Claims: F 2

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• First Step to Success has positive effects on external behavior for children at risk for emotional disturbance (average improvement index +28) - First Step to Success has positive effects on external behavior for children at risk for emotional disturbance (average improvement index +28)
• First Step to Success shows no discernible effects on reading achievement/literacy - First Step to Success shows no discernible effects on reading achievement/literacy
• First Step to Success shows potentially positive but not statistically significant effects on emotional/internal behavior (effect size 0.26) - First Step to Success shows potentially positive but not statistically significant effects on emotional/internal behavior (effect size 0.26)
• First Step to Success shows potentially positive effects on other academic performance (SSRS Academic Competence, effect size 0.32) - First Step to Success shows potentially positive effects on other academic performance (SSRS Academic Competence, effect size 0.32)
• First Step to Success shows potentially positive effects on social outcomes (average improvement index +23) - First Step to Success shows potentially positive effects on social outcomes (average improvement index +23)
• First year experience courses show a statistically significant positive effect on cumulative grade point average after one year, based on one study - First year experience courses show a statistically significant positive effect on cumulative grade point average after one year, based on one study
• First year experience courses show a statistically significant positive effect on undergraduate degree attainment, based on one study - First year experience courses show a statistically significant positive effect on undergraduate degree attainment, based on one study
• First year experience courses show potentially positive effects on credit accumulation, with two of three qualifying studies showing statistically significant positive retention effects and one showing no significant effect - First year experience courses show potentially positive effects on credit accumulation, with two of three qualifying studies showing statistically significant positive retention effects and one showin
• First- and second-grade spring 2022 achievement in reading and math was lower than spring 2019 prepandemic achievement - First- and second-grade spring 2022 achievement in reading and math was lower than spring 2019 prepandemic achievement
• First- and second-grade students' multiple-choice understanding of particle behavior improved significantly after seven STEP mixed-reality sessions. - First- and second-grade students' multiple-choice understanding of particle behavior improved significantly after seven STEP mixed-reality sessions.
• First- and second-year Idaho charter students show growth not statistically different from their TPS VCRs - First- and second-year Idaho charter students show growth not statistically different from their TPS VCRs
• First- and second-year teachers' students gain roughly 20 percent of a standard deviation less than students of more experienced teachers - First- and second-year teachers' students gain roughly 20 percent of a standard deviation less than students of more experienced teachers
• First-cycle underperformance was attributed to low-quality student-generated questions that failed to represent journal article patterns - First-cycle underperformance was attributed to low-quality student-generated questions that failed to represent journal article patterns
• First-generation AR games produced strong collaboration within teams but limited or non-existent collaboration between teams - First-generation AR games produced strong collaboration within teams but limited or non-existent collaboration between teams
• First-generation faculty role models increase first-generation students' university belonging - First-generation faculty role models increase first-generation students' university belonging
• First-generation immigrant students perform better in science, mathematics, and reading in schools where teachers hold more inclusionary immigration attitudes - First-generation immigrant students perform better in science, mathematics, and reading in schools where teachers hold more inclusionary immigration attitudes
• First-generation status is a significant predictor of reliance intensity, indicating a compensatory dynamic at minority-serving institutions - First-generation status is a significant predictor of reliance intensity, indicating a compensatory dynamic at minority-serving institutions
• First-generation students asked fewer questions overall than continuing-generation students in both sessions - First-generation students asked fewer questions overall than continuing-generation students in both sessions
• First-grade children show the typical spacing effect in free recall with the same picture procedures - First-grade children show the typical spacing effect in free recall with the same picture procedures
• First-grade intervention children continued to grow at faster rates than 2nd-grade intervention children over 1–3 follow-up years on six of eight key reading outcomes - First-grade intervention children continued to grow at faster rates than 2nd-grade intervention children over 1–3 follow-up years on six of eight key reading outcomes
• First-grade math achievement is significantly higher under Math Expressions and Saxon Math than under Investigations in Number, Data, and Space and Scott Foresman-Addison Wesley Mathematics - First-grade math achievement is significantly higher under Math Expressions and Saxon Math than under Investigations in Number, Data, and Space and Scott Foresman-Addison Wesley Mathematics
• First-grade students show inferior visual-motor integration, visual perception and motor coordination performance compared with the other grade groups - First-grade students show inferior visual-motor integration, visual perception and motor coordination performance compared with the other grade groups
• First-language heterogeneity in CSCL groups lowered online interaction self-efficacy gains, moderated by early task-related communication time - First-language heterogeneity in CSCL groups lowered online interaction self-efficacy gains, moderated by early task-related communication time
• First-language heterogeneity in CSCL groups reduces students' precourse–postcourse gains in online interaction self-efficacy, independent of students' own language status - First-language heterogeneity in CSCL groups reduces students' precourse–postcourse gains in online interaction self-efficacy, independent of students' own language status
• First-language heterogeneity is negatively related to time spent getting to know each other and positively related to time spent on task-related communication - First-language heterogeneity is negatively related to time spent getting to know each other and positively related to time spent on task-related communication
• First-pass reading measures at the target word showed no main effect on inconsistency identification, and lookbacks from the target word were associated with lower accuracy in consistent texts - First-pass reading measures at the target word showed no main effect on inconsistency identification, and lookbacks from the target word were associated with lower accuracy in consistent texts
• First-pass recall accuracy rises while trials-to-criterion and exposure duration fall across the three weekly relearning sessions - First-pass recall accuracy rises while trials-to-criterion and exposure duration fall across the three weekly relearning sessions
• First-person video modeling examples yield better task performance than third-person videos regardless of expected or task angle, supporting the Embodied Resonance Hypothesis - First-person video modeling examples yield better task performance than third-person videos regardless of expected or task angle, supporting the Embodied Resonance Hypothesis
• First-semester outcomes strongly predicted second-semester A2 and B4 completion: students who completed first-semester stretch courses mostly completed the requirement, while most who failed an A2 or B4 course did not retake it - First-semester outcomes strongly predicted second-semester A2 and B4 completion: students who completed first-semester stretch courses mostly completed the requirement, while most who failed an A2 or
• First-semester transfer students taking one general education course persisted at rates 15-20% lower than similar non-takers, an effect absent when the course was taken in a later term - First-semester transfer students taking one general education course persisted at rates 15-20% lower than similar non-takers, an effect absent when the course was taken in a later term
• First-time builders completed the v4.1 build in a mean of 39.1 minutes with SUS 74.6 (Good), but showed higher assembly Mental Demand than developers and tactile fragility concerns around snap-fit components - First-time builders completed the v4.1 build in a mean of 39.1 minutes with SUS 74.6 (Good), but showed higher assembly Mental Demand than developers and tactile fragility concerns around snap-fit com
• First-time computer scientist users' contributions fit naturally into the adapted conjecture map format - First-time computer scientist users' contributions fit naturally into the adapted conjecture map format
• First-to-fifth grade gains in visuospatial memory span (d = 2.4) were larger than gains in central executive capacity (d = 1.6) and phonological memory span (d = 1.1) - First-to-fifth grade gains in visuospatial memory span (d = 2.4) were larger than gains in central executive capacity (d = 1.6) and phonological memory span (d = 1.1)
• First-to-third-person perspective shifting, causal inference making, and gesture use correlate positively with explanatory and transfer scores, while information retrieval and handwriting correlate negatively - First-to-third-person perspective shifting, causal inference making, and gesture use correlate positively with explanatory and transfer scores, while information retrieval and handwriting correlate ne
• First-year (1995) Challenge grantmaking concentrated on networks with higher-education and community-based partners, which received most grants and dollars - First-year (1995) Challenge grantmaking concentrated on networks with higher-education and community-based partners, which received most grants and dollars
• First-year completion of the A2 and B4 General Education requirements varied sharply by placement category, with wider gaps in QR than in WC - First-year completion of the A2 and B4 General Education requirements varied sharply by placement category, with wider gaps in QR than in WC
• First-year completion of the written communication (A2) requirement was similar across the 2017 and 2018 cohorts at approximately 80 percent - First-year completion of the written communication (A2) requirement was similar across the 2017 and 2018 cohorts at approximately 80 percent
• First-year corequisite success rates exceeded those of the traditional developmental math sequence, which the report attributes to prior research showing 20 percent earning college-level math credit within three years and 6 percent within one year - First-year corequisite success rates exceeded those of the traditional developmental math sequence, which the report attributes to prior research showing 20 percent earning college-level math credit w
• First-year EAP students prefer a hybrid feedback model combining AI-generated comments with instructor feedback over either source alone - First-year EAP students prefer a hybrid feedback model combining AI-generated comments with instructor feedback over either source alone
• First-year identification for school improvement showed no positive achievement impacts - First-year identification for school improvement showed no positive achievement impacts
• First-year MA translation students adopt a cautious, pragmatic approach to GenAI, combining NMT for drafting with LLMs for support tasks - First-year MA translation students adopt a cautious, pragmatic approach to GenAI, combining NMT for drafting with LLMs for support tasks
• First-year performance is treated as important enough that graduates are attributed to their first-enrolled high school - First-year performance is treated as important enough that graduates are attributed to their first-enrolled high school
• First-year persistence declines with age at entry: 78.2 percent for students 20 and under, 57.8 percent for ages over 20 to 24, and 52.7 percent for students over 24 - First-year persistence declines with age at entry: 78.2 percent for students 20 and under, 57.8 percent for ages over 20 to 24, and 52.7 percent for students over 24
• First-year physics students overwhelmingly believe LLMs can solve introductory physics problems with high accuracy before instruction - First-year physics students overwhelmingly believe LLMs can solve introductory physics problems with high accuracy before instruction
• First-year students do not attach great importance to the tutor's domain specific expertise, which may explain why staff tutors' extra expertise does not yield achievement advantages - First-year students do not attach great importance to the tutor's domain specific expertise, which may explain why staff tutors' extra expertise does not yield achievement advantages
• First-year students report coexisting high approval of AI-enabled courses and high self-reported psychological strain, with strain indicators endorsed by more than two-thirds of the sample - First-year students report coexisting high approval of AI-enabled courses and high self-reported psychological strain, with strain indicators endorsed by more than two-thirds of the sample
• First-year students specifically joined Facebook before university registration to make new face-to-face friends at university while keeping in touch with friends and family from home. - First-year students specifically joined Facebook before university registration to make new face-to-face friends at university while keeping in touch with friends and family from home.
• First-year students used Facebook mainly for social purposes and only secondarily for informal student-to-student academic purposes, rarely for formal teaching. - First-year students used Facebook mainly for social purposes and only secondarily for informal student-to-student academic purposes, rarely for formal teaching.
