Claims: T 1

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

• T-pattern analysis detected temporal-structure differences between children with specific language disorder and typically developing children that frequency and sequential lag analyses did not - T-pattern analysis detected temporal-structure differences between children with specific language disorder and typically developing children that frequency and sequential lag analyses did not
• T-pattern analysis reveals qualitative differences in six-year-olds' self-directed speech between typically developing children and peers with SLI that lag sequential and other methods do not detect - T-pattern analysis reveals qualitative differences in six-year-olds' self-directed speech between typically developing children and peers with SLI that lag sequential and other methods do not detect
• T-testing raw meta-d′/d′ or meta-da/da yields a false positive rate below 5%; log transformation or the Mann–Whitney U-test restores an adequate rate - T-testing raw meta-d′/d′ or meta-da/da yields a false positive rate below 5%; log transformation or the Mann–Whitney U-test restores an adequate rate
• T-tests show no significant shallow-vs-transformer difference in accuracy, weighted F1 or macro-F1, but a significant ROC-AUC advantage for the shallow model - T-tests show no significant shallow-vs-transformer difference in accuracy, weighted F1 or macro-F1, but a significant ROC-AUC advantage for the shallow model
• T-tests within each experiment found no significant advantage for the contrast-based experimental group over the control groups in long-term gain - T-tests within each experiment found no significant advantage for the contrast-based experimental group over the control groups in long-term gain
• T1 decoding precursors strongly predicted T2 decoding skills in French first-graders, explaining 75% of their variance - T1 decoding precursors strongly predicted T2 decoding skills in French first-graders, explaining 75% of their variance
• Tablet-PC-supported peer-assisted learning reduced EFL learners' anxiety and promoted motivation and confidence in collaborative reading - Tablet-PC-supported peer-assisted learning reduced EFL learners' anxiety and promoted motivation and confidence in collaborative reading
• Tabletop learning-analytics correlations with collaboration were not statistically significant but suggest post hoc identification of less collaborative teams - Tabletop learning-analytics correlations with collaboration were not statistically significant but suggest post hoc identification of less collaborative teams
• Tabletops tend to be small-group environments, contrasting with personal devices and public whiteboards - Tabletops tend to be small-group environments, contrasting with personal devices and public whiteboards
• Tacit knowledge in CSCL is co-constructed through socialization, externalization, combination, and internalization processes - Tacit knowledge in CSCL is co-constructed through socialization, externalization, combination, and internalization processes
• Tacoma's progressive inclusion program pervaded district operations and limited out-of-district placements to two over twenty years - Tacoma's progressive inclusion program pervaded district operations and limited out-of-district placements to two over twenty years
• Tactile defensiveness in ADHD is specific to affected children, more frequent in females, and not due to tactile perception impairment - Tactile defensiveness in ADHD is specific to affected children, more frequent in females, and not due to tactile perception impairment
• TACTutor shows no degradation relative to its Qwen backbone on external educational benchmarks, with scores rising on MRBench, TutorBench, LongTutor, and DeepTutor - TACTutor shows no degradation relative to its Qwen backbone on external educational benchmarks, with scores rising on MRBench, TutorBench, LongTutor, and DeepTutor
• TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency - TAIA produced higher adjusted post-test scientific achievement than worksheet-supported inquiry, controlling for pre-test and ICT competency
• TAIA reoriented the teacher's action distribution toward inquiry-practice support while the comparison condition emphasized content delivery and assessment - TAIA reoriented the teacher's action distribution toward inquiry-practice support while the comparison condition emphasized content delivery and assessment
• TAIA students perceived more teacher support for hypothesis generation and argumentation and enjoyed inquiry more; perceived experiment-related support did not differ - TAIA students perceived more teacher support for hypothesis generation and argumentation and enjoyed inquiry more; perceived experiment-related support did not differ
• TAILS dimensions show high internal consistency, with Cronbach's alpha values above 0.90 - TAILS dimensions show high internal consistency, with Cronbach's alpha values above 0.90
• Taking a course online instead of in person reduces student success and progress in college - Taking a course online instead of in person reduces student success and progress in college
• Taking a fill-in-the-blank test is more time-consuming than restudying the same material - Taking a fill-in-the-blank test is more time-consuming than restudying the same material
• Taking a multiple-choice test boosts performance on later tests compared with nontested control conditions, including with complex SAT II materials - Taking a multiple-choice test boosts performance on later tests compared with nontested control conditions, including with complex SAT II materials
• Taking a multiple-choice test produces a testing effect on later cued recall, but testing without study or feedback can be net harmful - Taking a multiple-choice test produces a testing effect on later cued recall, but testing without study or feedback can be net harmful
• Taking a practice test before a final test produces a moderately large, statistically significant benefit for learning overall (g = 0.61 fixed-effects; g = 0.70 random-effects) - Taking a practice test before a final test produces a moderately large, statistically significant benefit for learning overall (g = 0.61 fixed-effects; g = 0.70 random-effects)
• Taking Algebra I instead of remedial math increased algebra credit earning but raised failure rates and lowered grades for low- and average-ability students, with no test-score benefit - Taking Algebra I instead of remedial math increased algebra credit earning but raised failure rates and lowered grades for low- and average-ability students, with no test-score benefit
• Taking Algebra I instead of remedial math raised Algebra credit attainment but increased failure rates and lowered math grades, with no test-score benefit - Taking Algebra I instead of remedial math raised Algebra credit attainment but increased failure rates and lowered math grades, with no test-score benefit
• Taking an immediate plus delayed final test yields higher delayed test performance with less invested effort than taking only a delayed test (Experiment 2) - Taking an immediate plus delayed final test yields higher delayed test performance with less invested effort than taking only a delayed test (Experiment 2)
• Taking and reviewing handwritten notes yields slightly higher achievement than typing notes among college students, by one meta-analysis reported second-hand - Taking and reviewing handwritten notes yields slightly higher achievement than typing notes among college students, by one meta-analysis reported second-hand
• Taking AP courses or fourth-year math in senior year is associated with higher college enrollment but not with college retention - Taking AP courses or fourth-year math in senior year is associated with higher college enrollment but not with college retention
• Taking English I instead of remedial English increased English credit earning with no adverse consequences on failure rates or test scores - Taking English I instead of remedial English increased English credit earning with no adverse consequences on failure rates or test scores
• Taking English I instead of remedial English substantially increased English I credit earning with no adverse consequences, but no GPA or reading-test benefits - Taking English I instead of remedial English substantially increased English I credit earning with no adverse consequences, but no GPA or reading-test benefits
• Taking initial multiple-choice tests without feedback can lead students to later produce the incorrect lure answers they selected, even when an overall retrieval practice benefit occurs - Taking initial multiple-choice tests without feedback can lead students to later produce the incorrect lure answers they selected, even when an overall retrieval practice benefit occurs
• Talent Search participants in Florida completed high school or GED at a significantly higher rate than matched comparison students (84% vs. 70%) - Talent Search participants in Florida completed high school or GED at a significantly higher rate than matched comparison students (84% vs.
• Talent Search participants in Texas completed high school or GED at a significantly higher rate than matched comparison students (86% vs. 77%) - Talent Search participants in Texas completed high school or GED at a significantly higher rate than matched comparison students (86% vs.
• Talent Search participants were more likely than comparison students to enroll in public postsecondary institutions - Talent Search participants were more likely than comparison students to enroll in public postsecondary institutions
• Talent Search participants were more likely than matched comparison students to apply for federal financial aid - Talent Search participants were more likely than matched comparison students to apply for federal financial aid
• Talent-system reforms, including an experience-based salary scale and earlier recruitment, coincided with retention of over 90 percent of effective teachers - Talent-system reforms, including an experience-based salary scale and earlier recruitment, coincided with retention of over 90 percent of effective teachers
• Talk time and internal behavioral engagement are only weakly correlated, indicating they are separate phenomena - Talk time and internal behavioral engagement are only weakly correlated, indicating they are separate phenomena
• Talk-time analysis showed the mentor spoke more than the mentee in video-recorded dialogues, with classroom management talk ranging from 3% to 39% of total talk time - Talk-time analysis showed the mentor spoke more than the mentee in video-recorded dialogues, with classroom management talk ranging from 3% to 39% of total talk time
• Tall, heavy children with good lung capacity are further along toward mental maturity as evidenced by school progress, based on 21,682 final term grades - Tall, heavy children with good lung capacity are further along toward mental maturity as evidenced by school progress, based on 21,682 final term grades
• Talladega County Schools' graduation rate rose from just above 70 percent in 2008 to 93 percent after its transition to project-based learning supported by digital technologies - Talladega County Schools' graduation rate rose from just above 70 percent in 2008 to 93 percent after its transition to project-based learning supported by digital technologies
• Talladega County's cybersecurity program grew from 81 participating students in 2023-24 to 208 in 2024-25 - Talladega County's cybersecurity program grew from 81 participating students in 2023-24 to 208 in 2024-25
• Tamarack Institute's collective impact approach reported 10 percent poverty reductions in cities and positive impact for 202,931 low-income Canadians over 10 years - Tamarack Institute's collective impact approach reported 10 percent poverty reductions in cities and positive impact for 202,931 low-income Canadians over 10 years
• Tangible puppetry role-play shifted microteaching discourse from formal planned utterances toward informal student voices, and the shift persisted into a subsequent self-performed role-play - Tangible puppetry role-play shifted microteaching discourse from formal planned utterances toward informal student voices, and the shift persisted into a subsequent self-performed role-play
