework completion each significantly predict performance on isomorphic exam questions, with no synergistic interaction - Clicker participation and homework completion each significantly predict performance on isomorphic exam questions, with no synergistic interaction
• Clicker vote patterns show no significant effect on homework explanation quality, though correct-correct students tended to explain best - Clicker vote patterns show no significant effect on homework explanation quality, though correct-correct students tended to explain best
• Client interviews suggest a recurring shift from treating AI as a passive answer machine ("Oracle") to engaging it as a collaborative tool under human direction ("Process Partner") - Client interviews suggest a recurring shift from treating AI as a passive answer machine ("Oracle") to engaging it as a collaborative tool under human direction ("Process Partner")
• Clients of high-facilitative counselors engage in significantly more self-exploration than clients of low-facilitative counselors - Clients of high-facilitative counselors engage in significantly more self-exploration than clients of low-facilitative counselors
• Clients shifted between defensive and expansive stances nearly twice as often as workers, and initiatives connected to physical actions were more effective than verbal hints at triggering shifts - Clients shifted between defensive and expansive stances nearly twice as often as workers, and initiatives connected to physical actions were more effective than verbal hints at triggering shifts
• Climate-emotion associations and the enjoyment-participation indirect effect hold when controlling for topic emotions and discussion frequency, but some emotion-outcome paths do not - Climate-emotion associations and the enjoyment-participation indirect effect hold when controlling for topic emotions and discussion frequency, but some emotion-outcome paths do not
• Clinical ADHD diagnosis in childhood is associated with increased odds of clinically significant adolescent depressive symptoms - Clinical ADHD diagnosis in childhood is associated with increased odds of clinically significant adolescent depressive symptoms
• Clinical support (communication, observation, feedback) is strongly related to perceived preparation effectiveness, yet 43% of preservice completers reported less than the required 600 hours of student teaching - Clinical support (communication, observation, feedback) is strongly related to perceived preparation effectiveness, yet 43% of preservice completers reported less than the required 600 hours of studen
• Clinical-significance analysis replicated the community interaction: Level C versus control differed significantly in Aurora and marginally in Chicago schools - Clinical-significance analysis replicated the community interaction: Level C versus control differed significantly in Aurora and marginally in Chicago schools
• Clinically relevant attention problems in ADHD cause writing problems without impairing reading - Clinically relevant attention problems in ADHD cause writing problems without impairing reading
• Clique members are more similar in academic achievement than classroom members (ICC 0.33 vs. 0.17), offering preliminary support for the similarity criterion - Clique members are more similar in academic achievement than classroom members (ICC 0.33 vs.
• Clique-average mathematics achievement negatively predicts the development of adolescents' academic self-concept (a BFLPE at the clique level) - Clique-average mathematics achievement negatively predicts the development of adolescents' academic self-concept (a BFLPE at the clique level)
• Close collaboration between principal preparation programs and districts is associated with more coordinated candidate preparation - Close collaboration between principal preparation programs and districts is associated with more coordinated candidate preparation
• Close monitoring of school experiences is important for children in their first year of foster care - Close monitoring of school experiences is important for children in their first year of foster care
• Close multiple spikes suggest students unable to regulate accuracy on their own learned better once the ALT took over part of the regulation. - Close multiple spikes suggest students unable to regulate accuracy on their own learned better once the ALT took over part of the regulation.
• Closed meaning-focused tasks foster more negotiation of meaning and negative feedback than open tasks in CMC - Closed meaning-focused tasks foster more negotiation of meaning and negative feedback than open tasks in CMC
• Closed-book generative tasks can outperform open-book ones when learners can later reinspect the material - Closed-book generative tasks can outperform open-book ones when learners can later reinspect the material
• Closed-book prompts reduce immediate posttest performance only when learners were not prompted to actively process the instructional explanations - Closed-book prompts reduce immediate posttest performance only when learners were not prompted to actively process the instructional explanations
• Closed-book self-explanation prompts reduce the number of generated self-explanations when learners are not prompted to actively process the instructional explanations beforehand - Closed-book self-explanation prompts reduce the number of generated self-explanations when learners are not prompted to actively process the instructional explanations beforehand
• Closed-book self-explanation prompts show no added value on delayed posttest performance, even with prior active processing of instructional explanations - Closed-book self-explanation prompts show no added value on delayed posttest performance, even with prior active processing of instructional explanations
• Closed-source LLMs reach CSE Level 6 while most open-source baselines cluster at CSE Levels 3–4 on CSEBench - Closed-source LLMs reach CSE Level 6 while most open-source baselines cluster at CSE Levels 3–4 on CSEBench
• Closing knowledge gaps between a baseline and an end period predicted higher performance in the end period - Closing knowledge gaps between a baseline and an end period predicted higher performance in the end period
• Closing knowledge gaps showed the highest association with performance among all considered variables (partial r = 0.17) - Closing knowledge gaps showed the highest association with performance among all considered variables (partial r = 0.17)
• Closure and Restart, AUSL, and OSI models rehired fewer than 10 percent of prior teachers, and post-reform workforces were younger, less experienced, more likely white, and more likely provisionally certified - Closure and Restart, AUSL, and OSI models rehired fewer than 10 percent of prior teachers, and post-reform workforces were younger, less experienced, more likely white, and more likely provisionally c
• CLT can serve as a framework for teaching generalized knowledge and skills, including learning strategies - CLT can serve as a framework for teaching generalized knowledge and skills, including learning strategies
• CLT lacks explicit assumptions about how cognition and effort are monitored and regulated, unlike SRL theories - CLT lacks explicit assumptions about how cognition and effort are monitored and regulated, unlike SRL theories
• CLT-aligned e-learning modules improved cognitive load profiles and OSCE performance in simulation-based medical training (review-attributed to Gutierrez et al., 2023) - CLT-aligned e-learning modules improved cognitive load profiles and OSCE performance in simulation-based medical training (review-attributed to Gutierrez et al., 2023)
• CLT-based instructional design is applied to very high element interactivity material (per Pollock, Chandler, & Sweller) - CLT-based instructional design is applied to very high element interactivity material (per Pollock, Chandler, & Sweller)
• Cluster 2 countries outperformed Cluster 1 countries in PISA 2022 only in science (about 20 PISA points, p = .002), with no significant differences in mathematics or reading - Cluster 2 countries outperformed Cluster 1 countries in PISA 2022 only in science (about 20 PISA points, p = .002), with no significant differences in mathematics or reading
• Cluster analysis across both studies identifies three meta-attention knowledge profiles, including an overconfident group with a self-knowledge/strategy mismatch - Cluster analysis across both studies identifies three meta-attention knowledge profiles, including an overconfident group with a self-knowledge/strategy mismatch
• Cluster analysis identifies four tentative moral response profiles: Comfortable Adopters, Guilty Non-Users, Cautious Users, and Morally Distressed Avoiders - Cluster analysis identifies four tentative moral response profiles: Comfortable Adopters, Guilty Non-Users, Cautious Users, and Morally Distressed Avoiders
• Cluster analysis identifies three stable learner profiles: Engaged and Literate, Uncritical Reliant, and Skeptical Minimal users - Cluster analysis identifies three stable learner profiles: Engaged and Literate, Uncritical Reliant, and Skeptical Minimal users
• Cluster analysis identifies two antagonistic student profiles differing in level of technology-supported self-regulated learning - Cluster analysis identifies two antagonistic student profiles differing in level of technology-supported self-regulated learning
• Cluster analysis of coherence metrics on 98 students revealed five distinct behavior profiles, with engaged and efficient students showing the highest reading scores and significantly higher science gains than all other clusters. - Cluster analysis of coherence metrics on 98 students revealed five distinct behavior profiles, with engaged and efficient students showing the highest reading scores and significantly higher science g
• Cluster analysis of instructors identifies three user groups that differ in several AI literacy dimensions, with the ethics scale providing a clear distinction - Cluster analysis of instructors identifies three user groups that differ in several AI literacy dimensions, with the ethics scale providing a clear distinction
• Cluster analysis of student-AI dialogue identifies three distinct collaboration profiles: Delegated Reasoning, Concerted Interpretation, and Delegated Elaboration - Cluster analysis of student-AI dialogue identifies three distinct collaboration profiles: Delegated Reasoning, Concerted Interpretation, and Delegated Elaboration
• Cluster membership is significantly associated with gender, with a small-to-moderate effect (χ²(5) = 345.52, Cramér's V = 0.157) - Cluster membership is significantly associated with gender, with a small-to-moderate effect (χ²(5) = 345.52, Cramér's V = 0.157)
• Cluster membership is significantly associated with grade level but not gender - Cluster membership is significantly associated with grade level but not gender
• Cluster membership showed a strong multivariate effect on standard text-similarity metrics (Pillai's trace = 0.85, F(12, 248) = 15.31, p < 0.001) - Cluster membership showed a strong multivariate effect on standard text-similarity metrics (Pillai's trace = 0.85, F(12, 248) = 15.31, p < 0.001)
• Cluster profiles of student mathematics performance are dominated by overall ability, with most clusters being linear rescalings of average exam performance - Cluster profiles of student mathematics performance are dominated by overall ability, with most clusters being linear rescalings of average exam performance
• Clustering effects in education random-assignment trials vary by design but are typically large, requiring large school samples - Clustering effects in education random-assignment trials vary by design but are typically large, requiring large school samples
• Clustering judge-derived divergence topics yields 991 themes, with immunosuppression and pregnancy timing among the highest judge-rated priorities - Clustering judge-derived divergence topics yields 991 themes, with immunosuppression and pregnancy timing among the highest judge-rated priorities
• Clustering n-gram flip sequences per task yields three distinct problem-solving strategy groups across the binary challenges - Clustering n-gram flip sequences per task yields three distinct problem-solving strategy groups across the binary challenges