• First-year students' sense of belonging to their university predicts intentions to persist, controlling for background variables and other persistence predictors - First-year students' sense of belonging to their university predicts intentions to persist, controlling for background variables and other persistence predictors
• First-year success rates differed by pathway: 79 percent overall for Quantway College with Corequisite versus 54 percent overall for Statway College with Corequisite - First-year success rates differed by pathway: 79 percent overall for Quantway College with Corequisite versus 54 percent overall for Statway College with Corequisite
• First-year teachers without mentors declined in self and impact concerns but task concerns stayed at 50% - First-year teachers without mentors declined in self and impact concerns but task concerns stayed at 50%
• First-year undergraduate business students reported high engagement and recognised the necessity of developing GenAI skills for their future careers - First-year undergraduate business students reported high engagement and recognised the necessity of developing GenAI skills for their future careers
• Fish pond effects: above-norm students became more likely to fail algebra when their skills were low relative to classroom peers after sorting - Fish pond effects: above-norm students became more likely to fail algebra when their skills were low relative to classroom peers after sorting
• Fit influences career progress and personal resources during the transition from higher education to the labour market - Fit influences career progress and personal resources during the transition from higher education to the labour market
• Fitness associations with academic achievement are attenuated or disappear after adjustment for BMI and cardiorespiratory fitness, indicating inter-dependence - Fitness associations with academic achievement are attenuated or disappear after adjustment for BMI and cardiorespiratory fitness, indicating inter-dependence
• Fitness–attention relationships are stronger in boys than girls, with higher explained variance in boys' regression models - Fitness–attention relationships are stronger in boys than girls, with higher explained variance in boys' regression models
• Five common AI misconceptions debunked: AI does not think like humans, create original ideas, replace teachers, or guarantee accuracy, and well-designed AI use need not lower rigor - Five common AI misconceptions debunked: AI does not think like humans, create original ideas, replace teachers, or guarantee accuracy, and well-designed AI use need not lower rigor
• Five distinct emotion regulation profiles emerge among teachers, three common to both measurement bursts and two unique to one burst - Five distinct emotion regulation profiles emerge among teachers, three common to both measurement bursts and two unique to one burst
• Five general instruction-following evaluators could not reach deployable activation rates (best BMK 2.23%–20.72%) because fixed rubrics cannot enumerate long per-conversation instruction sets - Five general instruction-following evaluators could not reach deployable activation rates (best BMK 2.23%–20.72%) because fixed rubrics cannot enumerate long per-conversation instruction sets
• Five hours of Tetris play improved some mental rotation measures but not most spatial skill measures - Five hours of Tetris play improved some mental rotation measures but not most spatial skill measures
• Five judges classifying 63 test units reached average inter-judge correlation of 0.542 ± 0.019 on the two scales - Five judges classifying 63 test units reached average inter-judge correlation of 0.542 ± 0.019 on the two scales
• Five learner-valued indicators extend established CSCL frameworks, while six map closely onto existing dimensions - Five learner-valued indicators extend established CSCL frameworks, while six map closely onto existing dimensions
• Five nights of sleep restriction cause lower quiz performance in a simulated classroom among adolescents - Five nights of sleep restriction cause lower quiz performance in a simulated classroom among adolescents
• Five null studies with spacing but no rest and dissimilar materials showed neither spacing nor interleaving effects - Five null studies with spacing but no rest and dissimilar materials showed neither spacing nor interleaving effects
• Five of seven situation-model interventions significantly improved relative metacomprehension accuracy, concept mapping only marginally (p = .097), and self-explaining not significantly - Five of seven situation-model interventions significantly improved relative metacomprehension accuracy, concept mapping only marginally (p = .097), and self-explaining not significantly
• Five of six investigated linguistic task characteristics (position of the unknown, schematic structure, irrelevant information, realistic considerations, lexical consistency) are associated with elementary schoolers' word problem-solving performance - Five of six investigated linguistic task characteristics (position of the unknown, schematic structure, irrelevant information, realistic considerations, lexical consistency) are associated with eleme
• Five of six laboratory studies found significant effects of acute PA on cognitive control of attention, mainly on accuracy not reaction time - Five of six laboratory studies found significant effects of acute PA on cognitive control of attention, mainly on accuracy not reaction time
• Five persistence definition variants show similar predictiveness of completion, but the third-semester point-in-time definition yields persistence rates up to 14 percentage points higher than the continuous four-term definition - Five persistence definition variants show similar predictiveness of completion, but the third-semester point-in-time definition yields persistence rates up to 14 percentage points higher than the cont
• Five prior knowledge types map onto first-, second-, and third-hand credibility evaluation strategies - Five prior knowledge types map onto first-, second-, and third-hand credibility evaluation strategies
• Five professionals approved the model as appropriate at a high level - Five professionals approved the model as appropriate at a high level
• Five school finance costing studies (2016–2023) recommended additional funding weights of 0.15–0.40 for EL students and 0.30–0.81 for low-income/at-risk students, equivalent to $1,548–$4,976 and $3,389–$8,357 in 2024 dollars - Five school finance costing studies (2016–2023) recommended additional funding weights of 0.15–0.40 for EL students and 0.30–0.81 for low-income/at-risk students, equivalent to $1,548–$4,976 and $3,38
• Five school-information design factors each showed impacts on parents' knowledge, attitudes, or choice behavior - Five school-information design factors each showed impacts on parents' knowledge, attitudes, or choice behavior
• Five socio-didactic-mathematical norms can be inferred from pre-service secondary mathematics teachers' discourse while solving a didactic-mathematical task - Five socio-didactic-mathematical norms can be inferred from pre-service secondary mathematics teachers' discourse while solving a didactic-mathematical task
• Five specialized structural systems emerge as separate factors in factorial studies from preschool age to adulthood - Five specialized structural systems emerge as separate factors in factorial studies from preschool age to adulthood
• Five speech measures clearly distinguish L2 learners at different comprehensibility levels after data triangulation - Five speech measures clearly distinguish L2 learners at different comprehensibility levels after data triangulation
• Five successful CMOs used identifiable approaches intended to help improve student achievement - Five successful CMOs used identifiable approaches intended to help improve student achievement
• Five years after first licensure, 69% of traditional-preservice teachers remained in Texas classrooms versus 60% of alternatively certified teachers - Five years after first licensure, 69% of traditional-preservice teachers remained in Texas classrooms versus 60% of alternatively certified teachers
• Five- and six-year-olds describe changing thoughts more often than changing goals as a metacognitive strategy - Five- and six-year-olds describe changing thoughts more often than changing goals as a metacognitive strategy
• Five-day no-code AI agent creation improves students' CT self-perception, with large gains in abstract and algorithmic thinking and a medium gain in pattern recognition and generalization - Five-day no-code AI agent creation improves students' CT self-perception, with large gains in abstract and algorithmic thinking and a medium gain in pattern recognition and generalization
• Five-year graduation and dropout outcomes varied by eighth-grade ITBS achievement level, with students more than a year below grade level graduating at lower rates - Five-year graduation and dropout outcomes varied by eighth-grade ITBS achievement level, with students more than a year below grade level graduating at lower rates
• Five-year-old children reveal metacognitive knowledge of self, others, universal properties of cognition, and task-specific strategies during peer interactions in mathematical measurement activities - Five-year-old children reveal metacognitive knowledge of self, others, universal properties of cognition, and task-specific strategies during peer interactions in mathematical measurement activities
• Five-year-olds recall more words in a Brown-Peterson task when they finger-track a transparent goal cue during the retention interval - Five-year-olds recall more words in a Brown-Peterson task when they finger-track a transparent goal cue during the retention interval
• Five-year-olds select the more informative question under both uniform and skewed hypothesis distributions despite weak question generation - Five-year-olds select the more informative question under both uniform and skewed hypothesis distributions despite weak question generation
• Five-year-olds struggle with memory-taxing serial motor tasks but perform nearly as well as nine-year-olds when the task is simple - Five-year-olds struggle with memory-taxing serial motor tasks but perform nearly as well as nine-year-olds when the task is simple
• Fix rate varied substantially across buggy snippets, with snippet A lowest because the standard interpreter message pointed to the non-offending line - Fix rate varied substantially across buggy snippets, with snippet A lowest because the standard interpreter message pointed to the non-offending line
• Fixed alpha cutoff values create publication bias so knowledge tests with low alphas are underrepresented in the literature - Fixed alpha cutoff values create publication bias so knowledge tests with low alphas are underrepresented in the literature
• Fixed degree structures struggle to keep pace with evolving knowledge, leading to program proliferation with marginal differentiation - Fixed degree structures struggle to keep pace with evolving knowledge, leading to program proliferation with marginal differentiation
• Fixed math mindset negatively predicts primary math achievement while growth math mindset shows no direct effect - Fixed math mindset negatively predicts primary math achievement while growth math mindset shows no direct effect
• Fixed mindset correlates negatively with GPA among U.S. 9th-grade students (average r = −.22) in a nationally representative sample - Fixed mindset correlates negatively with GPA among U.S.