• TAP produced no measurable impacts on student test scores through March of the start-up year - TAP produced no measurable impacts on student test scores through March of the start-up year
• TAP teachers were five percentage points more likely to return to their schools than non-TAP teachers - TAP teachers were five percentage points more likely to return to their schools than non-TAP teachers
• TAP theory has received mixed empirical support as an account of the testing effect - TAP theory has received mixed empirical support as an account of the testing effect
• TAPP improves school-related behavioral problems per teacher ratings in the rural trial (effect size = +0.45) - TAPP improves school-related behavioral problems per teacher ratings in the rural trial (effect size = +0.45)
• Target facilitation and competitor inhibition are strongly correlated in both groups - Target facilitation and competitor inhibition are strongly correlated in both groups
• Target RT decreases as between-letter spacing increases, and the noise-condition effect is greatest at the closest spacing (Noise Condition by Spacing interaction) - Target RT decreases as between-letter spacing increases, and the noise-condition effect is greatest at the closest spacing (Noise Condition by Spacing interaction)
• Target strategy use did not vary by instructional support condition for any of the three fraction comparison tasks - Target strategy use did not vary by instructional support condition for any of the three fraction comparison tasks
• Target Teach schools improved in all tested subjects, not only the aligned reading tests, suggesting factors beyond test alignment contributed - Target Teach schools improved in all tested subjects, not only the aligned reading tests, suggesting factors beyond test alignment contributed
• Target-alone RT is approximately 30 msec faster in blocked no-noise trials than in trials intermixed with noise conditions, indicating a preparatory inhibitory set - Target-alone RT is approximately 30 msec faster in blocked no-noise trials than in trials intermixed with noise conditions, indicating a preparatory inhibitory set
• Targeted enhancements (retrieval-augmented inference, multimodal training) substantially raise open-source models' phonology mastery to near-ceiling levels - Targeted enhancements (retrieval-augmented inference, multimodal training) substantially raise open-source models' phonology mastery to near-ceiling levels
• Targeted instruction in number and operations improves young children's early math achievement, with a moderate level of supporting evidence - Targeted instruction in number and operations improves young children's early math achievement, with a moderate level of supporting evidence
• Targeted recruitment of teacher leaders is associated with candidates more likely to become and remain principals - Targeted recruitment of teacher leaders is associated with candidates more likely to become and remain principals
• Targeted retrieval via short-answer tasks improves metacognitive calibration more than holistic retrieval via free-recall - Targeted retrieval via short-answer tasks improves metacognitive calibration more than holistic retrieval via free-recall
• Targeted retrieval via specific short-answer tasks improves retention of directly targeted information more than holistic retrieval via free-recall tasks - Targeted retrieval via specific short-answer tasks improves retention of directly targeted information more than holistic retrieval via free-recall tasks
• Targeted school-based interventions for Grades 7–12 students with or at risk of academic difficulties have positive, statistically significant short-run effects on standardised reading and maths tests (ES = 0.22) - Targeted school-based interventions for Grades 7–12 students with or at risk of academic difficulties have positive, statistically significant short-run effects on standardised reading and maths tests
• Targeted school-based interventions have positive short-term effects on standardised reading and mathematics tests for K-6 students with or at risk of academic difficulties - Targeted school-based interventions have positive short-term effects on standardised reading and mathematics tests for K-6 students with or at risk of academic difficulties
• Tarski's World facilitated conditional reasoning relative to only-situated or only-formal instruction - Tarski's World facilitated conditional reasoning relative to only-situated or only-formal instruction
• TAs adapt rather than copy AI feedback drafts, with moderate draft–final overlap (ROUGE-L F1 = 0.60) - TAs adapt rather than copy AI feedback drafts, with moderate draft–final overlap (ROUGE-L F1 = 0.60)
• Task accuracy is far higher with reminders than internal memory and is unaffected by reminder framing - Task accuracy is far higher with reminders than internal memory and is unaffected by reminder framing
• Task category is the dominant factor in agent performance: cross-category spread (26.3 points) far exceeds cross-model spread (8.8 points) - Task category is the dominant factor in agent performance: cross-category spread (26.3 points) far exceeds cross-model spread (8.8 points)
• Task completion with GenAI is a weak proxy for durable competence, with struggling learners at risk of an illusion of competence - Task completion with GenAI is a weak proxy for durable competence, with struggling learners at risk of an illusion of competence
• Task complexity and desirable difficulties do not significantly affect intrinsic interest or expectancies for success - Task complexity and desirable difficulties do not significantly affect intrinsic interest or expectancies for success
• Task complexity and task difficulty are distinct concepts - Task complexity and task difficulty are distinct concepts
• Task complexity has a strong omnibus multivariate effect on performance, GCL, meta-awareness, and intrinsic interest combined - Task complexity has a strong omnibus multivariate effect on performance, GCL, meta-awareness, and intrinsic interest combined
• Task complexity has no significant impact on intrinsic interest - Task complexity has no significant impact on intrinsic interest
• Task complexity moderates whether users experience the constructive information search process - Task complexity moderates whether users experience the constructive information search process
• Task complexity shows no significant effect on child learners' oral production of the target form when receiving recasts - Task complexity shows no significant effect on child learners' oral production of the target form when receiving recasts
• Task complexity strongly affects germane cognitive load in Round 1, with effects dissipating by post-test - Task complexity strongly affects germane cognitive load in Round 1, with effects dissipating by post-test
• Task condition (decision-making vs. opinion-exchange) did not significantly moderate negotiation strategy use - Task condition (decision-making vs.
• Task condition (decision-making vs. opinion-exchange) did not significantly moderate the amount of meaning negotiation - Task condition (decision-making vs.
• Task content domain significantly moderates the Grade 3–4 DT difference, with a positive SMD for figural tasks and a negative SMD for verbal tasks - Task content domain significantly moderates the Grade 3–4 DT difference, with a positive SMD for figural tasks and a negative SMD for verbal tasks
• Task decomposition into three segments yields the highest-rated LLM-generated tutor training lessons, while single-step generation yields the lowest - Task decomposition into three segments yields the highest-rated LLM-generated tutor training lessons, while single-step generation yields the lowest
• Task design balancing challenge and accessibility determines the success of AI-powered collaborative learning environments - Task design balancing challenge and accessibility determines the success of AI-powered collaborative learning environments
• Task design relates to emphases within the cognitive elements: the technology-enhanced task elicited more task exploration, while the physical-objects task elicited more coordination - Task design relates to emphases within the cognitive elements: the technology-enhanced task elicited more task exploration, while the physical-objects task elicited more coordination
• Task difficulty (easy vs difficult simultaneous-equation problems) has significant main effects on intrinsic and extraneous cognitive load, but not on germane load - Task difficulty (easy vs difficult simultaneous-equation problems) has significant main effects on intrinsic and extraneous cognitive load, but not on germane load
• Task difficulty increases error counts, with significantly more errors on Medium and Hard tasks than Easy tasks - Task difficulty increases error counts, with significantly more errors on Medium and Hard tasks than Easy tasks
• Task difficulty increases hesitations, with significantly more hesitations on Medium and Hard tasks than Easy tasks - Task difficulty increases hesitations, with significantly more hesitations on Medium and Hard tasks than Easy tasks
• Task difficulty moderated the detrimental effect of fixation, which was stronger for easier compared to harder tasks - Task difficulty moderated the detrimental effect of fixation, which was stronger for easier compared to harder tasks
• Task difficulty moderated the facilitating effect of flexibility on ideal manipulation only, with the effect more salient for harder tasks - Task difficulty moderated the facilitating effect of flexibility on ideal manipulation only, with the effect more salient for harder tasks
• Task difficulty shows a u-shaped relation to regulatory activities, with competing CLT-based and motivational explanations that cannot yet be distinguished - Task difficulty shows a u-shaped relation to regulatory activities, with competing CLT-based and motivational explanations that cannot yet be distinguished
• Task difficulty shows an inverted U-shaped relation with cognitive strategy use and a positive linear relation with metacognitive strategy use, mediated by cognitive load (Seufert et al., 2024) - Task difficulty shows an inverted U-shaped relation with cognitive strategy use and a positive linear relation with metacognitive strategy use, mediated by cognitive load (Seufert et al., 2024)
• Task difficulty strongly determined task performance: boredom conditions scored highest and overload conditions lowest in both ICL studies - Task difficulty strongly determined task performance: boredom conditions scored highest and overload conditions lowest in both ICL studies
• Task goals can be separated from learning goals and normative performance goals, each with approach and avoidance components. - Task goals can be separated from learning goals and normative performance goals, each with approach and avoidance components.
• Task importance weights in the multi-task oral scoring objective are calibrated by learned observation noise rather than manual tuning - Task importance weights in the multi-task oral scoring objective are calibrated by learned observation noise rather than manual tuning
• Task instruction significantly affected verbalized local-level selection reasons, with the linguistic task yielding more matching verbalizations than the other two tasks - Task instruction significantly affected verbalized local-level selection reasons, with the linguistic task yielding more matching verbalizations than the other two tasks
• Task interest remains stable across consecutive creativity tasks: interest in one task is strongly and directly associated with interest in the next, with little mediation by task experience - Task interest remains stable across consecutive creativity tasks: interest in one task is strongly and directly associated with interest in the next, with little mediation by task experience
• Task interest was strongly interconnected across the course, with each task's interest predicting interest in the next tasks. - Task interest was strongly interconnected across the course, with each task's interest predicting interest in the next tasks.
