Claims: G 2

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• Good Behavior Game improves student behavior, with a pooled effect size of 0.91 across 10 studies meeting WWC standards - Good Behavior Game improves student behavior, with a pooled effect size of 0.91 across 10 studies meeting WWC standards
• Good Behavior Game improves student writing conventions and writing productivity in one single-case study - Good Behavior Game improves student writing conventions and writing productivity in one single-case study
• Good Behavior Game improves teacher practice related to student behavior, with a pooled effect size of 0.79 across two studies - Good Behavior Game improves teacher practice related to student behavior, with a pooled effect size of 0.79 across two studies
• Good Behavior Game shows uncertain effects on intrapersonal competencies, with a pooled effect size of 0.14 that is not statistically significant - Good Behavior Game shows uncertain effects on intrapersonal competencies, with a pooled effect size of 0.14 that is not statistically significant
• Good Behavior Game shows uncertain effects on literacy achievement, with a pooled effect size of 0.07 that is not statistically significant - Good Behavior Game shows uncertain effects on literacy achievement, with a pooled effect size of 0.07 that is not statistically significant
• Good Behavior Game shows uncertain effects on mathematics achievement, with an effect size of 0.26 that is not statistically significant - Good Behavior Game shows uncertain effects on mathematics achievement, with an effect size of 0.26 that is not statistically significant
• Good Behavior Game shows uncertain effects on school climate in after-school programs, with a pooled effect size of 0.15 that is not statistically significant - Good Behavior Game shows uncertain effects on school climate in after-school programs, with a pooled effect size of 0.15 that is not statistically significant
• Good fit of the ESDM indicates the PALMA data could have been generated without any prospective effects between achievement and self-concept - Good fit of the ESDM indicates the PALMA data could have been generated without any prospective effects between achievement and self-concept
• Good learners do not always adhere to established practice principles; low contextual interference can still produce good learning - Good learners do not always adhere to established practice principles; low contextual interference can still produce good learning
• Good pupils average younger than poor pupils, by amounts ranging from equal age to two and a half years - Good pupils average younger than poor pupils, by amounts ranging from equal age to two and a half years
• Good quality coach-athlete relationships are associated with satisfaction with performance, personal treatment and training, higher motivation and physical self-concept, and greater team cohesion and collective efficacy - Good quality coach-athlete relationships are associated with satisfaction with performance, personal treatment and training, higher motivation and physical self-concept, and greater team cohesion and
• Good readers in the lower grades show the eye-habits of mature readers, per laboratory studies of reading - Good readers in the lower grades show the eye-habits of mature readers, per laboratory studies of reading
• Goodness-of-fit results indicate Spanish MAP Growth Reading constructs are at least tau-equivalent across language background groups - Goodness-of-fit results indicate Spanish MAP Growth Reading constructs are at least tau-equivalent across language background groups
• Google Trends data show ChatGPT search interest surged globally within weeks of its November 2022 public release, with plagiarism among the top related queries - Google Trends data show ChatGPT search interest surged globally within weeks of its November 2022 public release, with plagiarism among the top related queries
• Governance model shaped AIAS adoption: rapid central rollout generated momentum but curtailed reflection, while department-led adoption built ownership but fragmented strategy - Governance model shaped AIAS adoption: rapid central rollout generated momentum but curtailed reflection, while department-led adoption built ownership but fragmented strategy
• Governance structures that exclude faculty and support staff responsible for implementation produce policies that do not stick - Governance structures that exclude faculty and support staff responsible for implementation produce policies that do not stick
• Government regulations and policy incentives are crucial external enablers of institutional AI adoption readiness - Government regulations and policy incentives are crucial external enablers of institutional AI adoption readiness
• GPA and prior topic knowledge do not moderate the performance effect of LLM-assisted self-study - GPA and prior topic knowledge do not moderate the performance effect of LLM-assisted self-study
• GPA band remains a significant negative predictor of active AI engagement, positive affect, perceived learning impact, and AI-related disengagement when controlling for age, gender, and year category - GPA band remains a significant negative predictor of active AI engagement, positive affect, perceived learning impact, and AI-related disengagement when controlling for age, gender, and year category
• GPA combined with test scores was the best prediction of college degree attainment for all English Learner groups, but the test-score relationship partly reflects school composition - GPA combined with test scores was the best prediction of college degree attainment for all English Learner groups, but the test-score relationship partly reflects school composition
• GPA declines in arts and PE/health greatly exceeded declines in core subjects between eighth and ninth grade - GPA declines in arts and PE/health greatly exceeded declines in core subjects between eighth and ninth grade
• GPA fails to distinguish three pairs of learner groups that differ in standards-attainment patterns - GPA fails to distinguish three pairs of learner groups that differ in standards-attainment patterns
• GPA predicts procedural knowledge and intellectual skills but not attitudes toward learning - GPA predicts procedural knowledge and intellectual skills but not attitudes toward learning
• GPA treatment effects among lower-achieving students were larger in schools whose peer norms supported challenge-seeking - GPA treatment effects among lower-achieving students were larger in schools whose peer norms supported challenge-seeking
• GPA treatment effects among lower-achieving students were smaller in higher-achieving schools (moderation by school achievement level) - GPA treatment effects among lower-achieving students were smaller in higher-achieving schools (moderation by school achievement level)
• GPA, pretest score, and self-generated elaboration jointly predict intellectual skills but not procedural knowledge or attitudes - GPA, pretest score, and self-generated elaboration jointly predict intellectual skills but not procedural knowledge or attitudes
• GPAs were very similar for students who did and did not enter CPS as ELs, with a reading-grade gap that closed by seventh grade and similar Freshman OnTrack rates - GPAs were very similar for students who did and did not enter CPS as ELs, with a reading-grade gap that closed by seventh grade and similar Freshman OnTrack rates
• GPS-supported mobile language learning outside the classroom lets students integrate classroom knowledge with authentic daily-life needs - GPS-supported mobile language learning outside the classroom lets students integrate classroom knowledge with authentic daily-life needs
• GPT feedback in VR markedly improved problem-solving and critical thinking but had limited impact on creativity - GPT feedback in VR markedly improved problem-solving and critical thinking but had limited impact on creativity
• GPT models achieved high polarity agreement with instructors only for positive feedback on the Topic aspect, and could not reliably assess the other rubric aspects - GPT models achieved high polarity agreement with instructors only for positive feedback on the Topic aspect, and could not reliably assess the other rubric aspects
• GPT models showed lower accuracy with more rubric-related errors (28% vs. 13% for Gemini 3 Flash) and near parity between false positives and negatives - GPT models showed lower accuracy with more rubric-related errors (28% vs.
• GPT responses reliably incorporated broad ideas from instructions but resisted precise control - GPT responses reliably incorporated broad ideas from instructions but resisted precise control
• GPT-4 achieved almost perfect inter-rater reliability with faculty after three iterations of rubric engineering on three of four medical school OEQ questions - GPT-4 achieved almost perfect inter-rater reliability with faculty after three iterations of rubric engineering on three of four medical school OEQ questions
• GPT-4 achieves high recall (average 0.958) but low precision (average 0.526) when de-identifying MOOC forum posts - GPT-4 achieves high recall (average 0.958) but low precision (average 0.526) when de-identifying MOOC forum posts
• GPT-4 de-identification performance varies by course, with lower agreement in courses with longer posts and more qualitative discussion - GPT-4 de-identification performance varies by course, with lower agreement in courses with longer posts and more qualitative discussion
• GPT-4 demonstrated higher reliability of feedback than GPT-3.5, with higher F1 agreement with instructors on most assessment aspects - GPT-4 demonstrated higher reliability of feedback than GPT-3.5, with higher F1 agreement with instructors on most assessment aspects
• GPT-4 detected 45 PII words that human coders failed to redact across all nine courses - GPT-4 detected 45 PII words that human coders failed to redact across all nine courses
• GPT-4 generated detailed per-response feedback that was useful for identifying scoring errors and could support personalized student feedback - GPT-4 generated detailed per-response feedback that was useful for identifying scoring errors and could support personalized student feedback
• GPT-4 generates targeted corrective feedback for 66% of student errors, but 35% of hints are too general, incorrect, or give away the answer - GPT-4 generates targeted corrective feedback for 66% of student errors, but 35% of hints are too general, incorrect, or give away the answer
• GPT-4 outperformed GPT-3.5 and human instructors in producing feedback containing effective feedback components such as feeding-up and process-level information - GPT-4 outperformed GPT-3.5 and human instructors in producing feedback containing effective feedback components such as feeding-up and process-level information
• GPT-4 over-redacts famous names, locations, and mythological creatures that are not PII in educational forum discussions - GPT-4 over-redacts famous names, locations, and mythological creatures that are not PII in educational forum discussions
• GPT-4 scoring errors clustered on multiple possible answers, unrecognized vocabulary, and missed incorrect or missing answers, while faculty were overly generous graders - GPT-4 scoring errors clustered on multiple possible answers, unrecognized vocabulary, and missed incorrect or missing answers, while faculty were overly generous graders
• GPT-4's error-diagnosis accuracy varies by error type: near-perfect on correct answers, weakest on Wrong Field and multiple-error responses - GPT-4's error-diagnosis accuracy varies by error type: near-perfect on correct answers, weakest on Wrong Field and multiple-error responses
• GPT-4.1-Mini with back-translation matches the best LLM-judge (GPT-5) at 10.3x lower evaluation cost - GPT-4.1-Mini with back-translation matches the best LLM-judge (GPT-5) at 10.3x lower evaluation cost
• GPT-4o and GPT-5.2 achieve higher accuracy and more fully correct answers on university IVDA multiple-choice questions than the smaller Mistral-7B and DeepSeek-R1 models - GPT-4o and GPT-5.2 achieve higher accuracy and more fully correct answers on university IVDA multiple-choice questions than the smaller Mistral-7B and DeepSeek-R1 models
• gpt-4o graded student submissions most correctly in almost all assignments, but gemini-1.0-pro graded the boolean-algebra assignment most correctly - gpt-4o graded student submissions most correctly in almost all assignments, but gemini-1.0-pro graded the boolean-algebra assignment most correctly
• GPT-4o mini achieved the lowest ACT balance MAE (6.12) in replicating human supervisor ratings across 49 full transcripts - GPT-4o mini achieved the lowest ACT balance MAE (6.12) in replicating human supervisor ratings across 49 full transcripts
• GPT-4o mini showed progressive turn-level convergence with accumulating context while larger models showed increasing or stable error - GPT-4o mini showed progressive turn-level convergence with accumulating context while larger models showed increasing or stable error
• GPT-4o prompted only with SRL theory references generates a codebook accurately representing most key elements of both foundational SRL theories - GPT-4o prompted only with SRL theory references generates a codebook accurately representing most key elements of both foundational SRL theories
• GPT-4o's correctness-labeling errors concentrate on final turns requiring numerical calculation, and its main KC-labeling error is assigning too few standards to a turn. - GPT-4o's correctness-labeling errors concentrate on final turns requiring numerical calculation, and its main KC-labeling error is assigning too few standards to a turn.
