Claims: S 5

A 1 · A 2 · A 3 · A 4 · A 5 · A 6 · A 7 · A 8 · B 1 · B 2 · C 1 · C 2 · C 3 · C 4 · C 5 · C 6 · D 1 · D 2 · D 3 · E 1 · E 2 · E 3 · E 4 · F 1 · F 2 · F 3 · G 1 · G 2 · H 1 · H 2 · I 1 · I 2 · I 3 · I 4 · I 5 · J · K · L 1 · L 2 · L 3 · M 1 · M 2 · M 3 · M 4 · N 1 · N 2 · O 1 · O 2 · P 1 · P 2 · P 3 · P 4 · P 5 · Q · R 1 · R 2 · R 3 · S 1 · S 2 · S 3 · S 4 · S 5 · S 6 · S 7 · S 8 · T 1 · T 2 · T 3 · T 4 · T 5 · T 6 · T 7 · T 8 · T 9 · T 10 · U · V · W 1 · W 2 · X · Y · Z · 0-9

• Strength-based learning groups support educators to create equitable learning environments for economically marginalized students - Strength-based learning groups support educators to create equitable learning environments for economically marginalized students
• Strengthening an agent's empathic persona did not translate into broader knowledge delivery: the revised family-member agent had high role-play quality but the lowest knowledge coverage - Strengthening an agent's empathic persona did not translate into broader knowledge delivery: the revised family-member agent had high role-play quality but the lowest knowledge coverage
• Strengthening the student-educator relationship can contribute positively to marginalised students' self-efficacy and sense of belonging in higher education - Strengthening the student-educator relationship can contribute positively to marginalised students' self-efficacy and sense of belonging in higher education
• Stress awareness improved to a greater extent in the rhythm-trained groups in readers with and without difficulties - Stress awareness improved to a greater extent in the rhythm-trained groups in readers with and without difficulties
• Stress reduction did not mediate the nature–working memory effect in the one study testing it, which proposed a direct impact of nature exposure instead - Stress reduction did not mediate the nature–working memory effect in the one study testing it, which proposed a direct impact of nature exposure instead
• Stress-adapted children possess hidden talents that educators can take advantage of - Stress-adapted children possess hidden talents that educators can take advantage of
• Stress-exposed adolescents fail to follow the optimal exploratory strategy of initial indiscriminate responding - Stress-exposed adolescents fail to follow the optimal exploratory strategy of initial indiscriminate responding
• Stress-exposed adolescents learn reward-punishment associations more slowly than controls during acquisition - Stress-exposed adolescents learn reward-punishment associations more slowly than controls during acquisition
• Stress-exposed adolescents show abnormal neural activation in learning- and attention-related regions - Stress-exposed adolescents show abnormal neural activation in learning- and attention-related regions
• Stress-exposed adolescents show impaired cognitive flexibility in reversal learning - Stress-exposed adolescents show impaired cognitive flexibility in reversal learning
• Strict AI prohibitions can intensify students' moral conflict without preventing AI use - Strict AI prohibitions can intensify students' moral conflict without preventing AI use
• Strict class size caps raise per-student staffing costs as enrollment shrinks—a worked example shows a 44 percent cost increase when 1st grade enrollment falls from 75 to 52 students - Strict class size caps raise per-student staffing costs as enrollment shrinks—a worked example shows a 44 percent cost increase when 1st grade enrollment falls from 75 to 52 students
• Strict emotional regimes contribute to the production of vulnerability that can precipitate deficit narratives from asset-oriented teachers - Strict emotional regimes contribute to the production of vulnerability that can precipitate deficit narratives from asset-oriented teachers
• Stricter, longer lockdowns are associated with increases (or smaller declines) in students' expected protest participation, strongest for legal protest - Stricter, longer lockdowns are associated with increases (or smaller declines) in students' expected protest participation, strongest for legal protest
• Strong acquisition tasks explicating the organization produce better internalization than weak tasks asking only for a structured summary - Strong acquisition tasks explicating the organization produce better internalization than weak tasks asking only for a structured summary
• Strong early-warning monitoring systems paired with strong norms and routines help students recover emotionally and engage academically - Strong early-warning monitoring systems paired with strong norms and routines help students recover emotionally and engage academically
• Strong guidance and repetition may be needed to discover what cannot be told (Trninic's martial arts case) - Strong guidance and repetition may be needed to discover what cannot be told (Trninic's martial arts case)
• Strong instructional program coherence is uncommon among Chicago elementary schools - Strong instructional program coherence is uncommon among Chicago elementary schools
• Strong leadership is central to rapid school improvement, per the article's summary of research - Strong leadership is central to rapid school improvement, per the article's summary of research
• Strong local community connections and commitment can provide one of the biggest boosts to rural school turnaround efforts - Strong local community connections and commitment can provide one of the biggest boosts to rural school turnaround efforts
• Strong mentoring is linked to novice elementary teachers being 25 percentage points more likely to plan to remain in the same school, with a similar but non-significant pattern for high school teachers - Strong mentoring is linked to novice elementary teachers being 25 percentage points more likely to plan to remain in the same school, with a similar but non-significant pattern for high school teacher
• Strong personalized student supports tend to accompany strong freshman course performance but may not be essential - Strong personalized student supports tend to accompany strong freshman course performance but may not be essential
• Strong relational trust and cooperative adult effort distinguish improving schools from schools with flat or declining test scores - Strong relational trust and cooperative adult effort distinguish improving schools from schools with flat or declining test scores
• Strong relationships and supportive conditions can offset the effects of trauma on learning and behavior - Strong relationships and supportive conditions can offset the effects of trauma on learning and behavior
• Strong school academic culture (academic press and college-going culture) raises ACT scores by about 0.6 points after controlling for prior PLAN scores - Strong school academic culture (academic press and college-going culture) raises ACT scores by about 0.6 points after controlling for prior PLAN scores
• Strong scores and growth on the 5Essentials Survey predict student success measures including GPA, attendance, test scores, and college enrollment - Strong scores and growth on the 5Essentials Survey predict student success measures including GPA, attendance, test scores, and college enrollment
• Strong student–tutor relationships and a sense of belonging characterized tutoring programs with high attendance and positive learning effects - Strong student–tutor relationships and a sense of belonging characterized tutoring programs with high attendance and positive learning effects
• Strong, consistent early childhood leadership coupled with long-term strategic planning is essential to local preschool system coherence in mixed delivery systems - Strong, consistent early childhood leadership coupled with long-term strategic planning is essential to local preschool system coherence in mixed delivery systems
• Stronger between-domain effects in the I/E model versions are associated with stronger changes in within-domain effects after controlling for the between-domain effects - Stronger between-domain effects in the I/E model versions are associated with stronger changes in within-domain effects after controlling for the between-domain effects
• Stronger cognitive decline is associated with greater likelihood of low health literacy, but only memory decline remains significant after adjusting for educational level - Stronger cognitive decline is associated with greater likelihood of low health literacy, but only memory decline remains significant after adjusting for educational level
• Stronger eco-mindedness raises initial eco-mode preference, but this advantage diminishes as response latency increases - Stronger eco-mindedness raises initial eco-mode preference, but this advantage diminishes as response latency increases
• Stronger executive function is concurrently associated with greater cognitive reappraisal and less expressive suppression in adolescents - Stronger executive function is concurrently associated with greater cognitive reappraisal and less expressive suppression in adolescents
• Stronger positive emotions are associated with less underconfident postdictions, and anxiety and shame with more underconfident postdictions - Stronger positive emotions are associated with less underconfident postdictions, and anxiety and shame with more underconfident postdictions
• Stronger positive emotions are associated with more overconfident predictions, and stronger negative emotions (anxiety, shame, hopelessness) with more underconfident predictions - Stronger positive emotions are associated with more overconfident predictions, and stronger negative emotions (anxiety, shame, hopelessness) with more underconfident predictions
• Stronger problem-solving capability predicts lower misconception faithfulness: flip rate under generic feedback correlates negatively with SFS (Pearson r = -0.94, p = 0.002) - Stronger problem-solving capability predicts lower misconception faithfulness: flip rate under generic feedback correlates negatively with SFS (Pearson r = -0.94, p = 0.002)
• Stronger reward manipulations are predicted to yield learning gains with higher likelihood (magnitude-of-change condition) - Stronger reward manipulations are predicted to yield learning gains with higher likelihood (magnitude-of-change condition)
• Stronger self-reported SRL skills manifest in more revisiting of previously completed course materials, especially assessments - Stronger self-reported SRL skills manifest in more revisiting of previously completed course materials, especially assessments
• Stronger verbal convergent thinking is associated with better mathematical problem performance in Dutch 9–13-year-olds - Stronger verbal convergent thinking is associated with better mathematical problem performance in Dutch 9–13-year-olds
• Stronger working relationships emerged among highest-level central office administrators, but rifts and skepticism about systemic change remained among other staff - Stronger working relationships emerged among highest-level central office administrators, but rifts and skepticism about systemic change remained among other staff
• Strongest LLMs reach only about 29.5% final pass rate on Basic Education KC planning and drop to 14.6% on Higher Education - Strongest LLMs reach only about 29.5% final pass rate on Basic Education KC planning and drop to 14.6% on Higher Education
• Strongly organized ECE programs create contexts more supportive of teaching, learning, and family engagement than weakly organized programs - Strongly organized ECE programs create contexts more supportive of teaching, learning, and family engagement than weakly organized programs
• Stroop inhibition correlates with linguistic competition resolution in bilinguals but not monolinguals - Stroop inhibition correlates with linguistic competition resolution in bilinguals but not monolinguals
• StructRAG achieves 89.3% question-level accuracy and 93.0% edge-level F1 on 1,650 STEM diagram questions, outperforming OCR+CV, GPT-4 graph-only, direct-image GPT-4o, and ablated variants - StructRAG achieves 89.3% question-level accuracy and 93.0% edge-level F1 on 1,650 STEM diagram questions, outperforming OCR+CV, GPT-4 graph-only, direct-image GPT-4o, and ablated variants
• Structural and dynamical future-scaffolding skills appeared in teachers' visions, led by causal-relationship identification and present-future shifting - Structural and dynamical future-scaffolding skills appeared in teachers' visions, led by causal-relationship identification and present-future shifting
• Structural and fiscal conditions—including grade-3 class-size incentive cliffs and declining enrollment—jeopardize the bilingual teacher pipeline and program sustainability - Structural and fiscal conditions—including grade-3 class-size incentive cliffs and declining enrollment—jeopardize the bilingual teacher pipeline and program sustainability
• Structural barriers — fragmented health systems, insufficient reimbursement and workforce shortages — constrain integration of psychological care in diabetes services - Structural barriers — fragmented health systems, insufficient reimbursement and workforce shortages — constrain integration of psychological care in diabetes services
