Claims: I 5

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• Interaction context and cognitive intent are structurally associated: task-directed interactions sit at lower-to-mid Bloom levels while own-work references carry higher-level requests - Interaction context and cognitive intent are structurally associated: task-directed interactions sit at lower-to-mid Bloom levels while own-work references carry higher-level requests
• Interaction depth is not associated with immediate recall or gains once baseline knowledge is controlled - Interaction depth is not associated with immediate recall or gains once baseline knowledge is controlled
• Interaction during semiempty concept mapping shows higher transactivity: less elicitation and more externalization and integration than summary writing - Interaction during semiempty concept mapping shows higher transactivity: less elicitation and more externalization and integration than summary writing
• Interaction effects between student background variables (BOOKS, LANG, GENDER) and outcomes were statistically insignificant in both achievement and confidence models - Interaction effects between student background variables (BOOKS, LANG, GENDER) and outcomes were statistically insignificant in both achievement and confidence models
• Interaction in both SCMC and FTF contexts has a significant impact on L2 development (meta-analysis of 14 studies, 1990–2012) - Interaction in both SCMC and FTF contexts has a significant impact on L2 development (meta-analysis of 14 studies, 1990–2012)
• Interaction in danmaku and discussion boards spanned A3C levels from attendance through cooperation, with collaboration rare and limited to knowledge discussions - Interaction in danmaku and discussion boards spanned A3C levels from attendance through cooperation, with collaboration rare and limited to knowledge discussions
• Interaction patterns and perceptions differed between mathematics-engineering and mathematics-arts modules despite similar interaction counts - Interaction patterns and perceptions differed between mathematics-engineering and mathematics-arts modules despite similar interaction counts
• Interaction patterns of benchmark datasets and real-world deployment categories are statistically distinct in the scaffolding-uptake space - Interaction patterns of benchmark datasets and real-world deployment categories are statistically distinct in the scaffolding-uptake space
• Interaction patterns show no significant differences in information completeness or temporal speech measures at either stage - Interaction patterns show no significant differences in information completeness or temporal speech measures at either stage
• Interaction traces cannot establish answerability or justificatory dispossession because StudyChat does not elicit reconstruction and defense of reasoning - Interaction traces cannot establish answerability or justificatory dispossession because StudyChat does not elicit reconstruction and defense of reasoning
• Interaction volume during AI-supported practice sessions did not differ significantly across conditions, supporting comparability of practice exposure - Interaction volume during AI-supported practice sessions did not differ significantly across conditions, supporting comparability of practice exposure
• Interaction-oriented pedagogical guidance was more effective than task-oriented guidance for 16-year-old students using video tools in history lessons - Interaction-oriented pedagogical guidance was more effective than task-oriented guidance for 16-year-old students using video tools in history lessons
• Interactionally adjusted and premodified input yield statistically comparable comprehension overall, with negotiation benefiting lower-ability learners - Interactionally adjusted and premodified input yield statistically comparable comprehension overall, with negotiation benefiting lower-ability learners
• Interactionally modified input aids comprehension but shows no advantage for retention among beginner learners - Interactionally modified input aids comprehension but shows no advantage for retention among beginner learners
• Interactionist DA mediation in SCMC reveals learners' microgenetic movement through internalization levels within the ZPD - Interactionist DA mediation in SCMC reveals learners' microgenetic movement through internalization levels within the ZPD
• Interactions between learner characteristics and dialogue format for learning outcomes showed only trends toward significance, not significant effects - Interactions between learner characteristics and dialogue format for learning outcomes showed only trends toward significance, not significant effects
• Interactions kindle similar-level interactions: argumentation triggers high-cognitive exchanges while sharing and discussing without reasoning keep interactions low-cognitive - Interactions kindle similar-level interactions: argumentation triggers high-cognitive exchanges while sharing and discussing without reasoning keep interactions low-cognitive
• Interactive dialogue with the AI tool, available only in some sites, promoted deeper engagement and student agency during revision - Interactive dialogue with the AI tool, available only in some sites, promoted deeper engagement and student agency during revision
• Interactive engagement requires both partners' utterances to be primarily constructive and a sufficient degree of turn taking - Interactive engagement requires both partners' utterances to be primarily constructive and a sufficient degree of turn taking
• Interactive instruction declines and didactic instruction increases across elementary grade levels - Interactive instruction declines and didactic instruction increases across elementary grade levels
• Interactive instruction is more common in classrooms with higher prior achievement; didactic and review are more common in lower-achieving classrooms - Interactive instruction is more common in classrooms with higher prior achievement; didactic and review are more common in lower-achieving classrooms
• Interactive instruction is positively associated with one-year achievement gains in reading and mathematics in Chicago elementary schools - Interactive instruction is positively associated with one-year achievement gains in reading and mathematics in Chicago elementary schools
• Interactive learning tasks produce larger incidental spoken word-learning gains than noninteractive tasks - Interactive learning tasks produce larger incidental spoken word-learning gains than noninteractive tasks
• Interactive pedagogy increased nearly half a standard deviation for below-norm students in homogeneous double-dose algebra classes - Interactive pedagogy increased nearly half a standard deviation for below-norm students in homogeneous double-dose algebra classes
• Interactive visual grounding helped children interpret word problems by making hidden relational constraints manipulable and visible - Interactive visual grounding helped children interpret word problems by making hidden relational constraints manipulable and visible
• Interactivity, information sharing, and collaborative environment are each positively associated with perceived social presence in agentic AI-supported online learning - Interactivity, information sharing, and collaborative environment are each positively associated with perceived social presence in agentic AI-supported online learning
• Interconnections between motivational constructs and learning are complex and temporal, evidenced by 78% (n = 14) of momentary-wave studies - Interconnections between motivational constructs and learning are complex and temporal, evidenced by 78% (n = 14) of momentary-wave studies
• Intercorrelations among analyzed trait ratings show a spread of the general impression, and their size varies extremely with the rating method, from central tendencies of 0.3 to 0.9 - Intercorrelations among analyzed trait ratings show a spread of the general impression, and their size varies extremely with the rating method, from central tendencies of 0.3 to 0.9
• Intercultural development progress occurred for students in intentionally designed courses regardless of whether study away was a component - Intercultural development progress occurred for students in intentionally designed courses regardless of whether study away was a component
• Interdisciplinary collaboration is fundamentally relational; tools assist but relationships make or break it - Interdisciplinary collaboration is fundamentally relational; tools assist but relationships make or break it
• Interdisciplinary humanities units improve students' interdisciplinary competences
• Interdisciplinary studio collaboration deepened students' disciplinary skills while exposing them to cross-disciplinary skills - Interdisciplinary studio collaboration deepened students' disciplinary skills while exposing them to cross-disciplinary skills
• Interdisciplinary studio collaboration produced challenges including uneven workloads, vocabulary barriers, and difficulty giving cross-disciplinary feedback - Interdisciplinary studio collaboration produced challenges including uneven workloads, vocabulary barriers, and difficulty giving cross-disciplinary feedback
• Interdistrict desegregation choice plans decrease segregation, help close racial achievement gaps, and improve racial attitudes and long-term outcomes - Interdistrict desegregation choice plans decrease segregation, help close racial achievement gaps, and improve racial attitudes and long-term outcomes
• Interdistrict desegregation choice programs show achievement and graduation benefits for disadvantaged students, with stronger outcomes the longer students remain - Interdistrict desegregation choice programs show achievement and graduation benefits for disadvantaged students, with stronger outcomes the longer students remain
• Interest alignment was rated highest by course completers and lowest by apprenticeship completers, while economic motivations (higher pay, better benefits, increased stability) were rated highest by non-completers - Interest alignment was rated highest by course completers and lowest by apprenticeship completers, while economic motivations (higher pay, better benefits, increased stability) were rated highest by n
• Interest and familiarity positively predict comprehension of speeded audio clips, but the benefit of familiarity decreases as playback speed increases - Interest and familiarity positively predict comprehension of speeded audio clips, but the benefit of familiarity decreases as playback speed increases
• Interest and self-efficacy are distinct yet reciprocally related in supporting learning - Interest and self-efficacy are distinct yet reciprocally related in supporting learning
• Interest and value were the dominant topics in leavers' explanations, especially among students leaving due to attraction - Interest and value were the dominant topics in leavers' explanations, especially among students leaving due to attraction
• Interest as well as association may partly account for the correlation between accuracy in computation and reasoning - Interest as well as association may partly account for the correlation between accuracy in computation and reasoning
• Interest correlates moderately with academic achievement (mean correlation r = .31, meta-analytic) - Interest correlates moderately with academic achievement (mean correlation r = .31, meta-analytic)
• Interest in AI for feedback in higher education is driven by workload reduction and feedback timeliness amid massification - Interest in AI for feedback in higher education is driven by workload reduction and feedback timeliness amid massification
• Interest in specific tasks (Task3, Task5, Task6) strongly predicted Course interest, and Task3 and Task5 also directly predicted Domain interest. - Interest in specific tasks (Task3, Task5, Task6) strongly predicted Course interest, and Task3 and Task5 also directly predicted Domain interest.
