Claims: P 1

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• P1 latency for nonlinguistic auditory probes decreases with age from childhood through adulthood - P1 latency for nonlinguistic auditory probes decreases with age from childhood through adulthood
• P2 pillar means rose from 1.3 to 2.7 between two successive unmatched teams on the same sponsor problem - P2 pillar means rose from 1.3 to 2.7 between two successive unmatched teams on the same sponsor problem
• P3 amplitudes and sleep duration show no significant associations with sleep deficits or sustained attention in toddlers - P3 amplitudes and sleep duration show no significant associations with sleep deficits or sustained attention in toddlers
• PA and RAN deficit profiles are over-represented in low-SES schools, while the double-deficit profile distribution is proportional to school SES group size - PA and RAN deficit profiles are over-represented in low-SES schools, while the double-deficit profile distribution is proportional to school SES group size
• PA Lessons implementation included testing students with the Phonological Awareness Screener for Intervention every three weeks to target instruction - PA Lessons implementation included testing students with the Phonological Awareness Screener for Intervention every three weeks to target instruction
• Page readers tended to include more details in their summaries than Scroll readers (a marginal result, p = .056), while recall of main ideas did not differ significantly - Page readers tended to include more details in their summaries than Scroll readers (a marginal result, p = .056), while recall of main ideas did not differ significantly
• Page writers corrected significantly more coherence errors than Scroll writers, while surface and cohesion corrections did not differ - Page writers corrected significantly more coherence errors than Scroll writers, while surface and cohesion corrections did not differ
• Paid parental leave is associated with maternal recovery, workforce retention, earnings, and longer nursing duration - Paid parental leave is associated with maternal recovery, workforce retention, earnings, and longer nursing duration
• PAIR-C scaffolding shows mixed evidence for deep understanding and reduced misconceptions in emergent-phenomena instruction
• Paired flashcard learners drop far fewer flashcards from study than individual learners - Paired flashcard learners drop far fewer flashcards from study than individual learners
• Paired flashcard learners show more accurate immediate metacognitive calibration than individual learners, who overestimate by roughly 20% - Paired flashcard learners show more accurate immediate metacognitive calibration than individual learners, who overestimate by roughly 20%
• Paired pre/post AI readiness scores rose descriptively from 82.5% to 89.9% (mean gain 7.4 percentage points) among seven co-creation clients, treated as descriptive context only - Paired pre/post AI readiness scores rose descriptively from 82.5% to 89.9% (mean gain 7.4 percentage points) among seven co-creation clients, treated as descriptive context only
• Pairing coaching with group trainings is associated with larger effects on instruction and achievement; instructional materials with larger, and video libraries with smaller, effects on instruction - Pairing coaching with group trainings is associated with larger effects on instruction and achievement; instructional materials with larger, and video libraries with smaller, effects on instruction
• Pairing Contextual Encounters With Explicit Instruction Produces Stronger Vocabulary Outcomes Than Either Alone
• Pairs managed mutual awareness through spatial and temporal affordances and developed attention-getting protocols finer-grained than turn-taking - Pairs managed mutual awareness through spatial and temporal affordances and developed attention-getting protocols finer-grained than turn-taking
• Pairs rapidly develop shared verbal confidence scales, and faster development predicts greater group advantage - Pairs rapidly develop shared verbal confidence scales, and faster development predicts greater group advantage
• Pairs with at least one member high in both social and cognitive CPS skills conducted more actions with more frequent and more dispersed action transitions than other pairs - Pairs with at least one member high in both social and cognitive CPS skills conducted more actions with more frequent and more dispersed action transitions than other pairs
• Pairwise relationships between invested mental effort, perceived task difficulty, interest, and self-assessed understanding fluctuate across measurement points, with most correlations stronger when more content knowledge is presented - Pairwise relationships between invested mental effort, perceived task difficulty, interest, and self-assessed understanding fluctuate across measurement points, with most correlations stronger when mo
• Pairwise statistical tests confirm random forest's performance differences from other models are statistically significant (p < 0.05) - Pairwise statistical tests confirm random forest's performance differences from other models are statistically significant (p < 0.05)
• PALS effects on the learning-disability subsets analyzed separately were not statistically significant, while the full-sample effect was significant in one study (Fuchs et al., 1997) and not in the other (Saenz et al., 2005) - PALS effects on the learning-disability subsets analyzed separately were not statistically significant, while the full-sample effect was significant in one study (Fuchs et al., 1997) and not in the ot
• PALs expressing positive mood were perceived as more facilitating, engaging, and intelligent than negative-mood PALs - PALs expressing positive mood were perceived as more facilitating, engaging, and intelligent than negative-mood PALs
• PALS has potentially positive effects on reading achievement for English language learners, with a combined effect size of 0.31 but no statistically significant effects on individual measures - PALS has potentially positive effects on reading achievement for English language learners, with a combined effect size of 0.31 but no statistically significant effects on individual measures
• PALS showed no statistically significant effects on near-transfer and far-transfer reading fluency for first graders - PALS showed no statistically significant effects on near-transfer and far-transfer reading fluency for first graders
• PALS shows no discernible effects on mathematics for students with learning disabilities - PALS shows no discernible effects on mathematics for students with learning disabilities
• PALS shows potentially positive effects on reading comprehension for students with learning disabilities (average effect size 0.75, not statistically significant) - PALS shows potentially positive effects on reading comprehension for students with learning disabilities (average effect size 0.75, not statistically significant)
• PALS shows potentially positive effects on reading fluency for students with learning disabilities, with a substantively important but not statistically significant WWC-calculated effect size of 0.41 in Saenz et al. (2005) - PALS shows potentially positive effects on reading fluency for students with learning disabilities, with a substantively important but not statistically significant WWC-calculated effect size of 0.41
• PALS shows strong evidence of positive effects on first-grade literacy, with an average effect size of +0.23 across three studies - PALS shows strong evidence of positive effects on first-grade literacy, with an average effect size of +0.23 across three studies
• Pandemic achievement declines were uneven across racial/ethnic groups, with the largest declines still apparent for Hispanic, Black, and AIAN students in spring 2022 - Pandemic achievement declines were uneven across racial/ethnic groups, with the largest declines still apparent for Hispanic, Black, and AIAN students in spring 2022
• Pandemic achievement gaps in math and reading continued to narrow from spring 2021 through fall 2022 - Pandemic achievement gaps in math and reading continued to narrow from spring 2021 through fall 2022
• Pandemic-era attrition gaps widened for early-career teachers and health and counseling staff, charter school staff, and LEA administrators in large LEAs - Pandemic-era attrition gaps widened for early-career teachers and health and counseling staff, charter school staff, and LEA administrators in large LEAs
• Pandemic-era findings support the theory that COVID-19 left students behind academically across the board while worsening existing educational inequities - Pandemic-era findings support the theory that COVID-19 left students behind academically across the board while worsening existing educational inequities
• Pandemic-era teaching and learning conditions across 47 countries fall into three clusters: Family-Supported Asynchronous Virtual Instruction, Accentuated Teacher-Led Synchronous Instruction, and Accentuated Instructional Disruption - Pandemic-era teaching and learning conditions across 47 countries fall into three clusters: Family-Supported Asynchronous Virtual Instruction, Accentuated Teacher-Led Synchronous Instruction, and Acce
• Pandemic-period gains from fall 2019 to fall 2021 fell short of pre-pandemic growth norms - Pandemic-period gains from fall 2019 to fall 2021 fell short of pre-pandemic growth norms
• Pandemic-period growth varied by pre-pandemic achievement status: higher achievers' gains were more consistent with projected normative growth while lower achievers more often fell short - Pandemic-period growth varied by pre-pandemic achievement status: higher achievers' gains were more consistent with projected normative growth while lower achievers more often fell short
• Pandemic-related learning delays did not statistically differ across primary, secondary and tertiary education levels - Pandemic-related learning delays did not statistically differ across primary, secondary and tertiary education levels
• Pandemic-related performance change was more positive in Cluster 2 than Cluster 3 countries across all domains, and more positive than Cluster 1 in reading and science - Pandemic-related performance change was more positive in Cluster 2 than Cluster 3 countries across all domains, and more positive than Cluster 1 in reading and science
• Pandemic-related reduction in physical activity was associated with worsened executive functioning in younger adults, with reversal upon increased activity - Pandemic-related reduction in physical activity was associated with worsened executive functioning in younger adults, with reversal upon increased activity
• Panelists strongly agreed human oversight must remain central in academic decisions involving GenAI, with clear accountability assignments - Panelists strongly agreed human oversight must remain central in academic decisions involving GenAI, with clear accountability assignments
• Parallels between explorative practice and canonical mathematics practice are recognized among mathematicians - Parallels between explorative practice and canonical mathematics practice are recognized among mathematicians
• ParaTutor's role-separated scaffolding distributed support across parents and children in complementary forms - ParaTutor's role-separated scaffolding distributed support across parents and children in complementary forms
• PARCC and MCAS scores show similar validity for predicting college grades - PARCC and MCAS scores show similar validity for predicting college grades
• PARCC and MCAS scores show similar validity in predicting college grades for Massachusetts students - PARCC and MCAS scores show similar validity in predicting college grades for Massachusetts students
• PARCC sets a higher performance standard in mathematics than MCAS, while both exams predict college performance comparably - PARCC sets a higher performance standard in mathematics than MCAS, while both exams predict college performance comparably
• Parceling over-fits models: at the testlet level, data from more complex models fit well with simpler models - Parceling over-fits models: at the testlet level, data from more complex models fit well with simpler models
• Parent and peer support are differentially associated with specific developmental assets among Black adolescents - Parent and peer support are differentially associated with specific developmental assets among Black adolescents
• Parent Coaching Outperforms Information Only
• Parent education level did not moderate the effect of retention on school completion - Parent education level did not moderate the effect of retention on school completion
• Parent education relates to input quantity and quality but not to narrative utterances - Parent education relates to input quantity and quality but not to narrative utterances
• Parent explanations at 42 months are marginally related to child PPVT at 54 months with controls - Parent explanations at 42 months are marginally related to child PPVT at 54 months with controls
• Parent focus groups showed parents could not report on specific classroom instructional interactions, so ambitious instruction items were developed for the teacher survey instead, and a new Teacher Care and Responsiveness towards Parents measure was created - Parent focus groups showed parents could not report on specific classroom instructional interactions, so ambitious instruction items were developed for the teacher survey instead, and a new Teacher Ca
