Strategies: D 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

• "Document Outline" Tool - Students use the "Document outline" tool in Google Docs to extract evidence supporting the main ideas they've found in a text.
• Daily 5 - A classroom management and literacy framework in which students rotate through five purposeful independent literacy tasks while the teacher delivers small-group or individual instruction.
• Daily Behavior Report Cards - A daily rating of a student's behavior targets, communicated to the student and home, used to monitor, reinforce, and improve classroom behavior.
• Daily Class Schedules - Structuring the school day with specific time allocations for subjects and activities to maximize instructional time and match demands to student energy and attention.
• Daily Math Facts Practice - Beginning each math lesson with short, spaced practice sessions to build automatic retrieval of arithmetic facts.
• Daily personalization routines: greeting students, short conferences, open-door policies, office hours, active listening, and authentic affirmation - This strategy packages the brief's everyday classroom routines for deepening student-teacher relationships: greeting students as they arrive, holding short conferences during instructional or advisory
• Daily Review - Daily review is a strategy where instructors begin lessons with a short (5-10 minute) review of previously studied material.
• Data activism through intentional participation, student-centric learning analytics, and storytelling - The article advocates data activism, defined via Milan and Van der Velden as action that tangles with new forms of information and knowledge production and can be seen "as an exercise in creating alte
• Data Driven Dialogue - A structured, facilitator-led conversation protocol in which educator teams move through predictable phases — predicting, observing, and inferring — to explore student data before jumping to conclusio
• Data Driven Inquiry - A collaborative cycle in which educators analyze student learning data to identify gaps, hypothesize causes, and adjust instruction.
• Data Driven Instruction - Using ongoing evidence of student learning to select, adjust, and differentiate instruction rather than relying on pacing guides or intuition.
• Data-Based Decision-Making for Core Instruction - Teachers systematically collect, analyze, and act on student performance data to adjust Tier 1 (whole-class core) instruction.
• Data-driven decision-making practices in tutoring programs - The Coaching Specialist "supports all data-driven decision-making practices (e.g., eligibility; graph interpretation; exit decisions)".
• Daytime Blue Light Exposure - Exposure to blue-enriched light (sunlight, full-spectrum LEDs, blue-enriched white lamps) during the day increases alertness and supports cognitive performance by entraining the circadian system, part
• DCPS recommends regular AP teacher participation in the Advanced Placement Summer Institute to promote quality AP instruction - To promote quality instruction in AP courses, DCPS recommends that AP teachers participate regularly in the Advanced Placement Summer Institute (APSI), a staff-training program for AP teachers.
• De-centering: reject the focus on Western ideologies and promote the target audience's culture and learning needs - De-centering is a concrete team practice for limiting cultural bias in design.
• De-emphasize Answers, Emphasize Reasoning - Spend more time on reasoning than on finding the correct answer.
• De-emphasize Behavioral Factors - Remove non-academic criteria such as behavior, effort, and participation from grades so that grades reflect only academic mastery of learning goals.
• Dealing with Feelings - A structured self-reflection strategy in which adults learn to recognize, express, and self-soothe the emotions that arise when they make mistakes, compensating for emotional guidance they did not rec
• Debate - Learners argue assigned positions on a contested question, responding to opposing arguments under structured rules.
• Debate entre grupos asignados a los modelos geocéntrico y heliocéntrico para explorar explicaciones alternativas de los mismos fenómenos - Tras leer textos que presentan las diferentes cosmovisiones sostenidas a lo largo de la historia, cada grupo de alumnos recibe uno de los dos modelos teóricos y confecciona una lista con los argumento
• Debate for the Opposite Team - Learners are assigned to argue a position that is opposite to their own, requiring them to see things from a different perspective.
• Debriefing - A structured reflective conversation after an experience (simulation, case, discussion, or task) that converts doing into durable learning.
• Debriefing Emotional Experiences - A structured end-of-day discussion in which each learner names an emotion they experienced, shares its context, and hears peers do the same.
• Decide what stays constant and what varies, based on the research goal, before scaling across contexts - The article recommends that "Scalable implementation requires thoughtful decisions about which aspects of the learning environment should remain constant and which should vary, based on the research g
• Decide whether to use demographic predictors case-by-case based on context: risk of discriminatory decision-making, who holds final choice, and stakes - The article offers a contextual decision framework rather than a blanket rule.
• Decision-rule guidelines for interpreting HLS responses, including weighted thresholds and preponderance-of-evidence profiles - The paper summarizes guidelines for turning HLS responses into identification decisions.