• Structural equation models of RIF platform data support mental rotation and visualisation task groups as two discrete factors - Structural equation models of RIF platform data support mental rotation and visualisation task groups as two discrete factors
• Structural family characteristics and parental beliefs and interests each significantly positively predict preschool children's social–emotional competence - Structural family characteristics and parental beliefs and interests each significantly positively predict preschool children's social–emotional competence
• Structural features of child-directed speech—isolated words, short sentence frames, and repetition—facilitate word segmentation, processing, and word learning - Structural features of child-directed speech—isolated words, short sentence frames, and repetition—facilitate word segmentation, processing, and word learning
• Structural Fragmentation of HRM Functions Impedes Strategic Coordination in School Districts - Structural Fragmentation of HRM Functions Impedes Strategic Coordination in School Districts
• Structural misalignment: learning-oriented goals are predominantly operationalized through performance-driven theories and modular customization - Structural misalignment: learning-oriented goals are predominantly operationalized through performance-driven theories and modular customization
• Structural paths are stable when continued-use intention and current use are modeled as separate outcomes, and AI anxiety is not directly related to continued use - Structural paths are stable when continued-use intention and current use are modeled as separate outcomes, and AI anxiety is not directly related to continued use
• Structural paths did not differ significantly across AI usage-frequency groups, though exploratory coefficients varied numerically - Structural paths did not differ significantly across AI usage-frequency groups, though exploratory coefficients varied numerically
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies - Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies
• Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies, and doubting students risk inadequate regulation - Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies, and doubting students risk inadequate regulation
• Structural signals show no consistent recall benefits but can aid deeper understanding measured by problem-solving tests - Structural signals show no consistent recall benefits but can aid deeper understanding measured by problem-solving tests
• Structural stability in the model is decided by a convex hull constraint on the resultant center of mass - Structural stability in the model is decided by a convex hull constraint on the resultant center of mass
• Structural topic modeling identifies simulation decision points indicative of different equity mindsets across four digital teaching simulations - Structural topic modeling identifies simulation decision points indicative of different equity mindsets across four digital teaching simulations
• Structure and layout of the exam pages strongly contribute to the success of the multimodal grading method and, for now, appear to be required - Structure and layout of the exam pages strongly contribute to the success of the multimodal grading method and, for now, appear to be required
• Structure-emphasizing example sets, using varied cover stories across problem types, lead students to categorize problems by structure rather than surface features - Structure-emphasizing example sets, using varied cover stories across problem types, lead students to categorize problems by structure rather than surface features
• Structured AI-supported writing instruction produced a large posttest writing proficiency advantage over traditional instruction in Saudi EFL undergraduates - Structured AI-supported writing instruction produced a large posttest writing proficiency advantage over traditional instruction in Saudi EFL undergraduates
• Structured AI-supported writing instruction produced a very large posttest advantage in digital critical thinking/AI literacy (DCTS) over traditional instruction - Structured AI-supported writing instruction produced a very large posttest advantage in digital critical thinking/AI literacy (DCTS) over traditional instruction
• Structured and ill-structured mCSCL teaching methods show similar effects; competitive methods (TGT, STAD) were not significant - Structured and ill-structured mCSCL teaching methods show similar effects; competitive methods (TGT, STAD) were not significant
• Structured book synthesis outperforms matched independent document rephrasing (+1.17 mean), while rephrasing alone ties natural books - Structured book synthesis outperforms matched independent document rephrasing (+1.17 mean), while rephrasing alone ties natural books
• Structured CAI with spaced practice and spaced review produced better recall and retention than unstructured CAI - Structured CAI with spaced practice and spaced review produced better recall and retention than unstructured CAI
• Structured criteria in peer assessment are not shown to improve its effect on academic performance over freeform review
• Structured developmental annotation (CLARA) achieves stronger alignment with developmental references than readability-based and direct prompting baselines - Structured developmental annotation (CLARA) achieves stronger alignment with developmental references than readability-based and direct prompting baselines
• Structured GenAI scaffolding training raises sophomore STEM students' posttest CSEM electromagnetism scores over problem-solving training (d = 0.81) - Structured GenAI scaffolding training raises sophomore STEM students' posttest CSEM electromagnetism scores over problem-solving training (d = 0.81)
• Structured observations showed students were frequently engaged in on-task behaviors during circle meetings - Structured observations showed students were frequently engaged in on-task behaviors during circle meetings
• Structured opportunities to develop written language skills carry only minimal evidence, resting on two secondary-level studies - Structured opportunities to develop written language skills carry only minimal evidence, resting on two secondary-level studies
• Structured Peer Tutoring Outperforms Unstructured
• Structured prompting raises perceived interaction clarity and dependability but reduces perceived novelty of AI-supported learning - Structured prompting raises perceived interaction clarity and dependability but reduces perceived novelty of AI-supported learning
• Structured repetition gains in fluency depend on repeating the same task - Structured repetition gains in fluency depend on repeating the same task
• Structuring positive interdependence (role, reward, or both) did not affect posttest achievement for undergraduate business majors in asynchronous online small group work - Structuring positive interdependence (role, reward, or both) did not affect posttest achievement for undergraduate business majors in asynchronous online small group work
• Structuring the discovery process can outperform unstructured environments, but effects depend on learner characteristics and the knowledge test used - Structuring the discovery process can outperform unstructured environments, but effects depend on learner characteristics and the knowledge test used
• Structuring worked examples to emphasize subgoals, via labels or visual segmentation, enhances transfer to novel problems - Structuring worked examples to emphasize subgoals, via labels or visual segmentation, enhances transfer to novel problems
• Struggling adult readers made significant reading gains across all instructional groups, but all improvements were associated with small effect sizes - Struggling adult readers made significant reading gains across all instructional groups, but all improvements were associated with small effect sizes
• Struggling adult writers have relatively extensive knowledge about themselves as writers, distinguishing them from younger writers - Struggling adult writers have relatively extensive knowledge about themselves as writers, distinguishing them from younger writers
• Struggling adult writers show limited planning and revision in their writing process, similar to younger writers - Struggling adult writers show limited planning and revision in their writing process, similar to younger writers
• Struggling participants in the rule-based game initiated emergent facilitation — self-organized peer facilitation — which was fuelled by cognitive load, scope disturbances and high distance and supported first- and second-order learning - Struggling participants in the rule-based game initiated emergent facilitation — self-organized peer facilitation — which was fuelled by cognitive load, scope disturbances and high distance and suppor
• Struggling students were no more likely than peers to use a district's learning centers - Struggling students were no more likely than peers to use a district's learning centers
• Struggling to encode, retrieve, and reorganize information produces deeper comprehension and retention, and AI-supplied ready-made solutions short-circuit these processes - Struggling to encode, retrieve, and reorganize information produces deeper comprehension and retention, and AI-supplied ready-made solutions short-circuit these processes
• Struggling with a challenging task before receiving instruction prepares learners to benefit from explicit connections - Struggling with a challenging task before receiving instruction prepares learners to benefit from explicit connections
• Student academic ability varied across quarters but not systematically with changes in course structure - Student academic ability varied across quarters but not systematically with changes in course structure
• Student access to CS grew faster than school access because larger high schools were more likely to offer CS, reaching 92 percent of students by 2018 - Student access to CS grew faster than school access because larger high schools were more likely to offer CS, reaching 92 percent of students by 2018
• Student access to devices and internet rose from about 60 percent in March 2020 to at least 98 percent by March 2021 - Student access to devices and internet rose from about 60 percent in March 2020 to at least 98 percent by March 2021
• Student achievement at the start of the 2021-22 school year lagged pre-pandemic norms, especially in math - Student achievement at the start of the 2021-22 school year lagged pre-pandemic norms, especially in math
• Student achievement level, not ethnic background, predicted preservice teachers' text-versus-video material choice in Study 2 - Student achievement level, not ethnic background, predicted preservice teachers' text-versus-video material choice in Study 2
• Student achievement remained below typical-year levels in fall 2022, with full recovery projected several years away - Student achievement remained below typical-year levels in fall 2022, with full recovery projected several years away
• Student age and sample gender composition moderate associations between motivation antecedents and motivation types - Student age and sample gender composition moderate associations between motivation antecedents and motivation types
• Student AI competency achievement and curriculum-AI frontier alignment dominate the indicator-level priority ranking - Student AI competency achievement and curriculum-AI frontier alignment dominate the indicator-level priority ranking
• Student and teacher social validation feedback supported the strategy, with students reporting improved social lives, class engagement, and goal completion - Student and teacher social validation feedback supported the strategy, with students reporting improved social lives, class engagement, and goal completion
• Student anxiety under remote proctoring is mixed: some students report reduced anxiety from home comfort and no travel, while others face anxiety from connectivity issues and fear of wrongful accusations - Student anxiety under remote proctoring is mixed: some students report reduced anxiety from home comfort and no travel, while others face anxiety from connectivity issues and fear of wrongful accusati
• Student appraisals became more critical over the semester, with actionable-support themes falling from 67% to 43% - Student appraisals became more critical over the semester, with actionable-support themes falling from 67% to 43%
• Student argument quality in the game showed limits: one group discarded a hypothesis despite evidence still partially supporting it - Student argument quality in the game showed limits: one group discarded a hypothesis despite evidence still partially supporting it
• Student assessors led the pilot assessment of the Centering Students' Diverse Lived Experiences badge, shifting evaluation power toward student voice - Student assessors led the pilot assessment of the Centering Students' Diverse Lived Experiences badge, shifting evaluation power toward student voice