• Task motivation and time on task are proposed as factors potentially influencing SRL intervention effectiveness - Task motivation and time on task are proposed as factors potentially influencing SRL intervention effectiveness
• Task performance and learning are related but fundamentally different processes - Task performance and learning are related but fundamentally different processes
• Task performance does not affect primary school students' monitoring accuracy awareness - Task performance does not affect primary school students' monitoring accuracy awareness
• Task performance does not affect primary school students' regulation accuracy awareness - Task performance does not affect primary school students' regulation accuracy awareness
• Task performance relates to metacognition profile membership at the first measurement point but not one year later - Task performance relates to metacognition profile membership at the first measurement point but not one year later
• Task rehearsal improves fluency and complexity on the repeated task but does not transfer to a new task of the same type - Task rehearsal improves fluency and complexity on the repeated task but does not transfer to a new task of the same type
• Task repetition can be used as a form of integrative planning in language learning and teaching - Task repetition can be used as a form of integrative planning in language learning and teaching
• Task sequence effects on mental effort reverse between learning phase and transfer test - Task sequence effects on mental effort reverse between learning phase and transfer test
• Task topic (science vs debate) showed no statistically significant effect on conversation informativeness - Task topic (science vs debate) showed no statistically significant effect on conversation informativeness
• Task topic order was associated with sourcing performance and with individual change during the intervention - Task topic order was associated with sourcing performance and with individual change during the intervention
• Task type and activity structure interact on recall: self-constructed maps help mainly when individually prepared and then discussed in pairs - Task type and activity structure interact on recall: self-constructed maps help mainly when individually prepared and then discussed in pairs
• Task type did not affect time on task, number of unique experiments, duplicated experiments, or percentage of unspecified hypotheses - Task type did not affect time on task, number of unique experiments, duplicated experiments, or percentage of unspecified hypotheses
• Task type moderates the correlation: problem-solving tasks show a stronger negative association than word/paired-associate tasks - Task type moderates the correlation: problem-solving tasks show a stronger negative association than word/paired-associate tasks
• Task type strongly determines trust in educational robots, with highest trust for procedural instruction, moderate trust for teaching, and lowest trust when robots request personal information - Task type strongly determines trust in educational robots, with highest trust for procedural instruction, moderate trust for teaching, and lowest trust when robots request personal information
• Task value predicted cognitive and regulatory strategy use but not classroom grades, whereas self-efficacy predicted grades in all three subjects - Task value predicted cognitive and regulatory strategy use but not classroom grades, whereas self-efficacy predicted grades in all three subjects
• Task value was higher for mathematics than for English and social studies for both genders, with gender differences only in the English–social studies comparison - Task value was higher for mathematics than for English and social studies for both genders, with gender differences only in the English–social studies comparison
• Task-based and questionnaire-based EF measures show consistently low correlations and may assess partially distinct phenomena - Task-based and questionnaire-based EF measures show consistently low correlations and may assess partially distinct phenomena
• Task-based inhibitory control (Stop Signal Task) improves curvilinearly from ages 11 to 15, with growth slowing around middle adolescence - Task-based inhibitory control (Stop Signal Task) improves curvilinearly from ages 11 to 15, with growth slowing around middle adolescence
• Task-based instruction changed learners' views toward TBLT to align with teachers' views - Task-based instruction changed learners' views toward TBLT to align with teachers' views
• Task-demand clusters differ in useful age ranges, with perceptual inhibition developing earliest and motivational inhibition latest - Task-demand clusters differ in useful age ranges, with perceptual inhibition developing earliest and motivational inhibition latest
• Task-directed turns account for roughly half of interactions, with AI-output references about 30% and own-work references about 20% - Task-directed turns account for roughly half of interactions, with AI-output references about 30% and own-work references about 20%
• Task-essentialness and productive use of new words in goal-directed activity may positively affect vocabulary learning and retention - Task-essentialness and productive use of new words in goal-directed activity may positively affect vocabulary learning and retention
• Task-irrelevant negative images disrupt no-go accuracy specifically in early-mid adolescence - Task-irrelevant negative images disrupt no-go accuracy specifically in early-mid adolescence
• Task-level account of upskilling and the Triad of Skill Failure (deskilling, never-skilling, mis-skilling) with differing empirical support - Task-level account of upskilling and the Triad of Skill Failure (deskilling, never-skilling, mis-skilling) with differing empirical support
• Task-level and process-level prompts in support software mediate and alter students' group argumentation discourse practice and potentially their individual argumentation style - Task-level and process-level prompts in support software mediate and alter students' group argumentation discourse practice and potentially their individual argumentation style
• Task-level executive function differences in dyslexia on the Phoneme Go No-Go and Picture 2-back tasks are no longer significant after controlling for processing speed - Task-level executive function differences in dyslexia on the Phoneme Go No-Go and Picture 2-back tasks are no longer significant after controlling for processing speed
• Task-relevant emotions affect response inhibition more strongly than task-irrelevant emotions, especially in young children - Task-relevant emotions affect response inhibition more strongly than task-irrelevant emotions, especially in young children
• Task-selection skills trained with video modeling examples in biology transfer to task selection in a different domain (math) - Task-selection skills trained with video modeling examples in biology transfer to task selection in a different domain (math)
• Task-specific fine-tuning substantially improves open-source LLMs on MedGame Bench and narrows the gap with commercial models - Task-specific fine-tuning substantially improves open-source LLMs on MedGame Bench and narrows the gap with commercial models
• Task-specific hyperparameter optimization substantially raises baseline DKT performance, indicating prior DKT-vs-PKT gaps partly reflect insufficient baseline tuning - Task-specific hyperparameter optimization substantially raises baseline DKT performance, indicating prior DKT-vs-PKT gaps partly reflect insufficient baseline tuning
• Task-switching ability matures earlier than task maintenance and selection abilities in childhood - Task-switching ability matures earlier than task maintenance and selection abilities in childhood
• Task-switching training improves untrained switching and other executive functions in school-aged children, though transfer findings are heterogeneous - Task-switching training improves untrained switching and other executive functions in school-aged children, though transfer findings are heterogeneous
• Task-unrelated thoughts are consistently associated with lower test performance, accounting for approximately 7% of the variation in learning outcomes - Task-unrelated thoughts are consistently associated with lower test performance, accounting for approximately 7% of the variation in learning outcomes
• Tasks with higher involvement load, involving search and evaluation, are conducive to better word retention, with marginal glosses efficient for incidental learning - Tasks with higher involvement load, involving search and evaluation, are conducive to better word retention, with marginal glosses efficient for incidental learning
• Taxonomy level is defined as the maximum of cognitive complexity and operational impact, ensuring monotone coverage of both dimensions - Taxonomy level is defined as the maximum of cognitive complexity and operational impact, ensuring monotone coverage of both dimensions
• Taxonomy quality drives CLARA performance: degraded taxonomies reduce alignment, and removing SEL causes the largest degradation - Taxonomy quality drives CLARA performance: degraded taxonomies reduce alignment, and removing SEL causes the largest degradation
• Taxonomy-augmented guardrail classifiers reduce educational attack success more than general-purpose jailbreak defenses - Taxonomy-augmented guardrail classifiers reduce educational attack success more than general-purpose jailbreak defenses
• Taxonomy-guided post-training raises TACTutor's TACT_Overall on TACTBench from 0.629 (backbone) to 0.832, the highest among evaluated models - Taxonomy-guided post-training raises TACTutor's TACT_Overall on TACTBench from 0.629 (backbone) to 0.832, the highest among evaluated models
• Taylor's Sheffield study suggests the Binet scale is broadly suitable for English children, though tests for ages 6 and 7 seem too easy and tests above 11 seem unsatisfactory. - Taylor's Sheffield study suggests the Binet scale is broadly suitable for English children, though tests for ages 6 and 7 seem too easy and tests above 11 seem unsatisfactory.
• TBRS-model-derived hypotheses about presentation-pace effects were supported in two experiments, provided prior knowledge is taken into account - TBRS-model-derived hypotheses about presentation-pace effects were supported in two experiments, provided prior knowledge is taken into account
• TCLAS stipends of $20,000 enabled residents to participate in yearlong residencies by forgoing outside employment - TCLAS stipends of $20,000 enabled residents to participate in yearlong residencies by forgoing outside employment
• TCT-DP creativity scores increase with age group, and adolescents are the most sedentary - TCT-DP creativity scores increase with age group, and adolescents are the most sedentary
• Teach For America teachers had a positive impact on student math achievement of about 15 percent of a standard deviation, equivalent to about one month of instruction - Teach For America teachers had a positive impact on student math achievement of about 15 percent of a standard deviation, equivalent to about one month of instruction
• Teach For America teachers had no impact on student reading achievement - Teach For America teachers had no impact on student reading achievement
• Teach For America teachers had no impacts on other outcomes such as attendance, promotion, or disciplinary incidents - Teach For America teachers had no impacts on other outcomes such as attendance, promotion, or disciplinary incidents
• Teach For America teachers were more likely than their peers to report problems with student behavior - Teach For America teachers were more likely than their peers to report problems with student behavior
• Teachable agents measurably but incompletely relearn unlearned knowledge, with the recovery gap to the base model widening under higher unlearning ratios (30%–50%) - Teachable agents measurably but incompletely relearn unlearned knowledge, with the recovery gap to the base model widening under higher unlearning ratios (30%–50%)
• Teacher activities in CHSRI small schools' professional communities were primarily oriented toward supportive rather than developmental practices - Teacher activities in CHSRI small schools' professional communities were primarily oriented toward supportive rather than developmental practices
• Teacher agency development proceeds through temporal phases in which different subsystems dominate - Teacher agency development proceeds through temporal phases in which different subsystems dominate
• Teacher and administrator perceptions of REACH changed little between Year 2 and Year 3 of implementation - Teacher and administrator perceptions of REACH changed little between Year 2 and Year 3 of implementation
• Teacher and peer explanations of the scientific concepts during problem solving were at times scientifically misleading or wrong - Teacher and peer explanations of the scientific concepts during problem solving were at times scientifically misleading or wrong
• Teacher and researcher coaches both used a cognitive apprenticeship approach but differed in scaffolding style - Teacher and researcher coaches both used a cognitive apprenticeship approach but differed in scaffolding style
• Teacher and student feedback indicates LLM-based formative assessment can reduce grading burden, surface misconceptions, and build student trust without replacing teacher judgment - Teacher and student feedback indicates LLM-based formative assessment can reduce grading burden, surface misconceptions, and build student trust without replacing teacher judgment
• Teacher assessment of college-going climate is positively associated with students taking each step toward four-year college enrollment - Teacher assessment of college-going climate is positively associated with students taking each step toward four-year college enrollment