• GPT-4o's final-turn correctness labeling on CoMTA is only slightly less accurate than expert human annotators, which the authors read as close to human-level performance on a challenging task. - GPT-4o's final-turn correctness labeling on CoMTA is only slightly less accurate than expert human annotators, which the authors read as close to human-level performance on a challenging task.
• GPT-4o's rubric-guided grading of team communication disagreed with instructors at near-chance levels (55% RMSE), while GPT-5.2 improved but remained insufficiently aligned (35%) - GPT-4o's rubric-guided grading of team communication disagreed with instructors at near-chance levels (55% RMSE), while GPT-5.2 improved but remained insufficiently aligned (35%)
• GPT-4o-mini natural language feedback was overwhelmingly helpful and never harmful in quality annotation - GPT-4o-mini natural language feedback was overwhelmingly helpful and never harmful in quality annotation
• GPT-5 used as a third coder introduced a calculation_check category absent from the human codebook, covering 28% of messages and exposing an unnamed recurring request type - GPT-5 used as a third coder introduced a calculation_check category absent from the human codebook, covering 28% of messages and exposing an unnamed recurring request type
• GPT-5.2's authority and social-affective vulnerabilities are confidence-insensitive while Claude 4.5's context-switch failures spike at low student confidence - GPT-5.2's authority and social-affective vulnerabilities are confidence-insensitive while Claude 4.5's context-switch failures spike at low student confidence
• GPT-assisted writing shows higher lexical diversity, richness, and noun/non-stopword ratios, while independently authored writing shows higher adverb ratio and sentence-length variability - GPT-assisted writing shows higher lexical diversity, richness, and noun/non-stopword ratios, while independently authored writing shows higher adverb ratio and sentence-length variability
• GPT-generated feedback passes simulated-student helpfulness evaluations only about 35% of the time on real student data - GPT-generated feedback passes simulated-student helpfulness evaluations only about 35% of the time on real student data
• GPT-generated hints are moderately accessible by automated readability metrics (mean CAREC 0.128, mean CML2RI 3.95) - GPT-generated hints are moderately accessible by automated readability metrics (mean CAREC 0.128, mean CML2RI 3.95)
• GPT-generated tutor feedback is predominantly positive or neutral in sentiment - GPT-generated tutor feedback is predominantly positive or neutral in sentiment
• GPT-series models and LangChain dominate educational agentic implementations, while frontier paradigms such as OpenClaw remain largely absent - GPT-series models and LangChain dominate educational agentic implementations, while frontier paradigms such as OpenClaw remain largely absent
• GPT4-coded sentiment of students' open-ended general feedback about the intervention was overwhelmingly positive - GPT4-coded sentiment of students' open-ended general feedback about the intervention was overwhelmingly positive
• Grace E. Bird advanced the thesis that emphasizing speed rather than accuracy from the start yields the most effective learning, with generalization flagged as risky - Grace E.
• GRAD-score-based At-risk identification shows larger proportional year-to-year churn than direct certification would - GRAD-score-based At-risk identification shows larger proportional year-to-year churn than direct certification would
• Grade 1 and Grade 2 domain-specific vocabulary knowledge explained 69% of the MORE intervention's treatment effect on Grade 2 domain-specific reading comprehension - Grade 1 and Grade 2 domain-specific vocabulary knowledge explained 69% of the MORE intervention's treatment effect on Grade 2 domain-specific reading comprehension
• Grade 1 students receiving Really Great Reading instruction scored higher on the NWEA MAP Reading Growth assessment in winter 2022 - Grade 1 students receiving Really Great Reading instruction scored higher on the NWEA MAP Reading Growth assessment in winter 2022
• Grade 1 vocabulary carried the significant mediated pathway, while treatment showed no significant direct path to Grade 2 vocabulary - Grade 1 vocabulary carried the significant mediated pathway, while treatment showed no significant direct path to Grade 2 vocabulary
• Grade 2 students receiving Really Great Reading instruction scored higher on the NWEA MAP Reading Growth assessment in winter 2022 - Grade 2 students receiving Really Great Reading instruction scored higher on the NWEA MAP Reading Growth assessment in winter 2022
• Grade 3 Really Great Reading students did not outperform non-users on the winter NWEA MAP administration - Grade 3 Really Great Reading students did not outperform non-users on the winter NWEA MAP administration
• Grade 3 screener benchmark scores marking any level of risk map to MCAS ELA scores from mid Partially Meeting Expectations to the beginning of Meeting Expectations - Grade 3 screener benchmark scores marking any level of risk map to MCAS ELA scores from mid Partially Meeting Expectations to the beginning of Meeting Expectations
• Grade 3 students are more variable than Grade 4 students in WM performance at the faster timescales - Grade 3 students are more variable than Grade 4 students in WM performance at the faster timescales
• Grade 3 students showed small positive but statistically non-significant CCU impacts across all three study years - Grade 3 students showed small positive but statistically non-significant CCU impacts across all three study years
• Grade 4 children can metacognitively monitor their working memory performance, tending to be over-confident as task difficulty increases - Grade 4 children can metacognitively monitor their working memory performance, tending to be over-confident as task difficulty increases
• Grade 4 cohorts affected by COVID-19 restrictions showed significant negative trends in verbal achievement for non-SEN and SEN-L-R students in all three domains, and for SEN-L-S students only in orthography - Grade 4 cohorts affected by COVID-19 restrictions showed significant negative trends in verbal achievement for non-SEN and SEN-L-R students in all three domains, and for SEN-L-S students only in ortho
• Grade 4 mathematics average scores in 2019 were 1 point higher than in 2017 and 27 points higher than in 1990, with increases at the 25th and 50th percentiles - Grade 4 mathematics average scores in 2019 were 1 point higher than in 2017 and 27 points higher than in 1990, with increases at the 25th and 50th percentiles
• Grade 4 pandemic learning conditions were significantly related to verbal achievement, with the teacher-rated functioning of distance learning relating more positively to achievement for non-SEN than SEN-L-S students - Grade 4 pandemic learning conditions were significantly related to verbal achievement, with the teacher-rated functioning of distance learning relating more positively to achievement for non-SEN than
• Grade 4 reading scores in 2019 decreased across the performance distribution except at the 90th percentile compared to 2017 - Grade 4 reading scores in 2019 decreased across the performance distribution except at the 90th percentile compared to 2017
• Grade 4 students in treatment schools scored significantly higher than control students on the CCU Assessments in each of the three study years, with effect sizes from 0.30 to 0.36 - Grade 4 students in treatment schools scored significantly higher than control students on the CCU Assessments in each of the three study years, with effect sizes from 0.30 to 0.36
• Grade 5 Science students predominantly engaged in fact-oriented, repetitive, and cumulative discourse, suggesting difficulty sustaining conversational exchanges online - Grade 5 Science students predominantly engaged in fact-oriented, repetitive, and cumulative discourse, suggesting difficulty sustaining conversational exchanges online
• Grade 5 students can sustain productive knowledge-building collaboration over a whole school year with a facilitative rather than guiding teacher - Grade 5 students can sustain productive knowledge-building collaboration over a whole school year with a facilitative rather than guiding teacher
• Grade 5 students in a KBM environment significantly increased their Earth Science domain knowledge from pretest to post-test - Grade 5 students in a KBM environment significantly increased their Earth Science domain knowledge from pretest to post-test
• Grade 5 students showed very small, non-significant CCU differences, indicating no reliable A4L impact at that grade level - Grade 5 students showed very small, non-significant CCU differences, indicating no reliable A4L impact at that grade level
• Grade 6 math CST proficiency alone is not an effective indicator of algebra readiness: students need a scale score of 367, about 0.27 SD above the cutpoint, to reach a 50 percent probability of grade 8 algebra I proficiency - Grade 6 math CST proficiency alone is not an effective indicator of algebra readiness: students need a scale score of 367, about 0.27 SD above the cutpoint, to reach a 50 percent probability of grade
• Grade 8 mathematics scores in 2019 decreased at the 10th and 25th percentiles compared to 2017, while the average was 1 point higher than 2017 and 19 points higher than 1990 - Grade 8 mathematics scores in 2019 decreased at the 10th and 25th percentiles compared to 2017, while the average was 1 point higher than 2017 and 19 points higher than 1990
• Grade 8 reading scores in 2019 decreased across the performance distribution, with greater decreases at the 10th and 25th percentiles - Grade 8 reading scores in 2019 decreased across the performance distribution, with greater decreases at the 10th and 25th percentiles
• Grade 8 students in TLTS schools scored 0.12 standard deviations lower in social studies than comparison students - Grade 8 students in TLTS schools scored 0.12 standard deviations lower in social studies than comparison students
• Grade cutoffs are arbitrary because adjacent scores receiving different grades are not significantly different, per the author's statistical argument - Grade cutoffs are arbitrary because adjacent scores receiving different grades are not significantly different, per the author's statistical argument
• Grade effects of GenAI availability do not differ across terciles of students' prior academic preparation, robust across multiple ability proxies - Grade effects of GenAI availability do not differ across terciles of students' prior academic preparation, robust across multiple ability proxies
• Grade inflation between 2008 and 2011 partly, but not fully, accounts for the apparent GPA advantage of the online-testing cohort - Grade inflation between 2008 and 2011 partly, but not fully, accounts for the apparent GPA advantage of the online-testing cohort
• Grade inflation has not significantly attenuated the signaling power of grades, with some evidence of an increase (Pattison, Grodsky, and Muller, attributed) - Grade inflation has not significantly attenuated the signaling power of grades, with some evidence of an increase (Pattison, Grodsky, and Muller, attributed)
• Grade level and repetition spacing interact significantly in children's free recall - Grade level and repetition spacing interact significantly in children's free recall
