Claims: F 1

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• Fabric manipulation (sewing) supports middle school students' performance of the computational concepts variables, conditionals, and functions - Fabric manipulation (sewing) supports middle school students' performance of the computational concepts variables, conditionals, and functions
• Face-to-face collaboration scripts focus on individual knowledge acquisition activities, while computer-mediated scripts focus on communicative-coordinative processes - Face-to-face collaboration scripts focus on individual knowledge acquisition activities, while computer-mediated scripts focus on communicative-coordinative processes
• Face-to-face components are used mainly for orientation while monitoring of learning progress is carried out online - Face-to-face components are used mainly for orientation while monitoring of learning progress is carried out online
• Face-to-face contact durations at scientific events follow a heavy-tailed distribution, with 20-second contacts most common - Face-to-face contact durations at scientific events follow a heavy-tailed distribution, with 20-second contacts most common
• Facebook acted as part of the 'social glue' helping first-year students settle into university life, though most students did not see it as crucial to overcoming loneliness. - Facebook acted as part of the 'social glue' helping first-year students settle into university life, though most students did not see it as crucial to overcoming loneliness.
• Facebook is used in myriad ways as an educational instrument for learning and teaching in higher education - Facebook is used in myriad ways as an educational instrument for learning and teaching in higher education
• Facebook usage in higher education carries potential problems ranging from educators' dominance to privacy concerns - Facebook usage in higher education carries potential problems ranging from educators' dominance to privacy concerns
• Facebook use in higher education is associated with improved performance, convenience of learning and higher engagement - Facebook use in higher education is associated with improved performance, convenience of learning and higher engagement
• Facebook use in higher education is associated with increased teacher-student and student-student interaction - Facebook use in higher education is associated with increased teacher-student and student-student interaction
• Faces-task accuracy was near ceiling with no language-group or gender differences, and gender was dropped from RT analyses - Faces-task accuracy was near ceiling with no language-group or gender differences, and gender was dropped from RT analyses
• Facet difficulty and intercorrelation patterns: analyzing givens was easiest, evaluating progress hardest, and planning correlated 0.98 with the overall estimate - Facet difficulty and intercorrelation patterns: analyzing givens was easiest, evaluating progress hardest, and planning correlated 0.98 with the overall estimate
• Facets of mastery goals, but not population, moderate goal-emotion interrelations - Facets of mastery goals, but not population, moderate goal-emotion interrelations
• Facial expression was the most common nonverbal attention-getting device, and the open hand the most common hand gesture - Facial expression was the most common nonverbal attention-getting device, and the open hand the most common hand gesture
• Facial features of negative emotions predict low rapport, but additional modalities added no predictive power - Facial features of negative emotions predict low rapport, but additional modalities added no predictive power
• Facial recognition models for proctoring report accuracies up to 99.21%, with limitations in dim-light and blurring conditions - Facial recognition models for proctoring report accuracies up to 99.21%, with limitations in dim-light and blurring conditions
• Facial visual dynamics provide the most informative cues for attention estimation: the Visual GRU outperforms both the train-mean baseline and the Sensor GRU - Facial visual dynamics provide the most informative cues for attention estimation: the Visual GRU outperforms both the train-mean baseline and the Sensor GRU
• Facially expressed joy during class correlated positively with post-session self-reported session joy for both students and instructors, though the instructor correlation did not reach significance - Facially expressed joy during class correlated positively with post-session self-reported session joy for both students and instructors, though the instructor correlation did not reach significance
• Facilitating conditions showed an asymmetric pattern: no significant effect on behavioral intention but a significant positive effect on use behavior - Facilitating conditions showed an asymmetric pattern: no significant effect on behavioral intention but a significant positive effect on use behavior
• Facilitating professional learning poses challenges for teacher leaders, including unfamiliarity with colleagues' instructional strategies and lacking skills to support teachers in applying them - Facilitating professional learning poses challenges for teacher leaders, including unfamiliarity with colleagues' instructional strategies and lacking skills to support teachers in applying them
• Facilitative, inclusive principal leadership and effective principal supervision are associated with more positive trust relations - Facilitative, inclusive principal leadership and effective principal supervision are associated with more positive trust relations
• Facilitator techniques such as advocacy-inquiry, guided self-correction, and the plus-delta method function as metacognitive practices that shift focus from retrodiction to prediction - Facilitator techniques such as advocacy-inquiry, guided self-correction, and the plus-delta method function as metacognitive practices that shift focus from retrodiction to prediction
• Facilitators reported that co-regulation strategies strengthened their facilitation and made their interactions with youth more intentional - Facilitators reported that co-regulation strategies strengthened their facilitation and made their interactions with youth more intentional
• Facilitators' questions, regularly posed in terms of seeing, make it relevant for students to discuss how situations appeared audiovisually and how these appearances contrasted with their experiences - Facilitators' questions, regularly posed in terms of seeing, make it relevant for students to discuss how situations appeared audiovisually and how these appearances contrasted with their experiences
• Facing History and Ourselves shows no discernible effects on student behavior, with self-reported fighting differences neither statistically significant nor substantively important - Facing History and Ourselves shows no discernible effects on student behavior, with self-reported fighting differences neither statistically significant nor substantively important
• Fact retrieval deficits in LA-Severe children occur alongside intact addition procedural competencies and modest, improving number-task performance - Fact retrieval deficits in LA-Severe children occur alongside intact addition procedural competencies and modest, improving number-task performance
• Factors highlighted in the co-teaching literature as preconditions for effectiveness did not explain variation in effect sizes - Factors highlighted in the co-teaching literature as preconditions for effectiveness did not explain variation in effect sizes
• Faculty across departments describe the same ideal learning style for students - Faculty across departments describe the same ideal learning style for students
• Faculty adoption of GenAI is widespread but instructional confidence remains low, so adoption prevalence should not be misread as instructional readiness - Faculty adoption of GenAI is widespread but instructional confidence remains low, so adoption prevalence should not be misread as instructional readiness
• Faculty advisors and mentors are considered pivotal in promoting doctoral students' development as responsible and ethical researchers - Faculty advisors and mentors are considered pivotal in promoting doctoral students' development as responsible and ethical researchers
• Faculty and student workshops diverged on pedagogical structure for project-based learning: instructor-driven formats versus student autonomy - Faculty and student workshops diverged on pedagogical structure for project-based learning: instructor-driven formats versus student autonomy
• Faculty attitudes toward AI fall into four profiles—optimistic, critical, critically reflective, and neutral—and optimistic faculty with high AI self-efficacy are more likely to adopt AI - Faculty attitudes toward AI fall into four profiles—optimistic, critical, critically reflective, and neutral—and optimistic faculty with high AI self-efficacy are more likely to adopt AI
• Faculty concerns centered on academic integrity (80%) and student over-reliance on AI (70%), and their most requested development topic was AI ethics and academic integrity (70%) - Faculty concerns centered on academic integrity (80%) and student over-reliance on AI (70%), and their most requested development topic was AI ethics and academic integrity (70%)
• Faculty confidence in guiding student AI use rose markedly after the six-week institute, with high-confidence responses increasing from 0% to 60% - Faculty confidence in guiding student AI use rose markedly after the six-week institute, with high-confidence responses increasing from 0% to 60%
• Faculty corroborate data-driven identification of challenging topics as consistent with their classroom observations - Faculty corroborate data-driven identification of challenging topics as consistent with their classroom observations
• Faculty identify emotion intensity, personality, demographics and task nature as mediating factors determining whether negative emotions promote or inhibit learning - Faculty identify emotion intensity, personality, demographics and task nature as mediating factors determining whether negative emotions promote or inhibit learning
• Faculty members and students anticipate AI will transform education and professions, sharing concerns that excessive dependence could weaken cognitive skills - Faculty members and students anticipate AI will transform education and professions, sharing concerns that excessive dependence could weaken cognitive skills
• Faculty members and students identify both user-related and algorithm-related ethical risks in AI use in education - Faculty members and students identify both user-related and algorithm-related ethical risks in AI use in education
• Faculty members rate equality, inclusiveness, and justice highest and institutional support lowest, with adequacy of institutional guidelines the lowest-rated item - Faculty members rate equality, inclusiveness, and justice highest and institutional support lowest, with adequacy of institutional guidelines the lowest-rated item
• Faculty members reported greater ethical-boundary strictness about GenAI than students, the only group difference surviving Bonferroni adjustment - Faculty members reported greater ethical-boundary strictness about GenAI than students, the only group difference surviving Bonferroni adjustment
• Faculty observed that students engage shallowly with AI-generated content without structure, concluding productive use must be modeled - Faculty observed that students engage shallowly with AI-generated content without structure, concluding productive use must be modeled
• Faculty opt-out of generative AI is more substantial than student non-use, with value-, identity- and risk-based reasons - Faculty opt-out of generative AI is more substantial than student non-use, with value-, identity- and risk-based reasons
• Faculty perceptions of student ethical inadequacy contradict students' own acceptance of ethical responsibility, with both groups showing pragmatic conscious acceptance of AI - Faculty perceptions of student ethical inadequacy contradict students' own acceptance of ethical responsibility, with both groups showing pragmatic conscious acceptance of AI
• Faculty Professional Competence shows the largest gap between perceived importance and current satisfaction among the five dimensions - Faculty Professional Competence shows the largest gap between perceived importance and current satisfaction among the five dimensions
• Faculty report high self-perceived knowledge in traditional TPACK domains but substantially lower self-perceived knowledge in technology-integrated GenAI domains - Faculty report high self-perceived knowledge in traditional TPACK domains but substantially lower self-perceived knowledge in technology-integrated GenAI domains
• Faculty report stretch models are widely seen as effective for developmental writing and function best when the same instructor and student cohort persist across semesters - Faculty report stretch models are widely seen as effective for developmental writing and function best when the same instructor and student cohort persist across semesters
• Faculty testing of AI chatbots on real student homework found feedback quality uneven, prompting-dependent, and focused on surface features - Faculty testing of AI chatbots on real student homework found feedback quality uneven, prompting-dependent, and focused on surface features
• Faculty transformation followed four themes: fear shifting to curiosity, desire for ethical clarity, inclusive design as equity amplifier, and evolution from gatekeepers to guides - Faculty transformation followed four themes: fear shifting to curiosity, desire for ethical clarity, inclusive design as equity amplifier, and evolution from gatekeepers to guides
• Faculty with negative versus positive AI pedagogical orientation differ in how they interpret AI's role in thinking: cautious peripheral use versus integrated use with managed concerns - Faculty with negative versus positive AI pedagogical orientation differ in how they interpret AI's role in thinking: cautious peripheral use versus integrated use with managed concerns
• Faculty workshop participants agreed the educational focus should shift toward higher-level skills, naming abstraction, verification, and taking responsibility for systems - Faculty workshop participants agreed the educational focus should shift toward higher-level skills, naming abstraction, verification, and taking responsibility for systems
• Faculty-signaled classroom climate relates to engagement: courses where instructors treat no question as too elementary and own responsibility for student success show more engaged students - Faculty-signaled classroom climate relates to engagement: courses where instructors treat no question as too elementary and own responsibility for student success show more engaged students
• Faded steps were hypothesized to trigger specific self-explanation activities, tested via think-aloud protocols in Experiment 2 - Faded steps were hypothesized to trigger specific self-explanation activities, tested via think-aloud protocols in Experiment 2
• Fading is associated with fewer unproductive learning events, which the authors link to better learning outcomes - Fading is associated with fewer unproductive learning events, which the authors link to better learning outcomes
• Fading of instructional support in collaborative argumentation has produced mixed results, with effectiveness depending on the fading criterion used - Fading of instructional support in collaborative argumentation has produced mixed results, with effectiveness depending on the fading criterion used
• Fading support promotes the transfer of responsibility from instructor to learner.