• Interest is substantially more stable over time than boredom, whose autoregressive paths are low and decline - Interest is substantially more stable over time than boredom, whose autoregressive paths are low and decline
• Interest profiles combine homogeneous and heterogeneous patterns across the six dimensions - Interest profiles combine homogeneous and heterogeneous patterns across the six dimensions
• Interest rarely relates to sourcing while task values show consistent positive relationships - Interest rarely relates to sourcing while task values show consistent positive relationships
• Interest ratings were the only significant predictor of readers' predictive judgments of understanding - Interest ratings were the only significant predictor of readers' predictive judgments of understanding
• Interest tailoring was structurally present in AI-generated readings: logs averaged 52.24 tailoring markers per 10,000 words and showed moderate divergence (cosine similarity 0.50–0.61) - Interest tailoring was structurally present in AI-generated readings: logs averaged 52.24 tailoring markers per 10,000 words and showed moderate divergence (cosine similarity 0.50–0.61)
• Interest-enhancing strategies predict persistence for students lower in conscientiousness but not those higher in conscientiousness - Interest-enhancing strategies predict persistence for students lower in conscientiousness but not those higher in conscientiousness
• Interest-evoking text revision strategies raised fourth and sixth graders' recall of a history passage but not acquisition of abstract, general information - Interest-evoking text revision strategies raised fourth and sixth graders' recall of a history passage but not acquisition of abstract, general information
• Interest/enjoyment and perceived choice were the weakest motivation dimensions, suggesting Mangomon's RPG mechanics did not yet fully serve learner autonomy - Interest/enjoyment and perceived choice were the weakest motivation dimensions, suggesting Mangomon's RPG mechanics did not yet fully serve learner autonomy
• Interesting but irrelevant details can impair comprehension and transfer, with effects that vary with the material and the learner
• Interference and lack of confidence correlated negatively with all performance measures, whereas worry and arousal showed selective, weaker bivariate correlations - Interference and lack of confidence correlated negatively with all performance measures, whereas worry and arousal showed selective, weaker bivariate correlations
• Interference and lack of confidence, but not worry or arousal, explain unique variance in university students' standardized test performance - Interference and lack of confidence, but not worry or arousal, explain unique variance in university students' standardized test performance
• Interference control declines with increasing age and increasing Stroop task difficulty in speed, consistency and accuracy - Interference control declines with increasing age and increasing Stroop task difficulty in speed, consistency and accuracy
• Interference during tabletop use can play a productive role, but small-group collaboration processes primarily influence learning - Interference during tabletop use can play a productive role, but small-group collaboration processes primarily influence learning
• Interference inhibition correlates more strongly with mathematical ability than response inhibition - Interference inhibition correlates more strongly with mathematical ability than response inhibition
• Interference suppression assessed at 28–36 months is the only significant predictor of early orthographic knowledge at 4–6 years in the full regression model - Interference suppression assessed at 28–36 months is the only significant predictor of early orthographic knowledge at 4–6 years in the full regression model
• Interference suppression, but not response inhibition, relates to academic achievement and schooling skills - Interference suppression, but not response inhibition, relates to academic achievement and schooling skills
• Intergenerational ties in the community contribute positively to student learning, per research cited in the report - Intergenerational ties in the community contribute positively to student learning, per research cited in the report
• Intergroup contact in diverse schools reduces prejudice and increases positive cross-racial relationships, alongside improved critical thinking and civic outcomes - Intergroup contact in diverse schools reduces prejudice and increases positive cross-racial relationships, alongside improved critical thinking and civic outcomes
• Interim achievement data exhibit distinctly seasonal patterns that few existing statistical models can approximate - Interim achievement data exhibit distinctly seasonal patterns that few existing statistical models can approximate
• Interim impact estimates suggest UBMS participation improves several student outcomes in high school and college - Interim impact estimates suggest UBMS participation improves several student outcomes in high school and college
• Interleaved practice improves delayed posttest performance compared with blocked practice - Interleaved practice improves delayed posttest performance compared with blocked practice
• Interleaved practice outperformed blocked practice across eight STEM classrooms - Interleaved practice outperformed blocked practice across eight STEM classrooms
• Interleaved practice produces higher mathematics test scores than blocked practice in a classroom experiment - Interleaved practice produces higher mathematics test scores than blocked practice in a classroom experiment
• Interleaved practice provided near immunity against forgetting over a 30-fold increase in test delay - Interleaved practice provided near immunity against forgetting over a 30-fold increase in test delay
• Interleaved practice yields better category learning than blocked practice, and students who choose interleaved practice outperform those who choose blocked practice on novel materials - Interleaved practice yields better category learning than blocked practice, and students who choose interleaved practice outperform those who choose blocked practice on novel materials
• Interleaved practice yields lasting learning effects at delayed posttests in spelling and second-language grammar - Interleaved practice yields lasting learning effects at delayed posttests in spelling and second-language grammar
• Interleaving benefits are small for mathematical tasks and absent or reversed for expository texts and words - Interleaving benefits are small for mathematical tasks and absent or reversed for expository texts and words
• Interleaving benefits low-skilled students more than high-skilled students when learning math problem categories - Interleaving benefits low-skilled students more than high-skilled students when learning math problem categories
• Interleaving benefits transfer to novel items from a learned category, with effect sizes of up to 0.66 - Interleaving benefits transfer to novel items from a learned category, with effect sizes of up to 0.66
• Interleaving category examples improves inductive category learning for visual and mathematical materials, but not for expository texts or word categories
• Interleaving during concept learning benefits memory of studied items, with effect sizes (Hedges' g) of up to 0.65 - Interleaving during concept learning benefits memory of studied items, with effect sizes (Hedges' g) of up to 0.65
• Interleaving effects are larger in pure university student samples than in nonstudent samples - Interleaving effects are larger in pure university student samples than in nonstudent samples
• Interleaving effects are stronger when material is more similar between categories, less similar within categories, and more complex - Interleaving effects are stronger when material is more similar between categories, less similar within categories, and more complex
• Interleaving Improves Discrimination
• Interleaving is especially useful for inductive, subtle pattern learning without a clear verbal rule, but can equal or exceed blocking in rule-based domains too - Interleaving is especially useful for inductive, subtle pattern learning without a clear verbal rule, but can equal or exceed blocking in rule-based domains too
• Interleaving is more effective for materials with a low degree of discriminability - Interleaving is more effective for materials with a low degree of discriminability
• Interleaving is most useful when differences between items are subtle; blocking can be preferable when category members are diverse - Interleaving is most useful when differences between items are subtle; blocking can be preferable when category members are diverse
• Interleaving—presenting different concepts in alternation rather than repeating the same concept—improves students' discrimination among similar concepts, terms, and principles - Interleaving—presenting different concepts in alternation rather than repeating the same concept—improves students' discrimination among similar concepts, terms, and principles
• Intermedian grade distances on the scientific-thinking scale are derived from the per cent of each grade's pupils lying between successive grade medians - Intermedian grade distances on the scientific-thinking scale are derived from the per cent of each grade's pupils lying between successive grade medians
• Intermediate mechanics students start the semester more familiar with the integration constants (+C) method than with the limits method, and the +C method remains preferred by at least one student even after instruction modeling the limits method - Intermediate mechanics students start the semester more familiar with the integration constants (+C) method than with the limits method, and the +C method remains preferred by at least one student eve
• Internal error-corrections, not correct-to-incorrect changes-of-mind, produce the inverted low-confidence decision weights - Internal error-corrections, not correct-to-incorrect changes-of-mind, produce the inverted low-confidence decision weights
• Internal organisational conditions strengthen internal social drivers promoting technological change - Internal organisational conditions strengthen internal social drivers promoting technological change
