Claims: T 2

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Teachers express concern that student overreliance on AI may degrade independent thinking and hands-on scientific skills - Teachers express concern that student overreliance on AI may degrade independent thinking and hands-on scientific skills
Teachers faced challenges integrating students' everyday experiences with conceptual knowledge, and conversations sometimes remained at an experience-based level without reaching academic perspectives. - Teachers faced challenges integrating students' everyday experiences with conceptual knowledge, and conversations sometimes remained at an experience-based level without reaching academic perspectives
Teachers feel more in control and more competent when they have a formal plan for discipline and procedures - Teachers feel more in control and more competent when they have a formal plan for discipline and procedures
Teachers find Ecree's feedback less useful when it does not align with their typical content sequence and grading standards - Teachers find Ecree's feedback less useful when it does not align with their typical content sequence and grading standards
Teachers find World History Project overwhelming in their initial adoption year and make substantial modifications across three main categories - Teachers find World History Project overwhelming in their initial adoption year and make substantial modifications across three main categories
Teachers found Ecree and MI Write useful for their writing instruction and for helping students improve their writing - Teachers found Ecree and MI Write useful for their writing instruction and for helping students improve their writing
Teachers found Hero Elementary playlist hands-on activities easy to implement because materials were supplied and prepped. - Teachers found Hero Elementary playlist hands-on activities easy to implement because materials were supplied and prepped.
Teachers found the animated videos the easiest Hero Elementary component to implement virtually and fun and engaging for students, and described them as an equal, shared platform for students with IEPs and English learners - Teachers found the animated videos the easiest Hero Elementary component to implement virtually and fun and engaging for students, and described them as an equal, shared platform for students with IEP
Teachers functioned as social referents for peer status only through their negative behavior toward a student, not through positive behavior - Teachers functioned as social referents for peer status only through their negative behavior toward a student, not through positive behavior
Teachers give disinvited students less wait time than invited students when they cannot answer questions - Teachers give disinvited students less wait time than invited students when they cannot answer questions
Teachers give the most negative impact ratings to distant governance bodies: state policy (32 percent positive), subdistricts (30 percent), and central office (27 percent) - Teachers give the most negative impact ratings to distant governance bodies: state policy (32 percent positive), subdistricts (30 percent), and central office (27 percent)
Teachers had abundant student data but most needed help translating data into instructional steps - Teachers had abundant student data but most needed help translating data into instructional steps
Teachers had minimal success designing Constructive and Interactive activities after ICAP professional development - Teachers had minimal success designing Constructive and Interactive activities after ICAP professional development
Teachers have far more power to shape what happens to students than investors or scouts, partly through their opinions of each child - Teachers have far more power to shape what happens to students than investors or scouts, partly through their opinions of each child
Teachers hold a complicated mix of scientific conceptions, misconceptions, and uncertainty about dyslexia concepts - Teachers hold a complicated mix of scientific conceptions, misconceptions, and uncertainty about dyslexia concepts
Teachers hold conflicting attitudes about whether gameful assessments support students’ intrinsic motivation and desire to learn - Teachers hold conflicting attitudes about whether gameful assessments support students’ intrinsic motivation and desire to learn
Teachers identify attendance, unreliable devices, prior academic gaps, and COVID-related disruption as compounding contextual barriers to persistence - Teachers identify attendance, unreliable devices, prior academic gaps, and COVID-related disruption as compounding contextual barriers to persistence
Teachers implemented Preschool PATHS with high fidelity and positive engagement in the trial - Teachers implemented Preschool PATHS with high fidelity and positive engagement in the trial
Teachers in 2016 were far less likely than administrators in 2015 to report that unaligned assessments, insufficient collaboration time, or inadequate PD were major barriers to CCSS implementation - Teachers in 2016 were far less likely than administrators in 2015 to report that unaligned assessments, insufficient collaboration time, or inadequate PD were major barriers to CCSS implementation
Teachers in African mainstream classrooms responded to diverse learner needs through curriculum and task adaptations and individualized instruction - Teachers in African mainstream classrooms responded to diverse learner needs through curriculum and task adaptations and individualized instruction
Teachers in Chicago TAP schools at the start of the program were about 20 percent more likely than teachers in comparison schools to remain in the same school three years later - Teachers in Chicago TAP schools at the start of the program were about 20 percent more likely than teachers in comparison schools to remain in the same school three years later
Teachers in CHSRI schools reported statistically significantly higher perceptions of trust and collaboration than teachers in non-CHSRI schools - Teachers in CHSRI schools reported statistically significantly higher perceptions of trust and collaboration than teachers in non-CHSRI schools
Teachers in CHSRI small schools report significantly more supportive contexts for reform than similar teachers in other Chicago high schools - Teachers in CHSRI small schools report significantly more supportive contexts for reform than similar teachers in other Chicago high schools
Teachers in districts with large fractions of disadvantaged students receive lower value-added ratings when student background characteristics are omitted - Teachers in districts with large fractions of disadvantaged students receive lower value-added ratings when student background characteristics are omitted
Teachers in one focus-group study show disciplinary variation in how they assess communication - Disciplinary variation emerged in communication assessment, with STEM teachers emphasizing technical precision and humanities teachers audience adaptation
Teachers in online team-based training reported significantly greater confidence in their technological pedagogical content knowledge after training - Teachers in online team-based training reported significantly greater confidence in their technological pedagogical content knowledge after training
Teachers in Playworks schools reported less bullying and exclusionary behavior during recess than control-school teachers - Teachers in Playworks schools reported less bullying and exclusionary behavior during recess than control-school teachers
Teachers in Playworks schools reported significantly better student behavior at recess and readiness for class - Teachers in Playworks schools reported significantly better student behavior at recess and readiness for class
Teachers in Playworks schools were more likely to report that students enjoyed adult-organized recess activities - Teachers in Playworks schools were more likely to report that students enjoyed adult-organized recess activities
Teachers in schools with better organizational and learning climates have higher value-added and observation scores, even compared with schools serving similar students - Teachers in schools with better organizational and learning climates have higher value-added and observation scores, even compared with schools serving similar students
Teachers in SIG schools with a greater PD focus on ELL-related topics more often reported that PD improved their effectiveness as teachers of ELLs - Teachers in SIG schools with a greater PD focus on ELL-related topics more often reported that PD improved their effectiveness as teachers of ELLs
Teachers in TAP schools reported significantly more mentoring and support than peers in similar non-TAP schools - Teachers in TAP schools reported significantly more mentoring and support than peers in similar non-TAP schools
Teachers in the chemistry learning study concluded that what counts is not active participation but experiencing a pattern of variation and invariance that allows discernment - Teachers in the chemistry learning study concluded that what counts is not active participation but experiencing a pattern of variation and invariance that allows discernment
Teachers in the evaluation districts underestimated the size of pay-for-performance bonuses they could earn through TIF - Teachers in the evaluation districts underestimated the size of pay-for-performance bonuses they could earn through TIF
Teachers in the formative study agreed lesson plans need adjustment when student ability diverges, with STEM subjects more amenable to difficulty scaling than humanities subjects - Teachers in the formative study agreed lesson plans need adjustment when student ability diverges, with STEM subjects more amenable to difficulty scaling than humanities subjects
Teachers in the lowest achieving schools are more likely to report that reform has changed and will change their classroom practices, though differences are modest - Teachers in the lowest achieving schools are more likely to report that reform has changed and will change their classroom practices, though differences are modest
Teachers in the SRL-AIDE program showed greater pre-to-post gains than a comparison group in both the explicitness and duration of their in-class SRL practices - Teachers in the SRL-AIDE program showed greater pre-to-post gains than a comparison group in both the explicitness and duration of their in-class SRL practices
Teachers in the top quartile of districts on SLO support report receiving at least five SLO support strategies at rates 20 percentage points higher than teachers in the bottom quartile - Teachers in the top quartile of districts on SLO support report receiving at least five SLO support strategies at rates 20 percentage points higher than teachers in the bottom quartile
Teachers in top-quartile schools hold their principals in high regard as facilitative, inclusive, committed leaders - Teachers in top-quartile schools hold their principals in high regard as facilitative, inclusive, committed leaders
Teachers integrating a new assessment tool into early childhood practice need a range of supports to act effectively on the information it provides - Teachers integrating a new assessment tool into early childhood practice need a range of supports to act effectively on the information it provides
Teachers judge more accurately with only diagnostic cues than with a mix of diagnostic and non-diagnostic cues - Teachers judge more accurately with only diagnostic cues than with a mix of diagnostic and non-diagnostic cues
Teachers judged almost 70% of children with cochlear implants to be below their class median in academic performance - Teachers judged almost 70% of children with cochlear implants to be below their class median in academic performance
Teachers judged LLM-simulated student ideas realistic and most useful when the ideas sparked sensemaking about student thinking and suggested scaffolds - Teachers judged LLM-simulated student ideas realistic and most useful when the ideas sparked sensemaking about student thinking and suggested scaffolds
Teachers judged the AI-generated scaffolds relevant and of similar quality to their own questions, though some felt the wording was too fancy or long and needed modification - Teachers judged the AI-generated scaffolds relevant and of similar quality to their own questions, though some felt the wording was too fancy or long and needed modification
Teachers judging student performance mostly use performance cues and, to a lesser extent, student cues - Teachers judging student performance mostly use performance cues and, to a lesser extent, student cues
Teachers know far more about their students than an investor knows about a stock, including data not typically in statistical models - Teachers know far more about their students than an investor knows about a stock, including data not typically in statistical models
Teachers largely perceive GenAI as semi-autonomous and prefer to retain full control over their teaching - Teachers largely perceive GenAI as semi-autonomous and prefer to retain full control over their teaching
Teachers least often taught the aspects of the ERWC curriculum associated with writing and metacognition - Teachers least often taught the aspects of the ERWC curriculum associated with writing and metacognition
Teachers link low motivation and buy-in to middle-school developmental constraints, peer norms, and prior negative experiences with math or i-Ready - Teachers link low motivation and buy-in to middle-school developmental constraints, peer norms, and prior negative experiences with math or i-Ready
Teachers more enthusiastic about teaching mathematics show higher-quality instructional behaviour, both self-reported and student-rated - Teachers more enthusiastic about teaching mathematics show higher-quality instructional behaviour, both self-reported and student-rated
Teachers most often perceived AI tutors and study buddies as academic support at a scale no single teacher can provide - Teachers most often perceived AI tutors and study buddies as academic support at a scale no single teacher can provide
Teachers need professional development geared specifically to the curricula they teach, not only generic teaching skills or general content knowledge - Teachers need professional development geared specifically to the curricula they teach, not only generic teaching skills or general content knowledge
Teachers need support to meet students' varied needs following weather-related disruptions - Teachers need support to meet students' varied needs following weather-related disruptions
Teachers need tailored technical support and time to understand how to use Ecree and integrate it with their instruction - Teachers need tailored technical support and time to understand how to use Ecree and integrate it with their instruction
Teachers need time to plan and carry out daily writing instruction to successfully learn and use MI Write - Teachers need time to plan and carry out daily writing instruction to successfully learn and use MI Write
Teachers observe AI tools foster students' scientific identity and agency, shifting them from knowledge learners toward scientific practitioners - Teachers observe AI tools foster students' scientific identity and agency, shifting them from knowledge learners toward scientific practitioners
Teachers of AI/AN students use collaborative response formats such as white boards and choral response rather than direct individual questioning, as culturally appropriate alternatives - Teachers of AI/AN students use collaborative response formats such as white boards and choral response rather than direct individual questioning, as culturally appropriate alternatives
Teachers of color are judged more harshly in evaluations: within the same schools, Black teachers were 50 percent more likely than white teachers to receive a low rating. - Teachers of color are judged more harshly in evaluations: within the same schools, Black teachers were 50 percent more likely than white teachers to receive a low rating.