• Fading-out prompts yield more cognitive strategy use and higher learning outcomes than permanent prompts - Fading-out prompts yield more cognitive strategy use and higher learning outcomes than permanent prompts
• Failing test case feedback shows no significant association with eventual success - Failing test case feedback shows no significant association with eventual success
• Failing to sort student attempt sequences by ServerTimestamp violates temporal causality and can systematically overestimate PKT model performance - Failing to sort student attempt sequences by ServerTimestamp violates temporal causality and can systematically overestimate PKT model performance
• Failure Free Reading shows no discernible effects on alphabetics outcomes for beginning readers - Failure Free Reading shows no discernible effects on alphabetics outcomes for beginning readers
• Failure Free Reading shows no discernible effects on reading fluency - Failure Free Reading shows no discernible effects on reading fluency
• Failure Free Reading shows potentially positive effects on reading comprehension - Failure Free Reading shows potentially positive effects on reading comprehension
• Failure Free Reading, the only word-level-plus-comprehension program, showed impacts for third graders but no impacts for fifth graders - Failure Free Reading, the only word-level-plus-comprehension program, showed impacts for third graders but no impacts for fifth graders
• Failure rates increased and grades declined for higher-skill students in single-period algebra after the policy - Failure rates increased and grades declined for higher-skill students in single-period algebra after the policy
• Failure to analyze the broad context is said to lead to failed instructional design initiatives in developing countries - Failure to analyze the broad context is said to lead to failed instructional design initiatives in developing countries
• Failure to obtain a testing effect with immediate tests may be partly due to working memory depletion - Failure to obtain a testing effect with immediate tests may be partly due to working memory depletion
• Failure to transition to literacy early triggers a Matthew effect of widening reading and vocabulary gaps - Failure to transition to literacy early triggers a Matthew effect of widening reading and vocabulary gaps
• Failure-driven and success-driven scaffolding before instruction produce similar posttest conceptual understanding - Failure-driven and success-driven scaffolding before instruction produce similar posttest conceptual understanding
• Failure-triggered epinephrine activates the amygdala and cholinergic neurons, improving memory formation - Failure-triggered epinephrine activates the amygdala and cholinergic neurons, improving memory formation
• Fairness of AI outputs remains under-evaluated in edtech research - Fairness of AI outputs remains under-evaluated in edtech research
• Fairness of overall observation scores may not be substantially compromised by principals using different sets of rubric components - Fairness of overall observation scores may not be substantially compromised by principals using different sets of rubric components
• Fairy tales dominated the reading choices of girls aged six to eight but dwindled sharply with age, while girls' series books peaked between eleven and sixteen - Fairy tales dominated the reading choices of girls aged six to eight but dwindled sharply with age, while girls' series books peaked between eleven and sixteen
• Fake social-comparative feedback combined with fictional malleability information successfully induces large changes in self-efficacy beliefs - Fake social-comparative feedback combined with fictional malleability information successfully induces large changes in self-efficacy beliefs
• Fall 2020 CPS enrollment changes showed no clear pattern by colleges' reopening models - Fall 2020 CPS enrollment changes showed no clear pattern by colleges' reopening models
• Fall 2020 MAP Growth tests showed high levels of marginal reliability across all grades in both remote and in-person administration - Fall 2020 MAP Growth tests showed high levels of marginal reliability across all grades in both remote and in-person administration
• Fall 2020 math achievement was 5 to 10 percentile points lower than pre-COVID-19 performance by same-grade students - Fall 2020 math achievement was 5 to 10 percentile points lower than pre-COVID-19 performance by same-grade students
• Fall 2021 achievement was lower for all student groups, with disproportionately high impacts for historically marginalized students and students in high-poverty schools - Fall 2021 achievement was lower for all student groups, with disproportionately high impacts for historically marginalized students and students in high-poverty schools
• Fall clusters of coding-question students trend toward higher exam scores than report-writer clusters - Fall clusters of coding-question students trend toward higher exam scores than report-writer clusters
• Fall RRRP Part 1 predicted spring Applied Problems mathematics scores and gains, but did not predict spring Math Fluency - Fall RRRP Part 1 predicted spring Applied Problems mathematics scores and gains, but did not predict spring Math Fluency
• Fall RRRP predicted spring reading outcomes, with Part 1 predicting decoding and comprehension and Part 2 predicting vocabulary and gains in comprehension and vocabulary - Fall RRRP predicted spring reading outcomes, with Part 1 predicting decoding and comprehension and Part 2 predicting vocabulary and gains in comprehension and vocabulary
• Fall RRRP scores are significantly associated with working memory and attention measures, and its wait-for-go score with inhibitory-control ratings, in third graders - Fall RRRP scores are significantly associated with working memory and attention measures, and its wait-for-go score with inhibitory-control ratings, in third graders
• Fall self-regulation (HTKS) scores predict spring literacy gains in first grade - Fall self-regulation (HTKS) scores predict spring literacy gains in first grade
• Fall teacher perceptions predict spring preschool academic outcomes: each SD increase in perceptions was associated with about a tenth of an SD increase in spring objective assessment scores - Fall teacher perceptions predict spring preschool academic outcomes: each SD increase in perceptions was associated with about a tenth of an SD increase in spring objective assessment scores
• Fall-to-spring growth rates in high school grades, particularly in reading, are often close to zero and can be negative - Fall-to-spring growth rates in high school grades, particularly in reading, are often close to zero and can be negative
• False-belief training improves preschoolers' theory of mind scores but the review reports it has no effect on language skills - False-belief training improves preschoolers' theory of mind scores but the review reports it has no effect on language skills
• Falsifiable hypothesis: unrestricted AI use on deep-processing tasks will produce a product–process dissociation—higher-rated assignments but lower unaided delayed transfer - Falsifiable hypothesis: unrestricted AI use on deep-processing tasks will produce a product–process dissociation—higher-rated assignments but lower unaided delayed transfer
• Familiarity recognition is represented by a distributed multivariate spatial-spectral pattern rather than localized single-feature shifts, necessitating multivariate machine learning - Familiarity recognition is represented by a distributed multivariate spatial-spectral pattern rather than localized single-feature shifts, necessitating multivariate machine learning
• Familiarity with ChatGPT among MSc computer science students is spread across levels, with about one-fifth not familiar at all - Familiarity with ChatGPT among MSc computer science students is spread across levels, with about one-fifth not familiar at all
• Familiarity with ChatGPT is positively correlated with frequency of academic use - Familiarity with ChatGPT is positively correlated with frequency of academic use
• Familiarity with online and proctored exams, approximated by exam quartile, shows no effect on test anxiety - Familiarity with online and proctored exams, approximated by exam quartile, shows no effect on test anxiety
• Familiarity with the target improves SPT accuracy - Familiarity with the target improves SPT accuracy
• Families and students highly value extra time from the four-day week, and stakeholders report high satisfaction - Families and students highly value extra time from the four-day week, and stakeholders report high satisfaction
• Families appreciated school engagement efforts, but some family and community members expressed dissatisfaction with their inclusion in school governance - Families appreciated school engagement efforts, but some family and community members expressed dissatisfaction with their inclusion in school governance
• Families engaged in multiple immersive processes at the same microsites, combining sense-making conversations, observational inquiry, and deep geoscience engagement. - Families engaged in multiple immersive processes at the same microsites, combining sense-making conversations, observational inquiry, and deep geoscience engagement.