• Grade level moderates multigrade cognitive effects, with a diminishing positive effect from lower to higher grades - Grade level moderates multigrade cognitive effects, with a diminishing positive effect from lower to higher grades
• Grade level significantly moderates the ER difficulties–burnout association, with larger effects at pre-university than university level - Grade level significantly moderates the ER difficulties–burnout association, with larger effects at pre-university than university level
• Grade level, nonverbal intelligence, and working memory predicted mathematics achievement, explaining 88% of intercept variance but only 16-22% of slope variance - Grade level, nonverbal intelligence, and working memory predicted mathematics achievement, explaining 88% of intercept variance but only 16-22% of slope variance
• Grade retention and tracking students into remedial instruction undermine achievement, while formative assessment with acceleration strategies improves learning - Grade retention and tracking students into remedial instruction undermine achievement, while formative assessment with acceleration strategies improves learning
• Grade retention has positive effects on math self-concept in the first year following retention, maintained over subsequent years - Grade retention has positive effects on math self-concept in the first year following retention, maintained over subsequent years
• Grade retention, suspensions, and expulsions among youth with an IEP showed little change over the past decade - Grade retention, suspensions, and expulsions among youth with an IEP showed little change over the past decade
• Grade-9 students using BioWorld significantly increased their confidence in their diagnosis from initial to final hypothesis - Grade-9 students using BioWorld significantly increased their confidence in their diagnosis from initial to final hypothesis
• Grade-9 students' LLM-supported mathematical interactions are strongly request-dominated, with little explicit planning, monitoring, or evaluation - Grade-9 students' LLM-supported mathematical interactions are strongly request-dominated, with little explicit planning, monitoring, or evaluation
• Grade-at-intervention effects varied by outcome type: for outcomes with metalinguistic demands beyond the phonological, 2nd- and 3rd-grade Triple participants showed a posttest advantage relative to controls - Grade-at-intervention effects varied by outcome type: for outcomes with metalinguistic demands beyond the phonological, 2nd- and 3rd-grade Triple participants showed a posttest advantage relative to c
• Grade-by-grade adjustment magnitudes: removing retained students raises third grade scores about one month in reading and half a month in math, while adjusted fourth grade scores fall about two months in reading and one and a half months in math - Grade-by-grade adjustment magnitudes: removing retained students raises third grade scores about one month in reading and half a month in math, while adjusted fourth grade scores fall about two months
• Grade-class membership relates to grade distributions, with failing-poor ratios rising sharply across the five lowest-to-highest Alpha classes - Grade-class membership relates to grade distributions, with failing-poor ratios rising sharply across the five lowest-to-highest Alpha classes
• Grade-level clusters provided with ST Math scored higher on state math proficiency rates and scale scores than matched comparison clusters across grades 3-5 - Grade-level clusters provided with ST Math scored higher on state math proficiency rates and scale scores than matched comparison clusters across grades 3-5
• Graded Exemplars Shift an LLM Grader by the Level They Are Marked At
• Graded versus verbal-report elementary students showed no systematic differences except declining joy of learning in mathematics for graded students (review-reported) - Graded versus verbal-report elementary students showed no systematic differences except declining joy of learning in mathematics for graded students (review-reported)
• grader-errors-dominate-rule-based-evaluator-benchmarks
• Grades 10-11 GPA estimates from CALPADS and UC data agreed closely: over 95% of students within three tenths of a point and the at-or-above-3 conclusion matched for 97% - Grades 10-11 GPA estimates from CALPADS and UC data agreed closely: over 95% of students within three tenths of a point and the at-or-above-3 conclusion matched for 97%
• Grades 3-8 test scores show no significant effect of educational ChatGPT exposure, supporting the design as an age placebo - Grades 3-8 test scores show no significant effect of educational ChatGPT exposure, supporting the design as an age placebo
• Grades 4-8 students who earned a no-credit grade in spring 2020 were more than twice as likely to earn one in spring 2021 - Grades 4-8 students who earned a no-credit grade in spring 2020 were more than twice as likely to earn one in spring 2021
• Grades and positive affect show significant positive reciprocal within-person effects, and grades and negative affect show significant negative reciprocal effects - Grades and positive affect show significant positive reciprocal within-person effects, and grades and negative affect show significant negative reciprocal effects
• Grades are lower in classes with higher-achieving peers, consistent with teachers adjusting expectations rather than grading on a curve - Grades are lower in classes with higher-achieving peers, consistent with teachers adjusting expectations rather than grading on a curve
• Grades overlap massively in spelling: on average 20.8% of pupils reach or exceed the median of the next grade above - Grades overlap massively in spelling: on average 20.8% of pupils reach or exceed the median of the next grade above
• Grades provided with ST Math have significantly larger proportions of students advanced, or proficient or advanced, on the mathematics CST than comparison grades - Grades provided with ST Math have significantly larger proportions of students advanced, or proficient or advanced, on the mathematics CST than comparison grades
• Grades show mediated dimensional comparison effects on course choices via self-concept and value - Grades show mediated dimensional comparison effects on course choices via self-concept and value
• Grades themselves, regardless of formula, detrimentally affect creative thinking, long-term retention, interest in learning, and preference for challenging tasks - Grades themselves, regardless of formula, detrimentally affect creative thinking, long-term retention, interest in learning, and preference for challenging tasks
• Gradient-based GRPO alignment of a 7B model outperforms prompt engineering on scaffolding effectiveness (0.633 vs 0.400) despite the smaller backbone - Gradient-based GRPO alignment of a 7B model outperforms prompt engineering on scaffolding effectiveness (0.633 vs 0.400) despite the smaller backbone
• Grading answers required weighted partial credit because responses varied in degrees of rightness - Grading answers required weighted partial credit because responses varied in degrees of rightness
• Grading mismatch correlates negatively with persistent effects, and total effects reflect mismatch more than persistent effects - Grading mismatch correlates negatively with persistent effects, and total effects reflect mismatch more than persistent effects
• Grading practices can diminish interest, encourage easier paths, and reduce quality of thinking in maker education - Grading practices can diminish interest, encourage easier paths, and reduce quality of thinking in maker education
• Grading recipes without calibration examples perform substantially worse on MAE, though multi-step without examples ranks second on QWK - Grading recipes without calibration examples perform substantially worse on MAE, though multi-step without examples ranks second on QWK
• Grading showed differential effects by student group in Swedish quasi-experimental data: low-ability students fared worse when graded, girls better (review-reported) - Grading showed differential effects by student group in Swedish quasi-experimental data: low-ability students fared worse when graded, girls better (review-reported)
• Grading skill transfers across exams: an adapter fine-tuned on one exam improves grading on the unseen other, though transfer stops short of in-domain performance - Grading skill transfers across exams: an adapter fine-tuned on one exam improves grading on the unseen other, though transfer stops short of in-domain performance
• Grading students on the quality of their reviews rather than on peer-assessed marks reduced tensions and improved student-instructor mark correlations - Grading students on the quality of their reviews rather than on peer-assessed marks reduced tensions and improved student-instructor mark correlations
• Grading time shows a sweet spot: students grading around 20 minutes (time z-score near -0.25) have significantly lower residual standard deviations than slow graders, while snap graders are unreliable and inflate grades - Grading time shows a sweet spot: students grading around 20 minutes (time z-score near -0.25) have significantly lower residual standard deviations than slow graders, while snap graders are unreliable
• Grading variability: 40.7% of grade variance lies between teachers and essay quality is the largest random effect - Grading variability: 40.7% of grade variance lies between teachers and essay quality is the largest random effect
• Graduate attribute attainment correlates only extremely weakly with years spent at university - Graduate attribute attainment correlates only extremely weakly with years spent at university
• Graduate attribute scores vary by gender and by subject, with language-based subjects scoring well on communication - Graduate attribute scores vary by gender and by subject, with language-based subjects scoring well on communication
• Graduate attributes ('wicked competences') may not be amenable to conventional assessment because they are context-dependent, partly specifiable and developed over years - Graduate attributes ('wicked competences') may not be amenable to conventional assessment because they are context-dependent, partly specifiable and developed over years
• Graduate school enrollment is countercyclical for females and acyclical for males - Graduate school enrollment is countercyclical for females and acyclical for males
• Graduate seminars with hands-on generative AI use and reflection increased students' comfort with AI and ability to critically assess AI outputs - Graduate seminars with hands-on generative AI use and reflection increased students' comfort with AI and ability to critically assess AI outputs
• Graduate SLP students perceive the learning mode of computer-based simulation as highly beneficial because it allows unlimited attempts without grade penalty - Graduate SLP students perceive the learning mode of computer-based simulation as highly beneficial because it allows unlimited attempts without grade penalty
• Graduate students can effectively develop interactive educational online software modules as a curriculum component of an advanced science course - Graduate students can effectively develop interactive educational online software modules as a curriculum component of an advanced science course
