Claims: E 1

A 1 · A 2 · A 3 · A 4 · A 5 · A 6 · A 7 · A 8 · B 1 · B 2 · C 1 · C 2 · C 3 · C 4 · C 5 · C 6 · D 1 · D 2 · D 3 · E 1 · E 2 · E 3 · E 4 · F 1 · F 2 · F 3 · G 1 · G 2 · H 1 · H 2 · I 1 · I 2 · I 3 · I 4 · I 5 · J · K · L 1 · L 2 · L 3 · M 1 · M 2 · M 3 · M 4 · N 1 · N 2 · O 1 · O 2 · P 1 · P 2 · P 3 · P 4 · P 5 · Q · R 1 · R 2 · R 3 · S 1 · S 2 · S 3 · S 4 · S 5 · S 6 · S 7 · S 8 · T 1 · T 2 · T 3 · T 4 · T 5 · T 6 · T 7 · T 8 · T 9 · T 10 · U · V · W 1 · W 2 · X · Y · Z · 0-9

• E-CLASS statements were validated through 42 student interviews and expert responses from 23 faculty and instructors - E-CLASS statements were validated through 42 student interviews and expert responses from 23 faculty and instructors
• E-learning self-efficacy relates to both positive and negative achievement emotions, while computer self-efficacy relates only to positive emotions - E-learning self-efficacy relates to both positive and negative achievement emotions, while computer self-efficacy relates only to positive emotions
• E-M scoring assumes the remaining responses are unaffected by disengagement, and this assumption can fail under partial engagement - E-M scoring assumes the remaining responses are unaffected by disengagement, and this assumption can fail under partial engagement
• E-M scoring leaves residual score distortion, suggesting some disengaged test responses are nonrapid rather than rapid guesses - E-M scoring leaves residual score distortion, suggesting some disengaged test responses are nonrapid rather than rapid guesses
• E-M scoring partially accounts for observed RIT score differences between disengaged first tests and engaged retests - E-M scoring partially accounts for observed RIT score differences between disengaged first tests and engaged retests
• Each additional correct GLAT response is associated with a 13.9% increase in modeled odds of correctly classifying a scenario - Each additional correct GLAT response is associated with a 13.9% increase in modeled odds of correctly classifying a scenario
• Each additional hour per month of EI service was associated with a 3-point functional gain on Child Outcomes Summary scores - Each additional hour per month of EI service was associated with a 3-point functional gain on Child Outcomes Summary scores
• Each additional period of exposure to social and economic adversity accumulates to produce greater effects on educational and cognitive outcomes, though effects may plateau at a threshold - Each additional period of exposure to social and economic adversity accumulates to produce greater effects on educational and cognitive outcomes, though effects may plateau at a threshold
• Each additional semester of continuous college enrollment is associated with a higher completion rate, but no specific semesters carry distinctive predictive value - Each additional semester of continuous college enrollment is associated with a higher completion rate, but no specific semesters carry distinctive predictive value
• Each AgenticMath component contributes performance gains, with the review-revise loop playing a particularly important role - Each AgenticMath component contributes performance gains, with the review-revise loop playing a particularly important role
• Each Arizona high school dropout imposes a lifetime social loss of $421,280, totaling $7.6 billion per annual cohort of 18,100 dropouts - Each Arizona high school dropout imposes a lifetime social loss of $421,280, totaling $7.6 billion per annual cohort of 18,100 dropouts
• Each disconnected youth in Arizona incurs a lifetime social loss of $695,090 and fiscal loss of $234,480, totaling $127.3 billion social and $43.0 billion fiscal per cohort of 183,200 - Each disconnected youth in Arizona incurs a lifetime social loss of $695,090 and fiscal loss of $234,480, totaling $127.3 billion social and $43.0 billion fiscal per cohort of 183,200
• Each form of accountability can produce favorable or unfavorable effects - Each form of accountability can produce favorable or unfavorable effects
• Each individual learning condition predicts I am Valued gains, with Classroom Community the largest (15.0 middle grades, 16.9 high school percentile points) - Each individual learning condition predicts I am Valued gains, with Classroom Community the largest (15.0 middle grades, 16.9 high school percentile points)
• Each kind of textual change selectively aids recall of the idea units it itself highlights - Each kind of textual change selectively aids recall of the idea units it itself highlights
• Each language entails a conceptually different world, so exact translation of conceptual structure between languages is impossible - Each language entails a conceptually different world, so exact translation of conceptual structure between languages is impossible
• Each narrative writing measure is longitudinally stable within itself across the upper elementary grades, with no significant cross-lagged relationships across measures - Each narrative writing measure is longitudinally stable within itself across the upper elementary grades, with no significant cross-lagged relationships across measures
• Each of the 12 human raters' scores correlates significantly with AEEGS scores, with coefficients ranging from 0.604 to 0.864 - Each of the 12 human raters' scores correlates significantly with AEEGS scores, with coefficients ranging from 0.604 to 0.864
• Each of the three algebraic cognition measures independently predicts algebra achievement, controlling demographic and domain-general covariates - Each of the three algebraic cognition measures independently predicts algebra achievement, controlling demographic and domain-general covariates
• Each pedagogical verification component contributes to a distinct quality dimension: layout verification most strongly - Each pedagogical verification component contributes to a distinct quality dimension: layout verification most strongly
• Each positive clarity move (keys, links, framing, focusing, examples) correlates positively with every concept achievement measure - Each positive clarity move (keys, links, framing, focusing, examples) correlates positively with every concept achievement measure
• Each single prior-year absence is associated with a .010 to .016 SD decrease in fall mathematics starting achievement the following year - Each single prior-year absence is associated with a .010 to .016 SD decrease in fall mathematics starting achievement the following year
• Each SRJudge component contributes: the Reasoner and Judger add measurable F1 gains over the Selector alone - Each SRJudge component contributes: the Reasoner and Judger add measurable F1 gains over the Selector alone
• Each state's lowest four-year principal retention rate occurred at a different grade span - Each state's lowest four-year principal retention rate occurred at a different grade span
• Each team showed statistically significant changes in shared epistemic agency across prototyping phases - Each team showed statistically significant changes in shared epistemic agency across prototyping phases
• Each tenth of a grade point increase in engineering GPA raises the odds of six-year engineering graduation for black students by 13.7 percent - Each tenth of a grade point increase in engineering GPA raises the odds of six-year engineering graduation for black students by 13.7 percent
• Each toolkit PLC requires one facilitator who leads sessions and supports educators between them - Each toolkit PLC requires one facilitator who leads sessions and supports educators between them
• Each within-year school move is associated with lower CAASPP achievement among students in foster care - Each within-year school move is associated with lower CAASPP achievement among students in foster care
• Each year of attending a school with a binding SBP mandate increases math achievement by 0.572 points (2.7% of a standard deviation), reading by 0.470 points (2.0%), and science by 0.130 points (0.9%) - Each year of attending a school with a binding SBP mandate increases math achievement by 0.572 points (2.7% of a standard deviation), reading by 0.470 points (2.0%), and science by 0.130 points (0.9%)
• Each year thousands of new teachers pass through hundreds of different teacher preparation programs before being hired to teach in the nation's schools - Each year thousands of new teachers pass through hundreds of different teacher preparation programs before being hired to teach in the nation's schools
• Eager students (high talk, high engagement) achieved the best reading literacy scores and disconnected students (low talk, low engagement) the worst, with only the eager–disconnected difference statistically significant - Eager students (high talk, high engagement) achieved the best reading literacy scores and disconnected students (low talk, low engagement) the worst, with only the eager–disconnected difference statis
• EAI effectiveness was reported across all educational stages, with most studies in secondary education and university - EAI effectiveness was reported across all educational stages, with most studies in secondary education and university
• EAI modalities were associated with higher student motivation and changes in attitudes toward STEM knowledge areas - EAI modalities were associated with higher student motivation and changes in attitudes toward STEM knowledge areas
• EAI-based interventions show a significant positive pooled effect on student performance in the post-test meta-analysis (gp = 0.716) - EAI-based interventions show a significant positive pooled effect on student performance in the post-test meta-analysis (gp = 0.716)
• EAP task performance showed the same directional pattern as reading comprehension but with a weaker Proficiency × Material interaction - EAP task performance showed the same directional pattern as reading comprehension but with a weaker Proficiency × Material interaction
• Earlier academic achievement longitudinally predicts later theory of mind (pooled r = .32), based on few studies - Earlier academic achievement longitudinally predicts later theory of mind (pooled r = .32), based on few studies
• Earlier and mid-career teachers report more positive AI perceptions than teachers with 21 or more years of experience, except in personal experiences - Earlier and mid-career teachers report more positive AI perceptions than teachers with 21 or more years of experience, except in personal experiences
• Earlier boredom predicts positive changes in later interest from the second measurement point onward - Earlier boredom predicts positive changes in later interest from the second measurement point onward
• Earlier community violence exposure inversely predicts later school engagement, but earlier school engagement does not predict later community violence exposure - Earlier community violence exposure inversely predicts later school engagement, but earlier school engagement does not predict later community violence exposure
• Earlier investigators found rapid readers recall as well as or better than slow readers - Earlier investigators found rapid readers recall as well as or better than slow readers
• Earlier meta-analyses report small positive effects for computer-assisted literacy instruction (0.19; 0.16) - Earlier meta-analyses report small positive effects for computer-assisted literacy instruction (0.19; 0.16)
• Earlier meta-analyses, as reported second-hand, find that glosses improve L2 vocabulary learning and that text-and-picture glosses outperform single-mode glosses - Earlier meta-analyses, as reported second-hand, find that glosses improve L2 vocabulary learning and that text-and-picture glosses outperform single-mode glosses
• Earlier studies report larger text generation effects than later studies, with a stable negative effect of publication year - Earlier studies report larger text generation effects than later studies, with a stable negative effect of publication year
• Earlier studies reported that quicker recall accompanied better memory results, but with little supporting evidence - Earlier studies reported that quicker recall accompanied better memory results, but with little supporting evidence
• Earlier studies suggested mature active-learning patterns emerge only in late childhood, but the article attributes this to paradigm limitations - Earlier studies suggested mature active-learning patterns emerge only in late childhood, but the article attributes this to paradigm limitations
• Earlier theory of mind does not uniquely predict later executive function at either transition - Earlier theory of mind does not uniquely predict later executive function at either transition
• Earlier theory of mind longitudinally predicts later academic achievement (pooled r = .28), largely on zero-order associations - Earlier theory of mind longitudinally predicts later academic achievement (pooled r = .28), largely on zero-order associations
• Early (within ~100 ms) attentional modulation during encoding predicts subsequent working memory accuracy - Early (within ~100 ms) attentional modulation during encoding predicts subsequent working memory accuracy
• Early ability to delay gratification predicts later academic and social outcomes, but the association is weaker and more context-dependent than originally reported.