• Fixed mindset peer cultures are theorized to erode belonging via identity threat, especially for minoritized students - Fixed mindset peer cultures are theorized to erode belonging via identity threat, especially for minoritized students
• Fixed mindset peer cultures are theorized to suppress help-seeking and peer support, especially for struggling students - Fixed mindset peer cultures are theorized to suppress help-seeking and peer support, especially for struggling students
• Fixed mindsets predict stronger stereotyping and trait inferences, with experimental evidence of a causal role - Fixed mindsets predict stronger stereotyping and trait inferences, with experimental evidence of a causal role
• Fixed point analysis of the Knowledge Tracing Algorithm yields parameter constraints P(G)+P(S)<1 and 0<P(T)<(1−P(S))/(1−P(G)) for sensible behavior - Fixed point analysis of the Knowledge Tracing Algorithm yields parameter constraints P(G)+P(S)<1 and 0<P(T)<(1−P(S))/(1−P(G)) for sensible behavior
• Flagged items showed no clear pattern by original difficulty, spreading across the entire scale like unflagged items - Flagged items showed no clear pattern by original difficulty, spreading across the entire scale like unflagged items
• Flagged Spring 2026 students scored lower on all three exams than non-flagged peers, with performance declining as flagged assignments increased - Flagged Spring 2026 students scored lower on all three exams than non-flagged peers, with performance declining as flagged assignments increased
• Flagged word problems were shorter (lower word count) but had more sentences than non-flagged problems in descriptive statistics - Flagged word problems were shorter (lower word count) but had more sentences than non-flagged problems in descriptive statistics
• Flanker task produces congruency effects in reaction time and accuracy in twelve-year-old children - Flanker task produces congruency effects in reaction time and accuracy in twelve-year-old children
• Flemish faculty adopt e-learning and online collaborative learning at higher rates than Chinese faculty (about 95% vs 30% e-learning; 27% vs 8% online collaboration) - Flemish faculty adopt e-learning and online collaborative learning at higher rates than Chinese faculty (about 95% vs 30% e-learning; 27% vs 8% online collaboration)
• FLIGHT may increase college enrollment among disadvantaged students, with 97% of the FLIGHT group versus 83% of the comparison group enrolling in college - FLIGHT may increase college enrollment among disadvantaged students, with 97% of the FLIGHT group versus 83% of the comparison group enrolling in college
• FLIGHT shows no discernible effects on general high school academic achievement (GPA) - FLIGHT shows no discernible effects on general high school academic achievement (GPA)
• FLIGHT shows no discernible effects on high school attendance - FLIGHT shows no discernible effects on high school attendance
• Florida shows more equitable advanced course offerings between high- and low-poverty schools, attributed by others to statewide opportunity efforts begun in the early 2000s - Florida shows more equitable advanced course offerings between high- and low-poverty schools, attributed by others to statewide opportunity efforts begun in the early 2000s
• Fluency can have a high effect on accuracy, whereas accuracy will not lead to fluency - Fluency can have a high effect on accuracy, whereas accuracy will not lead to fluency
• Fluency effects of Fluency Formula™ differ by initial ability: positive for low-ability students (effect size 0.66) and negative for high-ability students (effect size –0.21), both non-significant - Fluency effects of Fluency Formula™ differ by initial ability: positive for low-ability students (effect size 0.66) and negative for high-ability students (effect size –0.21), both non-significant
• Fluency Formula™ shows a negative but statistically non-significant effect on second-grade reading comprehension (effect size –0.28, improvement index –11) - Fluency Formula™ shows a negative but statistically non-significant effect on second-grade reading comprehension (effect size –0.28, improvement index –11)
• Fluency Formula™ shows a positive but statistically non-significant effect on second-grade oral reading fluency (effect size 0.26, improvement index +10) - Fluency Formula™ shows a positive but statistically non-significant effect on second-grade oral reading fluency (effect size 0.26, improvement index +10)
• Fluency in the Alternative Uses Task was unaffected by stimulus condition and unrelated to selective attention - Fluency in the Alternative Uses Task was unaffected by stimulus condition and unrelated to selective attention
• Fluency interventions for older students show very small effects on rate and accuracy and virtually no effect on standardized comprehension - Fluency interventions for older students show very small effects on rate and accuracy and virtually no effect on standardized comprehension
• Fluency measures correlated with overall writing performance in both L1 and L2, but added no predictive value beyond linguistic knowledge - Fluency measures correlated with overall writing performance in both L1 and L2, but added no predictive value beyond linguistic knowledge
• Fluency training shows the largest intervention effect (g = 1.78) among intervention methods - Fluency training shows the largest intervention effect (g = 1.78) among intervention methods
• Fluency-building activities for struggling readers in grades 4–9 have strong evidence, based on 33 studies - Fluency-building activities for struggling readers in grades 4–9 have strong evidence, based on 33 studies
• Fluent bilingualism is linked to metalinguistic awareness of how the two languages relate
• Fluent Illusions Mislead Self Assessment
• Fluent, confident AI presentation gives reason to expect trust miscalibration, especially among learners with limited domain knowledge - Fluent, confident AI presentation gives reason to expect trust miscalibration, especially among learners with limited domain knowledge
• Fluid abilities (Gf) significantly predicted the rate of learning, whereas crystallized abilities (Gc) significantly predicted final learning performance in a one-week instructional process - Fluid abilities (Gf) significantly predicted the rate of learning, whereas crystallized abilities (Gc) significantly predicted final learning performance in a one-week instructional process
• Fluid intelligence strongly predicts the creative quality of produced metaphors (β = .45) - Fluid intelligence strongly predicts the creative quality of produced metaphors (β = .45)
• Fluid reasoning and self-control jointly explain far more variance in standardized test scores than in grades - Fluid reasoning and self-control jointly explain far more variance in standardized test scores than in grades
• Fluid reasoning moderated the lockdown–self-efficacy relationship: a booster effect for students in lockdown - Fluid reasoning moderated the lockdown–self-efficacy relationship: a booster effect for students in lockdown
• Fluid reasoning significantly predicted enjoyment but not self-efficacy after accounting for adaptability and covariates - Fluid reasoning significantly predicted enjoyment but not self-efficacy after accounting for adaptability and covariates
• Fluid reasoning, not trait self-control, predicts low-stakes standardized mathematics and physics test scores - Fluid reasoning, not trait self-control, predicts low-stakes standardized mathematics and physics test scores
• FMS subdomain correlations vary within academic domains: nonword reading strongest, letter reading weakest, intelligence strongest among cognitive skills - FMS subdomain correlations vary within academic domains: nonword reading strongest, letter reading weakest, intelligence strongest among cognitive skills
• Focal math teachers relied primarily on their own observations of student behavior to understand students' feelings about math, supplemented by surveys, with disaggregated data rare - Focal math teachers relied primarily on their own observations of student behavior to understand students' feelings about math, supplemented by surveys, with disaggregated data rare
• Focal paths are robust to background controls, which did not directly predict AI integration intention - Focal paths are robust to background controls, which did not directly predict AI integration intention
• Focal scenario analysis reveals that no existing theory explains coordination of multiple monitoring sources - Focal scenario analysis reveals that no existing theory explains coordination of multiple monitoring sources
• Focal students of treatment teachers attained higher course competency scores (Cohen's d = 0.45) - Focal students of treatment teachers attained higher course competency scores (Cohen's d = 0.45)
• Focus group data indicate student tutors show more cognitive congruency than staff tutors, explaining content more clearly and in student-friendly terms - Focus group data indicate student tutors show more cognitive congruency than staff tutors, explaining content more clearly and in student-friendly terms
• Focus group data indicate student tutors show more social congruence, being more involved with the group and more open to student opinions - Focus group data indicate student tutors show more social congruence, being more involved with the group and more open to student opinions
• Focus group participants described role-play as transformative for conceptual clarity and confidence in consent-taking - Focus group participants described role-play as transformative for conceptual clarity and confidence in consent-taking
• Focus on form was the least preferred method of grammar instruction regardless of year of study - Focus on form was the least preferred method of grammar instruction regardless of year of study
• Focused rubric refinement that made required physics and scoring conditions explicit reduced AI–official disagreements on targeted questions (e.g., Grover item MAD 1.1 to 0.4 marks, r 0.70 to 0.82) - Focused rubric refinement that made required physics and scoring conditions explicit reduced AI–official disagreements on targeted questions (e.g., Grover item MAD 1.1 to 0.4 marks, r 0.70 to 0.82)
• Focusing students' attention on the meaning of a text before reading, such as introducing the topic and encouraging predictions, is among the practices most consistently related to student growth - Focusing students' attention on the meaning of a text before reading, such as introducing the topic and encouraging predictions, is among the practices most consistently related to student growth
• FOK resolution for general-knowledge information is similar for younger and older adults, whereas the literature argues for a deficit in FOK resolution for episodic memory tasks in older adults - FOK resolution for general-knowledge information is similar for younger and older adults, whereas the literature argues for a deficit in FOK resolution for episodic memory tasks in older adults
• Fold-local top-20 feature selection had mixed effects across model families, supporting the complete 166-dimensional representation as the primary analysis - Fold-local top-20 feature selection had mixed effects across model families, supporting the complete 166-dimensional representation as the primary analysis
• Folding back to inner layers of understanding supported Grade 10 learners' geometric reasoning on proof tasks - Folding back to inner layers of understanding supported Grade 10 learners' geometric reasoning on proof tasks
• Folk-tales were used in every session, with photos (78%), videos (74%), songs (67%), classical tales (70%) and crafts (55%) as multimodal materials - Folk-tales were used in every session, with photos (78%), videos (74%), songs (67%), classical tales (70%) and crafts (55%) as multimodal materials
• Follow-up effects of targeted K-6 interventions remain positive up to 2 years after intervention ends, with evidence of fadeout - Follow-up effects of targeted K-6 interventions remain positive up to 2 years after intervention ends, with evidence of fadeout
• Follow-up fixation rate on the primary AOI did not differ significantly between gaze-based and baseline assistance - Follow-up fixation rate on the primary AOI did not differ significantly between gaze-based and baseline assistance
• Follow-up or post-implementation contact by change agents relates most strongly to adoption success; without it adoption falters - Follow-up or post-implementation contact by change agents relates most strongly to adoption success; without it adoption falters
• Follow-up support shows low initiation but reliable completion: the bottleneck is noticing and composing the question, not the AI's ability to answer - Follow-up support shows low initiation but reliable completion: the bottleneck is noticing and composing the question, not the AI's ability to answer
• Following a slow rhythmic beat while writing words slows habituated writers and produces speed uncertainties that harm form quality - Following a slow rhythmic beat while writing words slows habituated writers and produces speed uncertainties that harm form quality
• Following the 2021-22 kindergarten cohort through third grade tested whether redshirted students showed academic advantages - Following the 2021-22 kindergarten cohort through third grade tested whether redshirted students showed academic advantages
• For a fixed quantity of information, the mere pace of information presentation can affect learning performance - For a fixed quantity of information, the mere pace of information presentation can affect learning performance
• For a highly coherent text, taking a fill-in-the-blank practice test yields no retention benefit and does not slow forgetting compared to restudy - For a highly coherent text, taking a fill-in-the-blank practice test yields no retention benefit and does not slow forgetting compared to restudy
• For activity-defined engagement prediction in DTA logs, the activity-only Baseline remained strongest, and permutation importance was dominated by activity indicators - For activity-defined engagement prediction in DTA logs, the activity-only Baseline remained strongest, and permutation importance was dominated by activity indicators
