Claims: T 3

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

• 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
• Teams with similar cohesive perceptions report higher task cohesion scores than teams with different perceptions - Teams with similar cohesive perceptions report higher task cohesion scores than teams with different perceptions
• TEAMUP in-game performance varies widely across teams, with errors ranging from 2 to 37 - TEAMUP in-game performance varies widely across teams, with errors ranging from 2 to 37
• Teamwork predicts critical thinking directly and via work skills (Ind1: Twork→WSk→CThink, β=.053, 95% CI .0312-.0717) - Teamwork predicts critical thinking directly and via work skills (Ind1: Twork→WSk→CThink, β=.053, 95% CI .0312-.0717)
• Teamwork predicts critical thinking via educational motivation (Ind2: Twork→EdMot→CThink, β=.052, 95% CI .0318-.0747) - Teamwork predicts critical thinking via educational motivation (Ind2: Twork→EdMot→CThink, β=.052, 95% CI .0318-.0747)
• Teamwork, work skills and educational motivation each significantly predict critical thinking in the full regression (β=.44, .23, .03; R-sq=.3465) - Teamwork, work skills and educational motivation each significantly predict critical thinking in the full regression (β=.44, .23, .03; R-sq=.3465)
• Technical AI literacy elements dominate STEAM implementations: Fundamental AI Concepts (36 studies), Data Literacy (30) and Computational Thinking (29) far exceed Managing AI (6), Designing AI (8) and Creative Imagination (9) - Technical AI literacy elements dominate STEAM implementations: Fundamental AI Concepts (36 studies), Data Literacy (30) and Computational Thinking (29) far exceed Managing AI (6), Designing AI (8) and
• Technical assistance functions as a structural constraint that embeds World Bank frameworks in national policymaking, not merely as advice - Technical assistance functions as a structural constraint that embeds World Bank frameworks in national policymaking, not merely as advice
• Technical confidence using digital learning tools is positively associated with lower distraction levels among online learners - Technical confidence using digital learning tools is positively associated with lower distraction levels among online learners
• Technical difficulties were the most frequently reported implementation limitation, mentioned in ten of the thirteen studies - Technical difficulties were the most frequently reported implementation limitation, mentioned in ten of the thirteen studies
• Technical integration with learning management systems and existing teacher tools eases Ecree adoption - Technical integration with learning management systems and existing teacher tools eases Ecree adoption
• Technical issues (login scanning, internet connectivity, projector setup, and glitches) frustrated students and created a significant barrier to playlist implementation - Technical issues (login scanning, internet connectivity, projector setup, and glitches) frustrated students and created a significant barrier to playlist implementation
• Technical restorative practices implementation falls short when the adaptive components of values, mindsets, and beliefs have not shifted - Technical restorative practices implementation falls short when the adaptive components of values, mindsets, and beliefs have not shifted
• Technically oriented theoretical rationales are operationalized more often than learning-centered theories in AI writing customization - Technically oriented theoretical rationales are operationalized more often than learning-centered theories in AI writing customization
• Techniques raising both focus support and reward simultaneously are predicted to foster learning best; content-irrelevant humor is predicted not to - Techniques raising both focus support and reward simultaneously are predicted to foster learning best; content-irrelevant humor is predicted not to
• Techniques yield learning gains only when they compensate for otherwise too-low focus support or reward (baseline-levels condition) - Techniques yield learning gains only when they compensate for otherwise too-low focus support or reward (baseline-levels condition)
• Technological failures such as body crumple, sound intrusion, and embodiment violations inhibited effective communication in social VR - Technological failures such as body crumple, sound intrusion, and embodiment violations inhibited effective communication in social VR
• Technological knowledge of GenAI is strongly associated with self-perceived knowledge in technology-integrated domains - Technological knowledge of GenAI is strongly associated with self-perceived knowledge in technology-integrated domains
• Technological self-efficacy significantly but modestly predicts faculty AI well-being - Technological self-efficacy significantly but modestly predicts faculty AI well-being
• Technologically oriented help requests comprised 11.5% of requests and declined steeply from the first to the last post-experiment activity - Technologically oriented help requests comprised 11.5% of requests and declined steeply from the first to the last post-experiment activity
• Technologies are used to assess student performance during WIL, commonly via online reflective journals and e-portfolios - Technologies are used to assess student performance during WIL, commonly via online reflective journals and e-portfolios
• Technology acceptance conditions the virtual-real-imagination–behavioral-intention association, which is stronger at higher reported technology acceptance - Technology acceptance conditions the virtual-real-imagination–behavioral-intention association, which is stronger at higher reported technology acceptance
• Technology acceptance directly predicts reflective AI use and learning engagement in AI-supported programming (survey SEM, N=131) - Technology acceptance directly predicts reflective AI use and learning engagement in AI-supported programming (survey SEM, N=131)
• Technology access problems during the COVID shift were more prevalent among minoritized students and students from lower-income households - Technology access problems during the COVID shift were more prevalent among minoritized students and students from lower-income households
• Technology affordance conditions, manipulated via device-to-student ratio and scripts, shape role emergence, role coordination, and group structure in collaboration - Technology affordance conditions, manipulated via device-to-student ratio and scripts, shape role emergence, role coordination, and group structure in collaboration
• Technology anxiety is a positive predictor of AI literacy once other determinants are controlled, despite a negative zero-order correlation - Technology anxiety is a positive predictor of AI literacy once other determinants are controlled, despite a negative zero-order correlation
• Technology anxiety's positive association with AI literacy is confined to critical evaluation and ethical competence and absent from the three performance-oriented subdimensions - Technology anxiety's positive association with AI literacy is confined to critical evaluation and ethical competence and absent from the three performance-oriented subdimensions
• Technology can play a key role in comprehensive reform, but the adaptive capacity of the institution is equally critical for success - Technology can play a key role in comprehensive reform, but the adaptive capacity of the institution is equally critical for success
• Technology can remove geographical barriers and allow rural and external students to engage in WIL activities - Technology can remove geographical barriers and allow rural and external students to engage in WIL activities
• Technology disciplines, especially Computer Science and Data Science, lead contributions to AI literacy across TIECD dimensions, while Design (AILE 5.1) is underrepresented across all STEAM clusters - Technology disciplines, especially Computer Science and Data Science, lead contributions to AI literacy across TIECD dimensions, while Design (AILE 5.1) is underrepresented across all STEAM clusters
• Technology effects on TEFL outcomes trend upward across educational levels (primary g = 0.29, secondary g = 0.35, tertiary g = 0.44), though between-level differences are not statistically significant - Technology effects on TEFL outcomes trend upward across educational levels (primary g = 0.29, secondary g = 0.35, tertiary g = 0.44), though between-level differences are not statistically significant
• Technology implementation in higher education depends on individual initiative rather than institutional systems, with governance structures rarely including those responsible for implementation - Technology implementation in higher education depends on individual initiative rather than institutional systems, with governance structures rarely including those responsible for implementation
• Technology programs examine discipline-related physics topics at higher cognitive levels within a disciplinary context - Technology programs examine discipline-related physics topics at higher cognitive levels within a disciplinary context
• Technology type did not significantly moderate effects on metacognitive outcomes, though generative-AI interventions showed a descriptively larger estimate - Technology type did not significantly moderate effects on metacognitive outcomes, though generative-AI interventions showed a descriptively larger estimate
• Technology type, collaboration level, and intervention duration show no significant differences in concept-mapping effects - Technology type, collaboration level, and intervention duration show no significant differences in concept-mapping effects
• Technology use (read-aloud, response mode, or interactive instruction) does not significantly moderate shared text reading effects - Technology use (read-aloud, response mode, or interactive instruction) does not significantly moderate shared text reading effects
• Technology-enhanced adaptive teaching improves delayed but not immediate learning outcomes compared with business-as-usual teaching - Technology-enhanced adaptive teaching improves delayed but not immediate learning outcomes compared with business-as-usual teaching
• Technology-enhanced adaptive teaching shows no significant effects on monitoring accuracy, subject-specific interest, or self-efficacy - Technology-enhanced adaptive teaching shows no significant effects on monitoring accuracy, subject-specific interest, or self-efficacy
• Technology-enhanced assessment items were studied as a potential means of increasing student test engagement and reducing disengagement - Technology-enhanced assessment items were studied as a potential means of increasing student test engagement and reducing disengagement
• Technology-enhanced stories (any digital addition, not multimedia alone) significantly improve expressive vocabulary for children disadvantaged by environmental factors such as low parental education - Technology-enhanced stories (any digital addition, not multimedia alone) significantly improve expressive vocabulary for children disadvantaged by environmental factors such as low parental education
• Technology-enhanced stories show no significant additional effect on code-related literacy skills - Technology-enhanced stories show no significant additional effect on code-related literacy skills
• Technology-enhanced stories show no significant additional effect on receptive vocabulary compared with traditional storybook reading - Technology-enhanced stories show no significant additional effect on receptive vocabulary compared with traditional storybook reading
• Technology-enhanced stories show no significant effect on child engagement and communication during reading - Technology-enhanced stories show no significant effect on child engagement and communication during reading
• Technology-enhanced stories yield a small but significant additional benefit over traditional story presentations for story comprehension and expressive vocabulary in young children - Technology-enhanced stories yield a small but significant additional benefit over traditional story presentations for story comprehension and expressive vocabulary in young children
• Technology-enhanced tabletop exercises delivered via IXP across 25 exercises and 743 participants showed increased student engagement and collaboration and clearer instructor visibility. - Technology-enhanced tabletop exercises delivered via IXP across 25 exercises and 743 participants showed increased student engagement and collaboration and clearer instructor visibility.