• Decodable Text Reading Practice - Practice reading texts deliberately written so that most words contain only phonics patterns already taught, allowing learners to apply decoding skills rather than guess.
• Decodable Texts - Texts deliberately restricted to grapheme–phoneme correspondences and high-frequency words that students have already been taught, so early readers can decode rather than guess.
• Decoding Drills - Short, repeated, timed practice exercises in which learners apply letter–sound correspondences and blending routines to read words accurately and automatically.
• Decomposition-based optimization separating provincial subproblems from regional coordination for large-scale school planning - To improve scalability on large regional instances, the article introduces a decomposition-based optimization strategy.
• Dedicate more staff time to homeless liaison responsibilities and designate school-site liaisons to improve identification and reengagement - The report recommends districts improve identification of students experiencing homelessness by dedicating more staff time and resources to McKinney-Vento liaison responsibilities and by designating s
• Dedicate time each day to math and integrate math instruction throughout the school day - The guide's fifth recommendation tells teachers to "Dedicate time each day to teaching math, and integrate math instruction throughout the school day." Its sub-strategies are to plan daily instruction
• Default school-listing sort order to academic performance rather than distance from home - A specific, implementable interface strategy: when presenting school options to parents, set the default ordering of listings by academic performance rather than by proximity.
• Defense suite for persona skills: online sanitization, post-hoc adversarial obfuscation, and semantic backdoor watermarking - AntiSkillBench designs and evaluates four defense configurations intervening at different stages of the persona-skill lifecycle, covering "online versus post-hoc intervention and active risk suppressi
• Define and Apply Ethical Responsibility - Making the ethical obligations of a domain explicit, then having learners apply them to concrete, contested cases rather than affirm them in the abstract.
• Define correctness explicitly in LLM-as-a-judge prompts, offering behavior-focused and construction-focused rubric variants - The LLM-as-a-judge approach prompts the model with the program description, the code line with its number, and the student explanation, asking only for a correctness judgment.
• Define emergencies with flexibility and trust rather than rigid proof-based criteria - This strategy sets broad guiding principles for emergency aid eligibility — focusing on short-term, unexpected disruptions to enrollment — instead of rigid definitions.
• Define institutional value from the bottom up, incorporating learning outcomes, community engagement, and career readiness beyond earnings thresholds - The article recommends that higher education leaders on campuses and in state governments define what value means for their students and communities.
• Define the target population as the first step in designing a generalizable impact study - This strategy comes from a practical guide for researchers designing education impact studies.
• Delay speaking practice and emphasize listening comprehension in adult language training - The digest's conclusion recommends an approach stressing receptive skills, particularly listening, before productive skills for older learners.
• Deliberate Play - Structured yet intrinsically motivating play activities designed to develop skills and enjoyment simultaneously, typically in early-stage skill development.
• Deliberate Practice - Deliberate practice involves focused, strategic efforts to improve specific skills or knowledge areas.
• Deliberately bridge student experience data work across tools, initiatives, and partner organizations - Participants recommended making deliberate connections between student experience data work and other district tools and initiatives—such as the Continuous Improvement Work Plan (CIWP), the RigorWalk
• Deliberately scaffold AI-output verification habits rather than assume they develop alongside rising AI use - Because increased AI use in this engineering mechanics cohort did not uniformly translate into increased checking of AI outputs, the authors recommend that instructors treat verification as a habit to
• Deliver A2i professional development through a 90-minute launch session, grade-team Literacy Huddles, and individualized coaching sessions over a 3-year rollout - This professional development strategy combines a 90-minute getting started with A2i session in the fall, "up to 6 virtual meetings known as A2i Literacy Huddles" conducted with grade-level teams and
• Deliver AI tutor explanations in learners' native language as a prerequisite for meaningful educational access - Because foreign-language delivery of technical content significantly reduces content and language learning outcomes, the article recommends AI tutoring systems explain programming errors in the learne
• Deliver AI-generated visual explanations adaptively based on learner engagement profiles rather than uniformly - The article recommends moving beyond a single representation for all learners: "A single rep- resentation is unlikely to benefit all learners equally, and adaptive delivery based on, for example, enga
• Deliver clear, simple, consistent early messaging to K-12 students and parents about college affordability, preparation, enrollment, and completion - The Guidebook identifies early messaging as a hallmark of College Promise programs: "One of the features of College Promise programs is the clear, simple, and consistent messaging to K–12 students and