• Graduate students rated AI-generated weekly readings as effective preparation, with 75% agreeing they learned more than in a comparable course without AI assistance - Graduate students rated AI-generated weekly readings as effective preparation, with 75% agreeing they learned more than in a comparable course without AI assistance
• Graduates of desegregated 1970s high schools report both benefits from desegregation and experiences of backlash against it - Graduates of desegregated 1970s high schools report both benefits from desegregation and experiences of backlash against it
• Graduates of partnership-based preparation programs showed above-average achievement gains and persistence in leadership roles - Graduates of partnership-based preparation programs showed above-average achievement gains and persistence in leadership roles
• Graduates rate the Alder residency highly, with 97% rating it effective or very effective on the 2022–23 CTC completer survey - Graduates rate the Alder residency highly, with 97% rating it effective or very effective on the 2022–23 CTC completer survey
• Graduates spent more semesters in the grades and in the high school than non-graduates, and graduated girls spent longer than graduated boys - Graduates spent more semesters in the grades and in the high school than non-graduates, and graduated girls spent longer than graduated boys
• Graduation and enrollment trends vary by school type: non-charter non-selective schools caught up to charters on graduation, but charters and selective enrollment lead on college enrollment - Graduation and enrollment trends vary by school type: non-charter non-selective schools caught up to charters on graduation, but charters and selective enrollment lead on college enrollment
• Graduation by age 18 rose slightly, and adjusting for incoming student composition cuts the increase roughly in half - Graduation by age 18 rose slightly, and adjusting for incoming student composition cuts the increase roughly in half
• Graduation by age 18 was slightly higher in later cohorts despite earlier off-schedule status - Graduation by age 18 was slightly higher in later cohorts despite earlier off-schedule status
• Graduation disparities: 69% of 12th-grade LTEL7 students attained a high school diploma compared to 86% of other ever-EL peers - Graduation disparities: 69% of 12th-grade LTEL7 students attained a high school diploma compared to 86% of other ever-EL peers
• Graduation rates by age 19 in Chicago varied substantially by race/ethnicity and gender, with African-American boys lowest (39 percent) and Asian girls highest (85 percent) - Graduation rates by age 19 in Chicago varied substantially by race/ethnicity and gender, with African-American boys lowest (39 percent) and Asian girls highest (85 percent)
• Graduation rates declined by about four percentage points in the first policy year and one more the next, then recovered to nearly pre-policy levels within five years - Graduation rates declined by about four percentage points in the first policy year and one more the next, then recovered to nearly pre-policy levels within five years
• Graduation rates differ largely across Chicago schools, with many new charter and magnet schools and several neighborhood high schools showing exceptionally high rates beyond what incoming freshman characteristics would predict - Graduation rates differ largely across Chicago schools, with many new charter and magnet schools and several neighborhood high schools showing exceptionally high rates beyond what incoming freshman ch
• Graduation rates differed by timing of English proficiency: 60 percent for middle-grades proficiency versus 68 percent for pre-sixth-grade proficiency - Graduation rates differed by timing of English proficiency: 60 percent for middle-grades proficiency versus 68 percent for pre-sixth-grade proficiency
• Graduation rates improved for all racial, ethnic, and economic groups, but racial and ethnic gaps increased while gender, poverty, and disability gaps declined - Graduation rates improved for all racial, ethnic, and economic groups, but racial and ethnic gaps increased while gender, poverty, and disability gaps declined
• Graduation rates rise with freshman credits earned, with a large gap above six credits - Graduation rates rise with freshman credits earned, with a large gap above six credits
• Grammar-learning ability is preserved until about age 17.4 and then declines steadily, per the best-fitting ELSD model - Grammar-learning ability is preserved until about age 17.4 and then declines steadily, per the best-fitting ELSD model
• Grammatical Accuracy is the most stable and objective scoring dimension for LLMs, while Task Response is the most challenging - Grammatical Accuracy is the most stable and objective scoring dimension for LLMs, while Task Response is the most challenging
• Grammatical and discourse-level measures differentiate between high-level L2 learners' comprehensibility - Grammatical and discourse-level measures differentiate between high-level L2 learners' comprehensibility
• Grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness are uniquely and positively related to substantive quality of first-grade written composition - Grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness are uniquely and positively related to substantive quality of first-grade written composition
• Grandiose narcissism predicted overconfidence in exam score predictions at both time points, while vulnerable narcissism predicted less overconfidence only at course start and optimism was unrelated - Grandiose narcissism predicted overconfidence in exam score predictions at both time points, while vulnerable narcissism predicted less overconfidence only at course start and optimism was unrelated
• Grant aid increases degree completion, raising on-time completion by 2.4 and delayed completion by 2.5 percentage points in U.S. causal studies - Grant aid increases degree completion, raising on-time completion by 2.4 and delayed completion by 2.5 percentage points in U.S.
• Grant aid increases postsecondary persistence, raising within-year persistence by 3.2 and year-to-year persistence by 1.8 percentage points in U.S. causal studies - Grant aid increases postsecondary persistence, raising within-year persistence by 3.2 and year-to-year persistence by 1.8 percentage points in U.S.
• Grant aid programs bundling additional academic or social supports show larger persistence and completion effects than aid alone - Grant aid programs bundling additional academic or social supports show larger persistence and completion effects than aid alone
• Grant award procedures have historically favoured men, with women winning fewer and lower value grants - Grant award procedures have historically favoured men, with women winning fewer and lower value grants
• Graphemic complexity of the final letters has only marginal effects, limited to letter size - Graphemic complexity of the final letters has only marginal effects, limited to letter size
• Graphic organizers such as concept maps improve comprehension and retention with a medium average effect; that novices benefit more rests on a few small subgroups
• Graphing the Student Momentum Indicator across lessons yields nine dropout-behavior shape categories, with steep wall shapes the most common (25.5%) and flat slope shapes rare (2.6%) - Graphing the Student Momentum Indicator across lessons yields nine dropout-behavior shape categories, with steep wall shapes the most common (25.5%) and flat slope shapes rare (2.6%)
• Grapho-motor memory is stronger than visual-motor memory: 85.3 per cent of high school subjects showed greater grapho-motor recall, replicating Meyerhardt's college and university findings - Grapho-motor memory is stronger than visual-motor memory: 85.3 per cent of high school subjects showed greater grapho-motor recall, replicating Meyerhardt's college and university findings
• Graphomotor skills show the strongest links of the FMS subdomains with academic-cognitive skills, significantly exceeding dexterity - Graphomotor skills show the strongest links of the FMS subdomains with academic-cognitive skills, significantly exceeding dexterity
• Graphs drew visual attention away from text: proportion of dwell time on input and problem statement was significantly shorter when a graph was present - Graphs drew visual attention away from text: proportion of dwell time on input and problem statement was significantly shorter when a graph was present
• Grasping virtual objects benefits low language aptitude learners but not high language aptitude learners relative to audiovisual baseline - Grasping virtual objects benefits low language aptitude learners but not high language aptitude learners relative to audiovisual baseline
• Grasping virtual objects during L2 vocabulary learning enhances test performance relative to audiovisual-only learning - Grasping virtual objects during L2 vocabulary learning enhances test performance relative to audiovisual-only learning
• Grasping virtual objects in VR improves foreign language vocabulary retention for learners with low language aptitude, but not for those with high aptitude - Grasping virtual objects in VR improves foreign language vocabulary retention for learners with low language aptitude, but not for those with high aptitude
• Gratitude PPIs were subcategorised into letters, lists, induction, and action variants during toolbox selection - Gratitude PPIs were subcategorised into letters, lists, induction, and action variants during toolbox selection
• Gratitude, therapy-based, and the single physical activity intervention positively contributed to teacher well-being, though the physical activity intervention did not mitigate burnout - Gratitude, therapy-based, and the single physical activity intervention positively contributed to teacher well-being, though the physical activity intervention did not mitigate burnout
• Greater aerobic fitness is associated with more stable long-term memory retention over 12 hours in young adults - Greater aerobic fitness is associated with more stable long-term memory retention over 12 hours in young adults
• Greater amounts of participation in afterschool programs show little relation to academic, behavioral, or socio-emotional outcomes - Greater amounts of participation in afterschool programs show little relation to academic, behavioral, or socio-emotional outcomes
• Greater anger, hopelessness, and negative emotions overall during reading are associated with poorer text comprehension, while positive emotions show no relation - Greater anger, hopelessness, and negative emotions overall during reading are associated with poorer text comprehension, while positive emotions show no relation
• Greater answer offloading during learning is associated with lower subsequent unaided performance (exploratory) - Greater answer offloading during learning is associated with lower subsequent unaided performance (exploratory)
• Greater clinical severity and older child age were associated with more timely EI care plan receipt in a safety-net cohort - Greater clinical severity and older child age were associated with more timely EI care plan receipt in a safety-net cohort
• Greater COVID-19 lockdown stringency is associated with larger declines in grade 8 civic knowledge across 15 educational systems - Greater COVID-19 lockdown stringency is associated with larger declines in grade 8 civic knowledge across 15 educational systems