• Teacher attrition and turnover are primary drivers of California teacher shortages, with 12% turnover between 2016–17 and 2017–18 - Teacher attrition and turnover are primary drivers of California teacher shortages, with 12% turnover between 2016–17 and 2017–18
• Teacher attrition is approximately 55% higher in high-poverty schools than in lower-poverty schools - Teacher attrition is approximately 55% higher in high-poverty schools than in lower-poverty schools
• Teacher attrition patterns do not contribute to inequitable access to effective teachers - Teacher attrition patterns do not contribute to inequitable access to effective teachers
• Teacher attrition rose from 5.1% in 1992 to 8.4% in 2005 and has hovered around 8% since - Teacher attrition rose from 5.1% in 1992 to 8.4% in 2005 and has hovered around 8% since
• Teacher attrition, mobility, and hiring jointly contribute to teacher quality gaps between students of color and other students - Teacher attrition, mobility, and hiring jointly contribute to teacher quality gaps between students of color and other students
• Teacher autonomy for AI decision-making varies sharply across national contexts - Teacher autonomy for AI decision-making varies sharply across national contexts
• Teacher autonomy support and provision of structure are positively correlated across studies, with a pooled correlation of r = 0.53 - Teacher autonomy support and provision of structure are positively correlated across studies, with a pooled correlation of r = 0.53
• Teacher autonomy support is associated with students' emotional engagement, playing a complementary role to structure - Teacher autonomy support is associated with students' emotional engagement, playing a complementary role to structure
• Teacher autonomy support predicts students' need satisfaction and self-determined motivation more strongly than parental autonomy support - Teacher autonomy support predicts students' need satisfaction and self-determined motivation more strongly than parental autonomy support
• Teacher background relates to early experience and retention: male gender, prior work experience, and CPS graduation associate with good elementary experiences, while a master's degree and CPS graduation associate with lower high school retention - Teacher background relates to early experience and retention: male gender, prior work experience, and CPS graduation associate with good elementary experiences, while a master's degree and CPS graduat
• Teacher beliefs about individual students relate to differentiated need support: students with higher teacher-reported expectations perceive more need support - Teacher beliefs about individual students relate to differentiated need support: students with higher teacher-reported expectations perceive more need support
• Teacher Big Five domains show their largest associations with burnout for emotional stability and conscientiousness, but none of the burnout effects are statistically significant - Teacher Big Five domains show their largest associations with burnout for emotional stability and conscientiousness, but none of the burnout effects are statistically significant
• Teacher burnout dimensions show the strongest correlations with CMSE among teacher-level psychometric constructs - Teacher burnout dimensions show the strongest correlations with CMSE among teacher-level psychometric constructs
• Teacher buy-in and willingness to engage are viewed as strong mediators of coaching benefits - Teacher buy-in and willingness to engage are viewed as strong mediators of coaching benefits
• Teacher characteristics from the will-skill-tool model — data literacy, availability of data technologies, and positive beliefs — predict teachers' pedagogical use of digital data, with data literacy the strongest predictor - Teacher characteristics from the will-skill-tool model — data literacy, availability of data technologies, and positive beliefs — predict teachers' pedagogical use of digital data, with data literacy
• Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies - Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies
• Teacher coaching raises student achievement on standardized tests by a pooled 0.18 SD across 31 causal studies - Teacher coaching raises student achievement on standardized tests by a pooled 0.18 SD across 31 causal studies
• Teacher communication-technology competence scores highest while virtualizing-process technology use scores lowest among digital transformation indicators - Teacher communication-technology competence scores highest while virtualizing-process technology use scores lowest among digital transformation indicators
• Teacher communicative activities in the analysed undergraduate mathematics lesson were dominated by presentation and correction, reflecting an authoritative communicative approach - Teacher communicative activities in the analysed undergraduate mathematics lesson were dominated by presentation and correction, reflecting an authoritative communicative approach
• Teacher communion is a stronger predictor of student emotions than teacher agency - Teacher communion is a stronger predictor of student emotions than teacher agency
• Teacher concern development is better characterized as progression and retreat than linear stage movement - Teacher concern development is better characterized as progression and retreat than linear stage movement
• Teacher concerns do not significantly moderate the support-confidence relationship nor directly predict confidence or attitudes - Teacher concerns do not significantly moderate the support-confidence relationship nor directly predict confidence or attitudes
• Teacher confidence fully mediates the relationship between institutional support and attitudes toward AI adoption - Teacher confidence fully mediates the relationship between institutional support and attitudes toward AI adoption
• Teacher confidence in teaching literacy and English learner students increased over the pilot year, especially with a local coach - Teacher confidence in teaching literacy and English learner students increased over the pilot year, especially with a local coach
• Teacher confidence strongly predicts favorable attitudes toward AI adoption, while the direct effect of support on attitudes is not significant - Teacher confidence strongly predicts favorable attitudes toward AI adoption, while the direct effect of support on attitudes is not significant
• Teacher control over small-group dialogue is inversely related to groups' socially shared regulation of learning - Teacher control over small-group dialogue is inversely related to groups' socially shared regulation of learning
• Teacher depression and job demands are positively associated, and job resources negatively associated, with exclusion rates; program-level mental health consultation showed no significant effect in one RCT. - Teacher depression and job demands are positively associated, and job resources negatively associated, with exclusion rates; program-level mental health consultation showed no significant effect in on
• Teacher design teams in three African studies (Ethiopia, Ghana, Tanzania) were associated with increases in teachers' knowledge and skills - Teacher design teams in three African studies (Ethiopia, Ghana, Tanzania) were associated with increases in teachers' knowledge and skills
• Teacher discourse shifted toward creating new challenging situations (NI) and confirming repeats (R) in the interactive-whiteboard condition, versus providing requested information (IR) and clarification questions (Q) in the traditional-whiteboard condition - Teacher discourse shifted toward creating new challenging situations (NI) and confirming repeats (R) in the interactive-whiteboard condition, versus providing requested information (IR) and clarificat
• Teacher education enrollments dropped 35% between 2009 and 2014, from 691,000 to 451,000 - Teacher education enrollments dropped 35% between 2009 and 2014, from 691,000 to 451,000
• Teacher education students in PBL identified valuing others' perspectives, interdependence, and learning about self as attitudes necessary for collaborative learning - Teacher education students in PBL identified valuing others' perspectives, interdependence, and learning about self as attitudes necessary for collaborative learning
• Teacher educators can coach student teachers in reflective practice using personal histories, dialogue journals, and group discussions - Teacher educators can coach student teachers in reflective practice using personal histories, dialogue journals, and group discussions
• Teacher educators show shallow understanding of GenAI tools and gaps in aligning AI use with pedagogical goals - Teacher educators show shallow understanding of GenAI tools and gaps in aligning AI use with pedagogical goals
• Teacher effectiveness for Black students is only imperfectly correlated with effectiveness for non-Black students (correlations between 0.28 and 0.67 depending on subject and grade level) - Teacher effectiveness for Black students is only imperfectly correlated with effectiveness for non-Black students (correlations between 0.28 and 0.67 depending on subject and grade level)
• Teacher effects account for about one-fifth of within-student variation in course grades but average out of GPAs - Teacher effects account for about one-fifth of within-student variation in course grades but average out of GPAs
• Teacher effects may be heterogeneous across students of differing aptitudes, affecting growth modeling and teacher evaluation - Teacher effects may be heterogeneous across students of differing aptitudes, affecting growth modeling and teacher evaluation
• Teacher efficacy underpins the ability to differentiate instruction effectively, with efficacy dependent on pedagogical content knowledge - Teacher efficacy underpins the ability to differentiate instruction effectively, with efficacy dependent on pedagogical content knowledge
• Teacher emotional support buffers the negative association between low math self-efficacy and low engagement - Teacher emotional support buffers the negative association between low math self-efficacy and low engagement
• Teacher empathy shows no consistent relationship with classroom management or instructional support - Teacher empathy shows no consistent relationship with classroom management or instructional support
• Teacher enjoyment and student enjoyment in mathematics classrooms are positively related even after controlling for students' prior-year enjoyment - Teacher enjoyment and student enjoyment in mathematics classrooms are positively related even after controlling for students' prior-year enjoyment
• Teacher expectancy effects: seeded expectations led treated students to outperform peers (as reported by the review) - Teacher expectancy effects: seeded expectations led treated students to outperform peers (as reported by the review)
• Teacher expectation bias predicted Dutch secondary students' performance up to five years later, after controls for prior achievement, IQ and motivation, in one large correlational cohort study
• Teacher expectation effects are conditional: some teachers exhibit markedly different behavior and opportunities based on perceived student ability while others do not - Teacher expectation effects are conditional: some teachers exhibit markedly different behavior and opportunities based on perceived student ability while others do not
• Teacher expectation effects on perceived competence are curvilinear: positive expectations are stronger than negative ones - Teacher expectation effects on perceived competence are curvilinear: positive expectations are stronger than negative ones
• Teacher expectations correlate most strongly with achievement among Year-10 expectation and aspiration measures - Teacher expectations correlate most strongly with achievement among Year-10 expectation and aspiration measures
• Teacher experience and credentials relate to evaluation scores, with credential differences appearing only on observations - Teacher experience and credentials relate to evaluation scores, with credential differences appearing only on observations
• Teacher experience using the software was not systematically related to changes in product effects between the first and second study year - Teacher experience using the software was not systematically related to changes in product effects between the first and second study year
• Teacher extraversion, conscientiousness, emotional stability, and openness are each positively associated with teacher effectiveness, while agreeableness is not a significant correlate - Teacher extraversion, conscientiousness, emotional stability, and openness are each positively associated with teacher effectiveness, while agreeableness is not a significant correlate
• Teacher feedback as part of formative assessment has been shown by multiple studies to move student learning forward - Teacher feedback as part of formative assessment has been shown by multiple studies to move student learning forward
• Teacher feedback produced larger first-task score gains that dropped 32.8% by the second task, while AI-assisted peer feedback gains remained stable (a learning-curve effect) - Teacher feedback produced larger first-task score gains that dropped 32.8% by the second task, while AI-assisted peer feedback gains remained stable (a learning-curve effect)
• Teacher gazes at student faces and teacher-started eye contacts occur during high teacher agency, and teacher-started eye contacts are shorter when agency is higher - Teacher gazes at student faces and teacher-started eye contacts occur during high teacher agency, and teacher-started eye contacts are shorter when agency is higher
• Teacher grade effects show spillovers to students' broader ninth-grade outcomes - Teacher grade effects show spillovers to students' broader ninth-grade outcomes
• Teacher guidance distribution tracked perceived willingness to collaborate, not group outcome level or prior science competence - Teacher guidance distribution tracked perceived willingness to collaborate, not group outcome level or prior science competence