• Internalizing and externalizing behavioral problems show moderate to strong rank-order stability from grade 1 to grade 4 - Internalizing and externalizing behavioral problems show moderate to strong rank-order stability from grade 1 to grade 4
• Internalizing behavior problems predict lower self-concept in children and adolescents with ADHD - Internalizing behavior problems predict lower self-concept in children and adolescents with ADHD
• Internalizing behaviors are not related to academic achievement in students with E/BD - Internalizing behaviors are not related to academic achievement in students with E/BD
• Internalizing wiki information can yield emergent knowledge that was in neither the person's prior knowledge nor the wiki - Internalizing wiki information can yield emergent knowledge that was in neither the person's prior knowledge nor the wiki
• Internalizing, externalizing, and posttraumatic stress symptoms do not mediate the association between community violence exposure and GPA - Internalizing, externalizing, and posttraumatic stress symptoms do not mediate the association between community violence exposure and GPA
• Internally divergent momentary engagement profiles occur within a single task, with students attentive yet emotionally and cognitively disengaged - Internally divergent momentary engagement profiles occur within a single task, with students attentive yet emotionally and cognitively disengaged
• International faculty feedback revealed that the term service is not clearly recognized outside North America, prompting wording changes for global comprehensibility - International faculty feedback revealed that the term service is not clearly recognized outside North America, prompting wording changes for global comprehensibility
• International online MBA students perceived cultural differences in collaboration but reported they did not negatively affect their learning - International online MBA students perceived cultural differences in collaboration but reported they did not negatively affect their learning
• International students expressed frustration at severe punishment for inappropriate citations, and the authors recommend education over pure punishment - International students expressed frustration at severe punishment for inappropriate citations, and the authors recommend education over pure punishment
• International students use conversational AI predominantly for task-oriented academic and logistical support rather than for psychological or chronic emotional challenges - International students use conversational AI predominantly for task-oriented academic and logistical support rather than for psychological or chronic emotional challenges
• International students wanted more global cases and closer connections between case analyses and their local work contexts - International students wanted more global cases and closer connections between case analyses and their local work contexts
• Internet connection rates in Canada differ sharply by income, with 97% of the highest income quartile connected versus 58% of the lowest - Internet connection rates in Canada differ sharply by income, with 97% of the highest income quartile connected versus 58% of the lowest
• Internet use among senior citizens was associated with a 30% reduction in depressive symptoms compared to non-users (reported by cited prior work) - Internet use among senior citizens was associated with a 30% reduction in depressive symptoms compared to non-users (reported by cited prior work)
• Internet-addicted adolescents show deficient response inhibition, failing to recruit the frontal-basal ganglia pathway engaged by controls - Internet-addicted adolescents show deficient response inhibition, failing to recruit the frontal-basal ganglia pathway engaged by controls
• Internet-based Entrez use grew dramatically in 1994 while CD-ROM subscriptions plateaued - Internet-based Entrez use grew dramatically in 1994 while CD-ROM subscriptions plateaued
• Interpersonal audio discussions with feedback and self-assessment elicit a statistically significant increase in introductory L2 learners' perceived pronunciation ability - Interpersonal audio discussions with feedback and self-assessment elicit a statistically significant increase in introductory L2 learners' perceived pronunciation ability
• Interpersonal perceptions affected most students implicitly during feedback provision and most students explicitly during feedback processing - Interpersonal perceptions affected most students implicitly during feedback provision and most students explicitly during feedback processing
• Interpersonal relationships are framed as supports for motivation at school - Interpersonal relationships are framed as supports for motivation at school
• Interpersonal relationships are the most prominent student concern in qualitative interviews (30.61% of coded responses) - Interpersonal relationships are the most prominent student concern in qualitative interviews (30.61% of coded responses)
• Interpretable, well-specified AI mechanisms tend to produce clearer learning benefits than technically sophisticated but pedagogically underspecified ones - Interpretable, well-specified AI mechanisms tend to produce clearer learning benefits than technically sophisticated but pedagogically underspecified ones
• Interpreting differences in school-aggregate test scores as real differences in school performance raises accuracy concerns even under routine schooling conditions, which the pandemic may exacerbate - Interpreting differences in school-aggregate test scores as real differences in school performance raises accuracy concerns even under routine schooling conditions, which the pandemic may exacerbate
• Interpreting student work is an inherently epistemic endeavor in which teachers evaluate others' knowledge representations against their own epistemic ideals - Interpreting student work is an inherently epistemic endeavor in which teachers evaluate others' knowledge representations against their own epistemic ideals
• Interrupted time series analysis found tutor quality improved gradually over time (β=0.01, p=.022) with no immediate level change or slope change at the training intervention - Interrupted time series analysis found tutor quality improved gradually over time (β=0.01, p=.022) with no immediate level change or slope change at the training intervention
• Intersecting identities compound suspension risk: 0.1% of Asian girls without special education services in elementary schools were suspended versus 27% of Black boys with disabilities in secondary schools - Intersecting identities compound suspension risk: 0.1% of Asian girls without special education services in elementary schools were suspended versus 27% of Black boys with disabilities in secondary sc
• Intersection point k0 of item difficulty and discriminating curves provides a data-driven item-deletion criterion - Intersection point k0 of item difficulty and discriminating curves provides a data-driven item-deletion criterion
• Intersectional brilliance stereotypes show mixed patterns, supporting both intersectional invisibility and double jeopardy accounts - Intersectional brilliance stereotypes show mixed patterns, supporting both intersectional invisibility and double jeopardy accounts
• Intersubjective understanding can be achieved through inter-animation of persistently opposed perspectives without convergence - Intersubjective understanding can be achieved through inter-animation of persistently opposed perspectives without convergence
• Intervening visual units were moderately common and appeared more often in structure diagrams than process diagrams - Intervening visual units were moderately common and appeared more often in structure diagrams than process diagrams
• Intervention cohort scored significantly higher on creativity thinking, design skills, and problem solving, but not on presentation or attendance - Intervention cohort scored significantly higher on creativity thinking, design skills, and problem solving, but not on presentation or attendance
• Intervention completers had significantly lower pretest basic reading scores and were about six years older than non-completers and non-intervention adults - Intervention completers had significantly lower pretest basic reading scores and were about six years older than non-completers and non-intervention adults
• Intervention content related to professional competences is uneven: self-reflection (42%) and technology (38%) are common, while explicit SRL knowledge instruction (25%) and SRL diagnosis practice (9%) are rare - Intervention content related to professional competences is uneven: self-reflection (42%) and technology (38%) are common, while explicit SRL knowledge instruction (25%) and SRL diagnosis practice (9%
• Intervention contents align with PERMA-H mainly through engagement (25), relationships (17), positive emotions (14) and health (8), with no content matching meaning or accomplishment - Intervention contents align with PERMA-H mainly through engagement (25), relationships (17), positive emotions (14) and health (8), with no content matching meaning or accomplishment
• Intervention dosage moderates child language outcomes: brief interventions under 60 minutes show no significant effect - Intervention dosage moderates child language outcomes: brief interventions under 60 minutes show no significant effect
• Intervention duration does not significantly predict GenAI writing effect sizes, which the authors attribute to limited temporal diversity in the evidence base - Intervention duration does not significantly predict GenAI writing effect sizes, which the authors attribute to limited temporal diversity in the evidence base
• Intervention duration in weeks and study-quality characteristics did not significantly moderate extensive reading effects - Intervention duration in weeks and study-quality characteristics did not significantly moderate extensive reading effects