• Student attitudes toward learning English and school declined slightly over both pilots, with the decline in believing school is a good place to learn statistically significant in both districts - Student attitudes toward learning English and school declined slightly over both pilots, with the decline in believing school is a good place to learn statistically significant in both districts
• Student attributes showed no main effects on outcomes except interest in science in graphing, and did not interact with sequence - Student attributes showed no main effects on outcomes except interest in science in graphing, and did not interact with sequence
• Student awareness of improvement differed sharply by role: most co-designers noticed improvement, most control students noticed none - Student awareness of improvement differed sharply by role: most co-designers noticed improvement, most control students noticed none
• Student background characteristics are less strongly related to promotion power scores than to status measures - Student background characteristics are less strongly related to promotion power scores than to status measures
• Student backtracking before setting up the correct induction decreased across exercises in both deployments, indicating a learning curve - Student backtracking before setting up the correct induction decreased across exercises in both deployments, indicating a learning curve
• Student blogging supports transactive building and emergent common knowledge in a persistent community blogosphere - Student blogging supports transactive building and emergent common knowledge in a persistent community blogosphere
• Student burnout is positively associated with dropout intentions, with a pooled meta-analytic correlation of r+ = .46 - Student burnout is positively associated with dropout intentions, with a pooled meta-analytic correlation of r+ = .46
• Student bystanders' willingness to report threats is influenced by positive relationships with adults at school - Student bystanders' willingness to report threats is influenced by positive relationships with adults at school
• Student characteristics beyond prior knowledge bear on inquiry learning: inhibitory control predicts inquiry outcomes, and in one study a direct-instruction advantage over inquiry held only for students with low domain self-concept - Student characteristics beyond prior knowledge bear on inquiry learning: inhibitory control predicts inquiry outcomes, and in one study a direct-instruction advantage over inquiry held only for studen
• Student chat questions in the pilot were distributed across seven categories, dominated by study strategies (23%), conceptual quantum (20%), and mathematical formalism (17%) - Student chat questions in the pilot were distributed across seven categories, dominated by study strategies (23%), conceptual quantum (20%), and mathematical formalism (17%)
• Student chatbot queries were overwhelmingly task-oriented initial inquiries, dominated by definition requests and pasted assignment questions rather than iterative critique - Student chatbot queries were overwhelmingly task-oriented initial inquiries, dominated by definition requests and pasted assignment questions rather than iterative critique
• Student choice about learning content and path was limited: most teachers did not report high levels of student choice, and two-thirds to three-quarters of students reported sometimes, rarely, or never choosing - Student choice about learning content and path was limited: most teachers did not report high levels of student choice, and two-thirds to three-quarters of students reported sometimes, rarely, or neve
• Student choice is rare in authentic assessment designs while assigned, sometimes graded, self-reflection is more common - Student choice is rare in authentic assessment designs while assigned, sometimes graded, self-reflection is more common
• Student co-authorship and open-source release enacted epistemic equity, transitioning students from data sources to knowledge producers - Student co-authorship and open-source release enacted epistemic equity, transitioning students from data sources to knowledge producers
• Student cohorts in several MiC districts showed consistently higher mathematics achievement than the statewide average from 2015 to 2017, with wide district variability - Student cohorts in several MiC districts showed consistently higher mathematics achievement than the statewide average from 2015 to 2017, with wide district variability
• Student comments directing AI code generation are dominated by What comments, with How comments second and Why comments rare - Student comments directing AI code generation are dominated by What comments, with How comments second and Why comments rare
• Student deeper learning outcomes were positively and strongly correlated with ratings of deeper learning opportunities - Student deeper learning outcomes were positively and strongly correlated with ratings of deeper learning opportunities
• Student demographics affect parents' likelihood of selecting into a school - Student demographics affect parents' likelihood of selecting into a school
• Student demographics affect parents' perceptions of school quality - Student demographics affect parents' perceptions of school quality
• Student demographics and achievement levels affect early-career teacher mobility - Student demographics and achievement levels affect early-career teacher mobility
• Student demographics were not significantly related to civic commitment among Chicago public high school students - Student demographics were not significantly related to civic commitment among Chicago public high school students
• Student dialogue prompted educators to reconstruct teaching beliefs about assessment, debugging instruction, and active learning - Student dialogue prompted educators to reconstruct teaching beliefs about assessment, debugging instruction, and active learning
• Student discourse with a Socratic AI physics tutor concentrates sharply: of 357 consolidated categories, the top 25 cover roughly half of all student turns - Student discourse with a Socratic AI physics tutor concentrates sharply: of 357 consolidated categories, the top 25 cover roughly half of all student turns
• Student disengagement in adaptive learning platforms is linked to technical problems, boredom with long or irrelevant content, insufficient challenge and feedback, and declining engagement over time - Student disengagement in adaptive learning platforms is linked to technical problems, boredom with long or irrelevant content, insufficient challenge and feedback, and declining engagement over time
• Student disengagement on an adaptive interim assessment gradually increased across grade level - Student disengagement on an adaptive interim assessment gradually increased across grade level
• Student DP performance differed significantly across the three course deployments, with the paper-based DT3 exam scoring lowest, likely due to administration mode - Student DP performance differed significantly across the three course deployments, with the paper-based DT3 exam scoring lowest, likely due to administration mode
• Student dyads given planning software enacted changed practices not intended by designers or facilitators - Student dyads given planning software enacted changed practices not intended by designers or facilitators
• Student engagement in online courses is associated with satisfaction, motivation, reduced isolation, and improved performance - Student engagement in online courses is associated with satisfaction, motivation, reduced isolation, and improved performance
• Student engagement increased across all performance levels over three DBR cycles, with low-performing students moving from 7–10 teacher prompts per lesson to 95–100% sustained attention by Cycle 3 - Student engagement increased across all performance levels over three DBR cycles, with low-performing students moving from 7–10 teacher prompts per lesson to 95–100% sustained attention by Cycle 3
• Student engagement is higher during PBL than during traditional instruction - Student engagement is higher during PBL than during traditional instruction
• Student engagement with generative AI in unsupervised assessments forms a spectrum bounded by cognitive outsourcing and cognitive reallocation - Student engagement with generative AI in unsupervised assessments forms a spectrum bounded by cognitive outsourcing and cognitive reallocation
• Student engagement with LMS learning technologies and course resources increased significantly immediately following interactions with the SensEnablr dashboard - Student engagement with LMS learning technologies and course resources increased significantly immediately following interactions with the SensEnablr dashboard
• Student errors on underestimated fraction items reflect systematic misconception patterns rather than random error - Student errors on underestimated fraction items reflect systematic misconception patterns rather than random error
• Student experiences with GenAI in design thinking fall into four themes: perceived benefits, ethical concerns, hesitance and acceptance, and critical validation - Student experiences with GenAI in design thinking fall into four themes: perceived benefits, ethical concerns, hesitance and acceptance, and critical validation
• Student exposure to restorative practices improves standardized test performance and reduces suspension probability and duration - Student exposure to restorative practices improves standardized test performance and reduces suspension probability and duration
• Student factors — older age, personality traits, intrinsic motivation and self-efficacy — are associated with deeper approaches to learning - Student factors — older age, personality traits, intrinsic motivation and self-efficacy — are associated with deeper approaches to learning
• Student GenAI use patterns shifted across assessments: Learning and Formatting dominated under purpose-specific use, while Feedback became the dominant use (66.7%) under open use - Student GenAI use patterns shifted across assessments: Learning and Formatting dominated under purpose-specific use, while Feedback became the dominant use (66.7%) under open use
• Student gender showed no detectable effect on rubric-based teaching quality scores, though the analysis was underpowered - Student gender showed no detectable effect on rubric-based teaching quality scores, though the analysis was underpowered
• Student generative AI use expanded substantially within engineering mechanics coursework over the semester, from 37% to 51% using it at least weekly - Student generative AI use expanded substantially within engineering mechanics coursework over the semester, from 37% to 51% using it at least weekly
• Student generative AI use is near-normalised in some jurisdictions while outright non-use remains low - Student generative AI use is near-normalised in some jurisdictions while outright non-use remains low
• Student generative AI use rose sharply while institutional support lagged, per a 2025 survey the article cites - Student generative AI use rose sharply while institutional support lagged, per a 2025 survey the article cites
• Student groups' TinkerPlots text boxes for one student's data were mostly literal reports of plot aspects, and comparison text boxes for the two scenarios mostly made basic rather than reasoned comparisons - Student groups' TinkerPlots text boxes for one student's data were mostly literal reports of plot aspects, and comparison text boxes for the two scenarios mostly made basic rather than reasoned compar
• Student growth during 2023-24 fell short of pre-pandemic trends in nearly all grades, continuing stalled pandemic recovery - Student growth during 2023-24 fell short of pre-pandemic trends in nearly all grades, continuing stalled pandemic recovery
• Student growth measures describe gains in student learning based on how much students' test scores changed over a school year - Student growth measures describe gains in student learning based on how much students' test scores changed over a school year
• Student growth modeling and teacher value-added modeling are complex due to non-random assignment, measurement error, multidimensionality, and covariates - Student growth modeling and teacher value-added modeling are complex due to non-random assignment, measurement error, multidimensionality, and covariates
• Student hat activities and planning-reflection tools support teachers' curricular sensemaking, content understanding, and empathy with student experiences - Student hat activities and planning-reflection tools support teachers' curricular sensemaking, content understanding, and empathy with student experiences
• Student homelessness disproportionately affects Black students, LGBT youth, English learners, and students with disabilities - Student homelessness disproportionately affects Black students, LGBT youth, English learners, and students with disabilities
