Claims: D 2

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• Digital coaching increased the organization and productiveness facets of conscientiousness but not responsibility, with no observer-reported facet changes - Digital coaching increased the organization and productiveness facets of conscientiousness but not responsibility, with no observer-reported facet changes
• Digital coaching significantly increased trait conscientiousness, with effects stable one year after the intervention ended - Digital coaching significantly increased trait conscientiousness, with effects stable one year after the intervention ended
• Digital competence development is the most frequently reported advantage (76.1%) of digitally supported teacher education strategies - Digital competence development is the most frequently reported advantage (76.1%) of digitally supported teacher education strategies
• Digital competency strengthens the positive relationship between teacher–AI collaboration and psychological availability - Digital competency strengthens the positive relationship between teacher–AI collaboration and psychological availability
• Digital competency weakens the positive relationship between teacher–AI collaboration and work alienation - Digital competency weakens the positive relationship between teacher–AI collaboration and work alienation
• Digital data use differs by teaching subject: STEM teachers report lower use than languages/arts/humanities and vocational teachers, and vocational teachers report the highest use - Digital data use differs by teaching subject: STEM teachers report lower use than languages/arts/humanities and vocational teachers, and vocational teachers report the highest use
• Digital drawing shows mixed results relative to paper-based drawing, with a meta-analysis favoring traditional media for some assessment types - Digital drawing shows mixed results relative to paper-based drawing, with a meta-analysis favoring traditional media for some assessment types
• Digital education innovations are an interplay of technological, pedagogical, organisational and governance-related dimensions - Digital education innovations are an interplay of technological, pedagogical, organisational and governance-related dimensions
• Digital game conditions produce significantly better learning outcomes than nongame conditions (g = 0.33) in media comparisons - Digital game conditions produce significantly better learning outcomes than nongame conditions (g = 0.33) in media comparisons
• Digital game loading time caused issues but students had no significant navigation problems once the game loaded. - Digital game loading time caused issues but students had no significant navigation problems once the game loaded.
• Digital game-based ICT was associated with significantly smaller effects on writing quality, but the finding rests on a single study - Digital game-based ICT was associated with significantly smaller effects on writing quality, but the finding rests on a single study
• Digital game-based learning supports long-term retention of second-language vocabulary - Digital game-based learning supports long-term retention of second-language vocabulary
• Digital infrastructure readiness determines the scalability and effectiveness of AI systems in higher education, with disparities between high-income and low-income regions - Digital infrastructure readiness determines the scalability and effectiveness of AI systems in higher education, with disparities between high-income and low-income regions
• Digital literacy alone does not guarantee effective digital regulation - Digital literacy alone does not guarantee effective digital regulation
• Digital literacy develops unevenly rather than robustly for many adolescents - Digital literacy develops unevenly rather than robustly for many adolescents
• Digital literacy means understanding how to use tools while digital fluency means creating something new with them - Digital literacy means understanding how to use tools while digital fluency means creating something new with them
• Digital literacy workshops ameliorate older adults' digital competence in both face-to-face and blended modalities - Digital literacy workshops ameliorate older adults' digital competence in both face-to-face and blended modalities
• Digital mapping tools slow down students' judging and categorizing of online material, prompting collaborative negotiation of how to make sense of a controversy - Digital mapping tools slow down students' judging and categorizing of online material, prompting collaborative negotiation of how to make sense of a controversy
• Digital network mapping tools support students in critically selecting and reviewing online data on socio-scientific controversies - Digital network mapping tools support students in critically selecting and reviewing online data on socio-scientific controversies
• Digital notebooks presented technical difficulties with projection and loading during in-school implementation. - Digital notebooks presented technical difficulties with projection and loading during in-school implementation.
• Digital policies imagine a "model user" whose experience contrasts sharply with the actualities of adults on the margins of access - Digital policies imagine a "model user" whose experience contrasts sharply with the actualities of adults on the margins of access
• Digital Promise research reports significant cross-sector alignment on four mindsets and six skill sets vital to lifelong success - Digital Promise research reports significant cross-sector alignment on four mindsets and six skill sets vital to lifelong success
• Digital skill gaps among U.S. workers are pronounced by race, while over 90 percent of jobs demand digital skills - Digital skill gaps among U.S.
• Digital skill gaps are large and racialized among U.S. earners, and digital skill level correlates with earnings - Digital skill gaps are large and racialized among U.S.
• Digital skills are the only consistently positive predictor of ICT career aspiration growth, while teacher support and autonomy show negative standardized associations - Digital skills are the only consistently positive predictor of ICT career aspiration growth, while teacher support and autonomy show negative standardized associations
• Digital technology in family–school partnerships provides new opportunities but raises concerns for families with limited access or digital skills - Digital technology in family–school partnerships provides new opportunities but raises concerns for families with limited access or digital skills
• Digital tools complemented hands-on investigations by providing opportunities not possible in the classroom and letting children easily practice what they learned in hands-on activities. - Digital tools complemented hands-on investigations by providing opportunities not possible in the classroom and letting children easily practice what they learned in hands-on activities.
• Digital transformation permeates all levels of the education system as an interdependent structure - Digital transformation permeates all levels of the education system as an interdependent structure
• Digital use intensity attenuates the positive EF–reappraisal association, more pronouncedly on the EF→ER pathway than the reverse - Digital use intensity attenuates the positive EF–reappraisal association, more pronouncedly on the EF→ER pathway than the reverse
• Digital VPC interventions produce goal-consistent personality changes, with self-reported effects in the large range and smaller observer-reported effects - Digital VPC interventions produce goal-consistent personality changes, with self-reported effects in the large range and smaller observer-reported effects
• Digitalised task training shows highly inconsistent evidence, appearing particularly suited to improving working memory - Digitalised task training shows highly inconsistent evidence, appearing particularly suited to improving working memory
• DiLeo (2007) finds a substantively important but statistically non-significant positive effect of Odyssey® Math on grade 5 PSSA math scores - DiLeo (2007) finds a substantively important but statistically non-significant positive effect of Odyssey® Math on grade 5 PSSA math scores
• Dimensional classification was superior for predicting Opportunity Room visits and suspensions - Dimensional classification was superior for predicting Opportunity Room visits and suspensions
• Dimensional comparison effects extend to subjective task values, with contrast effects strongest for intrinsic value and costs and lowest for utility value, often mediated by self-concept - Dimensional comparison effects extend to subjective task values, with contrast effects strongest for intrinsic value and costs and lowest for utility value, often mediated by self-concept
• Dimensional comparisons carried out by teachers and classmates show no contrast effects on students' self-concepts, unlike students' own comparisons - Dimensional comparisons carried out by teachers and classmates show no contrast effects on students' self-concepts, unlike students' own comparisons
• Dimensional comparisons predict cross-domain academic course and major choice, with negative effects of verbal-domain beliefs on math-related choices - Dimensional comparisons predict cross-domain academic course and major choice, with negative effects of verbal-domain beliefs on math-related choices
• Dimensional comparisons: achievement–self-concept paths are positive in similar subjects but negative in dissimilar subjects - Dimensional comparisons: achievement–self-concept paths are positive in similar subjects but negative in dissimilar subjects
• Dimensions of historical thinking are conceptually decoupled: sophistication in one second-order concept does not imply sophistication in another - Dimensions of historical thinking are conceptually decoupled: sophistication in one second-order concept does not imply sophistication in another
• Diminishing step sizes in stochastic approximation induce implicit averaging that eliminates noise effects in the long run - Diminishing step sizes in stochastic approximation induce implicit averaging that eliminates noise effects in the long run
• DINA models fit FCI and EMCS posttest data well but fit FMCE data only marginally - DINA models fit FCI and EMCS posttest data well but fit FMCE data only marginally
• Dinosaurs was the most popular chatbot topic, especially among first graders, with sneakers and shoes second - Dinosaurs was the most popular chatbot topic, especially among first graders, with sneakers and shoes second
• Dinsmore's review of 134 studies argues that models of strategic processing among college students must be multidimensional and dynamic - Dinsmore's review of 134 studies argues that models of strategic processing among college students must be multidimensional and dynamic
• Diplomatic rationale frames scholarships as cultivating well-disposed future leaders to strengthen bilateral relations - Diplomatic rationale frames scholarships as cultivating well-disposed future leaders to strengthen bilateral relations
• Direct conditions descriptively show higher post-task full comprehension than Socratic conditions, with Direct + Full Context highest and Socratic + Full Context lowest - Direct conditions descriptively show higher post-task full comprehension than Socratic conditions, with Direct + Full Context highest and Socratic + Full Context lowest
• Direct CT instruction combined with modeling, coaching, and discussion yields more consistent CT improvement than implicit teaching strategies - Direct CT instruction combined with modeling, coaching, and discussion yields more consistent CT improvement than implicit teaching strategies
• Direct GenAI-supported feedback improves immediate argument-quality gain over peer feedback, while reflective and hybrid designs outperform direct GenAI feedback - Direct GenAI-supported feedback improves immediate argument-quality gain over peer feedback, while reflective and hybrid designs outperform direct GenAI feedback
• Direct instruction and discovery are complementary rather than opposite, linked by repetitive yet explorative practice - Direct instruction and discovery are complementary rather than opposite, linked by repetitive yet explorative practice
• Direct instruction may create a lock-in that constrains search for novel solutions - Direct instruction may create a lock-in that constrains search for novel solutions
• Direct Instruction schools' ratings rose significantly only when the program was fully supported with training and coaching - Direct Instruction schools' ratings rose significantly only when the program was fully supported with training and coaching
• Direct instruction training improved 5th graders' task-model construction (question analysis) relative to an active control - Direct instruction training improved 5th graders' task-model construction (question analysis) relative to an active control
• Direct instruction's advantages do not persist over the longer term - Direct instruction's advantages do not persist over the longer term
• Direct LLM estimation accuracy varies by grade, performing worse for early grades; math grade K was worse than the dummy regressor and math grade 1 showed no significant prediction - Direct LLM estimation accuracy varies by grade, performing worse for early grades; math grade K was worse than the dummy regressor and math grade 1 showed no significant prediction
• Direct one-on-one interaction with community partners is reported to help students see community members as people rather than stereotypes - Direct one-on-one interaction with community partners is reported to help students see community members as people rather than stereotypes
• Direct repression subdues outward emotional expression but is incomplete as a means of control and may damage the child - Direct repression subdues outward emotional expression but is incomplete as a means of control and may damage the child
• Direct service providers and statewide nonprofits play indispensable connector roles between youth needs and policy in both states - Direct service providers and statewide nonprofits play indispensable connector roles between youth needs and policy in both states
• Direct SMS communication with healthcare workers strengthened patient-provider relationships and trust - Direct SMS communication with healthcare workers strengthened patient-provider relationships and trust
• Direct SRL promotion in observed classrooms was dominated by implicit strategy instruction, metacognitive support, and metacognitive reflection, with explicit strategy instruction rare - Direct SRL promotion in observed classrooms was dominated by implicit strategy instruction, metacognitive support, and metacognitive reflection, with explicit strategy instruction rare
• Direct student requests for answers significantly increased the AI's provision of direct answers (26.1% vs. 12.5% baseline; r = 0.14), though the AI maintained scaffolding in most cases - Direct student requests for answers significantly increased the AI's provision of direct answers (26.1% vs.