Teachers of color are more likely than White teachers to intend to leave teaching and to actually leave the profession - Teachers of color are more likely than White teachers to intend to leave teaching and to actually leave the profession
Teachers of color disproportionately enter through alternative certification pathways, which predict higher turnover - Teachers of color disproportionately enter through alternative certification pathways, which predict higher turnover
Teachers of color disproportionately teach in schools serving more than 75% students of color and more than 75% students from low-income families - Teachers of color disproportionately teach in schools serving more than 75% students of color and more than 75% students from low-income families
Teachers of color earn a smaller share of non-teacher college-graduate wages than teachers overall - Teachers of color earn a smaller share of non-teacher college-graduate wages than teachers overall
Teachers of color face retention pressures including placement in high-poverty schools, pigeonholing into race-based roles, undervalued ideas, and an unrecognized invisible tax of extra duties. - Teachers of color face retention pressures including placement in high-poverty schools, pigeonholing into race-based roles, undervalued ideas, and an unrecognized invisible tax of extra duties.
Teachers of color in focus groups report five workforce challenges: antagonistic culture, feeling undervalued, deprived agency and autonomy, unfavorable working conditions, and high personal costs - Teachers of color in focus groups report five workforce challenges: antagonistic culture, feeling undervalued, deprived agency and autonomy, unfavorable working conditions, and high personal costs
Teachers of color leave schools or the profession at higher annual rates than White teachers, driven largely by school moving - Teachers of color leave schools or the profession at higher annual rates than White teachers, driven largely by school moving
Teachers of color leave the teaching profession at higher rates than white teachers (about 19 percent vs. 15 percent turnover). - Teachers of color leave the teaching profession at higher rates than white teachers (about 19 percent vs.
Teachers of color report more workplace stress and dissatisfaction than White teachers - Teachers of color report more workplace stress and dissatisfaction than White teachers
Teachers of color were nearly twice as likely as White teachers to have entered teaching through an alternative certification route in 2020–21 - Teachers of color were nearly twice as likely as White teachers to have entered teaching through an alternative certification route in 2020–21
Teachers of students with hard-to-predict achievement levels tend to have less precise value-added estimates than teachers of other students - Teachers of students with hard-to-predict achievement levels tend to have less precise value-added estimates than teachers of other students
Teachers of students with low prior achievement and who receive free lunch tend to have less precise value-added estimates - Teachers of students with low prior achievement and who receive free lunch tend to have less precise value-added estimates
Teachers often hold misconceptions about which students benefit from SRL scaffolding - Teachers often hold misconceptions about which students benefit from SRL scaffolding
Teachers often rely on informal impressions rather than systematic, theory-grounded diagnostic procedures when judging students' SRL - Teachers often rely on informal impressions rather than systematic, theory-grounded diagnostic procedures when judging students' SRL
Teachers on Multi-Classroom Leader teams produced learning gains equal to top-quartile teachers in math and nearly that in reading - Teachers on Multi-Classroom Leader teams produced learning gains equal to top-quartile teachers in math and nearly that in reading
Teachers on substandard credentials are unequally distributed, concentrated in districts serving more low-income students - Teachers on substandard credentials are unequally distributed, concentrated in districts serving more low-income students
Teachers oriented towards students and changing students' conceptions are associated with students reporting deeper approaches to learning - Teachers oriented towards students and changing students' conceptions are associated with students reporting deeper approaches to learning
Teachers overestimate their SRL practice compared to classroom observations and student ratings, motivating complementing observation research with self-report data - Teachers overestimate their SRL practice compared to classroom observations and student ratings, motivating complementing observation research with self-report data
Teachers participate almost universally in formal professional development (averaging 30 required hours per year) but report much lower satisfaction with it than participation - Teachers participate almost universally in formal professional development (averaging 30 required hours per year) but report much lower satisfaction with it than participation
Teachers participating in learning studies develop an increased ability to discern critical features of a learning object and shift from general to content-specific ways of offering the object of learning - Teachers participating in learning studies develop an increased ability to discern critical features of a learning object and shift from general to content-specific ways of offering the object of lear
Teachers participating in the micro-credential collaborative reported positive receptivity, with 84 percent agreeing micro-credentials were significant to their computational thinking learning - Teachers participating in the micro-credential collaborative reported positive receptivity, with 84 percent agreeing micro-credentials were significant to their computational thinking learning
Teachers perceive 20 distinct ethical tensions across five online language-teaching methods in AI-driven classes - Teachers perceive 20 distinct ethical tensions across five online language-teaching methods in AI-driven classes
Teachers perceive SRL as desirable for students but not feasible to implement in their classrooms - Teachers perceive SRL as desirable for students but not feasible to implement in their classrooms
Teachers perceive that AI tools lower cognitive barriers and deepen students' conceptual understanding of abstract science content - Teachers perceive that AI tools lower cognitive barriers and deepen students' conceptual understanding of abstract science content
Teachers perceive their role shifting from knowledge transmitters to facilitators, co-investigators, and ethical supervisors of AI use - Teachers perceive their role shifting from knowledge transmitters to facilitators, co-investigators, and ethical supervisors of AI use
Teachers perceived AI-supported futures as increasingly imaginable and linked to present actions - Teachers perceived AI-supported futures as increasingly imaginable and linked to present actions
Teachers perceived the AIED-U system as a mixed experience: valued exercise lists and reports, but recognition imprecision and workflow demands added work - Teachers perceived the AIED-U system as a mixed experience: valued exercise lists and reports, but recognition imprecision and workflow demands added work
Teachers persisted in treating academic English as the endpoint of science learning during the first Language Storybook iteration - Teachers persisted in treating academic English as the endpoint of science learning during the first Language Storybook iteration
Teachers play a key role in determining students' success in school districts and CMOs - Teachers play a key role in determining students' success in school districts and CMOs
Teachers play a key role in engaging students in writing and improving writing outcomes in grades 6-12 - Teachers play a key role in engaging students in writing and improving writing outcomes in grades 6-12
Teachers pose inquiry questions mostly about their students, not their own teaching, indicating teaching data remains a novel concept - Teachers pose inquiry questions mostly about their students, not their own teaching, indicating teaching data remains a novel concept
Teachers prefer professional learning led by their colleagues over training from outside consultants - Teachers prefer professional learning led by their colleagues over training from outside consultants
Teachers prepared through traditional certification pathways are retained at higher rates over 5 years than alternatively certified or noncertified Texas teachers - Teachers prepared through traditional certification pathways are retained at higher rates over 5 years than alternatively certified or noncertified Texas teachers
Teachers promoted inclusive classroom environments by organizing time and space and fostering peer inclusion - Teachers promoted inclusive classroom environments by organizing time and space and fostering peer inclusion
Teachers provided targeted extra support, immediate feedback, and reinforcers to learners with DD - Teachers provided targeted extra support, immediate feedback, and reinforcers to learners with DD
Teachers qualitatively preferred MAS-CMD activities for creativity, real-world context, and classroom-ready completeness - Teachers qualitatively preferred MAS-CMD activities for creativity, real-world context, and classroom-ready completeness
Teachers rank parents not providing opportunities for independent task performance as the top cause of working-memory need - Teachers rank parents not providing opportunities for independent task performance as the top cause of working-memory need
Teachers ranked all whole class visualizations higher than any of the equity visualizations despite the equity visualizations' role in prompting equity reflections - Teachers ranked all whole class visualizations higher than any of the equity visualizations despite the equity visualizations' role in prompting equity reflections
Teachers rate AI-interaction training as useful and relevant and report positive adoption intentions - Teachers rate AI-interaction training as useful and relevant and report positive adoption intentions
Teachers rate LearnLens positively across usability, relevance, and accuracy, with all nine Likert items averaging at least 4.1/5 - Teachers rate LearnLens positively across usability, relevance, and accuracy, with all nine Likert items averaging at least 4.1/5
Teachers rate Local School Councils most helpful for school operations such as parent involvement, community relations, facilities, and safety, and least helpful for student behavior - Teachers rate Local School Councils most helpful for school operations such as parent involvement, community relations, facilities, and safety, and least helpful for student behavior
Teachers rate principal instructional leadership highly even in many bottom-quartile schools - Teachers rate principal instructional leadership highly even in many bottom-quartile schools
Teachers rate the INSIGHT training as highly helpful and relevant for lesson planning and instructional design across disciplines, school types, and grade levels - Teachers rate the INSIGHT training as highly helpful and relevant for lesson planning and instructional design across disciplines, school types, and grade levels
Teachers rated basic or unsatisfactory in classroom management were unlikely to achieve high ratings on instructional practices, especially instructional demand - Teachers rated basic or unsatisfactory in classroom management were unlikely to achieve high ratings on instructional practices, especially instructional demand
Teachers rated ChatGPT as effective for interdisciplinary integration, with 61% giving ratings of 4 or above - Teachers rated ChatGPT as effective for interdisciplinary integration, with 61% giving ratings of 4 or above
Teachers rated ChatGPT as improving lesson-planning efficiency, especially reducing planning time (average 4.2 on a 5-point scale) - Teachers rated ChatGPT as improving lesson-planning efficiency, especially reducing planning time (average 4.2 on a 5-point scale)
Teachers rated classroom observation scores as the most accurate REACH measure of teaching effectiveness and value-added measures as the least accurate - Teachers rated classroom observation scores as the most accurate REACH measure of teaching effectiveness and value-added measures as the least accurate