• Intervention duration significantly moderates Gen-AI's effect on HOT, with the strongest effects at 8–16 weeks (ES = 0.759) and weaker effects for shorter (0.494) and longer (0.372) interventions - Intervention duration significantly moderates Gen-AI's effect on HOT, with the strongest effects at 8–16 weeks (ES = 0.759) and weaker effects for shorter (0.494) and longer (0.372) interventions
• Intervention effect sizes are moderated by treatment length, subword-level criterion variables, and speeded tests - Intervention effect sizes are moderated by treatment length, subword-level criterion variables, and speeded tests
• Intervention effects did not differ between physics and English subjects - Intervention effects did not differ between physics and English subjects
• Intervention effects of SRI did not differ by student background or ability variables - Intervention effects of SRI did not differ by student background or ability variables
• Intervention effects on comprehension and regulation accuracy do not differ by home language (English vs other) - Intervention effects on comprehension and regulation accuracy do not differ by home language (English vs other)
• Intervention effects on relative metacomprehension accuracy did not differ between school and university students - Intervention effects on relative metacomprehension accuracy did not differ between school and university students
• Intervention effects ran in opposite directions by profile: Profile 1 control students outperformed Profile 1 treatment students, while Profile 2 treatment students outperformed Profile 2 control students - Intervention effects ran in opposite directions by profile: Profile 1 control students outperformed Profile 1 treatment students, while Profile 2 treatment students outperformed Profile 2 control stud
• Intervention engagement (narratives consumed) showed no clear association with outcome changes - Intervention engagement (narratives consumed) showed no clear association with outcome changes
• Intervention families had a larger proportion of science-related conversations than comparison families, most strongly after episode viewing (64% vs 32%) - Intervention families had a larger proportion of science-related conversations than comparison families, most strongly after episode viewing (64% vs 32%)
• Intervention families used the talk moves asks-a-question and checks-for-understanding more frequently than comparison families, especially after viewing - Intervention families used the talk moves asks-a-question and checks-for-understanding more frequently than comparison families, especially after viewing
• Intervention gains in conscientiousness were generally maintained at follow-up, but mediation was never tested and only one intervention examined moderation - Intervention gains in conscientiousness were generally maintained at follow-up, but mediation was never tested and only one intervention examined moderation
• Intervention length may matter: a prior review found positive associations for decision-making and skill execution for interventions longer than 8 hours - Intervention length may matter: a prior review found positive associations for decision-making and skill execution for interventions longer than 8 hours
• Intervention participants' overall cognitive status (MMSE) increased over the study period, with the effect appearing after the workshop ended - Intervention participants' overall cognitive status (MMSE) increased over the study period, with the effect appearing after the workshop ended
• Intervention schools showed significantly higher observed positive interdependence in classrooms than control schools - Intervention schools showed significantly higher observed positive interdependence in classrooms than control schools
• Intervention students reported significantly higher exam confidence than controls (M=4.3 vs 3.4 on a 5-point scale, d=0.76) - Intervention students reported significantly higher exam confidence than controls (M=4.3 vs 3.4 on a 5-point scale, d=0.76)
• Intervention studies report larger skill effects than cross-sectional studies, but study design does not moderate knowledge, beliefs, or student-behavior effects - Intervention studies report larger skill effects than cross-sectional studies, but study design does not moderate knowledge, beliefs, or student-behavior effects
• Intervention studies reported larger effect sizes than cross-sectional studies, and studies including more teaching assistants reported larger effects - Intervention studies reported larger effect sizes than cross-sectional studies, and studies including more teaching assistants reported larger effects
• Intervention studies show stronger physical-activity effects on children's cognition than correlational studies - Intervention studies show stronger physical-activity effects on children's cognition than correlational studies
• Intervention studies suggest elaborative style during reminiscing plays a causal role in children's language, narrative and theory-of-mind development - Intervention studies suggest elaborative style during reminiscing plays a causal role in children's language, narrative and theory-of-mind development
• Intervention types (cue-generation encoding-based, retrieval-based, cue-attention, cue-selection) do not substantially differ in effectiveness - Intervention types (cue-generation encoding-based, retrieval-based, cue-attention, cue-selection) do not substantially differ in effectiveness
• Intervention-cohort students reported positive pre–post shifts in Innovation and Motivation and Self-Directed Learning Ability - Intervention-cohort students reported positive pre–post shifts in Innovation and Motivation and Self-Directed Learning Ability
• Intervention-year ELs reached higher DRDP developmental levels by spring than prior-year ELs, while Non-ELs showed no discernable difference or a slight prior-year advantage - Intervention-year ELs reached higher DRDP developmental levels by spring than prior-year ELs, while Non-ELs showed no discernable difference or a slight prior-year advantage
• Interventions are more effective for general suspensions and in-school exclusion than for severe sanctions such as permanent exclusion and out-of-school suspension - Interventions are more effective for general suspensions and in-school exclusion than for severe sanctions such as permanent exclusion and out-of-school suspension
• Interventions combining repeated reading, modeled/assisted reading, and explicit feedback outperformed control groups in English reading fluency for emergent bilinguals - Interventions combining repeated reading, modeled/assisted reading, and explicit feedback outperformed control groups in English reading fluency for emergent bilinguals
• Interventions delivered by researchers have larger effects on reading comprehension than interventions delivered by others, mostly teachers - Interventions delivered by researchers have larger effects on reading comprehension than interventions delivered by others, mostly teachers
• Interventions delivered by teachers or task materials are more effective than researcher-delivered interventions for two self-regulated learning outcomes - Interventions delivered by teachers or task materials are more effective than researcher-delivered interventions for two self-regulated learning outcomes
• Interventions in higher Grades tend to have somewhat lower effect sizes; other study characteristics show few significant moderator effects - Interventions in higher Grades tend to have somewhat lower effect sizes; other study characteristics show few significant moderator effects
• Interventions lasting one to two months show the largest effect, and effects do not increase consistently with longer duration - Interventions lasting one to two months show the largest effect, and effects do not increase consistently with longer duration
• Interventions longer than one month showed the largest effect size for robot-assisted STEM learning, though duration was not a significant moderator overall - Interventions longer than one month showed the largest effect size for robot-assisted STEM learning, though duration was not a significant moderator overall
• Interventions targeting different reading and skill content domains show mostly small differences, with average effect sizes of 0.14–0.22 all statistically significant - Interventions targeting different reading and skill content domains show mostly small differences, with average effect sizes of 0.14–0.22 all statistically significant
• Interventions targeting motivation produce positive achievement outcomes of medium average size (d = 0.49) regardless of which motivation theory underlies them - Interventions targeting motivation produce positive achievement outcomes of medium average size (d = 0.49) regardless of which motivation theory underlies them
• Interventions targeting SRL or EF show little evidence of far transfer to the other construct - Interventions targeting SRL or EF show little evidence of far transfer to the other construct
• Interventions targeting teacher-student relationships improved relationship ratings, but effects on teacher wellbeing were mixed - Interventions targeting teacher-student relationships improved relationship ratings, but effects on teacher wellbeing were mixed
• Interventions that change educator behaviour to match standard global definitions of quality have delivered negligible effects on children's developmental outcomes - Interventions that change educator behaviour to match standard global definitions of quality have delivered negligible effects on children's developmental outcomes
• Interventions that trigger interest have larger effects on affirming motivations and reading comprehension than interventions that do not - Interventions that trigger interest have larger effects on affirming motivations and reading comprehension than interventions that do not
• Interventions to improve monitoring accuracy in problem-solving tasks have a small positive overall effect (g = 0.25) - Interventions to improve monitoring accuracy in problem-solving tasks have a small positive overall effect (g = 0.25)
• Interventions were effective across all child and adolescent age groups, with no particular age group in which interventions were most effective. - Interventions were effective across all child and adolescent age groups, with no particular age group in which interventions were most effective.