• Student impasses in LLM chemistry tutoring concentrate in the relevant-concepts planning phase, and impasse type depends strongly on problem-solving practice - Student impasses in LLM chemistry tutoring concentrate in the relevant-concepts planning phase, and impasse type depends strongly on problem-solving practice
• Student interpreters who practiced with an automated scoring system outperformed the control group on total interpreting scores at post-test - Student interpreters who practiced with an automated scoring system outperformed the control group on total interpreting scores at post-test
• Student interviews indicate the formatted plan demanded more work and time, with mixed perceptions of step helpfulness - Student interviews indicate the formatted plan demanded more work and time, with mixed perceptions of step helpfulness
• Student learning activity combined domain-specific academic practices and generic skill practices, supported partly by teachers' scaffolding and partly by self-organized group work - Student learning activity combined domain-specific academic practices and generic skill practices, supported partly by teachers' scaffolding and partly by self-organized group work
• Student learning improves most where multiple related essential supports are implemented and evaluated - Student learning improves most where multiple related essential supports are implemented and evaluated
• Student learning styles differ significantly by department, particularly on Concrete Experience and Abstract Conceptualization - Student learning styles differ significantly by department, particularly on Concrete Experience and Abstract Conceptualization
• Student LLM usage patterns varied across data science courses: Course-BD showed the highest frequency and over-reliance with near-zero perceived learning effect - Student LLM usage patterns varied across data science courses: Course-BD showed the highest frequency and over-reliance with near-zero perceived learning effect
• Student mastery increased modestly from 17.5% to 19.2% during TEAM Student implementation - Student mastery increased modestly from 17.5% to 19.2% during TEAM Student implementation
• Student math confidence and sense of belonging in tutoring increased modestly during the school year, with site-level variation - Student math confidence and sense of belonging in tutoring increased modestly during the school year, with site-level variation
• Student misconceptions can be read as knowledge elements that serve in some contexts and are refined and reorganised during learning, rather than as strongly held flawed ideas that instruction must confront and replace - A constructivist reanalysis of misconceptions research argues that students' prior conceptions are productive resources, continuous with expert knowledge, and that learning refines and reorganises the
• Student model sophistication increased significantly across successive iterations during the KBM unit - Student model sophistication increased significantly across successive iterations during the KBM unit
• Student Momentum graph shapes differ markedly by subject area, with math courses predominantly convex slope and political science courses predominantly steep wall - Student Momentum graph shapes differ markedly by subject area, with math courses predominantly convex slope and political science courses predominantly steep wall
• Student motivation, enjoyment, and engagement are higher in natural learning settings, including spillover to subsequent indoor lessons - Student motivation, enjoyment, and engagement are higher in natural learning settings, including spillover to subsequent indoor lessons
• Student narratives complicated the educator assumption that copied AI answers imply no learning, revealing invisible post-AI learning activities - Student narratives complicated the educator assumption that copied AI answers imply no learning, revealing invisible post-AI learning activities
• Student off-task behavior is lower in trained teachers' classrooms than in control classrooms after adjusting for baseline off-task rates - Student off-task behavior is lower in trained teachers' classrooms than in control classrooms after adjusting for baseline off-task rates
• Student outcome improvements from LCFF funding were more pronounced for cohorts exposed to funding increases for more of their school-age years - Student outcome improvements from LCFF funding were more pronounced for cohorts exposed to funding increases for more of their school-age years
• Student outcomes are higher when principals share students' race/ethnicity, though principals with different backgrounds can also improve outcomes through intentional antiracist approaches - Student outcomes are higher when principals share students' race/ethnicity, though principals with different backgrounds can also improve outcomes through intentional antiracist approaches
• Student participation in Air Tutors varied greatly across districts: 93 percent of District A students met the 24-hour threshold versus 16 percent in District B, where 62 percent received 15 or fewer hours - Student participation in Air Tutors varied greatly across districts: 93 percent of District A students met the 24-hour threshold versus 16 percent in District B, where 62 percent received 15 or fewer
• Student participation in validating and iteratively refining AI-generated simulations promotes physics understanding and problem-solving skills - Student participation in validating and iteratively refining AI-generated simulations promotes physics understanding and problem-solving skills
• Student perceptions of AI use in academic work are neutral and range from viewing AI as valid learning assistance to viewing it as cheating, depending on task type, transparency, and assessment design - Student perceptions of AI use in academic work are neutral and range from viewing AI as valid learning assistance to viewing it as cheating, depending on task type, transparency, and assessment design
• Student perceptions of GenAI feedback functionalities diverged, with some finding them redundant when feedback was perceived as clear - Student perceptions of GenAI feedback functionalities diverged, with some finding them redundant when feedback was perceived as clear
• Student perceptions of LLM influence on collaboration and creativity do not differ significantly by digital familiarity, AI comfort, or prior AI use - Student perceptions of LLM influence on collaboration and creativity do not differ significantly by digital familiarity, AI comfort, or prior AI use
• Student perceptions of safety and teacher perceptions of order improved in CPS high schools during the same period that OSS rates declined - Student perceptions of safety and teacher perceptions of order improved in CPS high schools during the same period that OSS rates declined
• Student perceptions of the autograder were mixed, with the LaTeX workflow rated more positively than the grader itself - Student perceptions of the autograder were mixed, with the LaTeX workflow rated more positively than the grader itself
• Student perceptions of tutors are generally positive for both staff and student tutors, with significant differences appearing in only one course and not consistently across courses - Student perceptions of tutors are generally positive for both staff and student tutors, with significant differences appearing in only one course and not consistently across courses
• Student performance declines from freshman to sophomore year, with course failures rising in every subject and attendance declining sharply - Student performance declines from freshman to sophomore year, with course failures rising in every subject and attendance declining sharply
• Student performance increases attributed to daily online testing can be fully explained by selection bias in major composition - Student performance increases attributed to daily online testing can be fully explained by selection bias in major composition
• Student performance on design problems correlates negligibly with traditional project grades, suggesting DPs capture distinct transfer-oriented HOT dimensions - Student performance on design problems correlates negligibly with traditional project grades, suggesting DPs capture distinct transfer-oriented HOT dimensions
• Student proportion of words spoken in whole-class talk increased in both dose groups after VSDR - Student proportion of words spoken in whole-class talk increased in both dose groups after VSDR
• Student ratings of the AI-generated materials ranged from an average of 8.5 to 9.9 out of 10 across validated modules, based on over 600 voluntary anonymous evaluations. - Student ratings of the AI-generated materials ranged from an average of 8.5 to 9.9 out of 10 across validated modules, based on over 600 voluntary anonymous evaluations.
• Student reflections identify speed and scaffolding as the dominant theme, with verification burden, overreliance worries, and prompt precision also prevalent - Student reflections identify speed and scaffolding as the dominant theme, with verification burden, overreliance worries, and prompt precision also prevalent
• Student reflections revealed tensions between efficiency and academic integrity, and uncertainty about institutional expectations of GenAI use - Student reflections revealed tensions between efficiency and academic integrity, and uncertainty about institutional expectations of GenAI use
• Student reports of academic personalism increased dramatically in Culture of Calm schools relative to non-CoC schools (d = 1.1), though the substantive meaning is uncertain - Student reports of academic personalism increased dramatically in Culture of Calm schools relative to non-CoC schools (d = 1.1), though the substantive meaning is uncertain
• Student reports of instruction were generally similar across school types, with juniors in small schools reporting higher academic press and support - Student reports of instruction were generally similar across school types, with juniors in small schools reporting higher academic press and support
• Student reports of safety did not improve faster in Culture of Calm schools than in other similar high schools - Student reports of safety did not improve faster in Culture of Calm schools than in other similar high schools
• Student reports of social skills and perseverance were declining before the pandemic, fell further during remote learning in the middle grades, and remained below 2011 levels through 2022-23 - Student reports of social skills and perseverance were declining before the pandemic, fell further during remote learning in the middle grades, and remained below 2011 levels through 2022-23
• Student reports of standards-aligned instructional practices improved more in Chicago middle-grade schools with more extensive CCSS-M professional learning - Student reports of standards-aligned instructional practices improved more in Chicago middle-grade schools with more extensive CCSS-M professional learning
• Student roles discovered by clustering diffusion-based centralities were validated with coded data and relate meaningfully to academic performance - Student roles discovered by clustering diffusion-based centralities were validated with coded data and relate meaningfully to academic performance
• Student satisfaction with virtual patients is generally positive, with item-level comparisons dominating and some confidence exceptions - Student satisfaction with virtual patients is generally positive, with item-level comparisons dominating and some confidence exceptions
• Student self-determination was infrequent and more common during Active, Constructive, and Interactive tasks than Passive tasks - Student self-determination was infrequent and more common during Active, Constructive, and Interactive tasks than Passive tasks
• Student self-reports of effort, social well-being, and math instruction do not explain the gender grade difference - Student self-reports of effort, social well-being, and math instruction do not explain the gender grade difference
• Student solutions became less varied on four of five selected functions by 2025, with exact-form declines of 18.4–51.1%, while the open-ended loopy_madness did not decline - Student solutions became less varied on four of five selected functions by 2025, with exact-form declines of 18.4–51.1%, while the open-ended loopy_madness did not decline
• Student specification comments are predominantly natural language, except Return statements which show a high proportion of Strict-Code expressions - Student specification comments are predominantly natural language, except Return statements which show a high proportion of Strict-Code expressions
• Student subgroup impact differences were rarely statistically significant: six of 288 differences in the second cohort and eight of 360 subgroup analyses in the follow-up year. - Student subgroup impact differences were rarely statistically significant: six of 288 differences in the second cohort and eight of 360 subgroup analyses in the follow-up year.
