Strategies: A 1

A 1 · A 2 · B · C 1 · C 2 · D 1 · D 2 · E 1 · E 2 · F · G · H · I 1 · I 2 · J · K · L · M · N · O · P 1 · P 2 · Q · R · S 1 · S 2 · T 1 · T 2 · U 1 · U 2 · V · W · Y · Z · 0-9

• A 50-minute five-moment lesson plan maps each teaching moment to a specific interface affordance - The tool ships with a 50-minute lesson plan structured around five moments — stepping through ignorance, the first goal, convergence, hyperparameter experiments, and reward design — 'each mapped to a
• A federal Marshall Plan for Teaching focused on seven areas: compensation, debt-free preparation, high-retention pathways, mentoring, expertise-sharing, school redesign, and accountability - The report's central recommendation is 'a nationwide Marshall Plan for teaching, similar to that enacted after World War II to rebuild Europe, but for rebuilding the teaching profession.' It would 'fo
• A federal right to education should include three essential protections: foundational opportunities, equitable provision, and a federal forum - The report proposes that, balancing state and local control with a limited federal role, the federal government provide "at least three essential protections through a federal right to education": rec
• A Finder's Guide to Facts - A set of heuristic questions for evaluating the credibility of a news story before accepting or sharing it.
• A five-question research agenda for one-step equation learning and instruction - The article proposes that researchers investigate five questions arising from the classification: whether Type 1 equations are easier than Type 2 to learn; whether equations without a special feature
• A four-step process for examining beliefs: recognition, analysis, judgment, and evaluation - Apps offers an implementable procedure for refining common sense into a working philosophy.
• A practical model of a coherent instructional system that school leaders can adapt to strengthen instruction across classrooms - The page describes a research brief that "examines the practices and conditions of a coherent instructional system, and where and how it had the most impact." Drawing on "a case study from a U.S.
• A proposed but not yet classroom-evaluated extension: have students write and refine the measurement-application prompt themselves - The authors propose a natural extension in which students write and refine the prompt for a measurement application themselves.
• A replication approach for testing nonexperimental methods against experimental ITT impact estimates when experiments include substantial control crossover - The paper develops a methodological strategy for evaluating nonexperimental methods by comparing their estimates to results from rigorous randomized experiments.
• A three-part goal-setting roadmap: collaborate on goals, establish autonomous activities, and check in regularly - The guide recommends a framework for turning a chosen growth goal into action, stating that "Setting a roadmap or action plan to achieve the chosen goal helps keep students on track." It has three ste
• Academic Choice (Planning, Working, Reflecting) - Academic Choice empowers learners by providing them with options in their learning and involves a three-phase process: planning, working, and reflecting.
• Acceptance, Responsibility, and Sharing - A conflict-resolution strategy in which learners process emotions, take responsibility for their part in a conflict, and share feelings openly with the others involved.
• Accessible subscript transcription rules: math-code single elements, text-code multi-letter labels, unstack stacked subscripts - The v6m system instructions encode subscript elements semantically: bare numbers, single symbols, and single letters are coded as math so a screen reader reads them separately, while multi-letter labe
• Accessible Syntax - Adjusting the complexity of sentence structures in instruction and learner tasks to match learners' cognitive capacity and language proficiency.
• Accessing Students’ Background Knowledge - This strategy involves intentionally activating and building upon learners' existing knowledge and experiences to enhance comprehension and engagement.
• Accommodate age-related physical and sensory changes through high-contrast large-print materials, clear face-to-face speech, easy-grip manipulatives, and short morning sessions - A set of concrete classroom accommodations for older learners' physical challenges: worksheets in "14-point black font" with plenty of white space, high-contrast enlarged visuals, easy-to-grasp manipu
• Accommodate Varying Technology Experience - Recognize that adults have diverse levels of technology exposure and experience, and design entry points, scaffolds, and optional supports so tool unfamiliarity never blocks content learning.
• Accommodating Processing Speed Challenges - Adjusting pacing, task volume, and response formats so learners who process information slowly can demonstrate knowledge without speed acting as a confound.
• Accomplish concreteness fading by incrementally increasing task size until physical manipulation becomes impractical - The article's fading was accomplished by starting with small-number permutations of physical cubes and incrementally increasing the number of cubes so that actual manipulation becomes impractical, cre
• Account for limited staff capacity when recruiting districts and schools for research - This strategy holds that recruitment approaches must accommodate districts' and schools' limited staff capacity.
• Account for stability of SEL competencies when using them in practice, policy, and evaluation - The brief's title and description direct teachers and schools to consider the stability of social-emotional learning competencies when using them: "Are social-emotional learning competencies stable ov
• Accountability Partners - Pairing learners so each regularly reports progress, setbacks, and next steps to the other, using social commitment to sustain effort and self-regulation.
• Accountable Talk - Classroom discourse norms that push students to ground their talk in evidence, reason rigorously, and respond thoughtfully to peers' ideas.
• Accrediting bodies and professional organizations should provide AI policy frameworks integrating academic integrity, data ethics, and equitable access, and programs should invest in faculty development - The article recommends that, given substantial variation in policy structure and content, "accrediting bodies and professional organizations can help reduce variability by providing AI policy framewor
• Achievable Micro-goals - Setting achievable micro-goals encourages consistent, incremental progress, leading to a growth mindset and increased confidence.
• Achieve high-precision automated constructive assessment through prompt design alone—explicit role assignment plus human-scored hint examples—without fine-tuning - The article's method achieves automated problem generation, scoring, and feedback "solely through prompt design without retraining." Prompts assign a professional role (e.g., "You are a professional g
• Acoustics and Noise Management - Managing classroom acoustics and noise levels to protect attention, speech intelligibility, and working memory resources for both learners and teachers.
• Acronyms and Acrostics - Verbal mnemonic devices that condense a list of items into a single memorable word (acronym) or sentence (acrostic) to serve as a retrieval cue.
• Act as a learning supporter during multimedia production - During multimedia production, the teacher provides good examples of products and research findings, offers alternatives for themes and methodologies, provides varied learning materials, prepares flexi
• Act It Out - Role-play how to handle different situations, especially those that students struggle with.
• Acting/Role Play - Acting and role-playing are active learning strategies in which learners physically enact scenarios to deepen understanding, explore different perspectives, and practice social skills.
• Action Oriented Feedback - Feedback that tells learners what specifically to do next, framed as an actionable step rather than a judgment of the work or the person.
• Action Planning - Action planning involves developing explicit plans to consciously modify behaviors and improve future performance based on self-reflection.
• Action Research - A cyclical inquiry process in which practitioners systematically study their own teaching or learning context, implement changes, and evaluate the results.
• Actionable writing practices for researchers to produce policy-ready implications - The review offers a set of writing suggestions for creating impactful implications, including: signal policy relevance early in the abstract; adopt the lexicon of governance; apply the WH-framework to
• Activate Background Knowledge - Before introducing new content, prompt learners to retrieve and reflect on what they already know through questions, discussion, or quick activities.
• Activating And Using Background Knowledge - Readers activate their existing knowledge before, during, and after reading, and use it as a foundation for comprehending new text.
• Activating Prior Knowledge - Deliberately prompting learners to retrieve and surface what they already know before encountering new material, so new information can be integrated with existing mental schemas.
• Activation - Activation prompts learners to retrieve and surface relevant prior knowledge before encountering new material, so new information can be integrated with what they already know.
• Active Listening - A communication practice in which the listener attends fully to a speaker, reflects back meaning, and checks understanding before responding.
• Active Monitoring - Learners deliberately check their own comprehension, progress, and strategy effectiveness during learning, and adjust based on what they find.
• Active Recess - Structured or semi-structured physical activity during scheduled breaks from instruction, used to restore attention and support subsequent learning.
• Active Transitions - Brief structured activities — physical, cognitive, or social — that fill the gaps between instructional segments, keeping learners engaged rather than idle.
• Actively involve community members and study participants in the co-construction of research - The brief recommends that researchers move beyond studying communities to working with them, noting that "Researchers are increasingly engaging in efforts to actively involve community members and stu
• Actively Listen To What Students Say - Give students full attention and respond to both the content and the affective signal of what they say, treating their contributions as evidence for instructional decisions.
• Actively manage school recruitment to protect the generalizability of impact studies - The guide treats recruitment as a design task, not an afterthought: researchers should be "managing school recruitment" as one of the key steps for making impact study findings generalizable.
• Activities for Student Self-Reflection - Structured activities that prompt students to examine their own learning processes, understanding, and progress in order to build metacognition and self-regulation.
• Adapt a practical model of a coherent instructional system for reading and science improvement - Based on a case study from a U.S.
• Adapt age-appropriate texts by shortening and simplifying them, and enrich them with pictures, objects, and vocabulary definitions during shared reading - The review identifies adapting age-appropriate narrative and expository texts as a first axis of intervention: researchers shortened and simplified texts in most studies, keeping key elements and rewr
• Adapt an existing micro-credential for a new context through translation, local assessor training, professional development, and coaching - Digital Promise adapted an existing micro-credential for Haitian educators in five steps: identify an aligned Digital Promise-issued micro-credential, "Translating to French & Haitian Creole", trainin
• Adapt assistance reactively to moment-to-moment fluctuations in affect and performance - At the microscale (minutes to hours), the article recommends assessing fluctuations in task performance or affective-motivational factors 'on-line' (parallel to task progress) and reacting by giving o
• Adapt DL2F to local context by aligning with the national curriculum, using authentic local materials, multilingual approaches, and pragmatic low-bandwidth technology integration - The article prescribes a concrete adaptation recipe for implementing DL2F in Philippine secondary schools: align with the K-12 curriculum and DepEd goals, select authentic resources reflecting Philipp
• Adapt DLG materials and routines to include students with special educational needs - In the first DLG implementation in a public special school, teachers developed concrete adaptations to make dialogic reading possible: they "chose adapted versions of universal literature books that i
• Adapt e-learning platforms to distinct student engagement profiles with adaptive recommendations and guidance - The authors recommend that online learning platforms for young learners adapt to preferred ways of engagement and guide students toward neglected components.