• Parent Implemented Intervention Improves Outcomes
• Parent Involvement Improves Early Reading
• Parent involvement increased for three consecutive years under family-centered engagement approaches - Parent involvement increased for three consecutive years under family-centered engagement approaches
• Parent involvement is associated with higher academic achievement in meta-analyses of mostly correlational studies
• Parent meetings, firm disciplinary methods, and improved playground supervision are program elements associated with decreases in bullying and victimization - Parent meetings, firm disciplinary methods, and improved playground supervision are program elements associated with decreases in bullying and victimization
• Parent narrative utterances at 42 months predict child PPVT at 54 months with quantity, SES, and prior vocabulary controlled - Parent narrative utterances at 42 months predict child PPVT at 54 months with quantity, SES, and prior vocabulary controlled
• Parent number talk about large sets (4–10) of present objects predicts children's cardinal-number knowledge more robustly than talk about small sets (1–3) - Parent number talk about large sets (4–10) of present objects predicts children's cardinal-number knowledge more robustly than talk about small sets (1–3)
• Parent number talk about present, visible objects predicts children's later cardinal-number knowledge, whereas number talk without present objects does not - Parent number talk about present, visible objects predicts children's later cardinal-number knowledge, whereas number talk without present objects does not
• Parent number talk is infrequent but varies widely, and most of it concerns counting or labeling sets, with present-object small-set talk the most common type - Parent number talk is infrequent but varies widely, and most of it concerns counting or labeling sets, with present-object small-set talk the most common type
• Parent number talk is not related to children's general vocabulary development once SES and overall talk are controlled, indicating domain specificity - Parent number talk is not related to children's general vocabulary development once SES and overall talk are controlled, indicating domain specificity
• Parent rare word use at 30 months predicts child PPVT at 42 months with quantity, SES, and prior vocabulary controlled - Parent rare word use at 30 months predicts child PPVT at 42 months with quantity, SES, and prior vocabulary controlled
• Parent SES significantly predicts children's cardinal-number knowledge at 46 months, accounting for 24 percent of variance - Parent SES significantly predicts children's cardinal-number knowledge at 46 months, accounting for 24 percent of variance
• Parent spatial language at 24 months does not predict child spatial language two years later - Parent spatial language at 24 months does not predict child spatial language two years later
• Parent spatial language is concurrently associated with child spatial language at 48 months, explaining substantial variance beyond controls - Parent spatial language is concurrently associated with child spatial language at 48 months, explaining substantial variance beyond controls
• Parent STEM talk has been linked to better child STEM outcomes in prior research, per the authors - Parent STEM talk has been linked to better child STEM outcomes in prior research, per the authors
• Parent vocabulary diversity at 30 months predicts child PPVT at 42 months with quantity, SES, and prior vocabulary controlled - Parent vocabulary diversity at 30 months predicts child PPVT at 42 months with quantity, SES, and prior vocabulary controlled
• Parent-delivered READY4K! text messages improve preschool children's early literacy performance - Parent-delivered READY4K!
• Parent-facing actionable guidance helped parents recover from uncertainty and avoid repeated explanation loops during tutoring - Parent-facing actionable guidance helped parents recover from uncertainty and avoid repeated explanation loops during tutoring
• Parent-implemented dialogic reading showed no statistically significant differences from a group story-time comparison on any language measure (Crain-Thoreson & Dale, 1999) - Parent-implemented dialogic reading showed no statistically significant differences from a group story-time comparison on any language measure (Crain-Thoreson & Dale, 1999)
• Parent-reported everyday functioning (PEACH) correlates significantly with standardized language measures in 3-year-old children with hearing loss - Parent-reported everyday functioning (PEACH) correlates significantly with standardized language measures in 3-year-old children with hearing loss
• Parent-reported home math activities showed no significant association with children's math achievement, and inhibitory control did not moderate this null relation - Parent-reported home math activities showed no significant association with children's math achievement, and inhibitory control did not moderate this null relation
• Parent-reported inhibitory control (EATQ-R) shows no detectable growth from early to middle adolescence - Parent-reported inhibitory control (EATQ-R) shows no detectable growth from early to middle adolescence
• Parental academic pressure had the strongest association with controlled academic motivation, while perceived negative relationships with teachers had the strongest association with autonomous academic motivation - Parental academic pressure had the strongest association with controlled academic motivation, while perceived negative relationships with teachers had the strongest association with autonomous academi
• Parental aspiration/expectation for children's educational achievement has the strongest relationship with academic achievement among involvement components - Parental aspiration/expectation for children's educational achievement has the strongest relationship with academic achievement among involvement components
• Parental attitudes transformed from scepticism to high trust over the three cycles, with parents of low performers developing high confidence by Cycle 3 - Parental attitudes transformed from scepticism to high trust over the three cycles, with parents of low performers developing high confidence by Cycle 3
• Parental awareness of alternative AAC systems is limited, and only about one-third agree AAC systems are suitable for all children - Parental awareness of alternative AAC systems is limited, and only about one-third agree AAC systems are suitable for all children
• Parental discord and parental depression show the strongest individual-ACE associations with internalizing behavior - Parental discord and parental depression show the strongest individual-ACE associations with internalizing behavior
• Parental education and occupational status showed no significant association with ADHD in this sample - Parental education and occupational status showed no significant association with ADHD in this sample
• Parental elaborative style during reminiscing relates to children's vocabulary, narrative skills, autobiographical memory, and social-emotional skills - Parental elaborative style during reminiscing relates to children's vocabulary, narrative skills, autobiographical memory, and social-emotional skills
• Parental emotional support was not an independent predictor of Chinese kindergarten children's SRL, in contrast to Western findings - Parental emotional support was not an independent predictor of Chinese kindergarten children's SRL, in contrast to Western findings
• Parental factors including emotional unreadiness, feeling overwhelmed, and unrealistic expectations can contribute to AAC device abandonment - Parental factors including emotional unreadiness, feeling overwhelmed, and unrealistic expectations can contribute to AAC device abandonment
• Parental factors: autonomous motivation relates to adolescent creativity more strongly with high maternal involvement - Parental factors: autonomous motivation relates to adolescent creativity more strongly with high maternal involvement
• Parental focus on compliance harms homework learning, while supporting effort and process helps - Parental focus on compliance harms homework learning, while supporting effort and process helps
• Parental home supervision has the weakest relationship with students' academic achievement among involvement components - Parental home supervision has the weakest relationship with students' academic achievement among involvement components
• Parental involvement declines as students move from eighth to tenth grade in Chicago and nationally - Parental involvement declines as students move from eighth to tenth grade in Chicago and nationally
• Parental involvement has a small to moderate, practically meaningful relationship with students' academic achievement - Parental involvement has a small to moderate, practically meaningful relationship with students' academic achievement
• Parental language input differs in quantity and quality across SES groups and relates to children's vocabulary, grammar, and processing development - Parental language input differs in quantity and quality across SES groups and relates to children's vocabulary, grammar, and processing development
• Parental presence and support buffer children's neurobiological stress responses, mitigating adversity effects when support is high - Parental presence and support buffer children's neurobiological stress responses, mitigating adversity effects when support is high
• Parental pressure frequently predicts positive academic outcomes among East Asian children, including stronger mastery goals and higher self-efficacy - Parental pressure frequently predicts positive academic outcomes among East Asian children, including stronger mastery goals and higher self-efficacy
• Parental self-efficacy is positively associated with family satisfaction among student parents, both directly and indirectly through school-family balance - Parental self-efficacy is positively associated with family satisfaction among student parents, both directly and indirectly through school-family balance
• Parental support for student learning is substantially higher in top-quartile schools than in bottom-quartile schools - Parental support for student learning is substantially higher in top-quartile schools than in bottom-quartile schools
• ParentCorps improves family engagement measures (Inclusive Leadership, Trust in School Leader, Communication and Trust in Teacher) in a 61-school trial - ParentCorps improves family engagement measures (Inclusive Leadership, Trust in School Leader, Communication and Trust in Teacher) in a 61-school trial
• Parenting quality and life stress fully mediate the relationship between SES and children's hippocampal volume - Parenting quality and life stress fully mediate the relationship between SES and children's hippocampal volume
• Parenting self-efficacy correlates most strongly with home-based participation and parental expectations and aspirations, and least with parent-teacher communication and relationships - Parenting self-efficacy correlates most strongly with home-based participation and parental expectations and aspirations, and least with parent-teacher communication and relationships
• Parenting self-efficacy shows a small to medium positive correlation with parents' contributions to the home-school partnership among primary school families - Parenting self-efficacy shows a small to medium positive correlation with parents' contributions to the home-school partnership among primary school families
• Parents and caregivers in the intervention group initiated more conversations before and after viewing and facilitated more science conversations than the comparison group - Parents and caregivers in the intervention group initiated more conversations before and after viewing and facilitated more science conversations than the comparison group
• Parents are the most common source of help for seniors' postsecondary planning, cited more often than teachers or counselors - Parents are the most common source of help for seniors' postsecondary planning, cited more often than teachers or counselors
• Parents endogenously raise investments in response to school closures but do not fully offset the lost public inputs - Parents endogenously raise investments in response to school closures but do not fully offset the lost public inputs
• Parents experienced more rehabilitation stress than they had expected before their children's implantation - Parents experienced more rehabilitation stress than they had expected before their children's implantation
• Parents in the intervention condition tended to initiate more conversations before and after episode viewing than comparison parents, with no difference during viewing - Parents in the intervention condition tended to initiate more conversations before and after episode viewing than comparison parents, with no difference during viewing
• Parents more often report initial difficulty accepting AAC than continued difficulty after time has passed - Parents more often report initial difficulty accepting AAC than continued difficulty after time has passed
• Parents of children with autism using AAC commonly report perceived benefits, most frequently increased communication opportunities - Parents of children with autism using AAC commonly report perceived benefits, most frequently increased communication opportunities