• Student subject matter orientation differs significantly from faculty perceptions of departmental characteristics - Student subject matter orientation differs significantly from faculty perceptions of departmental characteristics
• Student submissions matched the LLM-generated reference bank more often in later cohorts, with 2025 incidence 1.76–2.12 times the 2021 rate, persisting among full-pass submissions - Student submissions matched the LLM-generated reference bank more often in later cohorts, with 2025 incidence 1.76–2.12 times the 2021 rate, persisting among full-pass submissions
• Student surveys show widespread AI use, desire for instructor guidance, and 'checking correctness' as a frequent use - Student surveys show widespread AI use, desire for instructor guidance, and 'checking correctness' as a frequent use
• Student surveys show widespread weekly AI use, requests for instructor guidance, and a substantial minority using AI to produce entire solutions - Student surveys show widespread weekly AI use, requests for instructor guidance, and a substantial minority using AI to produce entire solutions
• Student talk time correlates positively with reading literacy achievement (r = 0.18) - Student talk time correlates positively with reading literacy achievement (r = 0.18)
• Student teachers and experienced teachers do not differ in attending to students' mathematical thinking or fraction content during one-on-one teaching - Student teachers and experienced teachers do not differ in attending to students' mathematical thinking or fraction content during one-on-one teaching
• Student teachers hired by CPS showed no differences in mentor ratings or feelings of preparation compared with those not hired - Student teachers hired by CPS showed no differences in mentor ratings or feelings of preparation compared with those not hired
• Student teachers hired by their field-placement school had higher first-year evaluation ratings than those hired elsewhere in CPS - Student teachers hired by their field-placement school had higher first-year evaluation ratings than those hired elsewhere in CPS
• Student teachers interpret students' fraction understanding at more advanced levels than experienced teachers in retrospective reporting - Student teachers interpret students' fraction understanding at more advanced levels than experienced teachers in retrospective reporting
• Student teachers struggled to self-explain expert features from faded double-content examples and to transfer them to their analyses - Student teachers struggled to self-explain expert features from faded double-content examples and to transfer them to their analyses
• Student teachers who perceived their mentors modeled effective instruction and provided coaching, feedback, and job assistance felt better prepared, and domain-specific coaching was related to higher first-year REACH ratings - Student teachers who perceived their mentors modeled effective instruction and provided coaching, feedback, and job assistance felt better prepared, and domain-specific coaching was related to higher
• Student teachers' beliefs about sources of knowledge predict their learning approaches and motivation in teacher education - Student teachers' beliefs about sources of knowledge predict their learning approaches and motivation in teacher education
• Student teachers' fraction instruction is less understanding-supportive than experienced teachers' despite their more advanced interpretations - Student teachers' fraction instruction is less understanding-supportive than experienced teachers' despite their more advanced interpretations
• Student teachers' self-assessed preparedness did not predict first-year effectiveness (r = 0.03), while mentor teachers' ratings of student teachers did (r = 0.24) - Student teachers' self-assessed preparedness did not predict first-year effectiveness (r = 0.03), while mentor teachers' ratings of student teachers did (r = 0.24)
• Student teachers' teaching efficacy follows a dip trajectory: it rises during on-campus preparation, falls to its lowest point at the midpoint of student teaching, and rebounds by the end - Student teachers' teaching efficacy follows a dip trajectory: it rises during on-campus preparation, falls to its lowest point at the midpoint of student teaching, and rebounds by the end
• Student teaching in higher- or lower-achieving CPS schools made no difference in teachers' first-year REACH ratings - Student teaching in higher- or lower-achieving CPS schools made no difference in teachers' first-year REACH ratings
• Student teams differed markedly in their application of computer engineering and product design practices and in their share of off-task activity - Student teams differed markedly in their application of computer engineering and product design practices and in their share of off-task activity
• Student test effort differs substantially across student gender and racial subgroups - Student test effort differs substantially across student gender and racial subgroups
• Student test-taking disengagement on remotely administered adaptive interim assessments differs from disengagement on the same assessment administered in school - Student test-taking disengagement on remotely administered adaptive interim assessments differs from disengagement on the same assessment administered in school
• Student tutors are rated as more cognitively congruent than staff tutors in problem-based tutorial groups - Student tutors are rated as more cognitively congruent than staff tutors in problem-based tutorial groups
• Student tutors refer to end-of-course examinations more frequently than staff tutors to direct student learning - Student tutors refer to end-of-course examinations more frequently than staff tutors to direct student learning
• Student tutors show greater role congruence, being more interested in students' daily lives and study experiences - Student tutors show greater role congruence, being more interested in students' daily lives and study experiences
• Student uptake is only weakly and inconsistently correlated with chatbot scaffolding in real-world deployments - Student uptake is only weakly and inconsistently correlated with chatbot scaffolding in real-world deployments
• Student utterances requiring instructional scaffolding rose from about 16.1% early in the consultation to about 34.8% late - Student utterances requiring instructional scaffolding rose from about 16.1% early in the consultation to about 34.8% late
• Student video analysis of vertical jumps yields a free-fall acceleration estimate close to the local value of g - Student video analysis of vertical jumps yields a free-fall acceleration estimate close to the local value of g
• Student voices on GenAI and academic integrity are diverse, shaped by gender, academic level, discipline, psychological factors, and cultural context, though gender findings are inconsistent - Student voices on GenAI and academic integrity are diverse, shaped by gender, academic level, discipline, psychological factors, and cultural context, though gender findings are inconsistent
• Student work varies more in the uniform school environment than across varied home environments - Student work varies more in the uniform school environment than across varied home environments
• Student workshop participants saw AI's role as fluid — a shortcut for tasks with clear, predictable outcomes and a collaborator for uncertain, creative tasks - Student workshop participants saw AI's role as fluid — a shortcut for tasks with clear, predictable outcomes and a collaborator for uncertain, creative tasks
• Student, student/home, and school factors explain significant variance in student- and school-level mathematics motivation - Student, student/home, and school factors explain significant variance in student- and school-level mathematics motivation
• Student-agent interaction featured a significant Query-Evaluation-Query verification loop (RM-QR-EA), distinct from the linear QR-UN path of student-instructor interaction - Student-agent interaction featured a significant Query-Evaluation-Query verification loop (RM-QR-EA), distinct from the linear QR-UN path of student-instructor interaction
• Student-agent interaction produced far more help-seeking but a non-uniform cognitive distribution dominated by lower-order engagement (54.52%), unlike the balanced distribution of student-instructor interaction - Student-agent interaction produced far more help-seeking but a non-uniform cognitive distribution dominated by lower-order engagement (54.52%), unlike the balanced distribution of student-instructor i
• Student-AI conversations under teacher-authored prompts largely stay on the intended task (71% fully on-track; fewer than 1% substantially off-track) - Student-AI conversations under teacher-authored prompts largely stay on the intended task (71% fully on-track; fewer than 1% substantially off-track)
• Student-AI exchanges in an undergraduate research methods course are empirically classifiable into three interaction paths, with Passive Review most frequent (46%) and Strategic Dialogue 36% - Student-AI exchanges in an undergraduate research methods course are empirically classifiable into three interaction paths, with Passive Review most frequent (46%) and Strategic Dialogue 36%
• Student-AI interaction patterns shift dynamically between the input and output stages of CACI, with Fast Scanners most stable and Traditionalists least stable - Student-AI interaction patterns shift dynamically between the input and output stages of CACI, with Fast Scanners most stable and Traditionalists least stable
• Student-authored physics questions mostly require application or analysis, with under 5% at the lowest recall level - Student-authored physics questions mostly require application or analysis, with under 5% at the lowest recall level
• Student-based and teacher-based text-complexity logit scales correlate .79 and can be linked onto a single 0–100 scale - Student-based and teacher-based text-complexity logit scales correlate .79 and can be linked onto a single 0–100 scale
• Student-by-classroom interaction accounts for a substantial share of variation in noncognitive factors, indicating context-specific malleability - Student-by-classroom interaction accounts for a substantial share of variation in noncognitive factors, indicating context-specific malleability
• Student-centered education is feasible in different cultural contexts, but processes and outcomes are likely to differ across them - Student-centered education is feasible in different cultural contexts, but processes and outcomes are likely to differ across them
• Student-centered philosophies correlate with personal, facilitator and delegator teaching styles - Student-centered philosophies correlate with personal, facilitator and delegator teaching styles
• Student-centered writing environments are argued to lower anxiety, increase confidence, and provide natural language contexts - Student-centered writing environments are argued to lower anxiety, increase confidence, and provide natural language contexts
• Student-centered, problem-driven learning has a small, positive, heterogeneous effect on students' motivation compared to teacher-centered instruction (d = 0.498) - Student-centered, problem-driven learning has a small, positive, heterogeneous effect on students' motivation compared to teacher-centered instruction (d = 0.498)
• Student-centred learning environments show mixed effects on students' approaches to learning, with several studies reporting increased surface or decreased deep approaches - Student-centred learning environments show mixed effects on students' approaches to learning, with several studies reporting increased surface or decreased deep approaches
• Student-created Facebook groups support self-directed design learning and sharing of expertise outside the formal curriculum - Student-created Facebook groups support self-directed design learning and sharing of expertise outside the formal curriculum
• Student-developed specialized modules attract substantial online use and are slated for cMOOC reuse with data-based evaluation - Student-developed specialized modules attract substantial online use and are slated for cMOOC reuse with data-based evaluation
• Student-driven, independent study is the dominant mode of learning in online charter schools, with 33 percent offering only self-paced instruction - Student-driven, independent study is the dominant mode of learning in online charter schools, with 33 percent offering only self-paced instruction
• Student-facing AI raises serious wellbeing, equity, and safety concerns, and some educators express more confidence in teacher-facing tools - Student-facing AI raises serious wellbeing, equity, and safety concerns, and some educators express more confidence in teacher-facing tools
• Student-focused digital literacy frameworks most frequently emphasize five DigComp-aligned element categories, led by information and data literacy - Student-focused digital literacy frameworks most frequently emphasize five DigComp-aligned element categories, led by information and data literacy
• Student-focused noticing marginally increased (Cohen's d = 0.43) while teacher-focused codes showed no change (d = 0.06) - Student-focused noticing marginally increased (Cohen's d = 0.43) while teacher-focused codes showed no change (d = 0.06)
• Student-generated Facebook groups constitute a hidden curriculum that supports learning outside the formal design studio - Student-generated Facebook groups constitute a hidden curriculum that supports learning outside the formal design studio
• Student-generated learning issues are not the sole source on which PBL students base self-study decisions - Student-generated learning issues are not the sole source on which PBL students base self-study decisions
• Student-history computation yields appreciably lower elimination percentages than class-population computation - Student-history computation yields appreciably lower elimination percentages than class-population computation
• Student-led inquiry-based investigation is identified as the least effective instructional element in PISA 2015 analyses - Student-led inquiry-based investigation is identified as the least effective instructional element in PISA 2015 analyses
• Student-level achievement and aspirations positively predict subsequent expectancy and utility value, but not effort cost - Student-level achievement and aspirations positively predict subsequent expectancy and utility value, but not effort cost
• Student-level achievement positively predicts enjoyment in math, science, and reading among fourth graders - Student-level achievement positively predicts enjoyment in math, science, and reading among fourth graders