• Technology-pathway students report higher active-creation self-efficacy than Arts and Humanities students (p < 0.001) - Technology-pathway students report higher active-creation self-efficacy than Arts and Humanities students (p < 0.001)
• Technology-supported adaptive teaching units showed significant learning gains, larger for low-prior-knowledge students and high implementation fidelity - Technology-supported adaptive teaching units showed significant learning gains, larger for low-prior-knowledge students and high implementation fidelity
• Technology-supported educational interventions are associated with higher metacognitive outcomes on average (g = 0.653), with substantial between-study heterogeneity - Technology-supported educational interventions are associated with higher metacognitive outcomes on average (g = 0.653), with substantial between-study heterogeneity
• TECTA credential attainment concentrated below the bachelor's level, with only 1.8% of participants completing a bachelor's degree or higher - TECTA credential attainment concentrated below the bachelor's level, with only 1.8% of participants completing a bachelor's degree or higher
• TEEMSS produced a statistically significant positive effect on the grade 3–4 sound unit test in a quasi-experimental study - TEEMSS produced a statistically significant positive effect on the grade 3–4 sound unit test in a quasi-experimental study
• Teen ChatGPT use doubled between 2023 and 2024 while 75% of global knowledge workers use generative AI - Teen ChatGPT use doubled between 2023 and 2024 while 75% of global knowledge workers use generative AI
• Teens with ASD are described as vulnerable to compulsive internet use that limits in-person social interaction - Teens with ASD are described as vulnerable to compulsive internet use that limits in-person social interaction
• TEI@4 selection shifts thinking-trace mass toward deeper deliberation, raising Schoenfeld Explore share by +10.8pp without changing the model - TEI@4 selection shifts thinking-trace mass toward deeper deliberation, raising Schoenfeld Explore share by +10.8pp without changing the model
• TEI@N inference-time selection raises the improvement rate on pre-incorrect math scenarios from 59.0% to 81.9% at N=8 over Greedy on a frozen DeepSeek-R1-8B base - TEI@N inference-time selection raises the improvement rate on pre-incorrect math scenarios from 59.0% to 81.9% at N=8 over Greedy on a frozen DeepSeek-R1-8B base
• Tekster, a strategy-focused writing instruction program, statistically significantly improves the writing quality of upper-elementary students, with an overall effect size of 0.32 - Tekster, a strategy-focused writing instruction program, statistically significantly improves the writing quality of upper-elementary students, with an overall effect size of 0.32
• TEL design is not a distinct teacher competence but part of ordinary learning design - TEL design is not a distinct teacher competence but part of ordinary learning design
• Telegram-based chatbot use declined after initial novelty, with platform friction cited as a barrier - Telegram-based chatbot use declined after initial novelty, with platform friction cited as a barrier
• Tell and no-agent conditions showed no significant JoL–confidence correlations, with mixed results for progress and mastery - Tell and no-agent conditions showed no significant JoL–confidence correlations, with mixed results for progress and mastery
• Telling subjects to focus on a skill had no significant effect on conversation informativeness in either protocol - Telling subjects to focus on a skill had no significant effect on conversation informativeness in either protocol
• Temperature-construct interactions: constructs with moderate theoretical coherence benefited from higher temperatures, while well-defined constructs required deterministic settings - Temperature-construct interactions: constructs with moderate theoretical coherence benefited from higher temperatures, while well-defined constructs required deterministic settings
• Temporal cueing of event boundaries, such as adding key frames to dynamic visualizations, improves posttest performance - Temporal cueing of event boundaries, such as adding key frames to dynamic visualizations, improves posttest performance
• Temporal direction between PNT and LOU could not be identified: the reversed specification was observationally equivalent - Temporal direction between PNT and LOU could not be identified: the reversed specification was observationally equivalent
• Temporal increase in perceived learning fully mediates the effect of temporal decrease in perceived effort on choosing interleaved practice - Temporal increase in perceived learning fully mediates the effect of temporal decrease in perceived effort on choosing interleaved practice
• Temporal leakage from shuffled neighboring epochs inflates EEG familiarity classification, with peak weighted F1 dropping from 0.9853 (CNN, stratified) to 0.6038 (CNN, Group K-Fold) - Temporal leakage from shuffled neighboring epochs inflates EEG familiarity classification, with peak weighted F1 dropping from 0.9853 (CNN, stratified) to 0.6038 (CNN, Group K-Fold)
• Temporal network motif frequencies differ significantly between perception groups, with dyadic motifs characterising divergent-perception teams and triadic motifs aligned teams - Temporal network motif frequencies differ significantly between perception groups, with dyadic motifs characterising divergent-perception teams and triadic motifs aligned teams
• Temporal network motifs show promise as a proxy indicator of task cohesion in WIL environments when combined with survey data - Temporal network motifs show promise as a proxy indicator of task cohesion in WIL environments when combined with survey data
• Temporal phases of co-regulation matter: prolonged early planning to establish shared goals and common ground facilitates co-regulation and collaboration in later phases - Temporal phases of co-regulation matter: prolonged early planning to establish shared goals and common ground facilitates co-regulation and collaboration in later phases
• Ten developmental experiences are proposed as key mechanisms whereby settings influence character development - Ten developmental experiences are proposed as key mechanisms whereby settings influence character development
• Ten percent of CPS graduates who did not enroll in college within six years had an average high school GPA above 3.0, a missed opportunity for high-achieving students - Ten percent of CPS graduates who did not enroll in college within six years had an average high school GPA above 3.0, a missed opportunity for high-achieving students
• Ten Steps design of a workplace PD program is time and resource-intensive, spanning nearly two years for a five-month program - Ten Steps design of a workplace PD program is time and resource-intensive, spanning nearly two years for a five-month program
• Ten years of repeated survey participation enables reporting of change over time in school climate measures - Ten years of repeated survey participation enables reporting of change over time in school climate measures
• Ten-year-old readers predominantly underline subordinate passage details rather than superordinate conceptual material, even when conceptual postquestions focus attention on topic sentences - Ten-year-old readers predominantly underline subordinate passage details rather than superordinate conceptual material, even when conceptual postquestions focus attention on topic sentences
• Tensions between teachers' and pupils' perspectives during collaborative learning do not take the form of antagonistic struggles - Tensions between teachers' and pupils' perspectives during collaborative learning do not take the form of antagonistic struggles
• Tentative evidence that groups receiving the collaboration support more often achieved near-equal participation, since most groups failing the gini criterion were controls - Tentative evidence that groups receiving the collaboration support more often achieved near-equal participation, since most groups failing the gini criterion were controls
• Tentative longitudinal interaction: mother spatial language quantity at 24 months relates negatively to boys' but positively to girls' later spatial language quality - Tentative longitudinal interaction: mother spatial language quantity at 24 months relates negatively to boys' but positively to girls' later spatial language quality
• Tenth grade perceived mathematics ability under challenge is the most influential predictor of advanced high school science course completion, and girls have 24.0% lower odds than boys of completing the most advanced science courses - Tenth grade perceived mathematics ability under challenge is the most influential predictor of advanced high school science course completion, and girls have 24.0% lower odds than boys of completing t
• Tenth-graders show few signs of global task awareness when selecting text fragments, rarely rereading or deeply processing task instructions - Tenth-graders show few signs of global task awareness when selecting text fragments, rarely rereading or deeply processing task instructions
• TEP's achievement impacts were consistently positive across subjects and cohorts through 2012-2013, with especially large effects in math - TEP's achievement impacts were consistently positive across subjects and cohorts through 2012-2013, with especially large effects in math
• TEP's cumulative four-year effect equals approximately 78% of the Hispanic-white achievement gap in math, 17% in English language arts, and 25% in science - TEP's cumulative four-year effect equals approximately 78% of the Hispanic-white achievement gap in math, 17% in English language arts, and 25% in science
• TEP's student population was similar to other neighborhood schools: high poverty, mostly Hispanic, with similar rates of special education services - TEP's student population was similar to other neighborhood schools: high poverty, mostly Hispanic, with similar rates of special education services
• Terman and Knollin indicate the Stanford revision is more accurate than the Vineland revision in estimating dullness, borderlinity and feeble-mindedness. - Terman and Knollin indicate the Stanford revision is more accurate than the Vineland revision in estimating dullness, borderlinity and feeble-mindedness.
• Terminology test advantage of tracing and pointing is not robust to adjustment for prior knowledge - Terminology test advantage of tracing and pointing is not robust to adjustment for prior knowledge
• Test A contains 28 errors and Tests B and C contain 29 each, yet scores for rights are practically the same - Test A contains 28 errors and Tests B and C contain 29 each, yet scores for rights are practically the same
• Test anxiety correlates negatively with math achievement at a pooled r = −.23, weaker than math anxiety's correlation - Test anxiety correlates negatively with math achievement at a pooled r = −.23, weaker than math anxiety's correlation
• Test anxiety correlates weakly with working memory (r = −.18), with a much stronger correlation for spatial than verbal material - Test anxiety correlates weakly with working memory (r = −.18), with a much stronger correlation for spatial than verbal material
• Test anxiety is negatively associated with exam performance, and no moderation by proctoring was detected - Test anxiety is negatively associated with exam performance, and no moderation by proctoring was detected
• Test anxiety was highest in social studies and lowest in English, with the pattern differing by gender - Test anxiety was highest in social studies and lowest in English, with the pattern differing by gender
• Test boredom correlates negatively with math grades but not with the math test score in Study 1 - Test boredom correlates negatively with math grades but not with the math test score in Study 1
• Test boredom relates positively to over- and underchallenge and negatively to intrinsic and extrinsic value - Test boredom relates positively to over- and underchallenge and negatively to intrinsic and extrinsic value
• Test condition did not affect pre-post learning-outcome differences, but school type was a significant factor in the multivariate model - Test condition did not affect pre-post learning-outcome differences, but school type was a significant factor in the multivariate model
• Test difficulty value defined as ratio of observed to maximum score vector length times cosine of their angle equals test mean divided by number of items - Test difficulty value defined as ratio of observed to maximum score vector length times cosine of their angle equals test mean divided by number of items
• Test discriminating value equals the coefficient of variation of test scores (tan∅ = SD/mean) - Test discriminating value equals the coefficient of variation of test scores (tan∅ = SD/mean)
• Test disengagement could undermine inferences drawn from observed achievement scores - Test disengagement could undermine inferences drawn from observed achievement scores
• Test effort differs substantially by student subgroup, with males rapidly guessing nearly twice as often as females in later grades and Black students rapidly guessing more often than White students - Test effort differs substantially by student subgroup, with males rapidly guessing nearly twice as often as females in later grades and Black students rapidly guessing more often than White students
• Test engagement was high across all grades on fall 2020 MAP Growth tests in both administration modes - Test engagement was high across all grades on fall 2020 MAP Growth tests in both administration modes
• Test experience alleviates the foresight bias more effectively than study experience - Test experience alleviates the foresight bias more effectively than study experience
• Test format and timing moderate note-taking effects: congruent note-taking and testing modalities improved performance, and transcribed notes won only at immediate test - Test format and timing moderate note-taking effects: congruent note-taking and testing modalities improved performance, and transcribed notes won only at immediate test
• Test item construction, including avoidance of cognate L1 equivalents, often affects KVL difficulty scores beyond the genuine difficulty of the words - Test item construction, including avoidance of cognate L1 equivalents, often affects KVL difficulty scores beyond the genuine difficulty of the words
• Test length, focal group distribution, number of DIF items, and direction of DIF had little effect on detection rates - Test length, focal group distribution, number of DIF items, and direction of DIF had little effect on detection rates
• Test lengths are comparable across engines, but CBE test durations are higher than COLO's in both terms and content areas, more prominently in Reading - Test lengths are comparable across engines, but CBE test durations are higher than COLO's in both terms and content areas, more prominently in Reading
• Test performance differs by cue-prompt condition in Experiment 1, with higher scores in the no-cue condition than the summary condition. - Test performance differs by cue-prompt condition in Experiment 1, with higher scores in the no-cue condition than the summary condition.