• Clustering of association rules yields four distinct strategy-combination profiles characterizing lower digital distraction - Clustering of association rules yields four distinct strategy-combination profiles characterizing lower digital distraction
• Clustering of TTX activity logs aligns with instructor-assigned milestone scores and outperforms a baseline averaged over all possible groupings in both exercises - Clustering of TTX activity logs aligns with instructor-assigned milestone scores and outperforms a baseline averaged over all possible groupings in both exercises
• Clustering yields a small number of behaviorally distinct team clusters that instructors can use for cluster-differentiated feedback - Clustering yields a small number of behaviorally distinct team clusters that instructors can use for cluster-differentiated feedback
• Clusters did not differ significantly in the number of prompts sent to ChatGPT - Clusters did not differ significantly in the number of prompts sent to ChatGPT
• Cluttered classroom walls distract children and reduce learning, while intermediate-stimulation orderly classrooms support it - Cluttered classroom walls distract children and reduce learning, while intermediate-stimulation orderly classrooms support it
• CMO-affiliated charter schools outpace traditional public schools in reading and math while stand-alone charters gain in reading only - CMO-affiliated charter schools outpace traditional public schools in reading and math while stand-alone charters gain in reading only
• CMOs with the greatest positive impact on student achievement were most likely to establish consistent schoolwide behavior expectations for students - CMOs with the greatest positive impact on student achievement were most likely to establish consistent schoolwide behavior expectations for students
• CMOs with the greatest positive impact on student achievement were most likely to use an intense approach to monitoring and coaching teachers - CMOs with the greatest positive impact on student achievement were most likely to use an intense approach to monitoring and coaching teachers
• CMS metacognition correlates with AQ-J-50 social skills and total scores, but self-judgment accuracy does not - CMS metacognition correlates with AQ-J-50 social skills and total scores, but self-judgment accuracy does not
• CMS metacognition correlates with BCIS self-reflectiveness and CMS self-judgment accuracy correlates with BCIS self-certainty - CMS metacognition correlates with BCIS self-reflectiveness and CMS self-judgment accuracy correlates with BCIS self-certainty
• CMS shows acceptable test-retest reliability and internal consistency - CMS shows acceptable test-retest reliability and internal consistency
• CNV and P2/N2 amplitudes are correlated in old high performers but not in other groups - CNV and P2/N2 amplitudes are correlated in old high performers but not in other groups
• CNV and P3 scalp topographies show a frontal shift with increasing age during adolescence - CNV and P3 scalp topographies show a frontal shift with increasing age during adolescence
• Co-constructing visual-textual representations without timeline integration did not significantly raise post-test scores over textual representations - Co-constructing visual-textual representations without timeline integration did not significantly raise post-test scores over textual representations
• Co-construction alone does not contribute to shared mental model development and shows a negative unique effect - Co-construction alone does not contribute to shared mental model development and shows a negative unique effect
• Co-construction of shared understanding needed to be accompanied by students' personal construction and sense making for conceptual change to be stable over time - Co-construction of shared understanding needed to be accompanied by students' personal construction and sense making for conceptual change to be stable over time
• Co-constructions of loaded moments can result in specific long-term relationship- and bond-development - Co-constructions of loaded moments can result in specific long-term relationship- and bond-development
• Co-design dialogue with museum educators revealed an unmet need for digital infrastructure, which students addressed with a bilingual cultural map extending the museum's spatial storytelling - Co-design dialogue with museum educators revealed an unmet need for digital infrastructure, which students addressed with a bilingual cultural map extending the museum's spatial storytelling
• Co-design tools for standards analysis, student-interest data, and launch rehearsal support balancing standards alignment with student interests
• Co-designed alumni surveys move districts from hunches about alumni experiences to concrete empirical evidence validating programs or pinpointing preparation gaps - Co-designed alumni surveys move districts from hunches about alumni experiences to concrete empirical evidence validating programs or pinpointing preparation gaps
• Co-designers' perceptions improved in some classes but unexpectedly decreased more than controls in others - Co-designers' perceptions improved in some classes but unexpectedly decreased more than controls in others
• Co-occurrence of fabricated references with interview admissions grew from 3.1% to 15% of cases, reaching about 1 in 7 cases by 2025 - Co-occurrence of fabricated references with interview admissions grew from 3.1% to 15% of cases, reaching about 1 in 7 cases by 2025
• Co-occurrence patterns link prompt functions with presentation formats, such as self-explanation prompts with response format and adaptive presentation labels - Co-occurrence patterns link prompt functions with presentation formats, such as self-explanation prompts with response format and adaptive presentation labels
• Co-occurring motivational and comprehension-related problems did not produce the hypothesized highest combined strategy frequencies - Co-occurring motivational and comprehension-related problems did not produce the hypothesized highest combined strategy frequencies
• Co-regulation led to shared understandings with effective patient management as a result (Lajoie and Lu) - Co-regulation led to shared understandings with effective patient management as a result (Lajoie and Lu)
• Co-regulation shows stronger relationships with the three CoI presences than self-regulation in an online case-based course - Co-regulation shows stronger relationships with the three CoI presences than self-regulation in an online case-based course
• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions - Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions
• Co-teaching does not differ from solo teaching in the development of students' mathematics self-concept and interest - Co-teaching does not differ from solo teaching in the development of students' mathematics self-concept and interest
• Co-teaching predicts better teacher-rated mathematics grades at year end, but not test performance - Co-teaching predicts better teacher-rated mathematics grades at year end, but not test performance
• Coach-athlete relationship and coach leadership or behaviours considered together are better predictors of athletes' and coaches' outcomes than either alone - Coach-athlete relationship and coach leadership or behaviours considered together are better predictors of athletes' and coaches' outcomes than either alone
• Coach-based and task-based methods are the main fostering methods for LTA across studies - Coach-based and task-based methods are the main fostering methods for LTA across studies
• Coach-guided interactive teaching yields higher and more progressive recovery than static relearning, particularly under moderate forgetting levels (10%–30%) - Coach-guided interactive teaching yields higher and more progressive recovery than static relearning, particularly under moderate forgetting levels (10%–30%)
• Coached peer review improves the specificity of reviewer comments and receivers' uptake of feedback - Coached peer review improves the specificity of reviewer comments and receivers' uptake of feedback
• Coached students reported growing use of self-talk as an executive functioning strategy, with one exception - Coached students reported growing use of self-talk as an executive functioning strategy, with one exception
• Coached teachers report greater impact of their technology use on student engagement and learning - Coached teachers report greater impact of their technology use on student engagement and learning
• Coached teachers report increases in how often students and teachers use technology, compared to non-coached peers - Coached teachers report increases in how often students and teachers use technology, compared to non-coached peers
• Coached teachers report more frequent impactful technology use practices developing student skills - Coached teachers report more frequent impactful technology use practices developing student skills
• Coaches and principals in the DLP grew in confidence and skills over the year - Coaches and principals in the DLP grew in confidence and skills over the year
• Coaches appeared to expand exposure to and completion of community college programs, consistent with the strategy's goals - Coaches appeared to expand exposure to and completion of community college programs, consistent with the strategy's goals
• Coaches reported significantly greater confidence in their coaching skills by year end, rising from 62 to 89 percent rating themselves high or extremely high - Coaches reported significantly greater confidence in their coaching skills by year end, rising from 62 to 89 percent rating themselves high or extremely high
• Coaching and expert support appeared in 30 of 35 studies, with coached classrooms showing larger gains in a randomized trial - Coaching and expert support appeared in 30 of 35 studies, with coached classrooms showing larger gains in a randomized trial
• Coaching and pretest effects on PISA performance were studied separately for each content domain (reading and mathematics) - Coaching and pretest effects on PISA performance were studied separately for each content domain (reading and mathematics)
• Coaching can be effective in all delivery modes: face-to-face, distance, and a combination - Coaching can be effective in all delivery modes: face-to-face, distance, and a combination
• Coaching dosage shows precisely estimated null effects: more coaching hours are not associated with larger program effects - Coaching dosage shows precisely estimated null effects: more coaching hours are not associated with larger program effects
• Coaching effects do not differ significantly across school levels, and in-person versus virtual delivery shows no significant difference - Coaching effects do not differ significantly across school levels, and in-person versus virtual delivery shows no significant difference
• Coaching effects on instruction and achievement are positively correlated, but large instructional improvements are needed for modest achievement gains - Coaching effects on instruction and achievement are positively correlated, but large instructional improvements are needed for modest achievement gains
• Coaching helped students manage daily stress and enhanced their sense of well-being and self-control - Coaching helped students manage daily stress and enhanced their sense of well-being and self-control
• Coaching is known to improve student performance on high-stakes tests, motivating the question for low-stakes tests - Coaching is known to improve student performance on high-stakes tests, motivating the question for low-stakes tests
• Coaching is more effective when it is job-embedded with frequent face-to-face interaction between coach and teacher - Coaching is more effective when it is job-embedded with frequent face-to-face interaction between coach and teacher
• Coaching is more effective when support is personalized to teachers' needs and classroom contexts - Coaching is more effective when support is personalized to teachers' needs and classroom contexts