• Parents of students who used Title I school choice were largely satisfied with the new schools - Parents of students who used Title I school choice were largely satisfied with the new schools
• Parents of students with IEPs share a common vision of an ideal school that is safe, supportive, academically strong, and inclusive with needed supports - Parents of students with IEPs share a common vision of an ideal school that is safe, supportive, academically strong, and inclusive with needed supports
• Parents offer a unique perspective best captured by a distinct sixth essential, Parent Voice - Parents offer a unique perspective best captured by a distinct sixth essential, Parent Voice
• Parents play an important role in young children's math development - Parents play an important role in young children's math development
• Parents rate their children as more socially successful than the children rate themselves, regardless of hearing status - Parents rate their children as more socially successful than the children rate themselves, regardless of hearing status
• Parents reported large increases in children's robot programming knowledge and access to programming resources during the ARC trial - Parents reported large increases in children's robot programming knowledge and access to programming resources during the ARC trial
• Parents use a greater variety of spatial words (higher spatial language quality) with daughters than sons, regardless of SES or talkativeness - Parents use a greater variety of spatial words (higher spatial language quality) with daughters than sons, regardless of SES or talkativeness
• Parents used more spatial language at 24 months than at 48 months, an effect attributable to differences in overall talkativeness - Parents used more spatial language at 24 months than at 48 months, an effect attributable to differences in overall talkativeness
• Parents want more academic interaction with high schools, but schools focus communication on rules and problems - Parents want more academic interaction with high schools, but schools focus communication on rules and problems
• Parents who attended APTT meetings, and multilingual-home parents, agreed more strongly that APTT and the preschool helped them prepare their child for kindergarten - Parents who attended APTT meetings, and multilingual-home parents, agreed more strongly that APTT and the preschool helped them prepare their child for kindergarten
• Parents who attended APTT, took the spring survey, or spoke multiple languages at home tended to agree more strongly that they felt a strong connection to their child's preschool - Parents who attended APTT, took the spring survey, or spoke multiple languages at home tended to agree more strongly that they felt a strong connection to their child's preschool
• Parents' beliefs about failure and reactions to children's failures, not their own mindsets, predict children's mindsets - Parents' beliefs about failure and reactions to children's failures, not their own mindsets, predict children's mindsets
• Parents' mental state talk during shared book reading predicts children's ToM, unidirectionally - Parents' mental state talk during shared book reading predicts children's ToM, unidirectionally
• Parents' naturalistic process praise at child ages 14-38 months predicts children's incremental motivational frameworks at age 7-8 - Parents' naturalistic process praise at child ages 14-38 months predicts children's incremental motivational frameworks at age 7-8
• Parents' own incremental theories did not predict their process praise use or their children's motivational frameworks, and counter-intuitively correlated with more person praise - Parents' own incremental theories did not predict their process praise use or their children's motivational frameworks, and counter-intuitively correlated with more person praise
• Parents' person praise at 14-38 months was not associated with children's later entity frameworks - Parents' person praise at 14-38 months was not associated with children's later entity frameworks
• Parents' personality traits show patterns comparable to children's, except that parents' openness is not significantly associated with parent–child relationship quality - Parents' personality traits show patterns comparable to children's, except that parents' openness is not significantly associated with parent–child relationship quality
• Parents' postimplant experiences of children's outcomes largely matched their preimplant expectations, with about four fifths reporting expectations met - Parents' postimplant experiences of children's outcomes largely matched their preimplant expectations, with about four fifths reporting expectations met
• Parents' praise styles were stable across child ages 14-38 months, with person praise declining and other praise increasing - Parents' praise styles were stable across child ages 14-38 months, with person praise declining and other praise increasing
• Parents' school choices were constrained by disability-linked safety fears and transportation barriers - Parents' school choices were constrained by disability-linked safety fears and transportation barriers
• Parents' school preferences vary considerably across DC applicants - Parents' school preferences vary considerably across DC applicants
• Parents' work-family conflict is stably negatively associated with their own engagement over time, with no crossover partner effects - Parents' work-family conflict is stably negatively associated with their own engagement over time, with no crossover partner effects
• Parents' working hours and number of children do not add explanatory power for engagement beyond work-family conflict - Parents' working hours and number of children do not add explanatory power for engagement beyond work-family conflict
• Parliamentary rules ban published evidence and omit cross examination, which the author argues undermines argumentation training - Parliamentary rules ban published evidence and omit cross examination, which the author argues undermines argumentation training
• Part-task practice reduces cognitive load for absolute novices during initial skill acquisition.
• Partial credit accounts for only a small proportion of IF-AT exam scores, though weaker students depend on it more - Partial credit accounts for only a small proportion of IF-AT exam scores, though weaker students depend on it more
• Partial credit under the IF-AT is granted in a discriminating manner: top final-exam scorers earned 65% ± 23% of available partial credit versus 39% ± 10% for bottom scorers - Partial credit under the IF-AT is granted in a discriminating manner: top final-exam scorers earned 65% ± 23% of available partial credit versus 39% ± 10% for bottom scorers
• Partial dependence plots showed higher word count, more dependent clauses, and higher custom magnitude raised predicted flag probability, with non-linear relationships - Partial dependence plots showed higher word count, more dependent clauses, and higher custom magnitude raised predicted flag probability, with non-linear relationships
• Partial resolution of curiosity through immediate feedback increases subsequent curiosity - Partial resolution of curiosity through immediate feedback increases subsequent curiosity
• Participant age shows no significant correlation with VSWM–mathematics effect sizes - Participant age shows no significant correlation with VSWM–mathematics effect sizes
• Participant background (local vs. immigrant) did not significantly moderate the attitude–proficiency association - Participant background (local vs.
• Participant examples support identity reconstruction through academic content
• Participant feedback in macro cycle one prompted renaming the Administrator standard to Coordinator and reordering the standards - Participant feedback in macro cycle one prompted renaming the Administrator standard to Coordinator and reordering the standards
• Participant samples in AI trust research skew WEIRD: mostly Western, adult, university-educated participants, limiting external validity - Participant samples in AI trust research skew WEIRD: mostly Western, adult, university-educated participants, limiting external validity
• Participants across four design teams almost unanimously judged the set of HLC design principles relevant and complete, with no principles considered redundant or missing - Participants across four design teams almost unanimously judged the set of HLC design principles relevant and complete, with no principles considered redundant or missing
• Participants and school staff described noticeable improvements in grades and achievement among Compass Care students - Participants and school staff described noticeable improvements in grades and achievement among Compass Care students
• Participants and school staff reported improved attendance and reduced tardiness among Compass Care students - Participants and school staff reported improved attendance and reduced tardiness among Compass Care students
• Participants answered the VISIGARP inspection exercises with high accuracy (M = 94.3%) - Participants answered the VISIGARP inspection exercises with high accuracy (M = 94.3%)
• Participants are consistently overconfident for phishing emails but relatively well calibrated for legitimate emails except at 100% confidence - Participants are consistently overconfident for phishing emails but relatively well calibrated for legitimate emails except at 100% confidence
• Participants committed more errors on common-numerator prime items than on denominator-numerator control prime items - Participants committed more errors on common-numerator prime items than on denominator-numerator control prime items
• Participants deprived of relevant relational knowledge in Stage 1 take longer on the subsequent network-reasoning task - Participants deprived of relevant relational knowledge in Stage 1 take longer on the subsequent network-reasoning task
• Participants described significant psychosocial stress related to uncorrected poor vision, with different etiologies for parents, teachers, and students - Participants described significant psychosocial stress related to uncorrected poor vision, with different etiologies for parents, teachers, and students
• Participants enact agency through others by empowering across participant categories: educational staff empower students, while societal partners and students empower each other - Participants enact agency through others by empowering across participant categories: educational staff empower students, while societal partners and students empower each other
• Participants entered the study with very poor skills, at least 1 SD below the mean on every measure and 2 SD below on receptive vocabulary, phonological awareness, and fluency - Participants entered the study with very poor skills, at least 1 SD below the mean on every measure and 2 SD below on receptive vocabulary, phonological awareness, and fluency
• Participants envisioned switchable AI roles — strategic advisor, cross-domain translator, and perspective challenger — whose expansion destabilized perceived neutrality and raised authority and accountability concerns - Participants envisioned switchable AI roles — strategic advisor, cross-domain translator, and perspective challenger — whose expansion destabilized perceived neutrality and raised authority and accoun
• Participants fail to distinguish undisclosed AI teammates from human teammates above chance in synchronous text-based group interaction - Participants fail to distinguish undisclosed AI teammates from human teammates above chance in synchronous text-based group interaction
• Participants frequently deviate from optimal wagering strategies implied by payoff matrices - Participants frequently deviate from optimal wagering strategies implied by payoff matrices
• Participants generally felt humanlikeness should not be a design goal for a writing-support agent used as a tool - Participants generally felt humanlikeness should not be a design goal for a writing-support agent used as a tool
• Participants given relevance instructions outperform participants in other conditions on the same high-similarity cued-recall questions - Participants given relevance instructions outperform participants in other conditions on the same high-similarity cued-recall questions
• Participants held an unresolved epistemological dissensus over whether frequency-based encoding can represent qualitative meaning, ranging from skepticism to enthusiasm - Participants held an unresolved epistemological dissensus over whether frequency-based encoding can represent qualitative meaning, ranging from skepticism to enthusiasm
• Participants held divided views on the star rating display: motivating feedback for some, a distracting oversimplification for others - Participants held divided views on the star rating display: motivating feedback for some, a distracting oversimplification for others
• Participants held generally positive attitudes toward VISIGARP but rated diagram layout clarity low while finding layout easy to adjust - Participants held generally positive attitudes toward VISIGARP but rated diagram layout clarity low while finding layout easy to adjust
• Participants high (vs. low) in desire for positive evaluation exhibit an enhanced preference for positive feedback, mainly when their self-perception is positive - Participants high (vs.