• Adapt English-language KEA administration so students may respond in Spanish or English, with bilingual directions and Spanish-adapted rather than merely translated prompts - This strategy modifies observation-based, English-language KEA protocols so Spanish–English bilinguals can demonstrate knowledge bilingually.
• Adapt ERWC pacing by combining activities and supplementing with teachers' own materials - Teachers who found the course pacing challenging made modifications: they were "able to make some modifications to the curriculum by combining activities," and other teachers reported "supplementing E
• Adapt existing footage for branching simulation practice rather than only annotating it - The article recommends using simulation templates to adapt existing footage so students get different kinds of practice beyond annotation.
• Adapt global citizenship scale items to the local context and validate component models separately with PLS-SEM - The article recommends that institutions in developing countries measuring student global citizenship perspectives should pilot and adapt existing validated scales rather than keep original items whol
• Adapt instruction dynamically to individual learners using measures of expertise and cognitive load - This strategy implements the review's call for flexible adaptation: instruction should be adjusted to individual learners' needs based on ongoing measurement of their expertise and cognitive load.
• Adapt instructional environments to variability in children's EF development through supports, classroom organization, and peer-interaction management - The article's educational implications recommend creating instructional environments that account for differences in the timing of EF development.
• Adapt interventions that leverage peer relationships to curb the social contagion of dropout in high schools - Beyond improved monitoring, the authors suggest prevention programs "could achieve better results by explicitly taking social networks into account".
• Adapt non-invigilated written assessments and their marking criteria in response to Gen-AI susceptibility - The article recommends that assessment design respond to demonstrated AI vulnerability rather than relying on detection alone.
• Adapt practice activities to learners' age, cultural background, and aptitudes - The article recommends that teachers adapt practice to their learners, since "Not all forms of practice will work equally well under all circumstances".
• Adapt productive failure principles to large university lectures by having the lecturer discuss preparatory exercises and common misconceptions at the start of the lecture - Because discussing student-generated solutions with hundreds of students is not feasible, the article adapted PF principles 2A and 2B: the lecturer "discussed the preparatory exercises at the beginnin
• Adapt science-inquiry rubric categories from claim-evidence-reasoning to solution-support-reasoning for engineering activities - The authors recommend modifying the evaluation rubric when moving from science inquiry to engineering inquiry.
• Adapt student assessment using technology-enhanced items developed based on students' learning styles - The authors propose adapting student assessment by developing technology-enhanced items (TEIs) based on students' learning styles.
• Adapt the guided inquiry policy co-design activity across disciplines, framing AI as a sociotechnical system - The authors offer a forward-looking design recommendation for instructors adapting the activity beyond technical fields.
• Adapt the paper-based stellar populations inquiry to large Astronomy 101 classes and test learning with and without the inquiry - Because all materials are printed on paper, the authors propose scaling the inquiry up and evaluating it.
• Adapt the two question-design strategies across disciplines: novel scenarios for logic puzzles, guided reasoning for proofs and critical analyses - In future work, the authors recommend extending the framework beyond computer science: "Strategy 1 is well-suited for novel thought experiments or logic puzzles, while Strategy 2 can also be applied t
• Adapt translated assessments to the target jurisdiction's linguistic and cultural characteristics, and revise administration scripts and timing to fit test-takers unfamiliar with the format. - For the 2005 Puerto Rico NAEP administration, the report describes enhancements to translation and administration after 2003 data-quality concerns.
• Adapt tutor responses to detected learner affect: leading hints for frustration, engaging hooks for boredom, and timed intervention for confusion - The authors propose programming AutoTutor to respond appropriately to affective states exhibited by learners, on the expectation that learning improves when the tutor adapts to confusion, frustration,
• Adapt vocabulary-building activities to the writing system of the target language, adding auditory support for Arabic-script learners and visual support for spoken-word learning in alphabetic languages - The authors derive a pedagogical recommendation from their modality-specific findings: vocabulary instruction in formal language classrooms should be matched to the writing system of the target langua
• Adaptive Learning - A strategy in which instruction, task difficulty, or pacing adjusts dynamically to individual learner performance, typically via algorithmic or rule-based systems.
• Adaptive scenario generation: introduce training scenarios targeting weaknesses identified from real-time performance metrics - Rather than relying solely on fixed scenarios, ASTRA proposes automatically generating training situations from trainee performance.
• Adaptive speed-of-processing training protocol with tailored durations, feedback, and progressive difficulty - An implementable training recipe in which an observer practices UFOV computer-administered tasks with display durations tailored to ability, trial-by-trial and block-level feedback, and trainer encour
• Adaptive-resolution simulation: allocate more LLM calls to educationally consequential moments and compress routine transitions - To manage the coupled trade-off among scale, duration, and granularity, the paper recommends making the simulation budget configurable and concentrating generative detail where it matters.
• Adaptively administer trialogue designs according to the student's knowledge and psychological attributes - The article proposes that the seven trialogue designs should be adaptively administered depending on the student's knowledge and other psychological attributes.
• Add a field-based component and compare embedded versus semester-long literacy course delivery - The authors recommend future extensions to the literacy unit.
• Add a game mode with input fields and customized feedback to a physics simulation for concept testing - In the game mode, students decide which input field to key in first and receive feedback text whose level of customization depends on teachers' customized inputs.
• Add a gestures-teaching world to enable differentiated starting points, and expand content beyond linear equations - Educators recommended that FH2T allow differentiation "by allowing students to start with different worlds based on the students' prior knowledge and/or the content the class is currently working on."
• Add a grade-by-grade Key Vocabulary column to give teachers a common CT lexicon and progress marker - In year two, when revisiting the pathway document, the district "opted to add a “Key Vocabulary” column for each grade level, formally identifying the key terminology associated with CT (and CS) start
• Add an approval/confirmation function to RTC so learners choose whether to accept a collaborator's change - The article recommends that RTC platforms add a mechanism governing shared edits: "it is suggested that RTC should provide one more confirmation button, which will allow the users to choose whether to
• Add explicit study-skills instruction and dedicated quiet study spaces to prison college programs - Participants in the pilot study entered the prison college program without study skills and struggled to find suitable places to study in the prison environment.
• Add humorous cartoon visuals to verbal vocabulary instruction targeting confusing lexical items - The article recommends that language instructors who mainly follow verbal approaches adopt more balanced methods by adding visuals when addressing lexical error issues, and that material writers inclu
• Add ongoing professional development and increased support for EL students when implementing IXL Math - Based on teacher feedback from the implementation survey, the page identifies two improvement areas for IXL Math implementations: "adding ongoing professional development and increased support for EL
• Add two or three college aspiration and expectation questions to existing school climate surveys to flag students needing readiness supports - The article recommends that K-12 districts already administering climate surveys "including two or three questions about college expectations and aspirations could be helpful when those districts atte
• Additional empirical studies are needed to determine whether rest and its effect on working memory matter for the spacing effect - The authors close by agreeing that further work is required: "whether rest and its effect on working memory is important when analysing the spacing effect must ultimately be determined empirically".
• Address AI Anxiety through multidisciplinary solutions spanning educational, technological, regulatory, and ethical guidelines - The article recommends that AI Anxiety be tackled through coordinated interventions across four domains.
• Address AI-use miscalibration through belief-level interventions rather than mere exposure or surface-level nudges - Because the article found that experience with AI does not correct miscalibration but entrenches it, it recommends targeting people's beliefs about AI's efficiency gains.
• Address Biases in the Use of Language and Symbols - Auditing and revising the language, examples, and symbols in learning materials and discourse so they are free from bias and stereotypes and respect diverse identities.
• Address chatbot-induced challenges computationally and pedagogically, including tone safeguards, bias reduction, and user-side prompt engineering - The article recommends addressing the chatbot's challenges both computationallally and pedagogically: safeguards and careful fine-tuning can reduce bias and tone problems, and users can be guided to p
• Address core ethical challenges—data privacy, algorithmic fairness, and transparency—when deploying AI-driven personalized learning - The review identifies three central ethical challenges for AI-driven personalized learning: data privacy and security (requiring "robust data protection, anonymization, and clear consent protocols"),
• Address debilitating technology anxiety through supportive low-stakes introductory experiences while preserving the critical stance that accompanies it - The article recommends against undifferentiated anxiety reduction: because residual anxiety was positively associated with critical appraisal and ethical judgement dimensions of AI literacy, removing
• Address Digital Literacy - Explicitly teach foundational digital skills and terminology rather than assuming learners already possess them.
• Address digital well-being with empathy, root-cause understanding, asset framing, and tech-free spaces - The report offers recommendations for adults and educators addressing digital well-being with youth.
• Address districts' and schools' urgent priorities and needs when recruiting them for impact studies - This strategy directs researchers to attend to the urgent priorities and needs of districts and schools during recruitment for impact studies.
• Address educator wellbeing structurally: institutional policies and collective responsibility rather than individual enforcement - The article's third recommendation treats the affective toll of AI-era grading as a structural rather than personal issue.
• Address environmental deficiencies using Ely's Conditions for Change, such as leadership commitment and professional development - The digest recommends that when obstacles arise from the environment in which change is implemented, Ely's Conditions for Change can help address those deficiencies.
• Address equity, transparency, and teacher professional judgment when deploying AI-mediated collaboration - As part of its third contribution, the paper recommends that implementations of AI-mediated collaboration explicitly address ethical, professional, and governance challenges.
• Address ethics and privacy considerations — transparency, security, student control, accountability, and informed consent — at the initial stages of MMLA design in simulation-based training - The article states that any LA system can have considerable socioeconomic impact, and that ethics and privacy, noted by Lemay et al.
• Address generative AI in higher education through assessment redesign and proportional reflective practices rather than surveillance or punitive controls - The article recommends that institutions govern generative AI use by redesigning assessment so that meaningful reflection is credibly valued, rather than relying on detection or punishment.