Teachers rated PATHS intervention children as less socially withdrawn than controls at year end - Teachers rated PATHS intervention children as less socially withdrawn than controls at year end
Teachers rated personal efficiency, caring for learners' needs, and societal contribution as similarly highly important purposes of AI - Teachers rated personal efficiency, caring for learners' needs, and societal contribution as similarly highly important purposes of AI
Teachers rated Session 1 DVD episodes and Prankster Planet as the most appealing TEC elements and worksheets as least appealing - Teachers rated Session 1 DVD episodes and Prankster Planet as the most appealing TEC elements and worksheets as least appealing
Teachers rated students' capacity for self-determination differently by level of cognitive impairment, but rated opportunities for self-determination similarly across impairment levels - Teachers rated students' capacity for self-determination differently by level of cognitive impairment, but rated opportunities for self-determination similarly across impairment levels
Teachers reacted unanimously positively to new audio supports on the ReadWorks platform and offered them to all students, not only struggling readers - Teachers reacted unanimously positively to new audio supports on the ReadWorks platform and offered them to all students, not only struggling readers
Teachers receiving 11 or more hours of training on integrating digital content report almost double the reliance on software and the Internet compared with untrained teachers - Teachers receiving 11 or more hours of training on integrating digital content report almost double the reliance on software and the Internet compared with untrained teachers
Teachers refused monetary rewards for team participation, fearing harm to sustainability, but wanted team accomplishments counted in promotion decisions - Teachers refused monetary rewards for team participation, fearing harm to sustainability, but wanted team accomplishments counted in promotion decisions
Teachers rely more on experience and instinct than on academic research, and teachers who rely on research are more comfortable with and positive about edtech - Teachers rely more on experience and instinct than on academic research, and teachers who rely on research are more comfortable with and positive about edtech
Teachers report AI tools enhance students' higher-order scientific skills including experimental design, inquiry, hypothesis testing, and argumentation - Teachers report AI tools enhance students' higher-order scientific skills including experimental design, inquiry, hypothesis testing, and argumentation
Teachers report AI tools foster collaborative, socially constructed learning through shared data and critical negotiation of AI outputs - Teachers report AI tools foster collaborative, socially constructed learning through shared data and critical negotiation of AI outputs
Teachers report changing high-quality instruction to match state and interim test formats, limiting deep learning opportunities - Teachers report changing high-quality instruction to match state and interim test formats, limiting deep learning opportunities
Teachers report ChatGPT-generated math questions misalign with grade level and topic, are unreliable or unanswerable, and cost time - Teachers report ChatGPT-generated math questions misalign with grade level and topic, are unreliable or unanswerable, and cost time
Teachers report concerns about infrastructure, reliability, age appropriateness, teacher competence, and student over-reliance on AI - Teachers report concerns about infrastructure, reliability, age appropriateness, teacher competence, and student over-reliance on AI
Teachers report difficulty locating conceptual gaps because students stop progressing silently after difficulty, making disengagement hard to detect during class - Teachers report difficulty locating conceptual gaps because students stop progressing silently after difficulty, making disengagement hard to detect during class
Teachers report domain-driven explanations are more influential for building trust than data-driven explanations - Teachers report domain-driven explanations are more influential for building trust than data-driven explanations
Teachers report limited time and uncertainty about best practices as primary barriers to implementing CRP - Teachers report limited time and uncertainty about best practices as primary barriers to implementing CRP
Teachers report strongly positive attitudes toward AI, low concern, high confidence in using AI tools, and strong but uneven institutional support - Teachers report strongly positive attitudes toward AI, low concern, high confidence in using AI tools, and strong but uneven institutional support
Teachers report that building trust is the first and most important goal with students in foster care, and that trust precedes willingness to work - Teachers report that building trust is the first and most important goal with students in foster care, and that trust precedes willingness to work
Teachers report that relationships with students are a primary source of enjoyment, motivation, and job satisfaction - Teachers report that relationships with students are a primary source of enjoyment, motivation, and job satisfaction
Teachers report the REACH observation process encouraged reflection and that they used observation feedback to improve their teaching - Teachers report the REACH observation process encouraged reflection and that they used observation feedback to improve their teaching
Teachers report very high self-perceived competence and efficacy that are virtually unrelated to their schools' prior achievement levels - Teachers report very high self-perceived competence and efficacy that are virtually unrelated to their schools' prior achievement levels
Teachers reported curriculum and technical integration challenges when implementing Ecree and MI Write - Teachers reported curriculum and technical integration challenges when implementing Ecree and MI Write
Teachers reported feeling more familiar with and more prepared to teach the CCSS in 2016 than in 2015, with elementary and ELA-group teachers higher than high school and math-group teachers - Teachers reported feeling more familiar with and more prepared to teach the CCSS in 2016 than in 2015, with elementary and ELA-group teachers higher than high school and math-group teachers
Teachers reported increased motivation and confidence leading groups and new instructional strategies from using the TEC curriculum - Teachers reported increased motivation and confidence leading groups and new instructional strategies from using the TEC curriculum
Teachers reported increased motivation knowledge and feasible, impactful MDP implementation after M-PLANS professional learning - Teachers reported increased motivation knowledge and feasible, impactful MDP implementation after M-PLANS professional learning
Teachers reported increased student engagement when using Forms instead of paper-based assessments and surveys - Teachers reported increased student engagement when using Forms instead of paper-based assessments and surveys
Teachers reported increased use of culturally and linguistically relevant instruction over the year, while teacher collaboration remained unchanged - Teachers reported increased use of culturally and linguistically relevant instruction over the year, while teacher collaboration remained unchanged
Teachers reported increasing encouragement of risk-taking while coaches were less confident teachers actually took risks - Teachers reported increasing encouragement of risk-taking while coaches were less confident teachers actually took risks
Teachers reported pacing demands, student struggles with rigor, and technology impediments as factors hindering ERWC implementation - Teachers reported pacing demands, student struggles with rigor, and technology impediments as factors hindering ERWC implementation
Teachers reported providing deep-engagement opportunities at levels similar to or greater than student reports, and about 8 in 10 attributed instruction changes to the network - Teachers reported providing deep-engagement opportunities at levels similar to or greater than student reports, and about 8 in 10 attributed instruction changes to the network
Teachers reported redesigning instruction toward learner question formulation, comparison, and inquiry when using AI - Teachers reported redesigning instruction toward learner question formulation, comparison, and inquiry when using AI
Teachers reported spending more time on literacy and numeracy instruction in 2020 than in 2019, particularly after return to schooling - Teachers reported spending more time on literacy and numeracy instruction in 2020 than in 2019, particularly after return to schooling
Teachers reported student gains in motivation and confidence to engage in literacy and mathematics learning activities - Teachers reported student gains in motivation and confidence to engage in literacy and mathematics learning activities
Teachers reported that audio supports promoted inclusivity by letting all students access the same content and discuss it together - Teachers reported that audio supports promoted inclusivity by letting all students access the same content and discuss it together
Teachers reported that CRS-and-TEFA use gave them more information about student thinking and that they changed lessons in response to that formative information - Teachers reported that CRS-and-TEFA use gave them more information about student thinking and that they changed lessons in response to that formative information
Teachers reported that insufficient instructional minutes during the school year prevented them from teaching all required ERWC modules with fidelity - Teachers reported that insufficient instructional minutes during the school year prevented them from teaching all required ERWC modules with fidelity
Teachers reported that integrated community school supports allowed them to prioritize student-centered learning opportunities - Teachers reported that integrated community school supports allowed them to prioritize student-centered learning opportunities
Teachers reported that rubric-aligned AI feedback saved time on repetitive comments, enabling focus on higher-order instruction - Teachers reported that rubric-aligned AI feedback saved time on repetitive comments, enabling focus on higher-order instruction
Teachers reported that simulations, adaptive feedback, and hands-on STEM activities supported students' conceptual understanding and engagement with scientific problem solving - Teachers reported that simulations, adaptive feedback, and hands-on STEM activities supported students' conceptual understanding and engagement with scientific problem solving
Teachers reported that students needed dedicated time to learn and explore technologies before being expected to gain mathematics understanding from them - Teachers reported that students needed dedicated time to learn and explore technologies before being expected to gain mathematics understanding from them
Teachers reported that trusting students to generate and pursue their own questions worked better than expected and revealed new student capabilities and gaps - Teachers reported that trusting students to generate and pursue their own questions worked better than expected and revealed new student capabilities and gaps
Teachers reported the highest confidence in their situational awareness in the alerting & guiding dashboard condition - Teachers reported the highest confidence in their situational awareness in the alerting & guiding dashboard condition
Teachers reported the program was easy to implement and children enjoyed the activities, with modifications made for time, space, darkness, and plant-growth constraints - Teachers reported the program was easy to implement and children enjoyed the activities, with modifications made for time, space, darkness, and plant-growth constraints
Teachers reported using AI within planning-monitoring-evaluation-revision cycles interpreted as teacher-level self-regulation - Teachers reported using AI within planning-monitoring-evaluation-revision cycles interpreted as teacher-level self-regulation
Teachers reporting higher leadership effectiveness and supports have lower predicted turnover (9.0% vs. 18.7% for low-leadership teachers) - Teachers reporting higher leadership effectiveness and supports have lower predicted turnover (9.0% vs.