• Direct subtraction items were solved more accurately and faster than indirect addition items - Direct subtraction items were solved more accurately and faster than indirect addition items
• Direct zero-shot GPT-4o difficulty ratings beat a grade-level dummy regressor and correlate strongly with true Rasch difficulties overall, for K-5 math and reading items - Direct zero-shot GPT-4o difficulty ratings beat a grade-level dummy regressor and correlate strongly with true Rasch difficulties overall, for K-5 math and reading items
• Direction is observable in nearly all AI-mediated conversations, while Integration and Evaluation become progressively more observable as conversation length increases - Direction is observable in nearly all AI-mediated conversations, while Integration and Evaluation become progressively more observable as conversation length increases
• Direction of effect judgments for multiplication of decimals below one are more accurate when one operand is a whole number than when both operands are decimals - Direction of effect judgments for multiplication of decimals below one are more accurate when one operand is a whole number than when both operands are decimals
• Directional correlations between test scores and discrepancy direction are low but suggest tension tests track scholarship superiority and assimilation tests track intelligence superiority - Directional correlations between test scores and discrepancy direction are low but suggest tension tests track scholarship superiority and assimilation tests track intelligence superiority
• Directive feedback is associated with higher cognitive load than Socratic feedback, with no agent-type effects on learning experiences - Directive feedback is associated with higher cognitive load than Socratic feedback, with no agent-type effects on learning experiences
• Directly after training, students who observed a modeling example generated significantly more overall feedback than students who practiced giving feedback - Directly after training, students who observed a modeling example generated significantly more overall feedback than students who practiced giving feedback
• Directly after training, students who observed a modeling example referred to assessment criteria in their feedback significantly more often than students who practiced - Directly after training, students who observed a modeling example referred to assessment criteria in their feedback significantly more often than students who practiced
• Directly after training, the modeling example condition produced significantly more positive and negative judgments than the practice condition, but did not differ on elaborations or feed-forward - Directly after training, the modeling example condition produced significantly more positive and negative judgments than the practice condition, but did not differ on elaborations or feed-forward
• Directly assessed effortful control at 48 months predicts prekindergarten math but not reading, and not growth in either - Directly assessed effortful control at 48 months predicts prekindergarten math but not reading, and not growth in either
• Directly prompted Claude 3.7 macro-level deep feedback was judged effective for 93.03% of 201 paragraph-level comments - Directly prompted Claude 3.7 macro-level deep feedback was judged effective for 93.03% of 201 paragraph-level comments
• Directly prompted Claude 3.7 micro-level deep feedback was judged both necessary and effective in 94.69% of 630 comments - Directly prompted Claude 3.7 micro-level deep feedback was judged both necessary and effective in 94.69% of 630 comments
• Directly prompted GPT-4o surface-level corrective edits were judged necessary and effective in 96.14% of 2049 identified edits - Directly prompted GPT-4o surface-level corrective edits were judged necessary and effective in 96.14% of 2049 identified edits
• Disability rates tended to fall following state special education capitation finance reforms - Disability rates tended to fall following state special education capitation finance reforms
• Disability-aware training does not degrade out-of-domain educational knowledge on OpenLearnLM - Disability-aware training does not degrade out-of-domain educational knowledge on OpenLearnLM
• Disabled readers produce more current nonfinal and extraneous intrusions, implicating access and restraint failures - Disabled readers produce more current nonfinal and extraneous intrusions, implicating access and restraint failures
• Disabled readers show working memory deficits at every age on the blocked listening span task - Disabled readers show working memory deficits at every age on the blocked listening span task
• Disadvantaged children may struggle with reading comprehension because they often lack general vocabulary and strategies for organizing information from text - Disadvantaged children may struggle with reading comprehension because they often lack general vocabulary and strategies for organizing information from text
• Disadvantaged students in 29 study districts receive poorer-quality instruction, on average, compared with other students - Disadvantaged students in 29 study districts receive poorer-quality instruction, on average, compared with other students
• Disadvantaged students in grades 4-8 receive less-effective teaching on average than other students in the same grades - Disadvantaged students in grades 4-8 receive less-effective teaching on average than other students in the same grades
• Disaggregating by race and income can show aggregate subgroup gaps largely reflect differing subgroup compositions (hypothetical example) - Disaggregating by race and income can show aggregate subgroup gaps largely reflect differing subgroup compositions (hypothetical example)
• Disagreements about concreteness and abstraction in mathematics education may be verbal disputes rooted in word meaning - Disagreements about concreteness and abstraction in mathematics education may be verbal disputes rooted in word meaning
• Disagreements within a PLC can catalyze teacher learning rather than impede it - Disagreements within a PLC can catalyze teacher learning rather than impede it
• Disciplinary AI interaction competencies are observable in student response artifacts and scorable with rubrics grounded in student data and expert knowledge - Disciplinary AI interaction competencies are observable in student response artifacts and scorable with rubrics grounded in student data and expert knowledge
• Disciplinary authenticity in computing education, as conceived in the Learning Sciences, is predicated on the erasure of endarkened people in computing - Disciplinary authenticity in computing education, as conceived in the Learning Sciences, is predicated on the erasure of endarkened people in computing
• Disciplinary background is strongly associated with ChatGPT acceptance profile membership: STEM teachers concentrate in Technology Pioneers, non-STEM teachers in Environmental Observers and Resistant Skeptics - Disciplinary background is strongly associated with ChatGPT acceptance profile membership: STEM teachers concentrate in Technology Pioneers, non-STEM teachers in Environmental Observers and Resistant
• Disciplinary engagement at one interval positively predicts subsequent behavioral and collaborative engagement - Disciplinary engagement at one interval positively predicts subsequent behavioral and collaborative engagement
• Disciplinary expertise alone is insufficient for teachers to detect GenAI representational bias - Disciplinary expertise alone is insufficient for teachers to detect GenAI representational bias
• Disciplinary identity among undergraduate researchers varies by student discipline - Disciplinary identity among undergraduate researchers varies by student discipline
• Disciplinary Literacy Instruction Improves Comprehension
• Discipline significantly moderates the effects of educational robotics on STEM learning, with larger effects in technology and cross-disciplinary contexts than in science and mathematics - Discipline significantly moderates the effects of educational robotics on STEM learning, with larger effects in technology and cross-disciplinary contexts than in science and mathematics
• Discipline-general academic vocabulary (AWL use) supports cognitive engagement identification and may aid generalization across courses - Discipline-general academic vocabulary (AWL use) supports cognitive engagement identification and may aid generalization across courses
• Discipline-specific intensity associations: developmental intervention with social-emotional gains and speech therapy with adaptive function gains - Discipline-specific intensity associations: developmental intervention with social-emotional gains and speech therapy with adaptive function gains
• Disclosing personal histories related to course topics tends to lead to longer and deeper discussion threads, especially when instructors encourage such identity presence - Disclosing personal histories related to course topics tends to lead to longer and deeper discussion threads, especially when instructors encourage such identity presence
• Disconnected educator data systems are a common implementation challenge; a unified talent data system can generate prioritization insights - Disconnected educator data systems are a common implementation challenge; a unified talent data system can generate prioritization insights
• Discontinuities during folding back, including algebraic errors while working outside the geometry topic, did not prevent effective folding back - Discontinuities during folding back, including algebraic errors while working outside the geometry topic, did not prevent effective folding back
• Discontinuity: breakthrough innovations introduce new models that depart from dominant approaches - Discontinuity: breakthrough innovations introduce new models that depart from dominant approaches
• Discourse about primary-secondary school transitions in the literature is predominantly negative, with only 2% of studies using a predominantly positive discourse - Discourse about primary-secondary school transitions in the literature is predominantly negative, with only 2% of studies using a predominantly positive discourse
• Discourse oral language is strongly related to writing quality and reading comprehension but unrelated to writing productivity in Grade 2 - Discourse oral language is strongly related to writing quality and reading comprehension but unrelated to writing productivity in Grade 2
• Discourse-level oral language is directly predicted by theory of mind, vocabulary, and working memory, but not inference or grammatical knowledge, in Grade 1 - Discourse-level oral language is directly predicted by theory of mind, vocabulary, and working memory, but not inference or grammatical knowledge, in Grade 1
• Discourse-level oral language, spelling, and handwriting fluency completely mediate the relations of language and cognitive skills to writing quality in Grade 1 - Discourse-level oral language, spelling, and handwriting fluency completely mediate the relations of language and cognitive skills to writing quality in Grade 1
• Discrepancies between lenient learner feedback and more critical automated feedback caused tutors confusion, distrust, and demands for rationale - Discrepancies between lenient learner feedback and more critical automated feedback caused tutors confusion, distrust, and demands for rationale
• Discrepancies between SEDA and MAP Growth ELA growth estimates are slightly more pronounced in high-socioeconomic-status districts - Discrepancies between SEDA and MAP Growth ELA growth estimates are slightly more pronounced in high-socioeconomic-status districts
• Discrepancies hint at a novel and separate developmental trajectory of interests requiring further investigation - Discrepancies hint at a novel and separate developmental trajectory of interests requiring further investigation
• Discrepant peer feedback leads to more transitions between feedback and essay, but only for students who report the discrepancy afterwards - Discrepant peer feedback leads to more transitions between feedback and essay, but only for students who report the discrepancy afterwards
• Discrimination parameter recovery is weak (Pearson 0.31 for Qwen3.5-9B, below MathBERT's 0.35), with slope information partially lost through ability discretization - Discrimination parameter recovery is weak (Pearson 0.31 for Qwen3.5-9B, below MathBERT's 0.35), with slope information partially lost through ability discretization