• Families particularly valued meeting education staff early, familiarizing themselves with school layout and routines, and building social connections with other families - Families particularly valued meeting education staff early, familiarizing themselves with school layout and routines, and building social connections with other families
• Families showed widespread variability in which Ocean Guide and Activities components they found most helpful, often citing child age and interest - Families showed widespread variability in which Ocean Guide and Activities components they found most helpful, often citing child age and interest
• Families used multiple sections of the Splash and Bubbles for Parents app, with Dive In the most used and Let's Talk About It conversation starters rated most helpful within it - Families used multiple sections of the Splash and Bubbles for Parents app, with Dive In the most used and Let's Talk About It conversation starters rated most helpful within it
• Families who used the app's features more extensively reported stronger changes in joint media engagement and science - Families who used the app's features more extensively reported stronger changes in joint media engagement and science
• Families' geoscience sense-making during learning-on-the-move was shaped by the immersive qualities of a mobile AR app - Families' geoscience sense-making during learning-on-the-move was shaped by the immersive qualities of a mobile AR app
• Family adversity and lower parental involvement mediate 27.8% of the association between early financial difficulty and ADHD at age 7 - Family adversity and lower parental involvement mediate 27.8% of the association between early financial difficulty and ADHD at age 7
• Family circumstances pile up to worsen preschool attendance, and parent beliefs about attendance importance are related to absence rates - Family circumstances pile up to worsen preschool attendance, and parent beliefs about attendance importance are related to absence rates
• Family climate and school attachment exert reciprocal positive influences on each other over the middle school years - Family climate and school attachment exert reciprocal positive influences on each other over the middle school years
• Family communication mode and hearing status at birth were not significantly related to bilingual abilities - Family communication mode and hearing status at birth were not significantly related to bilingual abilities
• Family engagement in schools is closely linked to improved student academic achievement, social skills, and fewer behavior issues - Family engagement in schools is closely linked to improved student academic achievement, social skills, and fewer behavior issues
• Family engagement is connected to stronger social-emotional development, higher attendance, and better academic outcomes - Family engagement is connected to stronger social-emotional development, higher attendance, and better academic outcomes
• Family engagement programs can integrate mathematical thinking and activities across a range of settings - Family engagement programs can integrate mathematical thinking and activities across a range of settings
• Family engagement typically declines from elementary to middle school for several identified reasons - Family engagement typically declines from elementary to middle school for several identified reasons
• Family ethnic socialization drives ERI in immigrant families, whereas youth ERI drives family socialization in U.S.-born families - Family ethnic socialization drives ERI in immigrant families, whereas youth ERI drives family socialization in U.S.-born families
• Family ethnic socialization shows high rank-order stability and significantly predicts youth ethnic identity across two years in the total sample - Family ethnic socialization shows high rank-order stability and significantly predicts youth ethnic identity across two years in the total sample
• Family income and parental education show regionally specific positive relationships with children's cortical surface area, strongest at the lowest SES levels - Family income and parental education show regionally specific positive relationships with children's cortical surface area, strongest at the lowest SES levels
• Family income and race/ethnicity were associated with occupational therapy intensity, with higher-income children receiving more intensive OT - Family income and race/ethnicity were associated with occupational therapy intensity, with higher-income children receiving more intensive OT
• Family income-to-needs at age 3 predicts both EF and ToM through age 5 - Family income-to-needs at age 3 predicts both EF and ToM through age 5
• Family literacy programs produce a medium average effect (d = 0.50) on low-SES children's emergent literacy at immediate posttest but only a marginal effect (d = 0.16) at follow-up - Family literacy programs produce a medium average effect (d = 0.50) on low-SES children's emergent literacy at immediate posttest but only a marginal effect (d = 0.16) at follow-up
• Family literacy programs without a center-based component yield medium effects on all outcome measures, while programs with a center-based component show no statistically significant effects - Family literacy programs without a center-based component yield medium effects on all outcome measures, while programs with a center-based component show no statistically significant effects
• Family nativity status moderates the direction of association between family ethnic socialization and youth ethnic identity - Family nativity status moderates the direction of association between family ethnic socialization and youth ethnic identity
• Family participation in Growing Strong Learners was high and similar for EL and non-EL families: 97% attended at least one APTT meeting and 92% participated in Ready4K - Family participation in Growing Strong Learners was high and similar for EL and non-EL families: 97% attended at least one APTT meeting and 92% participated in Ready4K
• Family resilience partially mediates the association between ACEs and child flourishing, with mediation proportions varying by race/ethnicity and income - Family resilience partially mediates the association between ACEs and child flourishing, with mediation proportions varying by race/ethnicity and income
• Family satisfaction fully mediates the relationship between school-family balance and life satisfaction among student parents - Family satisfaction fully mediates the relationship between school-family balance and life satisfaction among student parents
• Family stress and family investment models explain mediating processes of SES influence - Family stress and family investment models explain mediating processes of SES influence
• Family support and home learning activities are negatively correlated with number of children in the family, and social–emotional competence correlates positively with home environment dimensions - Family support and home learning activities are negatively correlated with number of children in the family, and social–emotional competence correlates positively with home environment dimensions
• Family voices contributed to differentiating strong and weak organizational conditions across all essentials, not only Involved Families - Family voices contributed to differentiating strong and weak organizational conditions across all essentials, not only Involved Families
• Family, schoolmate, teacher, and student characteristics are linked to SOBAS and account for most of its variance - Family, schoolmate, teacher, and student characteristics are linked to SOBAS and account for most of its variance
• Family-based interventions improved self-regulation in 5 of 9 studies (56%) and had longer follow-up durations than other intervention types. - Family-based interventions improved self-regulation in 5 of 9 studies (56%) and had longer follow-up durations than other intervention types.
• Family-implemented literacy interventions produce a positive, significant average effect on combined literacy outcomes for school-aged children in group design studies (g = 0.36) - Family-implemented literacy interventions produce a positive, significant average effect on combined literacy outcomes for school-aged children in group design studies (g = 0.36)
• Family-implemented literacy interventions produce a positive, significant average effect on combined literacy outcomes in single-case experimental design studies (g = 1.50), specific to students with or at risk for reading difficulties - Family-implemented literacy interventions produce a positive, significant average effect on combined literacy outcomes in single-case experimental design studies (g = 1.50), specific to students with
• Family-risk of dyslexia and preschool language impairment are additive risk factors for reading readiness and attention and behaviour - Family-risk of dyslexia and preschool language impairment are additive risk factors for reading readiness and attention and behaviour
• Family-risk of dyslexia does not predict readiness to learn once other distal, proximal and child risk factors are controlled - Family-risk of dyslexia does not predict readiness to learn once other distal, proximal and child risk factors are controlled
• Family-side evidence on GenAI guidance is thin, largely descriptive, and centered on parental beliefs and mediation strategies - Family-side evidence on GenAI guidance is thin, largely descriptive, and centered on parental beliefs and mediation strategies
• Family–school partnerships are empirically linked to children's academic success (as the review states the background evidence) - Family–school partnerships are empirically linked to children's academic success (as the review states the background evidence)
• Fan-produced and industry-produced ARGs based on existing media properties perform the same cultural function of extending the narrative within a shared consumption framework - Fan-produced and industry-produced ARGs based on existing media properties perform the same cultural function of extending the narrative within a shared consumption framework
• Far fewer elementary principals participate in authentic, job-embedded professional learning than have access to professional development content - Far fewer elementary principals participate in authentic, job-embedded professional learning than have access to professional development content
• Far transfer to inflected training words shows only a marginal, non-significant and non-robust effect - Far transfer to inflected training words shows only a marginal, non-significant and non-robust effect
• FAS support does not increase detection of missing information or improvement suggestions in students' internal feedback on their own drafts - FAS support does not increase detection of missing information or improvement suggestions in students' internal feedback on their own drafts
• FAS support partially improves internal feedback: more comments on and fewer ignored erroneous elements in students' own drafts - FAS support partially improves internal feedback: more comments on and fewer ignored erroneous elements in students' own drafts
• Fast ForWord has no discernible effects on alphabetics and general literacy achievement and potentially positive effects on reading fluency and comprehension for adolescent learners - Fast ForWord has no discernible effects on alphabetics and general literacy achievement and potentially positive effects on reading fluency and comprehension for adolescent learners
• Fast ForWord Language has potentially positive effects on English language development of elementary school English language learners - Fast ForWord Language has potentially positive effects on English language development of elementary school English language learners
• Fast ForWord Language shows no discernible effects on reading achievement of elementary school English language learners - Fast ForWord Language shows no discernible effects on reading achievement of elementary school English language learners
• FAST take-up was far below the projected 60 percent participation rate, with only about 20 percent typical participation per year - FAST take-up was far below the projected 60 percent participation rate, with only about 20 percent typical participation per year
• Fast Track produced a positive, statistically significant effect on emotional/internal behavior for children at risk of emotional disturbance after one year - Fast Track produced a positive, statistically significant effect on emotional/internal behavior for children at risk of emotional disturbance after one year
• Fast Track produced a positive, statistically significant effect on reading achievement/literacy after one year, significant on the Spache DRS but not on the Woodcock-Johnson Letter-Word Identification subtest - Fast Track produced a positive, statistically significant effect on reading achievement/literacy after one year, significant on the Spache DRS but not on the Woodcock-Johnson Letter-Word Identificatio
• Fast Track showed positive, statistically significant effects on some external behavior measures after one year, with no significant differences on eight other measures - Fast Track showed positive, statistically significant effects on some external behavior measures after one year, with no significant differences on eight other measures
• Fast Track showed positive, statistically significant effects on three social outcome measures after one year, with no significant differences on three others - Fast Track showed positive, statistically significant effects on three social outcome measures after one year, with no significant differences on three others
• Faster CPS groups show stronger transitions among curiosity and optimism, while slower groups show stronger transitions among confusion, conflict, and frustration - Faster CPS groups show stronger transitions among curiosity and optimism, while slower groups show stronger transitions among confusion, conflict, and frustration