• Student-level analyses find no statistically significant association between SBLE and crime or behavior outcomes, from only four reports - Student-level analyses find no statistically significant association between SBLE and crime or behavior outcomes, from only four reports
• Student-level analyses likewise show higher exclusionary discipline under SBLE with no differences in other crime and behavior outcomes - Student-level analyses likewise show higher exclusionary discipline under SBLE with no differences in other crime and behavior outcomes
• Student-level and school-level demographic characteristics significantly predict middle school academic trajectories toward college readiness - Student-level and school-level demographic characteristics significantly predict middle school academic trajectories toward college readiness
• Student-level expectancy and utility value positively, and effort cost negatively, predict subsequent science achievement and aspirations - Student-level expectancy and utility value positively, and effort cost negatively, predict subsequent science achievement and aspirations
• Student-perceived classroom management is significantly associated with mathematics achievement at both student and classroom levels in Swedish grade 4 TIMSS 2019 - Student-perceived classroom management is significantly associated with mathematics achievement at both student and classroom levels in Swedish grade 4 TIMSS 2019
• Student-perceived curricular alignment did not differ between AI and NLE MCQs or among ChatGPT, Gemini and NLE - Student-perceived curricular alignment did not differ between AI and NLE MCQs or among ChatGPT, Gemini and NLE
• Student-perceived instructional clarity is significantly and substantially related to mathematics confidence at both student and classroom levels - Student-perceived instructional clarity is significantly and substantially related to mathematics confidence at both student and classroom levels
• Student-perceived teacher enthusiasm mediates the relationship between teacher enjoyment and student enjoyment - Student-perceived teacher enthusiasm mediates the relationship between teacher enjoyment and student enjoyment
• Student-rated teacher behaviours predict 4.39% of the variance in students' change in engagement in physical education across the first year of secondary school - Student-rated teacher behaviours predict 4.39% of the variance in students' change in engagement in physical education across the first year of secondary school
• Student-reported instructional quality declined during remote learning, most sharply in middle-grade science and academic press, and had not recovered to pre-pandemic levels by 2022-23 - Student-reported instructional quality declined during remote learning, most sharply in middle-grade science and academic press, and had not recovered to pre-pandemic levels by 2022-23
• Student-reported intercultural education practices positively predict students' eudaimonia, life satisfaction, positive affect, and school belonging across PISA countries - Student-reported intercultural education practices positively predict students' eudaimonia, life satisfaction, positive affect, and school belonging across PISA countries
• Student-reported LaTeX time overhead fell about 46% across the term, from 87 to 47 minutes per assignment - Student-reported LaTeX time overhead fell about 46% across the term, from 87 to 47 minutes per assignment
• Student-reported motivational beliefs and closeness were collected only at Waves 2 and 3 - Student-reported motivational beliefs and closeness were collected only at Waves 2 and 3
• Student-reported safety and classroom behavior are more positive in top-quartile schools, and students feel less safe outside school than inside - Student-reported safety and classroom behavior are more positive in top-quartile schools, and students feel less safe outside school than inside
• Student-reported SRL promotion is associated with students' self-efficacy, utility value and attainment value for SRL at class and student levels, but not with perceived cost - Student-reported SRL promotion is associated with students' self-efficacy, utility value and attainment value for SRL at class and student levels, but not with perceived cost
• Student-reported SRL promotion is not significantly associated with students' perceived cost of using strategies at class level, and only negligibly (r = −.04) at student level - Student-reported SRL promotion is not significantly associated with students' perceived cost of using strategies at class level, and only negligibly (r = −.04) at student level
• Student-reported teacher intercultural attitudes positively predict school belonging and negatively predict victimization frequency - Student-reported teacher intercultural attitudes positively predict school belonging and negatively predict victimization frequency
• Student-school fit was an overarching theme in all focus groups across all phases of the high school choice process - Student-school fit was an overarching theme in all focus groups across all phases of the high school choice process
• Student-started eye contacts occur when teacher agency is low, and their durations increase as teacher agency decreases - Student-started eye contacts occur when teacher agency is low, and their durations increase as teacher agency decreases
• Student-teacher closeness, conflict and dependency, students' motivation, and academic achievement inform each other across the elementary grades - Student-teacher closeness, conflict and dependency, students' motivation, and academic achievement inform each other across the elementary grades
• Student-teacher relationship quality and students' classroom emotions show reciprocal longitudinal associations over one year - Student-teacher relationship quality and students' classroom emotions show reciprocal longitudinal associations over one year
• Student-voted Good feedback was associated with far fewer attempts and shorter solution times than Poor feedback, and thematic analysis identified outdated references and false positives as common failure modes - Student-voted Good feedback was associated with far fewer attempts and shorter solution times than Poor feedback, and thematic analysis identified outdated references and false positives as common fai
• Student/home factors in the model comprised mathematics tutoring, competition participation, computer support, and practice tests - Student/home factors in the model comprised mathematics tutoring, competition participation, computer support, and practice tests
• Students accurately perceive differences between clear and unclear lessons regardless of concept structure - Students accurately perceive differences between clear and unclear lessons regardless of concept structure
• Students achieve reasonable agreement between their magnetopause-crossing findings and model predictions, gaining exposure to the tools and techniques of space physics - Students achieve reasonable agreement between their magnetopause-crossing findings and model predictions, gaining exposure to the tools and techniques of space physics
• Students across both deployments substituted return statements for exception-raising constructs, treating error conditions as reasons to exit early - Students across both deployments substituted return statements for exception-raising constructs, treating error conditions as reasons to exit early
• Students across competitive-preference levels reported enjoying the Kahoot activities consistently throughout the semester, with no detectable wear-out effect - Students across competitive-preference levels reported enjoying the Kahoot activities consistently throughout the semester, with no detectable wear-out effect
• Students adapted representation choices to task: the model was viewed more for the three-dimensional dihedral animation, the graph more for the two-dimensional bending and stretching animations - Students adapted representation choices to task: the model was viewed more for the three-dimensional dihedral animation, the graph more for the two-dimensional bending and stretching animations
• Students adopted nondeterministic (SCOT-like) views in which humans influence technological change, supporting agency - Students adopted nondeterministic (SCOT-like) views in which humans influence technological change, supporting agency
• Students allocated roughly equal attention to the graph and the molecular model, both above chance, while attending little to the equations - Students allocated roughly equal attention to the graph and the molecular model, both above chance, while attending little to the equations
• Students already show a pretest congruency effect: existing knowledge yields better baseline performance for schema-related questions - Students already show a pretest congruency effect: existing knowledge yields better baseline performance for schema-related questions
• Students also use achievement emotions as cues when making postdictions about their comprehension - Students also use achievement emotions as cues when making postdictions about their comprehension
• Students and educators disagree on the acceptability of unacknowledged generative AI use across academic writing subtasks - Students and educators disagree on the acceptability of unacknowledged generative AI use across academic writing subtasks
• Students and faculty use AI for different tasks: students for applied learning activities, faculty for academic and instructional tasks - Students and faculty use AI for different tasks: students for applied learning activities, faculty for academic and instructional tasks
• Students and faculty value real-world examples in gateway math, but limited resources and training often lead to procedural instruction - Students and faculty value real-world examples in gateway math, but limited resources and training often lead to procedural instruction
• Students and researchers gave systematically different types of explanatory comments about the visual argument, with students rejecting pictures as proofs - Students and researchers gave systematically different types of explanatory comments about the visual argument, with students rejecting pictures as proofs
• Students and staff co-designed evaluation criteria, and resultant challenges were explored through dialogue, interview, and thematic analysis - Students and staff co-designed evaluation criteria, and resultant challenges were explored through dialogue, interview, and thematic analysis
• Students and teachers reported more positive school climate perceptions in 2020/21 during hybrid and remote learning than in 2018/19 and 2021/22 - Students and teachers reported more positive school climate perceptions in 2020/21 during hybrid and remote learning than in 2018/19 and 2021/22
• Students and teachers respond favorably to embedded aids: approximately 90% of students reported no difficulty understanding or using the aids, and over 75% wanted similar aids throughout the book. - Students and teachers respond favorably to embedded aids: approximately 90% of students reported no difficulty understanding or using the aids, and over 75% wanted similar aids throughout the book.
• Students and teachers responded positively to automatically generated textbook videos, finding explanations easier to follow than plain text - Students and teachers responded positively to automatically generated textbook videos, finding explanations easier to follow than plain text
• Students and tutors rated predetermined LAD constructs similarly in importance but differed in suggesting and ranking new constructs - Students and tutors rated predetermined LAD constructs similarly in importance but differed in suggesting and ranking new constructs
• Students answer lower-taxonomy-category questions more frequently, but only by a factor of about 2 - Students answer lower-taxonomy-category questions more frequently, but only by a factor of about 2
• Students answered questions requiring coordination of two or more representations less accurately than questions answerable from a single representation - Students answered questions requiring coordination of two or more representations less accurately than questions answerable from a single representation
• Students answering both clicker votes correctly score significantly higher on isomorphic exam questions than all other vote patterns - Students answering both clicker votes correctly score significantly higher on isomorphic exam questions than all other vote patterns
• Students anthropomorphized the chatbot and built relationships with it through personal and social questions - Students anthropomorphized the chatbot and built relationships with it through personal and social questions
• Students apply precision-of-language as a distinct evaluation criterion, flagging hedging phrases as open to interpretation and proposing concrete substitutions - Students apply precision-of-language as a distinct evaluation criterion, flagging hedging phrases as open to interpretation and proposing concrete substitutions
• Students appreciated specific features of paper-and-pencil tasks, namely the ability to navigate between items and to take notes - Students appreciated specific features of paper-and-pencil tasks, namely the ability to navigate between items and to take notes
• Students appropriate the concept of tactics in their own post-game reasoning through thematization of general principles and framing performance in terms of creating dilemmas for the opponent - Students appropriate the concept of tactics in their own post-game reasoning through thematization of general principles and framing performance in terms of creating dilemmas for the opponent
• Students are better calibrated in predicting achievement than in reporting specific study tactics (Winne & Jamieson-Noel 2002) - Students are better calibrated in predicting achievement than in reporting specific study tactics (Winne & Jamieson-Noel 2002)
• Students are dissatisfied with college websites and want interactive, dynamic, accurate, and timely online information - Students are dissatisfied with college websites and want interactive, dynamic, accurate, and timely online information
• Students are far more inclined to use conceptual and textual representational tools than arithmetical ones, and collaboration does not stimulate arithmetical tool use - Students are far more inclined to use conceptual and textual representational tools than arithmetical ones, and collaboration does not stimulate arithmetical tool use
• Students are less confident in direction of effect judgments for multiplication and division than for addition and subtraction, but equally confident regardless of operand size - Students are less confident in direction of effect judgments for multiplication and division than for addition and subtraction, but equally confident regardless of operand size