• Test performance is the strongest predictor of local and global postdicted judgments after test taking - Test performance is the strongest predictor of local and global postdicted judgments after test taking
• Test performance predicts subsequent enjoyment, boredom, and anxiety in primary school students, but only anxiety relates reciprocally to performance - Test performance predicts subsequent enjoyment, boredom, and anxiety in primary school students, but only anxiety relates reciprocally to performance
• Test preparation demands slow instruction, with the spring review season beginning earlier and lasting longer each year of the study - Test preparation demands slow instruction, with the spring review season beginning earlier and lasting longer each year of the study
• Test questions reinforced by Warm Up questions or Cooperative Learning activities showed higher average normalized gains (~52%, ~60%) than questions discussed in class only (~15%) - Test questions reinforced by Warm Up questions or Cooperative Learning activities showed higher average normalized gains (~52%, ~60%) than questions discussed in class only (~15%)
• Test results correlate more highly with estimated intelligence than with grades, including Starch's .75 versus .30 at Wisconsin - Test results correlate more highly with estimated intelligence than with grades, including Starch's .75 versus .30 at Wisconsin
• Test score disparities between ever-SPED and never-SPED students grew from under 0.4 standard deviations in kindergarten to 0.9 standard deviations in 4th grade - Test score disparities between ever-SPED and never-SPED students grew from under 0.4 standard deviations in kindergarten to 0.9 standard deviations in 4th grade
• Test scores at the floor of a test's score scale contain real information about students' performance, so floor scores do not distort teacher value-added estimates - Test scores at the floor of a test's score scale contain real information about students' performance, so floor scores do not distort teacher value-added estimates
• Test scores in grades 2-8 at NLCI schools improved at rates similar to the district, so gains cannot be attributed to the initiative - Test scores in grades 2-8 at NLCI schools improved at rates similar to the district, so gains cannot be attributed to the initiative
• Test scores measure accumulated knowledge at a moment in time, not innate student ability - Test scores measure accumulated knowledge at a moment in time, not innate student ability
• Test scores of students in both closed and welcoming schools were negatively affected, with closed-school students showing the largest negative effect - Test scores of students in both closed and welcoming schools were negatively affected, with closed-school students showing the largest negative effect
• Test strategies and item practice are not effective mechanisms for raising ACT scores; improvements are smaller the more class time goes to test preparation - Test strategies and item practice are not effective mechanisms for raising ACT scores; improvements are smaller the more class time goes to test preparation
• Test takers generally disengage during only a portion of their items, and these disengaged responses reflect a momentary cessation of measurement - Test takers generally disengage during only a portion of their items, and these disengaged responses reflect a momentary cessation of measurement
• Test takers tend to increase their time efficiency during MAP test events, an effect the author observed in data from 2 very different testing programs - Test takers tend to increase their time efficiency during MAP test events, an effect the author observed in data from 2 very different testing programs
• Test tasks requiring analysis, selection and organization of elements give better predictive results per unit cost than simpler tasks - Test tasks requiring analysis, selection and organization of elements give better predictive results per unit cost than simpler tasks
• Test type determines realism benefits: realistic detail aids retention as retrieval cues, schematic visuals aid transfer - Test type determines realism benefits: realistic detail aids retention as retrieval cues, schematic visuals aid transfer
• Test-based Quality Rating and Improvement Systems have been costly, inefficient, and subject to manipulation, while collaborative quality-improvement approaches are emerging - Test-based Quality Rating and Improvement Systems have been costly, inefficient, and subject to manipulation, while collaborative quality-improvement approaches are emerging
• Test-enhanced learning generalizes across education levels, from elementary school (g = 0.328) through university/college (g = 0.486). - Test-enhanced learning generalizes across education levels, from elementary school (g = 0.328) through university/college (g = 0.486).
• Test-retest correlations of memory span are low, questioning the validity of a single memory span test - Test-retest correlations of memory span are low, questioning the validity of a single memory span test
• Test-score increases occurred only for identical and near-transfer problems; no increases were found for far-transfer problems in any of the three conditions - Test-score increases occurred only for identical and near-transfer problems; no increases were found for far-transfer problems in any of the three conditions
• Test-taker abilities and prior knowledge show inconsistent moderating effects on multimedia testing effects - Test-taker abilities and prior knowledge show inconsistent moderating effects on multimedia testing effects
• Test-takers rate LLM-generated feedback as persuasive and useful as human instructor feedback (Wilcoxon signed-rank tests show no significant difference) - Test-takers rate LLM-generated feedback as persuasive and useful as human instructor feedback (Wilcoxon signed-rank tests show no significant difference)
• Test-taking disengagement distorts both individual and aggregated test scores - Test-taking disengagement distorts both individual and aggregated test scores
• Test-taking disengagement frequently differs between a MAP Growth initial test and a same-day retest - Test-taking disengagement frequently differs between a MAP Growth initial test and a same-day retest
• Test-taking engagement plays an essential role in the pursuit of valid scores - Test-taking engagement plays an essential role in the pursuit of valid scores
• Testimony at a 1987 congressional hearing reported 1985 SAT averages in which Black women scored 43 points below Black men and 264 points below white men, which the witness called a double penalty for minority females - Testimony at a 1987 congressional hearing reported 1985 SAT averages in which Black women scored 43 points below Black men and 264 points below white men, which the witness called a double penalty for
• Testimony at a 1987 congressional hearing reported that the Johns Hopkins talent search, which admitted by SAT score, invited over 2,500 boys but 1,081 girls in one summer although equal numbers took the test - Testimony at a 1987 congressional hearing reported that the Johns Hopkins talent search, which admitted by SAT score, invited over 2,500 boys but 1,081 girls in one summer although equal numbers took
• Testing after studying four worked examples does not enhance delayed test performance compared with restudy among vocational education students in probability calculation (Experiment 4) - Testing after studying four worked examples does not enhance delayed test performance compared with restudy among vocational education students in probability calculation (Experiment 4)
• Testing after studying four worked examples is not more effective for delayed test performance than restudying examples, with isomorphic or identical tasks (Experiment 3) - Testing after studying four worked examples is not more effective for delayed test performance than restudying examples, with isomorphic or identical tasks (Experiment 3)
• Testing after worked example study invests more mental effort than restudying examples, so restudy is more instructionally efficient at equal delayed performance (Experiment 3) - Testing after worked example study invests more mental effort than restudying examples, so restudy is more instructionally efficient at equal delayed performance (Experiment 3)
• Testing benefits retention over a conservative restudy control, establishing the testing effect as robust - Testing benefits retention over a conservative restudy control, establishing the testing effect as robust
• Testing effect disappears for a coherent complex text but reappears, as reduced forgetting, when the same sentences are scrambled - Testing effect disappears for a coherent complex text but reappears, as reduced forgetting, when the same sentences are scrambled
• Testing effects are stronger when practice and final test formats are identical (g = 0.63) than dissimilar (g = 0.53), supporting transfer-appropriate processing - Testing effects are stronger when practice and final test formats are identical (g = 0.63) than dissimilar (g = 0.53), supporting transfer-appropriate processing
• Testing effects hold in classrooms (g = 0.67) as in laboratories (g = 0.62), and are largest for secondary students (g = 0.83) - Testing effects hold in classrooms (g = 0.67) as in laboratories (g = 0.62), and are largest for secondary students (g = 0.83)
• Testing mode and question difficulty interact on test scores, with paper advantaged as difficulty increases - Testing mode and question difficulty interact on test scores, with paper advantaged as difficulty increases
• Testing mode effects on test score become nonsignificant when controlling for working memory capacity, but the mode*difficulty interaction remains significant - Testing mode effects on test score become nonsignificant when controlling for working memory capacity, but the mode*difficulty interaction remains significant
• Testing or restudying with isomorphic tasks yields better delayed test performance than with identical tasks (Experiment 3) - Testing or restudying with isomorphic tasks yields better delayed test performance than with identical tasks (Experiment 3)
• Testing procedure (individual computer with headphones vs small-group loudspeaker with paper response) does not affect vocal emotion recognition performance or the developmental trajectory - Testing procedure (individual computer with headphones vs small-group loudspeaker with paper response) does not affect vocal emotion recognition performance or the developmental trajectory
• Testing students with off-grade ability using on-grade item pools substantially diminishes measurement precision compared with all-grade pools - Testing students with off-grade ability using on-grade item pools substantially diminishes measurement precision compared with all-grade pools
• Testing via identical problem solving after studying identical worked examples did not significantly improve delayed test performance compared with restudying identical examples (Experiment 2) - Testing via identical problem solving after studying identical worked examples did not significantly improve delayed test performance compared with restudying identical examples (Experiment 2)
• Tests B and C correlate 0.901 when given to the same pupils in grades III to VIII - Tests B and C correlate 0.901 when given to the same pupils in grades III to VIII
• Tests may appear to measure an ability while actually measuring an unintended one, such as speed of writing figures or attention - Tests may appear to measure an ability while actually measuring an unintended one, such as speed of writing figures or attention
• Tetris cognitive gains mostly appear on tests resembling the game itself, with training studies finding no gains on general cognitive tasks - Tetris cognitive gains mostly appear on tests resembling the game itself, with training studies finding no gains on general cognitive tasks
• Texas teacher attrition exceeds the national average by over 50%, with about 12% of teachers exiting districts before the 2023–24 school year - Texas teacher attrition exceeds the national average by over 50%, with about 12% of teachers exiting districts before the 2023–24 school year
• Texas teacher attrition has exceeded the national average by about 25% over the past decade, reaching nearly 12% in 2021–22 - Texas teacher attrition has exceeded the national average by about 25% over the past decade, reaching nearly 12% in 2021–22
• Texas teacher turnover cost estimates exceed $10,800 per teacher in rural districts, $13,200 in suburban districts, and $25,200 in urban districts - Texas teacher turnover cost estimates exceed $10,800 per teacher in rural districts, $13,200 in suburban districts, and $25,200 in urban districts
• Texas's current funding system is progressive for several need factors, but the additional spending may not be enough for equal opportunity - Texas's current funding system is progressive for several need factors, but the additional spending may not be enough for equal opportunity
• Text amount and slide position strongly influenced studying durations, but picture type did not affect studying rate in either modality - Text amount and slide position strongly influenced studying durations, but picture type did not affect studying rate in either modality
• Text cohesion interacts with background knowledge: low-knowledge readers benefit from high cohesion, high-knowledge readers from low cohesion (reverse cohesion effect) - Text cohesion interacts with background knowledge: low-knowledge readers benefit from high cohesion, high-knowledge readers from low cohesion (reverse cohesion effect)
• Text complexity (basic vs. comprehensive textbook) shows no significant effect on comprehension - Text complexity (basic vs.