Teachers retain ultimate control over AI systems because professional responsibility cannot be delegated - Teachers retain ultimate control over AI systems because professional responsibility cannot be delegated
Teachers scored across a wide range on the CT–PCK Survey, averaging about 61 percent correct, with 92 percent scoring above chance - Teachers scored across a wide range on the CT–PCK Survey, averaging about 61 percent correct, with 92 percent scoring above chance
Teachers see diversification as deliberate design of experiences for engaging with difference, not curriculum expansion - Teachers see diversification as deliberate design of experiences for engaging with difference, not curriculum expansion
Teachers see high workload, habits, low-quality data and skills, and predisposition as the main constraints on data-informed analysis, and none regularly collect teaching data - Teachers see high workload, habits, low-quality data and skills, and predisposition as the main constraints on data-informed analysis, and none regularly collect teaching data
Teachers shape writing outcomes through instructional practices and through engagement, support, and feedback - Teachers shape writing outcomes through instructional practices and through engagement, support, and feedback
Teachers show stronger regulation than students: both select lower-JOL texts for restudy, but the JOL–restudy correlation is significantly stronger for teachers (Experiment 1). - Teachers show stronger regulation than students: both select lower-JOL texts for restudy, but the JOL–restudy correlation is significantly stronger for teachers (Experiment 1).
Teachers sought to preserve student thinking and authorship by bounding chatbot answer-giving and maintaining teacher control over scope - Teachers sought to preserve student thinking and authorship by bounding chatbot answer-giving and maintaining teacher control over scope
Teachers spent most CSCL class time on task management, content knowledge, technical support and observing, with minimal socio-emotional support - Teachers spent most CSCL class time on task management, content knowledge, technical support and observing, with minimal socio-emotional support
Teachers suggesting specific practices in response to students' work is associated with higher math achievement in 1st grade only - Teachers suggesting specific practices in response to students' work is associated with higher math achievement in 1st grade only
Teachers systematically assign higher grades than all evaluated LLM grading models - Teachers systematically assign higher grades than all evaluated LLM grading models
Teachers tended to adopt district-provided tools, and single-application step-by-step training supported uptake of Forms - Teachers tended to adopt district-provided tools, and single-application step-by-step training supported uptake of Forms
Teachers treat resilience under challenge as a teachable skill that current routines and dashboards do little to support - Teachers treat resilience under challenge as a teachable skill that current routines and dashboards do little to support
Teachers treated AI as a provisional thinking partner whose outputs required iterative adaptation rather than automatic adoption - Teachers treated AI as a provisional thinking partner whose outputs required iterative adaptation rather than automatic adoption
Teachers trying a mock-up of a scrutable concept-map interface expected it to reduce their cognitive load and said it helped them generate content quickly when creating classroom materials with generative AI - Teachers trying a mock-up of a scrutable concept-map interface expected it to reduce their cognitive load and said it helped them generate content quickly when creating classroom materials with genera
Teachers typically provide only little explicit support for SRL in their classrooms - Teachers typically provide only little explicit support for SRL in their classrooms
Teachers underrefer culturally and linguistically diverse students for gifted identification - Teachers underrefer culturally and linguistically diverse students for gifted identification
Teachers use a wide variety of emotion regulation strategies whose combined use has implications for their occupational well-being - Teachers use a wide variety of emotion regulation strategies whose combined use has implications for their occupational well-being
Teachers use ChatGPT for personal and professional learning and resource generation, while students use it as a personal tutor for various learning purposes. - Teachers use ChatGPT for personal and professional learning and resource generation, while students use it as a personal tutor for various learning purposes.
Teachers use extracted analytics more for supervision than for guidance, with monitoring the dominant observed action - Teachers use extracted analytics more for supervision than for guidance, with monitoring the dominant observed action
Teachers use Microsoft Forms for real-time formative assessment to make in-the-moment instructional adjustments - Teachers use Microsoft Forms for real-time formative assessment to make in-the-moment instructional adjustments
Teachers used ASSISTments reports to adjust instruction and make problem review more frequent, targeted, and data driven - Teachers used ASSISTments reports to adjust instruction and make problem review more frequent, targeted, and data driven
Teachers used Ecree less than intended, and some reported they did not have enough time to learn it and integrate it with instruction - Teachers used Ecree less than intended, and some reported they did not have enough time to learn it and integrate it with instruction
Teachers used Forms for professional purposes: parent communication, professional learning, efficiency, and administrative tasks - Teachers used Forms for professional purposes: parent communication, professional learning, efficiency, and administrative tasks
Teachers used Forms results to differentiate instruction, including forming working groups and modifying assessments for IEP accommodations - Teachers used Forms results to differentiate instruction, including forming working groups and modifying assessments for IEP accommodations
Teachers used Forms to support social-emotional learning through daily well-being check-ins and anonymous voice - Teachers used Forms to support social-emotional learning through daily well-being check-ins and anonymous voice
Teachers used new instructional practices they had learned while delivering the summer programs - Teachers used new instructional practices they had learned while delivering the summer programs
Teachers used student perception data to shift lesson design, modify norms, and target personalized intervention, but heavy workload inhibited data integration - Teachers used student perception data to shift lesson design, modify norms, and target personalized intervention, but heavy workload inhibited data integration
Teachers used the Purpose field primarily for instructional goals and content focus while Rules specified pedagogical behavior, guardrails, and learner-specific adaptations - Teachers used the Purpose field primarily for instructional goals and content focus while Rules specified pedagogical behavior, guardrails, and learner-specific adaptations
Teachers value pronunciation instruction highly but report seldom teaching it and low satisfaction with how they teach it - Teachers value pronunciation instruction highly but report seldom teaching it and low satisfaction with how they teach it
Teachers valued CulturAIEd's demographic integration, customization, and rubric feedback as highly efficient - Teachers valued CulturAIEd's demographic integration, customization, and rubric feedback as highly efficient
Teachers valued interactive discussion-based training but identified unfamiliarity with online resources as a challenge when transitioning to distance learning. - Teachers valued interactive discussion-based training but identified unfamiliarity with online resources as a challenge when transitioning to distance learning.
Teachers valued leveled articles on shared topics as supporting a cohesive classroom experience across reading levels - Teachers valued leveled articles on shared topics as supporting a cohesive classroom experience across reading levels
Teachers varied in Data Routine enactment, with Sensemaking about the Data least common, and sensemaking activities were strongly associated with open-ended questioning - Teachers varied in Data Routine enactment, with Sensemaking about the Data least common, and sensemaking activities were strongly associated with open-ended questioning
Teachers view classroom observations as a fair way to evaluate their performance but largely reject student growth measures as unfair - Teachers view classroom observations as a fair way to evaluate their performance but largely reject student growth measures as unfair
Teachers viewed ChatGPT as a source of inspiration rather than a generator of genuinely innovative lesson content - Teachers viewed ChatGPT as a source of inspiration rather than a generator of genuinely innovative lesson content
Teachers viewed district pacing calendars and standardized assessments as impediments when they pressured rushing through material regardless of mastery - Teachers viewed district pacing calendars and standardized assessments as impediments when they pressured rushing through material regardless of mastery
Teachers viewed the ERWC 3.0 as an improved curriculum that promoted high student engagement and supported students' academic and personal growth - Teachers viewed the ERWC 3.0 as an improved curriculum that promoted high student engagement and supported students' academic and personal growth
Teachers visited teams frequently but mostly only briefly, except during phases requiring more intense teacher engagement - Teachers visited teams frequently but mostly only briefly, except during phases requiring more intense teacher engagement
Teachers who achieve high-dosage CAL practice show strong initial buy-in, a clear implementation strategy for practice timing, and close monitoring with follow-up - Teachers who achieve high-dosage CAL practice show strong initial buy-in, a clear implementation strategy for practice timing, and close monitoring with follow-up
Teachers who are effective at improving academic behaviors and mindsets are often not the same teachers who raise math test scores - Teachers who are effective at improving academic behaviors and mindsets are often not the same teachers who raise math test scores
Teachers who are not fully certified have higher turnover than fully certified teachers (20.1% vs. 14.7%), with a larger gap among early-career teachers - Teachers who are not fully certified have higher turnover than fully certified teachers (20.1% vs.
Teachers who believe AI use will contribute to their professional success and identity (attainment value) may be more motivated to use it (theoretical argument). - Teachers who believe AI use will contribute to their professional success and identity (attainment value) may be more motivated to use it (theoretical argument).
Teachers who believe AI will help them reach professional goals and improve students' learning outcomes (utility value) may be more motivated to use it (theoretical argument). - Teachers who believe AI will help them reach professional goals and improve students' learning outcomes (utility value) may be more motivated to use it (theoretical argument).
Teachers who completed a scaffolding intervention program increased the contingency of their support far more than non-participating teachers - Teachers who completed a scaffolding intervention program increased the contingency of their support far more than non-participating teachers
Teachers who effectively implement classroom management can engage students in learning activities for more than 90 percent of allocated time - Teachers who effectively implement classroom management can engage students in learning activities for more than 90 percent of allocated time
Teachers who engaged with EducaSim generally viewed it as a positive experience - Teachers who engaged with EducaSim generally viewed it as a positive experience
Teachers who enter without completed preparation are typically less effective and have significantly higher turnover than prepared teachers - Teachers who enter without completed preparation are typically less effective and have significantly higher turnover than prepared teachers
Teachers who facilitate both autonomy and structure report motivation to teach and felt teaching effectiveness - Teachers who facilitate both autonomy and structure report motivation to teach and felt teaching effectiveness
Teachers who find their administrators unsupportive are more than twice as likely to leave as those who feel well-supported - Teachers who find their administrators unsupportive are more than twice as likely to leave as those who feel well-supported
Teachers who find using AI enjoyable, engaging and satisfying (intrinsic/interest value) may be more motivated to use it (theoretical argument). - Teachers who find using AI enjoyable, engaging and satisfying (intrinsic/interest value) may be more motivated to use it (theoretical argument).
Teachers who focused on knowledge-building principles showed deeper understanding than those focused on surface procedures or technical aspects - Teachers who focused on knowledge-building principles showed deeper understanding than those focused on surface procedures or technical aspects
Teachers who held participatory design meetings reported changes in educational practice far more frequently than control teachers - Teachers who held participatory design meetings reported changes in educational practice far more frequently than control teachers
Teachers who implemented restorative justice frequently had better student relationships and issued fewer referrals, with preliminary indications of reduced racial discipline gaps that were not fully eliminated - Teachers who implemented restorative justice frequently had better student relationships and issued fewer referrals, with preliminary indications of reduced racial discipline gaps that were not fully
Teachers who made nonproductive adaptations were more likely to adapt lessons to on-grade-level content while delivering the lesson - Teachers who made nonproductive adaptations were more likely to adapt lessons to on-grade-level content while delivering the lesson
Teachers who made productive adaptations were more likely to consider learning progressions and adapt lessons to below-grade-level content - Teachers who made productive adaptations were more likely to consider learning progressions and adapt lessons to below-grade-level content
Teachers who need the strongest support receive less high-quality professional development: high school, beginning elementary, and large-school teachers - Teachers who need the strongest support receive less high-quality professional development: high school, beginning elementary, and large-school teachers
Teachers who participated in ILSs with KAM practices were far more likely to be involved in an implemented ILS (42–53%) than the dataset average (16.27%) - Teachers who participated in ILSs with KAM practices were far more likely to be involved in an implemented ILS (42–53%) than the dataset average (16.27%)
Teachers who perceive the challenges and barriers of using AI as high (cost) may be less motivated to use it (theoretical argument). - Teachers who perceive the challenges and barriers of using AI as high (cost) may be less motivated to use it (theoretical argument).