• Early adopters report time savings from ChatGPT automation, including a Wharton professor's exam-writing productivity increase of 100% - Early adopters report time savings from ChatGPT automation, including a Wharton professor's exam-writing productivity increase of 100%
• Early ANS acuity (accuracy and RT) uniquely predicts preschoolers' math ability six months later, controlling for initial math ability, age, and expressive vocabulary - Early ANS acuity (accuracy and RT) uniquely predicts preschoolers' math ability six months later, controlling for initial math ability, age, and expressive vocabulary
• Early ANS acuity does not predict later expressive vocabulary; only initial vocabulary size predicts vocabulary six months later - Early ANS acuity does not predict later expressive vocabulary; only initial vocabulary size predicts vocabulary six months later
• Early autonomy-supportive parenting predicts children's achievement in both elementary and high school, uniquely over other parenting dimensions - Early autonomy-supportive parenting predicts children's achievement in both elementary and high school, uniquely over other parenting dimensions
• Early bilinguals outperform monolinguals on the hard items of the Symbol Math task in Experiment 1 - Early bilinguals outperform monolinguals on the hard items of the Symbol Math task in Experiment 1
• Early childhood credential candidates face financial, time, and navigation barriers that fall hardest on candidates of color - Early childhood credential candidates face financial, time, and navigation barriers that fall hardest on candidates of color
• Early childhood education attendance is associated with decreased high school disciplinary measures including juvenile incarceration compared to similar non-attending children - Early childhood education attendance is associated with decreased high school disciplinary measures including juvenile incarceration compared to similar non-attending children
• Early childhood education attendance is associated with higher high school completion, college attendance, and employment - Early childhood education attendance is associated with higher high school completion, college attendance, and employment
• Early childhood education attendance is associated with long-term health benefits, particularly reduced prevalence of risk factors for chronic diseases - Early childhood education attendance is associated with long-term health benefits, particularly reduced prevalence of risk factors for chronic diseases
• Early childhood education attendance is associated with statistically significant reductions in special education placement and grade retention - Early childhood education attendance is associated with statistically significant reductions in special education placement and grade retention
• Early childhood education programs often yield larger benefits for children most in need, such as low-income children, children of color, and those with fewer educational resources - Early childhood education programs often yield larger benefits for children most in need, such as low-income children, children of color, and those with fewer educational resources
• Early childhood educators' formal preparation and child development skills are particularly important for successful public preschool programs - Early childhood educators' formal preparation and child development skills are particularly important for successful public preschool programs
• Early College high school students are significantly more likely than comparison students to graduate from high school, enroll in college, and complete college - Early College high school students are significantly more likely than comparison students to graduate from high school, enroll in college, and complete college
• Early comprehensive (Level C) intervention effects on high-risk children's aggression interacted with community type, decreasing aggression in Aurora but increasing it in Chicago - Early comprehensive (Level C) intervention effects on high-risk children's aggression interacted with community type, decreasing aggression in Aurora but increasing it in Chicago
• Early conceptual and terminological choices, such as the shift from cybernetics to artificial intelligence, have shaped current AI-in-education debates - Early conceptual and terminological choices, such as the shift from cybernetics to artificial intelligence, have shaped current AI-in-education debates
• Early CPKs show quantitative advantages beyond their domain-general advantages, while delayed CPKs' quantitative deficits are largely secondary except for enumeration - Early CPKs show quantitative advantages beyond their domain-general advantages, while delayed CPKs' quantitative deficits are largely secondary except for enumeration
• Early dropouts are trapped in recursive concept-elicitation loops before reaching problem execution - Early dropouts are trapped in recursive concept-elicitation loops before reaching problem execution
• Early education investments generate $2 to $17 in returns for every dollar invested, with greater returns as children are followed further in life - Early education investments generate $2 to $17 in returns for every dollar invested, with greater returns as children are followed further in life
• Early educators earn one third to one half of k-12 educators' wages and over half rely on public assistance - Early educators earn one third to one half of k-12 educators' wages and over half rely on public assistance
• Early educators face financial, academic, and structural barriers to college enrollment and degree completion, disproportionately affecting students of color - Early educators face financial, academic, and structural barriers to college enrollment and degree completion, disproportionately affecting students of color
• Early EF developers start pre-k with higher math levels than intermediate and later developers and maintain that advantage over time - Early EF developers start pre-k with higher math levels than intermediate and later developers and maintain that advantage over time
• Early elementary characteristics predict 71% of variance in high school language outcomes of CI users - Early elementary characteristics predict 71% of variance in high school language outcomes of CI users
• Early estimates place the IQ needed for successful first-year high school work between about 110 and 120 - Early estimates place the IQ needed for successful first-year high school work between about 110 and 120
• Early exposure to career pathways in high school is reported to enhance students' self-efficacy and occupational awareness - Early exposure to career pathways in high school is reported to enhance students' self-efficacy and occupational awareness
• Early expressive vocabulary predicts emergent literacy outcomes only until inhibitory control measures are added, after which it is no longer significant - Early expressive vocabulary predicts emergent literacy outcomes only until inhibitory control measures are added, after which it is no longer significant
• Early failure in phonetic recoding and decoding widens the acquisition gap between false beginners and successful learners over time - Early failure in phonetic recoding and decoding widens the acquisition gap between false beginners and successful learners over time
• Early fine motor skills predict later arithmetic skills in most longitudinal studies, but not when executive functions are controlled - Early fine motor skills predict later arithmetic skills in most longitudinal studies, but not when executive functions are controlled
• Early FTW pilots produced only general non-functional requirements, prompting method modifications - Early FTW pilots produced only general non-functional requirements, prompting method modifications
• Early grade retention did not significantly affect the likelihood of earning a GED versus graduating from high school - Early grade retention did not significantly affect the likelihood of earning a GED versus graduating from high school
• Early identification and treatment of math anxiety is important because early anxieties can snowball into avoidance of mathematics - Early identification and treatment of math anxiety is important because early anxieties can snowball into avoidance of mathematics
• Early implanted children and their NH age-matched peers demonstrated word learning, while late implanted children did not unlike their peers - Early implanted children and their NH age-matched peers demonstrated word learning, while late implanted children did not unlike their peers
• Early implanted children performed significantly better on the word-learning task than late implanted children - Early implanted children performed significantly better on the word-learning task than late implanted children
• Early implementation of the Kauffman Campuses grants was documented through a cross-site analysis of 2005 site visits and a spring 2006 faculty survey - Early implementation of the Kauffman Campuses grants was documented through a cross-site analysis of 2005 site visits and a spring 2006 faculty survey
• Early Implementer teachers' weekly use of phenomena to frame science instruction more than doubled from 2015-16 to 2016-17 - Early Implementer teachers' weekly use of phenomena to frame science instruction more than doubled from 2015-16 to 2016-17
• Early interference suppression, but not response inhibition, correlates with emergent literacy measures in both 4–5- and 5–6-year-old subsamples - Early interference suppression, but not response inhibition, correlates with emergent literacy measures in both 4–5- and 5–6-year-old subsamples
• Early intervention can remediate neurodevelopmental consequences associated with maltreatment or institutional rearing - Early intervention can remediate neurodevelopmental consequences associated with maltreatment or institutional rearing
• Early language and executive skills at age 3–4 predict preschool counting and number knowledge, which mediate their influence on later arithmetic - Early language and executive skills at age 3–4 predict preschool counting and number knowledge, which mediate their influence on later arithmetic
• Early language skills predict later adolescent externalizing behavior problems - Early language skills predict later adolescent externalizing behavior problems
• Early life stress disrupts dopaminergic reward circuitry in animals and humans, with altered reward learning and links to depressive and anxiety symptoms - Early life stress disrupts dopaminergic reward circuitry in animals and humans, with altered reward learning and links to depressive and anxiety symptoms
• Early life stress produces structural and functional alterations in prefrontal-hippocampal-amygdala circuits in animals and humans, with reduced hippocampal volume among the most reliable human findings - Early life stress produces structural and functional alterations in prefrontal-hippocampal-amygdala circuits in animals and humans, with reduced hippocampal volume among the most reliable human findin
• Early literacy intervention reduced the proportion of nonresponders to 7.05% versus 25.35% among controls - Early literacy intervention reduced the proportion of nonresponders to 7.05% versus 25.35% among controls
• Early literacy screening assessments provide multiple benchmarks or performance levels defined in different ways, with no common definition of 'at risk' - Early literacy screening assessments provide multiple benchmarks or performance levels defined in different ways, with no common definition of 'at risk'