• Text difficulty moderates the effect of explaining modality: oral explaining outperforms written explaining on inference-based questions only for the high-difficult text - Text difficulty moderates the effect of explaining modality: oral explaining outperforms written explaining on inference-based questions only for the high-difficult text
• Text generation interventions improve learning with texts compared to reading them, with a medium overall effect (g = 0.41) - Text generation interventions improve learning with texts compared to reading them, with a medium overall effect (g = 0.41)
• Text genre moderates the screen inferiority effect, with stronger negative effects for expository than narrative texts - Text genre moderates the screen inferiority effect, with stronger negative effects for expository than narrative texts
• Text quality after initial study moderates whether free recall beats generative tasks - Text quality after initial study moderates whether free recall beats generative tasks
• Text representations reflect learners' understandings of the real world, not only texts' content - Text representations reflect learners' understandings of the real world, not only texts' content
• Text reproducers copied nearly all of their final text from ChatGPT with long verbatim sequences, while text integrators showed fragment-level micro-uptake - Text reproducers copied nearly all of their final text from ChatGPT with long verbatim sequences, while text integrators showed fragment-level micro-uptake
• Text segmentation benefits all reading levels: no interactions with grade, reading level, or passage difficulty - Text segmentation benefits all reading levels: no interactions with grade, reading level, or passage difficulty
• Text splicing into single sentences improves ML and BERT Bloom classification on the Scaria OOD dataset - Text splicing into single sentences improves ML and BERT Bloom classification on the Scaria OOD dataset
• Text topic moderates judgment bias: the CLT text produced higher overconfidence for application performance than the CVT text - Text topic moderates judgment bias: the CLT text produced higher overconfidence for application performance than the CVT text
• Text-based and log data dominate the student data used by AI systems for lecturer decision-making - Text-based and log data dominate the student data used by AI systems for lecturer decision-making
• Text-based conversational interfaces were preferred over speech or embodied formats in healthcare AI trust studies, attributed to perceptions of reliability - Text-based conversational interfaces were preferred over speech or embodied formats in healthcare AI trust studies, attributed to perceptions of reliability
• Text-based emotional expression in student responses showed no statistically significant differences between Emotion ON and OFF conditions - Text-based emotional expression in student responses showed no statistically significant differences between Emotion ON and OFF conditions
• Text-based reflective use from Copilot Critical Engagement responses does not predict productive engagement, with limited coder reliability and a TA ceiling effect (exploratory null) - Text-based reflective use from Copilot Critical Engagement responses does not predict productive engagement, with limited coder reliability and a TA ceiling effect (exploratory null)
• Text-message alerts to parents about incomplete middle-school homework raise student performance - Text-message alerts to parents about incomplete middle-school homework raise student performance
• Text-message college transition messaging did not increase college enrollment in the fall after high school graduation among GEAR UP students - Text-message college transition messaging did not increase college enrollment in the fall after high school graduation among GEAR UP students
• Text-message college transition messaging did not increase college persistence among GEAR UP students - Text-message college transition messaging did not increase college persistence among GEAR UP students
• Text-only students based draw judgments on internal mental images while image-condition students recalled external visuals - Text-only students based draw judgments on internal mental images while image-condition students recalled external visuals
• Text-structure knowledge in passages and word problems mediates acquisition and cross-domain transfer effects - Text-structure knowledge in passages and word problems mediates acquisition and cross-domain transfer effects
• Text-to-image models generating single-person software engineering images predominantly depict men, with a strong significant effect for both evaluated models - Text-to-image models generating single-person software engineering images predominantly depict men, with a strong significant effect for both evaluated models
• Textbook format choice produces a significant multivariate difference in university students' motivation and self-regulated learning scores - Textbook format choice produces a significant multivariate difference in university students' motivation and self-regulated learning scores
• Textism use is not consistently negatively associated with spelling ability, and writers largely limit textisms to informal writing - Textism use is not consistently negatively associated with spelling ability, and writers largely limit textisms to informal writing
• Texts by Thorndike and Colvin were used most frequently in educational psychology courses - Texts by Thorndike and Colvin were used most frequently in educational psychology courses
• Textual analysis identifies specific linguistic features of MCAS word problems that posed disproportionate difficulty for ELLs - Textual analysis identifies specific linguistic features of MCAS word problems that posed disproportionate difficulty for ELLs
• Textual evidence for interpretive claims appeared in whole-class discussion but students struggled to reason about why evidence supported claims - Textual evidence for interpretive claims appeared in whole-class discussion but students struggled to reason about why evidence supported claims
• Textual instructional prompts yield significantly higher near-transfer posttest performance than pictorial prompts for novice circuit-analysis learners - Textual instructional prompts yield significantly higher near-transfer posttest performance than pictorial prompts for novice circuit-analysis learners
• Textual material treated with embedded aids produced 10-15% higher reading comprehension scores than conventional text, statistically significant at the .01 level, in a science-material study with approximately 200 tenth graders across three schools. - Textual material treated with embedded aids produced 10-15% higher reading comprehension scores than conventional text, statistically significant at the .01 level, in a science-material study with app
• Textual prompts produce higher first-attempt practice accuracy, while pictorial prompts produce higher second-attempt accuracy - Textual prompts produce higher first-attempt practice accuracy, while pictorial prompts produce higher second-attempt accuracy
• Textual prompts yield significantly stronger continuing motivation than pictorial prompts - Textual prompts yield significantly stronger continuing motivation than pictorial prompts
• Textual slide content yields a small comprehension advantage over pictorial slide content in speeded audio-visual lectures, with no effect of speed - Textual slide content yields a small comprehension advantage over pictorial slide content in speeded audio-visual lectures, with no effect of speed
• Texture-based visualizations expose MLLM difficulty in decoding local flow direction from animated vector fields, a difficulty specific to dense texture-based motion rather than directional reasoning generally - Texture-based visualizations expose MLLM difficulty in decoding local flow direction from animated vector fields, a difficulty specific to dense texture-based motion rather than directional reasoning
• TFA corps members hired in the first two years of the i3 scale-up were as effective as other teachers in the same high-poverty schools in teaching reading and math - TFA corps members hired in the first two years of the i3 scale-up were as effective as other teachers in the same high-poverty schools in teaching reading and math
• TFA secondary math teachers increase student math achievement by 0.07 standard deviations over one school year relative to other math teachers in the same schools - TFA secondary math teachers increase student math achievement by 0.07 standard deviations over one school year relative to other math teachers in the same schools
• TFA shows a small positive effect on reading for early elementary students (PreK to grade 2) but not in math - TFA shows a small positive effect on reading for early elementary students (PreK to grade 2) but not in math
• TFA teachers have positive effects on mathematics achievement for students in grades pre-K-12, based on six studies - TFA teachers have positive effects on mathematics achievement for students in grades pre-K-12, based on six studies
• TFA teachers in grades 1 and 2 had a positive effect on math achievement of 0.16 standard deviations that was almost statistically significant (p-value = 0.054) - TFA teachers in grades 1 and 2 had a positive effect on math achievement of 0.16 standard deviations that was almost statistically significant (p-value = 0.054)
• TFA teachers in lower elementary grades (prekindergarten through grade 2) had a positive, statistically significant effect on reading achievement of 0.12 standard deviations - TFA teachers in lower elementary grades (prekindergarten through grade 2) had a positive, statistically significant effect on reading achievement of 0.12 standard deviations
• TFA teachers in their first two years of teaching are more effective than more experienced non-TFA teachers in the same schools - TFA teachers in their first two years of teaching are more effective than more experienced non-TFA teachers in the same schools
• TFA teachers show no discernible effects on English language arts achievement for students in grades pre-K-12 - TFA teachers show no discernible effects on English language arts achievement for students in grades pre-K-12
• TFA teachers show no discernible effects on social studies achievement, based on one study - TFA teachers show no discernible effects on social studies achievement, based on one study
• TFA teachers show potentially positive effects on science achievement, based on one study - TFA teachers show potentially positive effects on science achievement, based on one study
• Thai students overuse the causal connective because, a pattern the article attributes to L1 influence - Thai students overuse the causal connective because, a pattern the article attributes to L1 influence
• Thai undergraduates' business vocabulary test scores rose from pre-test to post-test after four weeks of out-of-class role-playing gamification with Mangomon, in a single-group study with no control group - Thai undergraduates' business vocabulary test scores rose from pre-test to post-test after four weeks of out-of-class role-playing gamification with Mangomon, in a single-group study with no control g
• The "visual" cortices of young blind children, but not sighted children, respond to sound - The "visual" cortices of young blind children, but not sighted children, respond to sound
• The 'heart and soul' effort item is suitable for learning contexts in Mandarin Chinese and Spanish but not in the other interviewed cultures - The 'heart and soul' effort item is suitable for learning contexts in Mandarin Chinese and Spanish but not in the other interviewed cultures
• The 'Y-read?' collaboration script elicited mainly low-level metacognitive regulation during pre- and post-task discussions, with deep-level activities rare - The 'Y-read?' collaboration script elicited mainly low-level metacognitive regulation during pre- and post-task discussions, with deep-level activities rare
• The 10 Elements of Black Student Excellence emerged from qualitative analysis of listening sessions with more than 314 Black students, families, teachers, and community members - The 10 Elements of Black Student Excellence emerged from qualitative analysis of listening sessions with more than 314 Black students, families, teachers, and community members
• The 12-item RPM subset similarly predicts degraded sentence recognition in normal-hearing controls, replicating the CI finding - The 12-item RPM subset similarly predicts degraded sentence recognition in normal-hearing controls, replicating the CI finding