• Greater early-project misalignment in partners' perceptions of each other's AI use is associated with lower final project scores - Greater early-project misalignment in partners' perceptions of each other's AI use is associated with lower final project scores
• Greater ethnic diversity in schools is associated with students feeling safer, less bullied, and less lonely, and weight diversity is unrelated to achievement disparities - Greater ethnic diversity in schools is associated with students feeling safer, less bullied, and less lonely, and weight diversity is unrelated to achievement disparities
• Greater IPS connectivity correlates with worse reaction-time performance during addition but not subtraction in children - Greater IPS connectivity correlates with worse reaction-time performance during addition but not subtraction in children
• Greater Lentisphaerae proportion is associated with better Stroop Color-Word performance independent of carbohydrate intake - Greater Lentisphaerae proportion is associated with better Stroop Color-Word performance independent of carbohydrate intake
• Greater linguistic complexity increases the difficulty of English-language math items for ELLs compared to non-ELLs of equivalent math proficiency - Greater linguistic complexity increases the difficulty of English-language math items for ELLs compared to non-ELLs of equivalent math proficiency
• Greater maternal emotional support during problem-solving predicts greater child cognitive flexibility one year later, in both the preschool-to-kindergarten and kindergarten-to-first-grade intervals - Greater maternal emotional support during problem-solving predicts greater child cognitive flexibility one year later, in both the preschool-to-kindergarten and kindergarten-to-first-grade intervals
• Greater mathematics content in a practice test improves subsequent mathematics performance by a small amount (~2% of a standard deviation per hour of practice) - Greater mathematics content in a practice test improves subsequent mathematics performance by a small amount (~2% of a standard deviation per hour of practice)
• Greater Medly engagement was positively associated with post-test attainment, treated as exploratory rather than causal - Greater Medly engagement was positively associated with post-test attainment, treated as exploratory rather than causal
• Greater parent-reported temperamental effortful control predicts less DLPFC activation during cognitive flexibility in preschoolers - Greater parent-reported temperamental effortful control predicts less DLPFC activation during cognitive flexibility in preschoolers
• Greater parental financial investment associated with lower grades but higher graduation likelihood (review attribution) - Greater parental financial investment associated with lower grades but higher graduation likelihood (review attribution)
• Greater pre-intervention reliance on imageability predicts smaller residualized gains in word reading (Letter-Word Identification and Sight Word Efficiency) - Greater pre-intervention reliance on imageability predicts smaller residualized gains in word reading (Letter-Word Identification and Sight Word Efficiency)
• Greater pre-intervention reliance on O-P regularities, and larger increases in O-P reliance over the intervention, predict greater residualized gains in pseudoword reading among children with reading disabilities - Greater pre-intervention reliance on O-P regularities, and larger increases in O-P reliance over the intervention, predict greater residualized gains in pseudoword reading among children with reading
• Greater prior AI learning experience and female gender predicted upward motivational profile transitions - Greater prior AI learning experience and female gender predicted upward motivational profile transitions
• Greater proportion of voice prompts used correlates moderately with greater stated preference for voice - Greater proportion of voice prompts used correlates moderately with greater stated preference for voice
• Greater public speaking anxiety correlates with shorter and more poorly received speeches - Greater public speaking anxiety correlates with shorter and more poorly received speeches
• Greater reduction in reliance on imageability over the intervention is associated with greater residualized gains in Passage Comprehension - Greater reduction in reliance on imageability over the intervention is associated with greater residualized gains in Passage Comprehension
• Greater sense of control over one's character predicts pro-social gaming motivations - Greater sense of control over one's character predicts pro-social gaming motivations
• Greater SLD stigma is associated with lower self-esteem, with a pooled medium-sized correlation (r = −.39) across nine effect sizes from six studies - Greater SLD stigma is associated with lower self-esteem, with a pooled medium-sized correlation (r = −.39) across nine effect sizes from six studies
• Greater SLD stigma is generally associated with less optimal psychological adjustment (anxiety, depression, coping, self-efficacy, quality of life), though most associations could not be meta-analytically pooled - Greater SLD stigma is generally associated with less optimal psychological adjustment (anxiety, depression, coping, self-efficacy, quality of life), though most associations could not be meta-analytic
• Greater teamwork is positively and significantly correlated with critical thinking in secondary school students (r=.532, p<.001) - Greater teamwork is positively and significantly correlated with critical thinking in secondary school students (r=.532, p<.001)
• Greater temperamental effortful control predicts better cognitive flexibility task accuracy in preschoolers - Greater temperamental effortful control predicts better cognitive flexibility task accuracy in preschoolers
• Greater ten-year working memory decline predicts more everyday memory problems in adjusted multilevel analyses - Greater ten-year working memory decline predicts more everyday memory problems in adjusted multilevel analyses
• Greater time and effort invested in the task correlate with better integration and smaller calibration error - Greater time and effort invested in the task correlate with better integration and smaller calibration error
• Greatest engagement benefits do not emerge in classrooms high on two or three need-supportive practices (synergistic hypothesis not supported) - Greatest engagement benefits do not emerge in classrooms high on two or three need-supportive practices (synergistic hypothesis not supported)
• Green Dot Public Schools improve English language arts achievement in the first year of high school for the 2009–10 cohort, with no significant effects on later ELA measures (mixed evidence) - Green Dot Public Schools improve English language arts achievement in the first year of high school for the 2009–10 cohort, with no significant effects on later ELA measures (mixed evidence)
• Green Dot Public Schools increase high school graduation and college-preparatory (A-G) graduation for students entering ninth grade (potentially positive effects rating) - Green Dot Public Schools increase high school graduation and college-preparatory (A-G) graduation for students entering ninth grade (potentially positive effects rating)
• Green Dot Public Schools raise school attendance in the fourth year of high school, with no detectable effect on attendance in Year 1 for Cohort 3 (mixed evidence) - Green Dot Public Schools raise school attendance in the fourth year of high school, with no detectable effect on attendance in Year 1 for Cohort 3 (mixed evidence)
• Greenspace schoolyards improve students' social interactions and relationships, but not pro-social behaviour - Greenspace schoolyards improve students' social interactions and relationships, but not pro-social behaviour
• Greenspace schoolyards increase students' physical activity in most studies, with effects persisting at 16-month follow-up - Greenspace schoolyards increase students' physical activity in most studies, with effects persisting at 16-month follow-up
• Greenwood et al. (1993) reported a statistically significant CWPT effect on CTBS-Reading, but the WWC-corrected analysis was not statistically significant - Greenwood et al.
• Grounded theory analysis of professor interviews identifies five functional domains of graduate students' generative AI literacy - Grounded theory analysis of professor interviews identifies five functional domains of graduate students' generative AI literacy
• Group A scored higher than the other groups on Knowledge Quality of collaborative summary notes, with effect sizes of at least 0.7 - Group A scored higher than the other groups on Knowledge Quality of collaborative summary notes, with effect sizes of at least 0.7
• Group A's brainstorming was repeatedly unproductive because individual interjections redirected the group's dialogue toward personal concerns - Group A's brainstorming was repeatedly unproductive because individual interjections redirected the group's dialogue toward personal concerns
• Group A's discourse contained the idea units needed for knowledge construction but only rare rise-above moves, indicating a threshold rather than well-developed knowledge-creation discourse - Group A's discourse contained the idea units needed for knowledge construction but only rare rise-above moves, indicating a threshold rather than well-developed knowledge-creation discourse
• Group A's two most common I-positions were I–it and I–me, while group B's were I–me and I–we, indicating different reliance on interpersonal versus intrapersonal voices - Group A's two most common I-positions were I–it and I–me, while group B's were I–me and I–we, indicating different reliance on interpersonal versus intrapersonal voices
• Group A, who failed the learning task, devoted most dialogues to orientation and conceptualization and asked yes-no questions at the personal level, while group B, who succeeded, distributed dialogue across investigation and discussion - Group A, who failed the learning task, devoted most dialogues to orientation and conceptualization and asked yes-no questions at the personal level, while group B, who succeeded, distributed dialogue
• Group average memory span scores remain nearly identical across days while individual scores vary considerably - Group average memory span scores remain nearly identical across days while individual scores vary considerably
• Group averages are misleading when applied to individual pupils because of extensive overlapping in weight and height across grades - Group averages are misleading when applied to individual pupils because of extensive overlapping in weight and height across grades
• Group averages suggest a positive relation between weight and scholarship in the elementary grades, but the relation in high school is uncertain - Group averages suggest a positive relation between weight and scholarship in the elementary grades, but the relation in high school is uncertain
• Group awareness support in CSCL shows a moderate significant effect on students' learning performance, per the meta-analysis summarized in this issue (Chen et al.) - Group awareness support in CSCL shows a moderate significant effect on students' learning performance, per the meta-analysis summarized in this issue (Chen et al.)