Teachers who positioned AI as a partner remained instructional leaders, weaving the tool into rich instruction and using score data to decide what to re-teach - Teachers who positioned AI as a partner remained instructional leaders, weaving the tool into rich instruction and using score data to decide what to re-teach
Teachers who report coaching as a partnership report more improvement in classroom challenges and higher technology-use confidence; voluntary participation and non-evaluative support correlate with improvement in classroom challenges - Teachers who report coaching as a partnership report more improvement in classroom challenges and higher technology-use confidence; voluntary participation and non-evaluative support correlate with im
Teachers who see AI usage opportunities more frequently use AI significantly more often (r = .45 in class) - Teachers who see AI usage opportunities more frequently use AI significantly more often (r = .45 in class)
Teachers who strongly disagree that their administration is supportive are more than twice as likely to leave as those who strongly agree - Teachers who strongly disagree that their administration is supportive are more than twice as likely to leave as those who strongly agree
Teachers who took part in funds of knowledge household research came to view their minority students as competent and raised their expectations of them. - Teachers who took part in funds of knowledge household research came to view their minority students as competent and raised their expectations of them.
Teachers who tried ReadWorks features reported high intent to assign more and higher-level articles (89% and 82%) - Teachers who tried ReadWorks features reported high intent to assign more and higher-level articles (89% and 82%)
Teachers who were White, female, or had five or more years of experience scored about 14 percentage points higher; emergency-certified teachers scored 14 points lower - Teachers who were White, female, or had five or more years of experience scored about 14 percentage points higher; emergency-certified teachers scored 14 points lower
Teachers who worked with the model of contingent teaching increased their teaching quality more than teachers who did not participate, especially on the contingent-teaching steps - Teachers who worked with the model of contingent teaching increased their teaching quality more than teachers who did not participate, especially on the contingent-teaching steps
Teachers whose leaders prioritized at least one organizational capacity lever reported greater confidence and satisfaction with Skyline materials - Teachers whose leaders prioritized at least one organizational capacity lever reported greater confidence and satisfaction with Skyline materials
Teachers whose principals received the professional development reported receiving less frequent instructional support and feedback than teachers whose principals did not - Teachers whose principals received the professional development reported receiving less frequent instructional support and feedback than teachers whose principals did not
Teachers whose principals received the program were no more likely to report positive perceptions of the usefulness of the feedback provided - Teachers whose principals received the program were no more likely to report positive perceptions of the usefulness of the feedback provided
Teachers with a local coach completed far more of the intended Write to Succeed professional learning activities than teachers without one - Teachers with a local coach completed far more of the intended Write to Succeed professional learning activities than teachers without one
Teachers with constructivist beliefs are more likely to integrate educational AI-based tools than teachers with transmissive orientations (reported from a South Korean teacher study) - Teachers with constructivist beliefs are more likely to integrate educational AI-based tools than teachers with transmissive orientations (reported from a South Korean teacher study)
Teachers with high incidental exposure described expanded opportunities for word use and connecting words to topics - Teachers with high incidental exposure described expanded opportunities for word use and connecting words to topics
Teachers with high job and workplace satisfaction have less than half the predicted turnover of teachers with low satisfaction (8.0% vs. 22.0%) - Teachers with high job and workplace satisfaction have less than half the predicted turnover of teachers with low satisfaction (8.0% vs.
Teachers with higher Framework for Teaching scores tended to make larger contributions to student achievement (value added) - Teachers with higher Framework for Teaching scores tended to make larger contributions to student achievement (value added)
Teachers with higher self-efficacy are rated by students as showing better classroom management, more cognitive activation, and greater support - Teachers with higher self-efficacy are rated by students as showing better classroom management, more cognitive activation, and greater support
Teachers with higher self-efficacy report higher instructional quality at the individual teacher level, with congruent domain-specific associations - Teachers with higher self-efficacy report higher instructional quality at the individual teacher level, with congruent domain-specific associations
Teachers with little or no pedagogical preparation are 2 to 3 times more likely to leave teaching than comprehensively prepared teachers - Teachers with little or no pedagogical preparation are 2 to 3 times more likely to leave teaching than comprehensively prepared teachers
Teachers with more professional preparation use interactive instruction more often - Teachers with more professional preparation use interactive instruction more often
Teachers with special education training hold more positive views about inclusion than regular education teachers (d = 0.41) - Teachers with special education training hold more positive views about inclusion than regular education teachers (d = 0.41)
Teachers with the lowest value-added and observation scores are overrepresented in schools serving the most disadvantaged students - Teachers with the lowest value-added and observation scores are overrepresented in schools serving the most disadvantaged students
Teachers with the same observation scores can have very different value-added scores, with considerable overlap across observation-score quintiles - Teachers with the same observation scores can have very different value-added scores, with considerable overlap across observation-score quintiles
Teachers without formal training report substantially lower positive beliefs about GenAI than university-prepared teachers - Teachers without formal training report substantially lower positive beliefs about GenAI than university-prepared teachers
Teachers without mentors reached the impact level more often than mentored teachers, raising the question that mentoring may inhibit development - Teachers without mentors reached the impact level more often than mentored teachers, raising the question that mentoring may inhibit development
Teachers would engage in analytics-informed inquiry if they saw direct benefits for student outcomes and the process were a regular part of their work - Teachers would engage in analytics-informed inquiry if they saw direct benefits for student outcomes and the process were a regular part of their work
Teachers' (not students') perceptions of the TSR correlate most strongly with student academic achievement - Teachers' (not students') perceptions of the TSR correlate most strongly with student academic achievement
Teachers' ability to deliver strong instruction depends substantially on the school context, family resources and challenges, and the larger community - Teachers' ability to deliver strong instruction depends substantially on the school context, family resources and challenges, and the larger community
Teachers' access to and professional use of technology improved considerably from 2001 to 2003, but did not translate into proportionate increases in technology-rich student assignments - Teachers' access to and professional use of technology improved considerably from 2001 to 2003, but did not translate into proportionate increases in technology-rich student assignments
Teachers' achievement goals measured at semester start did not predict students' course-level learning experiences in Study 1, and relational goals were negatively associated with overall course rating - Teachers' achievement goals measured at semester start did not predict students' course-level learning experiences in Study 1, and relational goals were negatively associated with overall course ratin
Teachers' adoption of online collaborative learning is associated with constructivist beliefs, facilitator/delegator roles, perceived need for innovation, and institutional conditions - Teachers' adoption of online collaborative learning is associated with constructivist beliefs, facilitator/delegator roles, perceived need for innovation, and institutional conditions
Teachers' and students' SRL profiles differ more than they are alike, sharing only insufficient reflection practice - Teachers' and students' SRL profiles differ more than they are alike, sharing only insufficient reflection practice
Teachers' antibullying attitudes are positively associated with intervention likelihood in hypothetical bullying scenarios (r = 0.48) - Teachers' antibullying attitudes are positively associated with intervention likelihood in hypothetical bullying scenarios (r = 0.48)
Teachers' attention easily diverts to English learners' grammar, vocabulary, and pronunciation even when unrelated to the day's learning goal - Teachers' attention easily diverts to English learners' grammar, vocabulary, and pronunciation even when unrelated to the day's learning goal
Teachers' attitudes toward GenAI tools significantly predict their behavioural intention to integrate them - Teachers' attitudes toward GenAI tools significantly predict their behavioural intention to integrate them
Teachers' attitudes towards oral corrective feedback are guided mainly by considerations of students' feelings, which override cognitive and other components - Teachers' attitudes towards oral corrective feedback are guided mainly by considerations of students' feelings, which override cognitive and other components
Teachers' authentic emotional expression supports instructional clarity and student emotions, while concealment lowers perceived clarity - Teachers' authentic emotional expression supports instructional clarity and student emotions, while concealment lowers perceived clarity
Teachers' awareness of situational factors may weaken the link between perceived artificial autonomy and GenAI adoption intention - Teachers' awareness of situational factors may weaken the link between perceived artificial autonomy and GenAI adoption intention
Teachers' beginning-of-year anxiety for teaching mathematics, science, or ELA shows no direct significant association with students' end-of-year anxiety in that content area - Teachers' beginning-of-year anxiety for teaching mathematics, science, or ELA shows no direct significant association with students' end-of-year anxiety in that content area
Teachers' belief that their students were ready for argumentative writing significantly predicted student growth within the first prompt - Teachers' belief that their students were ready for argumentative writing significantly predicted student growth within the first prompt
Teachers' classifications of pupils as good, fair, or poor agree only weakly with digit memory-test standing - Teachers' classifications of pupils as good, fair, or poor agree only weakly with digit memory-test standing
Teachers' cognitive appraisals, emotional appraisals, and self-efficacy about inclusive education average in the mid-range of measurement scales, indicating room for growth - Teachers' cognitive appraisals, emotional appraisals, and self-efficacy about inclusive education average in the mid-range of measurement scales, indicating room for growth
Teachers' concerns follow a developmental trend from lower to higher stages during curriculum implementation - Teachers' concerns follow a developmental trend from lower to higher stages during curriculum implementation
Teachers' confidence in teaching students to order reasons and evidence logically significantly predicted student writing growth within the first and second prompts - Teachers' confidence in teaching students to order reasons and evidence logically significantly predicted student writing growth within the first and second prompts
Teachers' digital competence is a critical factor influencing both AI tool adoption and its pedagogical effectiveness - Teachers' digital competence is a critical factor influencing both AI tool adoption and its pedagogical effectiveness
Teachers' direct instructional support is associated with students' use of self-regulation strategies, while autonomy as indirect activation was negatively associated with reading performance - Teachers' direct instructional support is associated with students' use of self-regulation strategies, while autonomy as indirect activation was negatively associated with reading performance
Teachers' dyslexia knowledge differs depending on whether an item presents a term or an explanation of the term - Teachers' dyslexia knowledge differs depending on whether an item presents a term or an explanation of the term
Teachers' early expectations predict students' later perceived competence in physical education beyond students' background characteristics - Teachers' early expectations predict students' later perceived competence in physical education beyond students' background characteristics
Teachers' educational level was statistically associated with their responses on three of 37 OER-competency survey items, though the definition-of-elements association is weak and non-linear - Teachers' educational level was statistically associated with their responses on three of 37 OER-competency survey items, though the definition-of-elements association is weak and non-linear
Teachers' effectiveness increases at a greater rate in supportive, collegial working environments and when they accumulate experience in the same grade level, subject, or district - Teachers' effectiveness increases at a greater rate in supportive, collegial working environments and when they accumulate experience in the same grade level, subject, or district
Teachers' empathetic caring is associated with stronger mathematics classroom connectedness among Black and Latine students than transactional care - Teachers' empathetic caring is associated with stronger mathematics classroom connectedness among Black and Latine students than transactional care
Teachers' empathy for victims of bullying is associated with a greater self-reported likelihood of intervening in bullying - Teachers' empathy for victims of bullying is associated with a greater self-reported likelihood of intervening in bullying
Teachers' engagement growth was negotiated through balancing challenges and cognitive load, with some experiences of strain and isolation - Teachers' engagement growth was negotiated through balancing challenges and cognitive load, with some experiences of strain and isolation
Teachers' epistemic cognition adds a layer of complexity not present for learners because they manage epistemic aims for both themselves and their students - Teachers' epistemic cognition adds a layer of complexity not present for learners because they manage epistemic aims for both themselves and their students
Teachers' epistemic cognition is related to their teaching approaches, classroom strategies, and expectations for students - Teachers' epistemic cognition is related to their teaching approaches, classroom strategies, and expectations for students
Teachers' estimates show the highest single-measure correlation with the Stanford Revision (.72, 60 cases) - Teachers' estimates show the highest single-measure correlation with the Stanford Revision (.72, 60 cases)
Teachers' expectancy beliefs about successfully using AI applications shape their motivation to use them (theoretical argument). - Teachers' expectancy beliefs about successfully using AI applications shape their motivation to use them (theoretical argument).