• Coaching participants were more likely than nonparticipants to obtain career studies certificates and associate degrees despite higher-risk characteristics - Coaching participants were more likely than nonparticipants to obtain career studies certificates and associate degrees despite higher-risk characteristics
• Coaching program effects shrink substantially at scale: effectiveness trials of larger programs show only a fraction of efficacy-trial effects - Coaching program effects shrink substantially at scale: effectiveness trials of larger programs show only a fraction of efficacy-trial effects
• Coaching time focused on instructional delivery improves coached teachers' practices, while time focused on behavioral management is associated with a significant decrease in practice quality - Coaching time focused on instructional delivery improves coached teachers' practices, while time focused on behavioral management is associated with a significant decrease in practice quality
• Coarse-grained tool design (5 phase-level tools) outperforms fine-grained decomposition (14 tools) for LLM-based ISD agents - Coarse-grained tool design (5 phase-level tools) outperforms fine-grained decomposition (14 tools) for LLM-based ISD agents
• Coauthorship analysis of workshop organizers yields a 2,197-author network with six communities, 80% of nodes in the largest three, spanning diverse research lineages - Coauthorship analysis of workshop organizers yields a 2,197-author network with six communities, 80% of nodes in the largest three, spanning diverse research lineages
• CoBi's speech-based pipeline is technically feasible in noisy middle school classrooms, with visualizations updating in 10-second intervals - CoBi's speech-based pipeline is technically feasible in noisy middle school classrooms, with visualizations updating in 10-second intervals
• Cochlear implant use is not associated with greater perceived academic or social success, and children with implants are rated lowest in reading - Cochlear implant use is not associated with greater perceived academic or social success, and children with implants are rated lowest in reading
• Code commit features before a help request show no correlation with interaction time, and commit-based scheduling strategies perform no better than FCFS - Code commit features before a help request show no correlation with interaction time, and commit-based scheduling strategies perform no better than FCFS
• Code-augmented interaction consistently increases median and tail latency, and costs per correct answer typically increase, with Gemini 2.5 Pro a notable outlier - Code-augmented interaction consistently increases median and tail latency, and costs per correct answer typically increase, with Gemini 2.5 Pro a notable outlier
• Code-augmented interaction redistributes failures into protocol, execution, and mathematical layers, with Gemini 2.5 Pro failing mostly through protocol violations - Code-augmented interaction redistributes failures into protocol, execution, and mathematical layers, with Gemini 2.5 Pro failing mostly through protocol violations
• Code-DKT's attention softmax applied across the temporal dimension (dim=1) is causally invalid and inflates reported performance; rectifying it to the path dimension (dim=2) removes the artificial gain - Code-DKT's attention softmax applied across the temporal dimension (dim=1) is causally invalid and inflates reported performance; rectifying it to the path dimension (dim=2) removes the artificial gai
• CODE-GEN achieves human-validated success rates of 79.9% to 98.6% across seven pedagogical evaluation dimensions - CODE-GEN achieves human-validated success rates of 79.9% to 98.6% across seven pedagogical evaluation dimensions
• Code-mixing decreases and ceases as the weaker language syntactic structure develops to CP level - Code-mixing decreases and ceases as the weaker language syntactic structure develops to CP level
• Coded prompt logs show different prompting strategies foreground different pedagogical themes, with technical prompts the largest strategy total (398 instances) - Coded prompt logs show different prompting strategies foreground different pedagogical themes, with technical prompts the largest strategy total (398 instances)
• Coding in the review was non-exclusive, and data from multiple experiments within one paper were separated by semicolons and averaged before computing corpus-level means and medians - Coding in the review was non-exclusive, and data from multiple experiments within one paper were separated by semicolons and averaged before computing corpus-level means and medians
• Coding-oriented conversations show higher cognitive and constructive engagement than writing-oriented conversations across all three corpora - Coding-oriented conversations show higher cognitive and constructive engagement than writing-oriented conversations across all three corpora
• Coefficients of variability for physical traits tend to decrease from ages seven to seventeen and are generally higher in boys than in girls, per the review of Baldwin's growth study - Coefficients of variability for physical traits tend to decrease from ages seven to seventeen and are generally higher in boys than in girls, per the review of Baldwin's growth study
• CogEvolution performs comparably to the KT-based PEERS model on mastery prediction (AUC 0.80 vs 0.82) while achieving higher mistake precision (76.8%) on CogMath-948 - CogEvolution performs comparably to the KT-based PEERS model on mastery prediction (AUC 0.80 vs 0.82) while achieving higher mistake precision (76.8%) on CogMath-948
• CogEvolution's simulated learning trajectory fits the human power-law trajectory far better than baselines (R²LC 0.92 vs 0.78 PEERS, 0.45 static agents) - CogEvolution's simulated learning trajectory fits the human power-law trajectory far better than baselines (R²LC 0.92 vs 0.78 PEERS, 0.45 static agents)
• CogMed computerized working-memory training improves practiced working-memory skills with narrow transfer, and controls playing the same games without increasing difficulty show no gains - CogMed computerized working-memory training improves practiced working-memory skills with narrow transfer, and controls playing the same games without increasing difficulty show no gains
• Cognition is a transient phenomenon created by the functioning of distributed components of the nervous system - Cognition is a transient phenomenon created by the functioning of distributed components of the nervous system
• Cognitive abilities correlate with decimal label use patterns - Cognitive abilities correlate with decimal label use patterns
• Cognitive ability (inductive reasoning) showed no significant association with university GPA in any analysis - Cognitive ability (inductive reasoning) showed no significant association with university GPA in any analysis
• Cognitive ability and curiosity are positively correlated in young adults - Cognitive ability and curiosity are positively correlated in young adults
• Cognitive ability is expected to moderate exploration effects: enhancing metacognition for high-ability trainees but inhibiting it for low-ability trainees - Cognitive ability is expected to moderate exploration effects: enhancing metacognition for high-ability trainees but inhibiting it for low-ability trainees
• Cognitive ability moderates the encoding effect: higher-ability students benefit more, and lower-ability students may be harmed by note-taking - Cognitive ability moderates the encoding effect: higher-ability students benefit more, and lower-ability students may be harmed by note-taking
• Cognitive and metacognitive prompts did not increase self-reported online strategy use, the quality of strategies in learners' notes, or learning outcomes in hypermedia learning - Cognitive and metacognitive prompts did not increase self-reported online strategy use, the quality of strategies in learners' notes, or learning outcomes in hypermedia learning
• Cognitive and metacognitive prompts in learning journals helped early in a term but became detrimental by its end; adaptive fading-out mitigated this - Cognitive and metacognitive prompts in learning journals helped early in a term but became detrimental by its end; adaptive fading-out mitigated this
• Cognitive and reading skills share large amounts of genetic variance within domains - Cognitive and reading skills share large amounts of genetic variance within domains
• Cognitive apprenticeship instruction produced no significant differences from traditional instruction on post-treatment problem-solving, final, and standardized mathematics exams in community college technical mathematics - Cognitive apprenticeship instruction produced no significant differences from traditional instruction on post-treatment problem-solving, final, and standardized mathematics exams in community college
• Cognitive apprenticeship students became more anxious about mathematics but reported gains in self-confidence, rapport, and enjoyment - Cognitive apprenticeship students became more anxious about mathematics but reported gains in self-confidence, rapport, and enjoyment
• Cognitive architectures reproduce fine-grained educational phenomena beyond final accuracy, including reaction time distributions and qualitative error patterns - Cognitive architectures reproduce fine-grained educational phenomena beyond final accuracy, including reaction time distributions and qualitative error patterns
• Cognitive artifact scoring in the digital workbook achieved high intercoder reliability, with average Spearman's rho of 0.97 overall - Cognitive artifact scoring in the digital workbook achieved high intercoder reliability, with average Spearman's rho of 0.97 overall
• Cognitive barriers—insufficient background knowledge or working memory capacity—impede productive engagement in generative learning activities - Cognitive barriers—insufficient background knowledge or working memory capacity—impede productive engagement in generative learning activities
• Cognitive benefits of balance training do not differ by age in adults aged 19–65 - Cognitive benefits of balance training do not differ by age in adults aged 19–65
• Cognitive challenge, incrementally increased as children gain competence, was a feature of all the most efficacious interventions - Cognitive challenge, incrementally increased as children gain competence, was a feature of all the most efficacious interventions
• Cognitive conflict induced by refutational texts and conflicting perspectives may promote epistemic belief change in student teachers - Cognitive conflict induced by refutational texts and conflicting perspectives may promote epistemic belief change in student teachers
• Cognitive constructivism has strong empirical support and suggests new directions for science education, and must be distinguished from metaphysical constructivism - Cognitive constructivism has strong empirical support and suggests new directions for science education, and must be distinguished from metaphysical constructivism
• Cognitive control mechanisms do not moderate the beneficial effects of book exposure on early literacy outcomes - Cognitive control mechanisms do not moderate the beneficial effects of book exposure on early literacy outcomes
• Cognitive decline occurred in all domains between the two measurement waves among participants with cognitive data at both time points - Cognitive decline occurred in all domains between the two measurement waves among participants with cognitive data at both time points
• Cognitive deficits in children with ADHD are not permanent neuropsychological impairments and cognitive capacity can be modulated by motivation - Cognitive deficits in children with ADHD are not permanent neuropsychological impairments and cognitive capacity can be modulated by motivation
• Cognitive efficiency motives lead perceivers to sacrifice accuracy in person perception - Cognitive efficiency motives lead perceivers to sacrifice accuracy in person perception
• Cognitive elaboration strategy significantly affects overall posttest performance, with self-generated elaboration highest - Cognitive elaboration strategy significantly affects overall posttest performance, with self-generated elaboration highest