• Faster initial-pass studying rate predicted better retention, delayed retention, and transfer and lower cognitive load, but the effect was mostly due to modality - Faster initial-pass studying rate predicted better retention, delayed retention, and transfer and lower cognitive load, but the effect was mostly due to modality
• Faster processing speed at 19 months predicts faster syntactic growth between 19 and 30 months, controlling for concurrent vocabulary - Faster processing speed at 19 months predicts faster syntactic growth between 19 and 30 months, controlling for concurrent vocabulary
• Faster processing speed predicts greater vocabulary growth only for children with smaller vocabularies at 19 months - Faster processing speed predicts greater vocabulary growth only for children with smaller vocabularies at 19 months
• Faster rate of learning may be negatively related to long-term retention (efficiency-effectiveness trade-off) - Faster rate of learning may be negatively related to long-term retention (efficiency-effectiveness trade-off)
• Faster word recognition at 24 months is associated with larger vocabularies and greater vocabulary gains in Spanish-learning children - Faster word recognition at 24 months is associated with larger vocabularies and greater vocabulary gains in Spanish-learning children
• FastPerson video summarization halves viewing time with no significant quiz-score loss versus normal playback - FastPerson video summarization halves viewing time with no significant quiz-score loss versus normal playback
• Fatalistic narratives such as "there is no other way out of the neoliberal game" appear prevalent in how academics narrate careers under marketization - Fatalistic narratives such as "there is no other way out of the neoliberal game" appear prevalent in how academics narrate careers under marketization
• FATE benchmarks rank Gemini 2.5 Flash highest among commercial AI tutors, with actionability weakest for all models - FATE benchmarks rank Gemini 2.5 Flash highest among commercial AI tutors, with actionability weakest for all models
• Fathers' and mothers' growth mindset also declined significantly over the two-and-a-half-year period - Fathers' and mothers' growth mindset also declined significantly over the two-and-a-half-year period
• Fathers' initial engagement levels are lower than mothers' but their growth rate is higher, narrowing the gap over time - Fathers' initial engagement levels are lower than mothers' but their growth rate is higher, narrowing the gap over time
• Fathers' initial growth mindset predicted girls' later growth mindset but not boys', a gender-moderated path - Fathers' initial growth mindset predicted girls' later growth mindset but not boys', a gender-moderated path
• Fatigue depends on age, sex, lesson length and number, time of day, weekday, recesses, holidays, rest, sleep, nature of work, school program, and teacher personality (Offner's laws of fatigue) - Fatigue depends on age, sex, lesson length and number, time of day, weekday, recesses, holidays, rest, sleep, nature of work, school program, and teacher personality (Offner's laws of fatigue)
• Favorability scores were not associated with posttest scores, suggesting they reflect general attitudes toward the practice method - Favorability scores were not associated with posttest scores, suggesting they reflect general attitudes toward the practice method
• Favorable assessments of LLM review workflows frequently coexist with reported unmet reliability or performance requirements - Favorable assessments of LLM review workflows frequently coexist with reported unmet reliability or performance requirements
• FBA-based interventions show potentially positive effects on school engagement for children identified with or at risk for an emotional disturbance - FBA-based interventions show potentially positive effects on school engagement for children identified with or at risk for an emotional disturbance
• FCI change-score versus pretest-score data from three classes show linear relations at high pretest scores and curving-down at low scores, diagnosable as α- versus γ-process dominance - FCI change-score versus pretest-score data from three classes show linear relations at high pretest scores and curving-down at low scores, diagnosable as α- versus γ-process dominance
• Fear is perceived to impair cognition broadly yet increase conscientiousness and attention to detail, promoting quality outcomes - Fear is perceived to impair cognition broadly yet increase conscientiousness and attention to detail, promoting quality outcomes
• Fear of hope: an acquired aversion to feeling hopeful due to anticipated disappointment may block hopeful engagement - Fear of hope: an acquired aversion to feeling hopeful due to anticipated disappointment may block hopeful engagement
• Fear of making mistakes is the most significant cause of foreign language speaking anxiety among Iranian EFL learners (81%) - Fear of making mistakes is the most significant cause of foreign language speaking anxiety among Iranian EFL learners (81%)
• Fear of negative evaluation and limited vocabulary knowledge rank second and third as sources of speaking anxiety (78% and 72%) - Fear of negative evaluation and limited vocabulary knowledge rank second and third as sources of speaking anxiety (78% and 72%)
• Fear that AI will replace jobs creates significant barriers to workforce engagement in AI literacy training - Fear that AI will replace jobs creates significant barriers to workforce engagement in AI literacy training
• Feature use related to a slight increase in multiple choice accuracy, larger for lower-Lexile students and for easier articles - Feature use related to a slight increase in multiple choice accuracy, larger for lower-Lexile students and for easier articles
• Feature use was widespread across student groups (92% of students used at least one feature; 75% of assignments included feature use), with no differences by STAR score, special education status, or income, but substantial variation across teachers - Feature use was widespread across student groups (92% of students used at least one feature; 75% of assignments included feature use), with no differences by STAR score, special education status, or i
• Feature-based ML Bloom classifiers trained on IID data degrade sharply on out-of-distribution AI-assisted questions - Feature-based ML Bloom classifiers trained on IID data degrade sharply on out-of-distribution AI-assisted questions
• Feature-based ML models reduce next-week forecasting MAE by 22-33% over heuristic baselines for weekly minutes practiced and new skills mastered - Feature-based ML models reduce next-week forecasting MAE by 22-33% over heuristic baselines for weekly minutes practiced and new skills mastered
• Feature-based model predictive power derives from a large and varied set of features rather than a few dominant variables - Feature-based model predictive power derives from a large and varied set of features rather than a few dominant variables
• Feature-based models (LLM-extracted features plus metadata in random forest and gradient boosting) outperform direct LLM estimation, dummy regressor, TF-IDF, and metadata-only benchmarks, with correlations up to r = .87 - Feature-based models (LLM-extracted features plus metadata in random forest and gradient boosting) outperform direct LLM estimation, dummy regressor, TF-IDF, and metadata-only benchmarks, with correla
• Feature-focused information-literacy trainings appear effective, but lack delayed-posttest evidence - Feature-focused information-literacy trainings appear effective, but lack delayed-posttest evidence
• Federal IDEA funding has provided only about 15 percent of the national average per-pupil expenditure, versus the 40 percent originally promised - Federal IDEA funding has provided only about 15 percent of the national average per-pupil expenditure, versus the 40 percent originally promised
• Federal McKinney-Vento funding is low and not allocated by homeless-student counts: $106.5 million in 2020–21, under $82 per identified student, reaching only a fraction of districts - Federal McKinney-Vento funding is low and not allocated by homeless-student counts: $106.5 million in 2020–21, under $82 per identified student, reaching only a fraction of districts
• Federal policy requirements drove growth modeling and teacher value-added evaluation under NCLB and RTTP - Federal policy requirements drove growth modeling and teacher value-added evaluation under NCLB and RTTP
• Federally-funded adult ESL programs and citizenship classes largely exclude older beginner immigrants because instruction is designed for workforce-bound younger adults - Federally-funded adult ESL programs and citizenship classes largely exclude older beginner immigrants because instruction is designed for workforce-bound younger adults
• Federated aggregation is the primary driver of performance gains, contributing an average 11.99% improvement - Federated aggregation is the primary driver of performance gains, contributing an average 11.99% improvement
• Federated improvements over the single-LLM baseline are statistically significant across all three datasets, with Cohen's d from 0.62 to 0.89 - Federated improvements over the single-LLM baseline are statistically significant across all three datasets, with Cohen's d from 0.62 to 0.89
• Feeble-minded children show the same amount of improvement with practice as normal children of the same mental age and initial ability on a form sorting task - Feeble-minded children show the same amount of improvement with practice as normal children of the same mental age and initial ability on a form sorting task
• Feedback about self as a person is the least effective feedback level; task, process, and self-regulation feedback support learning and combine for greater impact - Feedback about self as a person is the least effective feedback level; task, process, and self-regulation feedback support learning and combine for greater impact
• Feedback alerts orienting children to upcoming feedback appear in about half of feedback conditions and are least frequent for ages 10-11 - Feedback alerts orienting children to upcoming feedback appear in about half of feedback conditions and are least frequent for ages 10-11
• Feedback benefits are stronger for children with low prior knowledge, resembling an expertise-reversal effect - Feedback benefits are stronger for children with low prior knowledge, resembling an expertise-reversal effect
• Feedback channel is a non-significant moderator of feedback effects - Feedback channel is a non-significant moderator of feedback effects
• Feedback comprehension showed the strongest bivariate association with revision quality, and indirect associations through actionability and comprehension remained positive after adjustment - Feedback comprehension showed the strongest bivariate association with revision quality, and indirect associations through actionability and comprehension remained positive after adjustment
• Feedback Contemplators with High Emotional Strain perceived poorly structured feedback content—lacking depth, clarity, actionable information, and personalisation—as their biggest challenge in making sense of feedback - Feedback Contemplators with High Emotional Strain perceived poorly structured feedback content—lacking depth, clarity, actionable information, and personalisation—as their biggest challenge in making
• Feedback direction moderates effects: student-to-student feedback is most effective (d = 0.85), teacher-to-student d = 0.47, student-to-teacher d = 0.35 - Feedback direction moderates effects: student-to-student feedback is most effective (d = 0.85), teacher-to-student d = 0.47, student-to-teacher d = 0.35
• Feedback effectiveness varied by content recency: guidance-heavy feedback performed less consistently on newer material released after the model's knowledge cutoff - Feedback effectiveness varied by content recency: guidance-heavy feedback performed less consistently on newer material released after the model's knowledge cutoff
• Feedback effects on attention to conceptual integration are moderated by age and control beliefs: only older adults with high control beliefs allocate more attention after high-performance feedback - Feedback effects on attention to conceptual integration are moderated by age and control beliefs: only older adults with high control beliefs allocate more attention after high-performance feedback
• Feedback effects on children's learning are variable: 57% of papers reported at least one neutral or negative effect, especially on maintenance and transfer - Feedback effects on children's learning are variable: 57% of papers reported at least one neutral or negative effect, especially on maintenance and transfer
• Feedback effects on time to solution did not differ significantly between novice and advanced students, though predicted trends suggest feedback was more beneficial for advanced students - Feedback effects on time to solution did not differ significantly between novice and advanced students, though predicted trends suggest feedback was more beneficial for advanced students
• Feedback effects on ungrammatical GJT items were weak because learners already possessed the relevant explicit knowledge - Feedback effects on ungrammatical GJT items were weak because learners already possessed the relevant explicit knowledge
• Feedback engagement indirectly associates GAA-LS scores with academic integrity intention in a cross-sectional structural model - Feedback engagement indirectly associates GAA-LS scores with academic integrity intention in a cross-sectional structural model
• Feedback engagement is the main activity distinguishing perception groups, with divergent-perception teams interacting less with feedback content - Feedback engagement is the main activity distinguishing perception groups, with divergent-perception teams interacting less with feedback content
• Feedback Enhances Retrieval Practice
• Feedback features shift with age: scaffolds (prompts, audio, physical demonstrations) cluster in ages 3-7 while written and paper-based feedback appears only from age 8 - Feedback features shift with age: scaffolds (prompts, audio, physical demonstrations) cluster in ages 3-7 while written and paper-based feedback appears only from age 8