• Early math and literacy development intertwine in early childhood - Early math and literacy development intertwine in early childhood
• Early math exposure in young children is linked to development, math confidence, and later math use (authors' assertion) - Early math exposure in young children is linked to development, math confidence, and later math use (authors' assertion)
• Early numeracy mastery at 54 months predicts college attendance - Early numeracy mastery at 54 months predicts college attendance
• Early numeracy mastery at 54 months predicts high school math course-taking - Early numeracy mastery at 54 months predicts high school math course-taking
• Early numeracy mastery is measurable at 54 months across three competencies in a large longitudinal sample - Early numeracy mastery is measurable at 54 months across three competencies in a large longitudinal sample
• Early numeracy shows a two-factor structure (NRS and CS) on the Dutch ENT-3, with the two-factor model outperforming a one-factor model at several time points - Early numeracy shows a two-factor structure (NRS and CS) on the Dutch ENT-3, with the two-factor model outperforming a one-factor model at several time points
• Early precursors predict adolescent N2 directly, not indirectly through childhood inattention symptoms - Early precursors predict adolescent N2 directly, not indirectly through childhood inattention symptoms
• Early prosocial behavior predicted later academic achievement more strongly than early academic skills - Early prosocial behavior predicted later academic achievement more strongly than early academic skills
• Early Reading First had positive, statistically significant impacts on children's print and letter knowledge - Early Reading First had positive, statistically significant impacts on children's print and letter knowledge
• Early Reading First improved instructional content and practices in preschool classrooms - Early Reading First improved instructional content and practices in preschool classrooms
• Early reading interventions (Grades K–1) show larger effects than interventions provided in Grades 2–5 - Early reading interventions (Grades K–1) show larger effects than interventions provided in Grades 2–5
• Early reading interventions in grades K–2 increase foundational reading processes with an average effect size of 0.51 - Early reading interventions in grades K–2 increase foundational reading processes with an average effect size of 0.51
• Early realization of a shared object/motive bonds adult course participants into a quasi-community - Early realization of a shared object/motive bonds adult course participants into a quasi-community
• Early reliance is associated with both academic benefit and negative impact, while cognitive reliance is associated with positive impact - Early reliance is associated with both academic benefit and negative impact, while cognitive reliance is associated with positive impact
• Early Risers has potentially positive effects on academic performance, driven by a significant Academic Achievement Composite effect in one of two studies - Early Risers has potentially positive effects on academic performance, driven by a significant Academic Achievement Composite effect in one of two studies
• Early Risers has potentially positive effects on social outcomes, driven by a significant Social Skills Composite effect in one of two studies - Early Risers has potentially positive effects on social outcomes, driven by a significant Social Skills Composite effect in one of two studies
• Early Risers shows no discernible effects on emotional/internal behavior for children at risk of emotional disturbance classification - Early Risers shows no discernible effects on emotional/internal behavior for children at risk of emotional disturbance classification
• Early Risers shows no discernible effects on external behavior for children at risk of emotional disturbance classification - Early Risers shows no discernible effects on external behavior for children at risk of emotional disturbance classification
• Early school entry shows no intellectual advantage when comparison groups are of equal intellectual ability, per Winch's monograph - Early school entry shows no intellectual advantage when comparison groups are of equal intellectual ability, per Winch's monograph
• Early screening benchmark status predicts later performance: most beginning-of-year at-risk students stay at risk, and meeting benchmarks by end of grade 1 is associated with much higher grade 3 MCAS odds - Early screening benchmark status predicts later performance: most beginning-of-year at-risk students stay at risk, and meeting benchmarks by end of grade 1 is associated with much higher grade 3 MCAS
• Early self- and task-related concerns are maintained alongside later impact concerns as adoption of complex technologies advances, modifying the sequential CBAM conception - Early self- and task-related concerns are maintained alongside later impact concerns as adoption of complex technologies advances, modifying the sequential CBAM conception
• Early socioeconomic math performance gaps grow over time, producing substantial differences by fourth grade - Early socioeconomic math performance gaps grow over time, producing substantial differences by fourth grade
• Early starters (<5 min delay) show greater outcome growth while chronic delayers (>13 min) show negative trends relative to regular starters - Early starters (<5 min delay) show greater outcome growth while chronic delayers (>13 min) show negative trends relative to regular starters
• Early studies of the relationship between anxiety and achievement produced mixed and confusing results - Early studies of the relationship between anxiety and achievement produced mixed and confusing results
• Early synthetic phonics teaching that emphasises blending letter sounds showed no evidence of impairing reading of irregular words - Early synthetic phonics teaching that emphasises blending letter sounds showed no evidence of impairing reading of irregular words
• Early training produces neural and physiological adaptations that can be misattributed to innate talent - Early training produces neural and physiological adaptations that can be misattributed to innate talent
• Early trends suggest students of teachers using ASSISTments as the sole math edtech tool may have benefited more than students where it was part of a suite of tools - Early trends suggest students of teachers using ASSISTments as the sole math edtech tool may have benefited more than students where it was part of a suite of tools
• Early warning and proactive support agents are associated with reported retention and grade improvements in institutional deployments - Early warning and proactive support agents are associated with reported retention and grade improvements in institutional deployments
• Early-adopting districts used alternative student growth measures alongside other measures in formal teacher evaluations - Early-adopting districts used alternative student growth measures alongside other measures in formal teacher evaluations
• Early-delivered Level A (classroom-only) and Level B (classroom plus small-group) interventions showed no significant effects on high-risk children's aggression - Early-delivered Level A (classroom-only) and Level B (classroom plus small-group) interventions showed no significant effects on high-risk children's aggression
• Early-exit transitional bilingual programs that provide minimal early-grade English literacy and then transition students to all-English classrooms with no support are inappropriate - Early-exit transitional bilingual programs that provide minimal early-grade English literacy and then transition students to all-English classrooms with no support are inappropriate
• Early-grade retention rose after the policy, and roughly 20 percent of first and second graders who were retained experienced a second retention in third grade - Early-grade retention rose after the policy, and roughly 20 percent of first and second graders who were retained experienced a second retention in third grade
• Early-stage IDC growth shows simplification, linearity, and dogmatism, with focal points shifting from format to content to technology across rounds - Early-stage IDC growth shows simplification, linearity, and dogmatism, with focal points shifting from format to content to technology across rounds
• Early-stage therapist complementarity does not differ by outcome group, and the predicted later-stage advantage for successful dyads was not supported - Early-stage therapist complementarity does not differ by outcome group, and the predicted later-stage advantage for successful dyads was not supported
• Earobics® has positive effects on alphabetics for K–3 beginning readers, based on four WWC-reviewed studies - Earobics® has positive effects on alphabetics for K–3 beginning readers, based on four WWC-reviewed studies
• Earobics® has potentially positive effects on reading fluency, with no statistically significant fluency findings - Earobics® has potentially positive effects on reading fluency, with no statistically significant fluency findings
• Earth and environmental science courses showed lower engagement, academic demand, clarity, and inquiry-based pedagogy than biology, chemistry, and physics - Earth and environmental science courses showed lower engagement, academic demand, clarity, and inquiry-based pedagogy than biology, chemistry, and physics
• Easier items were perceived as better aligned with the curriculum (strong difficulty–alignment association) - Easier items were perceived as better aligned with the curriculum (strong difficulty–alignment association)
• East Asians exhibit less self-enhancement than North Americans, with modesty norms reducing self-enhancement motivation - East Asians exhibit less self-enhancement than North Americans, with modesty norms reducing self-enhancement motivation
• Eastern Kentucky educators and organizations have focused attention on CS and CT education for K-16 students as part of regional revitalization - Eastern Kentucky educators and organizations have focused attention on CS and CT education for K-16 students as part of regional revitalization
• Easy access to AI-generated answers may reduce learners' motivation to engage deeply with material - Easy access to AI-generated answers may reduce learners' motivation to engage deeply with material
• Easy opposites scores correlate with scholastic rank, faculty and graduates outscoring seniors and juniors - Easy opposites scores correlate with scholastic rank, faculty and graduates outscoring seniors and juniors
• Easy tasks showed a floor effect across all participants and were excluded from hypothesis testing - Easy tasks showed a floor effect across all participants and were excluded from hypothesis testing
• Easy, highly specific simulated tasks compress the range of the WD statistic across learner types, while well-designed tasks widen it - Easy, highly specific simulated tasks compress the range of the WD statistic across learner types, while well-designed tasks widen it
• EBT practice enactment is positively associated with residualized course grades (r = 0.316). - EBT practice enactment is positively associated with residualized course grades (r = 0.316).
• EBT practice enactment is positively associated with residualized student learning on the BASIC assessment (r = 0.315). - EBT practice enactment is positively associated with residualized student learning on the BASIC assessment (r = 0.315).