• Discriminatory teacher attitudes, including sexism and fat-phobia, were identified as negative emotional triggers in participants' PE narratives - Discriminatory teacher attitudes, including sexism and fat-phobia, were identified as negative emotional triggers in participants' PE narratives
• Discussing immigration more frequently than fellow GSA members predicts increased perceived peer validation by year's end - Discussing immigration more frequently than fellow GSA members predicts increased perceived peer validation by year's end
• Discussion board interactions generated no negative feedback at all, suggesting synchrony is required to foster corrective feedback - Discussion board interactions generated no negative feedback at all, suggesting synchrony is required to foster corrective feedback
• Discussion participation shifted from teacher-driven exchanges with few contributors to broader student participation and student-to-student argumentation - Discussion participation shifted from teacher-driven exchanges with few contributors to broader student participation and student-to-student argumentation
• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information
• Discussion prompts targeting the exchange of information produced higher levels of collaborative transactive discourse than prompts asking teachers to reflect on their content understanding or classroom practice. - Discussion prompts targeting the exchange of information produced higher levels of collaborative transactive discourse than prompts asking teachers to reflect on their content understanding or classro
• Discussion thread length is strongly linearly related to the number of players contributing, indicating collective rather than small-group collaboration - Discussion thread length is strongly linearly related to the number of players contributing, indicating collective rather than small-group collaboration
• Disengaged responding biases observed scores from achievement tests and surveys in practically and statistically significant ways - Disengaged responding biases observed scores from achievement tests and surveys in practically and statistically significant ways
• Disengaged student responses raise the issue of whether engaged responses maintain the intended content representation - Disengaged student responses raise the issue of whether engaged responses maintain the intended content representation
• Disengaged teenage boys engaged in quality argumentation in 81% of their argumentative exchanges while chatting in World of Warfare - Disengaged teenage boys engaged in quality argumentation in 81% of their argumentative exchanges while chatting in World of Warfare
• Disengaged test taking in international assessment programs threatens the validity of inferences about a country's educational attainment - Disengaged test taking in international assessment programs threatens the validity of inferences about a country's educational attainment
• Disengaged test taking materially impacts individual state summative test scores but may have relatively minor impact on score aggregations - Disengaged test taking materially impacts individual state summative test scores but may have relatively minor impact on score aggregations
• Disengaged test-taking rates varied greatly by subgroup, grade, and term in this sample - Disengaged test-taking rates varied greatly by subgroup, grade, and term in this sample
• Disengaged test-taking responses can distort the content representation of test items - Disengaged test-taking responses can distort the content representation of test items
• Disengagement had only minimal impact on school mean performance, proficiency rates, and relative ranking on the state accountability test - Disengagement had only minimal impact on school mean performance, proficiency rates, and relative ranking on the state accountability test
• Disengagement produced both positive and negative distortion of individual student scores, which tended to cancel out much of the net distortive effect on school means - Disengagement produced both positive and negative distortion of individual student scores, which tended to cancel out much of the net distortive effect on school means
• Disengagement rates on the state summative test varied materially across gender, ethnicity, IEP status, LEP status, FRL status, and disability status - Disengagement rates on the state summative test varied materially across gender, ethnicity, IEP status, LEP status, FRL status, and disability status
• Disfluency affected metacognitive monitoring (JOLs) only under specific conditions: within-subjects manipulation with unrelated word pairs, or on screen rather than paper - Disfluency affected metacognitive monitoring (JOLs) only under specific conditions: within-subjects manipulation with unrelated word pairs, or on screen rather than paper
• Disfluency affects judgments of learning only when it is the only available cue; item relatedness overpowers it - Disfluency affects judgments of learning only when it is the only available cue; item relatedness overpowers it
• Disfluency and WMC × disfluency did not affect extraneous cognitive load, contrary to hypotheses - Disfluency and WMC × disfluency did not affect extraneous cognitive load, contrary to hypotheses
• Disfluency and WMC × disfluency did not affect intrinsic or germane cognitive load - Disfluency and WMC × disfluency did not affect intrinsic or germane cognitive load
• Disfluency benefits retention and comprehension only for learners with high working memory capacity - Disfluency benefits retention and comprehension only for learners with high working memory capacity
• Disfluency does not automatically elicit effortful processing; test expectancy improves retention and transfer while disfluency has no effect - Disfluency does not automatically elicit effortful processing; test expectancy improves retention and transfer while disfluency has no effect
• Disfluency increased study times without improving performance, suggesting time was spent deciphering text rather than processing contents more deeply - Disfluency increased study times without improving performance, suggesting time was spent deciphering text rather than processing contents more deeply
• Disfluency shows no negative effects on learning; the common-sense hypothesis that it harms learning can be rejected - Disfluency shows no negative effects on learning; the common-sense hypothesis that it harms learning can be rejected
• Disidentification relieves stereotype threat at the cost of loss of motivation and dissociation from school achievement - Disidentification relieves stereotype threat at the cost of loss of motivation and dissociation from school achievement
• Disparities are not uniform: some gender- and sexual-minority groups report equal or better school experiences than majority peers (e.g., Black transgender students, Cambodian gay/lesbian students) - Disparities are not uniform: some gender- and sexual-minority groups report equal or better school experiences than majority peers (e.g., Black transgender students, Cambodian gay/lesbian students)
• Disparities in access to effective teaching between disadvantaged and non-disadvantaged students varied widely across the 29 districts studied - Disparities in access to effective teaching between disadvantaged and non-disadvantaged students varied widely across the 29 districts studied
• Displaced students changed schools a second time at roughly twice the rate of comparison students during the first year and the following summer - Displaced students changed schools a second time at roughly twice the rate of comparison students during the first year and the following summer
• Displaced students in receiving schools with high student-teacher trust and teacher personal attention showed larger reading and math gains than those in low-support schools - Displaced students in receiving schools with high student-teacher trust and teacher personal attention showed larger reading and math gains than those in low-support schools
• Displaced students in the highest-achieving receiving schools gained about a month in reading and over two months in math above expectations, while those in the weakest schools lost achievement - Displaced students in the highest-achieving receiving schools gained about a month in reading and over two months in math above expectations, while those in the weakest schools lost achievement
• Displaced students were less likely to enroll in Summer Bridge the summer after their schools closed - Displaced students were less likely to enroll in Summer Bridge the summer after their schools closed
• Displaced students' freshman on-track-to-graduate rates did not differ from comparison students, regardless of their grade at closing - Displaced students' freshman on-track-to-graduate rates did not differ from comparison students, regardless of their grade at closing
• Display design affected parents' understanding of school information and their self-reported satisfaction and ease of use - Display design affected parents' understanding of school information and their self-reported satisfaction and ease of use
• Displaying data with icons or concise summaries led parents to choose schools with higher academic performance than graphs, numbers, or detailed displays - Displaying data with icons or concise summaries led parents to choose schools with higher academic performance than graphs, numbers, or detailed displays
• Dispositional factors add little to predicting inquiry performance except physics self-concept, and extraneous load has a significant negative effect - Dispositional factors add little to predicting inquiry performance except physics self-concept, and extraneous load has a significant negative effect
• Dispositional learning goals positively predict memory self-efficacy in younger and older adults - Dispositional learning goals positively predict memory self-efficacy in younger and older adults
• Dispositional performance goals negatively predict memory self-efficacy in younger and older adults - Dispositional performance goals negatively predict memory self-efficacy in younger and older adults
• Dispositions such as openness and shared responsibility are shaped by conditions, not fixed individual traits - Dispositions such as openness and shared responsibility are shaped by conditions, not fixed individual traits
• Disrupting text coherence lowered both practice-test and retention-test performance - Disrupting text coherence lowered both practice-test and retention-test performance
• Disrupting the event structure of dynamic visualizations — deleting event boundaries or inserting commercials between boundaries — reduces recall of the depicted events - Disrupting the event structure of dynamic visualizations — deleting event boundaries or inserting commercials between boundaries — reduces recall of the depicted events
• Disruptive student behavior is associated with less academic engaged time and lower achievement - Disruptive student behavior is associated with less academic engaged time and lower achievement
• Dissatisfaction is the most-cited reason for leaving, cited by 55% of profession-leavers and 66% of school-movers - Dissatisfaction is the most-cited reason for leaving, cited by 55% of profession-leavers and 66% of school-movers
• Dissemination data from the author's resources show approximately 15,000 monthly website visitors, at least 250,000 practice-guide downloads, and a newsletter with nearly 18,000 subscribers and a 50% open rate - Dissemination data from the author's resources show approximately 15,000 monthly website visitors, at least 250,000 practice-guide downloads, and a newsletter with nearly 18,000 subscribers and a 50%
• Dissociation between scaffolding quality and retrospective reasoning: experienced teachers scaffold better but reason less advanced about student thinking - Dissociation between scaffolding quality and retrospective reasoning: experienced teachers scaffold better but reason less advanced about student thinking
• Dissonant combinations of regulation and processing strategies impair performance, and dissonance produces affective strain - Dissonant combinations of regulation and processing strategies impair performance, and dissonance produces affective strain
• Distance estimation is preserved in adults with developmental dyscalculia - Distance estimation is preserved in adults with developmental dyscalculia
• Distance students prefer an institution-embedded assistant offering 24/7 immediate, context-specific feedback over generic content such as ChatGPT - Distance students prefer an institution-embedded assistant offering 24/7 immediate, context-specific feedback over generic content such as ChatGPT