• Feedback generated by GPT-3.5 and GPT-4 was significantly more readable than instructor-generated feedback on open-ended writing tasks - Feedback generated by GPT-3.5 and GPT-4 was significantly more readable than instructor-generated feedback on open-ended writing tasks
• Feedback givers agree on exact urgency tiers only about a fifth of the time, with most disagreements off by a single tier - Feedback givers agree on exact urgency tiers only about a fifth of the time, with most disagreements off by a single tier
• Feedback has a medium overall effect on student learning (d = 0.48 after outlier removal) with substantial heterogeneity - Feedback has a medium overall effect on student learning (d = 0.48 after outlier removal) with substantial heterogeneity
• Feedback improves confidence calibration, and prior lure exposure inflates confidence in intrusions - Feedback improves confidence calibration, and prior lure exposure inflates confidence in intrusions
• Feedback improves learning by a medium amount on average, but its effect varies widely with the information it carries, and a substantial share of feedback effects are negative
• Feedback in course design predicts larger SRL training effects for metacognitive strategies, resource management strategies, and motivation - Feedback in course design predicts larger SRL training effects for metacognitive strategies, resource management strategies, and motivation
• Feedback in full-mission simulator training is delivered through recurring, multidimensional, multimodal feedback cycles built on instructors' embedded assessments of the fit between learning objectives and the ongoing task - Feedback in full-mission simulator training is delivered through recurring, multidimensional, multimodal feedback cycles built on instructors' embedded assessments of the fit between learning objectiv
• Feedback interventions show phase-specific effects: advice feedback reduces reminder bias, but ranking feedback alters beliefs without increasing offloading - Feedback interventions show phase-specific effects: advice feedback reduces reminder bias, but ranking feedback alters beliefs without increasing offloading
• Feedback is more effective for cognitive and physical outcomes than for motivational and behavioral outcomes - Feedback is more effective for cognitive and physical outcomes than for motivational and behavioral outcomes
• Feedback is more likely to be implemented when it clearly locates problems, proposes solutions, and provides a summary rather than judging work right or wrong - Feedback is more likely to be implemented when it clearly locates problems, proposes solutions, and provides a summary rather than judging work right or wrong
• Feedback likely supported both consolidation and rule induction in the observed retrieval practice benefits - Feedback likely supported both consolidation and rule induction in the observed retrieval practice benefits
• Feedback Most Effective At Task And Process Levels
• Feedback neutralizes the effect of prior study on final cued recall performance - Feedback neutralizes the effect of prior study on final cued recall performance
• Feedback on a multiple-choice test sharply reduces lure intrusions on a later cued recall test, with immediate and delayed schedules equally effective - Feedback on a multiple-choice test sharply reduces lure intrusions on a later cued recall test, with immediate and delayed schedules equally effective
• Feedback on domain information (partial and full feedback on how and why readers set purposes) was provided only to the high-gain teacher's high-change students - Feedback on domain information (partial and full feedback on how and why readers set purposes) was provided only to the high-gain teacher's high-change students
• Feedback on post-switch sorting improves preschoolers' DCCS performance and transfers to a novel DCCS version - Feedback on post-switch sorting improves preschoolers' DCCS performance and transfers to a novel DCCS version
• Feedback probing for deeper conceptual understanding is reported to be particularly effective in classwide peer feedback, though cognitively more demanding - Feedback probing for deeper conceptual understanding is reported to be particularly effective in classwide peer feedback, though cognitively more demanding
• Feedback prompted with ELL status narrows to surface-level grammar and mechanics corrections, assuming limited language competency rather than addressing argument and reasoning - Feedback prompted with ELL status narrows to surface-level grammar and mechanics corrections, assuming limited language competency rather than addressing argument and reasoning
• Feedback provision proceeded linearly through the text, while feedback processing was less linear and used two interchangeable strategies - Feedback provision proceeded linearly through the text, while feedback processing was less linear and used two interchangeable strategies
• Feedback provision support has a positive medium-sized effect (g = 0.51) whereas feedback reception support shows no significant effect - Feedback provision support has a positive medium-sized effect (g = 0.51) whereas feedback reception support shows no significant effect
• Feedback provision support improves quality of feedback provision (g = 0.72) and quality of feedback reception (g = 0.69) but not subject-matter-related knowledge - Feedback provision support improves quality of feedback provision (g = 0.72) and quality of feedback reception (g = 0.69) but not subject-matter-related knowledge
• Feedback quality did not differ by students' language status for either human evaluators or ChatGPT - Feedback quality did not differ by students' language status for either human evaluators or ChatGPT
• Feedback quality in LLM-generated lessons improved with three or more segments compared to one- or two-segment prompting - Feedback quality in LLM-generated lessons improved with three or more segments compared to one- or two-segment prompting
• Feedback quality influences SRL only indirectly through learning motivation, not through self-efficacy or satisfaction - Feedback quality influences SRL only indirectly through learning motivation, not through self-efficacy or satisfaction
• Feedback quality provided correlates positively with both EIR recognition and EIR application skills - Feedback quality provided correlates positively with both EIR recognition and EIR application skills
• Feedback source (human tutor vs GPT-4) had no significant effect on ENL students' posttest writing scores - Feedback source (human tutor vs GPT-4) had no significant effect on ENL students' posttest writing scores
• Feedback source does not significantly affect revised essay quality once initial draft quality is controlled - Feedback source does not significantly affect revised essay quality once initial draft quality is controlled
• Feedback targeting reading self-efficacy had a positive effect on motivation, while error-focused feedback and rewards had mixed effects on long-term interest and engagement - Feedback targeting reading self-efficacy had a positive effect on motivation, while error-focused feedback and rewards had mixed effects on long-term interest and engagement
• Feedback that answers three questions (Where am I going? How am I doing? Where to next?) improves learning
• Feedback topology matters differentially across development: novices use simpler external topologies while experts use richer connectivity - Feedback topology matters differentially across development: novices use simpler external topologies while experts use richer connectivity
• Feedback training did not change children's cue utilization despite repeated metacognitive experiences - Feedback training did not change children's cue utilization despite repeated metacognitive experiences
• Feedback type did not affect whether students solved assignments; solution rates were very similar across all conditions - Feedback type did not affect whether students solved assignments; solution rates were very similar across all conditions
• Feedback type shifts engagement by question type: educator feedback yields more MCQ submissions while AI feedback trends toward more open-ended revisions, with no overall difference - Feedback type shifts engagement by question type: educator feedback yields more MCQ submissions while AI feedback trends toward more open-ended revisions, with no overall difference
• Feedback valence affects post-task self-efficacy, challenge, and threat: negative feedback lowers self-efficacy and challenge and raises threat (Experiments 1 and 2) - Feedback valence affects post-task self-efficacy, challenge, and threat: negative feedback lowers self-efficacy and challenge and raises threat (Experiments 1 and 2)
• Feedback valence does not directly affect willingness to invest effort, but has significant indirect effects via challenge and threat pointing in opposite directions (all four experiments) - Feedback valence does not directly affect willingness to invest effort, but has significant indirect effects via challenge and threat pointing in opposite directions (all four experiments)
• Feedback-recipience interventions comprise 14 component categories, but evidence on their effectiveness comes mostly from descriptive and anecdotal reports rather than controlled comparison - Feedback-recipience interventions comprise 14 component categories, but evidence on their effectiveness comes mostly from descriptive and anecdotal reports rather than controlled comparison
• Feeling comfortable asking questions in class is the strongest classroom-climate predictor of students' behavioral academic engagement in introductory STEM courses - Feeling comfortable asking questions in class is the strongest classroom-climate predictor of students' behavioral academic engagement in introductory STEM courses
• Feeling understood by sycophantic AI grows with sustained use but yields no downstream benefits for feeling understood by humans or intellectual humility - Feeling understood by sycophantic AI grows with sustained use but yields no downstream benefits for feeling understood by humans or intellectual humility
• Feeling unsafe in the classroom is consistently negatively related to middle school students' test scores - Feeling unsafe in the classroom is consistently negatively related to middle school students' test scores
• Feeling-of-knowing resolution for episodic memory depends on underlying memory quality: repeated presentations raised FOK resolution for both age groups, with a larger benefit for older adults, and FOK resolution was at least as good for older adults tested with a 48-hour delay as for younger adults - Feeling-of-knowing resolution for episodic memory depends on underlying memory quality: repeated presentations raised FOK resolution for both age groups, with a larger benefit for older adults, and FO
• FEIP implementation was associated with improvements in parents' knowledge and attitudes about family engagement and their uptake of family engagement supports - FEIP implementation was associated with improvements in parents' knowledge and attitudes about family engagement and their uptake of family engagement supports
• FEIP was associated with improvements in interagency collaboration and organizational capacity to support family engagement - FEIP was associated with improvements in interagency collaboration and organizational capacity to support family engagement
• FEIP was associated with improvements in professionals' knowledge and skills related to family engagement practice - FEIP was associated with improvements in professionals' knowledge and skills related to family engagement practice
• Female children and adolescents recognize vocal emotions more accurately than males, with no interaction between sex and age - Female children and adolescents recognize vocal emotions more accurately than males, with no interaction between sex and age
• Female elementary students rated their teacher more positively over time than male students - Female elementary students rated their teacher more positively over time than male students
• Female gender and Irish ethnicity predict membership of less positively engaged momentary profiles relative to the engaged profile - Female gender and Irish ethnicity predict membership of less positively engaged momentary profiles relative to the engaged profile
• Female gender, higher autonomous motivation, lower prior knowledge, and higher final course grades each predict more frequent voluntary StatBot use among graduate statistics students - Female gender, higher autonomous motivation, lower prior knowledge, and higher final course grades each predict more frequent voluntary StatBot use among graduate statistics students
• Female kindergarteners outscore males in math and reading at entry; the reading gap was stable while the small math gap narrowed slightly - Female kindergarteners outscore males in math and reading at entry; the reading gap was stable while the small math gap narrowed slightly
• Female learners show a small but statistically significant advantage over males in L2 learning achievement (g = 0.17) - Female learners show a small but statistically significant advantage over males in L2 learning achievement (g = 0.17)
• Female low achievers from the general track started with the lowest knowledge scores but achieved the highest learning gains in Web-based collaborative inquiry - Female low achievers from the general track started with the lowest knowledge scores but achieved the highest learning gains in Web-based collaborative inquiry
• Female participants showed higher metacognitive ability than male participants - Female participants showed higher metacognitive ability than male participants
• Female percentage and mean age significantly moderate the ER difficulties–burnout association; study quality does not - Female percentage and mean age significantly moderate the ER difficulties–burnout association; study quality does not