• Address infrastructure, accessibility, teacher preparedness, curriculum alignment, data governance, and institutional support when scaling AI-supported mathematics learning - The review identifies implementation conditions shaping ITS effectiveness: "infrastructure, accessibility, teacher preparedness, curriculum alignment, data governance, and institutional support".
• Address Literacy Demands - Recognize that students may not share the ability to automatically read, interpret, and reply to textual information at the same level as educators, and design instruction accordingly.
• Address minority teacher retention by improving school organizational conditions, especially teacher classroom autonomy and faculty decision-making influence - This strategy targets the exit end of the minority teacher pipeline rather than recruitment.
• Address Mother Tongue Interference - Anticipate and explicitly address patterns from learners' first language (L1) that transfer negatively into the target language, through contrast, targeted feedback, and strategic use of the L1.
• Address preservice teachers' EE teaching efficacy through infusion across methods courses or a separate EE course - Based on the finding of combined negative self-efficacy and positive outcome expectancy, the author concludes preservice teachers are receptive and ready to receive training in EE teaching.
• Address responsible design, learner experience, equity, validity, and relational assessment practice when implementing AI-agent-supported assessment - The paper closes by identifying "ethical considerations and future research directions related to responsible design, learner experience, equity, validity, and relational assessment practice".
• Address Speed of Processing - Identify students' strengths and challenges related to processing speed and align instructional pacing, materials, and response formats so that speed of information handling does not mask what student
• Address staff technology reluctance by building an empowerment mindset that educators model daily for learners - Hughes said the hardest thing SPICE had to address was the staff's approach to technology, including her own.
• Address Stereotypical Beliefs About Parents and Poverty - Educators examine and challenge deficit-based stereotypes about parents and families living in poverty, replacing them with asset-based beliefs that support genuine family engagement.
• Address summer learning loss for students with disabilities to narrow achievement disparities - Because the research finds that "steeper summer learning losses for students with disabilities contribute to widening disparities," educators and policymakers should focus intervention on the summer p
• Address teacher perception biases through teacher training and professional development focused on scaffolding and identifying children needing extra support - The article's implication section recommends targeting teacher perceptions in professional development as an avenue for addressing the achievement gap.
• Address teachers' in-class agency in teacher education programs to support teachers' positive emotions - Because the study found a stronger association and more explained variance in teacher emotions for communion, but teacher agency (having a leading role) also remained an important predictor of experie
• Address Technology-Related Fears - Recognize and address adult learners' fears related to technology, such as data loss, privacy concerns, or damaging equipment.
• Address the access gap before depth stratification, and use examination reform as the primary lever - The article's policy findings prescribe sequencing and lever selection: "the access gap and the Python–C++ trade-off are distinct problems needing distinct responses", to be addressed "in sequence, si
• Addressing Implicit Bias - Recognizing and addressing implicit biases involves moving away from the idea that being biased is inherently negative and acknowledging that everyone possesses biases.
• Addressing Stereotype Threat - Classroom and assessment design strategies that reduce the situational risk of confirming a negative stereotype about one's group, protecting performance and belonging.
• Adjust Time Frames - Break content and tasks into shorter, timed intervals with structured check-ins when learners cannot sustain attention across longer blocks.
• Adjust transition programs based on family suggestions: longer student sessions, better district-family communication, work-friendly parent sessions, and staffing continuity into fall - Participants proposed adjustments to better meet the needs of all stakeholders: "increasing the length of the student sessions, improving communication between district and families, re-structuring th
• Administer short weekly conceptual quizzes to rotating section subgroups to track understanding across a term - A concrete implementation of the between-student method: different sections complete the same short conceptual quiz in different weeks, with quiz order randomly assigned and quizzes administered at th
• Administer the Inquiry with classroom test procedures and interpret by item-by-item comparison with expert votes - Administration follows common classroom testing procedures, but the instrument yields no total score, median, or percentile rank.
• Administration routines to counter copying, distraction and teacher coaching in primary-grade group testing - The article describes concrete devices for administering group tests to young children: having children place hands in their laps at the 'Stop' signal, covering finished work, laying pencils down duri
• Administrator involvement to sustain school-wide maker programs - The report finds that making in schools often begins at the grassroots level with educators organizing clubs or in-class activities, but that efforts unsupported by school administration "often stall
• Administrators and teacher educators should enable relational agency through consultation structures and honor teachers' emotions in responsive teaching - The article recommends that those fostering responsive instruction shift from transforming individual teachers toward building supportive systems.
• Administrators sustain high-quality Tier 1 Core Instruction by creating conditions, structural supports, and a sitewide culture valuing dual-language learning - The report states the responsibility for high-quality Tier 1 Core Instruction "cannot fall to teachers alone" and lists administrator practices: building an asset-based view of linguistic diversity, s
• Adopt a 13-item checklist for RAMSing-bias-resistant meta-analyses with principled moderator selection and complete reporting - The article proposes a concrete roadmap for improving moderator analysis rigor: "we present a 13-item practical checklist for conducting RAMSing-bias–resistant meta-analyses while constraining researc
• Adopt a clear pedagogical approach focused on critical thinking and fact-checking strategies when integrating LLMs into curricula - The paper recommends that educational systems pair LLM use with a pedagogical approach centered on critical thinking and fact checking.
• Adopt a conservative abstract-screening strategy with a 'maybe' category and keyword exclusion filters to prevent premature exclusion - At abstract screening, the team "intentionally adopted a conservative screening strategy, retaining studies for further review unless they were not clearly irrelevant at the abstract screening." They
• Adopt a dialogic format to align student and teacher perspectives on instructional quality within schools - Because teachers and students focus on different aspects of instruction — students on the nature of the learning environment and teacher support, teachers on instructional tasks, methods, and subject-
• Adopt a facilitator role and prepare students for active participation in sociocultural L2 writing instruction - For the Sociocultural Model of L2 writing to work, the article recommends a role shift: "teachers must adopt the role of a facilitator rather than a content provider or authority figure".
• Adopt a roadmap for ethical CAI implementation in education - The review concludes by proposing a roadmap for ethical CAI implementation in education, built on its six-theme framework of responsible-use directions and its identified framework gaps.
• Adopt a staged research agenda: measure the three belief dimensions, test incremental validity, and run component-level and person-centered tests - The article outlines a staged research agenda for measurement and incremental validity testing of possibility mindset.
• Adopt a systems approach to AI integration rather than spotlights or gaps - The article recommends that education systems move beyond single-issue spotlights (such as bias) or gap-gazing and instead take "a systematic approach to AI that accounts for each system component." C
• Adopt a third-semester point-in-time persistence definition to report second-year college re-enrollment data up to six months earlier - The To&Through Project redefined college persistence to count students who immediately enrolled and were "enrolled in college in the fall term of the second year after their graduation".
• Adopt active learning as the default in regular undergraduate STEM classrooms and shift research away from lecturing controls - Based on the meta-analytic evidence, the authors recommend abandoning traditional lecturing in favor of active learning in regular STEM classrooms, and they question "the continued use of traditional
• Adopt AI incrementally in waves from simple to complex tasks, on free-tier tools, with mandatory multi-step human review before any document is issued - This strategy packages the article's operational recommendations for public units adopting generative AI under budget constraints.
• Adopt AI-based contextual similarity scoring for mathematical essay items to ensure consistency and save cost and time - The article recommends that teachers, evaluators and examination bodies use AI software such as AEEGS to score mathematical computation essay items, because human scoring of high volumes is subjective
• Adopt AI-PBL frameworks with institutional and policy-level support and teacher training investment - The study calls for institutional and policy-level adoption of AI-PBL frameworks, investments in teacher training, and further research to ensure scalability.
• Adopt an activist research paradigm: simultaneously create and study changes in learning with new cognitive and educational tools - Pea recommends an "activist research paradigm" in which researchers do not merely observe existing practice but simultaneously create new cognitive and educational tools and study the resulting change
• Adopt an assessment blueprint for AI training: define constructs, use multiple indicators, anticipate shortcuts, and refresh evaluations as models adapt - The article translates assessment theory into an implementable evaluation recipe: "Concretely, the analogy motivates an 'assessment blueprint' for AI training: define target constructs, specify multip
• Adopt an assignment-wise controlled evaluation protocol for PKT benchmarking: chronological alignment, causal rectification, and grid-search hyperparameter tuning on a single designated fold fixed across all folds - This strategy is the article's controlled evaluation protocol for reliable and comparable programming knowledge tracing evaluation.
• Adopt an integrative methodological toolkit using machine learning and computational models to capture SR's multi-level, temporal, and social dynamics - The article recommends that research on SR in education move beyond single-tradition methods toward a toolkit combining advanced computational approaches with process-oriented measures such as trace d
• Adopt and adapt parts of several cooperative learning models to fit your teaching style and situation - In its conclusion, the chapter recommends that teachers not limit themselves to one model: "Teachers can choose one of the models of CL described above, but may be better off adopting and adapting par
• Adopt automatic (opt-out) enrollment policies placing qualifying students in advanced coursework - The report recommends districts automatically enroll students with qualifying grades or test scores in advanced coursework, with students free to opt out.
• Adopt automatic enrollment and open enrollment policies for advanced courses to expand equitable access - The brief recommends that states and districts adopt policies whereby students identified for advanced coursework through multiple measures are automatically enrolled unless their families opt them ou
• Adopt automatic-enrollment policies that default students into higher-level math based on prior achievement or demonstrated proficiency - The report recommends that states address disparities in advanced math participation through default placement programs.
• Adopt computerized adaptive testing to serve both low- and high-achieving students - The strategy is for schools to adopt computerized adaptive testing as their achievement assessment, replacing fixed-form testing.
• Adopt ethical safeguards and pedagogically grounded frameworks when deploying GenAI assessment tools - This strategy directs educators and policymakers to pair any GenAI assessment deployment with explicit ethical safeguards and a pedagogically grounded framework.