• Teacher guidance plays a significant mediating role in collaborative-learning classroom outcomes - Teacher guidance plays a significant mediating role in collaborative-learning classroom outcomes
• Teacher Guided Inquiry Outperforms Student Led
• Teacher hiring and transfer patterns are consistent with small differences in teacher effectiveness by student income - Teacher hiring and transfer patterns are consistent with small differences in teacher effectiveness by student income
• Teacher hiring and transfer patterns are consistent with small effectiveness differences, while attrition does not contribute to inequitable access - Teacher hiring and transfer patterns are consistent with small effectiveness differences, while attrition does not contribute to inequitable access
• Teacher home visits slightly improved student attendance in the following school year (95.28% vs 94.93%; ES = +0.02 in the Evidence for ESSA summary) - Teacher home visits slightly improved student attendance in the following school year (95.28% vs 94.93%; ES = +0.02 in the Evidence for ESSA summary)
• Teacher homework involvement positively predicts students' use of homework management strategies in secondary school students - Teacher homework involvement positively predicts students' use of homework management strategies in secondary school students
• Teacher ill-being shows a small negative association with student motivation and achievement (r = –.13) - Teacher ill-being shows a small negative association with student motivation and achievement (r = –.13)
• Teacher impacts on Black students' test scores vary widely, from 0.2 standard deviations in middle school English to 0.5 standard deviations in elementary school math between high- and low-effectiveness teachers - Teacher impacts on Black students' test scores vary widely, from 0.2 standard deviations in middle school English to 0.5 standard deviations in elementary school math between high- and low-effectivene
• Teacher influence over school decisions is minimal or limited for most teachers in bottom quartile schools but extensive or moderate for most in top quartile schools - Teacher influence over school decisions is minimal or limited for most teachers in bottom quartile schools but extensive or moderate for most in top quartile schools
• Teacher interventions that are not explicit encourage learners' self-awareness of the limitations of their current understanding without prescribing a solution - Teacher interventions that are not explicit encourage learners' self-awareness of the limitations of their current understanding without prescribing a solution
• Teacher interviews identified five types of monitored information and, via the Kano method, four highest-priority dashboard indicators for CSCL monitoring - Teacher interviews identified five types of monitored information and, via the Kano method, four highest-priority dashboard indicators for CSCL monitoring
• Teacher involvement in developing ESD-based teaching materials significantly predicts AI integration ability (β = 0.236, p < 0.05, f² = 0.127) - Teacher involvement in developing ESD-based teaching materials significantly predicts AI integration ability (β = 0.236, p < 0.05, f² = 0.127)
• Teacher judgment ratings diverged from standardized test results for individual pupils - Teacher judgment ratings diverged from standardized test results for individual pupils
• Teacher leaders can play a valuable role in supporting the professional learning of their colleagues - Teacher leaders can play a valuable role in supporting the professional learning of their colleagues
• Teacher licensure exams disproportionately fail teacher candidates of color without predicting teaching effectiveness - Teacher licensure exams disproportionately fail teacher candidates of color without predicting teaching effectiveness
• Teacher mediation interacts with SES: the SES gap in elaborated utterances appears only in the low-mediating classroom - Teacher mediation interacts with SES: the SES gap in elaborated utterances appears only in the low-mediating classroom
• Teacher metacognition in PLCs appears at both a lower level (reflecting on what one does) and a higher level (reflecting on how one reflects) - Teacher metacognition in PLCs appears at both a lower level (reflecting on what one does) and a higher level (reflecting on how one reflects)
• Teacher mobility behavior is heterogeneous across the teacher performance distribution - Teacher mobility behavior is heterogeneous across the teacher performance distribution
• Teacher modeling with worked examples helped EFL students internalize reading comprehension strategies - Teacher modeling with worked examples helped EFL students internalize reading comprehension strategies
• Teacher orchestration of collaborative-learning scripts is at least as important as the quality of the script design itself - Teacher orchestration of collaborative-learning scripts is at least as important as the quality of the script design itself
• Teacher participation in the MACE professional development program added no measurable effect on any student outcome - Teacher participation in the MACE professional development program added no measurable effect on any student outcome
• Teacher PD in rural Rwanda raised teachers' early literacy pedagogical content knowledge relative to control sectors - Teacher PD in rural Rwanda raised teachers' early literacy pedagogical content knowledge relative to control sectors
• Teacher PD on differentiated instruction produced a small significant positive effect on mathematics achievement growth in Year 1 (β = 0.15, p = .007) - Teacher PD on differentiated instruction produced a small significant positive effect on mathematics achievement growth in Year 1 (β = 0.15, p = .007)
• Teacher perceived workload did not differ significantly across conditions on any NASA-TLX subscale, though the experimental condition was descriptively lower on most subscales - Teacher perceived workload did not differ significantly across conditions on any NASA-TLX subscale, though the experimental condition was descriptively lower on most subscales
• Teacher perceived workload was negatively associated with student learning gains, especially for Mental Demand and Effort - Teacher perceived workload was negatively associated with student learning gains, especially for Mental Demand and Effort
• Teacher performance goals are often focused on attaining measurable student achievement or learning targets - Teacher performance goals are often focused on attaining measurable student achievement or learning targets
• Teacher praise increased in every reviewed study that coached teachers to increase praise - Teacher praise increased in every reviewed study that coached teachers to increase praise
• Teacher preparation enrollments in California declined more than 75% between 2001–02 and 2013–14 - Teacher preparation enrollments in California declined more than 75% between 2001–02 and 2013–14
• Teacher professional judgement is represented in AI ethics literature as an ethical and interpretive capacity central to responsible AI use, not a technical skill to be replaced - Teacher professional judgement is represented in AI ethics literature as an ethical and interpretive capacity central to responsible AI use, not a technical skill to be replaced
• Teacher psychological control relates indirectly to reduced vitality and to both disengagement forms through the two need frustrations - Teacher psychological control relates indirectly to reduced vitality and to both disengagement forms through the two need frustrations
• Teacher ratings of language and reading skills correlate significantly with PSP-1 total scores, whereas grade point average does not - Teacher ratings of language and reading skills correlate significantly with PSP-1 total scores, whereas grade point average does not
• Teacher repetition and translation as unplanned scaffolding can hinder rather than facilitate learning - Teacher repetition and translation as unplanned scaffolding can hinder rather than facilitate learning
• Teacher reports of children's noncognitive skills have the highest internal consistency among child, guardian, and teacher reports - Teacher reports of children's noncognitive skills have the highest internal consistency among child, guardian, and teacher reports
• Teacher reports of noncognitive skills add predictive power beyond baseline IQ for most school outcomes - Teacher reports of noncognitive skills add predictive power beyond baseline IQ for most school outcomes
• Teacher reports of noncognitive skills are the most predictive of children's later cognitive outcomes and school behavior - Teacher reports of noncognitive skills are the most predictive of children's later cognitive outcomes and school behavior
• Teacher residencies and preparation partnerships proved important to district recruitment during the pandemic - Teacher residencies and preparation partnerships proved important to district recruitment during the pandemic
• Teacher residency completers are more effective and more likely to stay in teaching than teachers entering through other pathways or without preparation - Teacher residency completers are more effective and more likely to stay in teaching than teachers entering through other pathways or without preparation
• Teacher residency program graduates are more racially diverse than other new teachers and much more likely to stay in teaching, especially in sponsoring high-need districts - Teacher residency program graduates are more racially diverse than other new teachers and much more likely to stay in teaching, especially in sponsoring high-need districts
• Teacher residency programs enroll a more diverse candidate pool than traditional preparation programs, per a national comparison for 2016–17. - Teacher residency programs enroll a more diverse candidate pool than traditional preparation programs, per a national comparison for 2016–17.
• Teacher resistance as an exercise of teacher agency is a fundamental challenge to current PLC formulations - Teacher resistance as an exercise of teacher agency is a fundamental challenge to current PLC formulations
• Teacher responsiveness is uniquely related to substantive quality of first-grade written composition after accounting for child predictors and other instructional quality variables - Teacher responsiveness is uniquely related to substantive quality of first-grade written composition after accounting for child predictors and other instructional quality variables
• Teacher review workload was higher in the Diagnostic Review class in review minutes, added instruction, and review intensity - Teacher review workload was higher in the Diagnostic Review class in review minutes, added instruction, and review intensity
• Teacher role grows more concrete from low-structured sensemaking to high-structured deliberation and vanishes in dialectic deliberation - Teacher role grows more concrete from low-structured sensemaking to high-structured deliberation and vanishes in dialectic deliberation
• Teacher roles vary by orchestration type, with content-related and ethical roles prominent when the teacher intervenes in AI-generated feedback, and a knowledge-transmitter role emerging in explain-the-screen - Teacher roles vary by orchestration type, with content-related and ethical roles prominent when the teacher intervenes in AI-generated feedback, and a knowledge-transmitter role emerging in explain-th
• Teacher salaries influence entry, supply, and retention in teaching - Teacher salaries influence entry, supply, and retention in teaching
• Teacher satisfaction with REACH was moderate overall but varied widely across schools - Teacher satisfaction with REACH was moderate overall but varied widely across schools
• Teacher scanpaths are more similar within expertise levels than across expertise once culture is controlled, for both attentional and communicative gaze - Teacher scanpaths are more similar within expertise levels than across expertise once culture is controlled, for both attentional and communicative gaze
• Teacher scanpaths are most dissimilar across combined expertise-and-culture sub-groups, significantly for attentional gaze and marginally for communicative gaze - Teacher scanpaths are most dissimilar across combined expertise-and-culture sub-groups, significantly for attentional gaze and marginally for communicative gaze
• Teacher self-efficacy is most strongly associated with perceived enjoyment of GenAI tools - Teacher self-efficacy is most strongly associated with perceived enjoyment of GenAI tools
• Teacher self-efficacy is not directly related to student self-efficacy or intrinsic motivation when teacher and student reports are combined at the class level - Teacher self-efficacy is not directly related to student self-efficacy or intrinsic motivation when teacher and student reports are combined at the class level
• Teacher self-efficacy shows negative associations with burnout factors - Teacher self-efficacy shows negative associations with burnout factors
• Teacher self-efficacy shows positive links with patterns of teacher behavior and practices related to classroom quality - Teacher self-efficacy shows positive links with patterns of teacher behavior and practices related to classroom quality
• Teacher self-efficacy shows positive links with personal accomplishment, job satisfaction, and commitment - Teacher self-efficacy shows positive links with personal accomplishment, job satisfaction, and commitment
• Teacher self-efficacy shows positive links with students' academic adjustment - Teacher self-efficacy shows positive links with students' academic adjustment
• Teacher self-efficacy significantly predicts perceived usefulness and perceived ease of use of GenAI tools - Teacher self-efficacy significantly predicts perceived usefulness and perceived ease of use of GenAI tools