• Female preschoolers showed significantly better ANS acuity than males at Session 5, and knower level increased significantly with age - Female preschoolers showed significantly better ANS acuity than males at Session 5, and knower level increased significantly with age
• Female STEM majors report significantly lower sense of belonging than male majors - Female STEM majors report significantly lower sense of belonging than male majors
• Female student teachers score significantly higher on performance goal orientation than male students, with no gender differences on the other dimensions - Female student teachers score significantly higher on performance goal orientation than male students, with no gender differences on the other dimensions
• Female students and students with lower prior achievement experienced more negative motivational changes - Female students and students with lower prior achievement experienced more negative motivational changes
• Female students are significantly more likely than male students to use AI for schoolwork and to seek advice from AI tools - Female students are significantly more likely than male students to use AI for schoolwork and to seek advice from AI tools
• Female students performed significantly worse than male students overall, and learning effects of experience were higher for male students - Female students performed significantly worse than male students overall, and learning effects of experience were higher for male students
• Female students provided lower local judgments with lower sensitivity but higher specificity than male students - Female students provided lower local judgments with lower sensitivity but higher specificity than male students
• Female students report higher job finding anxiety, AI anxiety, and negative AI attitudes than male students - Female students report higher job finding anxiety, AI anxiety, and negative AI attitudes than male students
• Female students reported higher learning agency than male students after controlling for GenAI literacy and year of study - Female students reported higher learning agency than male students after controlling for GenAI literacy and year of study
• Female students reported lower challenge emotions than male students after controlling for other variables - Female students reported lower challenge emotions than male students after controlling for other variables
• Female students reported significantly lower initial self-efficacy for quantitative biology problems than male students, with small effect sizes - Female students reported significantly lower initial self-efficacy for quantitative biology problems than male students, with small effect sizes
• Female students show broader post-workshop gains than males, including significant increases in AI and computer science career interest, while male career interest remains unchanged - Female students show broader post-workshop gains than males, including significant increases in AI and computer science career interest, while male career interest remains unchanged
• Female students show stronger academic self-confidence, more positive attitudes, higher achievement, and fewer absences, but this advantage diminishes almost completely under mastery learning - Female students show stronger academic self-confidence, more positive attitudes, higher achievement, and fewer absences, but this advantage diminishes almost completely under mastery learning
• Females outperform males on WISC processing speed (gS) with a medium advantage (d = -0.37), larger for Coding than Symbol search - Females outperform males on WISC processing speed (gS) with a medium advantage (d = -0.37), larger for Coding than Symbol search
• Feuerstein argues learning through direct, unmediated experience cannot yield meaningful learning or full modifiability - Feuerstein argues learning through direct, unmediated experience cannot yield meaningful learning or full modifiability
• Few algebra studies examine mathematical and motivational/socioemotional propensities in tandem - Few algebra studies examine mathematical and motivational/socioemotional propensities in tandem
• Few countries have defined teacher AI competencies or national AI training programmes for teachers - Few countries have defined teacher AI competencies or national AI training programmes for teachers
• Few CPS graduates who delay college entry or first enroll in a two-year college go on to earn a four-year degree - Few CPS graduates who delay college entry or first enroll in a two-year college go on to earn a four-year degree
• Few districts structured pay-for-performance bonuses to align well with TIF grant guidance - Few districts structured pay-for-performance bonuses to align well with TIF grant guidance
• Few individuals belong to the common within-person variance model, so traditional reliability indices may mask individual variation - Few individuals belong to the common within-person variance model, so traditional reliability indices may mask individual variation
• Few kindergartners hold synthetic (18%) or scientific (13%) models of the day and night cycle despite no formal instruction - Few kindergartners hold synthetic (18%) or scientific (13%) models of the day and night cycle despite no formal instruction
• Few Math Corps participants had encounters with the criminal justice system - Few Math Corps participants had encounters with the criminal justice system
• Few models exist for estimating growth in the presence of multiple raters despite growing multi-rater longitudinal data - Few models exist for estimating growth in the presence of multiple raters despite growing multi-rater longitudinal data
• Few New York charter teachers reported technology challenges during the remote transition (66% of schools said under a quarter of teachers did), with attention and engagement the more common difficulties - Few New York charter teachers reported technology challenges during the remote transition (66% of schools said under a quarter of teachers did), with attention and engagement the more common difficult
• Few schools used 5Essentials data for improvement, citing opaque data, principal-focused measures, and lack of district-wide strategy - Few schools used 5Essentials data for improvement, citing opaque data, principal-focused measures, and lack of district-wide strategy
• Few SIG schools with high ELL enrollments used staffing strategies to build teacher capacity for serving ELLs - Few SIG schools with high ELL enrollments used staffing strategies to build teacher capacity for serving ELLs
• Few students had experienced accelerated developmental education, but participants who had were positive and many others viewed it as a better option than traditional sequences - Few students had experienced accelerated developmental education, but participants who had were positive and many others viewed it as a better option than traditional sequences
• Few students identified as significantly below benchmark in grades 1–3 met MCAS expectations 1 or 2 years later, with higher rates for earlier identification - Few students identified as significantly below benchmark in grades 1–3 met MCAS expectations 1 or 2 years later, with higher rates for earlier identification
• Few teachers receive regular mentoring, and early-career teachers of color report less access to mentoring and induction than White peers - Few teachers receive regular mentoring, and early-career teachers of color report less access to mentoring and induction than White peers
• Few-shot anchoring trades surface diversity against construct equivalence and readability parity, with each direction significant at p = 0.004 relative to zero-shot - Few-shot anchoring trades surface diversity against construct equivalence and readability parity, with each direction significant at p = 0.004 relative to zero-shot
• Few-shot prompting does not improve diagnostic F1 or accuracy but reduces evidence over-attribution and false-attribution - Few-shot prompting does not improve diagnostic F1 or accuracy but reduces evidence over-attribution and false-attribution
• Few-shot prompting does not uniformly improve LLM performance and can degrade subskill mastery estimates, most notably for phonology - Few-shot prompting does not uniformly improve LLM performance and can degrade subskill mastery estimates, most notably for phonology
• Few-shot prompting modestly improves LLM-human score agreement, inconsistently across datasets and models - Few-shot prompting modestly improves LLM-human score agreement, inconsistently across datasets and models
• Fewer learner characteristics predicted judgment bias than previous bivariate research suggests, because interdependencies reduce or mask effects when characteristics are considered simultaneously - Fewer learner characteristics predicted judgment bias than previous bivariate research suggests, because interdependencies reduce or mask effects when characteristics are considered simultaneously
• Fewer non-tenured teachers were rated in the top two categories under REACH (58%) than under the previous checklist system (87%) - Fewer non-tenured teachers were rated in the top two categories under REACH (58%) than under the previous checklist system (87%)
• Fewer students are replaced in the later years of KIPP middle school - Fewer students are replaced in the later years of KIPP middle school
• Fewer substantial differences between student groups occurred for behavioral indicators than for academic indicators of postsecondary readiness and success - Fewer substantial differences between student groups occurred for behavioral indicators than for academic indicators of postsecondary readiness and success
• Fewer than 10 percent of elementary schools with a sustained weakness in one essential support showed improvements in student outcomes (attributed to Bryk et al., 2010) - Fewer than 10 percent of elementary schools with a sustained weakness in one essential support showed improvements in student outcomes (attributed to Bryk et al., 2010)
• Fewer than 10% of teaching staff and students in surveyed Arab higher education institutions had received formal AI training - Fewer than 10% of teaching staff and students in surveyed Arab higher education institutions had received formal AI training
• Fewer than 18% of 136 examined SEL frameworks explicitly reference culture and diversity - Fewer than 18% of 136 examined SEL frameworks explicitly reference culture and diversity
• Fewer than 24% of LEAs receive McKinney-Vento grants, and over one third of students experiencing homelessness attend districts receiving none - Fewer than 24% of LEAs receive McKinney-Vento grants, and over one third of students experiencing homelessness attend districts receiving none
• Fewer than 30 percent of high school teachers report that most or all of their students will go on to college - Fewer than 30 percent of high school teachers report that most or all of their students will go on to college
• Fewer than 60 percent of retained third and sixth graders in 1998 and 1999 raised their test scores to the promotional cutoff even with an extra January chance to pass - Fewer than 60 percent of retained third and sixth graders in 1998 and 1999 raised their test scores to the promotional cutoff even with an extra January chance to pass
• Fewer than a quarter of studies evaluated student characteristics, with ability level and gender most explored - Fewer than a quarter of studies evaluated student characteristics, with ability level and gender most explored
• Fewer than five percent of submissions described AI as opening new opportunities for inclusivity, a gap the report highlights - Fewer than five percent of submissions described AI as opening new opportunities for inclusivity, a gap the report highlights
• Fewer than half of districts implemented all four required components of TIF, making full implementation challenging - Fewer than half of districts implemented all four required components of TIF, making full implementation challenging
• Fewer than half of principals in Arizona, Nevada, and Utah remained at the same school from fall 2016 to fall 2020 - Fewer than half of principals in Arizona, Nevada, and Utah remained at the same school from fall 2016 to fall 2020
• Fewer than half of secondary staff strongly agreed that their schools foster instructional equity (46%) or respect for diversity (45%) - Fewer than half of secondary staff strongly agreed that their schools foster instructional equity (46%) or respect for diversity (45%)
• Fewer than half of textbook images requiring comparison have an optimal spatial layout (direct placement) for structural alignment - Fewer than half of textbook images requiring comparison have an optimal spatial layout (direct placement) for structural alignment
• Fewer than one fifth of districts with Portraits have taken the step of identifying actionable Practices within their Skill Sets - Fewer than one fifth of districts with Portraits have taken the step of identifying actionable Practices within their Skill Sets
• Fewer than one-fifth of DCPS AP teachers participated in the APSI at least once every three years - Fewer than one-fifth of DCPS AP teachers participated in the APSI at least once every three years
• FFI involving extensive instruction directed at simple structures was more likely to succeed in developing implicit knowledge - FFI involving extensive instruction directed at simple structures was more likely to succeed in developing implicit knowledge
• FFL evaluation scores are significantly and positively correlated with principals' contributions to student achievement (value-added) - FFL evaluation scores are significantly and positively correlated with principals' contributions to student achievement (value-added)
• FFL has concurrent validity primarily among principals with three to six years of tenure as their school's leader - FFL has concurrent validity primarily among principals with three to six years of tenure as their school's leader
• FFL scores correlate more strongly with contributions to math achievement than to achievement in other subjects - FFL scores correlate more strongly with contributions to math achievement than to achievement in other subjects