• For agreeableness, the language–STEM difference in achievement correlations is significant only for test scores, yielding a significant domain × measure interaction - For agreeableness, the language–STEM difference in achievement correlations is significant only for test scores, yielding a significant domain × measure interaction
• For all θ < 0.75, AI-generated exams were on average more informative than the standardized exams, with I(0) = 3.36 versus 2.5 - For all θ < 0.75, AI-generated exams were on average more informative than the standardized exams, with I(0) = 3.36 versus 2.5
• For assessments taken less than 24 months since exposure, the evidence on deployment effects on mental health is inconclusive - For assessments taken less than 24 months since exposure, the evidence on deployment effects on mental health is inconclusive
• For biochemistry students with relatively higher topic-specific prior knowledge, instruction-first (I-PS) outperformed problem-solving-first (PS-I) on a near-transfer test - For biochemistry students with relatively higher topic-specific prior knowledge, instruction-first (I-PS) outperformed problem-solving-first (PS-I) on a near-transfer test
• For certain architectural elements, geometric contrast yielded better memory of appearance than stop light colors - For certain architectural elements, geometric contrast yielded better memory of appearance than stop light colors
• For children and adolescents with dyslexia, the silent reading deficit is as large as or larger than the oral reading deficit - For children and adolescents with dyslexia, the silent reading deficit is as large as or larger than the oral reading deficit
• For children in Grades 3–5, with and without dyslexia, oral and silent text reading fluency do not differ - For children in Grades 3–5, with and without dyslexia, oral and silent text reading fluency do not differ
• For children receiving both early and late intervention, the Level C Community × Treatment interaction replicated: Aurora treated children decreased in aggression while Chicago treated children increased - For children receiving both early and late intervention, the Level C Community × Treatment interaction replicated: Aurora treated children decreased in aggression while Chicago treated children increa
• For children with low preschool math ability, higher executive function and more positive teacher relationships are associated with higher-than-expected kindergarten math, with the preschool–kindergarten association stronger among children low in these moderators - For children with low preschool math ability, higher executive function and more positive teacher relationships are associated with higher-than-expected kindergarten math, with the preschool–kindergar
• For Chinese tone learning, simpler models insensitive to memory decay fit as well as or better than memory-feature models - For Chinese tone learning, simpler models insensitive to memory decay fit as well as or better than memory-feature models
• For circle geometry problems, guidance in the form of subgoals or worked examples increased cognitive load during problem processing (Experiments 1-3) - For circle geometry problems, guidance in the form of subgoals or worked examples increased cognitive load during problem processing (Experiments 1-3)
• For Clark County students designated At-risk, One-Star designation significantly raises math but not ELA scores - For Clark County students designated At-risk, One-Star designation significantly raises math but not ELA scores
• For classroom assessments of complex constructs such as learning progressions in math and science, test score use is more effectively conceptualized as part of a potential solution to a problem, or 'job-to-be-done' - For classroom assessments of complex constructs such as learning progressions in math and science, test score use is more effectively conceptualized as part of a potential solution to a problem, or 'j
• For cohorts born since 1990, reading progress increased while math progress slowed - For cohorts born since 1990, reading progress increased while math progress slowed
• For college students who can choose between online and in-person sections, taking a course online lowers grades both in that course and in future courses - For college students who can choose between online and in-person sections, taking a course online lowers grades both in that course and in future courses
• For continuing KIPP students, KIPP high schools have positive impacts on college preparation activities and the likelihood of applying to college - For continuing KIPP students, KIPP high schools have positive impacts on college preparation activities and the likelihood of applying to college
• For DCPS students in grades 6 to 8, achievement gains under new principals were larger and statistically significant in both math and reading - For DCPS students in grades 6 to 8, achievement gains under new principals were larger and statistically significant in both math and reading
• For Dewey, moral knowledge is a product of moral inquiry, so character education should add moral problem solving rather than teach fixed principles through example, reward, or punishment - For Dewey, moral knowledge is a product of moral inquiry, so character education should add moral problem solving rather than teach fixed principles through example, reward, or punishment
• For domain-general skills, one meta-analysis finds a negligible effect (g = −0.17) in favour of I-PS over PS-I - For domain-general skills, one meta-analysis finds a negligible effect (g = −0.17) in favour of I-PS over PS-I
• For effective self-regulators, mastery goals have a large positive and performance-avoidance goals a small negative effect on metacognition - For effective self-regulators, mastery goals have a large positive and performance-avoidance goals a small negative effect on metacognition
• For exam-oriented learners, trust in AI tutors hinges on curriculum fit: students abandon mathematically correct solutions that use out-of-syllabus methods - For exam-oriented learners, trust in AI tutors hinges on curriculum fit: students abandon mathematically correct solutions that use out-of-syllabus methods
• For facilitation of memorization, strategy variety was highest in the peer tutoring group while frequency was highest in the explicit instruction group - For facilitation of memorization, strategy variety was highest in the peer tutoring group while frequency was highest in the explicit instruction group
• For fifth-grade struggling readers, the four interventions combined improved phonemic decoding on one measure but produced a small reduction in oral reading fluency one year after the interventions - For fifth-grade struggling readers, the four interventions combined improved phonemic decoding on one measure but produced a small reduction in oral reading fluency one year after the interventions
• For first graders with weak initial self-regulation, ISI is associated with greater self-regulation gains, increasing with teachers' A2i use - For first graders with weak initial self-regulation, ISI is associated with greater self-regulation gains, increasing with teachers' A2i use
• For first-grade nonresponders, PALS showed a substantively important negative (but statistically non-significant) effect on reading comprehension versus adult tutoring - For first-grade nonresponders, PALS showed a substantively important negative (but statistically non-significant) effect on reading comprehension versus adult tutoring
• For first-grade nonresponders, PALS showed no statistically significant effects on seven alphabetics outcomes compared with adult tutoring - For first-grade nonresponders, PALS showed no statistically significant effects on seven alphabetics outcomes compared with adult tutoring
• For four-year (rather than six-year) graduation, ACT scores are slightly predictive but their coefficient is one-sixth the HSGPA coefficient - For four-year (rather than six-year) graduation, ACT scores are slightly predictive but their coefficient is one-sixth the HSGPA coefficient
• For Grade 4 students, the human teacher elicited significantly more utterances than the AI peer in every 4F reflection category, most pronouncedly for Future-oriented talk - For Grade 4 students, the human teacher elicited significantly more utterances than the AI peer in every 4F reflection category, most pronouncedly for Future-oriented talk
• For Grade 5 students the AI peer elicited more factual statements but far fewer Feelings utterances than the teacher, with no significant differences in Findings or Future - For Grade 5 students the AI peer elicited more factual statements but far fewer Feelings utterances than the teacher, with no significant differences in Findings or Future
• For habituated adult writers, following an imposed rhythmic beat increases temporal variation, with better writers adapting better than poor writers - For habituated adult writers, following an imposed rhythmic beat increases temporal variation, with better writers adapting better than poor writers
• For Han students, metacognitive knowledge followed a quadratic (accelerating) growth model while vocabulary breadth followed a linear growth model, and initially high vocabulary knowledge predicted faster later vocabulary growth - For Han students, metacognitive knowledge followed a quadratic (accelerating) growth model while vocabulary breadth followed a linear growth model, and initially high vocabulary knowledge predicted fa
• For higher-risk schools relying on testing, pooled PCR testing is generally the most effective strategy, with serial antigen testing a close second - For higher-risk schools relying on testing, pooled PCR testing is generally the most effective strategy, with serial antigen testing a close second
• For incoherent text presented as a list of facts, testing slows the rate of forgetting compared to restudy - For incoherent text presented as a list of facts, testing slows the rate of forgetting compared to restudy
• For inference questions, lower reading skill, higher self-efficacy, and higher self-reported monitoring strategies were associated with stronger overestimation, with openness associated only for predictions - For inference questions, lower reading skill, higher self-efficacy, and higher self-reported monitoring strategies were associated with stronger overestimation, with openness associated only for predi
• For introductory biology students with low topic-specific prior knowledge, problem-solving-first (PS-I) outperformed instruction-first (I-PS) on a near-transfer test - For introductory biology students with low topic-specific prior knowledge, problem-solving-first (PS-I) outperformed instruction-first (I-PS) on a near-transfer test
• For isolated mathematics material, spaced practice shows a larger but less precise effect (g = 0.38) than the overall spacing effect. - For isolated mathematics material, spaced practice shows a larger but less precise effect (g = 0.38) than the overall spacing effect.
• For items aligned to multiple target grades, difficulty estimates from different on-grade calibration samples differ negligibly, at most 0.1 logit on average - For items aligned to multiple target grades, difficulty estimates from different on-grade calibration samples differ negligibly, at most 0.1 logit on average
• For learners with low prior knowledge, adaptable scaffolding shows the worst effects, while non-personalized scaffolding with adaptable task progression is descriptively most beneficial - For learners with low prior knowledge, adaptable scaffolding shows the worst effects, while non-personalized scaffolding with adaptable task progression is descriptively most beneficial
• For material students have prior knowledge of (work-energy theorem), tutorial effectiveness depends significantly on teaching quality, with the ideal Socratic implementation best - For material students have prior knowledge of (work-energy theorem), tutorial effectiveness depends significantly on teaching quality, with the ideal Socratic implementation best
• For metacognitive strategy use, resources competitively mediate the linear effect and cognitive load partially mediates the linear and mediates the quadratic relationship - For metacognitive strategy use, resources competitively mediate the linear effect and cognitive load partially mediates the linear and mediates the quadratic relationship
• For more knowledgeable learners on the delayed test, a generation effect was obtained for both low and high element interactivity materials - For more knowledgeable learners on the delayed test, a generation effect was obtained for both low and high element interactivity materials
• For novel material (impulse-momentum theorem), no statistical difference emerges among group-based styles with verbal TA interaction; the tutorial material itself dominates - For novel material (impulse-momentum theorem), no statistical difference emerges among group-based styles with verbal TA interaction; the tutorial material itself dominates
• For postdiction bias on factual questions, underestimation was prevalent for females, higher reading skill, and lower self-perceived topic knowledge and metacomprehension ability - For postdiction bias on factual questions, underestimation was prevalent for females, higher reading skill, and lower self-perceived topic knowledge and metacomprehension ability
• For prediction judgments on factual questions, males and learners with lower WMC and lower topic knowledge, but higher self-perceived topic knowledge and self-perceived metacomprehension ability, showed stronger overestimation - For prediction judgments on factual questions, males and learners with lower WMC and lower topic knowledge, but higher self-perceived topic knowledge and self-perceived metacomprehension ability, show
• For readers with misconceptions, the number of correct inferences generated during think-aloud reading predicts text recall - For readers with misconceptions, the number of correct inferences generated during think-aloud reading predicts text recall
• For recall performance, the study found no significant three-way interaction between modeling condition, prior knowledge activation and domain knowledge, so the model-observer similarity hypotheses were not supported. - For recall performance, the study found no significant three-way interaction between modeling condition, prior knowledge activation and domain knowledge, so the model-observer similarity hypotheses we