• Distillation from a behaviourally shaped teacher model can transmit an underlying trait even when the training data is filtered to remove visible traces of it - Distillation from a behaviourally shaped teacher model can transmit an underlying trait even when the training data is filtered to remove visible traces of it
• Distillation increases misclassification of ambiguous To Some Extent tutor responses as Yes - Distillation increases misclassification of ambiguous To Some Extent tutor responses as Yes
• Distillation step is nearly lossless when the mentor signal is an oracle - Distillation step is nearly lossless when the mentor signal is an oracle
• Distillation validation loss decreases sharply from 20k to 200k pairwise examples and plateaus beyond 200k for the Sheared-LLaMA-1.3B base model - Distillation validation loss decreases sharply from 20k to 200k pairwise examples and plateaus beyond 200k for the Sheared-LLaMA-1.3B base model
• Distilling a multi-order hierarchical teacher into a smaller zeroth-order student lets the student outperform the teacher, and improves 4.1 percentage points in accuracy over STGCN++ - Distilling a multi-order hierarchical teacher into a smaller zeroth-order student lets the student outperform the teacher, and improves 4.1 percentage points in accuracy over STGCN++
• Distinct brain systems support learning of information consistent versus inconsistent with existing knowledge - Distinct brain systems support learning of information consistent versus inconsistent with existing knowledge
• Distinct intellectual and organizational emergent leader roles, taken by different students, can be identified in about half of collaborative groups - Distinct intellectual and organizational emergent leader roles, taken by different students, can be identified in about half of collaborative groups
• Distinct neural substrates selectively support orthographic long-term memory and orthographic working memory in spelling - Distinct neural substrates selectively support orthographic long-term memory and orthographic working memory in spelling
• Distinct situational stress changes co-occurred with conflict situations while presenting and communicating mathematical problems - Distinct situational stress changes co-occurred with conflict situations while presenting and communicating mathematical problems
• Distinguishing classroom and research contexts in survey questions was a key outcome of student validation interviews - Distinguishing classroom and research contexts in survey questions was a key outcome of student validation interviews
• Distortive effects of disengagement on school means were diluted by the high proportion of students exhibiting no non-effortful behavior - Distortive effects of disengagement on school means were diluted by the high proportion of students exhibiting no non-effortful behavior
• Distraction during maintenance impairs working memory, with distractor processing inversely related to recognition accuracy - Distraction during maintenance impairs working memory, with distractor processing inversely related to recognition accuracy
• Distractor distribution did not differ across ChatGPT, Google Gemini and NLE MCQs - Distractor distribution did not differ across ChatGPT, Google Gemini and NLE MCQs
• Distractor quality is the weakest automated dimension, with the lowest success rate (79.9%) and highest failure rate (15.6%) - Distractor quality is the weakest automated dimension, with the lowest success rate (79.9%) and highest failure rate (15.6%)
• Distress and depression screening improved detection but did not reliably enhance psychological or medical outcomes when follow-up pathways were absent - Distress and depression screening improved detection but did not reliably enhance psychological or medical outcomes when follow-up pathways were absent
• Distress tolerance and intolerance of uncertainty are consistently associated with mental health problems - Distress tolerance and intolerance of uncertainty are consistently associated with mental health problems
• Distributed blueprints with differing district pacing guides risk testing students on content they had no opportunity to learn - Distributed blueprints with differing district pacing guides risk testing students on content they had no opportunity to learn
• Distributed epistemic agency emerges as learners attribute authority to AI outputs and shift responsibility for knowledge validation, though some engage dialogically - Distributed epistemic agency emerges as learners attribute authority to AI outputs and shift responsibility for knowledge validation, though some engage dialogically
• Distributed practice benefits L2 learning, and one review argues that spreading it over years can be worse than over months - Distributed practice benefits L2 learning, and one review argues that spreading it over years can be worse than over months
• Distributed practice outperforms massed practice for long-term learning, with a possible foreign-language exception - Distributed practice outperforms massed practice for long-term learning, with a possible foreign-language exception
• Distributed presentations are recalled better than massed presentations in free recall (the spacing effect), and requiring likelihood ratings does not alter this effect - Distributed presentations are recalled better than massed presentations in free recall (the spacing effect), and requiring likelihood ratings does not alter this effect
• Distributed school practice in addition produces large gains, roughly 50 per cent in examples correct, in school pupils as found - Distributed school practice in addition produces large gains, roughly 50 per cent in examples correct, in school pupils as found
• Distributing drill repetitions in time gives better learning results than making many repetitions in succession - Distributing drill repetitions in time gives better learning results than making many repetitions in succession
• Distributing hardware without capable software produced no measurable effect on mathematics or language scores in a large randomized evaluation, as the article reports citing Cristia et al. - Distributing hardware without capable software produced no measurable effect on mathematics or language scores in a large randomized evaluation, as the article reports citing Cristia et al.
• Distributions of external control scores differ across school-function domains, with curriculum skewing toward internal control - Distributions of external control scores differ across school-function domains, with curriculum skewing toward internal control
• District G shows the opposite pattern: highest-poverty elementary schools were most likely to have highest-performing teachers - District G shows the opposite pattern: highest-poverty elementary schools were most likely to have highest-performing teachers
• District improvement teams valued CALLI for peer learning, expert access, and structure that built capacity for continuous improvement - District improvement teams valued CALLI for peer learning, expert access, and structure that built capacity for continuous improvement
• District leaders attribute limited pools of fully credentialed applicants to licensure testing requirements and inadequate financial aid for teacher preparation - District leaders attribute limited pools of fully credentialed applicants to licensure testing requirements and inadequate financial aid for teacher preparation
• District leaders can use a data-driven approach to understand and address opportunity gaps in advanced course-taking - District leaders can use a data-driven approach to understand and address opportunity gaps in advanced course-taking
• District leaders filtered student and community voices through their own perspectives, so neither district fully removed security personnel despite calls to end policing in schools - District leaders filtered student and community voices through their own perspectives, so neither district fully removed security personnel despite calls to end policing in schools
• District leaders must take an active role in removing barriers and fostering a supportive culture for coaching programs to succeed - District leaders must take an active role in removing barriers and fostering a supportive culture for coaching programs to succeed
• District leaders report pandemic-era teacher workloads have at least doubled, contributing to burnout concerns and earlier-than-planned retirements - District leaders report pandemic-era teacher workloads have at least doubled, contributing to burnout concerns and earlier-than-planned retirements
• District leaders report that building a shared instructional vision before curriculum adoption lays the foundation for successful IM implementation - District leaders report that building a shared instructional vision before curriculum adoption lays the foundation for successful IM implementation
• District leaders reported high satisfaction with the key features of the Learning Salon model across all three surveyed salons - District leaders reported high satisfaction with the key features of the Learning Salon model across all three surveyed salons
• District leaders reported the working group created a valued cross-district network, with 96 percent forming new connections to colleagues - District leaders reported the working group created a valued cross-district network, with 96 percent forming new connections to colleagues
• District leaders use learning walks and ongoing professional learning to reinforce clear, consistent expectations for curriculum use over time - District leaders use learning walks and ongoing professional learning to reinforce clear, consistent expectations for curriculum use over time
• District math and English language arts achievement declined in Philadelphia following the discipline policy reform - District math and English language arts achievement declined in Philadelphia following the discipline policy reform
• District officials and CBO leaders believed WSS implementation success should be assessed along multiple dimensions including engagement, student outcomes, district resources, and experiences - District officials and CBO leaders believed WSS implementation success should be assessed along multiple dimensions including engagement, student outcomes, district resources, and experiences
• District officials and CBO leaders viewed the WSS Framework development process as a novel, replicable approach to community-engaged policymaking - District officials and CBO leaders viewed the WSS Framework development process as a novel, replicable approach to community-engaged policymaking
• District policies discouraging suspensions show mixed effects: shortened suspensions were associated with improved attendance but worse school climate - District policies discouraging suspensions show mixed effects: shortened suspensions were associated with improved attendance but worse school climate
• District pre-K enrollment was not associated with kindergarten-entry achievement levels or with districts' achievement trends over time - District pre-K enrollment was not associated with kindergarten-entry achievement levels or with districts' achievement trends over time
• District schools in most studied cities show consistently weaker performance growth than state averages, with exceptions including Denver - District schools in most studied cities show consistently weaker performance growth than state averages, with exceptions including Denver
• District schools in the aggregate showed near-zero effects, significantly lower than charter schools in the same grades, but the district sample was small - District schools in the aggregate showed near-zero effects, significantly lower than charter schools in the same grades, but the district sample was small
• District support for principals’ continuous improvement varies by school poverty and racial composition - District support for principals’ continuous improvement varies by school poverty and racial composition
• District teams struggled to produce rigorous, reliable evidence for assessing their improvement work - District teams struggled to produce rigorous, reliable evidence for assessing their improvement work
• District websites rarely specify which department or administrator oversees services for English Learners - District websites rarely specify which department or administrator oversees services for English Learners