• EC factor loadings on executive tasks strengthen and stabilize across the preschool period - EC factor loadings on executive tasks strengthen and stabilize across the preschool period
• ECE programs are on average more racially segregated than elementary and high schools - ECE programs are on average more racially segregated than elementary and high schools
• EchoPrompt maintains cross-proxy robustness, averaging 87.06% AUROC across seven proxy models and outperforming DNA-DetectLLM by 2.70% AUROC on average - EchoPrompt maintains cross-proxy robustness, averaging 87.06% AUROC across seven proxy models and outperforming DNA-DetectLLM by 2.70% AUROC on average
• EchoPrompt remains robust across attack settings, obtaining the best AUROC and Best-F1 in four out of five attack groups and improving over IRM by 0.24% AUROC on average - EchoPrompt remains robust across attack settings, obtaining the best AUROC and Best-F1 in four out of five attack groups and improving over IRM by 0.24% AUROC on average
• EchoPrompt's AUROC rises with text length, from an average of 75.8% in the shortest 1-40 word bin to 98.9% in the 321-360 bin on DetectRL Length - EchoPrompt's AUROC rises with text length, from an average of 75.8% in the shortest 1-40 word bin to 98.9% in the 321-360 bin on DetectRL Length
• ECL ratings also follow the complexity sequence, rising in the increasing condition and falling in the decreasing condition, though ECL was not manipulated - ECL ratings also follow the complexity sequence, rising in the increasing condition and falling in the decreasing condition, though ECL was not manipulated
• Eco-anxiety is positively associated with symptoms of depression and anxiety, per a review of 35 studies - Eco-anxiety is positively associated with symptoms of depression and anxiety, per a review of 35 studies
• Eco-mode selection in an LLM interface declines sharply as response latency increases, dropping from about 45% of interactions in eco mode 1 to below 5% in eco mode 5 - Eco-mode selection in an LLM interface declines sharply as response latency increases, dropping from about 45% of interactions in eco mode 1 to below 5% in eco mode 5
• Ecological factors and mathematics motivation explain significant variance in student- and school-level numeracy achievement - Ecological factors and mathematics motivation explain significant variance in student- and school-level numeracy achievement
• Economic and social needs outside of school are statistically significantly associated with the context of schools' English Learner programs - Economic and social needs outside of school are statistically significantly associated with the context of schools' English Learner programs
• Economic, educational, and geopolitical inequalities structure differential access to AI capabilities, reproducing an epistemic hierarchy - Economic, educational, and geopolitical inequalities structure differential access to AI capabilities, reproducing an epistemic hierarchy
• Economically disadvantaged, English learner, special education, Black, and Hispanic students were more likely than peers to be ever below benchmark - Economically disadvantaged, English learner, special education, Black, and Hispanic students were more likely than peers to be ever below benchmark
• Ecree likely improved the quality of students' writing, especially for students with less advanced writing skills at the start of the school year - Ecree likely improved the quality of students' writing, especially for students with less advanced writing skills at the start of the school year
• Edge weights between CKC–regulation codes differ significantly between the tasks only for the share/compare and disagree phases - Edge weights between CKC–regulation codes differ significantly between the tasks only for the share/compare and disagree phases
• Edited voice prompts did not significantly differ from text prompts in first-attempt success - Edited voice prompts did not significantly differ from text prompts in first-attempt success
• Editing and proofreading was the most prevalent category of GenAI use among PGR students, reported by over half of participants - Editing and proofreading was the most prevalent category of GenAI use among PGR students, reported by over half of participants
• Editing questions according to a hypothesis shifts measured difficulty in the expected direction - Editing questions according to a hypothesis shifts measured difficulty in the expected direction
• Editing the pit reward produces two behaviorally identical but diagnostically opposite failure modes, separated by a threshold at 7.774 - Editing the pit reward produces two behaviorally identical but diagnostically opposite failure modes, separated by a threshold at 7.774
• Editorial reports that meta-level talk about group process, but not about individual actions, is associated with superior group outcomes - Editorial reports that meta-level talk about group process, but not about individual actions, is associated with superior group outcomes
• Editorial reports that optimizing a collaborative learning design after reflecting on misalignment significantly improved design-enactment alignment and improved group performance - Editorial reports that optimizing a collaborative learning design after reflecting on misalignment significantly improved design-enactment alignment and improved group performance
• Editors observe GenAI has improved surface correctness of manuscripts and increased submissions, but this does not lead to better research quality - Editors observe GenAI has improved surface correctness of manuscripts and increased submissions, but this does not lead to better research quality
• EDPR's time to first decision decreased from 50 days in 2006 to 25 days in 2013 - EDPR's time to first decision decreased from 50 days in 2006 to 25 days in 2013
• Edpuzzle Original math videos raise grades 3–5 mathematics achievement on the CAASPP (effect size +0.09) - Edpuzzle Original math videos raise grades 3–5 mathematics achievement on the CAASPP (effect size +0.09)
• Edpuzzle Original math videos raise Renaissance Star Math scores and fall-to-spring growth (effect size +0.11) - Edpuzzle Original math videos raise Renaissance Star Math scores and fall-to-spring growth (effect size +0.11)
• Edpuzzle qualifies for a Promising evidence rating based on one school-level randomized study - Edpuzzle qualifies for a Promising evidence rating based on one school-level randomized study
• Edtech coaches frequently helped teachers use video conferencing tools, LMS platforms, and asynchronous instruction during closures - Edtech coaches frequently helped teachers use video conferencing tools, LMS platforms, and asynchronous instruction during closures
• Edtech coaches significantly supported administrators by providing teacher PD and implementing LMS tools during closures - Edtech coaches significantly supported administrators by providing teacher PD and implementing LMS tools during closures
• Edtech coaches supported families with IT tasks, platform training, and home learning environment guidance during closures - Edtech coaches supported families with IT tasks, platform training, and home learning environment guidance during closures
• Edtech designers rarely make explicit design for multilingual learners central, favoring general universal design - Edtech designers rarely make explicit design for multilingual learners central, favoring general universal design
• EdTech messaging about AI over-emphasizes individual, cognitive learning while curricular frameworks emphasize social, contextual learning - EdTech messaging about AI over-emphasizes individual, cognitive learning while curricular frameworks emphasize social, contextual learning
• EdTech organizations delegate privacy responsibility to cloud providers, policy documents, and downstream institutions, diffusing accountability - EdTech organizations delegate privacy responsibility to cloud providers, policy documents, and downstream institutions, diffusing accountability
• EdTech organizations recognize privacy as important but consistently defer it across the product lifecycle - EdTech organizations recognize privacy as important but consistently defer it across the product lifecycle
• Edtech tool access per district grew more than 350% between 2019 and 2025, yet most tools are unused or used at low intensity - Edtech tool access per district grew more than 350% between 2019 and 2025, yet most tools are unused or used at low intensity
• Edu-QuRater rewards alone raise pedagogical-quality win rate (77.70%) but fall below parity on instruction following (40.54%), consistent with over-optimizing a proxy reward - Edu-QuRater rewards alone raise pedagogical-quality win rate (77.70%) but fall below parity on instruction following (40.54%), consistent with over-optimizing a proxy reward
• Edu-QuRaters recover held-out GPT-4.1-mini pairwise educational preferences from single-text scores, with mean accuracy rising from 0.895 (Sheared-LLaMA-1.3B) to 0.917 (Gemma-3-4B-PT) - Edu-QuRaters recover held-out GPT-4.1-mini pairwise educational preferences from single-text scores, with mean accuracy rising from 0.895 (Sheared-LLaMA-1.3B) to 0.917 (Gemma-3-4B-PT)
• EduBehaviors achieves 0.673 macro-F1 and 0.688 Cohen's kappa on Teacher TalkMoves, generally improving over direct LLM prompting - EduBehaviors achieves 0.673 macro-F1 and 0.688 Cohen's kappa on Teacher TalkMoves, generally improving over direct LLM prompting
• EduBehaviors underperforms the fine-tuned RoBERTa encoder trained on expert-labeled TalkMoves data - EduBehaviors underperforms the fine-tuned RoBERTa encoder trained on expert-labeled TalkMoves data
• EducaSim's LLM-based speaker oracle distinguishes it from prior simulation tools on multi-agent interaction - EducaSim's LLM-based speaker oracle distinguishes it from prior simulation tools on multi-agent interaction
• Educating a student with disabilities costs approximately twice as much, on average, as educating a student without a disability - Educating a student with disabilities costs approximately twice as much, on average, as educating a student without a disability
• Education and age of English acquisition moderated classifier accuracy by definition type in the main test data - Education and age of English acquisition moderated classifier accuracy by definition type in the main test data
• Education appears unable to remedy severely defective sensory mechanisms such as color-blindness or tonal deafness - Education appears unable to remedy severely defective sensory mechanisms such as color-blindness or tonal deafness
• Education context moderates need–motivation links: amotivation is more strongly negatively related to autonomy and relatedness in classroom than physical education samples - Education context moderates need–motivation links: amotivation is more strongly negatively related to autonomy and relatedness in classroom than physical education samples
• Education data can easily leave educators and policymakers unmoved or drown them in extraneous information rather than driving decisions - Education data can easily leave educators and policymakers unmoved or drown them in extraneous information rather than driving decisions
• Education leaders believe continuous improvement, when done well, can unearth issues of equity and reveal root causes of inequities in education systems - Education leaders believe continuous improvement, when done well, can unearth issues of equity and reveal root causes of inequities in education systems
• Education leaders had little data on the impacts of school closures on learning at the time of the COVID-19 spring 2020 closures - Education leaders had little data on the impacts of school closures on learning at the time of the COVID-19 spring 2020 closures
• Education level shows differential associations with perceived benefits, with master's students perceiving higher psychological support and leisure benefits than doctoral students - Education level shows differential associations with perceived benefits, with master's students perceiving higher psychological support and leisure benefits than doctoral students
• Education problems resemble problems in many social settings: they lack clear definitions, have many potential causes, lack simple solutions, and defy straightforward measurement - Education problems resemble problems in many social settings: they lack clear definitions, have many potential causes, lack simple solutions, and defy straightforward measurement
• Education researchers have not isolated cost-effective, reliable predictors of teacher performance, motivating exam-based certification - Education researchers have not isolated cost-effective, reliable predictors of teacher performance, motivating exam-based certification
• Education-focused parenting self-efficacy correlates more strongly with home-school partnership outcomes than general parenting self-efficacy - Education-focused parenting self-efficacy correlates more strongly with home-school partnership outcomes than general parenting self-efficacy
• Education-oriented instruction tuning consistently improves curriculum grounding, K-12 problem solving, and pedagogical tutoring at every evaluated model scale - Education-oriented instruction tuning consistently improves curriculum grounding, K-12 problem solving, and pedagogical tutoring at every evaluated model scale
• Education-oriented tuning improves authentic K-12 problem solving, with OmniEdu-27B's MDK12-Bench open-question correctness rising from 62.08% to 78.77% - Education-oriented tuning improves authentic K-12 problem solving, with OmniEdu-27B's MDK12-Bench open-question correctness rising from 62.08% to 78.77%
• Education-oriented tuning produces the largest gains in scaffolded instruction and use of longitudinal student evidence, with LongTutor Evidence averages rising sharply at all scales - Education-oriented tuning produces the largest gains in scaffolded instruction and use of longitudinal student evidence, with LongTutor Evidence averages rising sharply at all scales
• Educational and social activity group interventions targeting specific groups can alleviate social isolation and loneliness among older people - Educational and social activity group interventions targeting specific groups can alleviate social isolation and loneliness among older people
• Educational background relates only to the personal-experiences dimension of AI perception, with master's degree holders scoring higher than bachelor's degree holders - Educational background relates only to the personal-experiences dimension of AI perception, with master's degree holders scoring higher than bachelor's degree holders
• Educational certificates are the most important tracking feature shaping students' self-beliefs and school disengagement at the end of schooling - Educational certificates are the most important tracking feature shaping students' self-beliefs and school disengagement at the end of schooling
• Educational ChatGPT exposure shows no statistically significant effect on aggregate US high school test scores, with effects bounded below about 0.04 standard deviations - Educational ChatGPT exposure shows no statistically significant effect on aggregate US high school test scores, with effects bounded below about 0.04 standard deviations
• Educational cross-sectional studies link stronger AI reliance or dependence scores with lower academic self-efficacy, higher academic stress, and stronger performance expectations - Educational cross-sectional studies link stronger AI reliance or dependence scores with lower academic self-efficacy, higher academic stress, and stronger performance expectations
• Educational designs bridging school and professional communities were developed based on skill development rather than research processes, content, or results - Educational designs bridging school and professional communities were developed based on skill development rather than research processes, content, or results
• Educational domain, cultural orientation, age, gender, and socioeconomic status are candidate moderators of model effects - Educational domain, cultural orientation, age, gender, and socioeconomic status are candidate moderators of model effects
• Educational expectations significantly mediate the association between psychological distress and grades, grade repetition, and expulsions among Black adolescents - Educational expectations significantly mediate the association between psychological distress and grades, grade repetition, and expulsions among Black adolescents
• Educational factors supportive of adolescent creativity include balancing freedom with guidance, openness to student ideas, trust, and varied learning resources - Educational factors supportive of adolescent creativity include balancing freedom with guidance, openness to student ideas, trust, and varied learning resources
• Educational game adoption is hindered along socio-cultural, educational, and technological dimensions, including social rejection, limited accessibility to games and technology, and high development costs. - Educational game adoption is hindered along socio-cultural, educational, and technological dimensions, including social rejection, limited accessibility to games and technology, and high development c
• Educational HRV research is concentrated on stress and on undergraduate, largely health-science, participants - Educational HRV research is concentrated on stress and on undergraduate, largely health-science, participants
• Educational level does not significantly moderate Gen-AI's effect on HOT, though K-12 subgroups show a larger effect (ES = 0.857) than post-secondary (ES = 0.539) - Educational level does not significantly moderate Gen-AI's effect on HOT, though K-12 subgroups show a larger effect (ES = 0.857) than post-secondary (ES = 0.539)
• Educational level moderates the mastery-approach–dishonesty association, with no correlation in elementary samples - Educational level moderates the mastery-approach–dishonesty association, with no correlation in elementary samples
• Educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition were not significant moderators of robotics effects - Educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition were not significant moderators of robotics effects
• Educational level, methodological quality, and competitiveness of design do not significantly moderate gamification's effect on mathematics motivation - Educational level, methodological quality, and competitiveness of design do not significantly moderate gamification's effect on mathematics motivation
• Educational ontologies are rarely used in practical e-learning platforms, mainly due to cost, complexity, integration, performance, and scalability problems, which ontology reuse can partially overcome - Educational ontologies are rarely used in practical e-learning platforms, mainly due to cost, complexity, integration, performance, and scalability problems, which ontology reuse can partially overcom
• Educational opportunity and achievement gaps impose large societal costs, including an estimated $156 billion loss in tax revenues and income per yearly cohort of nongraduates - Educational opportunity and achievement gaps impose large societal costs, including an estimated $156 billion loss in tax revenues and income per yearly cohort of nongraduates
• Educational outreach (for prescribing) and reminders are promising approaches to changing professional behavior - Educational outreach (for prescribing) and reminders are promising approaches to changing professional behavior
• Educational processes fully mediate the effects of structural family characteristics and parental beliefs and interests on children's social–emotional competence - Educational processes fully mediate the effects of structural family characteristics and parental beliefs and interests on children's social–emotional competence
• Educational psychology has long neglected marginalized learners and remains complicit in imposing normative standards and social stratification - Educational psychology has long neglected marginalized learners and remains complicit in imposing normative standards and social stratification
• Educational Psychology Review became a respected overview journal that invigorated educational psychology with new ideas within a research-based context during its first 20 years. - Educational Psychology Review became a respected overview journal that invigorated educational psychology with new ideas within a research-based context during its first 20 years.