• Cognitive engagement did not emerge as the strongest predictor of any correlate, leaving its specialized function ambiguous - Cognitive engagement did not emerge as the strongest predictor of any correlate, leaving its specialized function ambiguous
• Cognitive factors explain about 49% of variance in simulation-based inquiry performance among young adults - Cognitive factors explain about 49% of variance in simulation-based inquiry performance among young adults
• Cognitive feedback benefits assessors rather than assessees, and weak students do not benefit from receiving more feedback - Cognitive feedback benefits assessors rather than assessees, and weak students do not benefit from receiving more feedback
• Cognitive feedback comments were the most frequently identified content in online peer feedback studies - Cognitive feedback comments were the most frequently identified content in online peer feedback studies
• Cognitive flexibility develops protractedly: sharp increase between 7 and 9 years, largely mature by age 10, peaking between 21 and 30 - Cognitive flexibility develops protractedly: sharp increase between 7 and 9 years, largely mature by age 10, peaking between 21 and 30
• Cognitive flexibility does not add unique explained variance to literacy or mathematics achievement in Grade 2 - Cognitive flexibility does not add unique explained variance to literacy or mathematics achievement in Grade 2
• Cognitive flexibility in children is not a unified construct - Cognitive flexibility in children is not a unified construct
• Cognitive flexibility uniquely predicts literacy achievement in Grades 4 and 6, above and beyond fluid intelligence, attention, inhibitory control, working memory, and planning - Cognitive flexibility uniquely predicts literacy achievement in Grades 4 and 6, above and beyond fluid intelligence, attention, inhibitory control, working memory, and planning
• Cognitive flexibility uniquely predicts mathematics achievement in Grades 4 and 6, with a larger effect in Grade 6 than in Grade 4 - Cognitive flexibility uniquely predicts mathematics achievement in Grades 4 and 6, with a larger effect in Grade 6 than in Grade 4
• Cognitive flexibility's unique contribution to academic marks emerges only once EF components become differentiated, around Grades 4–6 - Cognitive flexibility's unique contribution to academic marks emerges only once EF components become differentiated, around Grades 4–6
• Cognitive inhibition is not significantly associated with arithmetic fact retrieval in typically developing third graders - Cognitive inhibition is not significantly associated with arithmetic fact retrieval in typically developing third graders
• Cognitive inquiry skills are positively intercorrelated, but the functional thinking–CVS correlation diminishes when controlling for content knowledge - Cognitive inquiry skills are positively intercorrelated, but the functional thinking–CVS correlation diminishes when controlling for content knowledge
• Cognitive leap is the most prevalent deviation pattern of LLM-generated questions, and fine-grained prompting amplifies upward shifts while suppressing cognitive regression - Cognitive leap is the most prevalent deviation pattern of LLM-generated questions, and fine-grained prompting amplifies upward shifts while suppressing cognitive regression
• Cognitive learning strategy training yields preliminary evidence of far metacognitive transfer to effort regulation (Wirth et al., 2025) - Cognitive learning strategy training yields preliminary evidence of far metacognitive transfer to effort regulation (Wirth et al., 2025)
• Cognitive load did not clearly increase during group work under high coercion; a three-way interaction of session time, cognitive load and coercion emerged, with a marginal main effect of coercion - Cognitive load did not clearly increase during group work under high coercion; a three-way interaction of session time, cognitive load and coercion emerged, with a marginal main effect of coercion
• Cognitive load in concurrent storage-processing tasks has a negative linear effect on memory span - Cognitive load in concurrent storage-processing tasks has a negative linear effect on memory span
• Cognitive load is negatively associated with critical thinking and with self-regulated learning - Cognitive load is negatively associated with critical thinking and with self-regulated learning
• Cognitive Load Management
• Cognitive load mediates the effect of personalized paths on learning outcomes, with motivation and self-efficacy as complementary mediators - Cognitive load mediates the effect of personalized paths on learning outcomes, with motivation and self-efficacy as complementary mediators
• Cognitive load partially mediates the relationship between AI-based educational technology use and critical thinking - Cognitive load partially mediates the relationship between AI-based educational technology use and critical thinking
• Cognitive load ratings rise and interest and self-assessed understanding fall in sections introducing new content knowledge compared with introductory sections of worked examples - Cognitive load ratings rise and interest and self-assessed understanding fall in sections introducing new content knowledge compared with introductory sections of worked examples
• Cognitive Load Reduction Improves Learning
• Cognitive load showed no significant mediation of the effects of navigation features or self-explanation prompts on video learning outcomes - Cognitive load showed no significant mediation of the effects of navigation features or self-explanation prompts on video learning outcomes
• Cognitive Load Theory has traditionally used slot-based working memory capacity models - Cognitive Load Theory has traditionally used slot-based working memory capacity models
• Cognitive Load Theory lacks a motivational focus, which becomes problematic when interpreting interventions that foster effortful learning strategies - Cognitive Load Theory lacks a motivational focus, which becomes problematic when interpreting interventions that foster effortful learning strategies
• Cognitive load theory may help identify mismatches between representational schemes and the execution of (sub)tasks in CSCL - Cognitive load theory may help identify mismatches between representational schemes and the execution of (sub)tasks in CSCL
• Cognitive load when studying depended on instructional method (highest in the worked-out examples condition), but no prior knowledge or test-phase effects emerged - Cognitive load when studying depended on instructional method (highest in the worked-out examples condition), but no prior knowledge or test-phase effects emerged
• Cognitive Maturity disposition scores significantly declined during the WISE Agent intervention, interpreted as de-centering of naive optimism - Cognitive Maturity disposition scores significantly declined during the WISE Agent intervention, interpreted as de-centering of naive optimism
• Cognitive modeling of exact student responses is hardest for multi-select problems and rare-error answers, with select-all accuracy of only 12-15% and cognitive accuracy dropping to as low as 3.7% when answers are incorrect - Cognitive modeling of exact student responses is hardest for multi-select problems and rare-error answers, with select-all accuracy of only 12-15% and cognitive accuracy dropping to as low as 3.7% whe
• Cognitive modeling raised division skill more than didactic instruction while both raised self-efficacy equally, with self-efficacy mediating treatment effects - Cognitive modeling raised division skill more than didactic instruction while both raised self-efficacy equally, with self-efficacy mediating treatment effects
• Cognitive offloading does not guarantee representational permanence and memory can suffer if the external record becomes unavailable - Cognitive offloading does not guarantee representational permanence and memory can suffer if the external record becomes unavailable
• Cognitive offloading is positively, not negatively, associated with transformative learning experience, contrary to the hypothesized negative effect - Cognitive offloading is positively, not negatively, associated with transformative learning experience, contrary to the hypothesized negative effect
• Cognitive offloading tendency is negatively associated with critical thinking, technical problem-solving, and metacognitive self-regulation - Cognitive offloading tendency is negatively associated with critical thinking, technical problem-solving, and metacognitive self-regulation
• Cognitive offloading to AI during early learning can stifle development of stable knowledge and skills - Cognitive offloading to AI during early learning can stifle development of stable knowledge and skills
• Cognitive offloading to generative AI is associated with reduced learner engagement, lower critical thinking, and lower-quality reasoning - Cognitive offloading to generative AI is associated with reduced learner engagement, lower critical thinking, and lower-quality reasoning
• Cognitive Overload Degrades Learning
• Cognitive Overload is the most frequently reported dimension of AI fatigue, driven by output volume and repeated verification - Cognitive Overload is the most frequently reported dimension of AI fatigue, driven by output volume and repeated verification
• Cognitive partnerships with AI enable students to engage in theoretical and empirical reflection that the authors characterize as genuinely novel epistemic practices - Cognitive partnerships with AI enable students to engage in theoretical and empirical reflection that the authors characterize as genuinely novel epistemic practices
• Cognitive performance shows a pooled association of r = .31 with speech-in-noise perception across adult unaided listeners - Cognitive performance shows a pooled association of r = .31 with speech-in-noise perception across adult unaided listeners
• Cognitive predictors explained more spelling variance in English (34.7%) than in the other orthographies (8.9 to 16.2%), and English was the only orthography where RAN made a significant and highest contribution to spelling - Cognitive predictors explained more spelling variance in English (34.7%) than in the other orthographies (8.9 to 16.2%), and English was the only orthography where RAN made a significant and highest c
• Cognitive process inference in computerized testing rarely rests on strong process data - Cognitive process inference in computerized testing rarely rests on strong process data
• Cognitive processing differs by text type: participants engaged in more epistemic processing, meta-comprehension, and coherence-based processing when reading the other-side text than the own-side text - Cognitive processing differs by text type: participants engaged in more epistemic processing, meta-comprehension, and coherence-based processing when reading the other-side text than the own-side text
• Cognitive prompts activating deep learning strategies produce a marginally significant immediate exam advantage over prompts activating shallow strategies in a real psychology course - Cognitive prompts activating deep learning strategies produce a marginally significant immediate exam advantage over prompts activating shallow strategies in a real psychology course
• Cognitive reappraisal protects teachers from emotional exhaustion and burnout, while expressive suppression and surface acting are negatively linked to teaching effectiveness - Cognitive reappraisal protects teachers from emotional exhaustion and burnout, while expressive suppression and surface acting are negatively linked to teaching effectiveness
• Cognitive regulation led to negotiation in the physics task, whereas in the robotics task negotiation more often preceded cognitive regulation - Cognitive regulation led to negotiation in the physics task, whereas in the robotics task negotiation more often preceded cognitive regulation
• Cognitive resources play a dual role in SR, both enabling self-regulatory processes and constraining how Learning Activities unfold - Cognitive resources play a dual role in SR, both enabling self-regulatory processes and constraining how Learning Activities unfold