Teachers' expectations and perceived autonomy-supportive climate are uncorrelated, making climate an unlikely consequence of expectations - Teachers' expectations and perceived autonomy-supportive climate are uncorrelated, making climate an unlikely consequence of expectations
Teachers' gaze scanpaths are more similar within an individual than between individuals, in both attentional and communicative gaze - Teachers' gaze scanpaths are more similar within an individual than between individuals, in both attentional and communicative gaze
Teachers' Grow use is strongly influenced by technology professional development, their own use of technology, and principal support for Grow - Teachers' Grow use is strongly influenced by technology professional development, their own use of technology, and principal support for Grow
Teachers' growth mindset is associated with mastery goal structures but not performance goal structures - Teachers' growth mindset is associated with mastery goal structures but not performance goal structures
Teachers' growth mindset is positively associated with mastery-approach goals (r = .148) - Teachers' growth mindset is positively associated with mastery-approach goals (r = .148)
Teachers' growth mindset is positively associated with their self-efficacy (r = .180) - Teachers' growth mindset is positively associated with their self-efficacy (r = .180)
Teachers' growth mindset is unrelated to performance-approach goals, performance-avoidance goals, teachers' test performance, and student achievement - Teachers' growth mindset is unrelated to performance-approach goals, performance-avoidance goals, teachers' test performance, and student achievement
Teachers' growth mindset shows a small positive overall association with combined teacher, instructional, and student outcomes (r = .111) - Teachers' growth mindset shows a small positive overall association with combined teacher, instructional, and student outcomes (r = .111)
Teachers' guidance and support in collaborative science inquiry differed by teacher perceptions and group outcomes, and teacher affect was compounded by student affect, per the editorial's report of Pietarinen et al. - Teachers' guidance and support in collaborative science inquiry differed by teacher perceptions and group outcomes, and teacher affect was compounded by student affect, per the editorial's report of P
Teachers' higher lesson-specific negative emotions predicted lower positive emotions in students - Teachers' higher lesson-specific negative emotions predicted lower positive emotions in students
Teachers' humour (unspecified) shows mixed observed effects on adolescent students' classroom experience, with reported benefits to environment and learning alongside reduced participation and loss of control - Teachers' humour (unspecified) shows mixed observed effects on adolescent students' classroom experience, with reported benefits to environment and learning alongside reduced participation and loss of
Teachers' ICT-use competence is high and statistically independent of educational level - Teachers' ICT-use competence is high and statistically independent of educational level
Teachers' initial SRL competence profiles moderate training effectiveness: initially high-competence teachers benefit more from training - Teachers' initial SRL competence profiles moderate training effectiveness: initially high-competence teachers benefit more from training
Teachers' instructional moves of attuning to, acknowledging, repeating and selectively picking up on student contributions appear to enable students to develop increasingly complex understandings of life skills concepts. - Teachers' instructional moves of attuning to, acknowledging, repeating and selectively picking up on student contributions appear to enable students to develop increasingly complex understandings of l
Teachers' inter-individual judgment accuracy (predicting differences between students) is well above chance (.528) even though their intra-individual accuracy is not (Experiment 1). - Teachers' inter-individual judgment accuracy (predicting differences between students) is well above chance (.528) even though their intra-individual accuracy is not (Experiment 1).
Teachers' internalized negative feelings about a child are related to displays of negative affect in observed interactions with that child - Teachers' internalized negative feelings about a child are related to displays of negative affect in observed interactions with that child
Teachers' intra-individual monitoring accuracy of students' text-by-text learning is not better than chance and is not improved by students' keywords or summaries (Experiment 1). - Teachers' intra-individual monitoring accuracy of students' text-by-text learning is not better than chance and is not improved by students' keywords or summaries (Experiment 1).
Teachers' job satisfaction is negatively associated with absenteeism (pooled r = −0.18) - Teachers' job satisfaction is negatively associated with absenteeism (pooled r = −0.18)
Teachers' job satisfaction is negatively associated with turnover intentions (pooled r = −0.46) - Teachers' job satisfaction is negatively associated with turnover intentions (pooled r = −0.46)
Teachers' job satisfaction is positively associated with students' motivation (r = 0.29) and achievement (r = 0.10) - Teachers' job satisfaction is positively associated with students' motivation (r = 0.29) and achievement (r = 0.10)
Teachers' job satisfaction is positively associated with the quality of teacher-student interactions, with the largest pooled correlation for general interactions (r = 0.28) - Teachers' job satisfaction is positively associated with the quality of teacher-student interactions, with the largest pooled correlation for general interactions (r = 0.28)
Teachers' judgments of students' monitoring accuracy deviated 14.33% from students' actual monitoring accuracy, tending to underestimate it - Teachers' judgments of students' monitoring accuracy deviated 14.33% from students' actual monitoring accuracy, tending to underestimate it
Teachers' judgments of students' performance deviated 21.96% from students' actual performance, tending to overestimate it - Teachers' judgments of students' performance deviated 21.96% from students' actual performance, tending to overestimate it
Teachers' judgments of students' text comprehension are significantly more accurate when diagnostic performance cues are available than when only non-diagnostic student cues are available - Teachers' judgments of students' text comprehension are significantly more accurate when diagnostic performance cues are available than when only non-diagnostic student cues are available
Teachers' knowledge of SRL is partial and unevenly developed across all three dimensions - Teachers' knowledge of SRL is partial and unevenly developed across all three dimensions
Teachers' knowledge of students' relational strategies relates to class-level understanding of equivalence across six countries - Teachers' knowledge of students' relational strategies relates to class-level understanding of equivalence across six countries
Teachers' limited skills in facilitating conversations and managing classrooms was the second most salient implementation barrier - Teachers' limited skills in facilitating conversations and managing classrooms was the second most salient implementation barrier
Teachers' load-reducing instructional strategies predict lower extraneous and intrinsic cognitive load and have direct positive associations with motivation and engagement - Teachers' load-reducing instructional strategies predict lower extraneous and intrinsic cognitive load and have direct positive associations with motivation and engagement
Teachers' load-reducing strategies correlate with lower cognitive load and higher motivation, engagement, and achievement, and their motivating styles with lower load and higher motivation and engagement (Evans et al., 2024) - Teachers' load-reducing strategies correlate with lower cognitive load and higher motivation, engagement, and achievement, and their motivating styles with lower load and higher motivation and engagem
Teachers' low digital competence and lack of AI training frameworks are key barriers to GAI integration in K-12 - Teachers' low digital competence and lack of AI training frameworks are key barriers to GAI integration in K-12
Teachers' mathematics anxiety is positively associated with the mathematics anxiety of their low-SES students via a teacher-anxiety-by-FARM interaction - Teachers' mathematics anxiety is positively associated with the mathematics anxiety of their low-SES students via a teacher-anxiety-by-FARM interaction
Teachers' monitoring accuracy does not differ significantly between the name-only condition and either diagram condition - Teachers' monitoring accuracy does not differ significantly between the name-only condition and either diagram condition
Teachers' monitoring accuracy is higher in the name+diagram condition than in the diagram-only condition, opposite to the blinding hypothesis - Teachers' monitoring accuracy is higher in the name+diagram condition than in the diagram-only condition, opposite to the blinding hypothesis
Teachers' most common concern is that agreeable AI companions remove the developmental friction through which adolescents learn to sustain human relationships - Teachers' most common concern is that agreeable AI companions remove the developmental friction through which adolescents learn to sustain human relationships
Teachers' most negative reports concern student behavior, which more teachers say has gotten worse than better - Teachers' most negative reports concern student behavior, which more teachers say has gotten worse than better
Teachers' motivating styles of autonomy support and structure correlate with lower extraneous cognitive load, while chaos and domineering control correlate with higher extraneous load, in a sinusoidal circumplex pattern - Teachers' motivating styles of autonomy support and structure correlate with lower extraneous cognitive load, while chaos and domineering control correlate with higher extraneous load, in a sinusoidal
Teachers' motivation to analyze their teaching falls into four broad categories: self-analysis, understanding students, change, and problems - Teachers' motivation to analyze their teaching falls into four broad categories: self-analysis, understanding students, change, and problems
Teachers' negative emotions decreased during the school day while their positive emotions showed no change - Teachers' negative emotions decreased during the school day while their positive emotions showed no change
Teachers' operational knowledge and non-traditional textbook practice format do not relate to students' equivalence understanding - Teachers' operational knowledge and non-traditional textbook practice format do not relate to students' equivalence understanding
Teachers' overall SRL level is significantly associated with their externally assessed reflection level - Teachers' overall SRL level is significantly associated with their externally assessed reflection level
Teachers' PBIS knowledge and fidelity (TKSS score) interacts with pre-to-post change in problem behavior among students with emotional disturbance - Teachers' PBIS knowledge and fidelity (TKSS score) interacts with pre-to-post change in problem behavior among students with emotional disturbance
Teachers' perceived severity of bullying predicts their likelihood of reacting to incidents of aggression - Teachers' perceived severity of bullying predicts their likelihood of reacting to incidents of aggression
Teachers' persistent grade effects predict students' long-term outcomes - Teachers' persistent grade effects predict students' long-term outcomes
Teachers' post-workshop platform engagement fell into three behavioral profiles, with most teachers showing minimal creation and browsing - Teachers' post-workshop platform engagement fell into three behavioral profiles, with most teachers showing minimal creation and browsing
Teachers' practical confusion stems mainly from institutional policies conflicting with student-centered evidence, not from multiple theories - Teachers' practical confusion stems mainly from institutional policies conflicting with student-centered evidence, not from multiple theories