• Participants identified assessment redesign approaches for helping all students feel successful, centering relevance, lowered stakes, choice, emotional support, and preparation - Participants identified assessment redesign approaches for helping all students feel successful, centering relevance, lowered stakes, choice, emotional support, and preparation
• Participants identified children under 10 as the intended target group for the storytelling robot, significantly more than all other age groups - Participants identified children under 10 as the intended target group for the storytelling robot, significantly more than all other age groups
• Participants identified communication across paradigms, not the absence of a single paradigm, as CSCL's main challenge - Participants identified communication across paradigms, not the absence of a single paradigm, as CSCL's main challenge
• Participants identified staff turnover as a critical factor threatening sustainability of pilot solutions - Participants identified staff turnover as a critical factor threatening sustainability of pilot solutions
• Participants in a probe study and co-design workshop perceived AI mediation in interdisciplinary student teams along both cognitive and relational dimensions - Participants in a probe study and co-design workshop perceived AI mediation in interdisciplinary student teams along both cognitive and relational dimensions
• Participants in both Title I options came from the disadvantaged populations NCLB targets - Participants in both Title I options came from the disadvantaged populations NCLB targets
• Participants in higher hierarchy positions were more active and showed better learning performance than those at lower levels - Participants in higher hierarchy positions were more active and showed better learning performance than those at lower levels
• Participants in supplemental educational services experienced significant gains in achievement - Participants in supplemental educational services experienced significant gains in achievement
• Participants in the four visualization conditions did not differ significantly in prior knowledge about Pergamon - Participants in the four visualization conditions did not differ significantly in prior knowledge about Pergamon
• Participants in the rule-based simulation game perceived it as demanding, and learning and applying its procedures and rules hindered investment in their learning goals - Participants in the rule-based simulation game perceived it as demanding, and learning and applying its procedures and rules hindered investment in their learning goals
• Participants incidentally acquired an average of 3.19 of 20 target words after reading two passages - Participants incidentally acquired an average of 3.19 of 20 target words after reading two passages
• Participants induced to hold high self-efficacy show greater improvement in visual discrimination sensitivity than participants induced to hold low self-efficacy - Participants induced to hold high self-efficacy show greater improvement in visual discrimination sensitivity than participants induced to hold low self-efficacy
• Participants informed in advance about a misaligned task angle performed worse and reported higher video cognitive load than those surprised by the misalignment - Participants informed in advance about a misaligned task angle performed worse and reported higher video cognitive load than those surprised by the misalignment
• Participants liked the co-created stories (mean likability 8.61) and perceived them as coherent (mean coherence 8.28) on a 1-10 scale - Participants liked the co-created stories (mean likability 8.61) and perceived them as coherent (mean coherence 8.28) on a 1-10 scale
• Participants more averse to thinking are more susceptible to the speedup illusion; AI familiarity measures do not predict calibration error - Participants more averse to thinking are more susceptible to the speedup illusion; AI familiarity measures do not predict calibration error
• Participants perceived that receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills - Participants perceived that receiving corrective lenses improved classroom attention, task persistence, and willingness to practice academic skills
• Participants perceived that uncorrected visual deficits reduced students' classroom focus, perseverance, and class participation - Participants perceived that uncorrected visual deficits reduced students' classroom focus, perseverance, and class participation
• Participants perceived the AI probe as a neutral mediator whose private prompting surfaced implicit reasoning while public reorganization made disciplinary positions easier to compare - Participants perceived the AI probe as a neutral mediator whose private prompting surfaced implicit reasoning while public reorganization made disciplinary positions easier to compare
• Participants rated SOPHIE 2.0 as engaging, easy to use, and clinically relevant in a self-service format - Participants rated SOPHIE 2.0 as engaging, easy to use, and clinically relevant in a self-service format
• Participants rated the arithmetic-error peer agent more harshly than the conceptual-error peer agent, calibrating trust by error observability rather than severity - Participants rated the arithmetic-error peer agent more harshly than the conceptual-error peer agent, calibrating trust by error observability rather than severity
• Participants rated the complex three-population scenario as more difficult than the simple one-population scenario - Participants rated the complex three-population scenario as more difficult than the simple one-population scenario
• Participants remain socially sensitive to conversational stance even while categorical identity inference fails - Participants remain socially sensitive to conversational stance even while categorical identity inference fails
• Participants report AI-generated database diagrams were less accurate than what students had previously produced, cautioning against assuming AI artifacts are better - Participants report AI-generated database diagrams were less accurate than what students had previously produced, cautioning against assuming AI artifacts are better
• Participants report career transitions, certifications, networking gains, financial and social gains from tech-centered education and training programs - Participants report career transitions, certifications, networking gains, financial and social gains from tech-centered education and training programs
• Participants reported improved communication skills and faculty modeling of positive interpersonal interaction - Participants reported improved communication skills and faculty modeling of positive interpersonal interaction
• Participants reported increased confidence, readiness and teamwork after completing the SimLab programme - Participants reported increased confidence, readiness and teamwork after completing the SimLab programme
• Participants reported increased familiarity with each Designing for Learning topic after attending the Edcamp sessions - Participants reported increased familiarity with each Designing for Learning topic after attending the Edcamp sessions
• Participants reported preferring learning from videos over learning from digital texts - Participants reported preferring learning from videos over learning from digital texts
• Participants reported professional growth through networking and collaboration within the RPIP - Participants reported professional growth through networking and collaboration within the RPIP
• Participants reported re-prioritizing relationship building with students and finding community and support for self-care - Participants reported re-prioritizing relationship building with students and finding community and support for self-care
• Participants reported satisfaction with selected Way2Work Maryland service components - Participants reported satisfaction with selected Way2Work Maryland service components
• Participants reported significant improvement in their ability to deliver, receive, and implement feedback between the seminar and the time of survey - Participants reported significant improvement in their ability to deliver, receive, and implement feedback between the seminar and the time of survey
• Participants reported that AdaPT reduced perceived preparation workload and aligned with their natural lesson adaptation workflows - Participants reported that AdaPT reduced perceived preparation workload and aligned with their natural lesson adaptation workflows
• Participants reported that diverse perspectives raised new questions and affirmed educator contributions - Participants reported that diverse perspectives raised new questions and affirmed educator contributions
• Participants reported that group processing affected their broader university experience and their experiences after university - Participants reported that group processing affected their broader university experience and their experiences after university
• Participants reported that the trust-building collaborative environment enabled open and vulnerable sharing - Participants reported that the trust-building collaborative environment enabled open and vulnerable sharing
• Participants required GSR context-knowledge of learning materials, educational strategies, and course information, with optional physical-environment perception - Participants required GSR context-knowledge of learning materials, educational strategies, and course information, with optional physical-environment perception
• Participants required GSR self-knowledge of an assertive, conscientious, friendly personality with a customizable role - Participants required GSR self-knowledge of an assertive, conscientious, friendly personality with a customizable role
• Participants required GSR user-knowledge of learning goals, progress, learning type, emotions, and background, with privacy safeguards and informed consent - Participants required GSR user-knowledge of learning goals, progress, learning type, emotions, and background, with privacy safeguards and informed consent
• Participants required less time to solve common-numerator items containing an improper fraction than items without improper fractions - Participants required less time to solve common-numerator items containing an improper fraction than items without improper fractions
• Participants required more time and committed more errors when comparing fractions with common numerators than with common denominators - Participants required more time and committed more errors when comparing fractions with common numerators than with common denominators
• Participants respond increasingly faster to stimuli presented more often during the incidental letter-search task - Participants respond increasingly faster to stimuli presented more often during the incidental letter-search task
• Participants seek AI advice less frequently when accuracy carries monetary stakes - Participants seek AI advice less frequently when accuracy carries monetary stakes
• Participants seek help less often than they withhold answers when both strategies are available or compared across conditions - Participants seek help less often than they withhold answers when both strategies are available or compared across conditions
• Participants show a significant reminder bias (overuse of reminders relative to the optimal strategy) when reminders are framed as gains - Participants show a significant reminder bias (overuse of reminders relative to the optimal strategy) when reminders are framed as gains
• Participants showed little metapragmatic awareness of their own nonverbal attention-getting devices in immediate recall - Participants showed little metapragmatic awareness of their own nonverbal attention-getting devices in immediate recall
• Participants spent much of their out-of-school time alone at home - Participants spent much of their out-of-school time alone at home
• Participants split between narrative and game play themes, with 6 of 10 mentioning both and the rest mentioning only one, suggesting the ludology–narratology debate may reflect player preferences - Participants split between narrative and game play themes, with 6 of 10 mentioning both and the rest mentioning only one, suggesting the ludology–narratology debate may reflect player preferences
• Participants still offload more than optimal under loss framing - Participants still offload more than optimal under loss framing
• Participants substantially overestimated their performance in all trace conditions, with the largest overestimation under full traces - Participants substantially overestimated their performance in all trace conditions, with the largest overestimation under full traces
• Participants unanimously reported increased confidence in acting performance over the course of the intervention - Participants unanimously reported increased confidence in acting performance over the course of the intervention