• FFL scores were not associated with school leaders' estimated contributions to student achievement growth - FFL scores were not associated with school leaders' estimated contributions to student achievement growth
• FFT scores correlated positively with value-added measures, with domain correlations ranging from 0.19 to 0.22 and generally statistically significant - FFT scores correlated positively with value-added measures, with domain correlations ranging from 0.19 to 0.22 and generally statistically significant
• FFT scores showed acceptable-to-good internal consistency, with the overall PPR score more internally consistent than any single domain score - FFT scores showed acceptable-to-good internal consistency, with the overall PPR score more internally consistent than any single domain score
• FFT-based teacher ratings in Pennsylvania's pilot were overwhelmingly concentrated in the top two performance categories, with less than 0.1 percent rated failing - FFT-based teacher ratings in Pennsylvania's pilot were overwhelmingly concentrated in the top two performance categories, with less than 0.1 percent rated failing
• Fiber crafting can engage proportional reasoning through nested, personally-defined units
• Fidelity of FAST program-component delivery was high (97–98 percent overall), but reach to families fell far below design expectations - Fidelity of FAST program-component delivery was high (97–98 percent overall), but reach to families fell far below design expectations
• Fidelity of implementation and percentage of instructional time on engaged reader processes added only 2% explained variance to comprehension post-test scores beyond controls - Fidelity of implementation and percentage of instructional time on engaged reader processes added only 2% explained variance to comprehension post-test scores beyond controls
• Fidelity of implementation of early language curricula varies widely across teachers and studies - Fidelity of implementation of early language curricula varies widely across teachers and studies
• Field Test II with students should not be implemented until Field Test I evaluation yields a go decision on staff competencies - Field Test II with students should not be implemented until Field Test I evaluation yields a go decision on staff competencies
• Field testing the Persuasion across Time and Space unit changed teachers' beliefs about ELL students' capabilities - Field testing the Persuasion across Time and Space unit changed teachers' beliefs about ELL students' capabilities
• Field trip effects on science achievement are largest for Hispanic students and students qualifying for free or reduced-price lunch - Field trip effects on science achievement are largest for Hispanic students and students qualifying for free or reduced-price lunch
• Field-based cardiorespiratory fitness is positively associated with writing and written expression skills in children with overweight/obesity - Field-based cardiorespiratory fitness is positively associated with writing and written expression skills in children with overweight/obesity
• Field-based internships and on-the-job coaching by expert principals are reported as principals' most valuable but least experienced learning opportunity - Field-based internships and on-the-job coaching by expert principals are reported as principals' most valuable but least experienced learning opportunity
• Field-based motivation interventions produce on average a medium overall effect size (0.49), with quasi-experimental designs yielding larger effects than randomized designs, and studies using multiple theoretical frameworks averaging 0.41 - Field-based motivation interventions produce on average a medium overall effect size (0.49), with quasi-experimental designs yielding larger effects than randomized designs, and studies using multiple
• Field-dependence-independence and figural creativity significantly predict spatial recall accuracy in both high school and college samples - Field-dependence-independence and figural creativity significantly predict spatial recall accuracy in both high school and college samples
• Field-independent subjects more accurately reconstruct spatial arrays than field-dependent subjects - Field-independent subjects more accurately reconstruct spatial arrays than field-dependent subjects
• Field-specific ability beliefs are consensual cultural beliefs, acquired by early elementary school, that associate brilliance with fields like math more than language fields - Field-specific ability beliefs are consensual cultural beliefs, acquired by early elementary school, that associate brilliance with fields like math more than language fields
• Fifteen days of one-hour daily practice produced fairly steady four-place by four-place mental multiplication - Fifteen days of one-hour daily practice produced fairly steady four-place by four-place mental multiplication
• Fifteen unique RCR outcome measures with supporting validation evidence were identified, all covering research integrity but only ten covering research ethics - Fifteen unique RCR outcome measures with supporting validation evidence were identified, all covering research integrity but only ten covering research ethics
• Fifth and sixth graders showed higher delayed retention and lower cognitive load when learning science from videos than from illustrated texts - Fifth and sixth graders showed higher delayed retention and lower cognitive load when learning science from videos than from illustrated texts
• Fifth graders in peer critique predominantly used soft (implied and/or mitigated) rather than direct forms of disagreement - Fifth graders in peer critique predominantly used soft (implied and/or mitigated) rather than direct forms of disagreement
• Fifth graders review videos mostly linearly forward, whereas review of illustrated texts combines varied strategies - Fifth graders review videos mostly linearly forward, whereas review of illustrated texts combines varied strategies
• Fifth graders study videos significantly faster than content-equivalent illustrated texts during the initial pass - Fifth graders study videos significantly faster than content-equivalent illustrated texts during the initial pass
• Fifth-grade history textbook excerpts largely fail to answer the frame slot questions, presenting detailed action but missing main ideas - Fifth-grade history textbook excerpts largely fail to answer the frame slot questions, presenting detailed action but missing main ideas
• Fifth-grade self-efficacy is associated with later math and reading growth (.15 and .19 standardized units per SD), mediating ELL status's indirect negative association with growth - Fifth-grade self-efficacy is associated with later math and reading growth (.15 and .19 standardized units per SD), mediating ELL status's indirect negative association with growth
• Fifth-graders in four classrooms generated high-quality super notes reflecting inquiry progress for cross-community sharing - Fifth-graders in four classrooms generated high-quality super notes reflecting inquiry progress for cross-community sharing
• Fifty hours of action video-game training causally improves probabilistic inference in non-gamers, with better use of evidence only in the action-trained group - Fifty hours of action video-game training causally improves probabilistic inference in non-gamers, with better use of evidence only in the action-trained group
• Fifty prominent school men judged the teacher the dominant school factor, assigning the teacher 60 of 100 proportion units - Fifty prominent school men judged the teacher the dominant school factor, assigning the teacher 60 of 100 proportion units
• Fifty-seven percent of principals were highly enthusiastic about the Framework-based evaluation process while 43 percent held mixed to negative attitudes - Fifty-seven percent of principals were highly enthusiastic about the Framework-based evaluation process while 43 percent held mixed to negative attitudes
• Figure-matching ability accounts for the association between numerosity processing and computational fluency in third- to fifth-grade children - Figure-matching ability accounts for the association between numerosity processing and computational fluency in third- to fifth-grade children
• Figure-matching ability correlates more strongly with numerosity processing and computational fluency than other cognitive factors - Figure-matching ability correlates more strongly with numerosity processing and computational fluency than other cognitive factors
• Films with existential themes can serve as vehicles for Bildung in higher education - Films with existential themes can serve as vehicles for Bildung in higher education
• FiMS relate more strongly than GMS to reading, writing, mathematics, general academics and cognition, but not to language; GMS show no significant link to general academic skills - FiMS relate more strongly than GMS to reading, writing, mathematics, general academics and cognition, but not to language; GMS show no significant link to general academic skills
• Final achievement level and rate of achievement change were positively correlated: students with higher final levels experienced smaller achievement decrements - Final achievement level and rate of achievement change were positively correlated: students with higher final levels experienced smaller achievement decrements
• Final LPR performance is governed by the quality of evolutionary experts rather than by the particular imitation objective - Final LPR performance is governed by the quality of evolutionary experts rather than by the particular imitation objective
• Final recall does not differ reliably between participant-controlled and computer-controlled feedback skipping - Final recall does not differ reliably between participant-controlled and computer-controlled feedback skipping
• Final-test reading comprehension after retrieval practice does not differ significantly between an immediate test and a test delayed by three weeks - Final-test reading comprehension after retrieval practice does not differ significantly between an immediate test and a test delayed by three weeks
• Final-test score distributions concentrated differently by group: the ChatGPT class peaked at interval 79-83 (32.26% of students) while the control class peaked at 56-61 (25.81%) - Final-test score distributions concentrated differently by group: the ChatGPT class peaked at interval 79-83 (32.26% of students) while the control class peaked at 56-61 (25.81%)
• Financial and economic constraints shape first-generation chemists' career decisions, sometimes deterring advanced training altogether - Financial and economic constraints shape first-generation chemists' career decisions, sometimes deterring advanced training altogether
• Financial governance shows no statistically significant direct effect on governance effectiveness when modeled with other factors - Financial governance shows no statistically significant direct effect on governance effectiveness when modeled with other factors
• Financial hardship disproportionately impacts residents of color, and financial barriers are the biggest recruitment challenge - Financial hardship disproportionately impacts residents of color, and financial barriers are the biggest recruitment challenge
• Financial incentives do not decrease intrinsic motivation, though point estimates are too imprecise to detect any effect - Financial incentives do not decrease intrinsic motivation, though point estimates are too imprecise to detect any effect
• Financial incentives for reading books produce negative achievement effects for Spanish-speaking students in Dallas, consistent with a crowd-out hypothesis - Financial incentives for reading books produce negative achievement effects for Spanish-speaking students in Dallas, consistent with a crowd-out hypothesis
• Financial incentives for teen parents have potentially positive effects on staying in school, with a statistically significant dropout reduction in Cal-Learn but not in LEAP - Financial incentives for teen parents have potentially positive effects on staying in school, with a statistically significant dropout reduction in Cal-Learn but not in LEAP
• Financial incentives for teen parents show no discernible effects on completing school - Financial incentives for teen parents show no discernible effects on completing school
• Financial incentives for teen parents show no discernible effects on progressing in school - Financial incentives for teen parents show no discernible effects on progressing in school
• Financial literacy, but not health literacy, is associated with mental health indices in older adults without dementia - Financial literacy, but not health literacy, is associated with mental health indices in older adults without dementia
• Find the Fit did not affect the share of students completing the FAFSA early - Find the Fit did not affect the share of students completing the FAFSA early
• Find the Fit had no impact on the importance students placed on academic quality in choosing a college - Find the Fit had no impact on the importance students placed on academic quality in choosing a college
• Find the Fit increased the share of Upward Bound students who applied to four or more colleges - Find the Fit increased the share of Upward Bound students who applied to four or more colleges
• Find the Fit led about 3 percentage points more students to attend colleges that were at least very competitive immediately after high school - Find the Fit led about 3 percentage points more students to attend colleges that were at least very competitive immediately after high school
• Find the Fit led to some changes in advising within Upward Bound and in students' actions related to enrolling in a more selective college - Find the Fit led to some changes in advising within Upward Bound and in students' actions related to enrolling in a more selective college
• Find the Fit led Upward Bound students to apply to more-selective colleges - Find the Fit led Upward Bound students to apply to more-selective colleges