• Educational reform's progress depends on teachers' individual and collective capacity and its link with school-wide capacity for promoting pupils' learning - Educational reform's progress depends on teachers' individual and collective capacity and its link with school-wide capacity for promoting pupils' learning
• Educational rhetoric on the home/school relation and parent involvement spans a century - Educational rhetoric on the home/school relation and parent involvement spans a century
• Educational robotics has a moderate effect on students' STEM learning attitudes - Educational robotics has a moderate effect on students' STEM learning attitudes
• Educational robotics has a moderate positive overall effect on K-16 students' STEM learning compared to non-robotics instruction - Educational robotics has a moderate positive overall effect on K-16 students' STEM learning compared to non-robotics instruction
• Educational robotics has a moderate-to-large effect on students' STEM learning performance - Educational robotics has a moderate-to-large effect on students' STEM learning performance
• Educational robotics shows no significant effect on students' computational thinking in STEM education - Educational robotics shows no significant effect on students' computational thinking in STEM education
• Educational safety performance varies widely across LLMs, with GPT-5.6-Luna the safest and Qwen3-8B among the weakest under educational adversarial probing - Educational safety performance varies widely across LLMs, with GPT-5.6-Luna the safest and Qwen3-8B among the weakest under educational adversarial probing
• Educational smart contracts execute in 21–49 ms with certification the costliest and the only human-approved contract - Educational smart contracts execute in 21–49 ms with certification the costliest and the only human-approved contract
• Educational stage significantly moderates the digital reading-comprehension association: negative at primary and middle school, positive at high school and university - Educational stage significantly moderates the digital reading-comprehension association: negative at primary and middle school, positive at high school and university
• Educational technology interventions show positive effects on constrained literacy skills in elementary school - Educational technology interventions show positive effects on constrained literacy skills in elementary school
• Educational technology interventions show positive effects on reading comprehension in elementary school - Educational technology interventions show positive effects on reading comprehension in elementary school
• Educational technology interventions show positive effects on unconstrained literacy skills in elementary school - Educational technology interventions show positive effects on unconstrained literacy skills in elementary school
• Educational technology interventions show positive effects on writing proficiency in elementary school - Educational technology interventions show positive effects on writing proficiency in elementary school
• Educational YouTube videos about ChatGPT fall into three structurally distinct discourse groups: learning-oriented scaffolding (G1), skill-building retrieval practice (G2), and output/productivity orientation (G3) - Educational YouTube videos about ChatGPT fall into three structurally distinct discourse groups: learning-oriented scaffolding (G1), skill-building retrieval practice (G2), and output/productivity ori
• Educator agreement with positive TPE statements rose from the 2013 to the 2014 survey, with the strongest increases on SLO support items - Educator agreement with positive TPE statements rose from the 2013 to the 2014 survey, with the strongest increases on SLO support items
• Educator AI training and readiness remain limited, with only about half of teachers trained on AI and resistance increasing at higher grade levels - Educator AI training and readiness remain limited, with only about half of teachers trained on AI and resistance increasing at higher grade levels
• Educator evaluation systems combine student growth measures with other performance measures such as classroom observation scores to identify highest- and lowest-performing teachers - Educator evaluation systems combine student growth measures with other performance measures such as classroom observation scores to identify highest- and lowest-performing teachers
• Educator grantees in the District-Charter Collaboration Grants cited collaborative work on classroom observation, operations alignment, and curriculum development as particularly helpful to their professional development - Educator grantees in the District-Charter Collaboration Grants cited collaborative work on classroom observation, operations alignment, and curriculum development as particularly helpful to their prof
• Educator inspection found most large clusters' main transformations suitable for feedback, though many required sub-transformations for targeted feedback - Educator inspection found most large clusters' main transformations suitable for feedback, though many required sub-transformations for targeted feedback
• Educator involvement in choosing a pilot tool is associated with higher engagement and implementation fidelity, while lack of autonomy contributed to low usage and negative feelings - Educator involvement in choosing a pilot tool is associated with higher engagement and implementation fidelity, while lack of autonomy contributed to low usage and negative feelings
• Educator open-ended responses yield four themes: ChatGPT dominance, need for methodological guidance, ethical concerns, and infrastructure barriers - Educator open-ended responses yield four themes: ChatGPT dominance, need for methodological guidance, ethical concerns, and infrastructure barriers
• Educator perceptions of TPE become more positive with each year of implementation - Educator perceptions of TPE become more positive with each year of implementation
• Educator review of LLM-generated lesson material addressed seven criteria derived from generation records and caught a self-contradictory worked example before delivery - Educator review of LLM-generated lesson material addressed seven criteria derived from generation records and caught a self-contradictory worked example before delivery
• Educator social-emotional competency and wellbeing contribute to warm student-teacher relationships and to trusted adults who model stress management for students - Educator social-emotional competency and wellbeing contribute to warm student-teacher relationships and to trusted adults who model stress management for students
• Educator- and institutional-level challenges include curricular misalignment, need for teacher mediation, unequal access, privacy concerns, academic integrity risks, and algorithmic bias - Educator- and institutional-level challenges include curricular misalignment, need for teacher mediation, unequal access, privacy concerns, academic integrity risks, and algorithmic bias
• Educator-focused digital literacy frameworks prioritize pedagogy, empowering learners, and curriculum and assessment, with more evenly distributed categories - Educator-focused digital literacy frameworks prioritize pedagogy, empowering learners, and curriculum and assessment, with more evenly distributed categories
• Educator-led peer professional development reinforced educators' own understanding and connected LVN to existing practice - Educator-led peer professional development reinforced educators' own understanding and connected LVN to existing practice
• Educators and evaluators faced open questions about how to measure student performance after COVID disruptions - Educators and evaluators faced open questions about how to measure student performance after COVID disruptions
• Educators benefit from AI chatbots through time-saving administrative assistance and improved pedagogy - Educators benefit from AI chatbots through time-saving administrative assistance and improved pedagogy
• Educators broadly view AI-generated text customization to student interests and reading levels as a desirable opportunity, particularly for ELs - Educators broadly view AI-generated text customization to student interests and reading levels as a desirable opportunity, particularly for ELs
• Educators can more effectively engage with researchers to advance practice by using the What Works Clearinghouse and other sources of research findings as a base - Educators can more effectively engage with researchers to advance practice by using the What Works Clearinghouse and other sources of research findings as a base
• Educators cautiously support AI for culturally responsive content generation while fearing cultural biases and stereotypes in AI output - Educators cautiously support AI for culturally responsive content generation while fearing cultural biases and stereotypes in AI output
• Educators did not perceive the iterative CTML review process as slowing them down, rating production efficiency at 4.26/5 - Educators did not perceive the iterative CTML review process as slowing them down, rating production efficiency at 4.26/5
• Educators during the pandemic may experience secondary traumatic stress, compassion fatigue, and community trauma alongside their own individual trauma - Educators during the pandemic may experience secondary traumatic stress, compassion fatigue, and community trauma alongside their own individual trauma
• Educators identify a risk of pedagogical mismatch when generated animations fail to preserve key constraints of the target concept - Educators identify a risk of pedagogical mismatch when generated animations fail to preserve key constraints of the target concept
• Educators identify real-time translation, dialect handling, and speech recognition as potentially transformative for multilingual learners and students with disabilities, but current speech tools fail on accents and dialects - Educators identify real-time translation, dialect handling, and speech recognition as potentially transformative for multilingual learners and students with disabilities, but current speech tools fail
• Educators in 2023-24 listening sessions repeatedly identified Criterion 4 as a barrier to reclassification that many English-only students could not meet - Educators in 2023-24 listening sessions repeatedly identified Criterion 4 as a barrier to reclassification that many English-only students could not meet
• Educators in a UDL Math and Design Thinking professional development attributed shifts in their beliefs and practices to empathy, both as a value and as a practice of empathy interviews - Educators in a UDL Math and Design Thinking professional development attributed shifts in their beliefs and practices to empathy, both as a value and as a practice of empathy interviews
• Educators in schools offering pay-for-performance bonuses tended to be less satisfied than those in schools without bonuses - Educators in schools offering pay-for-performance bonuses tended to be less satisfied than those in schools without bonuses
• Educators moved from awareness to interest in integrating the studio's technology into their coursework - Educators moved from awareness to interest in integrating the studio's technology into their coursework
• Educators need a shift in adult mindsets—from evaluative/accountability data use toward improvement-oriented use—for student experience data to improve practice - Educators need a shift in adult mindsets—from evaluative/accountability data use toward improvement-oriented use—for student experience data to improve practice
• Educators perceived FH2T as strongly connected to Common Core Standards for Mathematical Content and uniquely integrating the Standards for Mathematical Practice - Educators perceived FH2T as strongly connected to Common Core Standards for Mathematical Content and uniquely integrating the Standards for Mathematical Practice
• Educators perceived FH2T positioned students as doers of mathematics with agency and mathematical decision making in a safe practice environment - Educators perceived FH2T positioned students as doers of mathematics with agency and mathematical decision making in a safe practice environment
• Educators rarely facilitated connections between playlist activities or to students' lives; introductions focused on instructions and logistics, and debriefings were often unstructured reviews of the activity - Educators rarely facilitated connections between playlist activities or to students' lives; introductions focused on instructions and logistics, and debriefings were often unstructured reviews of the
• Educators rate student data privacy as very or extremely important, but K-12 educators largely remain unaware of the privacy measures DLP research takes - Educators rate student data privacy as very or extremely important, but K-12 educators largely remain unaware of the privacy measures DLP research takes
• Educators redefined AI's educational role from answer provider to learning partner and tutor supporting conceptual understanding - Educators redefined AI's educational role from answer provider to learning partner and tutor supporting conceptual understanding