• District-community Core Team participants across four pilot districts perceived their co-designed solutions successfully met the team-defined intended outcomes - District-community Core Team participants across four pilot districts perceived their co-designed solutions successfully met the team-defined intended outcomes
• District-level increases in total, science, fine arts, or world languages credit requirements between 2012/13 and 2017/18 showed few relationships with student academic outcomes - District-level increases in total, science, fine arts, or world languages credit requirements between 2012/13 and 2017/18 showed few relationships with student academic outcomes
• District-provided instructional resources supported strong practices only when instruction-ready and tied to professional learning; other resources showed a null or negative relationship - District-provided instructional resources supported strong practices only when instruction-ready and tied to professional learning; other resources showed a null or negative relationship
• District-wide pre-k attendance rates increased modestly (1.5 percentage points) as full-day enrollment expanded, with Black students gaining 3 percentage points - District-wide pre-k attendance rates increased modestly (1.5 percentage points) as full-day enrollment expanded, with Black students gaining 3 percentage points
• Districts and principal supervisors made substantial changes to principal supervision as a result of the PSI - Districts and principal supervisors made substantial changes to principal supervision as a result of the PSI
• Districts are collecting, monitoring, reporting and learning from unprecedented COVID-recovery interventions, with more than 40 state plans approved - Districts are collecting, monitoring, reporting and learning from unprecedented COVID-recovery interventions, with more than 40 state plans approved
• Districts are not yet systematically using TPE-generated information, with technology serving mainly as a repository - Districts are not yet systematically using TPE-generated information, with technology serving mainly as a repository
• Districts attribute shortages chiefly to a shrinking supply of newly credentialed teachers, cited by 79% of shortage districts - Districts attribute shortages chiefly to a shrinking supply of newly credentialed teachers, cited by 79% of shortage districts
• Districts defined pilot success differently, making it difficult to set a standard for evaluating product effects on student improvement - Districts defined pilot success differently, making it difficult to set a standard for evaluating product effects on student improvement
• Districts engage with edtech products primarily through three scenarios: RFPs, vendor pitches, and peer recommendations - Districts engage with edtech products primarily through three scenarios: RFPs, vendor pitches, and peer recommendations
• Districts face validity, reliability, comparability, and accountability-tension challenges in assessing future-ready skills - Districts face validity, reliability, comparability, and accountability-tension challenges in assessing future-ready skills
• Districts implemented most components of the performance-based compensation system throughout all four years, but fewer than half planned to keep offering performance bonuses once the grant ended - Districts implemented most components of the performance-based compensation system throughout all four years, but fewer than half planned to keep offering performance bonuses once the grant ended
• Districts implementing new teacher evaluation systems faced challenges reducing the burden on principals - Districts implementing new teacher evaluation systems faced challenges reducing the burden on principals
• Districts implementing new teacher evaluation systems faced challenges using evaluations for instructional improvement - Districts implementing new teacher evaluation systems faced challenges using evaluations for instructional improvement
• Districts most often cite quality and integrity of the testing program as its strength, followed by identifying student strengths and weaknesses - Districts most often cite quality and integrity of the testing program as its strength, followed by identifying student strengths and weaknesses
• Districts prioritize the Science of Reading but implementation varies due to competing initiatives and inconsistent EL support - Districts prioritize the Science of Reading but implementation varies due to competing initiatives and inconsistent EL support
• Districts rate ISAT alignment to state learning standards highest among five rated areas, but fewer than half use the top two categories, and month administered and speed of reporting rate lowest - Districts rate ISAT alignment to state learning standards highest among five rated areas, but fewer than half use the top two categories, and month administered and speed of reporting rate lowest
• Districts rely more on peer recommendations and pilots than on rigorous evidence when choosing ed-tech products - Districts rely more on peer recommendations and pilots than on rigorous evidence when choosing ed-tech products
• Districts report more success with future-ready skill assessment focused on student growth than on proficiency - Districts report more success with future-ready skill assessment focused on student growth than on proficiency
• Districts report recurring pain points in edtech evaluation, including no formal process, curriculum–technology team disconnects, uneven evaluation depth, and outdated tool inventories - Districts report recurring pain points in edtech evaluation, including no formal process, curriculum–technology team disconnects, uneven evaluation depth, and outdated tool inventories
• Districts report severe substitute teacher shortages during the pandemic, straining remaining teachers who must cover absent colleagues' classes - Districts report severe substitute teacher shortages during the pandemic, straining remaining teachers who must cover absent colleagues' classes
• Districts report using test scores more to evaluate school improvement and district programs than to evaluate students, and rarely to evaluate principals or teachers - Districts report using test scores more to evaluate school improvement and district programs than to evaluate students, and rarely to evaluate principals or teachers
• Districts serving higher shares of Black, Hispanic/Latino, and economically disadvantaged students had significantly lower teacher certification rates - Districts serving higher shares of Black, Hispanic/Latino, and economically disadvantaged students had significantly lower teacher certification rates
• Districts use a wide variety of methods to assess Portrait of a Graduate skills, varying across contexts and grade levels - Districts use a wide variety of methods to assess Portrait of a Graduate skills, varying across contexts and grade levels
• Districts use multiple forms of data—learning walks, state assessment items, dashboards, and diagnostics—to give teachers feedback and refine IM implementation over time - Districts use multiple forms of data—learning walks, state assessment items, dashboards, and diagnostics—to give teachers feedback and refine IM implementation over time
• Districts use no consistent way of referring to English Learner programs and their offices - Districts use no consistent way of referring to English Learner programs and their offices
• Districts will need to hire between 11,900 and 15,600 additional lead TK teachers by 2025–26 beyond the estimated 4,100 already employed - Districts will need to hire between 11,900 and 15,600 additional lead TK teachers by 2025–26 beyond the estimated 4,100 already employed
• Districts with data systems in place still face challenges in the strategic use of data - Districts with data systems in place still face challenges in the strategic use of data
• Districts with shortages most often lack special education, mathematics, and science teachers, and most lack middle and high school teachers - Districts with shortages most often lack special education, mathematics, and science teachers, and most lack middle and high school teachers
• Districts' costs for using Ecree depend on implementation and support needs, and the price per student would likely be lower for larger districts - Districts' costs for using Ecree depend on implementation and support needs, and the price per student would likely be lower for larger districts
• Districts' most frequent suggestions for improving ISAT are stability and consistency and faster turnaround, each urged by about one-quarter of districts - Districts' most frequent suggestions for improving ISAT are stability and consistency and faster turnaround, each urged by about one-quarter of districts
• Districts' most frequently stated testing weaknesses are lack of alignment with standards and curriculum and time taken from instruction, each cited by 24 percent - Districts' most frequently stated testing weaknesses are lack of alignment with standards and curriculum and time taken from instruction, each cited by 24 percent
• Districts' prior-year teacher turnover was negatively associated with certification rates, and certification rates tend to be higher where beginning teacher salaries are higher - Districts' prior-year teacher turnover was negatively associated with certification rates, and certification rates tend to be higher where beginning teacher salaries are higher
• Districtwide ninth-grade on-track rates rose 25 percentage points between 2007 and 2013 across racial, gender, and achievement subgroups - Districtwide ninth-grade on-track rates rose 25 percentage points between 2007 and 2013 across racial, gender, and achievement subgroups
• Divergent thinking performance (AU-score) positively correlates with left IFG/MFG activation for AU relative to OC trials - Divergent thinking performance (AU-score) positively correlates with left IFG/MFG activation for AU relative to OC trials
• Divergent thinking shows an overall upward developmental trend across Grades 1–12, peaking in Grade 9, with significant drops in Grades 7, 10, and 11 - Divergent thinking shows an overall upward developmental trend across Grades 1–12, peaking in Grade 9, with significant drops in Grades 7, 10, and 11
• Divergent-thinking-based creativity is positively linked with academic achievement, with stronger effects for psychometric than self-report measures - Divergent-thinking-based creativity is positively linked with academic achievement, with stronger effects for psychometric than self-report measures
• Diverse and uniform training contexts dissociate: processing ease and semantic representation diverge early in learning - Diverse and uniform training contexts dissociate: processing ease and semantic representation diverge early in learning
• Diverse LLM explanations were associated with about 7.7% higher open-ended response accuracy than generic explanations, but the condition effect was not significant after Bonferroni adjustment - Diverse LLM explanations were associated with about 7.7% higher open-ended response accuracy than generic explanations, but the condition effect was not significant after Bonferroni adjustment
• Diversity and matching associations with kindergarten achievement vary by child race/ethnicity, with academic benefits concentrated among White students - Diversity and matching associations with kindergarten achievement vary by child race/ethnicity, with academic benefits concentrated among White students
• Diversity of student-generated representations and solution methods is significantly correlated with learning from PF - Diversity of student-generated representations and solution methods is significantly correlated with learning from PF
• Diversity regularization λ = 0.30 was selected from a sensitivity analysis as balancing recommendation relevance and content diversity - Diversity regularization λ = 0.30 was selected from a sensitivity analysis as balancing recommendation relevance and content diversity
• Dividing the 120 pupils into four class-sections by one test would place 51.6 per cent in the wrong section according to the other test - Dividing the 120 pupils into four class-sections by one test would place 51.6 per cent in the wrong section according to the other test
• DKT-Sem, a DKT variant using semantic text embeddings, performs better than existing KT methods on tutoring dialogues, with a smaller margin on the larger MathDial dataset. - DKT-Sem, a DKT variant using semantic text embeddings, performs better than existing KT methods on tutoring dialogues, with a smaller margin on the larger MathDial dataset.