• Adopt Facebook usage guidelines to encourage social media adoption in higher education teaching - The review proposes Facebook usage guidelines that educators can adopt to encourage social media adoption in their teaching.
• Adopt green school design approaches—electrification, pollution monitoring, building envelopes, daylighting, and green schoolyards—to advance equity and health - The brief recommends concrete building approaches for LEAs seeking to advance educational equity, student health, and environmental and fiscal sustainability.
• Adopt hierarchical hybrid teaching in vocational education: prioritize hands-on training with step-by-step instructional videos, and use industry-standard operational videos with virtual simulation for complicated tasks - The article's practical implications recommend that vocational instructors adopt blended configurations matched to task complexity.
• Adopt in-school spatial education curricula and assess their transferability using neural change alongside traditional assessments - The article recommends wider in-school adoption of spatial education, noting that classroom-based evidence provides new empirical support where enthusiasm has not yet permeated education policy and pr
• Adopt LLMs in higher education only alongside organizational readiness, ethical guidance and professional development - The review's implementation recommendation is that institutions adopting LLMs pair the technology with non-technological conditions.
• Adopt model-based reasoning to improve communication and implementation between researchers and practitioners - Drawing on Mislevy (2009), the commentary recommends developing a model-based reasoning approach to enhance construct validity and communication between basic researchers and educational professionals
• Adopt more precise terminology such as digital personalized learning (DPL) or personalized adaptive learning, and pursue rigorous longitudinal research with younger learners - The review's future-research agenda calls for "greater conceptual clarity in defining personalized learning in AI-driven educational contexts, encouraging the use of more precise terminology—such as d
• Adopt positive, restorative discipline approaches and ban harmful exclusionary practices - The brief recommends states influence district discipline by setting clear goals to reduce disparities and overuses in discipline, ensuring transparent data, and "adopting more positive approaches to
• Adopt power-sharing and reciprocity strategies such as mentoring and cooperative learning to strengthen social bonds and build protective factors - The article recommends that prevention strategies rebuild naturally occurring social networks by using approaches grounded in power sharing and reciprocity.
• Adopt Preschool PATHS in Head Start and school programs to support social-emotional readiness for school entry - The editors' strategic implication recommends that "Head Start and school programs will find these multi-informant data to be of interest as they consider a curriculum to help prepare children for sch
• Adopt reflective AI-engagement mechanisms only with organisational support that recognises reflective engagement as an investment in long-term competence - The paper recommends treating reflective engagement as an organisational investment: "If organisations do not recognise reflective engagement as an investment in long-term competence, these mechanisms
• Adopt seven research-supported assessment practices that support classroom learning - The article's central offering is a set of seven research-supported assessment practices that principals and teachers can adopt.
• Adopt standardized reporting protocols for AR enhanced analytics studies and extend analytics into broader XR (VR/MR) contexts - The review recommends that future AR enhanced analytics research adopt standardized reporting protocols so studies can be compared and pooled.
• Adopt through-year assessments that combine interim and summative functions to increase instructional relevance - The report describes through-year assessments as an innovation many states and vendors are developing and field-testing: students take short assessments over the course of the year, typically 3-5 time
• Adopt unified KPIs and rigorously assess learner diversity, recommender fairness, and long-term engagement when evaluating ITS - The review recommends that future ITS research strengthen its empirical foundation by adopting unified key performance indicators and rigorously assessing learner diversity, fairness in recommender sy
• Advance AI-motivation research through theory-driven, pedagogically explicit, longitudinal designs covering broader motivational constructs - The review's forward-looking recommendations urge researchers to move "beyond isolated motivational outcomes and toward a coherent, theory-driven framework that integrates motivational theories, pedag
• Advance community-based lifelong learning through mentoring relationships connecting local expertise with desired learners - The paper recommends mentoring as a major component for effective community-based lifelong learning, describing it as a one-to-one relationship in which mentor and protege experience personal, profess
• Advance CSCL by building Bayesian and collaborative-specific theoretical challenges: knowledge building priors, technology formalisation, and collaborative diagnostic reasoning - The authors propose concrete research directions: treat learners' exposure to multiple resource-peers as requiring conceptualising information integration and coherence building; add "epistemic norms
• Advance CSCL impact on schooling through multi-disciplinary design-based research networks that package effective collaborative-learning models for teachers everywhere - The editorial argues that isolated CSCL advances must be consolidated into larger efforts, since the DBR needed to influence educational policy and practice requires large multi-disciplinary undertaki
• Advance micro-credentialing policy across five domains: controlling for quality, counting what matters, finding time, leveraging expertise, and designing for effectiveness - The brief proposes five major policy domains for the future of micro-credentialing: controlling for quality, counting what matters, finding time, leveraging and recognizing expertise, and designing fo
• Advance micro-credentials through a piloting coalition, a rigorous research agenda, and dissemination of best practices - The report proposes three mutually reinforcing efforts for state and local policy leaders.
• Advance register-graded sequencing, distributed repetition and adaptive pacing as hypotheses for classroom testing - Because the study's patterns are observational and correlational, the authors advance three pedagogical implications "as hypotheses for classroom research rather than as validated prescriptions": dist
• Advance the use of structural-configurational methods such as SNA and ENA toward empirically testable models - The article recommends that CSCL researchers employ social, temporal, and spatial configurational analysis methods, grounded graph-theoretically in a structuralist view that "[The] belief that phenome
• Advance value-creating-modeled curriculum projects in Africana communities to foster ubuntu, happiness, and contributive lifestyles - The article recommends designing curriculum and extra-curricular activities that promote optimum conditions for value creation, so that global citizenship orientation can appeal to Africana youth who
• Advertise SI with short, targeted multi-media messages based on student input to increase attendance - To raise session attendance, the authors advertised SI "with a series of short, targeted messages delivered to students via multiple media", including hallway posters with student testimonials and sub
• Advise particular student types to delay specific difficult courses until a later stage of their academic career - The article recommends using persistence-gap analysis by student type and stage to guide advising and placement.
• Advise students on note-taking conditionally: consider cognitive ability, lecture format, and note-taking method rather than recommending note-taking universally - The review concludes that note-taking "may not always be beneficial, and depends on the way lectures are presented, how notes are taken, and individual differences in cognitive abilities." It recommen
• Advise students to plan their study days, use breaks between lectures for independent study, prevent procrastination, and invest effort - The article's individual-level recommendation is that students should "plan their study days and to actively consider using breaks for independent study in their learning plan", and that "students sho
• Advocate for state-level actions integrating score reports into trusted-voice family engagement - The brief recommends advocates push state leaders to require vendors to user-test reports with historically marginalized families, fund professional development in assessment literacy and asset-based
• Affect-aware CPS systems should monitor local trajectories of confusion and disengagement over time rather than responding to isolated affective signals - The article recommends that AI systems assisting collaborative problem solving be designed to recognize the difference between productive struggle that warrants silence and struggle-free disengagement
• Affinity Mapping - Learners generate many ideas on individual notes, then collaboratively cluster, label, and relate them to build a shared conceptual structure.
• Affirmation Repetition - Repeating empowering self-statements during times of stress to build confidence, resilience, and a positive mindset.
• After a study, present final data in school-useful forms, remain available for ongoing conversations, and plan carefully to avoid data overload - This strategy governs the post-study phase: present final data in ways useful for schools (for example combining study data with test scores and grades into a rich profile of each learner), stay avail
• After Action Review - A structured debrief in which learners compare intended versus actual outcomes of a performance and extract lessons before the next attempt.
• After instruction, have students practice designing deliberately invalid experiments, explain and correct their own errors, and optionally exchange designs with peers for spot-explain-fix discussion - The article recommends that "students could thus be instructed on the fundamentals of research design, then practice designing deliberately invalid experiments and explaining and correcting their erro
• Aggregating Information - Aggregating involves finding and displaying patterns in discussions and other communications so learners can see connections, common themes, and a shared understanding emerge from many individual cont
• Agile pedagogical strategies: interactive notebooks, bootcamps, and sustained educator professional learning - Because multi-year degree redesign is slow, the paper recommends agile strategies to bridge skills gaps: interactive notebooks that let students reproduce and modify end-to-end ML workflows without we
• AI in Education Toolkit for Racial Equity - A structured process for auditing the data, design, and deployment of AI-powered edtech products to identify and mitigate racial bias affecting Black and Brown students.
• AI literacy as the slowest but most durable layer of defense, moving users across typology profiles - The article closes by positioning AI literacy differently from the other interventions: it "operates differently by gradually increasing users’ capacity to verify and potentially moving them across pr
• AI researchers creating demos, resources, and activities for K-12 learners - The paper closes with a call to action urging AI researchers to become AI educators.
• AI researchers should partner with developers and disseminate findings accessibly to bridge research-practice silos - The brief identifies silos between research and practice and recommends researchers advise on product evaluation, ethical development, and scale impacts.
• AI risk management should build students' ability to understand, manage, and respond to AI-related risks, not only reduce perceived risks - Based on the finding that risk perception is not uniformly detrimental—security risk perception positively predicted academic and skill benefits and threshold analysis showed positive effects above cr
• AI system developers should ensure human-centric design, institutional leaders should stay updated on global AI regulations, and LA experts should engage policymakers through dialogue - This strategy distills the article's Notes for Practice into implementable practices for the LA community.
• AI-assisted learning systems should scaffold cognitive development rather than replace it, and require active student contribution to preserve ownership - The article's design implications section recommends that GenAI-assisted learning systems "scaffold cognitive development, not replace it", adapting to promote content retention and engage a useful le
• Air Writing - Air writing involves writing letters or words in the air with large arm movements while simultaneously visualizing the letter's shape and saying its name or sound aloud.
• Align AI guidelines with broader institutional policies while addressing discipline-specific learning objectives and workforce demands - The article recommends that AI guidelines in higher education be aligned with broader institutional policies while also addressing discipline-specific learning objectives and evolving workforce demand
• Align AI learning-support communication and nudges with empirically observed usage windows and adapt support to learner groups - The authors recommend that platform communication, reminders, and learning nudges be "aligned with empirically observed usage windows rather than standard institutional schedules", and that onboarding
• Align conceptualization, definition, measurement, and context when researching student engagement - The review recommends that future SE research in undergraduate mathematics align its conceptualizations, definitions, measurement, and context to foster a shared understanding and guide interventions.