• Group awareness tools showing peer presence, peer activities, or multiple artifacts are integrated in many educational VRLs, but performance and teacher-presence indicators are never standalone - Group awareness tools showing peer presence, peer activities, or multiple artifacts are integrated in many educational VRLs, but performance and teacher-presence indicators are never standalone
• Group B showed a shift toward intrapersonal voices (I–you/I–we) during its later empirical evaluation, while group A remained interpersonal (I–it/I–me) even when investigating, with un-negotiated inputs - Group B showed a shift toward intrapersonal voices (I–you/I–we) during its later empirical evaluation, while group A remained interpersonal (I–it/I–me) even when investigating, with un-negotiated inpu
• Group CVS performance on classroom worksheets rose after instruction, and experimentation alone without instruction produced no significant gain - Group CVS performance on classroom worksheets rose after instruction, and experimentation alone without instruction produced no significant gain
• Group differences in activation are more extensive when behavioral performance is equated across groups, indicating they are not a consequence of worse performance - Group differences in activation are more extensive when behavioral performance is equated across groups, indicating they are not a consequence of worse performance
• Group differences in fraction comparison accuracy persist when full scale IQ is included as a covariate - Group differences in fraction comparison accuracy persist when full scale IQ is included as a covariate
• Group differences in learning are more pronounced during reversal than acquisition - Group differences in learning are more pronounced during reversal than acquisition
• Group differences in math skills between LD and comorbid groups are more pronounced in symbolic than non-symbolic math tasks - Group differences in math skills between LD and comorbid groups are more pronounced in symbolic than non-symbolic math tasks
• Group differences in receptive language did not hold when controlling for SES, and receptive language was the covariate retained in the main analyses - Group differences in receptive language did not hold when controlling for SES, and receptive language was the covariate retained in the main analyses
• Group differences on symbolic tasks persist after controlling for number identification skill - Group differences on symbolic tasks persist after controlling for number identification skill
• Group differentiation by students' learning strategies raises secondary school student performance by a small but significant margin - Group differentiation by students' learning strategies raises secondary school student performance by a small but significant margin
• Group diversity problems stem from coordination failures rather than categorisation differences - Group diversity problems stem from coordination failures rather than categorisation differences
• Group engagement dimensions are positively interrelated concurrently, except socioemotional engagement - Group engagement dimensions are positively interrelated concurrently, except socioemotional engagement
• Group ethical discussion with multiple LLM agents significantly increases ethical sensitivity in STEM undergraduates - Group ethical discussion with multiple LLM agents significantly increases ethical sensitivity in STEM undergraduates
• Group formation via the captain technique, soccer dominance in free play, content repetition and public anthropometric exposure generated fear, anger, sadness and disgust, especially among girls - Group formation via the captain technique, soccer dominance in free play, content repetition and public anthropometric exposure generated fear, anger, sadness and disgust, especially among girls
• Group intelligence scores correlated only modestly with school marks (freshmen: 0.41 Thurstone, 0.56 Brown; junior high: 0.25 Illinois, 0.32 Otis), which the author attributes to marks depending on many non-intelligence factors - Group intelligence scores correlated only modestly with school marks (freshmen: 0.41 Thurstone, 0.56 Brown; junior high: 0.25 Illinois, 0.32 Otis), which the author attributes to marks depending on ma
• Group interaction profiles differed: Groups D and E favored generative actions while Group B's interaction was predominantly regulative - Group interaction profiles differed: Groups D and E favored generative actions while Group B's interaction was predominantly regulative
• Group meta-discourse in Knowledge Forum is associated with higher individual learning among university students - Group meta-discourse in Knowledge Forum is associated with higher individual learning among university students
• Group performance can be predicted with advanced machine-learning techniques, and collaboration synergy depends on skill diversity, equal workload distribution and high interaction concurrency - Group performance can be predicted with advanced machine-learning techniques, and collaboration synergy depends on skill diversity, equal workload distribution and high interaction concurrency
• Group scales allow examining fifty or a hundred children in an hour, whereas individual Binet testing restricts use to special cases - Group scales allow examining fifty or a hundred children in an hour, whereas individual Binet testing restricts use to special cases
• Group settings and guidelines each promoted calibration accuracy and achievement in a high school biology factorial experiment - Group settings and guidelines each promoted calibration accuracy and achievement in a high school biology factorial experiment
• Group size in grades 4–9 reading interventions typically varies, with smaller groups in grades 4 and 5 than in middle and high school elective reading courses - Group size in grades 4–9 reading interventions typically varies, with smaller groups in grades 4 and 5 than in middle and high school elective reading courses
• Group size moderates intervention effects: 1:1 interventions had effect sizes about 0.5 points higher than small-group interventions at 20 h of dosage - Group size moderates intervention effects: 1:1 interventions had effect sizes about 0.5 points higher than small-group interventions at 20 h of dosage
• Group summary scores did not differ significantly between algorithm-formed and randomly formed groups on content, vocabulary, or grammar rubrics - Group summary scores did not differ significantly between algorithm-formed and randomly formed groups on content, vocabulary, or grammar rubrics
• Group testing shows advantages in some studies but mixed results overall for long-term retention and transfer - Group testing shows advantages in some studies but mixed results overall for long-term retention and transfer
• Group tests combined with teachers' estimates correlate .77 with the Stanford Revision, questioning the necessity of individual examination - Group tests combined with teachers' estimates correlate .77 with the Stanford Revision, questioning the necessity of individual examination
• Group tests correlate much lower with the Stanford Revision (.45 and .53) and only .37 with each other - Group tests correlate much lower with the Stanford Revision (.45 and .53) and only .37 with each other
• Group x condition interactions show condition-dependent activation differences in superior temporal, parietal, cingulate, medial frontal, and middle temporal regions - Group x condition interactions show condition-dependent activation differences in superior temporal, parietal, cingulate, medial frontal, and middle temporal regions
• Group-based CCT is effective while home-based CCT is not - Group-based CCT is effective while home-based CCT is not
• Group-based delivery is associated with more improvement in child language than individually delivered interventions - Group-based delivery is associated with more improvement in child language than individually delivered interventions
• Group-based mastery learning improves retention of learned material, with an average effect size of .62 across four studies - Group-based mastery learning improves retention of learned material, with an average effect size of .62 across four studies
• Group-based mastery learning programs yield positive achievement effects in every included study, but effect sizes vary so widely that an average was deemed inappropriate - Group-based mastery learning programs yield positive achievement effects in every included study, but effect sizes vary so widely that an average was deemed inappropriate
• Group-by-cycle interactions were significant for diagnostic accuracy, comprehension, revision quality, and self-assessment accuracy, but not for actionability - Group-by-cycle interactions were significant for diagnostic accuracy, comprehension, revision quality, and self-assessment accuracy, but not for actionability
• Group-by-RPE interaction in the anterior insula without a general group effect in overall activation - Group-by-RPE interaction in the anterior insula without a general group effect in overall activation
• Group-delivered interventions appear more effective than individually delivered ones (g = 0.78 vs 0.45) - Group-delivered interventions appear more effective than individually delivered ones (g = 0.78 vs 0.45)
• Group-design studies show a significant main effect of self-management interventions on classroom behaviors (g = 0.63), but rest on only four studies - Group-design studies show a significant main effect of self-management interventions on classroom behaviors (g = 0.63), but rest on only four studies
• Group-level annotation activity shows no significant association with verbal knowledge-construction frequency - Group-level annotation activity shows no significant association with verbal knowledge-construction frequency
• Group-level cognitive regulation occurs significantly more in the conceptual physics task than in the robotics task - Group-level cognitive regulation occurs significantly more in the conceptual physics task than in the robotics task
• Group-level feedback visualizations increased shared vocabulary connections, but student metadiscourse remained teacher-dependent - Group-level feedback visualizations increased shared vocabulary connections, but student metadiscourse remained teacher-dependent
• Group-level marginal inferences identify population propensity and autonomy but are nearly vacuous for higher algorithmic skill levels - Group-level marginal inferences identify population propensity and autonomy but are nearly vacuous for higher algorithmic skill levels
• Group-level physiological state transitions in heart rate are positively correlated with on-track sequences during collaboration - Group-level physiological state transitions in heart rate are positively correlated with on-track sequences during collaboration
• Group-level scaffolding training increases teacher process support and student participation
• Grouping students by age instead of grade is a viable alternative for tracking ITBS score trends, mirroring the grade-group findings - Grouping students by age instead of grade is a viable alternative for tracking ITBS score trends, mirroring the grade-group findings
• Groups of high-performing students often fail problem-solving tasks when they do not collaborate, showing why collaborative skills need assessment and feedback - Groups of high-performing students often fail problem-solving tasks when they do not collaborate, showing why collaborative skills need assessment and feedback
• Groups one year ahead of normal grade increase more rapidly in both weight and height than normal groups of the same age, with one exception - Groups one year ahead of normal grade increase more rapidly in both weight and height than normal groups of the same age, with one exception
• Groups outperform individuals when devising creative solutions to real-world complex problems - Groups outperform individuals when devising creative solutions to real-world complex problems
• Groups perceiving a learning situation as challenging switched frequently between planning and performance phases of regulation - Groups perceiving a learning situation as challenging switched frequently between planning and performance phases of regulation
• Groups performing generative epistemic actions more frequently produced higher-quality knowledge objects than a division-of-labor group - Groups performing generative epistemic actions more frequently produced higher-quality knowledge objects than a division-of-labor group
• Groups reacted to the large majority of monitoring events, but negative-valence monitoring of motivation or emotion received the lowest reaction rate - Groups reacted to the large majority of monitoring events, but negative-valence monitoring of motivation or emotion received the lowest reaction rate
• Groups spent far more time getting to know each other than on task-related communication during the initial collaboration phase - Groups spent far more time getting to know each other than on task-related communication during the initial collaboration phase
• Groups that initiated collaboration early, coordinated before problem-solving, and interacted continuously tended to achieve equal participation and higher satisfaction - Groups that initiated collaboration early, coordinated before problem-solving, and interacted continuously tended to achieve equal participation and higher satisfaction
• Groups using the Graphical Debate-tool constructed representations of significantly higher quality than groups using the Textual Debate-tool, for both debate positions. - Groups using the Graphical Debate-tool constructed representations of significantly higher quality than groups using the Textual Debate-tool, for both debate positions.