• Participants used a limited, polymorphic repertoire of materials, gestures and symbols whose meanings were context-derived - Participants used a limited, polymorphic repertoire of materials, gestures and symbols whose meanings were context-derived
• Participants used the Flowcode LLM across all stages of their design process, most frequently asking for code explanations - Participants used the Flowcode LLM across all stages of their design process, most frequently asking for code explanations
• Participants valued multimodal experiences combining visualization with hands-on interaction, while reporting challenges with complex or unclear visualizations - Participants valued multimodal experiences combining visualization with hands-on interaction, while reporting challenges with complex or unclear visualizations
• Participants valued the AI as a relational buffer that softened interpersonal pressure when disagreement required concession, without expecting it to resolve conflict - Participants valued the AI as a relational buffer that softened interpersonal pressure when disagreement required concession, without expecting it to resolve conflict
• Participants view mental health knowledge, help-seeking, and coping skills as vital content for school-based MHL programs - Participants view mental health knowledge, help-seeking, and coping skills as vital content for school-based MHL programs
• Participants who accessed the report card site with mobile devices had more difficulty using it - Participants who accessed the report card site with mobile devices had more difficulty using it
• Participants who consciously notice a generation advantage after a first test tend to eliminate it on a second test - Participants who consciously notice a generation advantage after a first test tend to eliminate it on a second test
• Participants who dropped out of the four-wave study reported more peer victimization at the first time point than those who participated at all time points - Participants who dropped out of the four-wave study reported more peer victimization at the first time point than those who participated at all time points
• Participants with evaluativist epistemic beliefs are more likely to write two-sided reports than those with absolutist or multiplist epistemic beliefs - Participants with evaluativist epistemic beliefs are more likely to write two-sided reports than those with absolutist or multiplist epistemic beliefs
• Participants with higher subject expertise completed tasks and used the tools more easily than less experienced participants - Participants with higher subject expertise completed tasks and used the tools more easily than less experienced participants
• Participants with low health literacy had poorer cognitive functioning in all domains and were more often (very) low-educated - Participants with low health literacy had poorer cognitive functioning in all domains and were more often (very) low-educated
• Participants with prior communication-training experience achieved higher overall 3E scores than those without - Participants with prior communication-training experience achieved higher overall 3E scores than those without
• Participants' average semester GPA rose from 3.05 to 3.22 during the coaching semester, though most students did not attribute grade changes to coaching - Participants' average semester GPA rose from 3.05 to 3.22 during the coaching semester, though most students did not attribute grade changes to coaching
• Participants' emotional trajectories shifted progressively from predominantly positive emotions in primary PE to more negative, intense and frequent emotions in secondary PE - Participants' emotional trajectories shifted progressively from predominantly positive emotions in primary PE to more negative, intense and frequent emotions in secondary PE
• Participants' engagement (think-aloud word counts) did not differ significantly between texts or assessment points - Participants' engagement (think-aloud word counts) did not differ significantly between texts or assessment points
• Participants' feedback-skipping decisions diverge from the optimal computer algorithm: they skip after some incorrect responses and fail to skip after many correct responses - Participants' feedback-skipping decisions diverge from the optimal computer algorithm: they skip after some incorrect responses and fail to skip after many correct responses
• Participants' perceived text difficulty does not differ by picture, word frequency, or education level - Participants' perceived text difficulty does not differ by picture, word frequency, or education level
• Participants' perceptions of AI in higher education shifted from 20% negative and 40% neutral pre-institute to 0% negative and 90% positive post-institute - Participants' perceptions of AI in higher education shifted from 20% negative and 40% neutral pre-institute to 0% negative and 90% positive post-institute
• Participants' pre-teaching conceptions of the republic conflated it with democracy or associated it with Atatürk - Participants' pre-teaching conceptions of the republic conflated it with democracy or associated it with Atatürk
• Participants' prior knowledge about the historical event was entirely consistent with their own ethnic group's narrative, with none providing an alternative interpretation - Participants' prior knowledge about the historical event was entirely consistent with their own ethnic group's narrative, with none providing an alternative interpretation
• Participants' prompting was often limited, with poorly formulated prompts leading to vague or unhelpful outputs - Participants' prompting was often limited, with poorly formulated prompts leading to vague or unhelpful outputs
• Participants' ratings of how similar curiosity and interest are did not predict classifier accuracy - Participants' ratings of how similar curiosity and interest are did not predict classifier accuracy
• Participants' willingness to skip feedback after correct responses increases substantially across retrieval-practice cycles - Participants' willingness to skip feedback after correct responses increases substantially across retrieval-practice cycles
• Participating in a relevant group discussion, whether explaining or listening, raises immediate recall relative to an irrelevant discussion, but this advantage does not persist one month later - Participating in a relevant group discussion, whether explaining or listening, raises immediate recall relative to an irrelevant discussion, but this advantage does not persist one month later
• Participating in game jams develops 4C skills (critical thinking, creativity, communication, collaboration) in adolescent students, though skill gains are difficult to verify - Participating in game jams develops 4C skills (critical thinking, creativity, communication, collaboration) in adolescent students, though skill gains are difficult to verify
• Participating in peer assessment produced a statistically significant but negligible improvement (d = .115) in short-term achievement on unit quizzes in a college statistics course - Participating in peer assessment produced a statistically significant but negligible improvement (d = .115) in short-term achievement on unit quizzes in a college statistics course
• Participating in scoring performance assessments builds teacher capacity in several ways - Participating in scoring performance assessments builds teacher capacity in several ways
• Participating in SES (averaging about 21 hours) shows no statistically significant impact on reading or math achievement for students near the cutoff - Participating in SES (averaging about 21 hours) shows no statistically significant impact on reading or math achievement for students near the cutoff
• Participating in team-based professional development changed how higher education teachers perceived themselves and their role as teachers - Participating in team-based professional development changed how higher education teachers perceived themselves and their role as teachers
• Participation at YOUmedia differs substantially across teens, spanning creation, homework, varied media use, and socializing - Participation at YOUmedia differs substantially across teens, spanning creation, homework, varied media use, and socializing
• Participation in an induction program alone does not improve the chances teachers will remain; induction quality matters, and almost 20 percent of new teachers report not participating - Participation in an induction program alone does not improve the chances teachers will remain; induction quality matters, and almost 20 percent of new teachers report not participating
• Participation in dialogic-interaction interventions is associated with improved well-being, self-confidence and quality of life - Participation in dialogic-interaction interventions is associated with improved well-being, self-confidence and quality of life
• Participation in interpersonal audio discussions produced no statistically significant changes in overall willingness to communicate, though most students reported unchanged or increased WTC - Participation in interpersonal audio discussions produced no statistically significant changes in overall willingness to communicate, though most students reported unchanged or increased WTC
• Participation in key transition activities, including discussing transition plans with school staff and student employment during high school, declined over the decade - Participation in key transition activities, including discussing transition plans with school staff and student employment during high school, declined over the decade
• Participation in mathematics PLC changed teachers' collaboration norms, understanding of mathematics and its teaching, and ability to design and carry out teaching - Participation in mathematics PLC changed teachers' collaboration norms, understanding of mathematics and its teaching, and ability to design and carry out teaching
• Participation in NIH loan repayment programs is associated with longer stays at the NIH and in research careers - Participation in NIH loan repayment programs is associated with longer stays at the NIH and in research careers
• Participation in non-scientific discussion was weakly negatively related to participation in scientific discussion (r = 0.14, p < 0.05) - Participation in non-scientific discussion was weakly negatively related to participation in scientific discussion (r = 0.14, p < 0.05)
• Participation in preparatory exercises predicted conceptual-understanding test performance in the first two iterations only, with no evidence in Years 3 and 4 - Participation in preparatory exercises predicted conceptual-understanding test performance in the first two iterations only, with no evidence in Years 3 and 4
• Participation in STEM PLCs positively impacts teachers' understanding of or preparedness to teach content and attitudes toward teaching methods - Participation in STEM PLCs positively impacts teachers' understanding of or preparedness to teach content and attitudes toward teaching methods
• Participation in the Math Corps summer program had a large and statistically significant impact on college enrollment - Participation in the Math Corps summer program had a large and statistically significant impact on college enrollment
• Participation in the quasi-community pedagogy was followed by very high success in the certification examination - Participation in the quasi-community pedagogy was followed by very high success in the certification examination
• Participation in the short INSIGHT training session is associated with a significant pre-post increase in teachers’ perceived ease of use of AI-based technologies - Participation in the short INSIGHT training session is associated with a significant pre-post increase in teachers’ perceived ease of use of AI-based technologies
• Participation in the short INSIGHT training session is associated with a significant pre-post increase in teachers’ perceived usefulness of AI-based technologies - Participation in the short INSIGHT training session is associated with a significant pre-post increase in teachers’ perceived usefulness of AI-based technologies
• Participation rates for state assessments are generally very high and exceed RCT minimum participation requirements - Participation rates for state assessments are generally very high and exceed RCT minimum participation requirements
• Participation rates in Title I school choice and supplemental educational services were low - Participation rates in Title I school choice and supplemental educational services were low
• Participation rates remained low: 1 percent for Title I public school choice and 17 percent for supplemental educational services - Participation rates remained low: 1 percent for Title I public school choice and 17 percent for supplemental educational services