• Interventions with high schoolers and young adults show strong consistent improvement in cognitive regulation and small but significant improvements in health, mental health, and delinquency - Interventions with high schoolers and young adults show strong consistent improvement in cognitive regulation and small but significant improvements in health, mental health, and delinquency
• Interventions with individual support activities improve pre-service and beginning teachers' self-efficacy with a medium-sized overall effect - Interventions with individual support activities improve pre-service and beginning teachers' self-efficacy with a medium-sized overall effect
• Interview data link cluster differences in AI-TPACK integration to distinct profiles of AI-TK, technical self-efficacy, pedagogical beliefs, and support-dependence - Interview data link cluster differences in AI-TPACK integration to distinct profiles of AI-TK, technical self-efficacy, pedagogical beliefs, and support-dependence
• Interview respondents identify collaborative relationships, trust in evidence and its users, clarity on research types, and supportive leadership as facilitators of evidence use - Interview respondents identify collaborative relationships, trust in evidence and its users, clarity on research types, and supportive leadership as facilitators of evidence use
• Interviewed academic women defined success in terms of collegiality, institutions pursuing public good, and mentoring growth rather than productivity indicators - Interviewed academic women defined success in terms of collegiality, institutions pursuing public good, and mentoring growth rather than productivity indicators
• Interviewed ADI students reported engaging in scientific practices such as identifying variables, finding patterns in data, and developing methods, while no comparison-group students did - Interviewed ADI students reported engaging in scientific practices such as identifying variables, finding patterns in data, and developing methods, while no comparison-group students did
• Interviewed introductory statistics students often described the subject as neutral, many saw the courseware's neutrality as appropriate, and some did not discern explicit racial or cultural inclusion in it - Interviewed introductory statistics students often described the subject as neutral, many saw the courseware's neutrality as appropriate, and some did not discern explicit racial or cultural inclusion
• Interviewed students at below-average, average, and above-average levels showed improved understanding of condensation after the intervention - Interviewed students at below-average, average, and above-average levels showed improved understanding of condensation after the intervention
• Interviewed students described active classrooms as disjointed and frustrating and preferred the fluent passive lecture - Interviewed students described active classrooms as disjointed and frustrating and preferred the fluent passive lecture
• Interviewed students reported that the SRL intervention elicited self-regulated learning behaviors across goal setting, strategic planning, self-observation, and self-reflection - Interviewed students reported that the SRL intervention elicited self-regulated learning behaviors across goal setting, strategic planning, self-observation, and self-reflection
• Interviewed teachers attributed disengagement to technical, institutional, and social-relational environmental constraints rather than capability deficits - Interviewed teachers attributed disengagement to technical, institutional, and social-relational environmental constraints rather than capability deficits
• Interviewed teachers cite poor AI output quality and risks to students' cognitive engagement as main obstacles, and subject-specific use cases as their top professional-development need - Interviewed teachers cite poor AI output quality and risks to students' cognitive engagement as main obstacles, and subject-specific use cases as their top professional-development need
• Interviewees identified leadership prioritization, staff buy-in, and investments in staffing, training, partnerships, and funding as facilitators of trauma-engaged implementation - Interviewees identified leadership prioritization, staff buy-in, and investments in staffing, training, partnerships, and funding as facilitators of trauma-engaged implementation
• Interviewees most frequently cited the absence of coaching and professional learning support after initial installation as the source of implementation variation - Interviewees most frequently cited the absence of coaching and professional learning support after initial installation as the source of implementation variation
• Interviewees unanimously predicted College Promise will improve college enrollment, persistence, and completion, and most expected institutional changes - Interviewees unanimously predicted College Promise will improve college enrollment, persistence, and completion, and most expected institutional changes
• Interviews after the Inclusive Innovation pilots identified multi-level buy-in, implementation iteration, embedding in existing systems, and demonstrating benefits as key lessons for sustaining district-community solutions - Interviews after the Inclusive Innovation pilots identified multi-level buy-in, implementation iteration, embedding in existing systems, and demonstrating benefits as key lessons for sustaining distri
• Interviews are the predominant method for assessing teacher emotions in PD research - Interviews are the predominant method for assessing teacher emotions in PD research
• Interviews confirm students use AI across all four challenge domains throughout the migration timeline, including for academic communication support - Interviews confirm students use AI across all four challenge domains throughout the migration timeline, including for academic communication support
• Interviews identify IEI implementation gaps — curriculum-industry misalignment, limited project diversity, and weak enterprise engagement — as boundary conditions on the psychological pathways - Interviews identify IEI implementation gaps — curriculum-industry misalignment, limited project diversity, and weak enterprise engagement — as boundary conditions on the psychological pathways
• Interviews indicate individualized AI-generated identity-based relevance was perceived as overly abstract, while collective AI dialogue connected math to current concerns and cross-domain applications - Interviews indicate individualized AI-generated identity-based relevance was perceived as overly abstract, while collective AI dialogue connected math to current concerns and cross-domain applications
• Interviews indicated flipped learning supported studio readiness while the GenAI module served as a supplementary tool for early-stage visual ideation - Interviews indicated flipped learning supported studio readiness while the GenAI module served as a supplementary tool for early-stage visual ideation
• Interviews reveal ESL learners valued ASR for bypassing orthography and grammar concerns, pronunciation practice, self-efficacy, and user-friendly voice commands - Interviews reveal ESL learners valued ASR for bypassing orthography and grammar concerns, pronunciation practice, self-efficacy, and user-friendly voice commands
• Interviews revealed six themes: enhanced efficiency, improved quality, facilitated reflection, increased interaction, improved collaboration, and concerns about over-reliance - Interviews revealed six themes: enhanced efficiency, improved quality, facilitated reflection, increased interaction, improved collaboration, and concerns about over-reliance
• Interviews show students used scores to trigger action but reflected shallowly, derived planning from previous scores, and diverged emotionally - Interviews show students used scores to trigger action but reflected shallowly, derived planning from previous scores, and diverged emotionally
• Interviews with three science teachers corroborated the quantitative results, reporting perceived improvements in analytical reasoning, conceptual integration, inquiry-based exploration, and creative scientific thinking - Interviews with three science teachers corroborated the quantitative results, reporting perceived improvements in analytical reasoning, conceptual integration, inquiry-based exploration, and creative
• Intra-testlet items were slightly more difficult than stand-alone questions (p′ = 0.69 ± 0.15 vs 0.75 ± 0.15) - Intra-testlet items were slightly more difficult than stand-alone questions (p′ = 0.69 ± 0.15 vs 0.75 ± 0.15)
• Intraindividual and interindividual correlations between achievement goals and emotions are statistically independent yet empirically convergent, with goals and emotions less correlated within persons - Intraindividual and interindividual correlations between achievement goals and emotions are statistically independent yet empirically convergent, with goals and emotions less correlated within persons
• Intratextual integration dominates while intertextual integration is rare in sixth graders' multiple-text writing - Intratextual integration dominates while intertextual integration is rare in sixth graders' multiple-text writing
• Intrinsic academic motivation scores are lower in 7th- and 8th-grade junior high students than in 4th-grade elementary students - Intrinsic academic motivation scores are lower in 7th- and 8th-grade junior high students than in 4th-grade elementary students
• Intrinsic and extraneous load are distinguished by whether element interactivity is essential to the task or a function of instructional procedures - Intrinsic and extraneous load are distinguished by whether element interactivity is essential to the task or a function of instructional procedures
• Intrinsic cognitive load during the scenario negatively predicted problem-solving performance (ANCOVA, p = .01) - Intrinsic cognitive load during the scenario negatively predicted problem-solving performance (ANCOVA, p = .01)
• Intrinsic cognitive load is a strong predictor of metacognitive strategy use - Intrinsic cognitive load is a strong predictor of metacognitive strategy use