• Cognitive skills are the most probable student characteristic to modify picture effects: low math performers do better without representational pictures, low reading-comprehension students better with them - Cognitive skills are the most probable student characteristic to modify picture effects: low math performers do better without representational pictures, low reading-comprehension students better with
• Cognitive strategy application in a far-transfer task after hybrid training depends on the specific strategy: text highlighting transferred, conducting experiments did not versus non-hybrid training - Cognitive strategy application in a far-transfer task after hybrid training depends on the specific strategy: text highlighting transferred, conducting experiments did not versus non-hybrid training
• Cognitive strategy use was highest in social studies and lowest in mathematics, and females reported more use than males - Cognitive strategy use was highest in social studies and lowest in mathematics, and females reported more use than males
• Cognitive style shows a weak, measure-dependent relationship with SPT accuracy - Cognitive style shows a weak, measure-dependent relationship with SPT accuracy
• Cognitive subdomains differ in association strength with SiN perception, from r = .18 (crystallized IQ, nonsignificant) to r = .39 (processing speed) - Cognitive subdomains differ in association strength with SiN perception, from r = .18 (crystallized IQ, nonsignificant) to r = .39 (processing speed)
• Cognitive technologies serve as instruments of cultural redefinition, changing rather than just amplifying what people do - Cognitive technologies serve as instruments of cultural redefinition, changing rather than just amplifying what people do
• Cognitive Tutor Algebra I students significantly outscored peers on standardized tests by about 0.3 SDs and by 85% on problem-solving and multiple-representation tests, with effect sizes of 0.7 to 1.2 SDs - Cognitive Tutor Algebra I students significantly outscored peers on standardized tests by about 0.3 SDs and by 85% on problem-solving and multiple-representation tests, with effect sizes of 0.7 to 1.2
• Cognitive Tutor® Algebra I has mixed effects on algebra outcomes for secondary students, with an average improvement index of +4 percentile points across five studies - Cognitive Tutor® Algebra I has mixed effects on algebra outcomes for secondary students, with an average improvement index of +4 percentile points across five studies
• Cognitive Tutor® Algebra I shows no discernible effects on general mathematics achievement for secondary students - Cognitive Tutor® Algebra I shows no discernible effects on general mathematics achievement for secondary students
• Cognitive Tutor® Geometry shows potentially negative effects on geometry outcomes, with an improvement index of –8 percentile points - Cognitive Tutor® Geometry shows potentially negative effects on geometry outcomes, with an improvement index of –8 percentile points
• Cognitive vigilance is positively associated with transformative learning experience - Cognitive vigilance is positively associated with transformative learning experience
• Cognitive, emotional, and social skills should be taught alongside content because learning is integrated in the brain - Cognitive, emotional, and social skills should be taught alongside content because learning is integrated in the brain
• Cognitive, metacognitive, and strategic learning supports show the largest intervention-category benchmarks, while assessment and contextual interventions show the smallest - Cognitive, metacognitive, and strategic learning supports show the largest intervention-category benchmarks, while assessment and contextual interventions show the smallest
• Cognitive-load-based quiz adaptation raised learning gains while domain-specific confidence-based adaptation did not - Cognitive-load-based quiz adaptation raised learning gains while domain-specific confidence-based adaptation did not
• Cognitive-motivational factors mediate the association between bullying victimisation and lower academic achievement (pooled OR = 0.74) - Cognitive-motivational factors mediate the association between bullying victimisation and lower academic achievement (pooled OR = 0.74)
• Cognitive-motivational techniques that increase both focus support and reward are hypothesized to be most effective for learning - Cognitive-motivational techniques that increase both focus support and reward are hypothesized to be most effective for learning
• Cognitive-only AI support yields medium effects on knowledge (g = 0.52), skill (g = 0.44), and affect (g = 0.48) and a large effect on perception (g = 0.85) - Cognitive-only AI support yields medium effects on knowledge (g = 0.52), skill (g = 0.44), and affect (g = 0.48) and a large effect on perception (g = 0.85)
• Cognitive-only coaching increased deep and achieving learning approaches, academic self-concept, and reduced test anxiety and anxiety/depression, but academic performance declined relative to control; behavioural-only coaching decreased test anxiety and increased academic performance with no other effects. - Cognitive-only coaching increased deep and achieving learning approaches, academic self-concept, and reduced test anxiety and anxiety/depression, but academic performance declined relative to control;
• Cognitively engaging physical activity shows amongst the strongest support of the profiled approaches for preschool SR/EF - Cognitively engaging physical activity shows amongst the strongest support of the profiled approaches for preschool SR/EF
• Cognitively oriented challenges dominated student help requests during computer-supported lab work, with 45.1% conceptual and 28.7% cognitive-regulation requests - Cognitively oriented challenges dominated student help requests during computer-supported lab work, with 45.1% conceptual and 28.7% cognitive-regulation requests
• Cognitivism and human-machine interaction emerged from the pragmatic challenges of World War II - Cognitivism and human-machine interaction emerged from the pragmatic challenges of World War II
• Cognitivism is the second most important learning theory reflected across all Iranian ELT textbook levels - Cognitivism is the second most important learning theory reflected across all Iranian ELT textbook levels
• Cohen's kappa exhibits a paradox in which high observed agreement yields low kappa, making it unsuitable for pass/fail decision consistency - Cohen's kappa exhibits a paradox in which high observed agreement yields low kappa, making it unsuitable for pass/fail decision consistency
• Cohen's small, medium, and large effect size benchmarks are arbitrary and should not be interpreted rigidly - Cohen's small, medium, and large effect size benchmarks are arbitrary and should not be interpreted rigidly
• Coherence is theorized to assist teacher effectiveness through coordinated professional development and collaborative work on clear goals - Coherence is theorized to assist teacher effectiveness through coordinated professional development and collaborative work on clear goals
• Coherence Principle Irrelevant Material Hurts Learning
• Coherence principle: people learn better when extraneous material is excluded rather than included (d = 0.86 across 19 tests) - Coherence principle: people learn better when extraneous material is excluded rather than included (d = 0.86 across 19 tests)
• Coherence textual changes improve tenth graders' main-idea performance on a scientific text - Coherence textual changes improve tenth graders' main-idea performance on a scientific text
• Coherence with preexisting initiatives made relationship-centered change more readily embraced - Coherence with preexisting initiatives made relationship-centered change more readily embraced
• Coherent instruction is theorized to promote achievement by supporting connected learning experiences and student motivation - Coherent instruction is theorized to promote achievement by supporting connected learning experiences and student motivation
• Cohort 2 partners trained more than 155,000 Californians outside the mental health workforce and nearly 25,000 within it in identifying and addressing student mental health needs - Cohort 2 partners trained more than 155,000 Californians outside the mental health workforce and nearly 25,000 within it in identifying and addressing student mental health needs
• Cohort CS enrollment rates increased substantially, from 8 percent of the 2010-11 cohort to 26 percent of the 2014-15 cohort taking at least one CS course over four years - Cohort CS enrollment rates increased substantially, from 8 percent of the 2010-11 cohort to 26 percent of the 2014-15 cohort taking at least one CS course over four years
• Cohort effects on activity emotions are minimal across fourteen years, with cohort accounting for only 0.2% to 1.2% of variance in mean emotion scores - Cohort effects on activity emotions are minimal across fourteen years, with cohort accounting for only 0.2% to 1.2% of variance in mean emotion scores
• Cohort members predominantly used off-the-shelf multimodal LLMs, mostly OpenAI's GPT, and nearly all combined closed and open source models - Cohort members predominantly used off-the-shelf multimodal LLMs, mostly OpenAI's GPT, and nearly all combined closed and open source models
• Cohort purchasing through consolidated edtech procurement produced savings of nearly $200,000 and roughly 50 percent per-license discounts in Denver Public Schools - Cohort purchasing through consolidated edtech procurement produced savings of nearly $200,000 and roughly 50 percent per-license discounts in Denver Public Schools
• Cohort workforce-readiness index ranged from 5.2 to 6.4 across the four highlighted cases - Cohort workforce-readiness index ranged from 5.2 to 6.4 across the four highlighted cases
• Cohort-based principal preparation is associated with program completion, perceived preparedness, and supportive collegial environments - Cohort-based principal preparation is associated with program completion, perceived preparedness, and supportive collegial environments
• CoI survey ratings reveal uneven presence profiles: course organization and exploration rated highest while most facilitation items and three cognitive-presence items (curiosity, reflection, testing and applying knowledge) rated below 4.0 - CoI survey ratings reveal uneven presence profiles: course organization and exploration rated highest while most facilitation items and three cognitive-presence items (curiosity, reflection, testing a
• Collaborating learners learn more effectively and efficiently than individual learners on cognitively challenging tasks, but group work becomes disadvantageous on cognitively unchallenging tasks - Collaborating learners learn more effectively and efficiently than individual learners on cognitively challenging tasks, but group work becomes disadvantageous on cognitively unchallenging tasks
• Collaboration aids learning of mathematical elaboration skills but not procedural skills - Collaboration aids learning of mathematical elaboration skills but not procedural skills
• Collaboration and synthesis indicators in Knowledge Forum increased over time among low-achieving students. - Collaboration and synthesis indicators in Knowledge Forum increased over time among low-achieving students.
• Collaboration appeared in 32 of 35 reviewed studies, and collaborative PD models showed student achievement gains - Collaboration appeared in 32 of 35 reviewed studies, and collaborative PD models showed student achievement gains
• Collaboration does not emerge spontaneously just by placing students together - Collaboration does not emerge spontaneously just by placing students together
• Collaboration facilitates learning only under specific knowledge and experience conditions; with advanced learners it can be detrimental via the expertise reversal effect - Collaboration facilitates learning only under specific knowledge and experience conditions; with advanced learners it can be detrimental via the expertise reversal effect
• Collaboration format (individual vs. dyad) was experimentally manipulated alongside feedback format in simulation-based teacher learning - Collaboration format (individual vs.