• Students are more attentive to the teacher's model track when they hear their own recording first - Students are more attentive to the teacher's model track when they hear their own recording first
• Students are significantly worse at translating two-step algebra story problems than matched one-step problems, implicating a hidden integrative knowledge component - Students are significantly worse at translating two-step algebra story problems than matched one-step problems, implicating a hidden integrative knowledge component
• Students are typically passive users of assessment rubrics in authentic assessment designs - Students are typically passive users of assessment rubrics in authentic assessment designs
• Students assessed their own peers less critically than an unknown video presenter, consistent with possible friendship bias in authentic peer feedback - Students assessed their own peers less critically than an unknown video presenter, consistent with possible friendship bias in authentic peer feedback
• Students assessed their own work on average 7% higher than staff did - Students assessed their own work on average 7% higher than staff did
• Students assigned the summariser role post messages reflecting a significantly higher level of knowledge construction than students without roles, while starter, moderator, theoretician, and source searcher roles do not differ significantly. - Students assigned the summariser role post messages reflecting a significantly higher level of knowledge construction than students without roles, while starter, moderator, theoretician, and source se
• Students assisted by a gender-biased LLM produce career-plan essays with a significantly larger male-female agentic gap than students in neutral-LLM and no-AI control conditions - Students assisted by a gender-biased LLM produce career-plan essays with a significantly larger male-female agentic gap than students in neutral-LLM and no-AI control conditions
• Students associate poor slide quality with AI as the source: perceived quality correlates negatively with AI-source guesses - Students associate poor slide quality with AI as the source: perceived quality correlates negatively with AI-source guesses
• Students at all levels have serious difficulties constructing proofs, with instruction explicitly teaching expert heuristics substantially increasing proof-writing ability - Students at all levels have serious difficulties constructing proofs, with instruction explicitly teaching expert heuristics substantially increasing proof-writing ability
• Students at high promotion power high schools have substantially better expected long-term outcomes than similar students at average promotion power schools - Students at high promotion power high schools have substantially better expected long-term outcomes than similar students at average promotion power schools
• Students at highest estimated risk of suspension felt safer when suspensions were reduced, while students at lowest risk saw the largest test score gains, with no evidence of overall academic harm - Students at highest estimated risk of suspension felt safer when suspensions were reduced, while students at lowest risk saw the largest test score gains, with no evidence of overall academic harm
• Students at highly selective institutions show more deep and routine-learning engagement and less exam-driven engagement with a GenAI Tutor - Students at highly selective institutions show more deep and routine-learning engagement and less exam-driven engagement with a GenAI Tutor
• Students at later grade levels were more likely to remain at risk across school years than students at earlier grade levels - Students at later grade levels were more likely to remain at risk across school years than students at earlier grade levels
• Students at Oakland International High School report a strong sense of community, close relationships, and happiness at school - Students at Oakland International High School report a strong sense of community, close relationships, and happiness at school
• Students at the Melbourne Islamic schools describe the school as a safe haven whose religious security supports their learning - Students at the Melbourne Islamic schools describe the school as a safe haven whose religious security supports their learning
• Students at the same university interpreted and responded to GenAI policy in markedly different ways, from embracing adoption to principled resistance - Students at the same university interpreted and responded to GenAI policy in markedly different ways, from embracing adoption to principled resistance
• Students attended to bodily expressions of people in the VR film as resources for interpreting emotional states and engaging with their stories - Students attended to bodily expressions of people in the VR film as resources for interpreting emotional states and engaging with their stories
• Students attending charter high schools are more likely to graduate from high school and enroll in college - Students attending charter high schools are more likely to graduate from high school and enroll in college
• Students attending charter high schools are more likely to persist in college - Students attending charter high schools are more likely to persist in college
• Students attributed improved understanding to the discussion process of the implementation model rather than the clicker technology itself - Students attributed improved understanding to the discussion process of the implementation model rather than the clicker technology itself
• Students attributed initial passive reliance on GenAI to prompting paralysis and an authority bias compounded by low academic self-efficacy - Students attributed initial passive reliance on GenAI to prompting paralysis and an authority bias compounded by low academic self-efficacy
• Students avoided a district's learning centers because of stigma that the centers were only for struggling students - Students avoided a district's learning centers because of stigma that the centers were only for struggling students
• Students avoided metaphorical visualizations they perceived as childish or insufficiently rigorous, signaling disciplinary legitimacy concerns even when the tools could help them - Students avoided metaphorical visualizations they perceived as childish or insufficiently rigorous, signaling disciplinary legitimacy concerns even when the tools could help them
• Students aware of the GenAI feedback source reported no attitude change, while unaware students varied between content-focused acceptance and conditional willingness to reconsider - Students aware of the GenAI feedback source reported no attitude change, while unaware students varied between content-focused acceptance and conditional willingness to reconsider
• Students backtracked far more before applying the inductive hypothesis than after, suggesting difficulty finding where to place it - Students backtracked far more before applying the inductive hypothesis than after, suggesting difficulty finding where to place it
• Students became better able to develop arguments even prior to interacting with LLMs, per the authors' interpretation of initial-draft gains - Students became better able to develop arguments even prior to interacting with LLMs, per the authors' interpretation of initial-draft gains
• Students become faster and more accurate in equation rearrangement over a short practice session even without feedback - Students become faster and more accurate in equation rearrangement over a short practice session even without feedback
• Students believe private companies neither have nor should have access to their educational data - Students believe private companies neither have nor should have access to their educational data
• Students believed interdisciplinary studio experiences would ease their transition into the workforce - Students believed interdisciplinary studio experiences would ease their transition into the workforce
• Students bound their reliance on AI feedback and advocate a hybrid model assigning AI broad language concerns and instructors individualized relational guidance - Students bound their reliance on AI feedback and advocate a hybrid model assigning AI broad language concerns and instructors individualized relational guidance
• Students can apply procedural knowledge to solve integration problems but show limited understanding of basic integration concepts - Students can apply procedural knowledge to solve integration problems but show limited understanding of basic integration concepts
• Students can only improve if they develop the capacity to monitor the quality of their own work during actual production - Students can only improve if they develop the capacity to monitor the quality of their own work during actual production
• Students cannot reliably distinguish AI-generated slides from human-created slides - Students cannot reliably distinguish AI-generated slides from human-created slides
• Students characterised the skills needed for collaborative group work as interpersonal (social), problem solving, and group skills - Students characterised the skills needed for collaborative group work as interpersonal (social), problem solving, and group skills
• Students characterized their VR experience through a feeling of taking part in conversations, showing co-presence with the people in the film during collaborative reflection - Students characterized their VR experience through a feeling of taking part in conversations, showing co-presence with the people in the film during collaborative reflection
• Students chronically absent (10%+) in the prior year start the following school year 0.22 to 0.47 SDs lower in mathematics than peers with no prior-year absences - Students chronically absent (10%+) in the prior year start the following school year 0.22 to 0.47 SDs lower in mathematics than peers with no prior-year absences
• Students closed a higher relative number of knowledge gaps when a red notification badge nudged them than when it was turned off - Students closed a higher relative number of knowledge gaps when a red notification badge nudged them than when it was turned off
• Students co-designing a GenAI course policy prioritized training for students and instructors, standardized disclosure procedures, and stronger institutional support - Students co-designing a GenAI course policy prioritized training for students and instructors, standardized disclosure procedures, and stronger institutional support
• Students collaborating on a semiempty concept map engage more in causal explanation and argumentation, while summary-writing dyads engage more in contextualization - Students collaborating on a semiempty concept map engage more in causal explanation and argumentation, while summary-writing dyads engage more in contextualization
• Students completing the end-of-year survey reported favorable views of their relationships with math tutors and their sense of belonging in tutoring sessions - Students completing the end-of-year survey reported favorable views of their relationships with math tutors and their sense of belonging in tutoring sessions
• Students confident about their mathematical ability are mostly also convinced of the relevance of mathematics, forming a motivational basis; low-confidence students are hard to motivate - Students confident about their mathematical ability are mostly also convinced of the relevance of mathematics, forming a motivational basis; low-confidence students are hard to motivate
• Students consistently overestimated how much they learned with answer-revealing images - Students consistently overestimated how much they learned with answer-revealing images
• Students consume news frequently, primarily through social media and television, with a preference for digital over traditional media - Students consume news frequently, primarily through social media and television, with a preference for digital over traditional media
• Students could partially discriminate link reliability before training, rating good links highest and bad links lowest - Students could partially discriminate link reliability before training, rating good links highest and bad links lowest
• Students created and took peer assessments in Forms, learning through writing quiz questions and answer options - Students created and took peer assessments in Forms, learning through writing quiz questions and answer options
• Students critiqued the broad grain size of teacher-in-the-loop personalization and personalization itself met resistance - Students critiqued the broad grain size of teacher-in-the-loop personalization and personalization itself met resistance
• Students delayed by promotion gates recovered on-schedule status more easily than those delayed by course failure - Students delayed by promotion gates recovered on-schedule status more easily than those delayed by course failure
• Students demonstrated significant improvement in genetics knowledge from pre-test to post-test after playing Geniventure - Students demonstrated significant improvement in genetics knowledge from pre-test to post-test after playing Geniventure
• Students describe concrete verification behaviors for GenAI explanations, treating evaluation as an iterative filter rather than a single accept-or-reject judgment - Students describe concrete verification behaviors for GenAI explanations, treating evaluation as an iterative filter rather than a single accept-or-reject judgment
• Students described knowledge gained through PBL group work in terms of generation, application, and dissemination of knowledge, plus pedagogical knowledge for future teaching - Students described knowledge gained through PBL group work in terms of generation, application, and dissemination of knowledge, plus pedagogical knowledge for future teaching
• Students described the verification label as a reason to engage with AI-generated material that did not end their own scrutiny of it - Students described the verification label as a reason to engage with AI-generated material that did not end their own scrutiny of it
• Students designated as LTEL7 are less likely to attend schools offering the Seal of Biliteracy (78.3% vs. 83.5% of other ever-ELs) - Students designated as LTEL7 are less likely to attend schools offering the Seal of Biliteracy (78.3% vs.
• Students designated as LTEL7 in California overwhelmingly began schooling at the lowest English proficiency levels (64% at Beginning vs. 40% of other ever-ELs) - Students designated as LTEL7 in California overwhelmingly began schooling at the lowest English proficiency levels (64% at Beginning vs.