• The 12-week KOKU programme is dominant over usual care in cost-effectiveness, with a significant QALY gain and non-significant cost savings - The 12-week KOKU programme is dominant over usual care in cost-effectiveness, with a significant QALY gain and non-significant cost savings
• The 14-LO attribute structure improved DINA model fit over MCD-v1's four-skill structure for all three RBAs - The 14-LO attribute structure improved DINA model fit over MCD-v1's four-skill structure for all three RBAs
• The 15 pedagogical innovation projects benefited approximately 1,800 students and produced improvements in problematic aspects of science teaching and learning at UNAL - The 15 pedagogical innovation projects benefited approximately 1,800 students and produced improvements in problematic aspects of science teaching and learning at UNAL
• The 16-item CT–PCK Survey measures CT pedagogical content knowledge for math as a single overall construct - The 16-item CT–PCK Survey measures CT pedagogical content knowledge for math as a single overall construct
• The 16-item CT–PCK Survey shows internal consistency reliability around .71–.72 and person separation reliability of .69 - The 16-item CT–PCK Survey shows internal consistency reliability around .71–.72 and person separation reliability of .69
• The 18-item PSRBVBQ yields a balanced three-factor structure (perceived severity, likelihood of responding to the bully, likelihood of responding to the victim) in Romanian middle school teachers - The 18-item PSRBVBQ yields a balanced three-factor structure (perceived severity, likelihood of responding to the bully, likelihood of responding to the victim) in Romanian middle school teachers
• The 1910 Playground Congress showed the playground movement expanding toward public recreation and a possible closer relation with the public schools - The 1910 Playground Congress showed the playground movement expanding toward public recreation and a possible closer relation with the public schools
• The 1995 Illinois governance law and test-based accountability measures put Chicago schools, including Annenberg network schools, on notice that survival depended on standardized test score targets - The 1995 Illinois governance law and test-based accountability measures put Chicago schools, including Annenberg network schools, on notice that survival depended on standardized test score targets
• The 1997 Chicago Annenberg surveys reached 308 elementary schools and 62 high schools with response rates high enough to receive individual school reports - The 1997 Chicago Annenberg surveys reached 308 elementary schools and 62 high schools with response rates high enough to receive individual school reports
• The 1997 Chicago surveys achieved the greatest return rate of any Consortium study, with 408 elementary and 62 high schools participating - The 1997 Chicago surveys achieved the greatest return rate of any Consortium study, with 408 elementary and 62 high schools participating
• The 1997 Design for High Schools was intended to spur change in Chicago high schools by increasing both academic press and personalism - The 1997 Design for High Schools was intended to spur change in Chicago high schools by increasing both academic press and personalism
• The 1998-99 CPS bilingual education policy overhaul shifted thousands of students into the tested-but-excluded category, raising tested-and-included counts by more than 12,000 - The 1998-99 CPS bilingual education policy overhaul shifted thousands of students into the tested-but-excluded category, raising tested-and-included counts by more than 12,000
• The 2003 Puerto Rico assessment data showed problems with item misfit - The 2003 Puerto Rico assessment data showed problems with item misfit
• The 2005 CCSR survey drew over 130,000 participants and produced reports for 454 schools - The 2005 CCSR survey drew over 130,000 participants and produced reports for 454 schools
• The 2005 Chicago survey reached nearly 130,000 students, teachers, and principals - The 2005 Chicago survey reached nearly 130,000 students, teachers, and principals
• The 2007 DC reforms aimed to improve student achievement by hiring and retaining higher quality teachers and providing families more public school choices - The 2007 DC reforms aimed to improve student achievement by hiring and retaining higher quality teachers and providing families more public school choices
• The 2007 DC school reforms improved student learning in math, per testimony based on NAEP data from the early 1990s to 2017 - The 2007 DC school reforms improved student learning in math, per testimony based on NAEP data from the early 1990s to 2017
• The 2007 DC school reforms improved student learning in reading, per testimony based on NAEP data through 2017 - The 2007 DC school reforms improved student learning in reading, per testimony based on NAEP data through 2017
• The 2010-2015 study examined characteristics of 30 TRPs, including required coursework, teacher backgrounds and experiences, and teacher retention - The 2010-2015 study examined characteristics of 30 TRPs, including required coursework, teacher backgrounds and experiences, and teacher retention
• The 2011 tightening of Parent PLUS credit standards sharply reduced PLUS access at HBCUs and cost them about $168 million - The 2011 tightening of Parent PLUS credit standards sharply reduced PLUS access at HBCUs and cost them about $168 million
• The 2012 NHES estimate implies the percentage of homeschooled schoolchildren is likely within a range from 3.0% to 3.9% - The 2012 NHES estimate implies the percentage of homeschooled schoolchildren is likely within a range from 3.0% to 3.9%
• The 2015 cohort was more likely to be NEET than the 2003 cohort, consistent with labor-market conditions - The 2015 cohort was more likely to be NEET than the 2003 cohort, consistent with labor-market conditions
• The 2017 CPS Bachelor's Degree Attainment Index is estimated at 19 percent, up from 11 percent in 2006, with the Direct Bachelor's DAI at 17 percent - The 2017 CPS Bachelor's Degree Attainment Index is estimated at 19 percent, up from 11 percent in 2006, with the Direct Bachelor's DAI at 17 percent
• The 2018 review reported a larger pooled effect (SMD = 0.30) that was not sustained at longer-term follow-up - The 2018 review reported a larger pooled effect (SMD = 0.30) that was not sustained at longer-term follow-up
• The 2020 norms report states the MAP Growth scale remains stable while status patterns shifted relative to the 2015 norms - The 2020 norms report states the MAP Growth scale remains stable while status patterns shifted relative to the 2015 norms
• The 2020 Post-Secondary Attainment Index is 27 percent, and no race/ethnicity and gender group reaches the 75 percent aspiration benchmark - The 2020 Post-Secondary Attainment Index is 27 percent, and no race/ethnicity and gender group reaches the 75 percent aspiration benchmark
• The 2021 PAI ranges widely by race/ethnicity and gender, from 11.6% for Black young men to 67.3% for Asian/Pacific Islander young women, and no group reaches the 75% aspiration level - The 2021 PAI ranges widely by race/ethnicity and gender, from 11.6% for Black young men to 67.3% for Asian/Pacific Islander young women, and no group reaches the 75% aspiration level
• The 2021 Post-secondary Attainment Index for CPS ninth-graders is 27.0%, essentially unchanged from 2020 - The 2021 Post-secondary Attainment Index for CPS ninth-graders is 27.0%, essentially unchanged from 2020
• The 2021-22 COVID learning study investigated fall 2021 achievement versus pre-pandemic fall 2019 levels and fall 2019 to fall 2021 gains versus normative growth expectations - The 2021-22 COVID learning study investigated fall 2021 achievement versus pre-pandemic fall 2019 levels and fall 2019 to fall 2021 gains versus normative growth expectations
• The 2021-22 study investigated how student achievement in spring 2022 compared to pre-pandemic levels. - The 2021-22 study investigated how student achievement in spring 2022 compared to pre-pandemic levels.
• The 2021-22 study investigated whether achievement gains across the 2021-22 school year compared to pre-pandemic trends and whether there were initial signs of rebounding or recovery. - The 2021-22 study investigated whether achievement gains across the 2021-22 school year compared to pre-pandemic trends and whether there were initial signs of rebounding or recovery.
• The 2022-23 school year showed stalled progress toward pandemic recovery in student achievement - The 2022-23 school year showed stalled progress toward pandemic recovery in student achievement
• The 2023 Post-secondary Attainment Index for CPS ninth-graders is 31%, up 0.4 percentage points from 2022 - The 2023 Post-secondary Attainment Index for CPS ninth-graders is 31%, up 0.4 percentage points from 2022
• The 2024 reduction of the maximum GSTG award from $20,000 to $10,000 left recipients with more unmet need, greater loan reliance, and more work during preparation - The 2024 reduction of the maximum GSTG award from $20,000 to $10,000 left recipients with more unmet need, greater loan reliance, and more work during preparation
• The 2025 MAP Growth norming sample showed no systematic differences from the U.S. public school target population on selected school-level correlates, with no standardized mean difference reaching the 0.2 threshold - The 2025 MAP Growth norming sample showed no systematic differences from the U.S.
• The 2025 MAP Growth norms adopted a two-year, two-level piecewise mixed-effects design because two consecutive years of data are sufficient for within-year and adjacent-year growth norms - The 2025 MAP Growth norms adopted a two-year, two-level piecewise mixed-effects design because two consecutive years of data are sufficient for within-year and adjacent-year growth norms
• The 2025 MAP Growth Norms are based on national test samples from 2022–23 and 2023–24, and dashboard results are not comparable to reports using 2020 norms - The 2025 MAP Growth Norms are based on national test samples from 2022–23 and 2023–24, and dashboard results are not comparable to reports using 2020 norms
• The 2025 MAP Growth norms were derived from one of the largest norming samples ever created, spanning 116,225,831 test events from 13,804,182 students in 29,720 schools across 7,000 districts over six testing terms - The 2025 MAP Growth norms were derived from one of the largest norming samples ever created, spanning 116,225,831 test events from 13,804,182 students in 29,720 schools across 7,000 districts over six
• The 28 GenAI literacy criteria function coherently as indicators of a single underlying construct in a Rasch partial credit analysis - The 28 GenAI literacy criteria function coherently as indicators of a single underlying construct in a Rasch partial credit analysis
• The 2I/E model is supported: social comparison effects are moderate, dimensional comparison effects small to moderate, and temporal comparison effects small on math and verbal self-concepts - The 2I/E model is supported: social comparison effects are moderate, dimensional comparison effects small to moderate, and temporal comparison effects small on math and verbal self-concepts
• The 32 included studies were predominantly quantitative and cross-sectional, with questionnaire sample sizes ranging from 17 to 815 students - The 32 included studies were predominantly quantitative and cross-sectional, with questionnaire sample sizes ranging from 17 to 815 students
• The 3B VR classroom system achieves an average end-to-end latency of approximately 73 ms, below the 150 ms threshold required for real-time interactions - The 3B VR classroom system achieves an average end-to-end latency of approximately 73 ms, below the 150 ms threshold required for real-time interactions
• The 45-minute prompting lesson significantly increased prompting self-efficacy relative to a business-as-usual control lesson - The 45-minute prompting lesson significantly increased prompting self-efficacy relative to a business-as-usual control lesson
• The 46% of adult learners classified as gainers had higher pretest reading and phonological awareness scores and included fewer adults with a history of special education (Scarborough et al.) - The 46% of adult learners classified as gainers had higher pretest reading and phonological awareness scores and included fewer adults with a history of special education (Scarborough et al.)