• Collaboration knowledge is positively and consistently related to the quality of evidence sharing across all three studies - Collaboration knowledge is positively and consistently related to the quality of evidence sharing across all three studies
• Collaboration quality relates to the ratio of group to individual activity in gaze-supported dyads - Collaboration quality relates to the ratio of group to individual activity in gaze-supported dyads
• Collaboration spread outside formal grant activities via the observational effect of collaboration in three grantee sites but did not extend beyond the grant in other sites - Collaboration spread outside formal grant activities via the observational effect of collaboration in three grantee sites but did not extend beyond the grant in other sites
• Collaboration was sustained after both direct and soft disagreements, with no rude behaviors observed - Collaboration was sustained after both direct and soft disagreements, with no rude behaviors observed
• Collaboration with colleagues around instruction has consistently positive relationships with math and science instructional practices - Collaboration with colleagues around instruction has consistently positive relationships with math and science instructional practices
• Collaboration with experts during design and enactment contributed to the quality of designed artefacts and to teacher learning across all three cases - Collaboration with experts during design and enactment contributed to the quality of designed artefacts and to teacher learning across all three cases
• Collaborative analytics-supported reflective assessment helped pre-service teachers develop collaborative inquiry competencies - Collaborative analytics-supported reflective assessment helped pre-service teachers develop collaborative inquiry competencies
• Collaborative analytics-supported reflective assessment helps PSTs develop collaborative inquiry competencies for community knowledge advancement in a knowledge building course - Collaborative analytics-supported reflective assessment helps PSTs develop collaborative inquiry competencies for community knowledge advancement in a knowledge building course
• Collaborative and individual inferences are less likely to be drawn than shared inferences during collaborative problem solving - Collaborative and individual inferences are less likely to be drawn than shared inferences during collaborative problem solving
• Collaborative and individual problem solving in traditional PF do not differ in conceptual knowledge after instruction - Collaborative and individual problem solving in traditional PF do not differ in conceptual knowledge after instruction
• Collaborative and metacognitive engagement reciprocally predict each other over time - Collaborative and metacognitive engagement reciprocally predict each other over time
• Collaborative argumentation benefits students' motivation, content learning, domain argumentation, transferable argumentation skills, and knowledge-building practices - Collaborative argumentation benefits students' motivation, content learning, domain argumentation, transferable argumentation skills, and knowledge-building practices
• Collaborative conjecture map construction surfaced a tension between nuanced learning theory and limited technical capability - Collaborative conjecture map construction surfaced a tension between nuanced learning theory and limited technical capability
• Collaborative constructions (joint analyses built while collaborating) had little relevance to individual post-test performance in adolescence and early adulthood - Collaborative constructions (joint analyses built while collaborating) had little relevance to individual post-test performance in adolescence and early adulthood
• Collaborative critique-and-redesign instruction shifts students from a value-free view of objectivity toward a procedural one
• Collaborative dynamic-geometry problem solving relies on coordinating math-content and social/collaborative resources - Collaborative dynamic-geometry problem solving relies on coordinating math-content and social/collaborative resources
• Collaborative group failure on ill-structured physics problems confers later individual problem-solving advantages over success on well-structured problems (productive failure) - Collaborative group failure on ill-structured physics problems confers later individual problem-solving advantages over success on well-structured problems (productive failure)
• Collaborative Innovation tenets varied in visibility: collective ownership and context expertise were most evidenced, reimagining progress least - Collaborative Innovation tenets varied in visibility: collective ownership and context expertise were most evidenced, reimagining progress least
• Collaborative inquiry learners obtain significantly higher post-test overall scores than individual learners - Collaborative inquiry learners obtain significantly higher post-test overall scores than individual learners
• Collaborative instruction yields a small, positive, statistically significant mean effect on student achievement compared to single-taught controls - Collaborative instruction yields a small, positive, statistically significant mean effect on student achievement compared to single-taught controls
• Collaborative knowledge construction episodes are significantly longer in the conceptual physics task but almost three times more frequent in the robotics task - Collaborative knowledge construction episodes are significantly longer in the conceptual physics task but almost three times more frequent in the robotics task
• Collaborative leadership and practice can create conditions for improving student learning, with social capital and teacher-peer learning explaining the link to achievement - Collaborative leadership and practice can create conditions for improving student learning, with social capital and teacher-peer learning explaining the link to achievement
• Collaborative learners outperform individuals on intuitive knowledge, indicating collaboration rather than representation construction drives the advantage - Collaborative learners outperform individuals on intuitive knowledge, indicating collaboration rather than representation construction drives the advantage
• Collaborative learning appeared in 36 funded projects, embodied learning in 15, and identity theories in 9 - Collaborative learning appeared in 36 funded projects, embodied learning in 15, and identity theories in 9
• Collaborative learning distributes cognitive load across multiple working memories, aiding learning of high-load tasks - Collaborative learning distributes cognitive load across multiple working memories, aiding learning of high-load tasks
• Collaborative Learning Improves Outcomes
• Collaborative learning in immersive VR produced significantly higher use of cognitive resources than individual learning in a geography study - Collaborative learning in immersive VR produced significantly higher use of cognitive resources than individual learning in a geography study
• Collaborative learning is beneficial or detrimental depending on individual and situational factors - Collaborative learning is beneficial or detrimental depending on individual and situational factors
• Collaborative location-based games design was implemented within a formal classroom aligned to the Norwegian national competency framework - Collaborative location-based games design was implemented within a formal classroom aligned to the Norwegian national competency framework
• Collaborative metaphor workshops helped higher education staff and students make sense of GenAI and raised their awareness of its ethical dimensions - Collaborative metaphor workshops helped higher education staff and students make sense of GenAI and raised their awareness of its ethical dimensions
• Collaborative multidisciplinary modeling tasks elicit all four cognitive processes of interdisciplinary understanding in student group discourse - Collaborative multidisciplinary modeling tasks elicit all four cognitive processes of interdisciplinary understanding in student group discourse
• Collaborative pedagogies such as problem- and project-based learning are more likely to promote students' sense of belonging than lecture-based pedagogies, but effects depend on the group's attributes - Collaborative pedagogies such as problem- and project-based learning are more likely to promote students' sense of belonging than lecture-based pedagogies, but effects depend on the group's attributes
• Collaborative planning time with colleagues was the top support cited by teachers earning micro-credentials, cited by 74 percent of respondents - Collaborative planning time with colleagues was the top support cited by teachers earning micro-credentials, cited by 74 percent of respondents
• Collaborative problem framing unfolds as sequential comment-and-edit organization across Stack Overflow's dual-space design of distinct question and commenting spaces - Collaborative problem framing unfolds as sequential comment-and-edit organization across Stack Overflow's dual-space design of distinct question and commenting spaces
• Collaborative problem-solving improves attitudinal tendency (ES = 1.17) more than cognitive skills (ES = 0.70) - Collaborative problem-solving improves attitudinal tendency (ES = 1.17) more than cognitive skills (ES = 0.70)
• Collaborative problem-solving significantly improves students' critical thinking overall (ES = 0.82) - Collaborative problem-solving significantly improves students' critical thinking overall (ES = 0.82)
• Collaborative problem-solving students significantly outperformed individual problem-solving students on the electromagnetism problem-solving posttest - Collaborative problem-solving students significantly outperformed individual problem-solving students on the electromagnetism problem-solving posttest
• Collaborative prompt use mediated the regulated-AI group's advantage over the general-AI group in independent originality - Collaborative prompt use mediated the regulated-AI group's advantage over the general-AI group in independent originality
• Collaborative representations from meta-behavioral sequences are far less sparse than KC-based representations, which reach up to 99.3% sparsity - Collaborative representations from meta-behavioral sequences are far less sparse than KC-based representations, which reach up to 99.3% sparsity
• Collaborative situations often fail to be productive in practice, so orchestrating collaboration is not simple - Collaborative situations often fail to be productive in practice, so orchestrating collaboration is not simple
• Collaborative speech features differ under high versus low cognitive load: longer speech pauses and less use of singular pronouns in high-load conditions - Collaborative speech features differ under high versus low cognitive load: longer speech pauses and less use of singular pronouns in high-load conditions
• Collaborative speech strongly co-occurs with actions on virtual objects and virtual hand gestures in shared VR geometry tasks - Collaborative speech strongly co-occurs with actions on virtual objects and virtual hand gestures in shared VR geometry tasks
• Collaborative tasks elicit higher loudness-dynamics components in team-teacher talk than individual tasks, which show higher spectral-slope and voice-quality components - Collaborative tasks elicit higher loudness-dynamics components in team-teacher talk than individual tasks, which show higher spectral-slope and voice-quality components
• Collaborative tasks should be complex enough that joint effort is worthwhile, engaging the collective working memory effect - Collaborative tasks should be complex enough that joint effort is worthwhile, engaging the collective working memory effect
• Collaborative technologies support learning by enabling learners to share and exchange both ideas and their own digital products - Collaborative technologies support learning by enabling learners to share and exchange both ideas and their own digital products
• Collaborative testing shows the taxonomy enables comparison between similar GenAI activities while inevitably falling short of portraying all entangled aspects - Collaborative testing shows the taxonomy enables comparison between similar GenAI activities while inevitably falling short of portraying all entangled aspects
• Collaborative text co-construction with the teacher as scribe gives five-year-olds autonomy of composition and judgement and sustains long focused engagement - Collaborative text co-construction with the teacher as scribe gives five-year-olds autonomy of composition and judgement and sustains long focused engagement
• Collaborative VRLs are predominantly STEM-focused, virtual, non co-located, synchronous, and 2D - Collaborative VRLs are predominantly STEM-focused, virtual, non co-located, synchronous, and 2D
• Collaborative wiki texts are longer, contain more t-units and more reasoning connectors than the initial pair-written texts - Collaborative wiki texts are longer, contain more t-units and more reasoning connectors than the initial pair-written texts