• Intrinsic life aspirations are moderately linked to mastery approach goals, extrinsic aspirations to performance approach goals, with cross-links near zero - Intrinsic life aspirations are moderately linked to mastery approach goals, extrinsic aspirations to performance approach goals, with cross-links near zero
• Intrinsic math motivation is positively correlated with arithmetic skills and negatively correlated with explicitly measured math anxiety in sixth graders - Intrinsic math motivation is positively correlated with arithmetic skills and negatively correlated with explicitly measured math anxiety in sixth graders
• Intrinsic motivation during idea generation does not differ between adults with ADHD and controls - Intrinsic motivation during idea generation does not differ between adults with ADHD and controls
• Intrinsic motivation improved in all three storytelling modalities, with no group reaching statistical significance - Intrinsic motivation improved in all three storytelling modalities, with no group reaching statistical significance
• Intrinsic motivation was related to mathematical accuracy but not to fluency in Grade 3 - Intrinsic motivation was related to mathematical accuracy but not to fluency in Grade 3
• Intrinsically motivated students form reflective-iterative metacognitive co-occurrence networks, but overall ENA centroid positions do not differ significantly between motivational groups - Intrinsically motivated students form reflective-iterative metacognitive co-occurrence networks, but overall ENA centroid positions do not differ significantly between motivational groups
• Intrinsically motivated students show significantly higher proportions of evaluation and elaboration messages, while extrinsically motivated students concentrate in planning and orientation - Intrinsically motivated students show significantly higher proportions of evaluation and elaboration messages, while extrinsically motivated students concentrate in planning and orientation
• Introducing controversial viewpoints via a genAI agent is studied as a mechanism to counter groupthink in collaborative problem-based learning - Introducing controversial viewpoints via a genAI agent is studied as a mechanism to counter groupthink in collaborative problem-based learning
• Introducing human-AI tutoring improves relative MAP academic growth by 61% over an AI-only baseline within the IK bandwidth - Introducing human-AI tutoring improves relative MAP academic growth by 61% over an AI-only baseline within the IK bandwidth
• Introducing intermittent stop trials does not change processing speed (drift rate) in children with or without ADHD - Introducing intermittent stop trials does not change processing speed (drift rate) in children with or without ADHD
• Introducing more challenging work without sufficient supports or attention to students' emotions and learning strategies can lead to frustration, withdrawal, disruption, and less learning - Introducing more challenging work without sufficient supports or attention to students' emotions and learning strategies can lead to frustration, withdrawal, disruption, and less learning
• Introductory face-to-face meetings are the dominant strategy for stimulating social interaction in blended learning - Introductory face-to-face meetings are the dominant strategy for stimulating social interaction in blended learning
• Introductory physics students taught with Just-in-Time Teaching showed larger overall Force Concept Inventory gains (37.6%±2.0%) than students in traditional lecture courses (17.9%±2.5%) - Introductory physics students taught with Just-in-Time Teaching showed larger overall Force Concept Inventory gains (37.6%±2.0%) than students in traditional lecture courses (17.9%±2.5%)
• Introjected regulation is positively related to Korean students' achievement and self-regulated learning despite its association with academic stress - Introjected regulation is positively related to Korean students' achievement and self-regulated learning despite its association with academic stress
• Introjected regulation was low among Chinese ESP learners except for an identity-maintenance item - Introjected regulation was low among Chinese ESP learners except for an identity-maintenance item
• Intuition ratings are unaffected by RAPM item difficulty, indicating stable strategy across items - Intuition ratings are unaffected by RAPM item difficulty, indicating stable strategy across items
• Inventing-phase failure was unproductive: invented solutions did not correlate with transfer, but suboptimal inventions related to lower interest and learning time - Inventing-phase failure was unproductive: invented solutions did not correlate with transfer, but suboptimal inventions related to lower interest and learning time
• Invention Tasks Prepare Future Learning
• Inversion intervention did not significantly increase problems solved or attempted on a timed problem-solving measure - Inversion intervention did not significantly increase problems solved or attempted on a timed problem-solving measure
• Inversion of digit order is the most frequent recall error, at 53 per cent of errors, followed by substitution at 31 per cent and over- or under-estimation of digit number at 15 per cent - Inversion of digit order is the most frequent recall error, at 53 per cent of errors, followed by substitution at 31 per cent and over- or under-estimation of digit number at 15 per cent
• Invested mental effort and interest are only weakly and inconsistently positively correlated across measurement points, with some correlations non-significant - Invested mental effort and interest are only weakly and inconsistently positively correlated across measurement points, with some correlations non-significant
• Invested mental effort and perceived task difficulty are significantly positively correlated at all measurement points except MP2.5, with correlations increasing as material complexity rises - Invested mental effort and perceived task difficulty are significantly positively correlated at all measurement points except MP2.5, with correlations increasing as material complexity rises
• Invested mental effort and perceived task difficulty are strongly correlated yet relate differently to relative task difficulty, indicating the two ratings measure different aspects of overall cognitive load - Invested mental effort and perceived task difficulty are strongly correlated yet relate differently to relative task difficulty, indicating the two ratings measure different aspects of overall cogniti
• Investigations in educational psychology percolate slowly into the thinking of college administrators - Investigations in educational psychology percolate slowly into the thinking of college administrators
• Inviting students to share everyday experiences contributed to a safe, inclusive classroom climate in which students willingly shared personal experiences in life skills conversations. - Inviting students to share everyday experiences contributed to a safe, inclusive classroom climate in which students willingly shared personal experiences in life skills conversations.
• IPMA identifies cognitive vigilance as the highest-importance, lowest-performance priority for intervention targeting transformative learning - IPMA identifies cognitive vigilance as the highest-importance, lowest-performance priority for intervention targeting transformative learning
• IPS implemented with adult support and regular review may increase students’ academic engagement, agency, career-relevant knowledge and skills, and college/career drive - IPS implemented with adult support and regular review may increase students’ academic engagement, agency, career-relevant knowledge and skills, and college/career drive
• IPSD piloted its CT competency map in 2019-2020 in schools including a subset of its Title I equity-goal schools, paired with professional development - IPSD piloted its CT competency map in 2019-2020 in schools including a subset of its Title I equity-goal schools, paired with professional development
• IPSD set an equity goal of increasing computing opportunities in five Title I elementary schools to reach all students district-wide - IPSD set an equity goal of increasing computing opportunities in five Title I elementary schools to reach all students district-wide
• IQ and study habits, but not short-term memory, significantly predict 56-59% of academic achievement variance in 3rd and 4th grade elementary pupils - IQ and study habits, but not short-term memory, significantly predict 56-59% of academic achievement variance in 3rd and 4th grade elementary pupils
• IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled - IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled
• IQ is only approximately constant across successive examinations, with first-to-fifth IQ correlation of +0.82 and prediction error of 4 to 7 points - IQ is only approximately constant across successive examinations, with first-to-fifth IQ correlation of +0.82 and prediction error of 4 to 7 points
• IQ, psychological empowerment, self-realization, and self-regulation subscale scores contributed significantly to variance in hourly pay, while number of vocational education classes did not - IQ, psychological empowerment, self-realization, and self-regulation subscale scores contributed significantly to variance in hourly pay, while number of vocational education classes did not
• IQ, short-term memory and study habits each correlate positively and significantly with academic achievement in both 3rd and 4th grade - IQ, short-term memory and study habits each correlate positively and significantly with academic achievement in both 3rd and 4th grade
• IQ-grade correlation differs sharply by class standing: .69 for Juniors versus .17 for Sophomores, rising to .48 when three discrepant records are omitted - IQ-grade correlation differs sharply by class standing: .69 for Juniors versus .17 for Sophomores, rising to .48 when three discrepant records are omitted
• IQs obtained by dividing mental by chronological age remain fairly constant up to the age of 14, which supports treating yearly increments of intelligence as equal absolute units up to about age 14. - IQs obtained by dividing mental by chronological age remain fairly constant up to the age of 14, which supports treating yearly increments of intelligence as equal absolute units up to about age 14.