• Deliver examples with fading (completion strategy) and random (interleaved) sequencing, and promote active processing via self-explanation, subgoal labeling, and comparison - The review's design and delivery recommendations: use completion problems with increasingly more learner-completed steps as a bridge from examples to problem solving, preferably backward fading; seque
• Deliver FF tutoring and family engagement through a distance-learning version when in-person schooling is disrupted - The report describes a distance-learning adaptation of Future Forward designed so that "students and families can continue to receive literacy supports during the pandemic." EA designed this modified
• Deliver Getting Ready educator training and coaching through virtual formats - The program's implementation model is a two-part virtual professional development strategy: educators first receive "initial training and ongoing coaching to build program capacity." Initial training
• Deliver growth mindset messages once, near the start of college or around first exams, in roughly 30-minute sessions - An implementable delivery recipe drawn from the six studies meeting WWC standards: "Growth Mindset interventions in postsecondary settings typically occur once, either at the start of a student's firs
• Deliver high-dosage tutoring as recurring 30-minute sessions two to three times per week over 12 weeks - The article's dosage model schedules tutoring "two to three times per week for 30-minute sessions over a 12-week period," and reports that students reaching the recommended dosage of 20 or more sessio
• Deliver learning through asynchronous out-of-band channels that preserve developer flow - The article recommends that learning interventions "surface through out-of-band channels such as asynchronous queues, feeds, or peripheral panels, rather than through blocking dialogs or interruptive
• Deliver low-intensity parental engagement support via short, actionable school text messages rather than apps or face-to-face sessions - The article positions text messages as a low-cost, nonintrusive channel for supporting parents who face barriers to structured programs: the 160-character limit enforces concision, and parents attend
• Deliver PA Lessons in small groups of 4-5 students with one teacher, supported by 90-minute virtual training - The article specifies the delivery conditions under which the program is intended to work: it is "Best used in small group settings with 1 teacher to 4-5 students", teachers receive a "90-minute virtu
• Deliver PLL as small-group Tier 2 instruction with one teacher per 4-5 students - The article specifies staffing requirements for implementing the 95 Phonics Lesson Library: it is best used in small group settings with 1 teacher to 4-5 students, as a Tier 2 intervention for student
• Deliver professional development through a 2-week summer institute followed by year-long on-site coaching - AMSTI's professional development model combines an intensive summer training session with sustained on-site coaching during the school year.
• Deliver Readable English as whole-class and small-group instruction within the regular ELA block - In the qualifying study, the intervention was delivered "as a whole class and in small groups during the regular ELA instruction block", so students did not lose core ELA time to receive it.
• Deliver RGR instruction via incremental self-paced online professional development completed before and after instruction begins - The RGR professional development model spreads a small time commitment across the implementation timeline: "PD includes five self-paced, interactive online courses (approx.
• Deliver salient, personalized ability signals to encourage educational investments - The paper recommends using customized signals of ability, such as a message in students' test-score results reports signaling their "potential to succeed in Advanced Placement (AP) coursework," as a l
• Deliver scalable socio-emotional support in ITSs via LLM-based mindful chat, breathing exercises, and mindful hint language - The article recommends embedding mindfulness into structured ITSs through LLM-driven interactions rather than instructor-led programs: a context-sensitive mindful chat between math units, brief guided
• Deliver school-based, job-embedded professional learning in varied well-matched formats - The blueprint's professional learning dimension specifies that high-quality professional learning is school-based and job-embedded, for example in grade-level or discipline-specific professional learn
• Deliver sleep education at school to improve sleep, cognition and academic performance - Sleep education delivered at school is a classroom-based intervention in which children learn about sleep and its role in learning.
• Deliver social isolation and loneliness interventions for older people as group activities with educational or support input, targeted at specific groups - The review's synthesis supports delivering interventions as group activities that include an educational or support input and that "target specific groups" of older people, rather than generic one-to-
• Deliver social-emotional skills through short, frequent structured lessons with teacher manuals and parallel parent handbooks - The program's delivery model pairs brief, frequent classroom lessons with structured support materials: teachers follow detailed manuals for 140 lessons of 15-20 minutes per year (4 days per week), us
• Deliver structured CT centring training and integrate automated positioning technology with retained professional expertise - The article recommends structured training programmes and broader adoption of automated positioning technology to address persistent knowledge gaps and practice variability in CT patient centring.