• Teacher self-reported affect was compounded by students' self-reported affect across working phases - Teacher self-reported affect was compounded by students' self-reported affect across working phases
• Teacher shortages disproportionately impact students in priority and highest-need California schools, which have fewer fully credentialed and more inexperienced teachers - Teacher shortages disproportionately impact students in priority and highest-need California schools, which have fewer fully credentialed and more inexperienced teachers
• Teacher shortages fall disproportionately on high-poverty and high-minority schools, which had four times as many uncertified teachers in 2013–14 - Teacher shortages fall disproportionately on high-poverty and high-minority schools, which had four times as many uncertified teachers in 2013–14
• Teacher students who generated their own examples after instruction achieved better retention and transfer than those given examples, with text-only performing worst - Teacher students who generated their own examples after instruction achieved better retention and transfer than those given examples, with text-only performing worst
• Teacher support correlates with mastery-approach and performance-approach goals and engagement, but not with avoidance-oriented goals - Teacher support correlates with mastery-approach and performance-approach goals and engagement, but not with avoidance-oriented goals
• Teacher support directly and positively predicts learning engagement in AI-assisted English learning - Teacher support directly and positively predicts learning engagement in AI-assisted English learning
• Teacher support is among the strongest predictors of school belonging - Teacher support is among the strongest predictors of school belonging
• Teacher support is negatively associated with AI dependency among university students - Teacher support is negatively associated with AI dependency among university students
• Teacher support positively predicts mastery-approach and performance-approach goals, but not mastery-avoidance or performance-avoidance goals, in AI-assisted English learning - Teacher support positively predicts mastery-approach and performance-approach goals, but not mastery-avoidance or performance-avoidance goals, in AI-assisted English learning
• Teacher support with real-time labs requires adaptive expert input that closes cognitive, social, and design gaps - Teacher support with real-time labs requires adaptive expert input that closes cognitive, social, and design gaps
• Teacher survey measures correlate most with the Instruction, Talent, and School Culture domains of DCPS principal supervisor assessments - Teacher survey measures correlate most with the Instruction, Talent, and School Culture domains of DCPS principal supervisor assessments
• Teacher survey reports of instructional program coherence correlate strongly with researchers' field-based ratings of coherence - Teacher survey reports of instructional program coherence correlate strongly with researchers' field-based ratings of coherence
• Teacher talk differs acoustically by student cohort: undergraduate classes show higher loudness-dynamics components while postgraduate classes show higher spectral-slope and voice-quality components - Teacher talk differs acoustically by student cohort: undergraduate classes show higher loudness-dynamics components while postgraduate classes show higher spectral-slope and voice-quality components
• Teacher time imposes no incremental cost for ASSISTments above business-as-usual instruction - Teacher time imposes no incremental cost for ASSISTments above business-as-usual instruction
• Teacher training for inclusive education had a large effect on teachers' knowledge and moderate effects on willingness to change, skills, and beliefs in the fitted Willingness-to-Change model - Teacher training for inclusive education had a large effect on teachers' knowledge and moderate effects on willingness to change, skills, and beliefs in the fitted Willingness-to-Change model
• Teacher turnover costs districts billions annually and harms student achievement - Teacher turnover costs districts billions annually and harms student achievement
• Teacher turnover is 35%–37% higher in schools with the largest concentrations of students of color and students from low-income backgrounds than in schools with the smallest - Teacher turnover is 35%–37% higher in schools with the largest concentrations of students of color and students from low-income backgrounds than in schools with the smallest
• Teacher use of LA for DBDM makes DLS use more effective for learning, and teacher support increases student usage - Teacher use of LA for DBDM makes DLS use more effective for learning, and teacher support increases student usage
• Teacher valence codes showed a nominal non-significant interaction: presence codes decreased while absence/missed-opportunity codes increased - Teacher valence codes showed a nominal non-significant interaction: presence codes decreased while absence/missed-opportunity codes increased
• Teacher value-added estimates are highly correlated across model specifications that differ in student and peer control variables - Teacher value-added estimates are highly correlated across model specifications that differ in student and peer control variables
• Teacher value-added estimates are sensitive to the test scale on which they are computed - Teacher value-added estimates are sensitive to the test scale on which they are computed
• Teacher views of Local School Council contribution differ sharply between top and bottom quartile schools - Teacher views of Local School Council contribution differ sharply between top and bottom quartile schools
• Teacher well-being intervention content falls into seven activity themes, with professional development (n=20) and mindfulness/meditation (n=12) most common - Teacher well-being intervention content falls into seven activity themes, with professional development (n=20) and mindfulness/meditation (n=12) most common
• Teacher well-being shows a small positive association with student motivation and achievement (r = .18) across 186 articles - Teacher well-being shows a small positive association with student motivation and achievement (r = .18) across 186 articles
• Teacher well-being–student outcome associations are stronger in secondary school settings - Teacher well-being–student outcome associations are stronger in secondary school settings
• Teacher working experience correlates positively with CMSE, while age, gender, and educational level show no significant relationship - Teacher working experience correlates positively with CMSE, while age, gender, and educational level show no significant relationship
• Teacher's direct support of a stuck presenter corresponded with a clear decrease in situational stress (ASV) - Teacher's direct support of a stuck presenter corresponded with a clear decrease in situational stress (ASV)
• Teacher-agent comparisons show backbone-dependent patterns consistent with ZPD-informed adaptation - Teacher-agent comparisons show backbone-dependent patterns consistent with ZPD-informed adaptation
• Teacher-AI co-design research is concentrated in teacher education and higher education, while secondary and primary education settings remain relatively underdeveloped - Teacher-AI co-design research is concentrated in teacher education and higher education, while secondary and primary education settings remain relatively underdeveloped
• Teacher-AI design collaboration faces recurring challenges including prompt literacy, curriculum misalignment, epistemic uncertainty, and explainability barriers - Teacher-AI design collaboration faces recurring challenges including prompt literacy, curriculum misalignment, epistemic uncertainty, and explainability barriers
• Teacher-AI learning task design objectives cluster into cognitive gains and thinking skills, behavioral changes and design efficiency, and adaptivity, engagement, self-efficacy, and inclusivity - Teacher-AI learning task design objectives cluster into cognitive gains and thinking skills, behavioral changes and design efficiency, and adaptivity, engagement, self-efficacy, and inclusivity
• Teacher-assigned grades are susceptible to systematic biases, including halo effects and ethnicity-based grading differences (review-reported) - Teacher-assigned grades are susceptible to systematic biases, including halo effects and ethnicity-based grading differences (review-reported)
• Teacher-assigned grades show moderate-to-strong correlations with external performance measures and predict long-term outcomes (review-reported) - Teacher-assigned grades show moderate-to-strong correlations with external performance measures and predict long-term outcomes (review-reported)
• Teacher-centered philosophies correlate with formal-authority teaching styles - Teacher-centered philosophies correlate with formal-authority teaching styles
• Teacher-child closeness shows concurrent benefits but no prospective spillover to other domains once conflict covariation is controlled - Teacher-child closeness shows concurrent benefits but no prospective spillover to other domains once conflict covariation is controlled
• Teacher-child conflict does not predict subsequent increases in children's inattention and impulsivity, contradicting a bidirectional transaction - Teacher-child conflict does not predict subsequent increases in children's inattention and impulsivity, contradicting a bidirectional transaction
• Teacher-confirmed roster data show levels of co-teaching far beyond what appears in administrative data - Teacher-confirmed roster data show levels of co-teaching far beyond what appears in administrative data
• Teacher-directed instruction is negatively related to children's restudy effectiveness and self-monitoring accuracy - Teacher-directed instruction is negatively related to children's restudy effectiveness and self-monitoring accuracy
• Teacher-facing dashboards that mirror or guide increase teacher awareness and targeted interventions during classroom orchestration - Teacher-facing dashboards that mirror or guide increase teacher awareness and targeted interventions during classroom orchestration
• Teacher-guided classroom discussion before reflection prompts yields higher learning gains than all other support conditions, especially on application-level items - Teacher-guided classroom discussion before reflection prompts yields higher learning gains than all other support conditions, especially on application-level items
• Teacher-guided matching activities and peer scaffolding during grid and path games advanced preschool children's one-to-one correspondence and counting skills - Teacher-guided matching activities and peer scaffolding during grid and path games advanced preschool children's one-to-one correspondence and counting skills
• Teacher-guided whole-class discussions show more contextualization, explanatory questions, and abstract concepts than student dyad discussions - Teacher-guided whole-class discussions show more contextualization, explanatory questions, and abstract concepts than student dyad discussions
• Teacher-initiated and student-mediated semantic mapping did not differ significantly in their effects on EFL reading comprehension - Teacher-initiated and student-mediated semantic mapping did not differ significantly in their effects on EFL reading comprehension
• Teacher-introduced redirection that simplified a team's epistemic object was associated with a decline in that team's knowledge-creation activity - Teacher-introduced redirection that simplified a team's epistemic object was associated with a decline in that team's knowledge-creation activity
• Teacher-judged logical reasoning combined with prior knowledge to predict learning only under the control condition; scaffolding almost fully diminished the disadvantage of lower logical reasoning - Teacher-judged logical reasoning combined with prior knowledge to predict learning only under the control condition; scaffolding almost fully diminished the disadvantage of lower logical reasoning
• Teacher-led learning events are associated with more positive post-event emotional valence than individual events, particularly in the lecture-based implementation - Teacher-led learning events are associated with more positive post-event emotional valence than individual events, particularly in the lecture-based implementation
• Teacher-level cross-sector collaboration remained low across grantee sites, in part because many collaborative activities targeted school leaders rather than teachers - Teacher-level cross-sector collaboration remained low across grantee sites, in part because many collaborative activities targeted school leaders rather than teachers
• Teacher-observed emotion regulation correlates with academic outcomes more strongly than performance-tested ERA does - Teacher-observed emotion regulation correlates with academic outcomes more strongly than performance-tested ERA does
• Teacher-parent interaction and trust are lower in bottom-quartile schools, and even top-rated schools show limited very strong trust - Teacher-parent interaction and trust are lower in bottom-quartile schools, and even top-rated schools show limited very strong trust
• Teacher-perpetuated racial or ethnic discrimination in math classrooms is associated with worse engagement, grades, and test scores for all students - Teacher-perpetuated racial or ethnic discrimination in math classrooms is associated with worse engagement, grades, and test scores for all students
• Teacher-practices subgroup differences were essentially null: none were statistically significant for the second cohort, and five of 60 were significant in the follow-up year. - Teacher-practices subgroup differences were essentially null: none were statistically significant for the second cohort, and five of 60 were significant in the follow-up year.