• Align early literacy instruction with the specific skill domains educators seek to support, favoring small-group language delivery - The review recommends that early childhood educators use its findings to improve the alignment between instructional focus and target skill domains, and to identify evidence-based curricula, lesson pa
• Align educational technology initiatives with student interests and community needs - The paper's concluding recommendation is that schools launching technology initiatives should align them with student interests and community needs.
• Align formal instruction with students' prior culturally fostered tool use - The article argues that teaching requires providing mediation involving students in problem-solving with appropriate cultural tools: 'a teacher who demands that students use tools outside their cultur
• Align high school graduation standards, assessments, and course requirements with college readiness so a diploma signals preparation for credit-bearing college work - The report recommends that states tightly link high school completion with college readiness by aligning standards, assessments, and graduation requirements across K-12 and higher education, so that m
• Align independent tablet practice to the most recent tutored instruction - Chapter One pairs one-on-one tutoring with daily independent practice on program-provided tablets.
• Align micro-credential offerings and recognition with student and educator performance standards - Under the Outcomes standard, the report recommends precise alignment between what adults learn and what students must learn.
• Align peer mindset interventions with teacher practices and broader classroom context rather than isolating them - The review argues peer-led change fails in isolation: "This means that peer interventions should not be isolated.
• Align proposed developmental experiences with the PRIMED framework of effective character education practices - The article recommends connecting the ten developmental experiences to existing character-education practice frameworks.
• Align resources with coherent improvement goals and engage constructively with the school system - The report's third and fourth lessons: "adequate and sustained financial support for school improvement is essential, but as important is how that money is spent.
• Align reward with focus support and with SEVT value facets when designing instruction - The FoRe-Squares model offers two guiding orientations for implementing reward: aligning reward with focus support, and aligning reward techniques with the value facets of Situated Expectancy-Value Th
• Align school and community partner SEL efforts through common language and coordinated communication - The page recommends integrating SEL across the school day and out-of-school time by aligning with community partners.
• Align selected data directly to the purpose or problem the data use is meant to serve - This strategy directs education leaders to choose data sources that connect to the specific issue or outcome they are addressing.
• Align teachers, families, and staff around a shared vision to build trust and momentum - The article offers "Tools to align teachers, families, and staff around a shared vision and strategies that build trust and momentum for sustainable growth".
• Align tutoring to core instruction and monitor progress throughout the year via school-based Tutoring Leads - Education Corps embeds implementation infrastructure around tutoring: school-based Tutoring Leads work with Ed Corps staff to identify eligible students and coordinate scheduling, tutoring is aligned
• Aligning learning at individual, small-group, and community levels when adopting Web 2.0 in education - The editorial identifies a recurring design challenge for educational Web 2.0 adoption: conventional educational structures (individual-outcome focus, grading systems, instruction traditions) conflict
• Alignment Director strategies for engaging stakeholders: leveraging existing networks, field-based pods, and cross-sector convenings - The report documents implementable strategies ADs used to build statewide networks: leveraging previously established networks and individual connections; leveraging PARCC/Smarter Balanced consortia a
• All About Me Posters - Learners create a visual poster representing their identity, interests, and experiences, then share it to build classroom community and activate personal prior knowledge.
• Allocate base state special education funding by prior-year count of students with disabilities, weighted by disability cost groupings - The report recommends replacing California's census-based (ADA) allocation with one based on the actual count of students with disabilities.
• Allocate human and AI effort by dimension type: automate explicit-criteria dimensions, retain human review for pedagogical judgment - The article's central design recommendation is a principled division of labor: agentic AI with retrieval grounding and computational tools can serve as scalable first-line quality control for dimensio
• Allocate more teaching time to difficult constructions and select light verbs for beginner and intermediate learners - The article derives two instructional recommendations from its findings for EFL teachers.
• Allocate ongoing professional development so teachers learn to evaluate and integrate AI systems appropriately - The brief recommends continuous training covering equitable practice evaluation, effective integration, and data awareness.
• Allocate PD resources to high-cost but effective coaching programs for teachers most in need, rather than lower-cost programs for all teachers - In the policy discussion, the authors recommend that given the tens of billions spent annually on PD with limited results, administrators judge whether current expenditures could be used more effectiv
• Allocate revision time economically by concentrating self-testing on the box of not-yet-known items - The learning unit lets the student see at a glance his command of the vocabulary he is expected to know and allot revision time in the most economical way.
• Allow students to practise storytelling in their preferred language to support creative expression - The article recommends letting students choose the language in which they engage with storytelling activities.
• Allow Think-Time and Re-reading (Processing Speed) - Allowing plenty of think-time and time for re-reading for students who might need more time to process.
• Allowing Think-Time and Re-Reading - Allowing plenty of think-time and time for re-reading provides students who need more time to process information the space they need to fully understand the material.
• Alphabet Books - Students create an entry for each letter of the alphabet on a target topic, combining definitions, representations, and examples to build domain vocabulary.
• Alphaboxes - A collaborative vocabulary-and-concept generation strategy in which students fill an alphabet grid with words, questions, and ideas related to a text, distributing cognitive work across a group.
• Alternate between structuring (decreasing task complexity) and problematizing (increasing task complexity) as learners' competence develops - Following Reiser (2004), the teacher scaffolds either by structuring the task—writing problem-solving processes in structured formats such as a problem list, providing requested information, and askin
• Alternative Math Assessments - Alternative math assessments replace or supplement timed fact tests with formats that measure fluency and understanding without triggering the anxiety and working-memory interference timed tests induc
• Always Be Positive - Maintaining a consistently positive, constructive stance in all educator–student interactions, treating positivity as a deliberate change agent for classroom and school climate.
• Ample Space - Providing sufficient physical space in learning environments to support movement, collaboration, and attention without crowding-induced distraction or stress.
• Amplifying Key Ideas - Amplifying involves drawing attention to important ideas and concepts, both in the course materials and in student comments or other work.
• Analogical Encoding - Learners compare two or more structurally parallel cases to abstract the shared relational schema, rather than studying a single case in isolation.
• Analogies - Analogies compare an unfamiliar concept to something familiar, using the learner's prior knowledge as a bridge to understanding new material.
• Analysis of Classroom Dynamics Through Shadowing - A teacher, coach, or administrator shadows individual students through a school day to analyze classroom dynamics from the learner's perspective and identify instructional improvements.
• Analyze & Inventory: use cross-departmental data analysis and an inventory of existing interventions before buying new edtech - Step 1 of the framework directs leaders to begin "with cross-departmental analysis of formative and summative data to identify priority learner populations, instructional gaps, and the root causes dri
• Analyze EL outcomes by years-as-EL subgroups rather than treating ELs as one group - The article argues that research treating English learners as a single group misses important variation, and improves on previous research "by addressing this dimension of heterogeneity and reporting
• Analyze lecturers' proof discourse for flexibility, bondedness, applicability, agentivity, objectification, and substantiability to study de-ritualization opportunities - The paper proposes a methodological approach: researchers study proof teaching in lectures by identifying in the lecturer's discourse the characteristics that mirror desirable routine changes — the le
• Analyze pre-existing network structures and points of leverage at the outset of a cross-sector reform initiative - Among the report's considerations for the future, it recommends that "Future efforts like this might benefit from deliberate analysis of the pre-existing networks, the missing links, and the best stra
• Analyze Self-Talk Messages - Ask students to identify patterns or themes in their self-talk.
• Analyze the Project - Before launching a project, teachers analyze it through the lens of English Language Learners (ELLs), identifying the language skills, vocabulary, and discourse functions the project demands and plann
• Analyze the types of errors students make on assessment items, not just correct/incorrect scores - The guide's teacher notes treat scoring as a starting point for diagnosis: although each part is scored correct or incorrect, "looking at the type of errors made can be informative." Specific error pa
• Analyzing Errors (with Taboo game) - Learners play Taboo to practice choosing keywords, then analyze their own errors as the instructor surfaces effective strategies such as synonym generation and precise description.
• Analyzing Projects for ELL Support - Analyzing project-based learning (PBL) projects through the lens of English Language Learners (ELLs) involves identifying the language skills, vocabulary instruction, speaking and listening scaffolds,
• Analyzing real park nesting data to teach resource management - A post-visit activity in which "Students will analyze data from the Hammocks Beach 1992 sea turtle nesting season.
• Analyzing Self-Talk - Students identify patterns or themes in their self-talk — recurring thoughts or feelings tied to specific situations, tasks, or times of day — to understand the triggers and beliefs that drive their i
• Analyzing Video Replays - Video replay analysis involves reviewing short video clips, replays of key segments, or recordings of one's performance to enhance metacognition, improve long-term memory, and cultivate a learner mind
• Anchor discussion and chat facilities in CSCL firmly in the external representation, integrating diagrammatic and textual information - The article recommends that CSCL discussion and chat facilities be more firmly anchored in the shared external representation of argumentation.
• Anchor Promise Neighborhood service boundaries in existing partnerships, then expand into low-capacity communities where need is high - This strategy, as practiced by the LA Promise Neighborhood lead agency, defines a community's service boundaries around existing partnerships the agency can draw on, providing an implementation base f
• Anchored Instruction - Learning situated around a rich, realistic problem scenario ("anchor") that learners explore to identify and solve embedded problems.
• Ancrer l'usage de l'IA dans l'enseignement supérieur inclusif dans l'Universal Design for Learning et des cadres institutionnels dépassant la logique punitive - L'article propose d'articuler outils d'IA et pratiques inclusives via l'Approche par Conception Universelle pour l'Apprentissage (UDL), qui « vise des curriculums flexibles adaptés à une gamme étendue
• Anglo-Saxon Phoneme-Grapheme Mapping - Spelling by explicit phoneme-grapheme mapping requires the learner to match the letters/letter combinations in a word to the speech sounds they represent using a grid; each box of the grid represents
• Annotated Bibliographies - Learners compile a list of sources on a topic, each accompanied by a summary, evaluation, and reflection on its relevance and credibility.