• DL2F aligns with social and cognitive constructivist theories of learning - DL2F aligns with social and cognitive constructivist theories of learning
• DL2F is grounded in communicative language teaching theory prioritizing communication as the key objective of language learning - DL2F is grounded in communicative language teaching theory prioritizing communication as the key objective of language learning
• DLG implementation is associated with improved language and reading skills and more positive attitudes towards learning and reading - DLG implementation is associated with improved language and reading skills and more positive attitudes towards learning and reading
• DLG participation is associated with increased self-esteem across primary, special, and adult education - DLG participation is associated with increased self-esteem across primary, special, and adult education
• DLGs bring the community in and take new learnings out, with family involvement increasing children's motivation - DLGs bring the community in and take new learnings out, with family involvement increasing children's motivation
• DLGs contribute to a non-violent, supportive climate of coexistence, including reduced bullying and dialogues oriented to non-violent relationships - DLGs contribute to a non-violent, supportive climate of coexistence, including reduced bullying and dialogues oriented to non-violent relationships
• DLGs create egalitarian spaces for dialogue and exchange in which pupils contribute most of the talk - DLGs create egalitarian spaces for dialogue and exchange in which pupils contribute most of the talk
• DLGs help overcome stereotypes and cultural barriers, including prejudices about Roma people, Muslim immigrant women, and learners without basic education - DLGs help overcome stereotypes and cultural barriers, including prejudices about Roma people, Muslim immigrant women, and learners without basic education
• DLL children can catch up to monolingual norms in English vocabulary, but need substantial time and exposure to do so - DLL children can catch up to monolingual norms in English vocabulary, but need substantial time and exposure to do so
• DLL infants can discriminate their two languages from early infancy, though within-language contrast discrimination trajectories show mixed findings - DLL infants can discriminate their two languages from early infancy, though within-language contrast discrimination trajectories show mixed findings
• DLL preschoolers may show a metalinguistic advantage over monolingual peers in grammatical awareness as their language abilities develop - DLL preschoolers may show a metalinguistic advantage over monolingual peers in grammatical awareness as their language abilities develop
• DLLs have smaller vocabularies and slower growth in each language than monolinguals, but comparable conceptual vocabularies - DLLs have smaller vocabularies and slower growth in each language than monolinguals, but comparable conceptual vocabularies
• DLP participants reported more frequent meaningful coaching activities than other coaching programs, but fewer opportunities to observe other teachers - DLP participants reported more frequent meaningful coaching activities than other coaching programs, but fewer opportunities to observe other teachers
• DLP teachers reported higher rates of impactful student technology use and greater perceived positive impact on student engagement and learning than non-DLP teachers - DLP teachers reported higher rates of impactful student technology use and greater perceived positive impact on student engagement and learning than non-DLP teachers
• DLP teachers reported more confidence than non-DLP teachers in using technology to develop students' six 21st-century skill categories - DLP teachers reported more confidence than non-DLP teachers in using technology to develop students' six 21st-century skill categories
• DLP teachers reported significant increases in using technology for both content and pedagogy, but no significant difference from non-DLP teachers in basic technology skills - DLP teachers reported significant increases in using technology for both content and pedagogy, but no significant difference from non-DLP teachers in basic technology skills
• DLP-coached teachers reported greater increases in frequency of technology use than non-DLP teachers - DLP-coached teachers reported greater increases in frequency of technology use than non-DLP teachers
• DMO-GRU attains the lowest MAE and RMSE and the highest R2 score among the compared regression models for forecasting student success - DMO-GRU attains the lowest MAE and RMSE and the highest R2 score among the compared regression models for forecasting student success
• DMO-GRU trains faster than the deep learning baselines, with a 98 s training time versus 150 s for CNN-GRU and 138 s for LSTM - DMO-GRU trains faster than the deep learning baselines, with a 98 s training time versus 150 s for CNN-GRU and 138 s for LSTM
• DNUSD trained 184 mental health workforce members and 757 non-workforce individuals in mental health prevention and awareness strategies from fall 2020 through December 2023 - DNUSD trained 184 mental health workforce members and 757 non-workforce individuals in mental health prevention and awareness strategies from fall 2020 through December 2023
• Do-it-yourself digital learning alone can exacerbate digital inequalities because learners hit a wall requiring direct guided instruction - Do-it-yourself digital learning alone can exacerbate digital inequalities because learners hit a wall requiring direct guided instruction
• Doctoral preliminary-examination grades and thesis ratings correlated about 0.6 with later success, while recommendation letters ranged from 0.01 to 0.70 - Doctoral preliminary-examination grades and thesis ratings correlated about 0.6 with later success, while recommendation letters ranged from 0.01 to 0.70
• Doctoral students' conceptual understanding of data visualization declined significantly over twelve months following structured instruction - Doctoral students' conceptual understanding of data visualization declined significantly over twelve months following structured instruction
• Doctoral-level teachers show the highest advanced-level percentage in each of the four OER competency modules - Doctoral-level teachers show the highest advanced-level percentage in each of the four OER competency modules
• Document length alone carries some signal (word-count classifier ROC-AUC 0.68), but the fixed-word sliding-window design largely prevents stylometric features from capturing length differences - Document length alone carries some signal (word-count classifier ROC-AUC 0.68), but the fixed-word sliding-window design largely prevents stylometric features from capturing length differences
• Documented GenAI-related challenges to active learning include cognitive debt, metacognitive laziness, unreflected acceptance, and overreliance on GenAI access - Documented GenAI-related challenges to active learning include cognitive debt, metacognitive laziness, unreflected acceptance, and overreliance on GenAI access
• Doing nothing at school was the least positively rated activity for students with visual impairments - Doing nothing at school was the least positively rated activity for students with visual impairments
• Domain knowledge about the ramps variables increased although instruction targeted only the domain-general CVS strategy - Domain knowledge about the ramps variables increased although instruction targeted only the domain-general CVS strategy
• Domain knowledge is theoretically a formative construct formed by distinct, not necessarily associated, aspects - Domain knowledge is theoretically a formative construct formed by distinct, not necessarily associated, aspects
• Domain knowledge predicts science achievement directly and indirectly via self-concept at all three grade levels - Domain knowledge predicts science achievement directly and indirectly via self-concept at all three grade levels
• Domain-driven explanations significantly increase teachers' understandability, trust, and acceptance compared to data-driven explanations - Domain-driven explanations significantly increase teachers' understandability, trust, and acceptance compared to data-driven explanations
• Domain-general abilities are more important than domain-specific knowledge for mathematics learning in early grades, but the two are equally important in later grades - Domain-general abilities are more important than domain-specific knowledge for mathematics learning in early grades, but the two are equally important in later grades
• Domain-general cognitive abilities predict at-risk fourth graders' decimal magnitude understanding - Domain-general cognitive abilities predict at-risk fourth graders' decimal magnitude understanding
• Domain-general cognitive skills correlate positively with vibe-coding performance, CS achievement, and writing skills - Domain-general cognitive skills correlate positively with vibe-coding performance, CS achievement, and writing skills
• Domain-general factors account for more variance in written arithmetic and word problems than in basic calculation fluency - Domain-general factors account for more variance in written arithmetic and word problems than in basic calculation fluency
• Domain-identical pretests are the most powerful single-level covariate type for student achievement, outperforming cross-domain pretests, fluid intelligence, and sociodemographic characteristics - Domain-identical pretests are the most powerful single-level covariate type for student achievement, outperforming cross-domain pretests, fluid intelligence, and sociodemographic characteristics
• Domain-matched experts judged 87% of Bespoke-generated lecture videos at or above the rubric midpoint corresponding to a standard MOOC lecture's quality (mean G = 3.42 of 5) - Domain-matched experts judged 87% of Bespoke-generated lecture videos at or above the rubric midpoint corresponding to a standard MOOC lecture's quality (mean G = 3.42 of 5)
• Domain-separated EEG classifiers decode familiarity within each stimulus category, with peak LOGO Mean Recall of 0.8992 for faces-only (HistGradient Boosting) and 0.8670 for equations-only (CNN) - Domain-separated EEG classifiers decode familiarity within each stimulus category, with peak LOGO Mean Recall of 0.8992 for faces-only (HistGradient Boosting) and 0.8670 for equations-only (CNN)
• Domain-specific academic self-concept predicts advanced course choice, whereas value predicts STEM study intentions - Domain-specific academic self-concept predicts advanced course choice, whereas value predicts STEM study intentions
• Domain-specific challenges and authentic environmental prompting in the VR simulation fostered both experiential and vicarious learning of teaching - Domain-specific challenges and authentic environmental prompting in the VR simulation fostered both experiential and vicarious learning of teaching
• Domain-specific interference, attributed by the embedded-processes model to similarity-based interference, underpins multimedia learning's modality benefits - Domain-specific interference, attributed by the embedded-processes model to similarity-based interference, underpins multimedia learning's modality benefits
• Domain-specific knowledge gains from the learning session were large but comparable across the three experimental conditions - Domain-specific knowledge gains from the learning session were large but comparable across the three experimental conditions
• Domain-specific prior knowledge, mental effort and related ratings serve as moderator or dependent measures in the signaling study - Domain-specific prior knowledge, mental effort and related ratings serve as moderator or dependent measures in the signaling study
• Domain-specific self-concept consistently predicts metacognitive judgments and accuracy: higher self-concept means higher judgments, higher sensitivity, lower specificity, and more overconfidence - Domain-specific self-concept consistently predicts metacognitive judgments and accuracy: higher self-concept means higher judgments, higher sensitivity, lower specificity, and more overconfidence
• Domain-specific self-concept relates more strongly to global than to local postdicted judgments, while most other motivational and personality variables do not differ - Domain-specific self-concept relates more strongly to global than to local postdicted judgments, while most other motivational and personality variables do not differ
• Domestic study away experiences with experiential and cross-cultural elements can be as effective as international experiences for multicultural competence and critical thinking - Domestic study away experiences with experiential and cross-cultural elements can be as effective as international experiences for multicultural competence and critical thinking
• Domestic study away is most often left undefined in both empirical and professional literature - Domestic study away is most often left undefined in both empirical and professional literature
• Dominant logical fallacies in LLM mathematical explanations shift from family to family and across prompting modes - Dominant logical fallacies in LLM mathematical explanations shift from family to family and across prompting modes
• Dominican children report higher school belonging than all other ethnic groups, and all ethnic-minority groups report higher centrality than European Americans - Dominican children report higher school belonging than all other ethnic groups, and all ethnic-minority groups report higher centrality than European Americans
• Doors to Discovery™ shows no discernible effects on preschool math (domain-average effect size 0.01) - Doors to Discovery™ shows no discernible effects on preschool math (domain-average effect size 0.01)
• Doors to Discovery™ shows no discernible effects on preschool phonological processing (effect size 0.14, not significant) - Doors to Discovery™ shows no discernible effects on preschool phonological processing (effect size 0.14, not significant)
• Doors to Discovery™ shows potentially positive effects on preschool oral language (PPVT-III effect size 0.27, not statistically significant) - Doors to Discovery™ shows potentially positive effects on preschool oral language (PPVT-III effect size 0.27, not statistically significant)
• Doors to Discovery™ shows potentially positive effects on preschool print knowledge, with mixed findings across two studies - Doors to Discovery™ shows potentially positive effects on preschool print knowledge, with mixed findings across two studies