• Collaborative writing develops through distinct phases, is non-linear and non-cumulative, with sharing of opinions emerging in the last phase - Collaborative writing develops through distinct phases, is non-linear and non-cumulative, with sharing of opinions emerging in the last phase
• Collaborative Writing Improves Text Quality
• Collaborative writing methods such as peer criticism and group revision were in use before the collaborative learning movement - Collaborative writing methods such as peer criticism and group revision were in use before the collaborative learning movement
• Collaborative-style preservice teachers score higher on continuous and intentional thinking than avoidant and dependent styles - Collaborative-style preservice teachers score higher on continuous and intentional thinking than avoidant and dependent styles
• Colleagues were the most cited influential resource supporting instructional improvement efforts across seven Chicago schools - Colleagues were the most cited influential resource supporting instructional improvement efforts across seven Chicago schools
• Colleagues, not coaches, were teachers' main source of technology support, and over a third of post-survey respondents reported no support - Colleagues, not coaches, were teachers' main source of technology support, and over a third of post-survey respondents reported no support
• Collected exam questions required no cognitive processes above apply and no originality in analysis or high-level interdependence - Collected exam questions required no cognitive processes above apply and no originality in analysis or high-level interdependence
• Collecting metacognitive judgments did not disrupt typical strategy selection and execution: both age groups selected the better strategy more on rounding-up homogeneous problems and executed rounding-down faster on homogeneous problems - Collecting metacognitive judgments did not disrupt typical strategy selection and execution: both age groups selected the better strategy more on rounding-up homogeneous problems and executed rounding
• Collective enterprise and care in equitable classroom cultures are positively associated with students' science interest - Collective enterprise and care in equitable classroom cultures are positively associated with students' science interest
• Collective GSA-level immigration discussion frequency is not associated with group-level gains in any empowerment or critical consciousness outcome - Collective GSA-level immigration discussion frequency is not associated with group-level gains in any empowerment or critical consciousness outcome
• Collective portfolio scores explained additional variance in conceptual understanding beyond achievement, participation, and individual inquiry - Collective portfolio scores explained additional variance in conceptual understanding beyond achievement, participation, and individual inquiry
• Collectively mourning extinct or near-extinct more-than-human entities facilitates recognition of the more-than-human as co-participants in shared reality - Collectively mourning extinct or near-extinct more-than-human entities facilitates recognition of the more-than-human as co-participants in shared reality
• Collectivism is not significantly linked to students' sense of belonging at school - Collectivism is not significantly linked to students' sense of belonging at school
• College aspirations doubled between 1980 and 2002 while readiness and completion gaps by race, ethnicity, and income persisted or widened - College aspirations doubled between 1980 and 2002 while readiness and completion gaps by race, ethnicity, and income persisted or widened
• College completion among CPS 2017 immediate enrollees shows large disparities by race/ethnicity and gender, with fewer than one-third of Black and Latino young men completing a bachelor's degree - College completion among CPS 2017 immediate enrollees shows large disparities by race/ethnicity and gender, with fewer than one-third of Black and Latino young men completing a bachelor's degree
• College completion among immediate enrollees in the CPS class of 2015 shows large race/ethnicity and gender gaps, with fewer than a third of Black and Latino young men completing a bachelor's degree - College completion among immediate enrollees in the CPS class of 2015 shows large race/ethnicity and gender gaps, with fewer than a third of Black and Latino young men completing a bachelor's degree
• College completion rates among immediate enrollees varied widely by community area, ranging from 24 to 74 percent for the class of 2013 - College completion rates among immediate enrollees varied widely by community area, ranging from 24 to 74 percent for the class of 2013
• College EFL instructors in a Mexican case study showed more positive attitudes towards implicit oral corrective feedback strategies (recast, body language) than explicit ones - College EFL instructors in a Mexican case study showed more positive attitudes towards implicit oral corrective feedback strategies (recast, body language) than explicit ones
• College English writing instruction for non-English majors in China faces reduced class hours, no dedicated writing course, and test-driven assessment - College English writing instruction for non-English majors in China faces reduced class hours, no dedicated writing course, and test-driven assessment
• College enrollment and persistence did not improve after the science requirement, and college-going declined in later years - College enrollment and persistence did not improve after the science requirement, and college-going declined in later years
• College enrollment gaps by race, gender, and socioeconomic background among CPS graduates were driven primarily by differences in four-year enrollment - College enrollment gaps by race, gender, and socioeconomic background among CPS graduates were driven primarily by differences in four-year enrollment
• College graduation rates vary significantly across high schools among students with the same HSGPA, and about one-fourth of that school-level variation is induced by comparing students with similar HSGPAs - College graduation rates vary significantly across high schools among students with the same HSGPA, and about one-fourth of that school-level variation is induced by comparing students with similar HS
• College instructors perceive Generative AI through power relations with four distinct centers - College instructors perceive Generative AI through power relations with four distinct centers
• College leaders identify educator unfamiliarity with GenAI, lack of training infrastructure, and institutional unpreparedness as key challenges - College leaders identify educator unfamiliarity with GenAI, lack of training infrastructure, and institutional unpreparedness as key challenges
• College persistence was similar among College Track completers and similar students who enrolled in college, despite College Track's stricter persistence definition - College persistence was similar among College Track completers and similar students who enrolled in college, despite College Track's stricter persistence definition
• College preparatory elective (G) courses showed markedly lower CALPADS-UC alignment (23-30%) than other A-G areas - College preparatory elective (G) courses showed markedly lower CALPADS-UC alignment (23-30%) than other A-G areas
• College Promise programs are defined by place-based eligibility and direct financial support, and all 42 California programs met these criteria in fall 2017 - College Promise programs are defined by place-based eligibility and direct financial support, and all 42 California programs met these criteria in fall 2017
• College readiness is best understood as a property of interactions between students and the college context, not only individual skills - College readiness is best understood as a property of interactions between students and the college context, not only individual skills
• College students contribute to but cannot fully explain the summer dip in ChatGPT activity - College students contribute to but cannot fully explain the summer dip in ChatGPT activity
• College students overwhelmingly prefer short, mobile-friendly gamified security training over long desktop training or videos - College students overwhelmingly prefer short, mobile-friendly gamified security training over long desktop training or videos
• College students scored significantly higher on CTAT than vocational school students - College students scored significantly higher on CTAT than vocational school students
• College students show no comprehension difference between digital and paperbound textbook reading, immediately or after 1 week - College students show no comprehension difference between digital and paperbound textbook reading, immediately or after 1 week
• College students who recalled any spelling rule averaged 85 per cent on the whole test versus 81 per cent for those who recalled none - College students who recalled any spelling rule averaged 85 per cent on the whole test versus 81 per cent for those who recalled none
• College students who study integrated annotated illustrations alongside science text generate approximately 50% more creative solutions on transfer problems than students who view the same illustrations separately after reading - College students who study integrated annotated illustrations alongside science text generate approximately 50% more creative solutions on transfer problems than students who view the same illustratio
• College students' attributions of motivation problems to lack of value and interest strongly predict lower intention to take additional classes in the field - College students' attributions of motivation problems to lack of value and interest strongly predict lower intention to take additional classes in the field
• College students' learning time on AI-susceptible word problems declines 2.80% per quarter relative to graph-based problems after ChatGPT's release, cumulating to 26.9% over eleven quarters - College students' learning time on AI-susceptible word problems declines 2.80% per quarter relative to graph-based problems after ChatGPT's release, cumulating to 26.9% over eleven quarters
• College students' scores on an online source credibility assessment improved significantly after four course-embedded modules in an asynchronous nutrition course - College students' scores on an online source credibility assessment improved significantly after four course-embedded modules in an asynchronous nutrition course
• College Track and Mathematica are conducting a rigorous experimental evaluation of the program, with results not available for several years - College Track and Mathematica are conducting a rigorous experimental evaluation of the program, with results not available for several years
• College Track completers enrolled in college at higher rates than similar students, and were much more likely to enroll in four-year colleges - College Track completers enrolled in college at higher rates than similar students, and were much more likely to enroll in four-year colleges
• College Track completers were more likely than similar students to apply to multiple colleges - College Track completers were more likely than similar students to apply to multiple colleges
• College undermatch is widespread among CPS students at all qualification levels, with only 27 percent of selective-access graduates matching - College undermatch is widespread among CPS students at all qualification levels, with only 27 percent of selective-access graduates matching
• College was the most prevalent postsecondary pathway selection, with CTE/non-CTE differences narrowing over time - College was the most prevalent postsecondary pathway selection, with CTE/non-CTE differences narrowing over time
• College-ready on-track NSI did not impact GPA, advanced course taking, math and ELA test scores, graduation, or college enrollment - College-ready on-track NSI did not impact GPA, advanced course taking, math and ELA test scores, graduation, or college enrollment
• College-specific barriers related to resources, time, and local labor market conditions limited implementation of the statewide E-HLTH career studies certificate - College-specific barriers related to resources, time, and local labor market conditions limited implementation of the statewide E-HLTH career studies certificate
• Colleges adopted new technology platforms to increase efficiencies, but face challenges sustaining their use after the grant ends - Colleges adopted new technology platforms to increase efficiencies, but face challenges sustaining their use after the grant ends
• Colleges may reach more students with less intensive group-delivered services, while one-on-one services can be customized to individual needs and goals - Colleges may reach more students with less intensive group-delivered services, while one-on-one services can be customized to individual needs and goals
• Colleges serving the highest shares of first-generation students tended to have larger adequacy gaps, spending $1,475 below projected adequate cost - Colleges serving the highest shares of first-generation students tended to have larger adequacy gaps, spending $1,475 below projected adequate cost