• Participation rates rose with eligibility index score, reflecting program prioritization - Participation rates rose with eligibility index score, reflecting program prioritization
• Participation supports were most effective when deliberately matched to the specific constraints participants faced - Participation supports were most effective when deliberately matched to the specific constraints participants faced
• Participation within teams was fairly equal in all conditions, with Gini coefficients close to zero and no significant between-condition differences - Participation within teams was fairly equal in all conditions, with Gini coefficients close to zero and no significant between-condition differences
• Participatory design yields teacher ownership but carries tradeoffs and omits the learner - Participatory design yields teacher ownership but carries tradeoffs and omits the learner
• Participatory discourse privileges action and praxis over communication and consensus, and treats elitism as antidemocratic - Participatory discourse privileges action and praxis over communication and consensus, and treats elitism as antidemocratic
• Participatory redesign produced significantly more positive perception effects on instruction aspects relevant to the formulated improvements than on irrelevant ones - Participatory redesign produced significantly more positive perception effects on instruction aspects relevant to the formulated improvements than on irrelevant ones
• Partition descriptors and the component-membership–study-volume association are reproduced by the synthetic cohorts - Partition descriptors and the component-membership–study-volume association are reproduced by the synthetic cohorts
• Partner confidence does not significantly affect whether learners change their assumption in the face of disagreement - Partner confidence does not significantly affect whether learners change their assumption in the face of disagreement
• Partner success varies substantially between schools based on teacher and administrator willingness to collaborate - Partner success varies substantially between schools based on teacher and administrator willingness to collaborate
• Partner-model quality emerges through the task and is sensitive to awareness tools and media richness, partly contradicting the assumption that partner modelling is an individual skill - Partner-model quality emerges through the task and is sensitive to awareness tools and media richness, partly contradicting the assumption that partner modelling is an individual skill
• Partner-positioned teachers built students' AI literacy, while assistant and substitute teachers' transparency centered on gaming scores - Partner-positioned teachers built students' AI literacy, while assistant and substitute teachers' transparency centered on gaming scores
• Partnered student parents report higher school and family satisfaction, and part-time enrolment is associated with higher family satisfaction - Partnered student parents report higher school and family satisfaction, and part-time enrolment is associated with higher family satisfaction
• Partners in participatory evaluation demonstrated capacities in data engagement, contextual and pedagogical knowledge, and openness and improvement-oriented dispositions - Partners in participatory evaluation demonstrated capacities in data engagement, contextual and pedagogical knowledge, and openness and improvement-oriented dispositions
• Pass@1 is not a sufficient success metric for soft barriers because it conflates successful barriers with model generation failures - Pass@1 is not a sufficient success metric for soft barriers because it conflates successful barriers with model generation failures
• Passage cohesion showed no effect on delayed recall; means showed greater recall from less cohesive passages - Passage cohesion showed no effect on delayed recall; means showed greater recall from less cohesive passages
• Passage familiarity (prior related knowledge) correlates .52 with recall, and only familiarity, not imageability, affected one-week delayed recall - Passage familiarity (prior related knowledge) correlates .52 with recall, and only familiarity, not imageability, affected one-week delayed recall
• Passing individual microphones discouraged some students from asking questions during telelectures - Passing individual microphones discouraged some students from asking questions during telelectures
• Passing rates improved from 1997 to 1998 in third and sixth grades, but retention rates did not decline because fewer students received waivers - Passing rates improved from 1997 to 1998 in third and sixth grades, but retention rates did not decline because fewer students received waivers
• Passing rates under the Chicago promotional policy increased in all three grades from 1997 to 1999, mostly during the school year rather than Summer Bridge - Passing rates under the Chicago promotional policy increased in all three grades from 1997 to 1999, mostly during the school year rather than Summer Bridge
• Passing the college algebra placement test near the cut-off and enrolling in dual enrollment college algebra was associated with a 16 percent higher likelihood of going to college - Passing the college algebra placement test near the cut-off and enrolling in dual enrollment college algebra was associated with a 16 percent higher likelihood of going to college
• Passive backdoor defense (SBD) effectiveness is distillation-dependent, degrading under persona-centric abstraction - Passive backdoor defense (SBD) effectiveness is distillation-dependent, degrading under persona-centric abstraction
• Passive dissemination approaches are generally ineffective and unlikely to result in professional behavior change - Passive dissemination approaches are generally ineffective and unlikely to result in professional behavior change
• Passive engagement within correctly classified Aid tasks is a detection-resistant mis-skilling pathway requiring expert epistemic auditing - Passive engagement within correctly classified Aid tasks is a detection-resistant mis-skilling pathway requiring expert epistemic auditing
• Passive instructional events such as texts do not explicitly prompt students to produce written or spoken output - Passive instructional events such as texts do not explicitly prompt students to produce written or spoken output
• Past copula style shifting occurs only between planned speech and unplanned speech - Past copula style shifting occurs only between planned speech and unplanned speech
• Past-test correlations exceed concurrent resolution scores, and JOLs rise for previously recalled items while falling for nonrecalled items - Past-test correlations exceed concurrent resolution scores, and JOLs rise for previously recalled items while falling for nonrecalled items
• Paternal inattention symptoms measured in early infancy predict adolescent N2 amplitude almost 17 years later, suggesting a parent-of-origin effect - Paternal inattention symptoms measured in early infancy predict adolescent N2 amplitude almost 17 years later, suggesting a parent-of-origin effect
• Path analysis showed material choice reasons tracked attributions: text was chosen for perceived high ability and effort, video for low evaluations of both - Path analysis showed material choice reasons tracked attributions: text was chosen for perceived high ability and effort, video for low evaluations of both
• Path analysis shows sleep disturbance relates to cognitive flexibility indirectly via inhibitory control and working memory, with a non-significant direct path - Path analysis shows sleep disturbance relates to cognitive flexibility indirectly via inhibitory control and working memory, with a non-significant direct path
• PATHS macro-level sequencing combines spiral and topical sequencing patterns - PATHS macro-level sequencing combines spiral and topical sequencing patterns
• PATHS spiral sequencing treats basic emotions as prerequisites for complex emotions across four levels of complexity - PATHS spiral sequencing treats basic emotions as prerequisites for complex emotions across four levels of complexity
• PATHS topical sequencing follows a general-to-detailed continuum, the Simplifying Conditions Method, and synonymous and antonymous relationships - PATHS topical sequencing follows a general-to-detailed continuum, the Simplifying Conditions Method, and synonymous and antonymous relationships
• Pathway use varied substantively by certification area: 73 percent of career and technical education additional certificate holders used the individual evaluation pathway, and 57 percent of health education holders used the alternative in-state pathway - Pathway use varied substantively by certification area: 73 percent of career and technical education additional certificate holders used the individual evaluation pathway, and 57 percent of health edu
• Pathways thinking strengthens the inconsistency–challenge appraisal link and the positive conditional indirect effect, but does not significantly weaken the hindrance pathway - Pathways thinking strengthens the inconsistency–challenge appraisal link and the positive conditional indirect effect, but does not significantly weaken the hindrance pathway
• Patient history recall was near ceiling in both conditions, with significant decline over two weeks but no difference between genAI and ePBLM conditions - Patient history recall was near ceiling in both conditions, with significant decline over two weeks but no difference between genAI and ePBLM conditions
• Pattern-based KC similarity retrieves bundle-aligned programming learning items better than code-embedding and other KC baselines in both retrieval directions - Pattern-based KC similarity retrieves bundle-aligned programming learning items better than code-embedding and other KC baselines in both retrieval directions
• Patterns of emergent leadership differed across disciplinary content areas, with some students leading in math but not history - Patterns of emergent leadership differed across disciplinary content areas, with some students leading in math but not history
• Patterns of GPA decline varied widely across high schools, suggesting school environment plays an important role in the transition - Patterns of GPA decline varied widely across high schools, suggesting school environment plays an important role in the transition
• Patterns of SRL and SSRL behaviors among medical trainees predict electrodermal activity at distinct stages of high-fidelity simulation training - Patterns of SRL and SSRL behaviors among medical trainees predict electrodermal activity at distinct stages of high-fidelity simulation training
• Paying middle-school students for attendance, behavior, uniforms, and homework yields marginally significant reading gains and non-significant math gains in Washington, DC - Paying middle-school students for attendance, behavior, uniforms, and homework yields marginally significant reading gains and non-significant math gains in Washington, DC
• Paying ninth graders for course grades increases GPA but not achievement test scores in Chicago - Paying ninth graders for course grades increases GPA but not achievement test scores in Chicago
• Paying second-grade students to read books increases reading comprehension by roughly 0.18–0.25 standard deviations in Dallas - Paying second-grade students to read books increases reading comprehension by roughly 0.18–0.25 standard deviations in Dallas
• Paying students for performance on standardized tests or for course grades does not increase achievement test scores in urban public schools - Paying students for performance on standardized tests or for course grades does not increase achievement test scores in urban public schools
• Payne argues that color-blind ideology in schools precludes discussion of how outcomes and privilege are distributed by race - Color-blind ideology in schools precludes discussion of how outcomes and privilege are distributed by race
• Payne suspects that a school's inability to talk openly about race predicts its capacity for change - A school's inability to talk openly about race is a proxy for its general capacity for change
• PBIS effects on collegial leadership and institutional integrity were significant only when implementation fidelity was included in the model - PBIS effects on collegial leadership and institutional integrity were significant only when implementation fidelity was included in the model
• PBIS implementation is associated with significant pre-to-post reductions in externalizing and total problem behaviors of students with ED in self-contained settings - PBIS implementation is associated with significant pre-to-post reductions in externalizing and total problem behaviors of students with ED in self-contained settings