• Annotating Texts - Learners actively mark up texts — highlighting, underlining, margin notes, symbols, and questions — to select, organize, and elaborate on key information while reading.
• Annotation - Learners add their own marks, notes, highlights, or questions to a text or artifact to process it more deeply.
• Anti-oppressive co-design meeting practices: land acknowledgements, shared roles, breakout discussions, multiple input modes - The team adopted an explicitly anti-oppressive and anti-colonial approach to advisory group meetings, listing practices such as "taking turns doing a personal land acknowledgement", checking in as a g
• Anticipate barriers to data use by building in strategies for future data use from initial conversations, and trust the process by going at the community's pace. - In the implementation phase, the project found that programs sometimes struggled to use alumni survey findings to reflect on current practices and find space for healing beyond further connecting with
• Anticipation Guide - A pre-reading or pre-instruction strategy in which learners respond to provocative agree/disagree statements about upcoming content, then revisit their answers after learning.
• Anticipation Guides - A pre-reading strategy in which learners respond to a set of statements about upcoming content before encountering it, then revisit and revise their answers afterward.
• Applicable Reflection - Applicable reflection involves guiding students to consider how their past performance will influence their future work.
• Applied Science Testing - Learners use scientific procedures to evaluate real-world consumer materials and products, connecting classroom science to everyday decision-making.
• Apply a set of dos and don'ts when examining school performance data to decide school support options - The publication offers decisionmakers a practical guidance strategy: as they examine school performance data and consider options for supporting schools, they should keep in mind a set of dos and don'
• Apply an affective data governance framework: minimization, purpose limitation, consent, human oversight, and separation from evaluation - Whenever AI-supported teacher-development systems involve affective, behavioral, or socio-emotional data, the article prescribes a minimum governance framework: "Apply data minimization, purpose limit
• Apply BASIE through four key steps: selecting prior evidence, reporting estimates, interpreting estimates, and sensitivity analyses - The guide prescribes a workflow for applying BASIE when interpreting evaluation findings.
• Apply cognitive science design principles simultaneously and in combination when revising curriculum, with targeted rather than arbitrary development decisions - The Math Center applies its four design principles simultaneously, in combination, when revising the math curriculum, an approach the article says differs from studies exploring the principles one at
• Apply color guidelines for attention, coding and cultural appropriateness in mLearning content - Drawing on Pett and Wilson (1996), the article offers guidelines for color in mLearning: use color to discriminate between elements, focus attention on relevant cues, code logically related elements,
• Apply DCT to educational research and teacher education in the science and practice of educational psychology - The article identifies specific application areas for dual coding theory within educational psychology: educational research and teacher education.
• Apply drama and theatre-based work forms in pre-service and in-service teacher professional development aiming at educational justice - The review recommends applying drama and theatre-based work forms in teacher professional development aimed at educational justice.
• Apply error mitigation such as self-consistency before deploying LLM-generated help, and frame unmitigated LLM feedback as an imperfect source - The article recommends that educators and system designers not integrate raw LLM output into pedagogy without error mitigation or awareness of domain-specific error rates.
• Apply evidence-based approaches from self-regulation, multimedia learning, motivation, and collaborative learning theories in distance and online course design - The chapter recommends that designers of the next generation of distance and online learning draw on "principles and applications stemming from the theories of self-regulation and multimedia learning,
• Apply existing test metadata to understand students' social-emotional needs - This strategy is the application the article's associated journal article names: an "initial application of test metadata to understand students' social emotional needs." Rather than administering sep
• Apply four operational criteria—fidelity, non-augmentation, traceability, attestation—to identify transcription-only AI use - The paper proposes four operational criteria as a structured evidential framework for misconduct panels assessing whether tool use was transcription-only: fidelity (output verifiably equivalent to the
• Apply GAP data in educational game design through difficulty tuning, hints, and feedback - The chapter proposes three methods for using persistence detection to enhance learning in educational games.
• Apply goal-line decision rules to CBM data to adjust IEP goals or revise instruction - At tertiary prevention, standard decision rules guide whether to raise a goal or change instruction.
• Apply goal-setting research findings to teacher goal setting in ways that benefit both teachers and students - The article's stated purpose is to translate goal-setting research into practice for teacher goal setting.
• Apply LoRA fine-tuning conservatively to attention components only when adapting hybrid transformer-Mamba architectures - Because of training instabilities reported in the literature for hybrid architectures, the authors applied LoRA only to the Gated Attention components of the hybrid Qwen3.5 model, leaving the Gated De
• Apply metacognitive resolution methodology to assess the accuracy of effort appraisals - The review recommends applying well-established metacognitive methodologies for studying biases in self-appraisals to investigate effort appraisals.
• Apply MPSA Cone across professions to interpret cognitive structure, stress, personnel selection, and robot design - The article proposes the MPSA Cone as an interpretive tool across diversified professions: in information technology, it "may provide alternative inquiry and interpretations regarding human's cognitiv
• Apply phonics/word-study skills to reading connected text to build oral reading fluency in students with LD - The authors recommend that resource-room reading instruction extend word-study teaching beyond isolated word reading into applying letter–sound knowledge while reading connected text, because students
• Apply RAISE flexibly across methodologies and settings where AI is central or peripheral - RAISE is intended for all researchers conducting empirical studies involving AI as part of the educational experience, directly or indirectly — from personalised tutoring and automated grading to curr
• Apply red teaming (adversarial penetration testing) to expose vulnerabilities in assessment integrity - The article recommends translating an approach from cybersecurity: "'Red teaming' (PWC, 2024) involves applying an adversarial lens to an organisation whereby a group of people try to hack or break in
• Apply scaffolding and social group-investigation models in gifted classrooms - The essay recommends scaffolding, invented by Wood, Bruner, and Ross in 1976 to describe tutorial interaction between an adult and a child, as a curriculum-design framework for gifted classrooms becau
• Apply Section 508 accessibility tips and tools when preparing presentations, Excel files, websites, and multimedia products - The guide is a practical resource that "offers tips and tools for making materials, including presentations, websites, and multimedia products, accessible." It is aimed at staff in the Institute of Ed
• Apply Sewell's five skills of ecological perception as eco-somatic listening activities - The article translates Sewell's five skills of ecological perception—"(1) paying attention; (2) perceiving relationships, contexts, and interfaces; (3) perceptual flexibility; (4) re-perceiving depth;
• Apply six questioning techniques in whole-class discussion: simplify, moderate, provoke thought, challenge, follow up, and relate to students - After group discussion or role-play, whole-class discussion follows, and the article details six techniques for teacher questions: simplifying language, moderating difficulty to students' knowledge an
• Apply Student-Centered Strategies to Support Learning Differences - A data-driven, student-centered plan for implementing specific instructional strategies that address an individual student's learning differences, including strengths and challenges.
• Apply the 10-minutes-per-grade homework time guideline, adjusted modestly for remote learning - The paper recommends a common guideline that total homework across subjects be 10 minutes per night per grade level, e.g.
• Apply the age-weighted school-progress method in any educational system elastic enough to permit the comparison - Winch proposes that his monograph's method of measuring school progress weighted for age can be applied to the entry-age question wherever a system is sufficiently flexible to allow the needed groupin
• Apply the Bell Chemistry Test to additional pupils in different states before fixing standards - The article recommends extending the test to new samples to check whether Bell's tentative standards are set too low: "The list should be applied to a number of other pupils in different states." The
• Apply the established KEI threshold to future kindergarten cohorts to track changes in the percentage of students on-track for grade 3 reading proficiency - The study recommends that the School District of Philadelphia apply the study-established threshold of 6 on the 1–10 KEI index to incoming kindergarten cohorts as a cohort-level on-track indicator.
• Apply the FRTF as curricular support, as a student and program assessment tool, and to map academic learning outcomes to workplace-relevant language - The article names three planned applications of the FRTF: "as curricular support, as an assessment tool both at the student and program level, and as a tool for integration between WIL experiences and
• Apply the neighborhood-centered grouping approach in other cities for research, policy decisions, and service allocation - The brief recommends that other cities, school districts, and policy makers apply a similar neighborhood-centered approach for different objectives.
• Apply the review's three-level criteria to critically assess SEL integration in a school climate measure before adoption - The review offers a three-level coding scheme for judging how a school climate measure embeds SEL support: (1) whether it includes an explicitly SEL-oriented subscale, (2) whether it includes items op
• Apply the simulator-guided expert synthesis recipe wherever training-time simulators exist but deployment-time interaction must be planned in advance - The article proposes a generalizable recipe, stating "It requires three ingredients: (i) a simulator that can be queried during training, (ii) a combinatorial sequence decision problem with sparse ter
• Apply three design principles for self-guided embodied training: feedback as calibration reference, modality granularity matched to behaviour's temporal structure, and autonomous interpretability as a deployment prerequisite - From trajectory data, qualitative accounts, and usability outcomes, the authors synthesise "three transferable design principles for self-guided embodied training: feedback as a calibration reference,
• Apply three membership-based principles to translate fuzzy forecast outputs into numeric values - Because model outputs are fuzzy sets, the article prescribes three interpretation principles for obtaining quantitative forecasts.
• Apply Youth Participatory Action Research principles to school-based citizen science design to support student agency - The commentary argues instructors and designers of CCS in schools could look to the practices and principles of YPAR to enhance meaningful learning.
• Applying MMCA in practice demands both technical and research competence - This strategy captures the review's practical guidance that putting MMCA into real educational use is not only a technical undertaking but also a research one.