Teachers' practical use of AI in science and green energy learning significantly predicts their AI integration ability (β = 0.391, p < 0.01, f² = 0.180) - Teachers' practical use of AI in science and green energy learning significantly predicts their AI integration ability (β = 0.391, p < 0.01, f² = 0.180)
Teachers' provision of opportunities to belong predicts Black and Latine students' class engagement and overall school engagement - Teachers' provision of opportunities to belong predicts Black and Latine students' class engagement and overall school engagement
Teachers' ratings of children's creativity correlate poorly with psychometric performance, and teachers tend to prefer appropriate answers over novel ones - Teachers' ratings of children's creativity correlate poorly with psychometric performance, and teachers tend to prefer appropriate answers over novel ones
Teachers' ratings on 16 English-readiness KEA items at kindergarten entry predicted Hispanic/Latino children's English literacy achievement almost 6 years later - Teachers' ratings on 16 English-readiness KEA items at kindergarten entry predicted Hispanic/Latino children's English literacy achievement almost 6 years later
Teachers' reflective prompt levels correlate significantly with the reflective level of their students' responses - Teachers' reflective prompt levels correlate significantly with the reflective level of their students' responses
Teachers' relational self-efficacy—beliefs in their capability to form, maintain, and repair relationships—is hypothesized to motivate TSR-building, but existing global self-efficacy measures show mixed links to TSR quality - Teachers' relational self-efficacy—beliefs in their capability to form, maintain, and repair relationships—is hypothesized to motivate TSR-building, but existing global self-efficacy measures show mix
Teachers' reported weekly use of the 5E instructional model for lesson planning rose from 13 percent to 42 percent over the Initiative - Teachers' reported weekly use of the 5E instructional model for lesson planning rose from 13 percent to 42 percent over the Initiative
Teachers' reports of disorder and crime decreased at a faster rate in Culture of Calm schools than in non-CoC schools between 2009 and 2011 (d = 0.4) - Teachers' reports of disorder and crime decreased at a faster rate in Culture of Calm schools than in non-CoC schools between 2009 and 2011 (d = 0.4)
Teachers' science anxiety is positively associated with the science anxiety of their low-SES students via a teacher-anxiety-by-FARM interaction - Teachers' science anxiety is positively associated with the science anxiety of their low-SES students via a teacher-anxiety-by-FARM interaction
Teachers' SEC shows a moderate overall correlation with students' SEC across K-12 studies, with considerable between-study variability - Teachers' SEC shows a moderate overall correlation with students' SEC across K-12 studies, with considerable between-study variability
Teachers' self-assessed reflection skill exceeds their externally assessed reflection level, with only a low correlation between the two - Teachers' self-assessed reflection skill exceeds their externally assessed reflection level, with only a low correlation between the two
Teachers' self-efficacy for SRL promotion shows significant indirect effects on students' self-efficacy, utility value and attainment value via teacher- and student-reported SRL promotion, with no indirect path to cost - Teachers' self-efficacy for SRL promotion shows significant indirect effects on students' self-efficacy, utility value and attainment value via teacher- and student-reported SRL promotion, with no ind
Teachers' self-efficacy for SRL promotion, but not their attainment value, is positively related to their self-reported SRL promotion when both are modelled simultaneously - Teachers' self-efficacy for SRL promotion, but not their attainment value, is positively related to their self-reported SRL promotion when both are modelled simultaneously
Teachers' self-perceived guidance and affect varied across the three inquiry phases and between teachers - Teachers' self-perceived guidance and affect varied across the three inquiry phases and between teachers
Teachers' self-reported AI literacy correlates only weakly with their objectively measured performance (r = 0.07–0.24) - Teachers' self-reported AI literacy correlates only weakly with their objectively measured performance (r = 0.07–0.24)
Teachers' self-reported cue utilization attributes are not significantly correlated with their monitoring accuracy (Experiment 2). - Teachers' self-reported cue utilization attributes are not significantly correlated with their monitoring accuracy (Experiment 2).
Teachers' self-reported SRL shows self-efficacy as the highest-practiced skill and help-seeking and goal-setting as the lowest - Teachers' self-reported SRL shows self-efficacy as the highest-practiced skill and help-seeking and goal-setting as the lowest
Teachers' spontaneous in-the-moment reactions draw on internalised earlier values rather than the curriculum's constitutive values - Teachers' spontaneous in-the-moment reactions draw on internalised earlier values rather than the curriculum's constitutive values
Teachers' SRL competence profiles do not differ by gender, age, or teaching experience - Teachers' SRL competence profiles do not differ by gender, age, or teaching experience
Teachers' SRL&T implementation efficacy depended on developing SRL understanding and autonomy in designing SRL-enriched modules - Teachers' SRL&T implementation efficacy depended on developing SRL understanding and autonomy in designing SRL-enriched modules
Teachers' SRL&T module scores improved modestly over the year, with Adam improving more (three to six points) than Ben (five to six) - Teachers' SRL&T module scores improved modestly over the year, with Adam improving more (three to six points) than Ben (five to six)
Teachers' subjective task values for TSRs—intrinsic, attainment, utility, and cost—shape their motivation to build relationships - Teachers' subjective task values for TSRs—intrinsic, attainment, utility, and cost—shape their motivation to build relationships
Teachers' tested routines tended to focus on Justify in year one and most switched to a different deep-engagement area, most often Justify to Solve, in year two - Teachers' tested routines tended to focus on Justify in year one and most switched to a different deep-engagement area, most often Justify to Solve, in year two
Teachers' tool preferences are stage-dependent, with pre-gen valued for ideation, mid-gen for structuring, post-gen for finalization, motivating hybrid workflows - Teachers' tool preferences are stage-dependent, with pre-gen valued for ideation, mid-gen for structuring, post-gen for finalization, motivating hybrid workflows
Teachers' understandability, trust, and acceptance of AI-EdTech recommendations are positively and significantly correlated - Teachers' understandability, trust, and acceptance of AI-EdTech recommendations are positively and significantly correlated
Teachers' universal classroom management practices significantly reduce problem classroom behavior (mean classroom ES = 0.80, ICC=.05) - Teachers' universal classroom management practices significantly reduce problem classroom behavior (mean classroom ES = 0.80, ICC=.05)
Teachers' usable mathematical teaching knowledge does not explain the relationship between teacher math anxiety and students' perceptions of teacher fixed mindset - Teachers' usable mathematical teaching knowledge does not explain the relationship between teacher math anxiety and students' perceptions of teacher fixed mindset
Teachers' use of Academic Choice relates to higher levels of instructional interactions in grade 3–5 classrooms - Teachers' use of Academic Choice relates to higher levels of instructional interactions in grade 3–5 classrooms
Teachers' use of Morning Meeting and Academic Choice relates to higher levels of emotionally supportive interactions in grade 3–5 classrooms - Teachers' use of Morning Meeting and Academic Choice relates to higher levels of emotionally supportive interactions in grade 3–5 classrooms
Teachers' visions most often broadened through wider action strategies, futures thinking, and methodological variety - Teachers' visions most often broadened through wider action strategies, futures thinking, and methodological variety
Teachers' voluntary individual adoption activities fall into two categories — investigating new computer resources and experimenting with altered teaching methods and classroom arrangements — associated with informational through consequence stages of concern - Teachers' voluntary individual adoption activities fall into two categories — investigating new computer resources and experimenting with altered teaching methods and classroom arrangements — associat
Teachers' years of experience and most self-reported instructional practices did not significantly predict students' AES-measured writing growth - Teachers' years of experience and most self-reported instructional practices did not significantly predict students' AES-measured writing growth
Teachers' years of experience correlate negatively with their mathematics and ELA anxiety but show no association with science anxiety - Teachers' years of experience correlate negatively with their mathematics and ELA anxiety but show no association with science anxiety
Teacher–AI collaboration is positively related to university teachers' work engagement - Teacher–AI collaboration is positively related to university teachers' work engagement
Teacher–student conflict correlated negatively with math achievement, and closeness correlated positively in third grade - Teacher–student conflict correlated negatively with math achievement, and closeness correlated positively in third grade
Teacher–student disagreement diminished for co-designers and, in most cases, for the rest of the class - Teacher–student disagreement diminished for co-designers and, in most cases, for the rest of the class
Teacher–student relationship quality partially mediates the association between student behavior and peer relationships - Teacher–student relationship quality partially mediates the association between student behavior and peer relationships
Teacher–student relationships and teacher support are used interchangeably in adolescent motivation research, in both terminology and measurement - Teacher–student relationships and teacher support are used interchangeably in adolescent motivation research, in both terminology and measurement
Teaching (writing a verbatim lecture script) produces better create question generation than explaining (writing a textbook explanation) - Teaching (writing a verbatim lecture script) produces better create question generation than explaining (writing a textbook explanation)
Teaching a ChatGPT agent does not significantly change students' test anxiety - Teaching a ChatGPT agent does not significantly change students' test anxiety
Teaching a ChatGPT agent does not significantly improve code correctness compared with writing code independently from videos - Teaching a ChatGPT agent does not significantly improve code correctness compared with writing code independently from videos
Teaching a ChatGPT agent improves students' self-regulated learning, specifically self-efficacy and use of cognitive strategies - Teaching a ChatGPT agent improves students' self-regulated learning, specifically self-efficacy and use of cognitive strategies
Teaching a ChatGPT agent yields significantly higher code clearness and readability scores than learning from online videos, but not higher code correctness - Teaching a ChatGPT agent yields significantly higher code clearness and readability scores than learning from online videos, but not higher code correctness
Teaching about Emotions is positively associated with ECERS-R Space and Furnishings quality in kindergarten groups - Teaching about Emotions is positively associated with ECERS-R Space and Furnishings quality in kindergarten groups
Teaching and learning conditions did not statistically significantly explain cross-national differences in the pandemic-related widening of the socio-economic performance gap - Teaching and learning conditions did not statistically significantly explain cross-national differences in the pandemic-related widening of the socio-economic performance gap