• Dopamine neurons treat informational reward like primary reward, and OFC encodes information value separately from reward size - Dopamine neurons treat informational reward like primary reward, and OFC encodes information value separately from reward size
• Dosage relationship: more assigned Edpuzzle videos associated with larger gains - Dosage relationship: more assigned Edpuzzle videos associated with larger gains
• Dosage significantly predicts intervention effects in a linear model (β = 0.03 per hour), but the dosage main effect is no longer significant after controlling for moderators - Dosage significantly predicts intervention effects in a linear model (β = 0.03 per hour), but the dosage main effect is no longer significant after controlling for moderators
• Dot comparison performance no longer predicts mathematics achievement once inhibition skill is accounted for, but inhibition explains variance over and above dot comparison - Dot comparison performance no longer predicts mathematics achievement once inhibition skill is accounted for, but inhibition explains variance over and above dot comparison
• Dot Task accuracy decreased from congruent to incongruent to mixed trials, with condition accuracies positively correlated - Dot Task accuracy decreased from congruent to incongruent to mixed trials, with condition accuracies positively correlated
• Dot voting produced no single dominant category; teachers collectively prioritized motivation and buy-in, removing roadblocks, and building resilience - Dot voting produced no single dominant category; teachers collectively prioritized motivation and buy-in, removing roadblocks, and building resilience
• Double-content examples had no significant effect on generating alternatives of action, drawing inferences, or taking multiple perspectives - Double-content examples had no significant effect on generating alternatives of action, drawing inferences, or taking multiple perspectives
• Double-dose algebra improved algebra test scores for targeted students just below the cutoff, with a larger post-policy gain than for students just above the cutoff - Double-dose algebra improved algebra test scores for targeted students just below the cutoff, with a larger post-policy gain than for students just above the cutoff
• Double-dose algebra improved test scores but did not reduce algebra failure rates - Double-dose algebra improved test scores but did not reduce algebra failure rates
• Double-dose algebra policy increased academic demand for both high- and low-skill students, with below-norm students' gains not attributable to peer ability changes - Double-dose algebra policy increased academic demand for both high- and low-skill students, with below-norm students' gains not attributable to peer ability changes
• Double-dose algebra substantially increased interactive pedagogy for low-skill students (.55 SD, p<.001), unexplained by classroom compositional changes - Double-dose algebra substantially increased interactive pedagogy for low-skill students (.55 SD, p<.001), unexplained by classroom compositional changes
• Double-dose algebra support courses improved algebra test scores for targeted low-skilled students but only modestly affected grades and failure rates - Double-dose algebra support courses improved algebra test scores for targeted low-skilled students but only modestly affected grades and failure rates
• Double-dose algebra was discontinued before its benefits were documented, though subsequent research found long-term benefits - Double-dose algebra was discontinued before its benefits were documented, though subsequent research found long-term benefits
• Double-dose algebra was least effective for students with the weakest incoming skills, most of whom received special education services - Double-dose algebra was least effective for students with the weakest incoming skills, most of whom received special education services
• Doubly latent multilevel structural equation models disaggregate disciplinary-problem effects at student versus classroom level - Doubly latent multilevel structural equation models disaggregate disciplinary-problem effects at student versus classroom level
• Downgrading to simpler code after failure on personally hard levels is negatively associated with persistence on an unsolvable task - Downgrading to simpler code after failure on personally hard levels is negatively associated with persistence on an unsolvable task
• Downloading large compressed video and animation files took students one to two hours, prompting growing requests for CD and DVD copies as the course progressed - Downloading large compressed video and animation files took students one to two hours, prompting growing requests for CD and DVD copies as the course progressed
• Downward Bloom control is benchmark-dependent: repository-level tasks are easier to simplify than algorithmic puzzles - Downward Bloom control is benchmark-dependent: repository-level tasks are easier to simplify than algorithmic puzzles
• DPS's evaluation process led schools to use safer edtech products by prioritizing student data privacy and accessibility review - DPS's evaluation process led schools to use safer edtech products by prioritizing student data privacy and accessibility review
• Draft usefulness varies by grading context: higher for submissions with mistakes and applied questions - Draft usefulness varies by grading context: higher for submissions with mistakes and applied questions
• Drama and theatre-based work forms are used in teacher education to elicit critical reflection among teachers as preparation for the diverse classroom - Drama and theatre-based work forms are used in teacher education to elicit critical reflection among teachers as preparation for the diverse classroom
• Drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills - Drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills
• Drama and theatre-based work forms in teacher education are associated with equity-related outcomes including empathy, perspective-taking, collaboration, attitude shifts, and advocacy - Drama and theatre-based work forms in teacher education are associated with equity-related outcomes including empathy, perspective-taking, collaboration, attitude shifts, and advocacy
• Drawing ability scores rise from grade IB to grade 8A, but the data support group norms rather than a distinctive norm for each grade - Drawing ability scores rise from grade IB to grade 8A, but the data support group norms rather than a distinctive norm for each grade
• Drawing after learning, both from scratch and with spatial scaffolds, improves absolute monitoring accuracy (calibration) compared with a time-matched mental reactivation control condition - Drawing after learning, both from scratch and with spatial scaffolds, improves absolute monitoring accuracy (calibration) compared with a time-matched mental reactivation control condition
• Drawing benefits depend on knowledge type assessed, with recent meta-analytic evidence contradicting the higher-level-knowledge account - Drawing benefits depend on knowledge type assessed, with recent meta-analytic evidence contradicting the higher-level-knowledge account
• Drawing can underperform the generative strategy of explaining, particularly on verbally aligned tests - Drawing can underperform the generative strategy of explaining, particularly on verbally aligned tests
• Drawing conditions that were compared to control outperformed the read-only control condition on transfer performance - Drawing conditions that were compared to control outperformed the read-only control condition on transfer performance
• Drawing improves STEM learning by a small-to-moderate amount over not drawing and over other active study strategies, in one meta-analysis
• Drawing provided no benefit for lower-order recognition knowledge, and the local support condition scored significantly lower than control - Drawing provided no benefit for lower-order recognition knowledge, and the local support condition scored significantly lower than control
• Drawing quality predicted JOLs to a similar extent in both drawing conditions, contrary to the expectation that scaffolds would strengthen this cue use - Drawing quality predicted JOLs to a similar extent in both drawing conditions, contrary to the expectation that scaffolds would strengthen this cue use
• Drawing quality was diagnostic for later test performance only when drawings were made with spatial scaffolds, not when made from scratch - Drawing quality was diagnostic for later test performance only when drawings were made with spatial scaffolds, not when made from scratch
• Drawing quality was positively associated with learning outcomes across the drawing conditions, replicating the prognostic drawing effect - Drawing quality was positively associated with learning outcomes across the drawing conditions, replicating the prognostic drawing effect
• Drawing support increased rather than decreased perceived difficulty, indicating cognitive overload - Drawing support increased rather than decreased perceived difficulty, indicating cognitive overload
• Drawing support that facilitates integration significantly increases comprehension, while support not expected to facilitate integration does not - Drawing support that facilitates integration significantly increases comprehension, while support not expected to facilitate integration does not
• Drawing to learn shows positive effects on learning performance compared with non-generative and text-focused learning strategies - Drawing to learn shows positive effects on learning performance compared with non-generative and text-focused learning strategies
• Drawings produced with AIfred are ranked best by independent art and design professors in 33 of 36 cases - Drawings produced with AIfred are ranked best by independent art and design professors in 33 of 36 cases
• DreamBox effects on the Problem Solving, Number Sense, and Statistics and Probability subtests were not statistically significant - DreamBox effects on the Problem Solving, Number Sense, and Statistics and Probability subtests were not statistically significant
• DreamBox Learning produced a statistically significant positive effect on MAP overall math scores for K–1 students - DreamBox Learning produced a statistically significant positive effect on MAP overall math scores for K–1 students
• Drill classes gained 24.2 percent in total points in the second study, with per-operation gains of 18.5 to 34.2 percent - Drill classes gained 24.2 percent in total points in the second study, with per-operation gains of 18.5 to 34.2 percent
• Drill classes improved from two to three times as much as non-drill classes in arithmetic fundamentals - Drill classes improved from two to three times as much as non-drill classes in arithmetic fundamentals
• Drill effect is greatest on the poorest portion of the class and decreases class variability - Drill effect is greatest on the poorest portion of the class and decreases class variability
• DRL scaffolding significantly benefits high prior knowledge students while BKT does not, and condition-by-prior-knowledge interactions are not significant - DRL scaffolding significantly benefits high prior knowledge students while BKT does not, and condition-by-prior-knowledge interactions are not significant
• Drop rates did not vary with course structure except for an increase in the final high-enrollment quarter - Drop rates did not vary with course structure except for an increase in the final high-enrollment quarter
• Drop-in one-to-one tutorial attendees improved P1X-to-P1Y marks while the class average declined - Drop-in one-to-one tutorial attendees improved P1X-to-P1Y marks while the class average declined
• Dropout among friends, romantic partners, and siblings each shows an independent association with an adolescent's own dropout - Dropout among friends, romantic partners, and siblings each shows an independent association with an adolescent's own dropout
• Dropout intentions increased over the school year among 9th-grade students - Dropout intentions increased over the school year among 9th-grade students
• Dropout prevention and intervention programs increase the odds of school completion, with an average odds ratio of 1.63 - Dropout prevention and intervention programs increase the odds of school completion, with an average odds ratio of 1.63
• Dropout rates at age 17 remained at prepolicy levels for the first two cohorts through the promotion gate, then declined to 25 percent with the fourth cohort - Dropout rates at age 17 remained at prepolicy levels for the first two cohorts through the promotion gate, then declined to 25 percent with the fourth cohort
• Dropouts' own accounts point to recent precipitating events, with pivotal events present in almost 50% of cases in interview studies - Dropouts' own accounts point to recent precipitating events, with pivotal events present in almost 50% of cases in interview studies
• Dropping initially correct items incurred a cost relative to a long-ISI conventional schedule in Experiment 2, but this was offset by gains on initially incorrect items - Dropping initially correct items incurred a cost relative to a long-ISI conventional schedule in Experiment 2, but this was offset by gains on initially incorrect items
• DSPy prompt optimization improves all radiotelephony evaluators, with the largest gain in accuracy (+7.9%) - DSPy prompt optimization improves all radiotelephony evaluators, with the largest gain in accuracy (+7.9%)
• DT test and country of study significantly moderate the Grade 3–4 originality trend, with a drop for WKCT and for eastern-country samples - DT test and country of study significantly moderate the Grade 3–4 originality trend, with a drop for WKCT and for eastern-country samples
• DTR (Deep-Thinking Ratio) does not predict tutoring quality despite predicting math accuracy - DTR (Deep-Thinking Ratio) does not predict tutoring quality despite predicting math accuracy
• Dual coding elucidation raises adolescent EFL learners' awareness of lexical errors and correct usage more than verbal-only elucidation - Dual coding elucidation raises adolescent EFL learners' awareness of lexical errors and correct usage more than verbal-only elucidation
• Dual enrollment classes taken exclusively on the high school campus show no statistically significant gains in college outcomes - Dual enrollment classes taken exclusively on the high school campus show no statistically significant gains in college outcomes