• For revealing_answer, pedagogically undesired feedback achieves higher SuccScore in both semesters, suggesting success via copying revealed answers - For revealing_answer, pedagogically undesired feedback achieves higher SuccScore in both semesters, suggesting success via copying revealed answers
• For schools, where the Difference derives from median indices, the middle 50 per cent of 56 tested schools fell within plus 3 to minus 3, making school differences beyond 3 significant - For schools, where the Difference derives from median indices, the middle 50 per cent of 56 tested schools fell within plus 3 to minus 3, making school differences beyond 3 significant
• For second graders, low metacognition at the first measurement point carries no extra risk of low metacognition one year later - For second graders, low metacognition at the first measurement point carries no extra risk of low metacognition one year later
• For self-regulated learning outcomes, rubrics combined with both self- and peer assessment show a significantly larger effect than rubrics with self-assessment alone - For self-regulated learning outcomes, rubrics combined with both self- and peer assessment show a significantly larger effect than rubrics with self-assessment alone
• For sentence comprehension regions, LPHP thickness is correlated with morphological awareness and RV1 thickness with orthography-semantic mapping - For sentence comprehension regions, LPHP thickness is correlated with morphological awareness and RV1 thickness with orthography-semantic mapping
• For short maze problems, massed learning effort is more economical than distributed effort in trials, time and errors, for both rats and human adults - For short maze problems, massed learning effort is more economical than distributed effort in trials, time and errors, for both rats and human adults
• For short-answer questions, real student responses received higher LLM-likelihood estimates than LLM-generated responses, a reversal of the pattern in other tasks - For short-answer questions, real student responses received higher LLM-likelihood estimates than LLM-generated responses, a reversal of the pattern in other tasks
• For skewed datasets, W-DC and LL-DC produce similar and preferred estimates, while PS-DC diverges at high-frequency scores - For skewed datasets, W-DC and LL-DC produce similar and preferred estimates, while PS-DC diverges at high-frequency scores
• For some students, AI-generated feedback reduces the perceived personal risk of exposing weaknesses, functioning as a psychologically safe space for feedback seeking - For some students, AI-generated feedback reduces the perceived personal risk of exposing weaknesses, functioning as a psychologically safe space for feedback seeking
• For standardized mean changes, rubric effects on performance decrease with mean age, yet secondary-education studies show larger effects than primary and middle school — contradictory moderator results - For standardized mean changes, rubric effects on performance decrease with mean age, yet secondary-education studies show larger effects than primary and middle school — contradictory moderator result
• For students continuing from KIPP middle schools to KIPP high schools, achievement impacts are not statistically significant - For students continuing from KIPP middle schools to KIPP high schools, achievement impacts are not statistically significant
• For students without relevant prior knowledge, elaborating during the discussion led to lower recall than not elaborating - For students without relevant prior knowledge, elaborating during the discussion led to lower recall than not elaborating
• For the DESI example, both approaches would show negative bias under the assumed data-generating model, so the observed positive coefficients make a positive true effect of teacher support likely, though its exact size remains inestimable - For the DESI example, both approaches would show negative bias under the assumed data-generating model, so the observed positive coefficients make a positive true effect of teacher support likely, tho
• For the low-difficult text, oral explaining, written explaining, and retrieval practice yield comparable learning outcomes - For the low-difficult text, oral explaining, written explaining, and retrieval practice yield comparable learning outcomes
• For the same types of infractions, Black students and students with disabilities were significantly more likely to receive out-of-school suspensions than other subgroups - For the same types of infractions, Black students and students with disabilities were significantly more likely to receive out-of-school suspensions than other subgroups
• For tracking time-varying systems, the step size is kept strictly away from zero - For tracking time-varying systems, the step size is kept strictly away from zero
• For transfer, only learners studying collaboratively benefited from animated over static graphics - For transfer, only learners studying collaboratively benefited from animated over static graphics
• For transformer models, oversampling and backtranslation augmentation improve performance while freezing the encoder substantially decreases it - For transformer models, oversampling and backtranslation augmentation improve performance while freezing the encoder substantially decreases it
• For two-year black transfer students, gender and engineering GPA—not transfer status—drive graduation outcomes, with black women outperforming black men - For two-year black transfer students, gender and engineering GPA—not transfer status—drive graduation outcomes, with black women outperforming black men
• For U.S.-born Mexican-origin youth with immigrant parents, family ethnic socialization predicts later ethnic identity but youth ethnic identity does not predict later family ethnic socialization (a family-driven process) - For U.S.-born Mexican-origin youth with immigrant parents, family ethnic socialization predicts later ethnic identity but youth ethnic identity does not predict later family ethnic socialization (a fa
• For U.S.-born Mexican-origin youth with U.S.-born parents, youth ethnic identity predicts later family ethnic socialization but not vice versa (a youth-driven process) - For U.S.-born Mexican-origin youth with U.S.-born parents, youth ethnic identity predicts later family ethnic socialization but not vice versa (a youth-driven process)
• For uncertain architectural elements, geometric contrast yielded worse memory of appearance than no visualization, stop light colors, or both visualizations - For uncertain architectural elements, geometric contrast yielded worse memory of appearance than no visualization, stop light colors, or both visualizations
• For very young children, more abstract vocabulary terms such as afloat, haste, mellow, noticeable, outward and skill are relatively more difficult, while more concrete terms such as dungeon, envelope, eyelash, nerve, plumbing, pork and snip are learned earlier. - For very young children, more abstract vocabulary terms such as afloat, haste, mellow, noticeable, outward and skill are relatively more difficult, while more concrete terms such as dungeon, envelope,
• For Yao students, both metacognitive knowledge and vocabulary breadth were best described by linear growth models with significant intercepts and slopes - For Yao students, both metacognitive knowledge and vocabulary breadth were best described by linear growth models with significant intercepts and slopes
• For-profit alternative certification pathways account for over 70% of Texas educator preparation enrollment while overall completion fell 14% over a decade - For-profit alternative certification pathways account for over 70% of Texas educator preparation enrollment while overall completion fell 14% over a decade
• For-profit alternative certification pathways in Texas increased enrollment by more than 500% over 5 years without increasing program completers - For-profit alternative certification pathways in Texas increased enrollment by more than 500% over 5 years without increasing program completers
• FORAP-packaged projects were deployed in 44 classroom trials across seven universities over four academic years, reaching about 2,000 students - FORAP-packaged projects were deployed in 44 classroom trials across seven universities over four academic years, reaching about 2,000 students
• Forced pacing eliminates positive transfer from computer aiding and leads subjects to use strategies requiring many more tests than necessary - Forced pacing eliminates positive transfer from computer aiding and leads subjects to use strategies requiring many more tests than necessary
• Forceful, assertive concern language was associated with fewer steps per day and lower moderate-intensity activity, while work-oriented language was positively associated with steps - Forceful, assertive concern language was associated with fewer steps per day and lower moderate-intensity activity, while work-oriented language was positively associated with steps
• Forcing readers to skim at unusually high prescribed rates makes reproduction very poor and the process disagreeable - Forcing readers to skim at unusually high prescribed rates makes reproduction very poor and the process disagreeable
• Forecasts by impartial judges failed to predict which interventions would be most effective - Forecasts by impartial judges failed to predict which interventions would be most effective
• Foreign language reading comprehension performance varies to a similar extent in poor and typical literacy groups - Foreign language reading comprehension performance varies to a similar extent in poor and typical literacy groups
• Forest preschool attendance is associated with higher nature connectedness on some measures, with no significant changes in environmentally responsible behaviors - Forest preschool attendance is associated with higher nature connectedness on some measures, with no significant changes in environmentally responsible behaviors
• Forest preschool attendance is associated with improved balance and coordination, but not with objectively measured physical activity - Forest preschool attendance is associated with improved balance and coordination, but not with objectively measured physical activity
• Forest preschool attendance is associated with improvements in creative thinking in preschool children, with only forest-school groups improving on all creative dimensions - Forest preschool attendance is associated with improvements in creative thinking in preschool children, with only forest-school groups improving on all creative dimensions
• Forest preschool shows mixed subjective-outcome effects: improved sleep, resilience, and curiosity, but no changes in academic readiness or illness and injury incidence - Forest preschool shows mixed subjective-outcome effects: improved sleep, resilience, and curiosity, but no changes in academic readiness or illness and injury incidence
• Forest-school benefits are measured with heterogeneous methods, mostly questionnaires and tasks administered to children, with only two studies using objective measures - Forest-school benefits are measured with heterogeneous methods, mostly questionnaires and tasks administered to children, with only two studies using objective measures
• Forestructures of understanding are associated with the majority of several key authentic inquiry features, up to 100% for complex transformation of observation and developing theories about mechanisms - Forestructures of understanding are associated with the majority of several key authentic inquiry features, up to 100% for complex transformation of observation and developing theories about mechanism
• Form-focused instruction can contribute to the acquisition of second language implicit knowledge, as shown in studies measuring learners' free production - Form-focused instruction can contribute to the acquisition of second language implicit knowledge, as shown in studies measuring learners' free production
• Form-focused instruction combined with prompts is more effective than FFI combined with recasts or no feedback, especially on written tasks - Form-focused instruction combined with prompts is more effective than FFI combined with recasts or no feedback, especially on written tasks
• Form-focused instruction on noun endings significantly increases French immersion students' ability to correctly assign grammatical gender, with gains maintained on delayed posttests - Form-focused instruction on noun endings significantly increases French immersion students' ability to correctly assign grammatical gender, with gains maintained on delayed posttests
• Formal concept analysis identifies self-monitoring as the primary developmental gateway and multiple viable pathways to expertise - Formal concept analysis identifies self-monitoring as the primary developmental gateway and multiple viable pathways to expertise
• Formal early childhood experience reduces the likelihood of being identified as significantly below benchmark, most pronounced among English learner students and Black English learner students - Formal early childhood experience reduces the likelihood of being identified as significantly below benchmark, most pronounced among English learner students and Black English learner students
• Formal education exhibits the defining properties of a complex system - Formal education exhibits the defining properties of a complex system
• Formal home math environment moderates the effect of parental math skills on children's arithmetic skills, showing a protective (gap-closing) effect for higher-risk children - Formal home math environment moderates the effect of parental math skills on children's arithmetic skills, showing a protective (gap-closing) effect for higher-risk children
• Formal learning context is a significant positive predictor of whether a robotics study reports quantifiable learning gains - Formal learning context is a significant positive predictor of whether a robotics study reports quantifiable learning gains
• Formal math activities in the home environment mitigated the risk of parental math difficulties for children's math development (reported by the editors, citing Torppa et al.) - Formal math activities in the home environment mitigated the risk of parental math difficulties for children's math development (reported by the editors, citing Torppa et al.)