• Teacher-Principal Trust improved only marginally significantly, and Student-Teacher Trust, Program Coherence, Quality Professional Development, and Teacher-Parent Trust showed no significant differential change - Teacher-Principal Trust improved only marginally significantly, and Student-Teacher Trust, Program Coherence, Quality Professional Development, and Teacher-Parent Trust showed no significant different
• Teacher-principal trust is far more prevalent in top-quartile schools than bottom-quartile schools - Teacher-principal trust is far more prevalent in top-quartile schools than bottom-quartile schools
• Teacher-provided correct answers and pre-prompting reduce erroneous LLM output and hallucinations compared with open chatbot use - Teacher-provided correct answers and pre-prompting reduce erroneous LLM output and hallucinations compared with open chatbot use
• Teacher-rated ADHD symptoms do not uniquely predict reading or math achievement once visual-motor subcomponents are accounted for - Teacher-rated ADHD symptoms do not uniquely predict reading or math achievement once visual-motor subcomponents are accounted for
• Teacher-rated attention does not significantly predict first-grade listening comprehension growth among at-risk readers - Teacher-rated attention does not significantly predict first-grade listening comprehension growth among at-risk readers
• Teacher-rated behavioral attention significantly predicts first-grade word reading growth among at-risk readers receiving intensive one-on-one intervention, controlling for literacy, language, cognitive, and behavioral covariates - Teacher-rated behavioral attention significantly predicts first-grade word reading growth among at-risk readers receiving intensive one-on-one intervention, controlling for literacy, language, cogniti
• Teacher-rated behavioral inattention was not uniquely predictive of any grade 1 math outcome despite significant zero-order correlations - Teacher-rated behavioral inattention was not uniquely predictive of any grade 1 math outcome despite significant zero-order correlations
• Teacher-rated bullying and peer rejection rose over four years of elementary school in both SWPBIS and comparison schools - Teacher-rated bullying and peer rejection rose over four years of elementary school in both SWPBIS and comparison schools
• Teacher-rated general anxiety is associated with lower verbal working memory performance - Teacher-rated general anxiety is associated with lower verbal working memory performance
• Teacher-rated general anxiety negatively predicts concurrent and future math performance in third and fourth graders - Teacher-rated general anxiety negatively predicts concurrent and future math performance in third and fourth graders
• Teacher-rated grades show girls rated slightly higher than boys, but gender is unrelated to test performance - Teacher-rated grades show girls rated slightly higher than boys, but gender is unrelated to test performance
• Teacher-rated hyperactive/impulsive behavior did not predict any first-grade academic outcomes in children with low number sense - Teacher-rated hyperactive/impulsive behavior did not predict any first-grade academic outcomes in children with low number sense
• Teacher-rated inhibition (BRIEF) does not correlate with stroop-based cognitive inhibition measures - Teacher-rated inhibition (BRIEF) does not correlate with stroop-based cognitive inhibition measures
• Teacher-rated social skills and problem behaviors correlated significantly with posttest decoding and spelling scores in severely struggling middle school readers - Teacher-rated social skills and problem behaviors correlated significantly with posttest decoding and spelling scores in severely struggling middle school readers
• Teacher-rated, but not parent-rated, self-control relates to the occurrence and timing of delay behaviours in toddlers - Teacher-rated, but not parent-rated, self-control relates to the occurrence and timing of delay behaviours in toddlers
• Teacher-reported neurobehavioral outcomes at age 7 were consistent with maternal reports for insufficient sleep at ages 3-4 and 5-7 years - Teacher-reported neurobehavioral outcomes at age 7 were consistent with maternal reports for insufficient sleep at ages 3-4 and 5-7 years
• Teacher-reported play and social behavior improves in forest preschool, but parent-reported behavior shows no significant differences - Teacher-reported play and social behavior improves in forest preschool, but parent-reported behavior shows no significant differences
• Teacher-reported relationship conflict, but not closeness, is modestly related to teacher efficacy beliefs and depression, though findings are mixed - Teacher-reported relationship conflict, but not closeness, is modestly related to teacher efficacy beliefs and depression, though findings are mixed
• Teacher-reported trust and influence vary sharply between top- and bottom-quartile schools on leadership measures - Teacher-reported trust and influence vary sharply between top- and bottom-quartile schools on leadership measures
• Teacher-reported warmth follows two trajectory classes per gender: a normative high-declining class and a low-increasing class starting from lower warmth - Teacher-reported warmth follows two trajectory classes per gender: a normative high-declining class and a low-increasing class starting from lower warmth
• Teacher-researchers in funds of knowledge work face difficulties, including helpless pessimism and heavy time demands; reflective after-school labs helped dispel the pessimism, and teachers judged the process worthwhile despite the strain. - Teacher-researchers in funds of knowledge work face difficulties, including helpless pessimism and heavy time demands; reflective after-school labs helped dispel the pessimism, and teachers judged the
• Teacher-scientist pairs in school citizen science are both motivated largely by educating students, with scientists showing only lesser utilitarian data-collection motives - Teacher-scientist pairs in school citizen science are both motivated largely by educating students, with scientists showing only lesser utilitarian data-collection motives
• Teacher-student conflict follows distinct longitudinal trajectory classes across elementary school, including low-stable, low-increasing, high-declining, and (for boys only) high-stable patterns - Teacher-student conflict follows distinct longitudinal trajectory classes across elementary school, including low-stable, low-increasing, high-declining, and (for boys only) high-stable patterns
• Teacher-student cyclical entrainment was considerably higher in the desirable-style teacher's classroom than in the struggling-style teacher's classroom - Teacher-student cyclical entrainment was considerably higher in the desirable-style teacher's classroom than in the struggling-style teacher's classroom
• Teacher-student interaction quality may reflect pre-existing student characteristics rather than teacher skill unless prior achievement is accounted for - Teacher-student interaction quality may reflect pre-existing student characteristics rather than teacher skill unless prior achievement is accounted for
• Teacher-student interactive semantic mapping produced higher EFL reading comprehension posttest scores than teacher-initiated and student-mediated semantic mapping - Teacher-student interactive semantic mapping produced higher EFL reading comprehension posttest scores than teacher-initiated and student-mediated semantic mapping
• Teacher-student relationship measurement in middle/secondary wellbeing research is highly varied and mostly relies on tools formulated for primary school relationships - Teacher-student relationship measurement in middle/secondary wellbeing research is highly varied and mostly relies on tools formulated for primary school relationships
• Teacher-student relationships are the strongest interpersonal predictor of hedonic, occupational, and overall teacher wellbeing - Teacher-student relationships are the strongest interpersonal predictor of hedonic, occupational, and overall teacher wellbeing
• Teacher-student relationships decline across middle and secondary school, characterised by less closeness and more conflict and distance - Teacher-student relationships decline across middle and secondary school, characterised by less closeness and more conflict and distance
• Teacher-student relationships show an average achievement relation of about one-quarter of a standard deviation, smaller for standardized achievement measures - Teacher-student relationships show an average achievement relation of about one-quarter of a standard deviation, smaller for standardized achievement measures
• Teacher-student scaffolding and autonomy support co-evolve into self-reinforcing attractor states over sustained one-on-one instruction
• Teacher-supported learning scaffolds show the largest effect (ES = 0.92), and longer intervention durations yield larger effects - Teacher-supported learning scaffolds show the largest effect (ES = 0.92), and longer intervention durations yield larger effects
• Teachers account for large effects on student growth: effect sizes of .77–.88 in reading and .72–.85 in mathematics across years - Teachers account for large effects on student growth: effect sizes of .77–.88 in reading and .72–.85 in mathematics across years
• Teachers across sectors are receptive to collaboration on average, but the proportion of teachers involved in grant activities has been limited - Teachers across sectors are receptive to collaboration on average, but the proportion of teachers involved in grant activities has been limited
• Teachers acted as assignment givers rather than instructors, using brief mentioning followed by workbook assignments - Teachers acted as assignment givers rather than instructors, using brief mentioning followed by workbook assignments
• Teachers actively highlight specific in-game actions as examples of tactical decision-making, including distinguishing sound tactical reasoning from negative outcomes - Teachers actively highlight specific in-game actions as examples of tactical decision-making, including distinguishing sound tactical reasoning from negative outcomes
• Teachers actively synthesize professional-development practices with their own context rather than transferring them intact
• Teachers actively use AI tools but face challenges with content accuracy and usage guidelines - Teachers actively use AI tools but face challenges with content accuracy and usage guidelines
• Teachers adapt feedback focus across draft stages in five types while the best model shows significant changes in only three - Teachers adapt feedback focus across draft stages in five types while the best model shows significant changes in only three
• Teachers addressed graph comprehension consistently at high levels across observed lessons, while covariational reasoning enactment varied widely by lesson - Teachers addressed graph comprehension consistently at high levels across observed lessons, while covariational reasoning enactment varied widely by lesson
• Teachers adhered less to scaffolding than to fully scripted curriculum components across three studies - Teachers adhered less to scaffolding than to fully scripted curriculum components across three studies
• Teachers adjusted problem topics as the most common refinement move - Teachers adjusted problem topics as the most common refinement move
• Teachers adjusted their OCF provision in response to learner reactions, providing feedback when accepted and stopping when it was challenged or ignored - Teachers adjusted their OCF provision in response to learner reactions, providing feedback when accepted and stopping when it was challenged or ignored
• Teachers adopted three distinct methods for AI-assisted lesson planning, with most (60%) preferring to outline a framework first and then use ChatGPT to refine it - Teachers adopted three distinct methods for AI-assisted lesson planning, with most (60%) preferring to outline a framework first and then use ChatGPT to refine it
• Teachers adopted varying levels and strategies of guidance during reflective dialogues about VR experiences, which shaped students' meaning making - Teachers adopted varying levels and strategies of guidance during reflective dialogues about VR experiences, which shaped students' meaning making
• Teachers allocated on average five percent of intervention sessions to predicting and purpose setting, with fidelity of implementation averaging 45.4% - Teachers allocated on average five percent of intervention sessions to predicting and purpose setting, with fidelity of implementation averaging 45.4%
• Teachers and administrators diverged on using evaluation ratings for personnel decisions, with 85 percent of administrators supportive - Teachers and administrators diverged on using evaluation ratings for personnel decisions, with 85 percent of administrators supportive
• Teachers and caregivers called for additional guidance and support in their communication and collaboration - Teachers and caregivers called for additional guidance and support in their communication and collaboration
• Teachers and education leaders differ in which OpenSciEd challenges they prioritize: teachers rate student engagement higher, leaders rate materials adaptation and teacher capacity higher. - Teachers and education leaders differ in which OpenSciEd challenges they prioritize: teachers rate student engagement higher, leaders rate materials adaptation and teacher capacity higher.