• Dual enrollment classes taken on college campuses increase students' likelihood of attending college and earning a bachelor's degree - Dual enrollment classes taken on college campuses increase students' likelihood of attending college and earning a bachelor's degree
• Dual enrollment college algebra near the cut-off was associated with a 23 percent higher likelihood of earning a college degree - Dual enrollment college algebra near the cut-off was associated with a 23 percent higher likelihood of earning a college degree
• Dual enrollment participation is associated with an approximately 8.5 percentage point increase in college enrollment probability, with larger gains for students from low-income and first-generation backgrounds - Dual enrollment participation is associated with an approximately 8.5 percentage point increase in college enrollment probability, with larger gains for students from low-income and first-generation b
• Dual enrollment programs have positive effects on college access and enrollment, with an average improvement index of +15 percentile points - Dual enrollment programs have positive effects on college access and enrollment, with an average improvement index of +15 percentile points
• Dual enrollment programs have positive effects on college degree attainment, with an average improvement index of +25 percentile points - Dual enrollment programs have positive effects on college degree attainment, with an average improvement index of +25 percentile points
• Dual enrollment programs have positive effects on completing high school, with an average improvement index of +7 percentile points - Dual enrollment programs have positive effects on completing high school, with an average improvement index of +7 percentile points
• Dual enrollment programs have positive effects on credit accumulation, with an average improvement index of +14 percentile points - Dual enrollment programs have positive effects on credit accumulation, with an average improvement index of +14 percentile points
• Dual enrollment programs have positive effects on general academic achievement (high school), with an average improvement index of +7 percentile points - Dual enrollment programs have positive effects on general academic achievement (high school), with an average improvement index of +7 percentile points
• Dual enrollment programs have potentially positive effects on staying in high school, college readiness, and attendance (high school), each with a small extent of evidence - Dual enrollment programs have potentially positive effects on staying in high school, college readiness, and attendance (high school), each with a small extent of evidence
• Dual enrollment programs show no discernible effects on general academic achievement (college) - Dual enrollment programs show no discernible effects on general academic achievement (college)
• Dual language learners especially benefit from high-quality early care and dual language immersion programs, and multilingualism is associated with cognitive, linguistic, social, and cultural strengths - Dual language learners especially benefit from high-quality early care and dual language immersion programs, and multilingualism is associated with cognitive, linguistic, social, and cultural strength
• Dual language participants grew faster than nonparticipants in math during each school year in grades 2 to 5 but lost more learning during subsequent summers - Dual language participants grew faster than nonparticipants in math during each school year in grades 2 to 5 but lost more learning during subsequent summers
• Dual language participants started 2nd grade with lower achievement than nonparticipants - Dual language participants started 2nd grade with lower achievement than nonparticipants
• Dual language programs are associated with higher achievement and with EB/non-EB achievement gap closure by seventh grade - Dual language programs are associated with higher achievement and with EB/non-EB achievement gap closure by seventh grade
• Dual language programs improved English literacy achievement, with a potentially positive effects rating based on one study - Dual language programs improved English literacy achievement, with a potentially positive effects rating based on one study
• Dual language programs showed uncertain effects on mathematics achievement across two studies - Dual language programs showed uncertain effects on mathematics achievement across two studies
• Dual language programs showed uncertain effects on science achievement - Dual language programs showed uncertain effects on science achievement
• Dual-Lens attention aligns with expert pedagogical focus, allocating most weight to Bloom's taxonomy verbs and problem-solving steps - Dual-Lens attention aligns with expert pedagogical focus, allocating most weight to Bloom's taxonomy verbs and problem-solving steps
• Dual-mode (auditory plus visual) presentation of worked examples enhances subsequent problem-solving efficiency, except under high visual-search conditions without attention cues - Dual-mode (auditory plus visual) presentation of worked examples enhances subsequent problem-solving efficiency, except under high visual-search conditions without attention cues
• Dual-task (secondary-task) measures offer concurrent cognitive load assessment but are rarely used - Dual-task (secondary-task) measures offer concurrent cognitive load assessment but are rarely used
• Dual-track comparison of manual estimation with AI prediction activated students' isomorphism awareness in a Grade 5 lesson - Dual-track comparison of manual estimation with AI prediction activated students' isomorphism awareness in a Grade 5 lesson
• Dually-identified EL/SPED students had the lowest scores with gaps widening over time, driven by larger summer loss - Dually-identified EL/SPED students had the lowest scores with gaps widening over time, driven by larger summer loss
• Dually-identified students make smaller gains than the all-student average across all grades in math and in kindergarten and 1st grade in reading - Dually-identified students make smaller gains than the all-student average across all grades in math and in kindergarten and 1st grade in reading
• Duolingo discussion boards provided emotional support — social encouragement and community — beyond the instrumental and informational support previously documented - Duolingo discussion boards provided emotional support — social encouragement and community — beyond the instrumental and informational support previously documented
• Duolingo users sought COVID-19 vocabulary in foreign languages and shared their own translations, with 17 users requesting pandemic-related lesson content - Duolingo users sought COVID-19 vocabulary in foreign languages and shared their own translations, with 17 users requesting pandemic-related lesson content
• Duplicating readers' experiences helps young writers revise descriptive writing to meet readers' informational needs - Duplicating readers' experiences helps young writers revise descriptive writing to meet readers' informational needs
• Duration and intensity of PA bouts may moderate attention effects, consistent with an inverted-U hypothesis - Duration and intensity of PA bouts may moderate attention effects, consistent with an inverted-U hypothesis
• During 2018/19, attendance-related text messaging increased more quickly in schools where chronic absenteeism decreased than in schools where it increased, where use remained flat - During 2018/19, attendance-related text messaging increased more quickly in schools where chronic absenteeism decreased than in schools where it increased, where use remained flat
• During 2020 school closures, teachers and school/district leaders reached out to edtech coaches more than before, with teachers reaching out more - During 2020 school closures, teachers and school/district leaders reached out to edtech coaches more than before, with teachers reaching out more
• During a collaborative exam, every group member contributed to joint monitoring, and students monitored cognition far more often than behaviour or motivation and emotions. - During a collaborative exam, every group member contributed to joint monitoring, and students monitored cognition far more often than behaviour or motivation and emotions.
• During a year-long AI curriculum, most students maintained or moved upward in motivational profile, with substantial upward transitions out of the Disengaged profile - During a year-long AI curriculum, most students maintained or moved upward in motivational profile, with substantial upward transitions out of the Disengaged profile
• During active transfer, the application rejected learner coaching and export requests and redacted earlier project content in all 120 episodes - During active transfer, the application rejected learner coaching and export requests and redacted earlier project content in all 120 episodes
• During AI-tutor interactions, students' turns were dominated by help requests with near-absent monitoring and evaluation - During AI-tutor interactions, students' turns were dominated by help requests with near-absent monitoring and evaluation
• During an exam, students' expectancy for success decreased and the change in expectancy was negatively associated with change in salivary cortisol - During an exam, students' expectancy for success decreased and the change in expectancy was negatively associated with change in salivary cortisol
• During collaborative exam work, monitoring of cognition is the most common monitoring target, followed by monitoring of behavior, with monitoring of motivation or emotion scarce - During collaborative exam work, monitoring of cognition is the most common monitoring target, followed by monitoring of behavior, with monitoring of motivation or emotion scarce
• During collaborative learning with computers, teachers' concerns of classroom management and pedagogy are typically intertwined - During collaborative learning with computers, teachers' concerns of classroom management and pedagogy are typically intertwined
• During collaborative learning, low and high cognition have remarkably long lasting (6 lags) positive effects on themselves, planning induces low cognition which sparks high cognition, and scaffolding does not alter these sequences - During collaborative learning, low and high cognition have remarkably long lasting (6 lags) positive effects on themselves, planning induces low cognition which sparks high cognition, and scaffolding
• During COVID building closures, New York charter schools ranked sustaining student learning and engagement as their most urgent priority, while student well-being factors ranked lowest despite serious concern - During COVID building closures, New York charter schools ranked sustaining student learning and engagement as their most urgent priority, while student well-being factors ranked lowest despite serious
• During COVID, a third-grade volume-of-reading strategy showed greater reading growth than a control group without the strategy - During COVID, a third-grade volume-of-reading strategy showed greater reading growth than a control group without the strategy
• During COVID-19 school disruptions, schools can take steps to ensure students continue to progress academically whether at home or at school - During COVID-19 school disruptions, schools can take steps to ensure students continue to progress academically whether at home or at school
• During development testing, Taklif.AI guardrails rejected roughly 12% of interests, 8% of input documents, and 3% of generated assignments - During development testing, Taklif.AI guardrails rejected roughly 12% of interests, 8% of input documents, and 3% of generated assignments
• During early and mid-adolescence, brain reward and emotion systems are more developed than cognitive control systems, leaving self-regulation developmentally out of balance - During early and mid-adolescence, brain reward and emotion systems are more developed than cognitive control systems, leaving self-regulation developmentally out of balance
• During feedback provision, both content-specific support (g = 0.48) and generic support (g = 0.55) positively affect peer-feedback processes and outcomes, with no significant difference between them - During feedback provision, both content-specific support (g = 0.48) and generic support (g = 0.55) positively affect peer-feedback processes and outcomes, with no significant difference between them
• During feedback provision, content-specific support improves feedback provision quality (g = 0.75) but not knowledge, while generic support improves both provision quality (g = 0.70) and subject-matter-related knowledge (g = 0.55) - During feedback provision, content-specific support improves feedback provision quality (g = 0.75) but not knowledge, while generic support improves both provision quality (g = 0.70) and subject-matte
• During feedback provision, most students compared the text with internal manifestations of quality criteria, which supported error identification and evaluation - During feedback provision, most students compared the text with internal manifestations of quality criteria, which supported error identification and evaluation
• During group discussion, students either relied primarily on their own synthesis artifacts or frequently drew on peers' syntheses, with use patterns related to artifact nature and emergent group roles - During group discussion, students either relied primarily on their own synthesis artifacts or frequently drew on peers' syntheses, with use patterns related to artifact nature and emergent group roles
• During inquiry-informed learning, students' interest, self-efficacy, and belonging were increasingly coordinated over time - During inquiry-informed learning, students' interest, self-efficacy, and belonging were increasingly coordinated over time
• During its first seven years, the Kauffman School had substantial positive impacts on student achievement growth in mathematics, English language arts, and science beyond growth in other Kansas City public schools - During its first seven years, the Kauffman School had substantial positive impacts on student achievement growth in mathematics, English language arts, and science beyond growth in other Kansas City p
• During member checks, multilingual 8th-grade students contested both LLM classifications of their talk and the coding scheme itself, especially the Off-task and Claim codes - During member checks, multilingual 8th-grade students contested both LLM classifications of their talk and the coding scheme itself, especially the Off-task and Claim codes