• Colleges with higher percentages of academically disadvantaged students spent less per FTE student, suggesting possible resource inequities - Colleges with higher percentages of academically disadvantaged students spent less per FTE student, suggesting possible resource inequities
• Colleges with higher percentages of first-generation, economically disadvantaged, academically disadvantaged, older, and English learner students earned fewer success points milestones per FTE student - Colleges with higher percentages of first-generation, economically disadvantaged, academically disadvantaged, older, and English learner students earned fewer success points milestones per FTE student
• Collegial interaction among adopting teachers increased over time, spanning informational, personal, management, consequence, and collaboration concerns - Collegial interaction among adopting teachers increased over time, spanning informational, personal, management, consequence, and collaboration concerns
• Collingwood's ideas about how historical knowledge is produced offer teachers sound reasons for using constructivist approaches in their classrooms - Collingwood's ideas about how historical knowledge is produced offer teachers sound reasons for using constructivist approaches in their classrooms
• Color, especially green for arguments in favor and red for arguments against, is widely used by producers to categorize for and against arguments - Color, especially green for arguments in favor and red for arguments against, is widely used by producers to categorize for and against arguments
• Color-evasive socialization shows no significant association with school belonging, unlike the other socialization dimensions - Color-evasive socialization shows no significant association with school belonging, unlike the other socialization dimensions
• Colorado uses a local-first, state-supported model in which districts and local providers initiate cross-sector work and state policy scales successful innovations - Colorado uses a local-first, state-supported model in which districts and local providers initiate cross-sector work and state policy scales successful innovations
• Colorado's financial incentives for community alternatives and an interagency agreement were followed by a decline in residential institutional placements - Colorado's financial incentives for community alternatives and an interagency agreement were followed by a decline in residential institutional placements
• Combination-preferring students scored higher than answer-preferring students on evolving-knowledge (Axis 4) and source-of-ability (Axis 5) EBAPS dimensions - Combination-preferring students scored higher than answer-preferring students on evolving-knowledge (Axis 4) and source-of-ability (Axis 5) EBAPS dimensions
• Combinations of two measure types correlate very highly with the composite (.96, .91, .98), with little difference between choices - Combinations of two measure types correlate very highly with the composite (.96, .91, .98), with little difference between choices
• Combinatorial enumeration yields 216 scenarios, filtered to 24 priority scenarios across three developmental tiers - Combinatorial enumeration yields 216 scenarios, filtered to 24 priority scenarios across three developmental tiers
• Combined enrollment in TK, CSPP, and Head Start raised California's coverage of all 4-year-olds from about 34% in 2019–20 to 50% in 2023–24 - Combined enrollment in TK, CSPP, and Head Start raised California's coverage of all 4-year-olds from about 34% in 2019–20 to 50% in 2023–24
• Combined latent scores are highly predictive of third grade assessment scores in pre-pandemic years, with correlations from 0.67 to 0.82 - Combined latent scores are highly predictive of third grade assessment scores in pre-pandemic years, with correlations from 0.67 to 0.82
• Combined letter name and sound instruction produced greater letter name production gains than letter sound only instruction in preschoolers - Combined letter name and sound instruction produced greater letter name production gains than letter sound only instruction in preschoolers
• Combined letter name and sound instruction produced greater letter sound gains than number instruction, with a trend over letter sound only instruction - Combined letter name and sound instruction produced greater letter sound gains than number instruction, with a trend over letter sound only instruction
• Combined strong academic culture and high grades more than double EXPLORE-to-ACT gains at every starting score, including moving students from an EXPLORE of 17 to an average ACT of 20.7 - Combined strong academic culture and high grades more than double EXPLORE-to-ACT gains at every starting score, including moving students from an EXPLORE of 17 to an average ACT of 20.7
• Combined teacher and parent report of effortful control predicts both prekindergarten math level and growth, persisting through the most stringent model - Combined teacher and parent report of effortful control predicts both prekindergarten math level and growth, persisting through the most stringent model
• Combined Trainer and Synthesizer use is expected to support speaking development and more equitable participation over time - Combined Trainer and Synthesizer use is expected to support speaking development and more equitable participation over time
• Combined verbal and nonverbal cueing most often draws attention to landmarks and clarifies tool use - Combined verbal and nonverbal cueing most often draws attention to landmarks and clarifies tool use
• Combined with adolescent data, the lifespan profile of perceptual metacognitive efficiency is an inverted-U - Combined with adolescent data, the lifespan profile of perceptual metacognitive efficiency is an inverted-U
• Combining a structured learning diary with instruction on self-regulated learning increased students' strategy use and self-efficacy - Combining a structured learning diary with instruction on self-regulated learning increased students' strategy use and self-efficacy
• Combining a video experiment with a virtual experiment does not foster conceptual understanding more than a virtual experiment alone during remote schooling - Combining a video experiment with a virtual experiment does not foster conceptual understanding more than a virtual experiment alone during remote schooling
• Combining ACT scores with HSGPAs reduces high school variance in college graduation rates relative to HSGPA-only models - Combining ACT scores with HSGPAs reduces high school variance in college graduation rates relative to HSGPA-only models
• Combining AI-generated information with teacher intervention is associated with improved student performance, participation, confidence, and reduced anxiety in K-12 AI-based instruction - Combining AI-generated information with teacher intervention is associated with improved student performance, participation, confidence, and reduced anxiety in K-12 AI-based instruction
• Combining algebra tutoring technology with scripting for small-group learning: different team enactments can obscure averaged statistical measures of learning - Combining algebra tutoring technology with scripting for small-group learning: different team enactments can obscure averaged statistical measures of learning
• Combining authentic assessment with collaborative learning activities characterizes high-effectiveness cognitive studies and is absent from low-effectiveness studies - Combining authentic assessment with collaborative learning activities characterizes high-effectiveness cognitive studies and is absent from low-effectiveness studies
• Combining cognitive and metacognitive prompts optimizes germane processing; metacognitive prompts alone help only when remedial planning is prompted and remediation is possible - Combining cognitive and metacognitive prompts optimizes germane processing; metacognitive prompts alone help only when remedial planning is prompted and remediation is possible
• Combining cognitive, affective, and metacognitive data from digital workbooks predicts middle-school students' learning productivity with accuracy rising from about 60% to 100% as an inquiry unit progresses - Combining cognitive, affective, and metacognitive data from digital workbooks predicts middle-school students' learning productivity with accuracy rising from about 60% to 100% as an inquiry unit prog
• Combining collaborative-writing observation, text analysis, and retrospective-prospective interviews provides productive tools to assess writing processes and knowledge of struggling adult writers - Combining collaborative-writing observation, text analysis, and retrospective-prospective interviews provides productive tools to assess writing processes and knowledge of struggling adult writers
• Combining domain-general and domain-specific scaffolds yields the highest effect, and domain-general scaffolds outperform domain-specific ones - Combining domain-general and domain-specific scaffolds yields the highest effect, and domain-general scaffolds outperform domain-specific ones
• Combining domain-identical pretests with cross-domain pretests, fluid intelligence, and/or sociodemographic covariates yields only small incremental gains in explained achievement variance - Combining domain-identical pretests with cross-domain pretests, fluid intelligence, and/or sociodemographic covariates yields only small incremental gains in explained achievement variance
• Combining drawing with mentally imagining produces a negative effect of drawing, qualified by a significant interaction - Combining drawing with mentally imagining produces a negative effect of drawing, qualified by a significant interaction
• Combining eye tracking with other process measures such as machine vision features provides useful information about student engagement - Combining eye tracking with other process measures such as machine vision features provides useful information about student engagement
• Combining eye-tracking with verbal reports can capture differences between more- and less-experienced teachers in detecting critical incidents - Combining eye-tracking with verbal reports can capture differences between more- and less-experienced teachers in detecting critical incidents
• Combining GPA or course failure rates with attendance provides the best prediction of high school graduation for most EL groups, while GPA plus test scores best predicts college degree attainment - Combining GPA or course failure rates with attendance provides the best prediction of high school graduation for most EL groups, while GPA plus test scores best predicts college degree attainment
• Combining human and LLM-generated responses at a 1:1 ratio yields more accurate educational item calibration - Combining human and LLM-generated responses at a 1:1 ratio yields more accurate educational item calibration
• Combining intensive mentoring with other supports is associated with the largest retention-plan gaps: 48 percentage points for elementary and 55 for high school novices - Combining intensive mentoring with other supports is associated with the largest retention-plan gaps: 48 percentage points for elementary and 55 for high school novices
• Combining intentional and incidental vocabulary learning produces greater gains and better retention than either mode alone - Combining intentional and incidental vocabulary learning produces greater gains and better retention than either mode alone
• Combining more modalities does not always improve detection of learner mental states - Combining more modalities does not always improve detection of learner mental states
• Combining peer assessment with self-assessment brings marks closer to the teacher's marks - Combining peer assessment with self-assessment brings marks closer to the teacher's marks
• Combining reading, writing and spelling scores still leaves immense grade overlap: on average 33.2% of pupils reach the next grade's range and 35.3% fall below their own grade's range - Combining reading, writing and spelling scores still leaves immense grade overlap: on average 33.2% of pupils reach the next grade's range and 35.3% fall below their own grade's range
• Combining semantic and process features yields the best difficulty prediction; semantic embeddings alone trail the full model by 7.4–12.1 macro-F1 points on SAT Math - Combining semantic and process features yields the best difficulty prediction; semantic embeddings alone trail the full model by 7.4–12.1 macro-F1 points on SAT Math
• Combining tangible puppets as mediating manipulatives with 3D manipulable animations fostered immediate transfer of imaginary students' perspectives in microteaching role-plays - Combining tangible puppets as mediating manipulatives with 3D manipulable animations fostered immediate transfer of imaginary students' perspectives in microteaching role-plays
• Combining textual and pictorial glosses improves incidental vocabulary learning more than single-mode glosses - Combining textual and pictorial glosses improves incidental vocabulary learning more than single-mode glosses
• Combining the instructional video with embedded rating scales yielded the highest immediate recognition, but the advantage faded by delayed posttest - Combining the instructional video with embedded rating scales yielded the highest immediate recognition, but the advantage faded by delayed posttest