• Iranian EFL teachers' awareness of critical pedagogy differs significantly across academic degrees, with PhD holders most aware - Iranian EFL teachers' awareness of critical pedagogy differs significantly across academic degrees, with PhD holders most aware
• Iranian ELT textbooks show no smooth shift from behaviourism to constructivism across educational levels - Iranian ELT textbooks show no smooth shift from behaviourism to constructivism across educational levels
• IRAT performance shows a stronger association with final exam performance than TRAT performance does - IRAT performance shows a stronger association with final exam performance than TRAT performance does
• IRAT scores correlate low-to-moderately and significantly with pharmacy calculations lecture assessment scores - IRAT scores correlate low-to-moderately and significantly with pharmacy calculations lecture assessment scores
• Irrational beliefs, obsessive attachment and anxiety are the strongest stepwise predictors of cognitive flexibility in one correlational study of university students - Irrational beliefs, obsessive attachment and anxiety are the strongest stepwise predictors of cognitive flexibility in one correlational study of university students
• Irregular past shows little style shifting across planning conditions - Irregular past shows little style shifting across planning conditions
• Irregular sleep is associated with longer target P3 latencies in toddlers - Irregular sleep is associated with longer target P3 latencies in toddlers
• Irregular word and pseudoword spelling dissociate after controlling for year group, consistent with distinct lexical and sublexical processes - Irregular word and pseudoword spelling dissociate after controlling for year group, consistent with distinct lexical and sublexical processes
• Irrelevant changing-state sounds impair children's serial recall of visually presented items, with developmental evidence pointing to two mechanisms - Irrelevant changing-state sounds impair children's serial recall of visually presented items, with developmental evidence pointing to two mechanisms
• Irrelevant visual stimuli present during a memory test diminish the fidelity of episodic details retrieved from long-term memory in younger adults - Irrelevant visual stimuli present during a memory test diminish the fidelity of episodic details retrieved from long-term memory in younger adults
• ISAT cut scores differ by grade and subject, with eighth-grade mathematics requiring a high score and eighth-grade reading a relatively low one to meet standards - ISAT cut scores differ by grade and subject, with eighth-grade mathematics requiring a high score and eighth-grade reading a relatively low one to meet standards
• ISAT scores are not comparable over time: students with identical earlier and later test scores earned different seventh-grade ISAT scores depending on the year tested - ISAT scores are not comparable over time: students with identical earlier and later test scores earned different seventh-grade ISAT scores depending on the year tested
• ISHS attendance is associated with 75 to 80 percent higher odds of economically disadvantaged students entering a Texas four-year college, with no significant college-entry difference for students overall - ISHS attendance is associated with 75 to 80 percent higher odds of economically disadvantaged students entering a Texas four-year college, with no significant college-entry difference for students ove
• ISHS attendance is associated with more Core STEM courses completed at four-year colleges but not with STEM GPA or total courses, and shows no course-taking advantage at two-year colleges - ISHS attendance is associated with more Core STEM courses completed at four-year colleges but not with STEM GPA or total courses, and shows no course-taking advantage at two-year colleges
• ISI effects on recall are nonmonotonic and depend jointly on retention interval - ISI effects on recall are nonmonotonic and depend jointly on retention interval
• ISI teachers demonstrate stronger classroom management than control teachers, with more instructional time and fewer disruptions - ISI teachers demonstrate stronger classroom management than control teachers, with more instructional time and fewer disruptions
• Isolated EF interventions show robust near-term EF gains but poor transfer, including to early mathematics - Isolated EF interventions show robust near-term EF gains but poor transfer, including to early mathematics
• Isolated nonverbal cues require novice proficiency and receptiveness to be effective - Isolated nonverbal cues require novice proficiency and receptiveness to be effective
• Istation use is associated with significantly greater NWEA MAP Reading growth than comparison students in a South Carolina district (ES +0.06) - Istation use is associated with significantly greater NWEA MAP Reading growth than comparison students in a South Carolina district (ES +0.06)
• It is inappropriate to use KEA scores to evaluate teachers or preschool programs, hold children back from kindergarten, or diagnose learning disabilities - It is inappropriate to use KEA scores to evaluate teachers or preschool programs, hold children back from kindergarten, or diagnose learning disabilities
• It took three years for new DCPS principals to achieve measurable achievement gains, with no evidence of even temporary declines - It took three years for new DCPS principals to achieve measurable achievement gains, with no evidence of even temporary declines
• Italian grammatical gender stays incompletely mastered by L2 learners and heritage speakers alike, and a gendered first language helps only conditionally. - Spanish–Italian and Swedish–Italian bilinguals, both L2 and heritage, showed incomplete gender knowledge in every configuration; typological proximity helped only for particular cognate and congruency
• ITBS and ISAT inclusion rules differ: ISAT reports scores for all test-takers, while about 20 percent of ITBS test-takers are excluded from public reporting - ITBS and ISAT inclusion rules differ: ISAT reports scores for all test-takers, while about 20 percent of ITBS test-takers are excluded from public reporting
• ITBS and ISAT scores are highly correlated among CPS students in reading (r = 0.83 to 0.85) and mathematics (r = 0.86 to 0.87) - ITBS and ISAT scores are highly correlated among CPS students in reading (r = 0.83 to 0.85) and mathematics (r = 0.86 to 0.87)
• ITBS mathematics is heavily weighted toward computation while ISAT contains up to three times as many items on algebra, geometry, measurement, and probability and statistics - ITBS mathematics is heavily weighted toward computation while ISAT contains up to three times as many items on algebra, geometry, measurement, and probability and statistics
• ITBS test form progression systematically influences eighth-grade math gain scores, with Form L-to-M years showing the largest gains and Form K-to-L years the smallest - ITBS test form progression systematically influences eighth-grade math gain scores, with Form L-to-M years showing the largest gains and Form K-to-L years the smallest
• Item analysis flags items whose marking instructions mislead peer assessors - Item analysis flags items whose marking instructions mislead peer assessors
• Item analysis showed high self-reported engagement and subscale differences in discriminatory power, with social engagement items weakest and cognitive engagement items strongest - Item analysis showed high self-reported engagement and subscale differences in discriminatory power, with social engagement items weakest and cognitive engagement items strongest
• Item calibration results from Pychometrik and the existing tool are mostly comparable across 1,180 AGC-calibrated MAP Growth items, with average RIT differences ranging from 0.33 (mathematics) to 0.91 (science) - Item calibration results from Pychometrik and the existing tool are mostly comparable across 1,180 AGC-calibrated MAP Growth items, with average RIT differences ranging from 0.33 (mathematics) to 0.91
• Item complexity moderates picture function effects, with informational pictures potentially helping on difficult items but hindering on easy ones - Item complexity moderates picture function effects, with informational pictures potentially helping on difficult items but hindering on easy ones
• Item difficulty estimates from target-plus-adjacent-grade samples generally differ from original estimates about as much as on-grade estimates do, with mean differences within 0.11 logit - Item difficulty estimates from target-plus-adjacent-grade samples generally differ from original estimates about as much as on-grade estimates do, with mean differences within 0.11 logit
• Item difficulty was best predicted using signal from the item stem - Item difficulty was best predicted using signal from the item stem
• Item discriminating value as coefficient of variation decreases monotonically as number of correct answers increases, giving a negative difficulty–discrimination relationship - Item discriminating value as coefficient of variation decreases monotonically as number of correct answers increases, giving a negative difficulty–discrimination relationship
• Item discrimination moderates detection differently by index: NCDIF benefits from high a-parameters only at large DIF magnitude - Item discrimination moderates detection differently by index: NCDIF benefits from high a-parameters only at large DIF magnitude
• Item discrimination screening removed eight items using a critical-ratio criterion above 3 - Item discrimination screening removed eight items using a critical-ratio criterion above 3
• Item exposure rates are comparable across engines, with most items below 10%, and the CBE Reading item-use rate is lower than COLO's - Item exposure rates are comparable across engines, with most items below 10%, and the CBE Reading item-use rate is lower than COLO's
• Item fit findings were the same regardless of whether the AllYr or LatestYr response sample was used - Item fit findings were the same regardless of whether the AllYr or LatestYr response sample was used
• Item parameter differences between chain and simultaneous equating were small (at most 12 items, 7%, flagged by RMSD), while comparisons involving concurrent calibration flagged up to 11% of items - Item parameter differences between chain and simultaneous equating were small (at most 12 items, 7%, flagged by RMSD), while comparisons involving concurrent calibration flagged up to 11% of items
• Item parceling at the testlet level substantially improves model fit, allowing partial (Rasch, 2PL) or full (bifactor) recovery of CAT constructs - Item parceling at the testlet level substantially improves model fit, allowing partial (Rasch, 2PL) or full (bifactor) recovery of CAT constructs
• Item purification made both DIF methods more sensitive, flagging more items - Item purification made both DIF methods more sensitive, flagging more items