• The 4C/ID group scored higher on consent-taking OSCEs than the lecture group, but the difference was not statistically significant - The 4C/ID group scored higher on consent-taking OSCEs than the lecture group, but the difference was not statistically significant
• The A4L impact on grade 4 CCU outcomes did not differ significantly between free/reduced-price lunch and non-FRL students - The A4L impact on grade 4 CCU outcomes did not differ significantly between free/reduced-price lunch and non-FRL students
• The A4L impact on grade 4 CCU outcomes differed significantly by ELL status in years 1 and 2, with substantially larger effects for ELL students, but not in year 3 - The A4L impact on grade 4 CCU outcomes differed significantly by ELL status in years 1 and 2, with substantially larger effects for ELL students, but not in year 3
• The A4L Lessons Project had no statistically significant impact on students' OAKS Reading/Literature achievement after one, two, or three years of participation - The A4L Lessons Project had no statistically significant impact on students' OAKS Reading/Literature achievement after one, two, or three years of participation
• The abductive method is the logical reasoning method most associated with features of authentic scientific inquiry in the curriculum - The abductive method is the logical reasoning method most associated with features of authentic scientific inquiry in the curriculum
• The ability to generate a single correct inhibitory response is evident early in development, while what improves through adolescence is the proportion of trials with correct inhibitory responses - The ability to generate a single correct inhibitory response is evident early in development, while what improves through adolescence is the proportion of trials with correct inhibitory responses
• The ability to identify basic emotions from non-linguistic vocal bursts improves significantly with age from 5 to 17 years - The ability to identify basic emotions from non-linguistic vocal bursts improves significantly with age from 5 to 17 years
• The abstract advantage stems from the use of multiple representations rather than concreteness itself: single concrete and abstract conditions did not differ, and both outperformed multiple concrete representations - The abstract advantage stems from the use of multiple representations rather than concreteness itself: single concrete and abstract conditions did not differ, and both outperformed multiple concrete r
• The academic performance advantage of flipped classrooms persists when studies with imputed data are excluded (SMD = 0.54), at low certainty - The academic performance advantage of flipped classrooms persists when studies with imputed data are excluded (SMD = 0.54), at low certainty
• The ACE-HE measurement model of affective, behavioral, and cognitive engagement fits online/blended survey data well - The ACE-HE measurement model of affective, behavioral, and cognitive engagement fits online/blended survey data well
• The ACE-HE measurement model of institutional support for ABC engagement also fits the data well - The ACE-HE measurement model of institutional support for ABC engagement also fits the data well
• The achievement divide between high and low achievers widened significantly over the last two years of the pandemic - The achievement divide between high and low achievers widened significantly over the last two years of the pandemic
• The achievement gap between native-born and first-generation immigrant students is smaller in schools with more inclusionary teacher immigration attitudes across all three subjects - The achievement gap between native-born and first-generation immigrant students is smaller in schools with more inclusionary teacher immigration attitudes across all three subjects
• The achievement goal model's pattern of results holds for both younger and older adult age groups - The achievement goal model's pattern of results holds for both younger and older adult age groups
• The acknowledgment rate — how often partners give feedback of having perceived, understood, and accepted contributions — varies according to the medium and the content of interactions - The acknowledgment rate — how often partners give feedback of having perceived, understood, and accepted contributions — varies according to the medium and the content of interactions
• The acquired strategy-selection knowledge did not make PROTO-TEG more efficient in terms of student performance - The acquired strategy-selection knowledge did not make PROTO-TEG more efficient in terms of student performance
• The ACT does not distinguish well among low-achieving students, while WorkKeys differentiates achievement levels among these students - The ACT does not distinguish well among low-achieving students, while WorkKeys differentiates achievement levels among these students
• The active-learning advantage is robust to publication bias and to variation in methodological rigor of the included studies - The active-learning advantage is robust to publication bias and to variation in methodological rigor of the included studies
• The adapted 4B model outperforms zero-shot cloud baselines on lexical and semantic measures despite lower raw accuracy - The adapted 4B model outperforms zero-shot cloud baselines on lexical and semantic measures despite lower raw accuracy
• The adapted conjecture map's framing around unintended consequences proved generative for interdisciplinary discussion - The adapted conjecture map's framing around unintended consequences proved generative for interdisciplinary discussion
• The adaptive algorithm's item selection produces a significantly lower SEM than fixed-form tests - The adaptive algorithm's item selection produces a significantly lower SEM than fixed-form tests
• The adaptive mode showed a progressive per-question learning-delta increase across the session (from Δ = 3.16 on Q1 to Δ = 19.97 on Q9), suggesting a warm-up effect as participants learned the system - The adaptive mode showed a progressive per-question learning-delta increase across the session (from Δ = 3.16 on Q1 to Δ = 19.97 on Q9), suggesting a warm-up effect as participants learned the system
• The adaptive router reduces turns in long conversations (turns≥5) but not across the unfiltered dataset - The adaptive router reduces turns in long conversations (turns≥5) but not across the unfiltered dataset
• The adaptive trial design reallocates more study subjects to more promising treatment arms as evidence accumulates - The adaptive trial design reallocates more study subjects to more promising treatment arms as evidence accumulates
• The adaptive virtual patient produces a steadily climbing disclosure trajectory across a session while a prompt-only baseline with the same LLM and persona stays flat - The adaptive virtual patient produces a steadily climbing disclosure trajectory across a session while a prompt-only baseline with the same LLM and persona stays flat
• The additive entropy decomposition is an upper bound, not a security measure; adversary uncertainty is a conditional entropy - The additive entropy decomposition is an upper bound, not a security measure; adversary uncertainty is a conditional entropy
• The ADHD–depression association does not significantly differ by sex, though point estimates are slightly stronger in females - The ADHD–depression association does not significantly differ by sex, though point estimates are slightly stronger in females
• The ADI group showed significant within-group gains on demonstrated scientific literacy from pre- to post-test, while the structured-inquiry group did not - The ADI group showed significant within-group gains on demonstrated scientific literacy from pre- to post-test, while the structured-inquiry group did not
• The admission-probability effect of contact is increasing in applicant SAT score, particularly when contact is costly - The admission-probability effect of contact is increasing in applicant SAT score, particularly when contact is costly
• The adolescent improvement in metacognitive ability is independent of perceptual task performance, which was clamped and uncorrelated with age - The adolescent improvement in metacognitive ability is independent of perceptual task performance, which was clamped and uncorrelated with age
• The adult-like retrieval bias for multiplication over addition on strategy selection is significant only in fourth grade, with retrieval used as frequently for both operations in second and sixth grade - The adult-like retrieval bias for multiplication over addition on strategy selection is significant only in fourth grade, with retrieval used as frequently for both operations in second and sixth grad
• The Advanced examination is calibrated at six semester hours, about three hundred hours of work, and about three thousand pages of reading - The Advanced examination is calibrated at six semester hours, about three hundred hours of work, and about three thousand pages of reading
• The advantage of a large working-memory span on children's arithmetic strategy use decreases across grades: span predicts retrieval frequency in second grade only and retrieval efficiency in second and fourth grade only - The advantage of a large working-memory span on children's arithmetic strategy use decreases across grades: span predicts retrieval frequency in second grade only and retrieval efficiency in second an
• The advantage of dual coding elucidation for correct lexical usage persists over a four-week delay - The advantage of dual coding elucidation for correct lexical usage persists over a four-week delay
• The advantage of explicit instruction over unassisted discovery is largest in the verbal/social skills domain - The advantage of explicit instruction over unassisted discovery is largest in the verbal/social skills domain
• The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide internal guidance - The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide internal guidance
• The advantage of recitation over rereading is greater the less connected the learning material (Kühn 1914; Gates 1917) - The advantage of recitation over rereading is greater the less connected the learning material (Kühn 1914; Gates 1917)
• The advantage of signing from birth holds for Deaf learners of all ages tested and all age-of-entry groupings - The advantage of signing from birth holds for Deaf learners of all ages tested and all age-of-entry groupings
• The advantage of simulation games shrinks or reverses when the comparison group learns via active instructional methods - The advantage of simulation games shrinks or reverses when the comparison group learns via active instructional methods
• The adverse effects of an external locus of causality on anxiety are less pronounced in collectivistic than individualistic samples - The adverse effects of an external locus of causality on anxiety are less pronounced in collectivistic than individualistic samples
• The AEEGS software demonstrated internal consistency of Cronbach alpha 0.86 in trial testing and was validated for face and content validity by three software experts - The AEEGS software demonstrated internal consistency of Cronbach alpha 0.86 in trial testing and was validated for face and content validity by three software experts
• The AES tool scored middle school essays more generously than teacher scorers overall and on three of four dimensions - The AES tool scored middle school essays more generously than teacher scorers overall and on three of four dimensions
• The age of learning-rate decline is similar for easy and difficult syntactic items - The age of learning-rate decline is similar for easy and difficult syntactic items
• The age-related decline in perceptual metacognitive efficiency reflects both rising d′ and falling meta-d′ - The age-related decline in perceptual metacognitive efficiency reflects both rising d′ and falling meta-d′
• The agent behavior linked to the trial's worse career outcomes was repeated demands to decide: participants pressed most ended most doubtful - The agent behavior linked to the trial's worse career outcomes was repeated demands to decide: participants pressed most ended most doubtful
• The agent's praise was indiscriminate affirmation: validation followed about half of participant turns regardless of what the participant said - The agent's praise was indiscriminate affirmation: validation followed about half of participant turns regardless of what the participant said
• The agent's predictions show a performance gap versus a regression reference that uses real students' post-test data - The agent's predictions show a performance gap versus a regression reference that uses real students' post-test data
• The agent-based model group outperforms the visualization video group on transfer problems applying size-dependent properties to novel contexts - The agent-based model group outperforms the visualization video group on transfer problems applying size-dependent properties to novel contexts
• The agent/consumer distinction is not primarily technical sophistication but capacity to interrogate the assumptions of AI outputs - The agent/consumer distinction is not primarily technical sophistication but capacity to interrogate the assumptions of AI outputs
• The AI education session was associated with a drop in attendees reporting they did not know enough to say about AI, from 23% to 0% - The AI education session was associated with a drop in attendees reporting they did not know enough to say about AI, from 23% to 0%
• The AI feedback system returns responses in under a second for MCQs and about six seconds for open-ended questions, and its reusable prompt is roughly 2.77 times more time-efficient to prepare than equivalent educator text - The AI feedback system returns responses in under a second for MCQs and about six seconds for open-ended questions, and its reusable prompt is roughly 2.77 times more time-efficient to prepare than eq