• Appoint a district-level CS/CT leadership position to center and prioritize computing as a curricular offering - In Year 2, ICCSD appointed a district-wide CS Specialist to support teacher professional development and integration, which the district's reflection identifies as its second key decision: to center l
• Appoint a Literacy Champion as school-level contact to support A2i rollout - This implementation strategy calls for identifying a 'Literacy Champion' who "serves as the main school-level contact and resource as teachers begin the A2i rollout".
• Appraise qualitative studies with CASP and grade synthesis confidence with GRADE-CERQual, without excluding studies on quality grounds - The protocol pairs a structured appraisal tool with a confidence-grading approach for qualitative synthesis.
• Architect teacher-in-the-loop agentic AI with escalation protocols, guardrail adjustability, and state-interruptibility - The article recommends an agentic educational architecture that includes the teacher as an active coordinator of the agent's state machine rather than a passive observer of student-chatbot interaction
• ARCS attention strategies: perceptual arousal, inquiry arousal and variability - Attention is the first ARCS component, described as strategies "for arousing and sustaining curiosity and interest".
• ARCS confidence strategies: learning requirements, success opportunities and personal responsibility - Confidence is the third ARCS component, described as strategies "that help students develop a positive expectation for successful achievement".
• ARCS relevance strategies: goal orientation, motive matching and familiarity - Relevance is the second ARCS component, described as strategies "that link to learners' needs, interests, and motives".
• ARCS satisfaction strategies: intrinsic reinforcement, extrinsic rewards and equity - Satisfaction is the fourth ARCS component, described as strategies "that provide extrinsic and intrinsic reinforcement for effort".
• Arouse desired emotions in pupils through art, literature, history, and imitation of admired models - A prescription favored among educational writers for training emotions through schoolwork: use art, literature, biography and history, which Horne calls 'the most effective instruments in educating th
• Arrange PALS tutor training through AIR by specifying training type, grade level, group size, and location - To implement PALS, tutoring training is provided through AIR: users visit the Fuchs Tutoring Training Request page and "indicate the type of training (e.,g., reading or math), the grade level requeste
• Art and Writing Skill Development Stages - Drawing and writing skills in young children develop through distinct stages, progressing from random scribbling to letter and word practice.
• Art Journaling - Learners combine visual art-making with written reflection in an ongoing journal to process content, emotions, and personal connections.
• Arts and Crafts - Creative hands-on activities in which learners make physical artifacts, supporting creativity, fine motor development, and emotional expression alongside academic content.
• Arts Integration - Integrate arts activities like fiction writing, dance, drama, graphic design, music, drawing, painting, or ceramics into all subjects to enhance learning and engagement.
• As district-community teams continue implementing solutions, collect quantitative data aligned with team-defined outcomes and co-interpret the data with those closest to the challenge - The report's forward-looking recommendation is that ongoing solution implementation be paired with measurement and shared interpretation.
• Ask ethics, bias, and equity questions before adopting an AI system - The article recommends that educators interrogate AI tools before use by asking "Who developed this tool?" and "What data was used to train it?" and how that data and the algorithm are biased.
• Ask Open-Ended Questions - Invite students to describe their thinking, feelings, or experiences in their own words rather than assuming or prompting for a specific answer.
• Ask Parents for Their Ideas - Schools include parents as partners by regularly soliciting their questions, feedback, and ideas about issues of concern before making decisions or running events.
• Ask students to reflect on how they have been exposed to and impacted by society's messages about race, gender, and sexual identity, after the teacher has modeled vulnerability - The article describes a sequencing move: the instructor first demonstrates honest self-assessment, then invites students into reflective work on social messages.
• Ask the 4 Questions - A structured feedback framework in which the teacher answers four questions about a learner's work — what the learner can do, what they cannot yet do, how their work compares, and how to improve.
• Ask the Right Questions - A news-literacy strategy in which learners vet online information by applying a small set of provenance-focused questions before trusting or sharing it.
• Ask what students should deeply learn before incorporating GenAI into activities - The presentation proposes a sequence of design questions for educators considering generative AI: What conceptual knowledge or skills should students deeply learn; Can we incorporate GenAI tools and n
• ASR read-aloud compare-and-repeat self-study strategy for pronunciation practice - A self-study routine in which learners select a sentence from a set passage, activate ASR (e.g., the microphone icon in Google Documents or the Google Translate and Papago keyboards), speak the senten
• Assess accuracy and strategy use on one-half fraction items at the end of Grades 4 and 5 to identify students needing additional fraction support - The authors propose a screening strategy grounded in their finding that one-half items are easier than non-half items for most children but not for those with MLD.
• Assess AI competencies continuously with formative quizzes, peer review, reflective journals, real-world summative projects, and portfolios - The chapter recommends continuous evaluation of AI competencies to track student progress across the framework's dimensions.
• Assess all students and form small groups with similar abilities so phonological awareness instruction can be provided at the appropriate level - For early literacy, the paper describes the predominant evidence-based approach to teaching phonological skills as a personalized one: "to assess all students and create small groups with similar abil
• Assess and adjust for differences between the study sample and the target population - The guide directs researchers to compare the recruited sample against the target population and to make statistical adjustments where the two differ.
• Assess and Differentiate - Assess both content knowledge and academic language proficiency, then use the results to differentiate instruction through varied processes, products, and scaffolds.
• Assess and promote cognitive flexibility skills from fourth grade onward, when they become predictive of academic performance - Based on their finding that flexibility uniquely predicted achievement only in Grades 4 and 6, the authors recommend that "cognitive flexibility skills may be particularly important for older students,
• Assess and target discourse-level oral language and transcription skills to locate and address sources of writing difficulty - Because the study found a complex array of potential sources of breakdown in writing development, the authors recommend that instruction and assessment focus on the two upper-level skills that directl
• Assess and use creativity as a compensatory strength in ADHD children - The authors recommend that educators and clinicians evaluate creative potential in children with ADHD and build on it, rather than focusing only on deficits.
• Assess Arabic numeral identification and symbolic magnitude estimation to identify children likely to struggle with math - The article recommends early identification of math risk through assessment of symbolic number skills, given their robust longitudinal prediction across the ability range.
• Assess childhood abuse history and use trauma-informed assessment when students show ADHD-type problems, and screen children with abuse histories for ADHD - The authors recommend that education and health care professionals assessing students with ADHD-type problems also assess childhood abuse history, and conversely that practitioners working with maltre
• Assess children's interpretations of stressors, environmental predictability, and cues of safety alongside event exposures to elucidate mechanisms of early adversity - The review recommends moving beyond event-based assessment of early life stress by incorporating factors that influence children's interpretation of stressors.
• Assess disruption and reclamation with rubric levels of adaptability and automated disruption-reclamation profiles - The paper recommends assessing learners' responses to lost or compromised opportunities through rubrics describing levels of adaptability, from disengagement to transformative reclamation that improve
• Assess district capacity (students per teacher and class periods per day) and learn from early implementer districts before scaling credit-requirement changes - The report suggests state leaders assess districts' capacity to implement the CCR graduation requirements and explore ways to strengthen it, since early implementers had "fewer students per teacher an
• Assess executive functions in group-based naturalistic school settings rather than individualized lab-like sessions - The article argues that directly assessing executive functions in group-based school settings improves ecological validity over individualized assessments in labs or quiet school rooms, and over adult
• Assess fidelity separately for instructional components and include student application when evaluating strategy instruction - The article recommends redesigning fidelity measurement so that quantitative predictors capture instructional quality.
• Assess Fluency Components - Assessing fluency by attending to accuracy, efficiency, flexibility, and the learner's experience, rather than accuracy alone or via timed testing.
• Assess GenAI misconduct evidence against three probative credentials — relevance, credibility and inferential force — before imposing sanctions - The study adapts a legal-scholarship evidence credentials framework for institutional misconduct decision-making, evaluating each discrete evidence item on "relevance (whether it matters to the questi
• Assess motivational development with multi-faceted, ongoing, longitudinal measures including scaffolding observation - The article recommends a "multi-faceted, ongoing assessment strategy" combining quantitative and qualitative measures: self-report questionnaires, interviews, reflective journals, and observations.
• Assess process over product using staged, connected tasks with iterative evidence - This strategy designs assessments as sequences of interconnected tasks with guidance at each stage, assessing the workflow rather than only the final output.
• Assess reading fluency difficulties in accurate decoders by evaluating working memory and response-selection speed, not just decoding accuracy - Because children with ADHD who decode accurately can still show inefficient reading fluency, the article recommends that evaluation of fluency problems among accurate decoders include measures of work
• Assess robustness of non-experimental composition findings with impact thresholds for confounding variables - The article demonstrates a sensitivity-analysis strategy for observational school-composition research, where unmeasured confounding is a persistent threat.
• Assess self-efficacy with ordered, domain-specific task hierarchies and brief exposure to sample tasks - The paper describes adapting Bandura's phobia-hierarchy assessment for academic domains: tasks are selected and ordered in difficulty within a domain (e.g., fraction problems ordered by number of term
• Assess sleep problems early in primary school and provide preventive intervention, including sleep hygiene education, to protect later academic performance - The article recommends that schools and services attend to children's sleep difficulties because persistent problems predict later poor academic performance.
• Assess social and group flow in real time through non-intrusive observation instead of interrupting learners with self-report surveys - To minimise disruption to flow and reduce recall bias from retrospective self-report, the study used a non-intrusive, real-time observational approach: two authors independently coded behaviours, verb
• Assess team readiness across leadership, facilitation, communication, shared understanding, and capacity before starting - Before beginning the guide's chapters, teams complete a readiness assessment evaluating "your district's collective skills, knowledge, and support for alignment and coherence of whole-person initiativ
• Assess whether and how the planned intervention is implemented - A core strategy the guide recommends is measuring fidelity and enactment: researchers should 'assess whether and how the planned intervention is implemented' as part of the impact study.
• Assess youth learning through journals, observation, discussion, and applied reflection products - The guide recommends multiple formative assessment and reflection channels rather than tests.
• Assessing and Differentiating Language Skills in PBL - Assessing and differentiating language skills in project-based learning (PBL) involves evaluating not only content knowledge but also language proficiency.