• Item variability shows no overall main effect on generalization in either experiment - Item variability shows no overall main effect on generalization in either experiment
• Item-difficulty orderings diverge across cohorts, with the weakest correlation between academics and students (r = 0.188) and no stable shared developmental hierarchy - Item-difficulty orderings diverge across cohorts, with the weakest correlation between academics and students (r = 0.188) and no stable shared developmental hierarchy
• Item-level analysis found significant post-intervention improvement on five ScienceQuest items corresponding to the Changing Motion and Classifying Matter playlists - Item-level analysis found significant post-intervention improvement on five ScienceQuest items corresponding to the Changing Motion and Classifying Matter playlists
• Item-level declines in trust under lockdown stringency are driven by local government and parliament, with no significant relationship for trust in political parties - Item-level declines in trust under lockdown stringency are driven by local government and parliament, with no significant relationship for trust in political parties
• Item-level retention advantage of a highly motionally salient gesture cannot be attributed to movement dynamics alone - Item-level retention advantage of a highly motionally salient gesture cannot be attributed to movement dynamics alone
• Item-to-factor loading patterns qualitatively differ between human and LLM EFA solutions - Item-to-factor loading patterns qualitatively differ between human and LLM EFA solutions
• Items flagged as DIF in booklet comparisons displayed non-uniform DIF in their item characteristic curves - Items flagged as DIF in booklet comparisons displayed non-uniform DIF in their item characteristic curves
• Items flagged as DIF were generally positioned at considerably different places between booklets, suggesting position-related DIF - Items flagged as DIF were generally positioned at considerably different places between booklets, suggesting position-related DIF
• Items in each of the three domains of the PDE elementary school climate survey measured the constructs they intended to measure - Items in each of the three domains of the PDE elementary school climate survey measured the constructs they intended to measure
• Items ranked from easiest to most difficult are identical under CTT and MFRM - Items ranked from easiest to most difficult are identical under CTT and MFRM
• Items rated for recall likelihood are recalled at a higher overall level than nonrated items, though extra effective study time confounds this - Items rated for recall likelihood are recalled at a higher overall level than nonrated items, though extra effective study time confounds this
• Items requiring integration have higher relative item difficulty than items requiring selecting or organizing, and delayed perceived task difficulty ratings appear closer to integrating-item difficulty, though that correlation comparison is not significant - Items requiring integration have higher relative item difficulty than items requiring selecting or organizing, and delayed perceived task difficulty ratings appear closer to integrating-item difficult
• Iterate averaging with step sizes decreasing slower than O(1/n) converges at an optimal rate - Iterate averaging with step sizes decreasing slower than O(1/n) converges at an optimal rate
• Iterative advisory group feedback drove four framework iterations, including adding disruption and multi-level oppression - Iterative advisory group feedback drove four framework iterations, including adding disruption and multi-level oppression
• Iterative co-design served as a culturally responsive methodology for designing alumni surveys in equity-focused high school communities, with each school designing its own survey with researcher support. - Iterative co-design served as a culturally responsive methodology for designing alumni surveys in equity-focused high school communities, with each school designing its own survey with researcher supp
• Iterative coding of 27 AIL sources yields seven dimensions, with technical, application and critical-thinking dimensions most frequent and legal/regulatory knowledge rarest - Iterative coding of 27 AIL sources yields seven dimensions, with technical, application and critical-thinking dimensions most frequent and legal/regulatory knowledge rarest
• Iterative curiosity–resolution cycles can build knowledge networks and a foundation for individual interest - Iterative curiosity–resolution cycles can build knowledge networks and a foundation for individual interest
• Iterative generate-then-refine with multi-axis critiques raises the share of usable generated simulations from 3.5% after first generation to 69.3% after 10 improvement rounds - Iterative generate-then-refine with multi-axis critiques raises the share of usable generated simulations from 3.5% after first generation to 69.3% after 10 improvement rounds
• Iterative prompt refinement shifted a generative-AI tutor from tutorial-style explanation delivery toward dialogic Socratic support for K-12 beginners - Iterative prompt refinement shifted a generative-AI tutor from tutorial-style explanation delivery toward dialogic Socratic support for K-12 beginners
• Iterative prompting to revise overly complex responses raised readability alignment, with most regenerated responses falling at or below target grade levels - Iterative prompting to revise overly complex responses raised readability alignment, with most regenerated responses falling at or below target grade levels
• Iterative testing engagement during AI agent creation predicts CT self-efficacy gains after controlling for initial self-efficacy - Iterative testing engagement during AI agent creation predicts CT self-efficacy gains after controlling for initial self-efficacy
• ITS are effective across instructional roles, whether used as principal means of instruction, integrated class instruction, separate in-class activities, supplementary after-class instruction, or homework - ITS are effective across instructional roles, whether used as principal means of instruction, integrated class instruction, separate in-class activities, supplementary after-class instruction, or home
• ITS augmentation: meta-analyses find medium to large learning benefits of ITS over unsupported learning and small to medium gains over less adaptive computer-assisted learning - ITS augmentation: meta-analyses find medium to large learning benefits of ITS over unsupported learning and small to medium gains over less adaptive computer-assisted learning
• ITS benefits in mathematics education vary by system design, domain, learner characteristics, intervention intensity, outcome measurement, teacher mediation, and implementation context - ITS benefits in mathematics education vary by system design, domain, learner characteristics, intervention intensity, outcome measurement, teacher mediation, and implementation context
• ITS effectiveness is not moderated by whether the ITS provides feedback or models student misconceptions - ITS effectiveness is not moderated by whether the ITS provides feedback or models student misconceptions
• ITS evaluation results depend strongly on test type: effects are large on locally developed tests (ES = 0.73) and small on standardized tests (ES = 0.13) - ITS evaluation results depend strongly on test type: effects are large on locally developed tests (ES = 0.73) and small on standardized tests (ES = 0.13)
• ITS groups outperformed conventional-instruction controls in 92% of the 50 evaluations, with gains above 0.25 SD in 78% - ITS groups outperformed conventional-instruction controls in 92% of the 50 evaluations, with gains above 0.25 SD in 78%
• ITS produce significant positive effects at all grade levels and in almost all subject domains evaluated, with exceptions such as chemistry - ITS produce significant positive effects at all grade levels and in almost all subject domains evaluated, with exceptions such as chemistry
• ITS redefinition: meta-analyses find small to medium benefits for constructive learning with ITS compared to active and passive instructional methods - ITS redefinition: meta-analyses find small to medium benefits for constructive learning with ITS compared to active and passive instructional methods
• ITS significantly outperform large-group human instruction, individual computer-based instruction, and textbooks or workbooks, but not small-group or individual human tutoring - ITS significantly outperform large-group human instruction, individual computer-based instruction, and textbooks or workbooks, but not small-group or individual human tutoring
• ITS substitution: meta-analyses find no significant cognitive learning differences between ITS and human tutoring or small-group instruction - ITS substitution: meta-analyses find no significant cognitive learning differences between ITS and human tutoring or small-group instruction
• ITS-based practice did not improve post-training self-efficacy relative to paper-based practice; baseline self-efficacy was the primary determinant - ITS-based practice did not improve post-training self-efficacy relative to paper-based practice; baseline self-efficacy was the primary determinant
• ITSS has positive effects on reading comprehension, based on two studies meeting WWC standards covering 6,724 students - ITSS has positive effects on reading comprehension, based on two studies meeting WWC standards covering 6,724 students
• IVR conditions included participatory activities in 50% of comparisons while conventional conditions did so in only 20% - IVR conditions included participatory activities in 50% of comparisons while conventional conditions did so in only 20%
• IVR conditions outperformed conventional conditions in only 24% of comparisons, with 54% tied, and the review finds no strong evidence IVR is more effective - IVR conditions outperformed conventional conditions in only 24% of comparisons, with 54% tied, and the review finds no strong evidence IVR is more effective
• IVR eye-tracking studies commonly use small samples, adult participants, professional-domain tasks, and default vendor hardware and software configurations - IVR eye-tracking studies commonly use small samples, adult participants, professional-domain tasks, and default vendor hardware and software configurations
• Ivy Elementary staff jointly monitor progress toward goals in team meetings and organize tiered supports for students - Ivy Elementary staff jointly monitor progress toward goals in team meetings and organize tiered supports for students
• Ivy's principal identifies building culture and relationships as his foremost leadership responsibility for student learning - Ivy's principal identifies building culture and relationships as his foremost leadership responsibility for student learning