• Students designated as LTEL7 who reached the recommended CAASPP ELA achievement cut point were not yet reclassified as fluent English proficient - Students designated as LTEL7 who reached the recommended CAASPP ELA achievement cut point were not yet reclassified as fluent English proficient
• Students developed AI understanding by reasoning about how physical setup and environmental conditions affect sensor perception and machine learning data quality - Students developed AI understanding by reasoning about how physical setup and environmental conditions affect sensor perception and machine learning data quality
• Students developed varied perceptions of video annotation, citing benefits for SRL and acting alongside embarrassment and added workload - Students developed varied perceptions of video annotation, citing benefits for SRL and acting alongside embarrassment and added workload
• Students did not consistently detect scientific errors in ChatGPT responses, and students with stronger prior knowledge evaluated AI responses more critically - Students did not consistently detect scientific errors in ChatGPT responses, and students with stronger prior knowledge evaluated AI responses more critically
• Students disagreed more directly with invisible out-of-group peers than with present groupmates - Students disagreed more directly with invisible out-of-group peers than with present groupmates
• Students distinguish individual from class-directed autonomy support at the student level, but class-level aggregates form one overall autonomy-supportive atmosphere factor - Students distinguish individual from class-directed autonomy support at the student level, but class-level aggregates form one overall autonomy-supportive atmosphere factor
• Students distinguish learning-support GenAI uses from substitutionary uses, with uncertainty highest for minimally modified AI content - Students distinguish learning-support GenAI uses from substitutionary uses, with uncertainty highest for minimally modified AI content
• Students do not perceive the learning harm from copying GPT solutions and overestimate their exam performance - Students do not perceive the learning harm from copying GPT solutions and overestimate their exam performance
• Students dynamically switched between Socratic Inquiry and Transactional Delegation as deadlines approached and task novelty changed (the Strategic Dance) - Students dynamically switched between Socratic Inquiry and Transactional Delegation as deadlines approached and task novelty changed (the Strategic Dance)
• Students earned higher average grades in CS courses than in core courses, with few failing CS - Students earned higher average grades in CS courses than in core courses, with few failing CS
• Students emphasising rehearsal and memorisation techniques showed lower conceptual understanding and less DLC interaction - Students emphasising rehearsal and memorisation techniques showed lower conceptual understanding and less DLC interaction
• Students enact agency toward groups by fostering relational awareness, building interpersonal relationships, holding dialogue, and seeing from other perspectives - Students enact agency toward groups by fostering relational awareness, building interpersonal relationships, holding dialogue, and seeing from other perspectives
• Students enact agency toward the self by maintaining motivation through embracing uncertainty and learning from mistakes, and by taking time for reflection and serendipity - Students enact agency toward the self by maintaining motivation through embracing uncertainty and learning from mistakes, and by taking time for reflection and serendipity
• Students enact new CSCL technologies according to communication genres of the past, producing informal rather than scholarly discourse - Students enact new CSCL technologies according to communication genres of the past, producing informal rather than scholarly discourse
• Students encountered substantial numbers of items with changed parameter estimates, averaging 11–38% of test length by subject - Students encountered substantial numbers of items with changed parameter estimates, averaging 11–38% of test length by subject
• Students encountered usability obstacles: text-recognition errors, feedback-generation delays, and overly complex vocabulary - Students encountered usability obstacles: text-recognition errors, feedback-generation delays, and overly complex vocabulary
• Students endorsed descriptive, predictive, and prescriptive data points driven by a desire to understand study progress and act on it - Students endorsed descriptive, predictive, and prescriptive data points driven by a desire to understand study progress and act on it
• Students engaged deeply with LLM feedback, with coded evidence of reflection, rebuttal, and acceptance in the large majority of responses - Students engaged deeply with LLM feedback, with coded evidence of reflection, rebuttal, and acceptance in the large majority of responses
• Students enter E&M with a higher initial Newton's Third Law response (66%) than they exited Mechanics, most likely due to a winnowing effect - Students enter E&M with a higher initial Newton's Third Law response (66%) than they exited Mechanics, most likely due to a winnowing effect
• Students entered the projects strongly motivated to shape their neighborhood, and disagreement that the area was fine as it is rose to 84% - Students entered the projects strongly motivated to shape their neighborhood, and disagreement that the area was fine as it is rose to 84%
• Students envision dual feedback utilization: real-time feedback for immediate adjustment during collaboration and post hoc feedback for reflective, long-term skill development - Students envision dual feedback utilization: real-time feedback for immediate adjustment during collaboration and post hoc feedback for reflective, long-term skill development
• Students evaluate GenAI explanations for assumed background and audience, reading unfamiliar cultural references and excessive scaffolding as signals about who the explanation was written for - Students evaluate GenAI explanations for assumed background and audience, reading unfamiliar cultural references and excessive scaffolding as signals about who the explanation was written for
• Students evolved from passive users of GenAI to critical evaluators, developing strategies for bias detection and source validation - Students evolved from passive users of GenAI to critical evaluators, developing strategies for bias detection and source validation
• Students exemplified discovered clues when explaining their designs orally - Students exemplified discovered clues when explaining their designs orally
• Students exercise ethical agency in GenAI use through human-AI collaboration strategies, personal ethical frameworks, strategic calibration of use, and resistance to over-reliance - Students exercise ethical agency in GenAI use through human-AI collaboration strategies, personal ethical frameworks, strategic calibration of use, and resistance to over-reliance
• Students exhibit an inverted competence profile, endorsing creation-level GenAI tasks above several foundational items that would normally precede them - Students exhibit an inverted competence profile, endorsing creation-level GenAI tasks above several foundational items that would normally precede them
• Students exhibited high trust in GenAI but limited critical evaluation of its outputs - Students exhibited high trust in GenAI but limited critical evaluation of its outputs
• Students expect AI to help their test scores, but control students overestimate the effect relative to the experimental estimate - Students expect AI to help their test scores, but control students overestimate the effect relative to the experimental estimate
• Students expected acceptance or rejection notifications from all schools they applied to, and the single-best-offer notification design produced confusion and frustration - Students expected acceptance or rejection notifications from all schools they applied to, and the single-best-offer notification design produced confusion and frustration
• Students experience a perceived sense of support and connectedness through conversational ChatGPT interaction, though this is not genuine human relatedness - Students experience a perceived sense of support and connectedness through conversational ChatGPT interaction, though this is not genuine human relatedness
• Students experience a rich diversity of academic emotions, with anxiety reported most often (15-25% of reports) but positive emotions described about as often as negative emotions - Students experience a rich diversity of academic emotions, with anxiety reported most often (15-25% of reports) but positive emotions described about as often as negative emotions
• Students experience challenges across all four aspects of transdisciplinary learning for sustainability, including unsettling reflection on sustainability issues, tensions with non-academic partners, disciplinary communication difficulties, and struggles with multiple perspectives - Students experience challenges across all four aspects of transdisciplinary learning for sustainability, including unsettling reflection on sustainability issues, tensions with non-academic partners,
• Students experience retrieval practice as more effortful than restudy, which leads to avoidance despite its long-term benefits - Students experience retrieval practice as more effortful than restudy, which leads to avoidance despite its long-term benefits
• Students experienced a motivational shock between Weeks 2 and 3 coinciding with first performance feedback on mandatory math worksheets - Students experienced a motivational shock between Weeks 2 and 3 coinciding with first performance feedback on mandatory math worksheets
• Students experiencing homelessness change schools at triple the rate of other students and are twice as likely to receive an out-of-school suspension - Students experiencing homelessness change schools at triple the rate of other students and are twice as likely to receive an out-of-school suspension
• Students experiencing homelessness in California are chronically absent at twice the state average, with rates above 40% for African American and Native American/Alaskan students - Students experiencing homelessness in California are chronically absent at twice the state average, with rates above 40% for African American and Native American/Alaskan students
• Students experiencing homelessness meet or exceed state achievement standards at far lower rates (29% ELA, 19% mathematics) than students statewide (48%, 37%) - Students experiencing homelessness meet or exceed state achievement standards at far lower rates (29% ELA, 19% mathematics) than students statewide (48%, 37%)
• Students experiencing homelessness show lower academic proficiency than economically disadvantaged but stably housed peers in reading, mathematics, and science - Students experiencing homelessness show lower academic proficiency than economically disadvantaged but stably housed peers in reading, mathematics, and science
• Students experiencing homelessness show substantially lower achievement and graduation than housed peers (reported from a New York City study) - Students experiencing homelessness show substantially lower achievement and graduation than housed peers (reported from a New York City study)
• Students experiencing more major challenges reported lower satisfaction with their post-COVID STEM course and learning - Students experiencing more major challenges reported lower satisfaction with their post-COVID STEM course and learning
• Students explain effective and ineffective cooperative learning mainly by instructional conditions: type of task, teacher, and group composition are the most frequently mentioned factors - Students explain effective and ineffective cooperative learning mainly by instructional conditions: type of task, teacher, and group composition are the most frequently mentioned factors
• Students exposed to AI-generated responses achieved higher performance in solving quadratic equations than those taught through conventional teaching methods - Students exposed to AI-generated responses achieved higher performance in solving quadratic equations than those taught through conventional teaching methods
• Students exposed to CREATE perceive their implementation of meta-creative processes to a greater extent than control students - Students exposed to CREATE perceive their implementation of meta-creative processes to a greater extent than control students
• Students exposed to embedded rating scales mention interviewees' expertise more often in their convincingness justifications - Students exposed to embedded rating scales mention interviewees' expertise more often in their convincingness justifications
• Students exposed to failure-driven scaffolding demonstrated higher quality of constructive reasoning - Students exposed to failure-driven scaffolding demonstrated higher quality of constructive reasoning
• Students exposed to robot storytelling report significantly higher enjoyment than students exposed to robot explanation in a 1-week classroom study - Students exposed to robot storytelling report significantly higher enjoyment than students exposed to robot explanation in a 1-week classroom study
• Students exposed to the biased LLM showed no awareness of its influence, reporting lower perceived AI influence than neutral-condition participants despite larger bias effects - Students exposed to the biased LLM showed no awareness of its influence, reporting lower perceived AI influence than neutral-condition participants despite larger bias effects
• Students express concerns about GenAI, with non-users (never/rarely) significantly more concerned than other users, and concerns uncorrelated with knowledge - Students express concerns about GenAI, with non-users (never/rarely) significantly more concerned than other users, and concerns uncorrelated with knowledge
• Students express fear and apathy about AI's impact on their careers, shifting focus toward outcomes over process and questioning effort investment in learning computer science - Students express fear and apathy about AI's impact on their careers, shifting focus toward outcomes over process and questioning effort investment in learning computer science
• Students express profound confusion about whether GenAI-assisted coursework is original work and whether they can claim authorship - Students express profound confusion about whether GenAI-assisted coursework is original work and whether they can claim authorship
• Students express willingness to integrate GenAI in learning and future careers, and willingness correlates with knowledge and frequency of use - Students express willingness to integrate GenAI in learning and future careers, and willingness correlates with knowledge and frequency of use
• Students expressed positive overall opinions of GBSRI, rating Independent Practicing highest and Post-writing lowest - Students expressed positive overall opinions of GBSRI, rating Independent Practicing highest and Post-writing lowest
• Students favoring fast iterative solution strategies achieved lower learning gains than students with slow, elaborate, or balanced play - Students favoring fast iterative solution strategies achieved lower learning gains than students with slow, elaborate, or balanced play
• Students fear that declaring AI use will lead to lower marks even when permitted, creating a 'Disclosure Trap' that drives AI use underground - Students fear that declaring AI use will lead to lower marks even when permitted, creating a 'Disclosure Trap' that drives AI use underground