• Teachers and principals in CHSRI small schools describe an environment marked by trust, commitment, and strong professional community in year two - Teachers and principals in CHSRI small schools describe an environment marked by trust, commitment, and strong professional community in year two
• Teachers and principals remain optimistic about REACH in year two, but teacher satisfaction with the evaluation process declined from year one - Teachers and principals remain optimistic about REACH in year two, but teacher satisfaction with the evaluation process declined from year one
• Teachers and principals report district inflexibility and insufficient support for teacher-led, shared-decision-making leadership in small-school reform - Teachers and principals report district inflexibility and insufficient support for teacher-led, shared-decision-making leadership in small-school reform
• Teachers and principals report REACH is changing teaching practice and improving communication and collaboration - Teachers and principals report REACH is changing teaching practice and improving communication and collaboration
• Teachers and principals reported satisfaction with READ 180 implementation and positive perceptions of its impacts, while recommending additional professional development - Teachers and principals reported satisfaction with READ 180 implementation and positive perceptions of its impacts, while recommending additional professional development
• Teachers and principals reported the policy made them feel extra responsibility and more sensitive to student needs - Teachers and principals reported the policy made them feel extra responsibility and more sensitive to student needs
• Teachers and students differed in how unified their pairing-preparation design preferences were, with teachers more aligned than students in Challenge 1. - Teachers and students differed in how unified their pairing-preparation design preferences were, with teachers more aligned than students in Challenge 1.
• Teachers and students found Ecree easy to use and helpful for improving writing - Teachers and students found Ecree easy to use and helpful for improving writing
• Teachers and students in elementary resource rooms remained on task during reading instruction, with overall student engagement averaging 2.76 on a 3-point scale - Teachers and students in elementary resource rooms remained on task during reading instruction, with overall student engagement averaging 2.76 on a 3-point scale
• Teachers and students report generally favorable impressions of PALS, with least favorability toward team-based structure components - Teachers and students report generally favorable impressions of PALS, with least favorability toward team-based structure components
• Teachers and students report strong satisfaction with ConnectED, with 94% of teachers willing to reuse it - Teachers and students report strong satisfaction with ConnectED, with 94% of teachers willing to reuse it
• Teachers and students use gaze to express agency and communion during classroom problem-solving - Teachers and students use gaze to express agency and communion during classroom problem-solving
• Teachers are able to support rich and participatory science discussions during OpenSciEd enactment, per detailed case studies of experienced teachers - Teachers are able to support rich and participatory science discussions during OpenSciEd enactment, per detailed case studies of experienced teachers
• Teachers are largely aware which cues are diagnostic, but often mistakenly treat students' interest in the text topic as diagnostic - Teachers are largely aware which cues are diagnostic, but often mistakenly treat students' interest in the text topic as diagnostic
• Teachers are more concerned about students' use of GenAI than about their own use - Teachers are more concerned about students' use of GenAI than about their own use
• Teachers are more likely than ever to hold formal performance goals as districts align improvement efforts - Teachers are more likely than ever to hold formal performance goals as districts align improvement efforts
• Teachers are positioned as moral gatekeepers of AI use without adequate structural support - Teachers are positioned as moral gatekeepers of AI use without adequate structural support
• Teachers are unlikely to build positive TSRs unless they believe relationship-building is their role - Teachers are unlikely to build positive TSRs unless they believe relationship-building is their role
• Teachers at convenings said the three AI approaches are fluid rather than static, with movement across approaches as experience grows - Teachers at convenings said the three AI approaches are fluid rather than static, with movement across approaches as experience grows
• Teachers attribute students' lack of pronunciation progress mainly to instruction and practice factors rather than learner factors - Teachers attribute students' lack of pronunciation progress mainly to instruction and practice factors rather than learner factors
• Teachers authoring student-AI dialogue prompts predominantly write highly specific tasks targeting higher-order thinking (92% at DOK 2–3) - Teachers authoring student-AI dialogue prompts predominantly write highly specific tasks targeting higher-order thinking (92% at DOK 2–3)
• Teachers can guide students' conceptual understanding of life skills concepts by building on the everyday experiences students invoke in classroom conversations. - Teachers can guide students' conceptual understanding of life skills concepts by building on the everyday experiences students invoke in classroom conversations.
• Teachers can implement the Self-Determined Learning Model of Instruction across varied subjects and settings with students having diverse learning needs - Teachers can implement the Self-Determined Learning Model of Instruction across varied subjects and settings with students having diverse learning needs
• Teachers can respond to sensitive and emotional student contributions in whole-class life skills conversations by acknowledging the contribution, integrating it and redirecting toward general aspects of the topic, thereby avoiding a therapeutic role. - Teachers can respond to sensitive and emotional student contributions in whole-class life skills conversations by acknowledging the contribution, integrating it and redirecting toward general aspects
• Teachers cite principal support as one of the most important factors in their decision to stay in a school or the profession - Teachers cite principal support as one of the most important factors in their decision to stay in a school or the profession
• Teachers coached for more than one cycle reported more powerful technology use and greater confidence, though a breadth-versus-depth tradeoff remains open - Teachers coached for more than one cycle reported more powerful technology use and greater confidence, though a breadth-versus-depth tradeoff remains open
• Teachers combined high concern about education's future with belief that change requires active effort and that AI is associated with progress - Teachers combined high concern about education's future with belief that change requires active effort and that AI is associated with progress
• Teachers commonly attribute increased student engagement to ILC-influenced instruction - Teachers commonly attribute increased student engagement to ILC-influenced instruction
• Teachers commonly attribute increased student engagement—active involvement, multiple solution approaches, perseverance, and confidence—to ILC-influenced instruction - Teachers commonly attribute increased student engagement—active involvement, multiple solution approaches, perseverance, and confidence—to ILC-influenced instruction
• Teachers construe tactical reasoning as a generalizable, transferable skill, using the educational design of wargames to downplay concern with realism - Teachers construe tactical reasoning as a generalizable, transferable skill, using the educational design of wargames to downplay concern with realism
• Teachers dedicating more time to whole-class instruction is associated with increased student math achievement - Teachers dedicating more time to whole-class instruction is associated with increased student math achievement
• Teachers describe AI companions as a low-stakes rehearsal space for students who struggle socially, including autistic students - Teachers describe AI companions as a low-stakes rehearsal space for students who struggle socially, including autistic students
• Teachers described an ideal technology coach as prepared, patient, observant, and using current research-based methods - Teachers described an ideal technology coach as prepared, patient, observant, and using current research-based methods
• Teachers described Equatio as a time-saver for creating instructional materials, with 42% of survey respondents strongly agreeing it saves them time - Teachers described Equatio as a time-saver for creating instructional materials, with 42% of survey respondents strongly agreeing it saves them time
• Teachers designed tasks with dilemmas, unfamiliar scenarios, and differentiation intended to support transfer, without assessing capability - Teachers designed tasks with dilemmas, unfamiliar scenarios, and differentiation intended to support transfer, without assessing capability
• Teachers designing multi-agent workflows fall into three behavioral archetypes: Systematic Optimizers, Prolific Creators, and Passive Observers - Teachers designing multi-agent workflows fall into three behavioral archetypes: Systematic Optimizers, Prolific Creators, and Passive Observers
• Teachers designing TEL face serious constraints of time, expertise and endorsement - Teachers designing TEL face serious constraints of time, expertise and endorsement
• Teachers doing household ethnography had readier entree to families than anthropologists and were welcomed without suspicion in the Tucson project. - Teachers doing household ethnography had readier entree to families than anthropologists and were welcomed without suspicion in the Tucson project.
• Teachers doubted institutionalizing MLE in school documents, and the institutionalization criterion was removed from the final framework - Teachers doubted institutionalizing MLE in school documents, and the institutionalization criterion was removed from the final framework
• Teachers draw intervention boundaries by visibility, academic-versus-relational character, and a safety override, not by perceived harm - Teachers draw intervention boundaries by visibility, academic-versus-relational character, and a safety override, not by perceived harm
• Teachers drawing Black- and Indian-accented agents predominantly depicted them as human, while British-accented agents were drawn as technology - Teachers drawing Black- and Indian-accented agents predominantly depicted them as human, while British-accented agents were drawn as technology
• Teachers drawing on a combination of professional development sources experience higher quality development than those drawing primarily on one source - Teachers drawing on a combination of professional development sources experience higher quality development than those drawing primarily on one source
• Teachers engaged with research beyond reading: over 2,600 subscribers clicked a link to an academic article on test anxiety, and many requested the survey and research-methods information - Teachers engaged with research beyond reading: over 2,600 subscribers clicked a link to an academic article on test anxiety, and many requested the survey and research-methods information
• Teachers envision AI companion literacy as shared work across stakeholders, starting early and spiraling across grade levels, but disagree on which level owns it - Teachers envision AI companion literacy as shared work across stakeholders, starting early and spiraling across grade levels, but disagree on which level owns it
• Teachers envisioned chatbots as extending teacher capacity and availability by providing additional access to support and redistributing planning workload - Teachers envisioned chatbots as extending teacher capacity and availability by providing additional access to support and redistributing planning workload
• Teachers evaluated the LLM-robot system positively, citing ease of use for differentiated, multilingual lessons and no extra preparation time - Teachers evaluated the LLM-robot system positively, citing ease of use for differentiated, multilingual lessons and no extra preparation time
• Teachers evaluated the PD moderately positively, and about three-quarters reported actually using what they learned in their mathematics lessons - Teachers evaluated the PD moderately positively, and about three-quarters reported actually using what they learned in their mathematics lessons
• Teachers experienced AI as expanding design possibilities while increasing the burden of verification and professional responsibility - Teachers experienced AI as expanding design possibilities while increasing the burden of verification and professional responsibility
• Teachers experiencing higher average demand across lesson planning, assessment/marking, and special-education adaptation report higher odds of AI adoption - Teachers experiencing higher average demand across lesson planning, assessment/marking, and special-education adaptation report higher odds of AI adoption