• Assessing Needs and Wants with Likert Scales - Using five-point Likert-scale items to quantitatively measure learner interest, confidence, and perceived understanding for instructional planning.
• Assessment design levers that make learning visible and reduce the payoff from generic generated text - The article recommends concrete levers: staged submissions (proposal, outline, annotated bibliography, draft, final) that create a record of development; short oral or in-class verification with stand
• Asset Based Teaching - A pedagogical approach that plans instruction around learners' strengths, backgrounds, and capabilities rather than their deficits, positioning every learner as someone with knowledge to share and con
• Assign a compensated navigator to each family to connect English learner households with learning and support services - The guide recommends assigning a "navigator" to each family, particularly for students learning remotely.
• Assign a counselor/mentor who continuously monitors students and coordinates multi-context support - ALAS assigns each student a counselor/mentor who monitors attendance, behavior, and academic achievement, provides feedback to students and families, serves as a student advocate, and intervenes when
• Assign a dedicated site expert and site-developed professional learning plan when implementing Imagine Language & Literacy - The program's stated implementation supports are a dedicated on-site facilitator and customized professional learning.
• Assign a language function to each 5E phase (describe, compare and contrast, classify, classify with justification) and align language objectives with science objectives - The Montebello project added a language column to the 5E template so teachers identified the major language focus of each lesson phase.
• Assign adult learners to heterogeneous cooperative learning groups mixing ability, ethnicity, gender, perspective, and language - The report describes how program participants are placed into cooperative learning groups: "Program participants are placed in cooperative learning groups heterogeneously by the instructors." Groups a
• Assign and rotate role interdependency (leader, writer, task guard, text guard) to support sharedness in scripted collaboration - The strategy assigns each group member a distinct informational role across script scenes: the leader guides discussion and holds reading-strategy information, the writer records group decisions, the
• Assign diverse production roles in multimedia teams - Structure multimedia production so students take diverse roles, including writer, painter, video editor, audio mixer, and computer operator, supported by a constructed role structure and role assignme
• Assign end-of-unit letter-writing tasks summarizing science concepts for a chosen audience - A concrete implementable activity: after completing a science unit, students summarize the major concepts in the form of a letter addressed to a specified audience (younger students, peers, or teacher
• Assign guided or scaffolded note-taking to be completed while watching lecture videos to keep video viewing active rather than passive - Instructors in the case study courses assigned guided lecture outlines or note-taking activities that students completed while watching recorded lectures and submitted for credit.
• Assign points of contact and use vendor-supported professional development when implementing i-Ready Personalized Instruction - The summary recommends designating points of contact to assist with initial set-up and disseminate communications, supported by i-Ready Partners throughout implementation, and using Curriculum Associa
• Assign small mixed-ability groups and manage group functioning and rotation for collaborative feedback tasks - For CFTs, the article recommends assigning students to small groups of two or three, mixing more capable with less capable students so a more knowledgeable peer can help, negotiating group membership
• Assign speculative theory-fiction writing to build students' capacity for ecologically just futurity - This performative writing assignment tasks students with composing speculative theory-fiction, fusing the speculative imagining of science fiction with theorizing as practical application of existing
• Assign tiered fiscal responsibility: education funds Tier 1 and some Tier 2 supports, while the health system funds expanded Tier 2 and Tier 3 services - The brief recommends structuring sustainability so that schoolwide programs (Tier 1) and some limited targeted interventions (Tier 2) are the education system's fiscal and implementation responsibilit
• Assign trained adult advocates with low caseloads to students at risk of dropping out - The guide's second recommendation pairs at-risk students with a trained adult who acts as a case manager, addressing academic and social needs, communicating with families, and advocating for the stud
• Assigned Readings - Assigning texts for learners to study before class or instruction, so contact time can build on rather than deliver foundational content.
• Association - Association is a mnemonic device that links new information to something already known to make it easier to remember.
• Assume Support - Approach every family as willing and capable of supporting learning, while recognizing that capacity to engage varies widely — design outreach and expectations accordingly.
• Asynchronous Voice - Learners hold spoken discussions through voice-messaging tools (e.g., Voxer, VoiceThread), contributing whenever convenient rather than in real time.
• Attach micro-credentials to district initiatives, incentives, and job-embedded structures to strengthen professional learning systems - Across the four cases, organizations gained traction by aligning micro-credentials to existing initiatives and giving them real value: BCPS tied them to S.T.A.T.
• Attach task-specific pedagogical system instructions to each training example - Following the idea of pedagogical instruction following, each selected training example is associated with a task-specific system instruction that explicitly describes the desired response behavior, d
• Attend to a set of interrelated engagement-support factors when designing remote and hybrid instruction - This strategy directs educators planning remote or hybrid instruction to consider a set of identified engagement-support factors rather than treating engagement as a single lever.
• Attend to both SEL status and SEL growth when identifying students who may need supports to stay on track to graduate - This strategy recommends that early-warning identification of at-risk students should not rely only on a single timepoint SEL score.
• Attention Breaks - Practice attentive behavior during non-crucial times during the school day.
• Attention Check - An attention check is a brief, instructor-initiated pause in which students notice where their attention is and practice redirecting it deliberately.
• Attention Signals - A pre-taught auditory, visual, or verbal cue that instructors use to quickly regain learners' focus and quiet the environment before continuing instruction.
• Attentional training interventions may improve public speaking performance for speech-anxious individuals - The authors suggest that "interventions aimed at improving public speaking might focus on the role of attention." They review evidence that attentional training can improve emotion regulation through
• Attribution Retraining - A motivational intervention that guides learners to reattribute failure to controllable, changeable causes (effort, strategy) rather than fixed ones (ability, luck).
• Audio + Structured Activity - Students engage with audio resources (music, podcasts, voice-recorded lectures) accompanied by a structured activity.
• Audio Books - Audio books provide an auditory learning experience where the text of a book is read aloud, allowing learners to listen instead of or in conjunction with reading.
• Audio Commentary - Instructors or learners record spoken feedback on work, delivering personalized commentary that carries tone, nuance, and detail beyond what written comments typically achieve.
• Audio Feedback - Delivering formative feedback on learner work as spoken audio recordings rather than written text.
• Audiobooks - Allowing learners to listen to professionally narrated recordings of texts as an alternative or supplement to print reading.
• Audiobooks & E-books - Audiobooks and e-books enhance literacy skills, comprehension, and engagement, especially for emerging readers, English language learners, and students with reading challenges.
• Audiobooks for Literacy Reinforcement - Audiobooks reinforce literacy skills, comprehension, and reading enjoyment by giving learners access to texts in audio form, with or without accompanying print.
• Audit AI vocal-assessment systems for bias, transparency, privacy, and recording-context robustness before evaluative use - The article identifies conditions for responsible assessment: algorithmic bias may arise from evaluative assumptions embedded in what a system rewards, so a system optimized for smoothness or acoustic
• Audit educational LLM deployments for differential treatment before serving marginalized learners - The authors recommend that "Educational deployments require urgent auditing, as safety alignment may actively harm vulnerable populations." Concretely, they propose "developing culturally-equitable al
• Augmented Reality (AR) for Manufacturing Training - AR overlays step-by-step instructions, diagrams, and media onto the physical work environment via headsets or smartglasses while a trainee performs the task.
• Augmented Reality (AR) for Medical Education and Training - AR overlays interactive 3D anatomical and procedural content onto the real world or the patient, enabling anatomy learning, simulation-based skills practice, and low-stakes surgical rehearsal.
• Augmented Reality (AR) for Military Training - AR overlays virtual objects and scenario elements onto real training environments, allowing soldiers to rehearse tasks more frequently, safely, and cheaply than live exercises permit.
• Augmented Reality (AR) for Space Industry Training - Augmented reality overlays digital work instructions and 3D visualizations onto the physical workspace, supporting astronauts and ground crews in complex maintenance, assembly, and exploration-prepara
• Augmented Reality (AR) in Classroom - Overlaying interactive digital content onto the physical classroom environment to make abstract content manipulable, visible, and engaging.
• Authentic Audiences and Purposes - Designing tasks so learners produce real work for real readers, users, or decision-makers beyond the instructor, with a purpose that matters outside the classroom.
• Authentic Learning Tasks - Tasks that mirror the complexity, context, and purposes of real-world performance so learners practice knowledge in the conditions where it will be used.
• Authentic Writing Tasks - Writing assignments that mirror real-world purposes, genres, and audiences so that composing serves a genuine communicative goal rather than a display of knowledge for the teacher.
• Authorizers identify distress using existing data and professional judgment rather than new data collection demands - The report states that identifying schools in distress 'does not require vast reams of data or an increase in demands on schools'; for many authorizers it 'simply means looking at existing data differ
• Authors' Chair - A structured sharing routine in which students read their writing aloud to the class and respond to peer questions and feedback.
• Automate self-affirmation essay coding with a fine-tuned model while double-coding a random sample for reliability - The article recommends a structured workflow for scaling coding of open-ended student reflections: train the model on coded essays, validate reliability with sample human coding, apply it to new sampl
• Automated assessment outputs must retain human monitoring and never serve as official grades or sole decision bases - An ethics and privacy requirement the article states for any future use of the dataset in automated assessment.
• Automatic enrollment into advanced coursework with an opt-out option - The brief recommends automatic enrollment policies with an opt-out option, "so students identified through any measure can be enrolled without having to opt in." This removes the opt-in barrier that c
• Automatic enrollment of historically underrepresented students into dual enrollment as part of pathway sequences - Recognizing that historically underrepresented students often do not self-select into advanced coursework, approximately one third of OUSD's schools "take a proactive approach by using automatic enrol
• Automatically enroll high-performing sixth graders in advanced math, with parent opt-out, to circumvent educator bias in referral - Texas SB 2124 requires districts to automatically enroll sixth grade students who scored in the top 40% on fifth-grade STAAR or a comparable local assessment into advanced math, unless a parent opts o