• Educators report a certainty–proof gap: high confidence that student work is AI-generated without ability to prove it - Educators report a certainty–proof gap: high confidence that student work is AI-generated without ability to prove it
• Educators report affective costs of AI-related grading, including derealisation, exhaustion, and burnout - Educators report affective costs of AI-related grading, including derealisation, exhaustion, and burnout
• Educators report ASR features can be inaccurate for learners' diverse accents, dialects, and speech patterns - Educators report ASR features can be inaccurate for learners' diverse accents, dialects, and speech patterns
• Educators report insufficient SLO training and scarce SLO quality rating rubrics as key implementation challenges - Educators report insufficient SLO training and scarce SLO quality rating rubrics as key implementation challenges
• Educators report needing training, resources, and institutional support to introduce educational change - Educators report needing training, resources, and institutional support to introduce educational change
• Educators report that district and school support for TPE is more helpful than state support - Educators report that district and school support for TPE is more helpful than state support
• Educators reported increased confidence across all four pillars of the whole-child model after LVN use - Educators reported increased confidence across all four pillars of the whole-child model after LVN use
• Educators reported large increases in comfort leveraging their knowledge of the topics to share with peer educators - Educators reported large increases in comfort leveraging their knowledge of the topics to share with peer educators
• Educators reported that LVN-selected strategies supported student engagement, content knowledge, confidence, and collaboration - Educators reported that LVN-selected strategies supported student engagement, content knowledge, confidence, and collaboration
• Educators reported the LVN strategy bank improved their understanding, use, and identification of strategies - Educators reported the LVN strategy bank improved their understanding, use, and identification of strategies
• Educators reported the promotion policy increased parental concern about student progress - Educators reported the promotion policy increased parental concern about student progress
• Educators run more proctored AI-free assessments conditionally on compromised outcomes, and reject AI detectors based on classroom experience of false positives - Educators run more proctored AI-free assessments conditionally on compromised outcomes, and reject AI detectors based on classroom experience of false positives
• Educators see AI as having potential to increase capacity for high-quality formative assessment, which is an operational challenge at scale - Educators see AI as having potential to increase capacity for high-quality formative assessment, which is an operational challenge at scale
• Educators sorted 11 talents into the proposed FRTF clusters significantly above chance, from 94.8% (self-assessment) to 44.8% (critical thinking) - Educators sorted 11 talents into the proposed FRTF clusters significantly above chance, from 94.8% (self-assessment) to 44.8% (critical thinking)
• Educators struggled to reliably differentiate student-written from GenAI-generated reflections - Educators struggled to reliably differentiate student-written from GenAI-generated reflections
• Educators support educating the whole child but report barriers and call for more support - Educators support educating the whole child but report barriers and call for more support
• Educators sustained the student voice and leadership tenet by incorporating student input and co-leadership into their ongoing roles - Educators sustained the student voice and leadership tenet by incorporating student input and co-leadership into their ongoing roles
• Educators use AI tools mainly for personalized learning and language support and frequently use generative AI for lesson planning - Educators use AI tools mainly for personalized learning and language support and frequently use generative AI for lesson planning
• Educators used FH2T's teacher console insights to modify instruction, and recommended the console share students' mathematical capabilities and content-area difficulties - Educators used FH2T's teacher console insights to modify instruction, and recommended the console share students' mathematical capabilities and content-area difficulties
• Educators view ANVIL as a creative collaborator requiring instructor control and editability, not an autonomous content creator - Educators view ANVIL as a creative collaborator requiring instructor control and editability, not an autonomous content creator
• Educators want AI systems grounded in their district's specific values, curricula, and student populations rather than generic tools - Educators want AI systems grounded in their district's specific values, curricula, and student populations rather than generic tools
• Educators were largely receptive to evaluation and compensation strategies, with 65 to 84 percent satisfied with feedback and pay-for-performance improving some job satisfaction - Educators were largely receptive to evaluation and compensation strategies, with 65 to 84 percent satisfied with feedback and pay-for-performance improving some job satisfaction
• Educators who implemented FH2T through partner or group work perceived it promoted peer collaboration and mathematical discussion - Educators who implemented FH2T through partner or group work perceived it promoted peer collaboration and mathematical discussion
• Educators who participated in TPE-related training agree more with positive statements about TPE than those without training or information - Educators who participated in TPE-related training agree more with positive statements about TPE than those without training or information
• Educators' adaptations of the modified Hero Elementary resources, including accommodations and modifications, provided students with greater access to the virtual learning content - Educators' adaptations of the modified Hero Elementary resources, including accommodations and modifications, provided students with greater access to the virtual learning content
• Educators' efforts to support SEL are hampered by a lack of available, unbiased measures of related competencies - Educators' efforts to support SEL are hampered by a lack of available, unbiased measures of related competencies
• Educators' interpretations of students' AI use evolved from perceived AI stigma toward emphasizing AI usage transparency and explicit AI guidance - Educators' interpretations of students' AI use evolved from perceived AI stigma toward emphasizing AI usage transparency and explicit AI guidance
• Educators' knowledge of students' family and community contexts, including shared language and cultural background, helped schools reach and be reached by families - Educators' knowledge of students' family and community contexts, including shared language and cultural background, helped schools reach and be reached by families
• Educators' positive perceptions of Maryland's TPE system increased year by year from 2013 to 2016 on every measure tracked - Educators' positive perceptions of Maryland's TPE system increased year by year from 2013 to 2016 on every measure tracked
• Educators' understanding of the TIF program improved in year two, but more than one-third of teachers still did not know they were eligible for a bonus and underestimated bonus size - Educators' understanding of the TIF program improved in year two, but more than one-third of teachers still did not know they were eligible for a bonus and underestimated bonus size
• Educators' understanding of UDL shifted from a static framework to a dynamic way of thinking emphasizing moment-to-moment responsiveness to students' access needs - Educators' understanding of UDL shifted from a static framework to a dynamic way of thinking emphasizing moment-to-moment responsiveness to students' access needs
• Educators' use of AI in PBL is accompanied by persistent ethical concerns about data privacy, algorithmic bias, and educator autonomy - Educators' use of AI in PBL is accompanied by persistent ethical concerns about data privacy, algorithmic bias, and educator autonomy
• Edwards' textbook's thesis is that all learning is habit formation, and that learning should be of permanent value with generalized as well as specific improvement sought - Edwards' textbook's thesis is that all learning is habit formation, and that learning should be of permanent value with generalized as well as specific improvement sought
• EF and ToM each show substantial longitudinal stability from 3 to 5 years - EF and ToM each show substantial longitudinal stability from 3 to 5 years
• EF explains substantial achievement variance (about 20–60% in school children) while SRL shows positive but low-effect-size relations to achievement - EF explains substantial achievement variance (about 20–60% in school children) while SRL shows positive but low-effect-size relations to achievement
• EF longitudinally predicts later SRL in children, supporting the notion that EF predicts SRL but not vice versa - EF longitudinally predicts later SRL in children, supporting the notion that EF predicts SRL but not vice versa
• EF measures jointly account for 43% of math variance, with inhibition (Tap Test) a significant unique predictor but cognitive flexibility (FIST) not significant in any model - EF measures jointly account for 43% of math variance, with inhibition (Tap Test) a significant unique predictor but cognitive flexibility (FIST) not significant in any model
• EF training demands must keep increasing as children improve, or few gains will be seen - EF training demands must keep increasing as children improve, or few gains will be seen
• Effect size heterogeneity in self-management interventions may be explained by grade level, disability status, and general versus special education setting - Effect size heterogeneity in self-management interventions may be explained by grade level, disability status, and general versus special education setting
• Effect size measures may be perceived by teachers as telling little about the changes of real students - Effect size measures may be perceived by teachers as telling little about the changes of real students
• Effect sizes across classroom management studies are homogeneous, with no significant moderator variability - Effect sizes across classroom management studies are homogeneous, with no significant moderator variability
• Effect sizes across drawing-support studies show significant heterogeneity for both comprehension and transfer outcomes - Effect sizes across drawing-support studies show significant heterogeneity for both comprehension and transfer outcomes
• Effect sizes across included studies show high heterogeneity (all I² above 75%) - Effect sizes across included studies show high heterogeneity (all I² above 75%)
• Effect sizes across shared text reading studies show substantial true heterogeneity (I2 = 80.09) - Effect sizes across shared text reading studies show substantial true heterogeneity (I2 = 80.09)
• Effect sizes across studies show substantial heterogeneity, with wide prediction intervals spanning large negative to large positive true effects - Effect sizes across studies show substantial heterogeneity, with wide prediction intervals spanning large negative to large positive true effects
• Effect sizes are higher against education-as-usual controls and lower against reading-treatment control conditions - Effect sizes are higher against education-as-usual controls and lower against reading-treatment control conditions
• Effect sizes are highest in medium-sized classes (50–99 students), with class-size differences only marginally significant - Effect sizes are highest in medium-sized classes (50–99 students), with class-size differences only marginally significant
• Effect sizes based on mathematics tests are significantly larger than effect sizes based on reading tests in targeted secondary interventions - Effect sizes based on mathematics tests are significantly larger than effect sizes based on reading tests in targeted secondary interventions
• Effect sizes for gender differences in L2 achievement are highly heterogeneous across studies (I² = 89.82%) - Effect sizes for gender differences in L2 achievement are highly heterogeneous across studies (I² = 89.82%)
• Effect sizes linking growth mind-set to achievement are highly heterogeneous and often nonsignificant - Effect sizes linking growth mind-set to achievement are highly heterogeneous and often nonsignificant
• Effect sizes linking reading components to comprehension are highly heterogeneous across studies, partly explained by age, country, and comprehension test used. - Effect sizes linking reading components to comprehension are highly heterogeneous across studies, partly explained by age, country, and comprehension test used.