• Find the Fit made no significant difference in college persistence into the third year after high school - Find the Fit made no significant difference in college persistence into the third year after high school
• Find the Fit previously shifted application behavior, increasing applications to four or more colleges and to very competitive colleges - Find the Fit previously shifted application behavior, increasing applications to four or more colleges and to very competitive colleges
• Find the Fit's selectivity shift came with no higher out-of-pocket cost and no increase in dropping out or transferring down - Find the Fit's selectivity shift came with no higher out-of-pocket cost and no increase in dropping out or transferring down
• Finding another job (29.1%) and low apprenticeship pay (13.9%) are the largest barriers to completing the LC101 apprenticeship phase - Finding another job (29.1%) and low apprenticeship pay (13.9%) are the largest barriers to completing the LC101 apprenticeship phase
• Findings are mixed on whether friendship buffers the negative effects of peer rejection for children with ADHD - Findings are mixed on whether friendship buffers the negative effects of peer rejection for children with ADHD
• Findings from two states and three cities cannot be generalized to a national estimate of program effects - Findings from two states and three cities cannot be generalized to a national estimate of program effects
• Findings of reliability, engagement, and consistent score trends increase confidence in the quality of remotely administered MAP Growth data in grades 3 and up - Findings of reliability, engagement, and consistent score trends increase confidence in the quality of remotely administered MAP Growth data in grades 3 and up
• Findings on gender differences in engagement with adaptive learning platforms are mixed, with some studies showing higher engagement among girls and others among boys - Findings on gender differences in engagement with adaptive learning platforms are mixed, with some studies showing higher engagement among girls and others among boys
• Findings on teacher mediation patterns differ from the Gahagans' conclusion of no difference in teacher verbal mediation - Findings on teacher mediation patterns differ from the Gahagans' conclusion of no difference in teacher verbal mediation
• Findings on the distribution of highest-performing teachers are robust to omitting empirical Bayes shrinkage of the value-added estimates - Findings on the distribution of highest-performing teachers are robust to omitting empirical Bayes shrinkage of the value-added estimates
• Findings suggest VR-mediated mentoring with 360VR supports newly qualified teachers' noticing, classroom management competencies and self-efficacy - Findings suggest VR-mediated mentoring with 360VR supports newly qualified teachers' noticing, classroom management competencies and self-efficacy
• Fine foveolar attentional effects persist during normal, non-stabilized fixation with natural retinal image motion - Fine foveolar attentional effects persist during normal, non-stabilized fixation with natural retinal image motion
• Fine motor precision and manual dexterity are positively correlated with handwriting legibility in preschool children, and Functional Dexterity Test time is inversely correlated - Fine motor precision and manual dexterity are positively correlated with handwriting legibility in preschool children, and Functional Dexterity Test time is inversely correlated
• Fine motor skills correlate more strongly with overall academic-cognitive skills (r = .302) than gross motor skills (r = .170) in children aged 3–16 - Fine motor skills correlate more strongly with overall academic-cognitive skills (r = .302) than gross motor skills (r = .170) in children aged 3–16
• Fine motor skills show a significant moderate overall correlation (r = .329) with academic-cognitive skills in children and adolescents - Fine motor skills show a significant moderate overall correlation (r = .329) with academic-cognitive skills in children and adolescents
• Fine motor skills training improves children's arithmetic skills in some trials but not others - Fine motor skills training improves children's arithmetic skills in some trials but not others
• Fine-grained matching by ability level is reported to be optimal except in pairs where both students are at the very low ability level - Fine-grained matching by ability level is reported to be optimal except in pairs where both students are at the very low ability level
• Fine-grained prompting improves Bloom-level category consistency and knowledge coverage of generated questions in the computer science domain - Fine-grained prompting improves Bloom-level category consistency and knowledge coverage of generated questions in the computer science domain
• Fine-grained prompting substantially improves question uniqueness and usability of LLM-generated educational questions compared with Chain-of-Thought prompting - Fine-grained prompting substantially improves question uniqueness and usability of LLM-generated educational questions compared with Chain-of-Thought prompting
• Fine-tuned 8B LLMs generate K-2 stories with difficulty-related metric scores statistically significantly different from (mostly better than) zero-shot GPT-4o and Llama 3.3 70B - Fine-tuned 8B LLMs generate K-2 stories with difficulty-related metric scores statistically significantly different from (mostly better than) zero-shot GPT-4o and Llama 3.3 70B
• Fine-tuned 8B models show suboptimal inter-story diversity, repeating names, animals, locations, and activities across narratives - Fine-tuned 8B models show suboptimal inter-story diversity, repeating names, animals, locations, and activities across narratives
• Fine-tuned GPT-4o achieves state-of-the-art scoring of TOEFL argumentative essays with QWK 0.84 and RMSE 0.44 against official scores - Fine-tuned GPT-4o achieves state-of-the-art scoring of TOEFL argumentative essays with QWK 0.84 and RMSE 0.44 against official scores
• Fine-tuned PLMs exhibit label compression toward mid-scale QoF scores, never predicting extreme labels 1 and 7 - Fine-tuned PLMs exhibit label compression toward mid-scale QoF scores, never predicting extreme labels 1 and 7
• Fine-tuned PLMs measure high-inference teaching practices better when the variable requires less pedagogical expertise, matching human-rater agreement on lexical variables but degrading on inference-heavy ones - Fine-tuned PLMs measure high-inference teaching practices better when the variable requires less pedagogical expertise, matching human-rater agreement on lexical variables but degrading on inference-h
• Fine-tuned PLMs outperform prompted LLMs in rubric-based teaching quality scoring accuracy, while LLMs better preserve score variability - Fine-tuned PLMs outperform prompted LLMs in rubric-based teaching quality scoring accuracy, while LLMs better preserve score variability
• Fine-tuned SLMs retrieve the correct concept within a top-K shortlist but have limited top-1 accuracy - Fine-tuned SLMs retrieve the correct concept within a top-K shortlist but have limited top-1 accuracy
• Fine-tuning frontier LLMs on authentic tutoring data improves performance on all six conversational and pedagogical benchmarks, moving values toward human-tutor levels - Fine-tuning frontier LLMs on authentic tutoring data improves performance on all six conversational and pedagogical benchmarks, moving values toward human-tutor levels
• Fine-tuning is associated with more compact generated code, with the fine-tuned Qwen2-VL-72B maintaining a length ratio near 1.0 while the base model's failed outputs become substantially longer - Fine-tuning is associated with more compact generated code, with the fine-tuned Qwen2-VL-72B maintaining a length ratio near 1.0 while the base model's failed outputs become substantially longer
• Fine-tuning LLMs and MLMs with cross-entropy loss using soft targets outperforms standard discretization and regression-head approaches on vocabulary difficulty prediction - Fine-tuning LLMs and MLMs with cross-entropy loss using soft targets outperforms standard discretization and regression-head approaches on vocabulary difficulty prediction
• Fine-tuning LLMs on 30K-90K AgenticMath samples matches or surpasses baselines trained on 400K-2.3M samples on math reasoning benchmarks - Fine-tuning LLMs on 30K-90K AgenticMath samples matches or surpasses baselines trained on 400K-2.3M samples on math reasoning benchmarks
• Fine-tuning on clean synthetic data yields limited gains on hand-drawn tasks, indicating limited robustness to out-of-distribution hand-drawn inputs - Fine-tuning on clean synthetic data yields limited gains on hand-drawn tasks, indicating limited robustness to out-of-distribution hand-drawn inputs
• Fine-tuning on the 1,000-image nuclear dataset improves image fidelity of SD models, with KID and CMMD decreasing over training steps - Fine-tuning on the 1,000-image nuclear dataset improves image fidelity of SD models, with KID and CMMD decreasing over training steps
• Fine-tuning primarily improves alignment between code generation and visual reasoning rather than visual understanding or spatial reasoning - Fine-tuning primarily improves alignment between code generation and visual reasoning rather than visual understanding or spatial reasoning
• Fine-tuning VLMs on synthetic data from TURTLEAI-Datagen improves performance on TURTLEAI, raising symbolic success rates by over 10% over base counterparts - Fine-tuning VLMs on synthetic data from TURTLEAI-Datagen improves performance on TURTLEAI, raising symbolic success rates by over 10% over base counterparts
• Fine-tuning with INSIDE internal dialogue achieves the lowest Wasserstein distances to real student code distributions on test_OP across all action-fidelity metrics - Fine-tuning with INSIDE internal dialogue achieves the lowest Wasserstein distances to real student code distributions on test_OP across all action-fidelity metrics
• Finger gnosia is associated with arithmetic skills in some studies but not others, with age and cognitive profile moderating the relation - Finger gnosia is associated with arithmetic skills in some studies but not others, with age and cognitive profile moderating the relation
• Finger gnosis is not a meaningful correlate of early arithmetic in this sample - Finger gnosis is not a meaningful correlate of early arithmetic in this sample
• Finger use is related to arithmetic performance in children, but the strength of this relation decreases significantly over development - Finger use is related to arithmetic performance in children, but the strength of this relation decreases significantly over development
• FIR analysis shows adults sustain DLPFC, RLPFC and superior parietal activation for relational integration through later time-bins, whereas children's integration-specific activation appears only in the first time-bins and late DLPFC activation is tied to REL-1 - FIR analysis shows adults sustain DLPFC, RLPFC and superior parietal activation for relational integration through later time-bins, whereas children's integration-specific activation appears only in t
• First DBR iteration evaluation showed disjointed transitions between gaming and academic work, prompting a revised three-step teaching model with domain knowledge acquisition first - First DBR iteration evaluation showed disjointed transitions between gaming and academic work, prompting a revised three-step teaching model with domain knowledge acquisition first
• First grade visuospatial memory did not predict fifth grade mathematics achievement, but first grade central executive, intelligence, and in-class attentive behavior did - First grade visuospatial memory did not predict fifth grade mathematics achievement, but first grade central executive, intelligence, and in-class attentive behavior did
• First graders in 2021–22 grew less in math and reading than a typical prepandemic year, by 6–7% - First graders in 2021–22 grew less in math and reading than a typical prepandemic year, by 6–7%
• First graders who missed kindergarten during COVID closures showed the greatest school-readiness loss in basic counting and numeracy skills against pre-pandemic cohorts: d = 0.16 after three months of closures and d = 0.23 for the cohort entering school a year later - First graders who missed kindergarten during COVID closures showed the greatest school-readiness loss in basic counting and numeracy skills against pre-pandemic cohorts: d = 0.16 after three months of
• First graders with MLD are slower than typically achieving peers on symbolic but not non-symbolic numerical magnitude comparison - First graders with MLD are slower than typically achieving peers on symbolic but not non-symbolic numerical magnitude comparison
• First graders' whole number arithmetic knowledge predicts seventh graders' fraction arithmetic knowledge - First graders' whole number arithmetic knowledge predicts seventh graders' fraction arithmetic knowledge
• First graders' whole number magnitude knowledge predicts eighth graders' fraction magnitude knowledge after controlling for arithmetic, cognitive, and demographic variables - First graders' whole number magnitude knowledge predicts eighth graders' fraction magnitude knowledge after controlling for arithmetic, cognitive, and demographic variables
• First language evidence shows extensive reading for meaning leads to vocabulary acquisition over time, probably accounting for most L1 vocabulary growth beyond the first few thousand common words - First language evidence shows extensive reading for meaning leads to vocabulary acquisition over time, probably accounting for most L1 vocabulary growth beyond the first few thousand common words
• First queries from Cold Start learners were overwhelmingly dependent (96.7%), contrasting with mostly guided first queries from Oriented (69.1%) and Struggling (71.4%) learners - First queries from Cold Start learners were overwhelmingly dependent (96.7%), contrasting with mostly guided first queries from Oriented (69.1%) and Struggling (71.4%) learners