• Formal partnerships enhanced interagency collaboration but required time to form, service benchmarks, and regular communication - Formal partnerships enhanced interagency collaboration but required time to form, service benchmarks, and regular communication
• Formal tests find no substantial evidence of publication bias or small-study effects in the meta-analysis - Formal tests find no substantial evidence of publication bias or small-study effects in the meta-analysis
• Formal theory offers advantages over common sense for guiding implementation, but empirical evidence of effectiveness is lacking - Formal theory offers advantages over common sense for guiding implementation, but empirical evidence of effectiveness is lacking
• Formally instructed learners proceed further down the Accessibility Hierarchy in ultimate attainment of relativization than untutored learners (review-reported, citing Pavesi 1986) - Formally instructed learners proceed further down the Accessibility Hierarchy in ultimate attainment of relativization than untutored learners (review-reported, citing Pavesi 1986)
• Formative assessment is theorized to foster motivation by supporting autonomy, competence, and relatedness - Formative assessment is theorized to foster motivation by supporting autonomy, competence, and relatedness
• Formative assessment practices coherent with OpenSciEd are constrained by grading expectations misaligned with formative goals and by the time cost of evaluating and giving feedback on three-dimensional tasks. - Formative assessment practices coherent with OpenSciEd are constrained by grading expectations misaligned with formative goals and by the time cost of evaluating and giving feedback on three-dimension
• Formative assessment shows gains in student self-efficacy and motivation and particular benefits for disadvantaged and low-achieving students - Formative assessment shows gains in student self-efficacy and motivation and particular benefits for disadvantaged and low-achieving students
• Formative assessment shows positive effects on learning, with d = 0.32 in regular classrooms - Formative assessment shows positive effects on learning, with d = 0.32 in regular classrooms
• Formative feedback dominates authentic assessment designs while sustainable feedback is rare - Formative feedback dominates authentic assessment designs while sustainable feedback is rare
• Formative participants found human SP practice valuable for embodied cues but episodic and unevenly connected to individualized feedback - Formative participants found human SP practice valuable for embodied cues but episodic and unevenly connected to individualized feedback
• Formative participants preferred post-session debriefing over in-session interruption, with timing treated as contingent on error severity - Formative participants preferred post-session debriefing over in-session interruption, with timing treated as contingent on error severity
• Formative purpose dominates peer assessment studies, but summative purpose is relatively frequent in ICT, engineering, and health and welfare domains - Formative purpose dominates peer assessment studies, but summative purpose is relatively frequent in ICT, engineering, and health and welfare domains
• Formative-assessment-based LA shows positive effects on achievement, motivation, and understanding, with personalized feedback reading time mattering - Formative-assessment-based LA shows positive effects on achievement, motivation, and understanding, with personalized feedback reading time mattering
• Former capstone students' team-formation priorities centered on interesting topics, preferred teammates, and skill or career alignment - Former capstone students' team-formation priorities centered on interesting topics, preferred teammates, and skill or career alignment
• Former English Learners graduated from CPS high school at a higher rate (89.0%) than students never classified as English Learners (84.1%) - Former English Learners graduated from CPS high school at a higher rate (89.0%) than students never classified as English Learners (84.1%)
• Former English Learners graduated from CPS high school at a higher rate than never-English Learners, while active English Learners graduated at a slightly lower rate - Former English Learners graduated from CPS high school at a higher rate than never-English Learners, while active English Learners graduated at a slightly lower rate
• Former English Learners had higher Freshman OnTrack and graduation rates than the district average in Chicago Public Schools - Former English Learners had higher Freshman OnTrack and graduation rates than the district average in Chicago Public Schools
• Former KIPP school leadership program participants reported satisfaction and application of program lessons in their own settings - Former KIPP school leadership program participants reported satisfaction and application of program lessons in their own settings
• Former participants desired more follow-up with their cohort and more support developing talent, managing resources, and cultivating organizational culture - Former participants desired more follow-up with their cohort and more support developing talent, managing resources, and cultivating organizational culture
• Former students in the high self-determination group were more likely to be employed for pay about one year after leaving school than those in the low self-determination group - Former students in the high self-determination group were more likely to be employed for pay about one year after leaving school than those in the low self-determination group
• Former students reported positive changes in self-perception and self-confidence after participating in prison higher education - Former students reported positive changes in self-perception and self-confidence after participating in prison higher education
• Former students who dropped out want colleges to proactively invite them to return and explain how to return - Former students who dropped out want colleges to proactively invite them to return and explain how to return
• Formerly incarcerated women students reported improved disciplinary behavior while participating in a prison college program - Formerly incarcerated women students reported improved disciplinary behavior while participating in a prison college program
• Forming and maintaining group awareness strains working memory during collaborative learning - Forming and maintaining group awareness strains working memory during collaborative learning
• Forming implementation intentions (if-then plans) improves goal attainment - Adding an if-then plan that says when, where and how to act to a goal intention raises goal attainment, with a medium-to-large pooled effect across 94 tests; in online courses a brief planning activit
• Fort Worth charter school Black students outgrew Fort Worth district school Black students in reading, though the within-Fort Worth contrast was not statistically significant - Fort Worth charter school Black students outgrew Fort Worth district school Black students in reading, though the within-Fort Worth contrast was not statistically significant
• Fort Worth charter school ELL students significantly outgrew district-school ELL students in reading growth - Fort Worth charter school ELL students significantly outgrew district-school ELL students in reading growth
• Fort Worth charter school Hispanic students significantly outgrew Fort Worth district school Hispanic students in reading growth - Fort Worth charter school Hispanic students significantly outgrew Fort Worth district school Hispanic students in reading growth
• Fort Worth charter school male students significantly outgrew district-school male students in reading, while female students showed no significant sector difference - Fort Worth charter school male students significantly outgrew district-school male students in reading, while female students showed no significant sector difference
• Fort Worth charter school students in poverty significantly outgrew district-school students in poverty in reading growth - Fort Worth charter school students in poverty significantly outgrew district-school students in poverty in reading growth
• Fort Worth charter school students outgrew Fort Worth district school students in reading by a significant 38 days, with a non-significant 26-day math advantage - Fort Worth charter school students outgrew Fort Worth district school students in reading by a significant 38 days, with a non-significant 26-day math advantage
• Fort Worth CMO-affiliated charter schools significantly outperformed independent charter schools in reading growth, while independent charters lagged the state - Fort Worth CMO-affiliated charter schools significantly outperformed independent charter schools in reading growth, while independent charters lagged the state
• Fortnightly web conferences with open-ended discussion supported students' academic and social engagement and community formation - Fortnightly web conferences with open-ended discussion supported students' academic and social engagement and community formation
• Forum discussion contains more social and regulative comments and longer messages; anchored discussion is briefer with more messages - Forum discussion contains more social and regulative comments and longer messages; anchored discussion is briefer with more messages
• Forum discussion shows more argumentation and confirmation, partly mediated by its opinion-oriented subject matter - Forum discussion shows more argumentation and confirmation, partly mediated by its opinion-oriented subject matter
• Foster children who received a control intervention showed a specific post-switch (set-shifting) deficit on the card-sort task, with no group difference on the pre-switch trials - Foster children who received a control intervention showed a specific post-switch (set-shifting) deficit on the card-sort task, with no group difference on the pre-switch trials
• Foster children who received the ABC intervention in infancy showed stronger cognitive flexibility at preschool age than foster children who received a control intervention - Foster children who received the ABC intervention in infancy showed stronger cognitive flexibility at preschool age than foster children who received a control intervention
• Foster children who received the ABC intervention showed stronger theory of mind at preschool age than foster children who received a control intervention - Foster children who received the ABC intervention showed stronger theory of mind at preschool age than foster children who received a control intervention
• Foster children who received the control intervention scored significantly lower on the post-switch task than never-fostered comparison children - Foster children who received the control intervention scored significantly lower on the post-switch task than never-fostered comparison children
• Fostering socioemotional development and fostering test score growth had nearly identical impacts on 9th grade test scores - Fostering socioemotional development and fostering test score growth had nearly identical impacts on 9th grade test scores
• Foundational Skills test scores generally increased across terms and grades, with less growth observed at higher grades - Foundational Skills test scores generally increased across terms and grades, with less growth observed at higher grades
• Foundations can serve more people by identifying and supporting effective interventions that are ready to be scaled - Foundations can serve more people by identifying and supporting effective interventions that are ready to be scaled
• Four changes in CSCL over thirty years include mainstream collaborative pedagogies, collaboration technology becoming infrastructure, changed definitions of learning, and collaboration changing scale - Four changes in CSCL over thirty years include mainstream collaborative pedagogies, collaboration technology becoming infrastructure, changed definitions of learning, and collaboration changing scale
• Four contexts of mathematics teacher education described the experiences most influential to the preservice teacher's evolving philosophy of mathematics - Four contexts of mathematics teacher education described the experiences most influential to the preservice teacher's evolving philosophy of mathematics
• Four cultural factors inhibit students from speaking up, asking questions and challenging others in PBL discussions, with stronger impact in non-Western schools - Four cultural factors inhibit students from speaking up, asking questions and challenging others in PBL discussions, with stronger impact in non-Western schools
• Four current challenges impede AI literacy implementation: inconsistent policies, uneven knowledge, resistance, and cost barriers - Four current challenges impede AI literacy implementation: inconsistent policies, uneven knowledge, resistance, and cost barriers
• Four dimensions characterize students' meaning making of immersive VR experiences across all eight reflective group dialogues - Four dimensions characterize students' meaning making of immersive VR experiences across all eight reflective group dialogues
• Four distinct action-control belief profiles (agentic, moderate, avoidant, and mixed) emerge among Finnish ninth graders - Four distinct action-control belief profiles (agentic, moderate, avoidant, and mixed) emerge among Finnish ninth graders
• Four distinct GenAI chatbot adoption personas emerge: Cautious Achievers, Skeptical Utilitarians, Disengaged Doubters, and Engaged Enthusiasts - Four distinct GenAI chatbot adoption personas emerge: Cautious Achievers, Skeptical Utilitarians, Disengaged Doubters, and Engaged Enthusiasts
• Four distinct LLM learner profiles emerge from latent class analysis of learning contexts, tasks, and devices - Four distinct LLM learner profiles emerge from latent class analysis of learning contexts, tasks, and devices
• Four distinct session-level engagement types emerge in GenAI Tutor use: Deep, Shallow, Routine-Learning, and Exam-Driven - Four distinct session-level engagement types emerge in GenAI Tutor use: Deep, Shallow, Routine-Learning, and Exam-Driven
• Four distinct, reliably codable behavioral clusters appear in collaborative tutorial video data - Four distinct, reliably codable behavioral clusters appear in collaborative tutorial video data
• Four factors explain students' sense of belonging in STEM, with interpersonal relationships the most commonly cited - Four factors explain students' sense of belonging in STEM, with interpersonal relationships the most commonly cited
• Four forms of learning and knowledge building with wikis: internal and external assimilation and accommodation - Four forms of learning and knowledge building with wikis: internal and external assimilation and accommodation
• Four high-poverty case study schools sustained rising achievement for all subgroups for 5 to 10 years while pursuing personalization - Four high-poverty case study schools sustained rising achievement for all subgroups for 5 to 10 years while pursuing personalization
• Four implementation themes emerged from UK process evaluations: intervention format, policy consistency, staff buy-in, and perceived effectiveness - Four implementation themes emerged from UK process evaluations: intervention format, policy consistency, staff buy-in, and perceived effectiveness