• Effect sizes of biology conceptual change interventions were strongly influenced by sample size and publication bias - Effect sizes of biology conceptual change interventions were strongly influenced by sample size and publication bias
• Effect sizes of educational technology literacy interventions differ dramatically across literacy outcomes - Effect sizes of educational technology literacy interventions differ dramatically across literacy outcomes
• Effect sizes of Pre-K Mathematics decreased over time as the intervention moved through successive scale-up phases - Effect sizes of Pre-K Mathematics decreased over time as the intervention moved through successive scale-up phases
• Effect sizes vary widely between studies and especially between comparisons within studies - Effect sizes vary widely between studies and especially between comparisons within studies
• Effect sizes were larger in studies where online and face-to-face conditions differed in curriculum materials and instructional approach (+0.42) than where curriculum and instruction were nearly identical (+0.20; Q = 5.40, p < .05). - Effect sizes were larger in studies where online and face-to-face conditions differed in curriculum materials and instructional approach (+0.42) than where curriculum and instruction were nearly ident
• Effect sizes were not moderated by publication year, age, or percentage of females, but were related to study quality; publication-bias tests gave mixed signals - Effect sizes were not moderated by publication year, age, or percentage of females, but were related to study quality; publication-bias tests gave mixed signals
• Effect-size heterogeneity across Covid-19 studies is essentially total (I2 = 100%), justifying a random-effects model - Effect-size heterogeneity across Covid-19 studies is essentially total (I2 = 100%), justifying a random-effects model
• Effective AI help-seeking is itself a skill unevenly distributed among students, and access to an assistant is not equivalent to effective help-seeking - Effective AI help-seeking is itself a skill unevenly distributed among students, and access to an assistant is not equivalent to effective help-seeking
• Effective AI use in nursing education depends on prompting skills, which participants identify as critical for obtaining accurate and reliable outputs - Effective AI use in nursing education depends on prompting skills, which participants identify as critical for obtaining accurate and reliable outputs
• Effective AI use increases AI over-reliance, which negatively affects sustainable learning performance - Effective AI use increases AI over-reliance, which negatively affects sustainable learning performance
• Effective AI use positively influences sustainable learning performance - Effective AI use positively influences sustainable learning performance
• Effective and ineffective cooperative learning teams differ significantly only in socially oriented engagement, with ineffective teams showing lower socially oriented engagement - Effective and ineffective cooperative learning teams differ significantly only in socially oriented engagement, with ineffective teams showing lower socially oriented engagement
• Effective collaborative learning in discussion forums requires relatively small group sizes - Effective collaborative learning in discussion forums requires relatively small group sizes
• Effective implementation of formative assessment is hindered by its complexity, summative-assessment pressure, and teachers' negative early experiences - Effective implementation of formative assessment is hindered by its complexity, summative-assessment pressure, and teachers' negative early experiences
• Effective instruction requires both focus support and reward: high focus support with low reward, or reward without focus support, yields poor learning - Effective instruction requires both focus support and reward: high focus support with low reward, or reward without focus support, yields poor learning
• Effective intervention timing in AI-based instruction does not always mean immediate response; the interval between student difficulty and teacher intervention can allow independent problem solving - Effective intervention timing in AI-based instruction does not always mean immediate response; the interval between student difficulty and teacher intervention can allow independent problem solving
• Effective leadership plays a pivotal role in guiding digital transformation in educational organizations - Effective leadership plays a pivotal role in guiding digital transformation in educational organizations
• Effective learning environments depend on the interaction of four overlapping frames rather than their compartmentalization - Effective learning environments depend on the interaction of four overlapping frames rather than their compartmentalization
• Effective mathematics interventions for students with co-occurring difficulties commonly included explicit instruction, overall structure, repetition, and strategy learning - Effective mathematics interventions for students with co-occurring difficulties commonly included explicit instruction, overall structure, repetition, and strategy learning
• Effective principals have positive effects on student outcomes including grades, test scores, attendance, discipline, and long-term attainment - Effective principals have positive effects on student outcomes including grades, test scores, attendance, discipline, and long-term attainment
• Effective professional development is content focused, active, collaborative, modeled, coached, feedback-rich, and sustained over time - Effective professional development is content focused, active, collaborative, modeled, coached, feedback-rich, and sustained over time
• Effective restudy selection is the metacognitive skill that most distinguishes children's profiles - Effective restudy selection is the metacognitive skill that most distinguishes children's profiles
• Effective self-regulators score significantly higher than less effective self-regulators on achievement goals, metacognition, all four study strategies and exam scores, with equal intellectual ability - Effective self-regulators score significantly higher than less effective self-regulators on achievement goals, metacognition, all four study strategies and exam scores, with equal intellectual ability
• Effective skill training combines theory presentation, demonstration, practice with feedback, and coaching for transfer (review attribution) - Effective skill training combines theory presentation, demonstration, practice with feedback, and coaching for transfer (review attribution)
• Effective teachers compound their advantage over consecutive years, and low-achieving students are disproportionately assigned to ineffective ones
• Effective tutoring behavior emerges from the dynamic interaction of self-, user-, and context-knowledge rather than from isolated knowledge - Effective tutoring behavior emerges from the dynamic interaction of self-, user-, and context-knowledge rather than from isolated knowledge
• Effective, supportive principals retain teachers, with the largest effects in high-need schools - Effective, supportive principals retain teachers, with the largest effects in high-need schools
• Effectiveness of AI-driven personalized learning is context-dependent, with CS and Mathematics students showing contrasting engagement and performance trajectories - Effectiveness of AI-driven personalized learning is context-dependent, with CS and Mathematics students showing contrasting engagement and performance trajectories
• Effectiveness of anti-bullying programs varies significantly across evaluations (heterogeneity) - Effectiveness of anti-bullying programs varies significantly across evaluations (heterogeneity)
• Effectiveness of CT instruction varies with year level: first-year students benefited most under general or infusion approaches - Effectiveness of CT instruction varies with year level: first-year students benefited most under general or infusion approaches
• Effectiveness of pedagogical tools depends on learners' initial grasp of the object of learning (aptitude–treatment interaction) - Effectiveness of pedagogical tools depends on learners' initial grasp of the object of learning (aptitude–treatment interaction)
• Effectiveness of the MLS-WEPs intervention generally did not vary by English learners' English proficiency after controlling for prior knowledge - Effectiveness of the MLS-WEPs intervention generally did not vary by English learners' English proficiency after controlling for prior knowledge
• Effects favoring the curriculum-plus-service-learning condition over service-learning alone appeared only for ethical awareness and ethical perspective - Effects favoring the curriculum-plus-service-learning condition over service-learning alone appeared only for ethical awareness and ethical perspective
• Effects of accelerated middle schools on dropping out varied by site: significant in Michigan, substantively important but not significant in Georgia, and null in New Jersey - Effects of accelerated middle schools on dropping out varied by site: significant in Michigan, substantively important but not significant in Georgia, and null in New Jersey
• Effects of active breaks on mathematical achievement are small and lose significance under Robust Variance Estimation - Effects of active breaks on mathematical achievement are small and lose significance under Robust Variance Estimation
• Effects of active learning on achievement gaps vary widely across studies, with a minority of studies showing larger benefits for non-minoritized students - Effects of active learning on achievement gaps vary widely across studies, with a minority of studies showing larger benefits for non-minoritized students
• Effects of adolescent word-reading interventions are substantially heterogeneous between studies - Effects of adolescent word-reading interventions are substantially heterogeneous between studies
• Effects of agent nonverbal behavior depend on the task: facial expressions were valuable for attitudinal learning but detrimental for procedural learning - Effects of agent nonverbal behavior depend on the task: facial expressions were valuable for attitudinal learning but detrimental for procedural learning
• Effects of AI literacy interventions vary considerably across contexts, with most variance between studies (71.361%) and a wide prediction interval - Effects of AI literacy interventions vary considerably across contexts, with most variance between studies (71.361%) and a wide prediction interval
• Effects of AI-generated test case feedback depend critically on feedback validity - Effects of AI-generated test case feedback depend critically on feedback validity
• Effects of Balanced Leadership® on student achievement, teacher retention, and leadership practice are not established by standards-meeting evidence - Effects of Balanced Leadership® on student achievement, teacher retention, and leadership practice are not established by standards-meeting evidence
• Effects of collaboration scripts combined with heuristic worked examples on mathematical argumentation skills depend on prior knowledge and working-memory capacity, consistent with a Matthew Effect - Effects of collaboration scripts combined with heuristic worked examples on mathematical argumentation skills depend on prior knowledge and working-memory capacity, consistent with a Matthew Effect
• Effects of collaborative instruction are mostly the same size whether interventions used trained teachers or assistants without teaching qualifications - Effects of collaborative instruction are mostly the same size whether interventions used trained teachers or assistants without teaching qualifications
• Effects of Corrective Reading varied by student subgroup: positive for students with high pretest vocabulary scores and for students not eligible for free/reduced lunch, but not for their counterparts - Effects of Corrective Reading varied by student subgroup: positive for students with high pretest vocabulary scores and for students not eligible for free/reduced lunch, but not for their counterparts
• Effects of discovery-related approaches are differential, not uniform across students or learning goals - Effects of discovery-related approaches are differential, not uniform across students or learning goals
• Effects of dropout programs on dropout odds are heterogeneous across studies - Effects of dropout programs on dropout odds are heterogeneous across studies
• Effects of educational technology literacy interventions differ according to characteristics of the interventions and participants - Effects of educational technology literacy interventions differ according to characteristics of the interventions and participants