• PBIS improves staff-reported overall school organizational health, resource influence, staff affiliation, and academic emphasis over a 5-year randomized trial - PBIS improves staff-reported overall school organizational health, resource influence, staff affiliation, and academic emphasis over a 5-year randomized trial
• PBL group discussion during problem analysis mainly concerns theory building, with less data exploration and meta-reasoning - PBL group discussion during problem analysis mainly concerns theory building, with less data exploration and meta-reasoning
• PBL is superior to conventional instruction for long-term retention, according to a meta-synthesis of meta-analyses - PBL is superior to conventional instruction for long-term retention, according to a meta-synthesis of meta-analyses
• PBL is superior to conventional instruction for skill development and for satisfaction of students and teachers - PBL is superior to conventional instruction for skill development and for satisfaction of students and teachers
• PBL offers potential to help students develop flexible understanding and lifelong learning skills - PBL offers potential to help students develop flexible understanding and lifelong learning skills
• PBL's empirical evidence base is equivocal, attributed by the essay to implementation failures rather than design flaws - PBL's empirical evidence base is equivocal, attributed by the essay to implementation failures rather than design flaws
• PCA metacognitive suggestions improve consensus reaching, task division and reciprocal interaction during collaboration - PCA metacognitive suggestions improve consensus reaching, task division and reciprocal interaction during collaboration
• PCK and CK of secondary mathematics teachers can be distinguished empirically - PCK and CK of secondary mathematics teachers can be distinguished empirically
• PD support type and salience depends on a teacher team's current phase in the adaptive learning cycle
• PD-assigned teachers reported using significantly more research-based literacy pedagogical practices than control teachers - PD-assigned teachers reported using significantly more research-based literacy pedagogical practices than control teachers
• PDE studies embodying the four design principles most strongly were associated with the strongest PDE outcomes - PDE studies embodying the four design principles most strongly were associated with the strongest PDE outcomes
• PDSA testing of instructional routines provided a durable structure for teachers to reflect on and improve instruction over time - PDSA testing of instructional routines provided a durable structure for teachers to reflect on and improve instruction over time
• Pe amplitude on error trials relates to post-error accuracy, but Pe does not mediate the mindset–post-error accuracy link in children - Pe amplitude on error trials relates to post-error accuracy, but Pe does not mediate the mindset–post-error accuracy link in children
• PECS and speech-generating devices produced larger effects than other picture-based AAC systems, which nonetheless showed small effects - PECS and speech-generating devices produced larger effects than other picture-based AAC systems, which nonetheless showed small effects
• Pedagogical agents as coaches and tutors are most useful with novice learners, while virtual role-players benefit learners across expertise levels - Pedagogical agents as coaches and tutors are most useful with novice learners, while virtual role-players benefit learners across expertise levels
• Pedagogical agents do not significantly affect learners' engagement (g = -0.02, non-significant) - Pedagogical agents do not significantly affect learners' engagement (g = -0.02, non-significant)
• Pedagogical agents do not significantly affect learners' value beliefs (g = 0.09, non-significant) - Pedagogical agents do not significantly affect learners' value beliefs (g = 0.09, non-significant)
• Pedagogical agents enhance learning compared with learning environments that do not feature agents - Pedagogical agents enhance learning compared with learning environments that do not feature agents
• Pedagogical agents have a small, statistically significant positive effect on learners' broadly defined 'motivation' (g = 0.20) - Pedagogical agents have a small, statistically significant positive effect on learners' broadly defined 'motivation' (g = 0.20)
• Pedagogical agents show a small-to-moderate but non-significant effect on learners' utility beliefs (g = 0.34, p = 0.05) - Pedagogical agents show a small-to-moderate but non-significant effect on learners' utility beliefs (g = 0.34, p = 0.05)
• Pedagogical agents show essentially no effect on learners' intrinsic motivation (g = 0.00) - Pedagogical agents show essentially no effect on learners' intrinsic motivation (g = 0.00)
• Pedagogical agents significantly improve learners' interest (g = 0.30), with the effect depending on the type of control condition - Pedagogical agents significantly improve learners' interest (g = 0.30), with the effect depending on the type of control condition
• Pedagogical agents significantly improve learners' self-efficacy expectations (g = 0.29), with effects moderated by grade level, facial expressions, and reliability reporting - Pedagogical agents significantly improve learners' self-efficacy expectations (g = 0.29), with effects moderated by grade level, facial expressions, and reliability reporting
• Pedagogical AI competence is positively associated with teachers' AI use - Pedagogical AI competence is positively associated with teachers' AI use
• Pedagogical challenges inherent in distance and online learning must be considered in instructional design and software development - Pedagogical challenges inherent in distance and online learning must be considered in instructional design and software development
• Pedagogical considerations and workload reduction potential are additional factors influencing teachers' acceptance of AI-EdTech, beyond trust - Pedagogical considerations and workload reduction potential are additional factors influencing teachers' acceptance of AI-EdTech, beyond trust
• Pedagogical experts tutoring in biology generated less deep learning than less pedagogically expert, more interactive tutors - Pedagogical experts tutoring in biology generated less deep learning than less pedagogically expert, more interactive tutors
• Pedagogical interventions and scaffolds increase learners' use of self-regulated reading strategies - Pedagogical interventions and scaffolds increase learners' use of self-regulated reading strategies
• Pedagogical tool significantly moderates the CT gender gap, with programming and robots associated with male-favoring gaps and other tools (e.g., web-based) showing a negative significant effect - Pedagogical tool significantly moderates the CT gender gap, with programming and robots associated with male-favoring gaps and other tools (e.g., web-based) showing a negative significant effect
• Pedagogical-criterion breakdown shows worked examples in only about 42% of responses, the weakest criterion despite 312 practice problems in the knowledge base - Pedagogical-criterion breakdown shows worked examples in only about 42% of responses, the weakest criterion despite 312 practice problems in the knowledge base
• Pedagogically desired feedback is engaged with more (higher RelScore), but pedagogical quality shows little relation to whether actions are applied correctly (SuccScore) - Pedagogically desired feedback is engaged with more (higher RelScore), but pedagogical quality shows little relation to whether actions are applied correctly (SuccScore)
• Pedagogically instructed preschoolers perform fewer kinds of actions and discover fewer non-demonstrated functions of a novel toy than children in non-pedagogical conditions - Pedagogically instructed preschoolers perform fewer kinds of actions and discover fewer non-demonstrated functions of a novel toy than children in non-pedagogical conditions
• Pedagogically scaffolded generative AI in design thinking education augments rather than replaces human judgment - Pedagogically scaffolded generative AI in design thinking education augments rather than replaces human judgment
• Pedagogy and production dimensions associated most strongly with global quality (Spearman ρ = 0.68 and 0.66), while content was relatively independent (ρ = 0.46) - Pedagogy and production dimensions associated most strongly with global quality (Spearman ρ = 0.68 and 0.66), while content was relatively independent (ρ = 0.46)
• Pedagogy experts prefer LearnLM over contemporaneous flagship models across comparative assessment categories - Pedagogy experts prefer LearnLM over contemporaneous flagship models across comparative assessment categories
• Pedagogy has developed for average and subnormal children but still lacks a pedagogy of supernormal children - Pedagogy has developed for average and subnormal children but still lacks a pedagogy of supernormal children
• Peer AI use diminished some students' sense of their own effort's value through social comparison, independent of their own AI use - Peer AI use diminished some students' sense of their own effort's value through social comparison, independent of their own AI use
• Peer and self-assessment both show significant effects on academic performance with no significant difference between their impacts - Peer and self-assessment both show significant effects on academic performance with no significant difference between their impacts
• Peer answering in the hybrid support system was fast where it occurred: 70.3% of peer-answered queries closed within one hour, against 1.9% of administrator-answered and 14.8% of script-closed queries - Peer answering in the hybrid support system was fast where it occurred: 70.3% of peer-answered queries closed within one hour, against 1.9% of administrator-answered and 14.8% of script-closed queries
• Peer assessment improves academic performance by a small average amount relative to no assessment or to teacher assessment
• Peer assessment is equivalent to teacher assessment for exact-science exams with clear marking schemes - Peer assessment is equivalent to teacher assessment for exact-science exams with clear marking schemes
• Peer assessment of oral presentations improves self-concept relative to control and improves presentation performance, but outcome studies remain few - Peer assessment of oral presentations improves self-concept relative to control and improves presentation performance, but outcome studies remain few
• Peer assessment of professional skills shows adequate reliability including in medicine, with outcomes generally at least equivalent to teacher assessment - Peer assessment of professional skills shows adequate reliability including in medicine, with outcomes generally at least equivalent to teacher assessment
• Peer assessment of writing yields outcomes at least as good as teacher assessment and sometimes better - Peer assessment of writing yields outcomes at least as good as teacher assessment and sometimes better
• Peer assessment skills are complex and not automatically acquired, so training and guidance are a crucial design variable - Peer assessment skills are complex and not automatically acquired, so training and guidance are a crucial design variable
• Peer assessment through tests, marks, and grades produces learning gains and reduced anxiety, with most participants reporting learning benefits - Peer assessment through tests, marks, and grades produces learning gains and reduced anxiety, with most participants reporting learning benefits
• Peer assessment-based game development improves students' perceptions of the use of educational computer games - Peer assessment-based game development improves students' perceptions of the use of educational computer games
• Peer conflicts did not always produce conceptual change; they appeared to work only for students prepared to reflect on and reconstruct their conceptions - Peer conflicts did not always produce conceptual change; they appeared to work only for students prepared to reflect on and reconstruct their conceptions
• Peer discussion and poster activities prompted students to articulate and revise their ideas, with metaconceptual awareness and evaluation observed - Peer discussion and poster activities prompted students to articulate and revise their ideas, with metaconceptual awareness and evaluation observed
• Peer Discussion Improves Conceptual Understanding
• Peer discussion leading to individual resolving of an incorrect solution was interpreted as cognitive engagement favouring learning, co-occurring with peaking situational stress - Peer discussion leading to individual resolving of an incorrect solution was interpreted as cognitive engagement favouring learning, co-occurring with peaking situational stress
• Peer exposure to suspensions does not change peer absences - Peer exposure to suspensions does not change peer absences