• Four intermediate epistemic levels — late absolutist, early multiplist, late multiplist, and early evaluatist — emerged when students' forced-choice assumptions were triangulated with their written justifications - Four intermediate epistemic levels — late absolutist, early multiplist, late multiplist, and early evaluatist — emerged when students' forced-choice assumptions were triangulated with their written ju
• Four interrelated components are essential in blueprints for complex learning - Four interrelated components are essential in blueprints for complex learning
• Four learning patterns (meaning-, reproduction-, application-, and undirected) form a replicable factor structure in first-year higher education students - Four learning patterns (meaning-, reproduction-, application-, and undirected) form a replicable factor structure in first-year higher education students
• Four methods of identifying individual change each duplicated group-based effect sizes, with the reliable change index and growth curve approaches showing stronger consistency and predictive power (Frijters et al.) - Four methods of identifying individual change each duplicated group-based effect sizes, with the reliable change index and growth curve approaches showing stronger consistency and predictive power (Fr
• Four of seven knowledge, attitudes, and values outcomes favor the comparison group, including ethnic identity (effect size -0.19) and both moral reasoning measures, none statistically significant - Four of seven knowledge, attitudes, and values outcomes favor the comparison group, including ethnic identity (effect size -0.19) and both moral reasoning measures, none statistically significant
• Four of six activity groups are rated better in multimedia format, but quizzes and picture descriptions are rated equally across formats - Four of six activity groups are rated better in multimedia format, but quizzes and picture descriptions are rated equally across formats
• Four of six standards-meeting studies showed statistically significant positive effects and two showed substantively important positive effects on phonological processing - Four of six standards-meeting studies showed statistically significant positive effects and two showed substantively important positive effects on phonological processing
• Four or more major challenges were more prevalent among women, Hispanic and minoritized students, and lower-income students - Four or more major challenges were more prevalent among women, Hispanic and minoritized students, and lower-income students
• Four oral reading scores together best predict passage comprehension and enable individualized instruction - Four oral reading scores together best predict passage comprehension and enable individualized instruction
• Four process-level error categories account for roughly nine in ten attributed failures in VCoT geometry solving - Four process-level error categories account for roughly nine in ten attributed failures in VCoT geometry solving
• Four relational components—positive feedback, rapport, mutual respect, and reciprocal trust—form the relational framework of coaching - Four relational components—positive feedback, rapport, mutual respect, and reciprocal trust—form the relational framework of coaching
• Four remedial reading interventions combined improved phonemic decoding, word reading accuracy and fluency, and reading comprehension for third-grade struggling readers one year after the interventions ended, though not on all measures - Four remedial reading interventions combined improved phonemic decoding, word reading accuracy and fluency, and reading comprehension for third-grade struggling readers one year after the intervention
• Four reviewed CAs explicitly integrate pedagogical theories, including the Vygotskian perspective, the 4C/ID model, scaffolding, and gamification - Four reviewed CAs explicitly integrate pedagogical theories, including the Vygotskian perspective, the 4C/ID model, scaffolding, and gamification
• Four schools that converted half-day pre-k to full-day showed attendance about 4 percentage points higher than propensity-weighted comparison schools after expansion - Four schools that converted half-day pre-k to full-day showed attendance about 4 percentage points higher than propensity-weighted comparison schools after expansion
• Four sequences of macro, micro, and symbolic chemistry representations produced no statistically significant differences in students' learning performance - Four sequences of macro, micro, and symbolic chemistry representations produced no statistically significant differences in students' learning performance
• Four statistical techniques for predicting school-by-grade fall enrollment in SDP differ little in accuracy, with predicted cohort size off by roughly six students across all methods - Four statistical techniques for predicting school-by-grade fall enrollment in SDP differ little in accuracy, with predicted cohort size off by roughly six students across all methods
• Four supplemental reading comprehension curricula had no positive impact on fifth-grade students' test scores, with negative impacts in some cases - Four supplemental reading comprehension curricula had no positive impact on fifth-grade students' test scores, with negative impacts in some cases
• Four themes of difficulty in textbook listening activities emerge for both groups: speech rate, speaker's accent, word meaning, and time pressure - Four themes of difficulty in textbook listening activities emerge for both groups: speech rate, speaker's accent, word meaning, and time pressure
• Four types of designerly talk manifest in student-managed social network spaces: tool selection, professional identity, skill-sharing coordination, and ethical design discussion - Four types of designerly talk manifest in student-managed social network spaces: tool selection, professional identity, skill-sharing coordination, and ethical design discussion
• Four visual patterns of moment-by-moment learning curves occur in grade-five arithmetic practice with an ALT, with immediate peaks most frequent and single spikes absent. - Four visual patterns of moment-by-moment learning curves occur in grade-five arithmetic practice with an ALT, with immediate peaks most frequent and single spikes absent.
• Four years of multiple UCSMP courses have potentially positive effects on general mathematics achievement, with a small extent of evidence - Four years of multiple UCSMP courses have potentially positive effects on general mathematics achievement, with a small extent of evidence
• Four years of multiple UCSMP courses have potentially positive effects on general mathematics achievement, with site-level and measure-level inconsistency - Four years of multiple UCSMP courses have potentially positive effects on general mathematics achievement, with site-level and measure-level inconsistency
• Four years of TEP attendance produced English language arts gains equal to an additional 0.4 years of school relative to comparable NYC public school students - Four years of TEP attendance produced English language arts gains equal to an additional 0.4 years of school relative to comparable NYC public school students
• Four years of TEP attendance produced science gains equal to an additional 0.6 years of school relative to comparable NYC public school students - Four years of TEP attendance produced science gains equal to an additional 0.6 years of school relative to comparable NYC public school students
• Four- versus six-year completion gaps of 15–25 percentage points appeared across academic and demographic groups, with Black young men at 13% four-year and 31% six-year completion - Four- versus six-year completion gaps of 15–25 percentage points appeared across academic and demographic groups, with Black young men at 13% four-year and 31% six-year completion
• Four-day school week cost savings are relatively small but may help maintain instructional expenses during revenue shortages - Four-day school week cost savings are relatively small but may help maintain instructional expenses during revenue shortages
• Four-day school weeks decrease per-pupil bullying incidents among high school students by approximately 39% - Four-day school weeks decrease per-pupil bullying incidents among high school students by approximately 39%
• Four-day school weeks decrease per-pupil fighting incidents among high school students by approximately 31% - Four-day school weeks decrease per-pupil fighting incidents among high school students by approximately 31%
• Four-day school weeks have no detectable effect on disciplinary incident types other than bullying and fighting - Four-day school weeks have no detectable effect on disciplinary incident types other than bullying and fighting
• Four-day school weeks have no detectable effect on high school attendance - Four-day school weeks have no detectable effect on high school attendance
• Four-day school weeks have no detectable effect on high school students' ACT scores - Four-day school weeks have no detectable effect on high school students' ACT scores
• Four-year and six-year completion rates varied widely by college, with gaps between colleges of up to 27 percentage points in four-year rates hidden by similar six-year rates - Four-year and six-year completion rates varied widely by college, with gaps between colleges of up to 27 percentage points in four-year rates hidden by similar six-year rates
• Four-year college graduation rates remained flat at about 49 percent for direct four-year enrollees, with much lower rates for two-year (8 percent) and delayed enrollees (4 percent) - Four-year college graduation rates remained flat at about 49 percent for direct four-year enrollees, with much lower rates for two-year (8 percent) and delayed enrollees (4 percent)
• Four-year enrollees had stronger academic qualifications than two-year enrollees and non-enrollees, yet many non-enrollees and two-year entrants had credentials sufficient for four-year access - Four-year enrollees had stronger academic qualifications than two-year enrollees and non-enrollees, yet many non-enrollees and two-year entrants had credentials sufficient for four-year access
• Four-year-olds infer unobserved hidden causes when observed variables cannot explain the evidence - Four-year-olds infer unobserved hidden causes when observed variables cannot explain the evidence
• Four-year-olds showed no benefit of transparent goal cues in either visual or finger tracking conditions - Four-year-olds showed no benefit of transparent goal cues in either visual or finger tracking conditions
• Four-year-olds who miss more preschool score lower on kindergarten readiness measures of math, letter recognition, and social-emotional development, even after controlling for incoming skills - Four-year-olds who miss more preschool score lower on kindergarten readiness measures of math, letter recognition, and social-emotional development, even after controlling for incoming skills
• Fourth graders monitor and control answers to open-ended questions more accurately than second graders, but no significant age difference was found for true-false questions - Fourth graders monitor and control answers to open-ended questions more accurately than second graders, but no significant age difference was found for true-false questions
• Fourth graders outperform second graders on secret-code performance and restudy effectiveness, but not on self-monitoring discrimination - Fourth graders outperform second graders on secret-code performance and restudy effectiveness, but not on self-monitoring discrimination
• Fourth graders report lower perceived group status than second graders, qualified by an ethnicity × grade interaction - Fourth graders report lower perceived group status than second graders, qualified by an ethnicity × grade interaction
• Fourth graders show the typical problem-size effect in multiplication, with slower and less accurate responses to large than small problems - Fourth graders show the typical problem-size effect in multiplication, with slower and less accurate responses to large than small problems
• Fourth graders with disabilities scored 40 points lower in reading and 28 points lower in mathematics than peers without disabilities on the 2022 NAEP - Fourth graders with disabilities scored 40 points lower in reading and 28 points lower in mathematics than peers without disabilities on the 2022 NAEP
• Fourth graders with low metacognition tend to remain low one year later, particularly showing ineffective restudy decisions - Fourth graders with low metacognition tend to remain low one year later, particularly showing ineffective restudy decisions
• Fourth graders with poor arithmetic-fact abilities (PoorAF) and matched controls did not differ on a perceptual shape-matching speed task - Fourth graders with poor arithmetic-fact abilities (PoorAF) and matched controls did not differ on a perceptual shape-matching speed task
• Fourth graders' multiplication fact solving speed correlates significantly with both symbolic and nonsymbolic magnitude comparison speed - Fourth graders' multiplication fact solving speed correlates significantly with both symbolic and nonsymbolic magnitude comparison speed
• Fourth-grade cohorts in other countries also show larger math than reading gains, suggesting moderators more general than the United States - Fourth-grade cohorts in other countries also show larger math than reading gains, suggesting moderators more general than the United States
• Fourth-graders perform substantially better on computation tests than on word problems using the same numbers - Fourth-graders perform substantially better on computation tests than on word problems using the same numbers
• Fourth-graders receiving AI-enhanced media literacy instruction outperformed control-group peers on post-test critical media reading, writing, and total literacy with large effect sizes - Fourth-graders receiving AI-enhanced media literacy instruction outperformed control-group peers on post-test critical media reading, writing, and total literacy with large effect sizes
• Fourth-graders' explanations for differing repeated measurements of one arm span most often focused on the measuring tools and their use - Fourth-graders' explanations for differing repeated measurements of one arm span most often focused on the measuring tools and their use
• Foxglove Elementary distributes leadership across staff roles but has few mechanisms to coordinate the work - Foxglove Elementary distributes leadership across staff roles but has few mechanisms to coordinate the work
• FRAC and combined intervention advantages transferred to a new writing task and were retained after AI support was withdrawn - FRAC and combined intervention advantages transferred to a new writing task and were retained after AI support was withdrawn
• FRAC and the combined intervention shifted revision toward deeper levels, with deep revision (L3+L4) rising from 25% in the regular AI group to 55% in the combined group - FRAC and the combined intervention shifted revision toward deeper levels, with deep revision (L3+L4) rising from 25% in the regular AI group to 55% in the combined group
• Fraction division showed large country differences (Chinese 91%, Belgian 71%, U.S. 22% correct), while fraction addition showed a Country × Grade interaction - Fraction division showed large country differences (Chinese 91%, Belgian 71%, U.S.