• Groups with prior collaborative experience on similar tasks outperform inexperienced groups on individual retention tests after collaborative learning of complex tasks - Groups with prior collaborative experience on similar tasks outperform inexperienced groups on individual retention tests after collaborative learning of complex tasks
• Groups with RD, MD, and RD+MD show elevated depression regardless of ADHD status, and the comorbid group has the highest rates of internalizing disorders - Groups with RD, MD, and RD+MD show elevated depression regardless of ADHD status, and the comorbid group has the highest rates of internalizing disorders
• Groups with reading difficulties perform significantly better than controls on the Stroop interference measure, and only math groups show set-shifting weakness - Groups with reading difficulties perform significantly better than controls on the Stroop interference measure, and only math groups show set-shifting weakness
• Groups with the augmented toy used more balanced narrative roles, with more narrator and fewer metanarrator utterances - Groups with the augmented toy used more balanced narrative roles, with more narrator and fewer metanarrator utterances
• Groups' anger-talk proportion was inversely related to science-talk proportion across two teams - Groups' anger-talk proportion was inversely related to science-talk proportion across two teams
• Groups' distribution of the four problem-solving processes deviated less from the ideal distribution (lower Gini coefficients) on scaffolded than non-scaffolded tasks - Groups' distribution of the four problem-solving processes deviated less from the ideal distribution (lower Gini coefficients) on scaffolded than non-scaffolded tasks
• Groups' final solution scores were significantly higher on the scaffolded task than the non-scaffolded task - Groups' final solution scores were significantly higher on the scaffolded task than the non-scaffolded task
• Groups' progress during collaboration falls into four data-driven categories differing in sequence frequencies and the regulation phases groups return to - Groups' progress during collaboration falls into four data-driven categories differing in sequence frequencies and the regulation phases groups return to
• Groups' success in merging perspectives was related to the time they allocated to the interdisciplinary cognitive processes, especially transforming knowledge and critical stance - Groups' success in merging perspectives was related to the time they allocated to the interdisciplinary cognitive processes, especially transforming knowledge and critical stance
• Grow use is consistently greater in predominantly African-American schools across Chicago - Grow use is consistently greater in predominantly African-American schools across Chicago
• Grow Your Own program graduates remain in teaching longer than typical beginning teachers and teach in high-need schools at high rates - Grow Your Own program graduates remain in teaching longer than typical beginning teachers and teach in high-need schools at high rates
• Growing Achievers used StatBot significantly more than Declining Performers, driven mainly by initiating new inquiries - Growing Achievers used StatBot significantly more than Declining Performers, driven mainly by initiating new inquiries
• Growth for all race/ethnicity groups lagged pre-pandemic trends in 2023-24, with marginalized students furthest from recovery - Growth for all race/ethnicity groups lagged pre-pandemic trends in 2023-24, with marginalized students furthest from recovery
• Growth in academic self-efficacy is significantly associated with growth in mathematics achievement when modeled jointly - Growth in academic self-efficacy is significantly associated with growth in mathematics achievement when modeled jointly
• Growth in bilingual preschoolers' English receptive vocabulary and oral comprehension during Head Start positively predicts first-grade English letter-word identification and passage comprehension - Growth in bilingual preschoolers' English receptive vocabulary and oral comprehension during Head Start positively predicts first-grade English letter-word identification and passage comprehension
• Growth in bilingual preschoolers' Spanish receptive vocabulary and oral comprehension during Head Start positively predicts first-grade Spanish letter-word identification and passage comprehension - Growth in bilingual preschoolers' Spanish receptive vocabulary and oral comprehension during Head Start positively predicts first-grade Spanish letter-word identification and passage comprehension
• Growth in both vocabulary and social communication skills predicts kindergarten math achievement - Growth in both vocabulary and social communication skills predicts kindergarten math achievement
• Growth in English receptive language during Head Start predicts first-grade Spanish letter-word identification and passage comprehension, supporting cross-language transfer - Growth in English receptive language during Head Start predicts first-grade Spanish letter-word identification and passage comprehension, supporting cross-language transfer
• Growth in RSE research has been accompanied by divergence rather than convergence of content - Growth in RSE research has been accompanied by divergence rather than convergence of content
• Growth in self-management between 6th and 8th grade predicts being off track academically in 9th grade above and beyond 6th-grade self-management status - Growth in self-management between 6th and 8th grade predicts being off track academically in 9th grade above and beyond 6th-grade self-management status
• Growth in self-management predicts 9th-grade off-track status above and beyond 6th-grade status on that construct - Growth in self-management predicts 9th-grade off-track status above and beyond 6th-grade status on that construct
• Growth in serial order STM from Age 4 to Age 5 predicts growth in vocabulary, whereas growth in item STM does not - Growth in serial order STM from Age 4 to Age 5 predicts growth in vocabulary, whereas growth in item STM does not
• Growth in Spanish receptive language during Head Start predicts first-grade English letter-word identification and passage comprehension, with timing-of-exposure group differences for Spanish vocabulary - Growth in Spanish receptive language during Head Start predicts first-grade English letter-word identification and passage comprehension, with timing-of-exposure group differences for Spanish vocabula
• Growth in task orientation partially mediates the association between executive function and mathematics achievement in preschoolers - Growth in task orientation partially mediates the association between executive function and mathematics achievement in preschoolers
• Growth is compartmentalized by question: on the code-tracing prompt students grew in procedural code tracing while physics correctness improved only slightly - Growth is compartmentalized by question: on the code-tracing prompt students grew in procedural code tracing while physics correctness improved only slightly
• Growth is not uniform but proceeds with variations in the limbs, trunk, and head, so gross measures require finer analysis - Growth is not uniform but proceeds with variations in the limbs, trunk, and head, so gross measures require finer analysis
• Growth math mindset positively predicts academic grit in primary students - Growth math mindset positively predicts academic grit in primary students
• Growth matters more than achievement or status when parents choose between schools - Growth matters more than achievement or status when parents choose between schools
• Growth measurements at age ten predict stature at sixteen within about 2.5 centimeters and IQ over the same period within 6.3 points - Growth measurements at age ten predict stature at sixteen within about 2.5 centimeters and IQ over the same period within 6.3 points
• Growth measures offer a clearer, more accurate picture of learning than achievement data, while achievement data remains critical for tracking student progress - Growth measures offer a clearer, more accurate picture of learning than achievement data, while achievement data remains critical for tracking student progress
• Growth mindset endorsement is associated with higher post-error accuracy but not post-correct accuracy in children - Growth mindset endorsement is associated with higher post-error accuracy but not post-correct accuracy in children
• Growth mindset endorsement is associated with larger Pe amplitude (greater attention to errors) in school-aged children - Growth mindset endorsement is associated with larger Pe amplitude (greater attention to errors) in school-aged children
• Growth mindset interacts with gender for health major choice — men's chances decline 3.9 percentage points per unit increase — but no gender difference appears in how ability beliefs influence PEMC major choice - Growth mindset interacts with gender for health major choice — men's chances decline 3.9 percentage points per unit increase — but no gender difference appears in how ability beliefs influence PEMC ma
• Growth Mindset interventions have no discernible effects on college enrollment and progressing in college - Growth Mindset interventions have no discernible effects on college enrollment and progressing in college
• Growth Mindset interventions have potentially positive effects on postsecondary academic achievement (improvement index +13) - Growth Mindset interventions have potentially positive effects on postsecondary academic achievement (improvement index +13)
• Growth mindset interventions improve math outcomes, particularly for disadvantaged and high-risk students, but effects depend on a supportive teacher-mindset context - Growth mindset interventions improve math outcomes, particularly for disadvantaged and high-risk students, but effects depend on a supportive teacher-mindset context
• Growth mindset is unrelated to the ERN (early, automatic error-processing component) in children - Growth mindset is unrelated to the ERN (early, automatic error-processing component) in children
• Growth mindset moderates the negative effect of AI employment threat perception on perceived employability, weakening it at higher mindset levels - Growth mindset moderates the negative effect of AI employment threat perception on perceived employability, weakening it at higher mindset levels
• Growth mindset predicts post-error accuracy for children with small Pe amplitudes but not large Pe amplitudes (exploratory moderation) - Growth mindset predicts post-error accuracy for children with small Pe amplitudes but not large Pe amplitudes (exploratory moderation)
• Growth mindset weakens the indirect effect of AI employment threat perception on career decision-making anxiety through perceived employability - Growth mindset weakens the indirect effect of AI employment threat perception on career decision-making anxiety through perceived employability
• Growth of schools selected by fall achievement differs by subject: bottom 5% math schools tended to grow worse, while reading showed similar average growth - Growth of schools selected by fall achievement differs by subject: bottom 5% math schools tended to grow worse, while reading showed similar average growth
• Growth rates varied tremendously between schools regardless of poverty, with top-quartile schools producing more than double the growth of the worst quartile - Growth rates varied tremendously between schools regardless of poverty, with top-quartile schools producing more than double the growth of the worst quartile
• Growth-mindset intervention gains varied by school context, being greatest where peer norms favored seeking challenge and in lower-achieving schools - Growth-mindset intervention gains varied by school context, being greatest where peer norms favored seeking challenge and in lower-achieving schools