• Peer Feedback Improves Writing
• Peer feedback promoted critical reflection, collaboration and engagement, but students doubted its reliability because peers were statistics beginners - Peer feedback promoted critical reflection, collaboration and engagement, but students doubted its reliability because peers were statistics beginners
• Peer grading behaviors do not significantly predict project performance for assessors or assessees - Peer grading behaviors do not significantly predict project performance for assessors or assessees
• Peer group descriptive norms and social cohesion socialize individual children's prosocial and aggressive behavior over time - Peer group descriptive norms and social cohesion socialize individual children's prosocial and aggressive behavior over time
• Peer instruction is less effective than explicit teacher creativity teaching for lower-level students - Peer instruction is less effective than explicit teacher creativity teaching for lower-level students
• Peer interactions supported both children's metacognitive tasks and strategies, with children organizing performance using others' directions and evaluating others' performance - Peer interactions supported both children's metacognitive tasks and strategies, with children organizing performance using others' directions and evaluating others' performance
• Peer marks and grades show acceptably high reliability with teachers' marks in most comparison studies, but a substantial minority report low reliability - Peer marks and grades show acceptably high reliability with teachers' marks in most comparison studies, but a substantial minority report low reliability
• Peer marks correlate with teacher marks, with a mean correlation of 0.69 across studies in a meta-analysis - Peer marks correlate with teacher marks, with a mean correlation of 0.69 across studies in a meta-analysis
• Peer mentoring shows a trend toward higher posttest social justice attitudes - Peer mentoring shows a trend toward higher posttest social justice attitudes
• Peer mindsets are socially transmissible: a recent meta-analysis links peers' mindsets to students' own mindsets - Peer mindsets are socially transmissible: a recent meta-analysis links peers' mindsets to students' own mindsets
• Peer models raised self-efficacy and skill better than teacher models, but model-competence findings conflict across studies - Peer models raised self-efficacy and skill better than teacher models, but model-competence findings conflict across studies
• Peer monitoring among MBA learners goes beyond CoI social presence by involving professionally relevant evaluation of peers' contributions - Peer monitoring among MBA learners goes beyond CoI social presence by involving professionally relevant evaluation of peers' contributions
• Peer norms can deny access to identity positions and stigmatize positions adolescents would otherwise take up - Peer norms can deny access to identity positions and stigmatize positions adolescents would otherwise take up
• Peer outcomes following a district suspension reform varied with school-level implementation - Peer outcomes following a district suspension reform varied with school-level implementation
• Peer pairing increases English learners' peer-directed language behavior but shows no significant effect on listening comprehension or teacher-directed language (Jun-Aust, 1985) - Peer pairing increases English learners' peer-directed language behavior but shows no significant effect on listening comprehension or teacher-directed language (Jun-Aust, 1985)
• Peer pairing, peer tutoring, and small collaborative/cooperative groupings improved MLs' English phonological awareness, decoding, and fluency across grade levels - Peer pairing, peer tutoring, and small collaborative/cooperative groupings improved MLs' English phonological awareness, decoding, and fluency across grade levels
• Peer problems are the only statistically significant predictor of reading comprehension scores among hyperactivity, conduct problems, and peer problems - Peer problems are the only statistically significant predictor of reading comprehension scores among hyperactivity, conduct problems, and peer problems
• Peer problems at age 16 mediate the association between childhood ADHD symptoms and late-adolescent depressive symptoms - Peer problems at age 16 mediate the association between childhood ADHD symptoms and late-adolescent depressive symptoms
• Peer problems at age 9.5 mediate the association between childhood ADHD and depressive symptoms at age 13 - Peer problems at age 9.5 mediate the association between childhood ADHD and depressive symptoms at age 13
• Peer problems show a significant inverse correlation with reading comprehension (r = -.304) - Peer problems show a significant inverse correlation with reading comprehension (r = -.304)
• Peer programs, including cooperative learning strategies, were concluded to be the single most effective school-based approach for reducing youth alcohol and drug use - Peer programs, including cooperative learning strategies, were concluded to be the single most effective school-based approach for reducing youth alcohol and drug use
• Peer ratings of programming assignments correlated significantly with instructor ratings, with students more accurate on objective than subjective judgements - Peer ratings of programming assignments correlated significantly with instructor ratings, with students more accurate on objective than subjective judgements
• Peer reflective groups encourage student teachers to challenge existing theories and model collaborative professional development - Peer reflective groups encourage student teachers to challenge existing theories and model collaborative professional development
• Peer rejection incrementally predicts subsequent behavioral, emotional, and academic maladjustment in children with ADHD beyond ADHD status itself - Peer rejection incrementally predicts subsequent behavioral, emotional, and academic maladjustment in children with ADHD beyond ADHD status itself
• Peer rejection is negatively related to later language competence only for children with above-median teacher-child conflict, not below-median conflict - Peer rejection is negatively related to later language competence only for children with above-median teacher-child conflict, not below-median conflict
• Peer rejection is negatively related to later language competence only for children with below-median teacher-child closeness, not above-median closeness - Peer rejection is negatively related to later language competence only for children with below-median teacher-child closeness, not above-median closeness
• Peer rejection shows a significant negative correlation with language competence but no main effect on later language competence after controls - Peer rejection shows a significant negative correlation with language competence but no main effect on later language competence after controls
• Peer response groups increase the number of idea units in English learners' writing but show no significant effect on composition quality or sentences written (Prater & Bermudez, 1993) - Peer response groups increase the number of idea units in English learners' writing but show no significant effect on composition quality or sentences written (Prater & Bermudez, 1993)
• Peer support for academic work declines as Chicago students move from sixth through tenth grade - Peer support for academic work declines as Chicago students move from sixth through tenth grade
• Peer Tutoring and Response Groups has positive effects on English language development for English language learners, with an average improvement index of +17 percentile points - Peer Tutoring and Response Groups has positive effects on English language development for English language learners, with an average improvement index of +17 percentile points
• Peer tutoring has theoretical advantages as a teaching and learning method in higher education - Peer tutoring has theoretical advantages as a teaching and learning method in higher education
• Peer Tutoring Improves Achievement
• Peer tutors evaluated the group's functioning more extensively than staff tutors, and this behavior declined over curriculum years for both - Peer tutors evaluated the group's functioning more extensively than staff tutors, and this behavior declined over curriculum years for both
• Peer victimization is associated with more school absences and lower grades and achievement among school-aged students - Peer victimization is associated with more school absences and lower grades and achievement among school-aged students
• Peer victimization shows no statistically significant association with the level or change of either controlled or autonomous academic motivation across the secondary school transition - Peer victimization shows no statistically significant association with the level or change of either controlled or autonomous academic motivation across the secondary school transition
• Peer-assisted instruction and small-group instruction by adults have statistically significant, robust short-term effects (ES about 0.35–0.45) for K-6 struggling students - Peer-assisted instruction and small-group instruction by adults have statistically significant, robust short-term effects (ES about 0.35–0.45) for K-6 struggling students
• Peer-assisted learning interventions improve achievement for elementary students
• Peer-Assisted Literacy Strategies showed a substantively important positive (but statistically non-significant) effect on WRMT-R Passage Comprehension for first graders - Peer-Assisted Literacy Strategies showed a substantively important positive (but statistically non-significant) effect on WRMT-R Passage Comprehension for first graders
• Peer-expert modeling videos interspersed with instructional guidance produce significant medium-to-large positive effects on IPS performance compared to practice-only groups - Peer-expert modeling videos interspersed with instructional guidance produce significant medium-to-large positive effects on IPS performance compared to practice-only groups
• Peer-feedback revisions shift toward a more contractive dialogic stance while AI-generated revisions keep a relatively balanced Contract–Expand distribution - Peer-feedback revisions shift toward a more contractive dialogic stance while AI-generated revisions keep a relatively balanced Contract–Expand distribution
• Peer-nominated aggressive behavior varies widely between children, with physical aggression nominations ranging up to all classmates - Peer-nominated aggressive behavior varies widely between children, with physical aggression nominations ranging up to all classmates
• Peer-problem mediation of the ADHD–depression link is not driven entirely by victimisation - Peer-problem mediation of the ADHD–depression link is not driven entirely by victimisation
• Peer-related help-seeking and learner-learner engagement strategies appear less often in profiles of students with lower digital distraction - Peer-related help-seeking and learner-learner engagement strategies appear less often in profiles of students with lower digital distraction
• Peer-reviewed literature on Two-Eyed Seeing in P-20 education is concentrated in Canada and published between 2009 and 2021 - Peer-reviewed literature on Two-Eyed Seeing in P-20 education is concentrated in Canada and published between 2009 and 2021
• Peer-reviewed research and industry research describe soft skills that employers seek in new hires - Peer-reviewed research and industry research describe soft skills that employers seek in new hires
• Peer-teaching flipped classroom students show higher calculus conceptual understanding than conventional flipped classroom students after controlling for pretest - Peer-teaching flipped classroom students show higher calculus conceptual understanding than conventional flipped classroom students after controlling for pretest
• Peer-teaching flipped classroom students show higher calculus self-efficacy than conventional flipped classroom students after controlling for pretest - Peer-teaching flipped classroom students show higher calculus self-efficacy than conventional flipped classroom students after controlling for pretest
• Peer-to-peer prompts show promising effects on collaborative argumentation, consensus, and perceived efficacy, suggesting new roles for peer learning in classrooms - Peer-to-peer prompts show promising effects on collaborative argumentation, consensus, and perceived efficacy, suggesting new roles for peer learning in classrooms
• Peers hold the most negative automatic judgments about children displaying hyperactive/impulsive behaviors, and the ADHD label itself evokes social devaluation - Peers hold the most negative automatic judgments about children displaying hyperactive/impulsive behaviors, and the ADHD label itself evokes social devaluation