• Fraction Face-Off! shows potentially positive effects on fourth-grade students' geometry and measurement outcomes, with a WWC-calculated average effect size of 0.96 and improvement index of +33 - Fraction Face-Off!
• Fraction Face-Off! shows potentially positive effects on general mathematics achievement, with a WWC-calculated effect size of 0.64 and improvement index of +24 on NAEP selected items - Fraction Face-Off!
• Fraction Face-Off! shows potentially positive effects on number and operations outcomes, with a WWC-calculated average effect size of 0.89 and improvement index of +31 - Fraction Face-Off!
• Fraction knowledge is consistently linked to algebra success, though findings vary by measure - Fraction knowledge is consistently linked to algebra success, though findings vary by measure
• Fraction magnitude comparison correlated with general math achievement only in the U.S. samples, indicating number line estimation and magnitude comparison tap partly different aspects of fraction magnitude understanding - Fraction magnitude comparison correlated with general math achievement only in the U.S.
• Fraction magnitude understanding, measured by number line estimation, predicts general mathematics achievement beyond fraction arithmetic skill in 5 of 6 Belgian, Chinese and U.S. grade samples, though not among Chinese 8th graders - Fraction magnitude understanding, measured by number line estimation, predicts general mathematics achievement beyond fraction arithmetic in Belgian, Chinese and U.S. 6th and 8th graders, except Chine
• Fraction pairs with common denominators are compared more accurately than pairs with common numerators, but children with MLD show a crossover, improving on common numerator items while declining on common denominator items - Fraction pairs with common denominators are compared more accurately than pairs with common numerators, but children with MLD show a crossover, improving on common numerator items while declining on c
• Fractions knowledge is a critical domain-specific predictor of mathematics achievement in later grades - Fractions knowledge is a critical domain-specific predictor of mathematics achievement in later grades
• Fragmentation is caused by researchers themselves via misaligned incentives that favor staying in theoretical camps - Fragmentation is caused by researchers themselves via misaligned incentives that favor staying in theoretical camps
• Fragmented data systems made intervention planning slow and burdensome, with educators spending 2-3 hours building a single student intervention plan - Fragmented data systems made intervention planning slow and burdensome, with educators spending 2-3 hours building a single student intervention plan
• Framing adds an additive predictive value to the reminder bias beyond participants' internal metacognitive bias - Framing adds an additive predictive value to the reminder bias beyond participants' internal metacognitive bias
• Framing formal logical problems in primary knowledge contexts makes learners more efficient, more motivated, more confident and lowers cognitive load compared with secondary knowledge framing - Framing formal logical problems in primary knowledge contexts makes learners more efficient, more motivated, more confident and lowers cognitive load compared with secondary knowledge framing
• Framing instructors as part of the solution shifted the design toward supporting instructor judgment and co-design - Framing instructors as part of the solution shifted the design toward supporting instructor judgment and co-design
• Framing reminders as losses reduces, but does not eliminate or reverse, the reminder bias in both between- and within-participants designs - Framing reminders as losses reduces, but does not eliminate or reverse, the reminder bias in both between- and within-participants designs
• Fraternity men had a worse laggard record than non-fraternity men at Minnesota, while sorority women did better than non-sorority women - Fraternity men had a worse laggard record than non-fraternity men at Minnesota, while sorority women did better than non-sorority women
• Free ChatGPT use boosts originality on the assisted creative task but the advantage disappears when assistance is removed - Free ChatGPT use boosts originality on the assisted creative task but the advantage disappears when assistance is removed
• Free choice of activities increases performance, task interest, and persistence across ages and settings - Free choice of activities increases performance, task interest, and persistence across ages and settings
• Free narrative reports are incomplete but relatively free from mistakes, while interrogatory reports contain a large proportion of wrong statements - Free narrative reports are incomplete but relatively free from mistakes, while interrogatory reports contain a large proportion of wrong statements
• Free recall of expository text is higher under a study goal than under an entertainment goal - Free recall of expository text is higher under a study goal than under an entertainment goal
• Free riders earned significantly lower grades than students in the active constructive and social interactive trajectories, whose achievement levels were statistically indistinguishable. - Free riders earned significantly lower grades than students in the active constructive and social interactive trajectories, whose achievement levels were statistically indistinguishable.
• Free, understandable, and accessible content ranked low (4%) as an enrollment motivator for SuaCode students, unlike in comparable MOOC motivation studies - Free, understandable, and accessible content ranked low (4%) as an enrollment motivator for SuaCode students, unlike in comparable MOOC motivation studies
• Free-choice wager designs vary widely in wager categories and often match other instruments - Free-choice wager designs vary widely in wager categories and often match other instruments
• Free-living sleep measures show no association with visual attention task performance in older adolescents - Free-living sleep measures show no association with visual attention task performance in older adolescents
• Free-response improvement comments differed by format: stiffness of speech dominated for teacher–teacher and unnatural manner of speaking for student–student - Free-response improvement comments differed by format: stiffness of speech dominated for teacher–teacher and unnatural manner of speaking for student–student
• Free-tier LLM detection performance varies widely and differs by corpus: gemini-2.0-flash leads on real data while the pattern detector leads on synthetic data for intent detection - Free-tier LLM detection performance varies widely and differs by corpus: gemini-2.0-flash leads on real data while the pattern detector leads on synthetic data for intent detection
• Freedom of instruction added remarkably to the interest and happiness of children in the Bruckner experiment - Freedom of instruction added remarkably to the interest and happiness of children in the Bruckner experiment
• French base-20 number words for numbers over 70 disproportionately impair addition performance in French - French base-20 number words for numbers over 70 disproportionately impair addition performance in French
• French fourth- and fifth-graders who received SRSD instruction produced higher-quality stories than matched peers who received regular writing instruction - French fourth- and fifth-graders who received SRSD instruction produced higher-quality stories than matched peers who received regular writing instruction
• Frequencies of nonverbal behaviors descriptively rise with higher engagement ratings across the four QCGE dimensions - Frequencies of nonverbal behaviors descriptively rise with higher engagement ratings across the four QCGE dimensions
• Frequency of addition fact-retrieval errors predicts poor algebra equation memory but not coordinate plane or expression evaluation performance - Frequency of addition fact-retrieval errors predicts poor algebra equation memory but not coordinate plane or expression evaluation performance
• Frequency of AI use predicts AI feedback preference, while comfort with technology and frequency of human feedback predict relative preference for AI over human grading - Frequency of AI use predicts AI feedback preference, while comfort with technology and frequency of human feedback predict relative preference for AI over human grading
• Frequency of coaching field support varies across California induction programs and is positively related to administrators' ratings of program effectiveness - Frequency of coaching field support varies across California induction programs and is positively related to administrators' ratings of program effectiveness
• Frequency of correct quiz submissions differs across performance quartiles, with high performers submitting correct answers most often - Frequency of correct quiz submissions differs across performance quartiles, with high performers submitting correct answers most often
• Frequency of generative AI use for homework differs significantly by subject, with natural sciences most resistant and economics most adopted - Frequency of generative AI use for homework differs significantly by subject, with natural sciences most resistant and economics most adopted
• Frequency of incorrect quiz submissions differs across performance quartiles, with low performers submitting incorrect answers most often - Frequency of incorrect quiz submissions differs across performance quartiles, with low performers submitting incorrect answers most often
• Frequency of Internet use negatively predicts longitudinal change in gray and white matter volumes and in verbal IQ in early adolescents - Frequency of Internet use negatively predicts longitudinal change in gray and white matter volumes and in verbal IQ in early adolescents
• Frequency plays a large part in explaining sociolinguistic variation and language change - Frequency plays a large part in explaining sociolinguistic variation and language change
• Frequency, content, and quality of professional development are each positively related to elementary teachers' use of interactive instruction - Frequency, content, and quality of professional development are each positively related to elementary teachers' use of interactive instruction
• Frequency-based content analysis shows little variation in how CPS was actualized across groups and tasks, with Problem Reanalysis the most frequent sub-element in both task designs - Frequency-based content analysis shows little variation in how CPS was actualized across groups and tasks, with Problem Reanalysis the most frequent sub-element in both task designs
• Frequent alternation of categories yields more interrelated concepts than infrequent alternation, as indicated by a diagnosticity-by-alternation interaction - Frequent alternation of categories yields more interrelated concepts than infrequent alternation, as indicated by a diagnosticity-by-alternation interaction
• Frequent and longer screen-based media use, including Internet-related addictive behaviors, is related to a less efficient cognitive control system in adolescence - Frequent and longer screen-based media use, including Internet-related addictive behaviors, is related to a less efficient cognitive control system in adolescence
• Frequent daytime sleepiness is associated with impaired academic achievement, attention, and learning motivation in school-aged children - Frequent daytime sleepiness is associated with impaired academic achievement, attention, and learning motivation in school-aged children
• Frequent eye transitions between graph and problem statement were marginally associated with correct answers - Frequent eye transitions between graph and problem statement were marginally associated with correct answers
• Frequent feedback and coaching for teachers is positively associated with charter school achievement impacts - Frequent feedback and coaching for teachers is positively associated with charter school achievement impacts
• Frequent generative AI use enhances perceived confidence and efficiency but increases technological dependence among university students - Frequent generative AI use enhances perceived confidence and efficiency but increases technological dependence among university students
• Frequent generative AI use for essay writing can foster metacognitive laziness, reducing intrinsic motivation and learning autonomy - Frequent generative AI use for essay writing can foster metacognitive laziness, reducing intrinsic motivation and learning autonomy
• Frequent instructional review is negatively associated with one-year achievement gains - Frequent instructional review is negatively associated with one-year achievement gains
• Frequent participation in governance is associated with more favorable perceptions of organizational culture - Frequent participation in governance is associated with more favorable perceptions of organizational culture
• Frequent RJ use by teachers shows preliminary indications of reducing the racial discipline gap, though disparities persist - Frequent RJ use by teachers shows preliminary indications of reducing the racial discipline gap, though disparities persist
• Frequent use of reflective prompts related to better strategic problem-solving and conceptual understanding - Frequent use of reflective prompts related to better strategic problem-solving and conceptual understanding
• Frequently used word stems such as "can", "want", "thing" and "feel" carry no discriminative value between curiosity and interest definitions - Frequently used word stems such as "can", "want", "thing" and "feel" carry no discriminative value between curiosity and interest definitions
• Freshman attendance below 85 percent predicts non-graduation even among students with similar grades - Freshman attendance below 85 percent predicts non-graduation even among students with similar grades
• Freshman failures clustered in math more than English, and many students failed both core subjects - Freshman failures clustered in math more than English, and many students failed both core subjects
• Freshman GPA is highly stable, correlating 0.87 with eleventh-grade GPA - Freshman GPA is highly stable, correlating 0.87 with eleventh-grade GPA