• Growth-mindset interventions have weak average effects on achievement, including a negligible GPA gain (d = 0.11) for lower-achieving US ninth-graders in one preregistered national trial
• Growth-norms predictions showed larger RMSDs for pilot math scores but similar predictions for reading - Growth-norms predictions showed larger RMSDs for pilot math scores but similar predictions for reading
• Growth-score differences between CBE and COLO are small, exceeding 0.2 only in Reading Grades K–1 (favoring CBE) and Mathematics Grade 8 (favoring COLO) - Growth-score differences between CBE and COLO are small, exceeding 0.2 only in Reading Grades K–1 (favoring CBE) and Mathematics Grade 8 (favoring COLO)
• GRPO alignment collapses Mathematical-Knowledge-for-Teaching utterances and surges Socratic-style Exploratory questions in tutor output - GRPO alignment collapses Mathematical-Knowledge-for-Teaching utterances and surges Socratic-style Exploratory questions in tutor output
• GRPO alignment without the directness reward raises Socratic scaffolding effectiveness from 0.300 to 0.633 and cuts keyword leakage from 26.7% to 13.3% on held-out questions - GRPO alignment without the directness reward raises Socratic scaffolding effectiveness from 0.300 to 0.633 and cuts keyword leakage from 26.7% to 13.3% on held-out questions
• GRPO pedagogical alignment of a reasoning LLM lowers actual student learning while raising judge-rated helpfulness (a multi-dimensional alignment tax) - GRPO pedagogical alignment of a reasoning LLM lowers actual student learning while raising judge-rated helpfulness (a multi-dimensional alignment tax)
• GRPO post-training boosts in-scope K-5 capabilities but fails to recover Beyond-K-5 capabilities, even when post-trained on out-of-scope data - GRPO post-training boosts in-scope K-5 capabilities but fails to recover Beyond-K-5 capabilities, even when post-trained on out-of-scope data
• GRPO training shifts profiles from broad summaries toward diagnostic, behaviorally grounded representations that better support simulation - GRPO training shifts profiles from broad summaries toward diagnostic, behaviorally grounded representations that better support simulation
• GRPO with an SFS-aligned reward yields more consistent improvements than DPO, achieving the highest SFS overall - GRPO with an SFS-aligned reward yields more consistent improvements than DPO, achieving the highest SFS overall
• GRPO with the Proficiency Alignment Reward improves alignment over SFT across every writing trait and essay prompt - GRPO with the Proficiency Alignment Reward improves alignment over SFT across every writing trait and essay prompt
• GRPO-with-PAR gains over SFT transfer to independent evaluators never used during policy optimization - GRPO-with-PAR gains over SFT transfer to independent evaluators never used during policy optimization
• GRU is the lowest-performing model across both single-task and multi-task competency modeling, likely due to its two gating units versus LSTMs' three - GRU is the lowest-performing model across both single-task and multi-task competency modeling, likely due to its two gating units versus LSTMs' three
• GSTG recipients report teaching in high-need schools and shortage subjects, with most intending to stay after their service obligation - GSTG recipients report teaching in high-need schools and shortage subjects, with most intending to stay after their service obligation
• Guardrails in the GPT Tutor largely eliminate the negative exam effect, though no positive exam effect is observed - Guardrails in the GPT Tutor largely eliminate the negative exam effect, though no positive exam effect is observed
• Guessing biases calibration measures toward underconfidence, strongest for the lowest performers - Guessing biases calibration measures toward underconfidence, strongest for the lowest performers
• Guest-mode usage dominates lightweight help-seeking, raising an equity concern that students without metacognitive support stay at shallow answer lookup - Guest-mode usage dominates lightweight help-seeking, raising an equity concern that students without metacognitive support stay at shallow answer lookup
• Guidance and Development Policy Instruments Are Individually Insufficient for Instructional Change - Guidance and Development Policy Instruments Are Individually Insufficient for Instructional Change
• Guidance during initial problem solving does not translate into better learning from subsequent instruction - Guidance during initial problem solving does not translate into better learning from subsequent instruction
• Guidance during inquiry learning improves performance success during the inquiry (d = 0.71), with type of guidance moderating this effect - Guidance during inquiry learning improves performance success during the inquiry (d = 0.71), with type of guidance moderating this effect
• Guidance during inquiry learning improves post-inquiry learning outcomes (d = 0.50) - Guidance during inquiry learning improves post-inquiry learning outcomes (d = 0.50)
• Guidance during inquiry learning produces a medium-to-large improvement in learners' use of inquiry skills during the inquiry - Guidance during inquiry learning produces a medium-to-large improvement in learners' use of inquiry skills during the inquiry
• Guidance in a computer-based logic environment significantly influences pre- to post-test scores for learning the conditional - Guidance in a computer-based logic environment significantly influences pre- to post-test scores for learning the conditional
• Guidance increases the effectiveness of inquiry-based learning, and all six guidance types were equally effective - Guidance increases the effectiveness of inquiry-based learning, and all six guidance types were equally effective
• Guidance tools supporting collaboration are relatively uncommon in educational VRLs, integrated in only 13 of 62 reviewed systems - Guidance tools supporting collaboration are relatively uncommon in educational VRLs, integrated in only 13 of 62 reviewed systems
• Guidance, immediate feedback, and system-directed control showed unadjusted moderator signals that did not survive multiplicity adjustment, making them hypothesis-generating only - Guidance, immediate feedback, and system-directed control showed unadjusted moderator signals that did not survive multiplicity adjustment, making them hypothesis-generating only
• Guided activity kits increased STEM talk only among parents with less formal education, relative to basic kits - Guided activity kits increased STEM talk only among parents with less formal education, relative to basic kits
• Guided activity kits showed no main effect on parents' STEM talk or directive management during parent-child building play - Guided activity kits showed no main effect on parents' STEM talk or directive management during parent-child building play
• Guided ASR practice did not produce statistically significant improvement in any specific pronunciation error type, with some errors unimproved or regressed - Guided ASR practice did not produce statistically significant improvement in any specific pronunciation error type, with some errors unimproved or regressed
• Guided ASR practice improves overall pronunciation accuracy of Korean EFL learners more than ordinary classroom pronunciation practice alone - Guided ASR practice improves overall pronunciation accuracy of Korean EFL learners more than ordinary classroom pronunciation practice alone
• Guided discovery outperformed both unguided discovery and direct instruction in classic studies - Guided discovery outperformed both unguided discovery and direct instruction in classic studies
• Guided inquiry learning with virtual and video experiments during Covid-19 remote schooling significantly improves seventh-graders' conceptual understanding in physics - Guided inquiry learning with virtual and video experiments during Covid-19 remote schooling significantly improves seventh-graders' conceptual understanding in physics
• Guided inquiry was positively associated with science achievement in all 16 PISA 2015 regions where it was applied - Guided inquiry was positively associated with science achievement in all 16 PISA 2015 regions where it was applied
• Guided LiquidText users redistribute task time toward document processing and away from writing - Guided LiquidText users redistribute task time toward document processing and away from writing
• Guided Notes Improve Note Accuracy
• Guided play outperformed direct instruction for executive functioning and numeracy in early childhood, but not for literacy or socioemotional outcomes - Guided play outperformed direct instruction for executive functioning and numeracy in early childhood, but not for literacy or socioemotional outcomes
• Guided play outperforms direct instruction or free play on a few early-childhood outcomes, with no reliable difference on most others, in one meta-analysis
• Guided reflection embedded in self-assessment supports commencing students to engage responsibly and confidently with GenAI while maintaining academic integrity - Guided reflection embedded in self-assessment supports commencing students to engage responsibly and confidently with GenAI while maintaining academic integrity
• Guided reflection was the most frequently applied individual support activity in the included interventions - Guided reflection was the most frequently applied individual support activity in the included interventions
• Guided use of a multiple document reading application yields higher multiple document comprehension than access-only, unguided, or traditional pdf viewer use - Guided use of a multiple document reading application yields higher multiple document comprehension than access-only, unguided, or traditional pdf viewer use
• Guided written reflection yields more analytic and integrative paragraphs than free reflection in service learning - Guided written reflection yields more analytic and integrative paragraphs than free reflection in service learning
• Guiding analytics for learners can improve mathematics achievement, retention, learning strategies, and reduce math anxiety - Guiding analytics for learners can improve mathematics achievement, retention, learning strategies, and reduce math anxiety
• Guiding dashboard support enabled teachers to perform more orchestration actions, more targeted interactions, and more class announcements than mirroring support - Guiding dashboard support enabled teachers to perform more orchestration actions, more targeted interactions, and more class announcements than mirroring support
• Guiding questions and student control over video movement improve learning outcomes and satisfaction - Guiding questions and student control over video movement improve learning outcomes and satisfaction
• Guiding support stimulated targeted interactions: teachers posted more messages to groups (14 vs 4) and performed more dashboard interventions than under mirroring - Guiding support stimulated targeted interactions: teachers posted more messages to groups (14 vs 4) and performed more dashboard interventions than under mirroring
• Guo et al. found engagement depends on video production style: short videos, talking heads on slides, Khan-style drawing more engaging than slides or coding, classroom recording weak online - A 2018 review reports, citing Guo, Kim and Rubin (2014), that engagement with instructional video depends on production style: short videos, talking heads on slides and Khan-style drawing engage more
• Gymnasium-qualified mathematics teachers outscore teachers from other school types on both PCK and CK - Gymnasium-qualified mathematics teachers outscore teachers from other school types on both PCK and CK
• Gymnasium-qualified mathematics teachers show higher cognitive connectedness between PCK and CK - Gymnasium-qualified mathematics teachers show higher cognitive connectedness between PCK and CK