• The AI review ruler's problem-level correlation weakens in an introductory course, where exam-level correlation is near zero and cohort composition dominates - The AI review ruler's problem-level correlation weakens in an introductory course, where exam-level correlation is near zero and cohort composition dominates
• The AI's nonjudgmental conversational tone and adaptive prompting fostered risk-taking and productive struggle in a psychologically safe environment - The AI's nonjudgmental conversational tone and adaptive prompting fostered risk-taking and productive struggle in a psychologically safe environment
• The AI+Robot condition is associated with lower perceived workload than AI-Only on effort, frustration, temporal demand, physical demand, and Raw TLX - The AI+Robot condition is associated with lower perceived workload than AI-Only on effort, frustration, temporal demand, physical demand, and Raw TLX
• The AI-enhanced flipped classroom improves comprehensive assessment and pre-class preparation/PPT quality over the flipped classroom, but not in-class presentation performance or professional knowledge mastery - The AI-enhanced flipped classroom improves comprehensive assessment and pre-class preparation/PPT quality over the flipped classroom, but not in-class presentation performance or professional knowledg
• The AI-enhanced flipped classroom raises post-class assignment accuracy over the traditional classroom, an advantage the standard flipped classroom did not show - The AI-enhanced flipped classroom raises post-class assignment accuracy over the traditional classroom, an advantage the standard flipped classroom did not show
• The AI-enhanced flipped classroom yields significantly higher in-class response rates than both the flipped and traditional classrooms in pharmacology for international medical students - The AI-enhanced flipped classroom yields significantly higher in-class response rates than both the flipped and traditional classrooms in pharmacology for international medical students
• The AI-fallibility warning did not significantly change error rate or time spent per problem-solving step - The AI-fallibility warning did not significantly change error rate or time spent per problem-solving step
• The AI-IVE-PBL model's learning-outcome advantages are attributed to fostering sustained idea-developing discourse (SIDD) - The AI-IVE-PBL model's learning-outcome advantages are attributed to fostering sustained idea-developing discourse (SIDD)
• The AI-tutoring advantage holds across prior-ability and scientific-attitude subpopulations - The AI-tutoring advantage holds across prior-ability and scientific-attitude subpopulations
• The AIR/Brookings study covered 15,000 students and 300 teachers in three districts over two to three years, with 74 percent Title I schools - The AIR/Brookings study covered 15,000 students and 300 teachers in three districts over two to three years, with 74 percent Title I schools
• The alerting & guiding dashboard did not increase teacher coregulation more than the mirroring dashboard (H3 not supported); mirroring increased intervention rates (non-significant) while guiding-condition interventions were rare and mostly coregulation strategies - The alerting & guiding dashboard did not increase teacher coregulation more than the mirroring dashboard (H3 not supported); mirroring increased intervention rates (non-significant) while guiding-cond
• The alerting & guiding dashboard reduced teachers' overall workload more than the mirroring dashboard in authentic settings (H2 supported) - The alerting & guiding dashboard reduced teachers' overall workload more than the mirroring dashboard in authentic settings (H2 supported)
• The Altair (engine) main effect is not significant for winter RIT scores in either content area, but an Altair-by-sex interaction is significant in Reading only - The Altair (engine) main effect is not significant for winter RIT scores in either content area, but an Altair-by-sex interaction is significant in Reading only
• The alternative models proposed by Sorjonen et al. relied on specifications that raised model-validity concerns or did not fully capture the extended REM's temporal structure - The alternative models proposed by Sorjonen et al.
• The ambivalent profile reported the highest OMR strategy use but achieved the lowest OMR performance, while the positive profile scored highest - The ambivalent profile reported the highest OMR strategy use but achieved the lowest OMR performance, while the positive profile scored highest
• The aMED–cognition associations persist after adjustment for education level - The aMED–cognition associations persist after adjustment for education level
• The American Rescue Plan provides $122 billion for COVID recovery in schools - The American Rescue Plan provides $122 billion for COVID recovery in schools
• The AMOEBA system's automated collaboration-pairing recommendations led to improved learning and more sophisticated programming by students - The AMOEBA system's automated collaboration-pairing recommendations led to improved learning and more sophisticated programming by students
• The amount of advance credit earned on the Binet scale depends on the extent of testing, not the grade of intelligence of the pupils - The amount of advance credit earned on the Binet scale depends on the extent of testing, not the grade of intelligence of the pupils
• The amount of AI-generated code in a submission was the dominant factor influencing students' ethical and rule-compliance judgments - The amount of AI-generated code in a submission was the dominant factor influencing students' ethical and rule-compliance judgments
• The amount of input in each language is related to syntactic development and language dominance - The amount of input in each language is related to syntactic development and language dominance
• The amplitude of the negative priming effect did not differ between adolescents and adults - The amplitude of the negative priming effect did not differ between adolescents and adults
• The analyses yielded a framework for finding students' FoK and for categorising FoK/I-related teaching practices along two dimensions - The analyses yielded a framework for finding students' FoK and for categorising FoK/I-related teaching practices along two dimensions
• The analytics agent surfaced a Module 2 dead zone — students stopping around the 42-minute lecture mark where exercises ended — and the instructor revised the exercise set in response - The analytics agent surfaced a Module 2 dead zone — students stopping around the 42-minute lecture mark where exercises ended — and the instructor revised the exercise set in response
• The ANCOVA and CHANGE models can be transformed into one another, so empirical model fit is no criterion for choosing between them - The ANCOVA and CHANGE models can be transformed into one another, so empirical model fit is no criterion for choosing between them
• The animation advantage is larger when animation is coupled with auditory commentary - The animation advantage is larger when animation is coupled with auditory commentary
• The animation advantage is larger when the animation is system-paced - The animation advantage is larger when the animation is system-paced
• The animation advantage is largest when instruction includes no accompanying text - The animation advantage is largest when instruction includes no accompanying text
• The antagonistic agent surfaced a broader set of stakeholder concerns than novice designers reached on their own - The antagonistic agent surfaced a broader set of stakeholder concerns than novice designers reached on their own
• The anterior hippocampus becomes functionally specialized for episodic memory around the transition to adolescence - The anterior hippocampus becomes functionally specialized for episodic memory around the transition to adolescence
• The anticipation of where to stop the unit-rate count remained inconsistent and prompt-dependent across subsequent episodes with harder numbers - The anticipation of where to stop the unit-rate count remained inconsistent and prompt-dependent across subsequent episodes with harder numbers
• The anxiety–achievement correlation varies across educational levels, target languages, and anxiety types - The anxiety–achievement correlation varies across educational levels, target languages, and anxiety types
• The anxiety–achievement correlation varies across types of language achievement measures - The anxiety–achievement correlation varies across types of language achievement measures
• The apparatus gives mirror-drawing errors a constant operational definition across students and days - The apparatus gives mirror-drawing errors a constant operational definition across students and days
• The apparent lack of increase in silent reading scores from grade 5 to grade 6 is probably an artifact of the change from Test I to Test II. - The apparent lack of increase in silent reading scores from grade 5 to grade 6 is probably an artifact of the change from Test I to Test II.
• The appearance of architectural elements marked as certain is remembered better than those marked as uncertain in multimedia learning with uncertainty expressions - The appearance of architectural elements marked as certain is remembered better than those marked as uncertain in multimedia learning with uncertainty expressions
• The applied-science approach shows a slight advantage over the pure-science approach on pure-science-type examination grades in secondary-school zoology - The applied-science approach shows a slight advantage over the pure-science approach on pure-science-type examination grades in secondary-school zoology
• The applied-science group's zoology semester grades exceed their grades in other subjects by more than the pure-science group's - The applied-science group's zoology semester grades exceed their grades in other subjects by more than the pure-science group's
• The approach offers a large real-time intervention window, with a median of 176.2-196.1 hours between the prediction point and the final problem deadline - The approach offers a large real-time intervention window, with a median of 176.2-196.1 hours between the prediction point and the final problem deadline
• The ARDESOS-DIAPROVE intervention significantly improved critical thinking skills, with higher PENCRISAL medians after intervention in the total score and all five factors - The ARDESOS-DIAPROVE intervention significantly improved critical thinking skills, with higher PENCRISAL medians after intervention in the total score and all five factors
• The argument that education should appeal chiefly to sight because most sensory experience is visual is contrary to accepted psychological principles - The argument that education should appeal chiefly to sight because most sensory experience is visual is contrary to accepted psychological principles
• The argument that excluding demographic predictors amounts to color-blind racism is contested: inclusion can also produce racist decision-making - The argument that excluding demographic predictors amounts to color-blind racism is contested: inclusion can also produce racist decision-making
• The argument that retrieval practice effects do not occur with materials high in element interactivity is contested, and the chapter judges its research base not convincing - The argument that retrieval practice effects do not occur with materials high in element interactivity is contested, and the chapter judges its research base not convincing
• The article advances a five-part rationale for benefits of adding a peer element to extensive reading - The article advances a five-part rationale for benefits of adding a peer element to extensive reading
• The article analyzes the consequences of explaining the various cognitive load effects in terms of element interactivity - The article analyzes the consequences of explaining the various cognitive load effects in terms of element interactivity
• The article argues AI Anxiety has distinct psychological impacts from Automation Anxiety, tied to AI-specific advancements - The article argues AI Anxiety has distinct psychological impacts from Automation Anxiety, tied to AI-specific advancements
• The article argues cognitive and behavioral GA information complement each other and should be presented simultaneously in wiki learning environments - The article argues cognitive and behavioral GA information complement each other and should be presented simultaneously in wiki learning environments
• The article argues education for global citizenship has the potential to improve quality of life and lessen inter- and intra-group violence toward a culture of peace - The article argues education for global citizenship has the potential to improve quality of life and lessen inter- and intra-group violence toward a culture of peace
• The article argues extrinsic rewards such as grades can reduce intrinsic motivation and should be phased out - The article argues extrinsic rewards such as grades can reduce intrinsic motivation and should be phased out
• The article argues for shifting from the definition of validity to the concept of effectiveness for classroom assessment score use - The article argues for shifting from the definition of validity to the concept of effectiveness for classroom assessment score use
• The article argues geometry teaching should target ten enumerated outcomes, with the general powers rather than the content as the chief aim - The article argues geometry teaching should target ten enumerated outcomes, with the general powers rather than the content as the chief aim
• The article argues spatial perspective-taking performance relates to academic problem solving and can indicate academic potential - The article argues spatial perspective-taking performance relates to academic problem solving and can indicate academic potential
• The article argues that chemistry offers opportunities for mental training in manipulation, directed observation, correlation of ideas, and logical reasoning beyond its factual content. - The article argues that chemistry offers opportunities for mental training in manipulation, directed observation, correlation of ideas, and logical reasoning beyond its factual content.