• Effects of game-based learning in STEM education vary substantially across studies, with prediction intervals spanning trivial-to-negative through very strong effects - Effects of game-based learning in STEM education vary substantially across studies, with prediction intervals spanning trivial-to-negative through very strong effects
• Effects of gamification on mathematics motivation show substantial heterogeneity (I² = 80.74%), mostly within-study - Effects of gamification on mathematics motivation show substantial heterogeneity (I² = 80.74%), mostly within-study
• Effects of GenAI availability on self-reported understanding are insignificant; effects on interest are significant only under the transient-COVID assumption - Effects of GenAI availability on self-reported understanding are insignificant; effects on interest are significant only under the transient-COVID assumption
• Effects of gender and self-perceived metacomprehension ability on bias arose mainly from judgment magnitude, whereas WMC and topic knowledge also affected performance - Effects of gender and self-perceived metacomprehension ability on bias arose mainly from judgment magnitude, whereas WMC and topic knowledge also affected performance
• Effects of grant aid on persistence and completion are heterogeneous across studies, justifying random-effects meta-analysis - Effects of grant aid on persistence and completion are heterogeneous across studies, justifying random-effects meta-analysis
• Effects of implicit strategies (higher-order questioning, concept mapping, discussion) on CT are inconclusive, with domain-specific gains that fail to transfer - Effects of implicit strategies (higher-order questioning, concept mapping, discussion) on CT are inconclusive, with domain-specific gains that fail to transfer
• Effects of inclusion are heterogeneous and single-factor subgroup moderator analyses were inconclusive - Effects of inclusion are heterogeneous and single-factor subgroup moderator analyses were inconclusive
• Effects of instructions on some measures were inconsistent across experiments, and instructed students did not recall all items to criterion - Effects of instructions on some measures were inconsistent across experiments, and instructed students did not recall all items to criterion
• Effects of linguistic comprehension instruction differ by outcome domain: small for vocabulary and grammar, moderate for narrative and listening comprehension - Effects of linguistic comprehension instruction differ by outcome domain: small for vocabulary and grammar, moderate for narrative and listening comprehension
• Effects of mathematics software products were uncorrelated with classroom and school characteristics - Effects of mathematics software products were uncorrelated with classroom and school characteristics
• Effects of monitoring tools are highest when tools address both learning content and learning behavior and stimulate metacognitive monitoring - Effects of monitoring tools are highest when tools address both learning content and learning behavior and stimulate metacognitive monitoring
• Effects of morphology instruction are large for directly trained words in both reading and spelling - Effects of morphology instruction are large for directly trained words in both reading and spelling
• Effects of nature exposure on divergent thinking are mixed: five of eight reviewed studies showed significant effects while others found null or partial effects - Effects of nature exposure on divergent thinking are mixed: five of eight reviewed studies showed significant effects while others found null or partial effects
• Effects of P(j)BL on CT are mixed across studies, with positive, null, and negative findings reported - Effects of P(j)BL on CT are mixed across studies, with positive, null, and negative findings reported
• Effects of parent aspirations on student outcomes are predominantly small and mixed in direction - Effects of parent aspirations on student outcomes are predominantly small and mixed in direction
• Effects of performance feedback during oral reading are mixed across studies, precluding clear conclusions - Effects of performance feedback during oral reading are mixed across studies, precluding clear conclusions
• Effects of pre-instruction testing on untested but studied materials are highly inconsistent across experiments and materials - Effects of pre-instruction testing on untested but studied materials are highly inconsistent across experiments and materials
• Effects of reading software products were correlated with student-teacher ratio in first-grade classrooms and with amount of product use in fourth-grade classrooms - Effects of reading software products were correlated with student-teacher ratio in first-grade classrooms and with amount of product use in fourth-grade classrooms
• Effects of school-based mindfulness interventions differ according to whether delivery is by an outside facilitator or by trained educators/teachers - Effects of school-based mindfulness interventions differ according to whether delivery is by an outside facilitator or by trained educators/teachers
• Effects of summer credit recovery on 4- and 5-year graduation rates for newcomer ELs were imprecisely estimated - Effects of summer credit recovery on 4- and 5-year graduation rates for newcomer ELs were imprecisely estimated
• Effects of two or more school moves on child functioning are not significant after controlling for the number of analyses conducted - Effects of two or more school moves on child functioning are not significant after controlling for the number of analyses conducted
• Effects of two-dimensional mental rotation training on children's mathematics performance are mixed, with significant correlations between rotation and mathematics measures - Effects of two-dimensional mental rotation training on children's mathematics performance are mixed, with significant correlations between rotation and mathematics measures
• Effects on affirming motivations and reading comprehension are trivial at delayed post-tests and do not significantly differ from immediate-posttest effects - Effects on affirming motivations and reading comprehension are trivial at delayed post-tests and do not significantly differ from immediate-posttest effects
• Effects on affirming motivations are larger when total intervention duration is longer and when the share of boys in the sample is higher - Effects on affirming motivations are larger when total intervention duration is longer and when the share of boys in the sample is higher
• Effects on affirming motivations were largest for teacher reports, but this rests on a single study - Effects on affirming motivations were largest for teacher reports, but this rests on a single study
• Effects on behavioral intentions for marijuana use and fighting were not statistically significant in either study - Effects on behavioral intentions for marijuana use and fighting were not statistically significant in either study
• Effects on reading comprehension are larger for primary schoolers than secondary schoolers and larger for typical readers than struggling readers, with no such differences for affirming motivations - Effects on reading comprehension are larger for primary schoolers than secondary schoolers and larger for typical readers than struggling readers, with no such differences for affirming motivations
• Effects on secondary behavioural outcomes (conduct problems, delinquency, substance use) are negligible or non-significant - Effects on secondary behavioural outcomes (conduct problems, delinquency, substance use) are negligible or non-significant
• Effects on sustained/selective attention are mixed across studies, with benefits in some green settings but no effect in others regardless of exposure duration - Effects on sustained/selective attention are mixed across studies, with benefits in some green settings but no effect in others regardless of exposure duration
• Effects were larger in intervention schools with a higher percentage of economically disadvantaged students or a lower percentage of White students - Effects were larger in intervention schools with a higher percentage of economically disadvantaged students or a lower percentage of White students
• Efficiency in phonological and orthographic processing contributes significantly to individual differences in adult ESL reading measures - Efficiency in phonological and orthographic processing contributes significantly to individual differences in adult ESL reading measures
• Efficiency in the work curve is conditioned by factors beyond fatigue proper: practice, adaptation, preparedness, warming up, spurts, voluntary effort, ennui, and diurnal rhythms (Offner) - Efficiency in the work curve is conditioned by factors beyond fatigue proper: practice, adaptation, preparedness, warming up, spurts, voluntary effort, ennui, and diurnal rhythms (Offner)
• Efficiency scores showed no overall condition difference in the replication, though children in the demonstration condition were less efficient than children in the swing and verbal conditions - Efficiency scores showed no overall condition difference in the replication, though children in the demonstration condition were less efficient than children in the swing and verbal conditions
• Efficiency trap: human critical thinking may decline when AI performs most of the cognitive work - Efficiency trap: human critical thinking may decline when AI performs most of the cognitive work
• Effort (unique problems and problem-solving attempts) does not differ between moment-by-moment learning curve forms. - Effort (unique problems and problem-solving attempts) does not differ between moment-by-moment learning curve forms.
• Effort and monitoring judgments show a medium negative correlation (r = −.355) during learning - Effort and monitoring judgments show a medium negative correlation (r = −.355) during learning
• Effort appraisals correlate negatively with monitoring judgments: high mental effort is associated with poorer performance judgments - Effort appraisals correlate negatively with monitoring judgments: high mental effort is associated with poorer performance judgments
• Effort avoidance contributes to reminder overuse beyond metacognitive error - Effort avoidance contributes to reminder overuse beyond metacognitive error
• Effort expectancy and facilitating conditions negatively predict behavioral intention, contradicting conventional UTAUT assumptions in studio-based creative education - Effort expectancy and facilitating conditions negatively predict behavioral intention, contradicting conventional UTAUT assumptions in studio-based creative education
• Effort expectancy is associated with AI use only indirectly through competence, whereas hedonic motivation shows a direct positive association - Effort expectancy is associated with AI use only indirectly through competence, whereas hedonic motivation shows a direct positive association
• Effort forecasting is driven by recent engagement activity while progress forecasting depends more on learner-centered signals such as ability, difficulty, and consistency - Effort forecasting is driven by recent engagement activity while progress forecasting depends more on learner-centered signals such as ability, difficulty, and consistency
• Effort investment is driven differently in CLT (data-driven, task difficulty) versus SRL theories (goal-driven, motivation) - Effort investment is driven differently in CLT (data-driven, task difficulty) versus SRL theories (goal-driven, motivation)
• Effort measurement type moderates the correlation: self-agency ratings show a positive association and subjective ratings a stronger negative one than objective measures - Effort measurement type moderates the correlation: self-agency ratings show a positive association and subjective ratings a stronger negative one than objective measures
• Effort positively predicts daily study satisfaction above and beyond time investment, breaks use, planning, and procrastination, with the full predictor set explaining 49.3% of intraindividual variance - Effort positively predicts daily study satisfaction above and beyond time investment, breaks use, planning, and procrastination, with the full predictor set explaining 49.3% of intraindividual varianc
• Effort ratings correlate negatively with judgments of learning (r = −0.355), but the correlation disappears under a goal-driven interpretation of effort - Effort ratings correlate negatively with judgments of learning (r = −0.355), but the correlation disappears under a goal-driven interpretation of effort
• Effort regulation and student engagement were the most consistent predictors of learning strategy use and self-reported achievement - Effort regulation and student engagement were the most consistent predictors of learning strategy use and self-reported achievement