Teaching beliefs are negatively associated with AI-TCK and AI-TPK and show no significant effect on AI-TK, suggesting excessive teaching beliefs may impede AI-TPACK advancement - Teaching beliefs are negatively associated with AI-TCK and AI-TPK and show no significant effect on AI-TK, suggesting excessive teaching beliefs may impede AI-TPACK advancement
Teaching between study phases contributes to comprehension more than teaching after the study phase - Teaching between study phases contributes to comprehension more than teaching after the study phase
Teaching by first- or second-year TFA corps members shows no significant effect on elementary-grade students' reading compared with non-TFA novice teachers - Teaching by first- or second-year TFA corps members shows no significant effect on elementary-grade students' reading compared with non-TFA novice teachers
Teaching cognitive strategies is associated with more accurate self-monitoring, while metacognitive strategy instruction shows no relation - Teaching cognitive strategies is associated with more accurate self-monitoring, while metacognitive strategy instruction shows no relation
Teaching expectancy may moderate the non-interactive teaching effect, but this moderation often fails to replicate - Teaching expectancy may moderate the non-interactive teaching effect, but this moderation often fails to replicate
Teaching experience does not significantly enhance MTES AI-TPACK proficiency, though experienced MTES scored slightly higher on every variable - Teaching experience does not significantly enhance MTES AI-TPACK proficiency, though experienced MTES scored slightly higher on every variable
Teaching experience is a minor negative predictor of digital data use, while age and gender show no significant effect - Teaching experience is a minor negative predictor of digital data use, while age and gender show no significant effect
Teaching experience is associated with higher frequency of mental/perceptual and action/event words in think-aloud about classroom scenes - Teaching experience is associated with higher frequency of mental/perceptual and action/event words in think-aloud about classroom scenes
Teaching experience is positively and significantly associated with student achievement gains throughout a teacher's career, per a review of 30 studies - Teaching experience is positively and significantly associated with student achievement gains throughout a teacher's career, per a review of 30 studies
Teaching experience is significantly and positively related to Iranian EFL teachers' awareness of all four critical pedagogy factors - Teaching experience is significantly and positively related to Iranian EFL teachers' awareness of all four critical pedagogy factors
Teaching Games for Understanding improves tactical decision-making more than traditional physical education instruction. - Across 65 quasi-experimental physical education studies, Teaching Games for Understanding outperformed traditional technique-led instruction on tactical decision-making (SMD 0.83), the only model in t
Teaching has a relatively high turnover rate compared to nursing and national employee turnover benchmarks - Teaching has a relatively high turnover rate compared to nursing and national employee turnover benchmarks
Teaching implementation (flipped vs. lecture-based) shows no significant main effect on post-event emotional valence - Teaching implementation (flipped vs.
Teaching interactions typically conclude within 30 dialogue turns, motivating a 30-turn cap to prevent dead loops - Teaching interactions typically conclude within 30 dialogue turns, motivating a 30-turn cap to prevent dead loops
Teaching methods have differential effects on democratic competences, per a systematic review of 51 quantitative intervention studies - Teaching methods have differential effects on democratic competences, per a systematic review of 51 quantitative intervention studies
Teaching phonological awareness and print knowledge improved decoding performance even without decoding instruction, and adding decoding instruction more than doubled the weighted effect size - Teaching phonological awareness and print knowledge improved decoding performance even without decoding instruction, and adding decoding instruction more than doubled the weighted effect size
Teaching phonological awareness and print knowledge improved early writing performance with or without early writing instruction - Teaching phonological awareness and print knowledge improved early writing performance with or without early writing instruction
Teaching primarily helps the student agent realize existing potential rather than raise its absolute performance ceiling - Teaching primarily helps the student agent realize existing potential rather than raise its absolute performance ceiling
Teaching reflective questioning or using graphical representations improves procedural and conceptual knowledge across diverse populations - Teaching reflective questioning or using graphical representations improves procedural and conceptual knowledge across diverse populations
Teaching science and mathematics through human modeling and collaborative cross-border projects can serve the purpose of developing tolerance and international understanding - Teaching science and mathematics through human modeling and collaborative cross-border projects can serve the purpose of developing tolerance and international understanding
Teaching self-efficacy, professional identity, and AI literacy are each significantly associated with AI teaching innovation behavior, with additional links among the mediators - Teaching self-efficacy, professional identity, and AI literacy are each significantly associated with AI teaching innovation behavior, with additional links among the mediators
Teaching students in a language they understand benefits both language learning and broader learning - Teaching students in a language they understand benefits both language learning and broader learning
Teaching students reported higher stress and mental effort during the intervention than comparison groups - Teaching students reported higher stress and mental effort during the intervention than comparison groups
Teaching style can be reclaimed as an effective tool for socially responsible rhetorical communication - Teaching style can be reclaimed as an effective tool for socially responsible rhetorical communication
Teaching type, intervention duration, subject area, group size, and learning scaffold significantly moderate the effect of collaborative problem-solving on critical thinking - Teaching type, intervention duration, subject area, group size, and learning scaffold significantly moderate the effect of collaborative problem-solving on critical thinking
Team code comprehension dropped in lec09 when Implementation-phase AI usage peaked, and recovered in lec10 following instructor intervention - Team code comprehension dropped in lec09 when Implementation-phase AI usage peaked, and recovered in lec10 following instructor intervention
Team psychological safety and team member exchange are not significantly correlated with TEAMUP in-game performance indicators - Team psychological safety and team member exchange are not significantly correlated with TEAMUP in-game performance indicators
Team reflection relates positively to team performance over time, but knowledge sharing and team activity do not - Team reflection relates positively to team performance over time, but knowledge sharing and team activity do not
Team reflection, sharing, and boundary crossing relate positively to innovative work behaviour over time - Team reflection, sharing, and boundary crossing relate positively to innovative work behaviour over time
Team regulation affected group learning results in one condition (Saab et al.) - Team regulation affected group learning results in one condition (Saab et al.)
Team regulation correlates positively with learning results only in the CHT condition - Team regulation correlates positively with learning results only in the CHT condition
Team structure factors (gender, age, game experience) markedly influence TEAMUP speed and distance but not avoidable mistakes - Team structure factors (gender, age, game experience) markedly influence TEAMUP speed and distance but not avoidable mistakes
Team teaching offers planning advantages but carries risks of interpersonal friction and domination by a dogmatic team member - Team teaching offers planning advantages but carries risks of interpersonal friction and domination by a dogmatic team member
Team-based discovery learning improved EFL students' research proposal writing across two action-research cycles, with cycle-two average score 85.8 above the success criterion - Team-based discovery learning improved EFL students' research proposal writing across two action-research cycles, with cycle-two average score 85.8 above the success criterion
Team-based professional development can help higher education teachers learn to reflect critically on their teaching, but true reflection is often not achieved - Team-based professional development can help higher education teachers learn to reflect critically on their teaching, but true reflection is often not achieved
Team-based professional development in higher education leads colleagues to learn more about each other, with some becoming role models for one another - Team-based professional development in higher education leads colleagues to learn more about each other, with some becoming role models for one another
Team-based professional development is associated with shifts toward more student-centered teaching in qualitative studies, but not in one quantitative online-training study - Team-based professional development is associated with shifts toward more student-centered teaching in qualitative studies, but not in one quantitative online-training study
Teams consolidated as PLCs regardless of the type of prior connections that formed them, with no significant differences across connection types - Teams consolidated as PLCs regardless of the type of prior connections that formed them, with no significant differences across connection types
Teams from all three I3P calls functioned as PLCs at the implementation stage, with no statistically significant differences between calls across the five PLC dimensions - Teams from all three I3P calls functioned as PLCs at the implementation stage, with no statistically significant differences between calls across the five PLC dimensions
Teams in the matched condition had more elaborate discussions of the domain than teams in the mismatched condition, especially about relations and mathematical relationships - Teams in the matched condition had more elaborate discussions of the domain than teams in the mismatched condition, especially about relations and mathematical relationships
Teams receiving part-task congruent representational tools (causal then simulation) outperformed teams with partly matched or mismatched tools on a complex business-economics learning task - Teams receiving part-task congruent representational tools (causal then simulation) outperformed teams with partly matched or mismatched tools on a complex business-economics learning task
Teams that coordinate, communicate, and document intermediate results solve EER problems more successfully - Teams that coordinate, communicate, and document intermediate results solve EER problems more successfully
Teams that narrowed the first problem and ran small Plan-Do-Study-Act tests before scaling saw themselves as more effective improvers - Teams that narrowed the first problem and ran small Plan-Do-Study-Act tests before scaling saw themselves as more effective improvers
Teams whose perception of who uses more AI reversed between t1 and t3 achieved lower scores than teams with stable perceptions - Teams whose perception of who uses more AI reversed between t1 and t3 achieved lower scores than teams with stable perceptions
Teams with part-task congruent tools adjusted their representations across phases—broad causal representations first, then more selective algebraic specification—unlike single-tool teams - Teams with part-task congruent tools adjusted their representations across phases—broad causal representations first, then more selective algebraic specification—unlike single-tool teams