• The article argues that continued simple, single-object experiments tend to make pupils unguarded and hasty in their conclusions, and that premise-testing experiments should correct this. - The article argues that continued simple, single-object experiments tend to make pupils unguarded and hasty in their conclusions, and that premise-testing experiments should correct this.
• The article argues that existing definitions of formative assessment lack a clear rationale delimiting the construct within broader theories of pedagogy. - The article argues that existing definitions of formative assessment lack a clear rationale delimiting the construct within broader theories of pedagogy.
• The article argues that formal rules and enforcement mechanisms alone are insufficient to shape student AI-use behaviour in practice - The article argues that formal rules and enforcement mechanisms alone are insufficient to shape student AI-use behaviour in practice
• The article argues that frequency of mention is not a valid measure of a problem's significance - The article argues that frequency of mention is not a valid measure of a problem's significance
• The article argues that interpreting the meaning and significance of presented data is the important problem, and that current emphasis on reporting conditions minimizes interpretation - The article argues that interpreting the meaning and significance of presented data is the important problem, and that current emphasis on reporting conditions minimizes interpretation
• The article argues that memorization-centered management education faces three specific challenges: theory-practice disconnection, textbook lag, and simulation-reality divide - The article argues that memorization-centered management education faces three specific challenges: theory-practice disconnection, textbook lag, and simulation-reality divide
• The article argues that navigating AI in students as partners practice requires guiding principles to preserve pedagogical trust - The article argues that navigating AI in students as partners practice requires guiding principles to preserve pedagogical trust
• The article argues that pairing GenAI-vulnerable assessment formats as twins mitigates validity threats by triangulating evidence - The article argues that pairing GenAI-vulnerable assessment formats as twins mitigates validity threats by triangulating evidence
• The article argues that widespread adoption of generative AI creates a viable means of addressing management education's memorization-centered challenges - The article argues that widespread adoption of generative AI creates a viable means of addressing management education's memorization-centered challenges
• The article argues the durability of the WSS co-design approach depends on institutionalizing authentic engagement as core practice, not a one-time initiative - The article argues the durability of the WSS co-design approach depends on institutionalizing authentic engagement as core practice, not a one-time initiative
• The article argues traditional learning formats have six limitations that make them ill-suited for interactive, evolving skills like prompt engineering - The article argues traditional learning formats have six limitations that make them ill-suited for interactive, evolving skills like prompt engineering
• The article argues transfer of general powers occurs only when they are deliberately taught as general, across every school subject - The article argues transfer of general powers occurs only when they are deliberately taught as general, across every school subject
• The article argues, via satirical verse, that poetic and metaphorical devices could be applied to educational research's pursuit of effects and causes - The article argues, via satirical verse, that poetic and metaphorical devices could be applied to educational research's pursuit of effects and causes
• The article asserts that excellent accountability management systems and digital transformation capabilities guarantee equal access to education for all students - The article asserts that excellent accountability management systems and digital transformation capabilities guarantee equal access to education for all students
• The article asserts that potential impact and social change rise with increasing stakeholder participation - The article asserts that potential impact and social change rise with increasing stakeholder participation
• The article asserts that the Go-Learn-Grow materials can help districts, schools, and early childhood providers improve pre-K and kindergarten attendance - The article asserts that the Go-Learn-Grow materials can help districts, schools, and early childhood providers improve pre-K and kindergarten attendance
• The article attributes the discrepancy with inspection-time studies to methodology, arguing standardized measures are sensitive enough to detect processing speed deficits in ASD - The article attributes the discrepancy with inspection-time studies to methodology, arguing standardized measures are sensitive enough to detect processing speed deficits in ASD
• The article cautions that CL-structured group activities are only a potential part of the solution for ER motivation, not a guarantee - The article cautions that CL-structured group activities are only a potential part of the solution for ER motivation, not a guarantee
• The article claims AI connectedness demonstrates incremental validity beyond usage frequency, anthropomorphism, and AI attachment - The article claims AI connectedness demonstrates incremental validity beyond usage frequency, anthropomorphism, and AI attachment
• The article claims LLM-assisted workflows weaken the validity of output-based evaluation in hiring, education, and certification - The article claims LLM-assisted workflows weaken the validity of output-based evaluation in hiring, education, and certification
• The article claims schools can improve attendance, test scores, and graduation rates by identifying high-impact metrics and fostering a collaborative culture of improvement - The article claims schools can improve attendance, test scores, and graduation rates by identifying high-impact metrics and fostering a collaborative culture of improvement
• The article claims tools should sustain and potentially enhance joint activity beyond the here-and-now and the face-to-face - The article claims tools should sustain and potentially enhance joint activity beyond the here-and-now and the face-to-face
• The article concludes the negative cohort trends are likely in part attributable to pandemic-related schooling restrictions, while acknowledging attribution cannot be fully confirmed - The article concludes the negative cohort trends are likely in part attributable to pandemic-related schooling restrictions, while acknowledging attribution cannot be fully confirmed
• The article constructs an educational benchmark of 108 instruction instances grouped into simple, composite, and complex difficulty levels - The article constructs an educational benchmark of 108 instruction instances grouped into simple, composite, and complex difficulty levels
• The article documents the typical induction support provided to first-year elementary school teachers in urban districts around the country. - The article documents the typical induction support provided to first-year elementary school teachers in urban districts around the country.
• The article hypothesizes that fostering self-determined, self-regulated and reflective adult educators and learners achieves the goal of creating people who know how to learn - The article hypothesizes that fostering self-determined, self-regulated and reflective adult educators and learners achieves the goal of creating people who know how to learn
• The article includes an Open Practices Disclosure indicating eligibility for open data, materials, and preregistration badges - The article includes an Open Practices Disclosure indicating eligibility for open data, materials, and preregistration badges
• The article interprets Frequent Switchers' balanced AI-note coordination as achieving the best performance, with multiple pathways to adequate performance in CACI - The article interprets Frequent Switchers' balanced AI-note coordination as achieving the best performance, with multiple pathways to adequate performance in CACI
• The article interprets the ethics gap as students viewing ethics through coursework practices and instructors treating it as an integrity question shaped by lack of institutional clarity - The article interprets the ethics gap as students viewing ethics through coursework practices and instructors treating it as an integrity question shaped by lack of institutional clarity
• The article investigates adolescents' homework performance in mathematics and science in relation to personal factors and teaching practices - The article investigates adolescents' homework performance in mathematics and science in relation to personal factors and teaching practices
• The article investigates whether achievement gap estimates are sensitive to test motivation, framing the question as achievement gap versus engagement gap - The article investigates whether achievement gap estimates are sensitive to test motivation, framing the question as achievement gap versus engagement gap
• The article is an erratum whose sole content is a corrected reference list for a piece on problem-based learning research in medical education. - The article is an erratum whose sole content is a corrected reference list for a piece on problem-based learning research in medical education.
• The article posits a relationship between approaches to teaching and approaches to studying - The article posits a relationship between approaches to teaching and approaches to studying
• The article presents a Bayesian reanalysis of NAEP long-term trend reading and math score changes from 2020 to 2023. - The article presents a Bayesian reanalysis of NAEP long-term trend reading and math score changes from 2020 to 2023.
• The article proposes an empirical validation agenda: comparing perceived competence under LLM-assisted versus unaided conditions, with measurement frameworks and longitudinal designs - The article proposes an empirical validation agenda: comparing perceived competence under LLM-assisted versus unaided conditions, with measurement frameworks and longitudinal designs
• The article reports a general feeling at Mobile that the College Teachers of Education and NSSE societies should cooperate rather than compete, including joint sessions - The article reports a general feeling at Mobile that the College Teachers of Education and NSSE societies should cooperate rather than compete, including joint sessions
• The article reports observational patterns that AI assistance can improve short-term performance while reducing cognitive engagement and independent capability - The article reports observational patterns that AI assistance can improve short-term performance while reducing cognitive engagement and independent capability
• The article reports that distractions at joint meetings prevented concentrated discussion and recommends allied societies meet before the general sessions begin - The article reports that distractions at joint meetings prevented concentrated discussion and recommends allied societies meet before the general sessions begin
• The article reports that research terminology such as 'diagnosis' and 'analysis' is used ambiguously and needs more careful definition - The article reports that research terminology such as 'diagnosis' and 'analysis' is used ambiguously and needs more careful definition
• The article reviews evidence that aspects of the learning environment most closely associated with successful development of early academic competence differ by socioeconomic background - The article reviews evidence that aspects of the learning environment most closely associated with successful development of early academic competence differ by socioeconomic background
• The article treats group composition, friendship, and similarity as central antecedents of student project team formation - The article treats group composition, friendship, and similarity as central antecedents of student project team formation
• The article's own correlation study uses 106 Iowa City records covering at least the last four elementary years and first two high-school years - The article's own correlation study uses 106 Iowa City records covering at least the last four elementary years and first two high-school years
• The article's supporting evidence is anecdotal and qualitative; empirical studies of impact on persistence, self-efficacy, and course climate are needed - The article's supporting evidence is anecdotal and qualitative; empirical studies of impact on persistence, self-efficacy, and course climate are needed
• The article's title asserts that artificial intelligence enhances children's science learning from television shows, though the supplied text contains no results supporting this assertion - The article's title asserts that artificial intelligence enhances children's science learning from television shows, though the supplied text contains no results supporting this assertion
• The Artifact captures learning experiences within and beyond the classroom, revealing learning habits and mindsets relevant to action-based pedagogy - The Artifact captures learning experiences within and beyond the classroom, revealing learning habits and mindsets relevant to action-based pedagogy
• The assessment system determined whether an exam-directed focus inhibited or enhanced discussion behaviors - The assessment system determined whether an exam-directed focus inhibited or enhanced discussion behaviors