• Deliver supplemental reading instruction in small pull-out groups of two to three students with extra time for English vocabulary explanation - In the reviewed study, the supplemental Reading Mastery instruction was delivered as a pull-out lasting 25-30 minutes a day, with most instruction conducted in groups of two to three students, though
• Deliver vision services and glasses directly at school to increase ownership and use of corrective lenses - The article recommends partnering with schools so screening, exams, and glasses delivery happen on campus, because this removes cost, logistical, and stigma barriers.
• Deliver Xtreme Reading professional development through a 5-day site training followed by monthly implementation coaching - The review describes a specific professional development model: training is "conducted by professional developers proficient in the curriculum," beginning with "5 days of instruction (3 days in summer
• Demonstrate commitment to fairness and collaborative practices when recruiting districts and schools - This strategy directs researchers to show commitment to fairness and collaborative practices when recruiting districts and schools into impact studies.
• Demonstrate solution benefits through participant perspectives, direct experience, and foregrounded student voice - Because longer-term equitable student outcomes lag behind implementation, the article recommends substantiating benefit through direct participants' perspectives, firsthand experience such as live dem
• Demonstrate teaching competencies through performance-based artifacts - The article specifies that micro-credentials are "Performance-based—demonstrated through artifacts," listing lesson, project, and unit plans; student work samples; teacher and student reflections; obs
• Demonstrating Caring - Demonstrating caring communicates sincere personal investment in learners through everyday actions and words, building the relational trust that underpins motivation, persistence, and classroom climat
• Demonstration-Based Flipped Classroom - Instructional demonstrations (often screencasts) are assigned as pre-class homework, freeing class time for guided practice, feedback, and problem-solving.
• Demystification of Learning Challenges - Explaining to learners how memory, attention, and learning work — especially when they struggle — so they can interpret difficulties accurately and adopt effective strategies.
• Departmentalizing upper elementary instruction as a potential strategy for resource efficiency, achievement, and retention - The report describes departmentalizing as assigning upper elementary grade teachers to "teach their strongest subjects to multiple classes" rather than teaching all subjects to a single class.
• Departments seeking persistence should take inventory of interpersonal connections and build structures that encourage them - Based on the finding that interpersonal relationships were the most common reason cited for belonging or its absence, the authors recommend that a department "interested in increasing persistence rate
• Deploy a graphical argumentation tool across activity phases to build dialogical skills - This strategy implements the article's design move: introduce a graphical tool such as Digalo inside a deliberately phased activity so that learners practice dialogical skills, especially argumentatio
• Deploy a minimal baseline chatbot to bootstrap its own annotated evaluation corpus and improve incrementally - The article proposes an incremental methodology in which a minimal deterministic baseline is deployed in production and its logged questions, annotated post-hoc, become the training and evaluation res
• Deploy a portfolio of research-based strategies — service scholarships, residencies, Grow Your Own programs, mentoring and induction, and compensation reform — to strengthen the teacher pipeline - The report's policy recommendations lay out an interlocking set of strategies: "Subsidize access to high-quality preparation programs by funding service scholarships and/or loan forgiveness for teache
• Deploy agentic AI in education with transparency about agentic decisions, human oversight and institutional responsibility - The review recommends that deployment of agentic AI in education be governed by transparency, privacy and oversight mechanisms.
• Deploy AI misconception screening in a risk-stratified way: revise vulnerable question values at authoring time, pair AI screening with mark-scheme-style reference reasoning, and use follow-up probing questions rather than binary classification - The paper's implications-for-practice section recommends "risk-stratified deployment rather than uniform automation".
• Deploy AI-assisted classroom observation as a complementary first-pass screening and reflection tool, with raters retaining interpretive judgment - The article recommends positioning AI-assisted observation as a complement to, not a replacement for, trained human observers.
• Deploy AI-generated videos for simple, supplemental, and visual content without displacing instructor presence - Based on student perceptions in this study, the authors conclude that "AI videos can play a meaningful role in computing education without displacing instructors' presence that students value." Studen
• Deploy Amira as a browser-based program integrated with district systems through Single Sign-On and automated rostering - Amira is a browser-based program requiring no special software, working on Chromebooks, PCs, Macs, iPads, and tablets.
• Deploy an educational chatbot to give students instant question-and-answer support outside class when teacher interaction time is limited - The article recommends providing suitable learning tools for out-of-class biology study because teachers "do not have enough class time to interact with students, and students often do not have the op
• Deploy automated analysis tools to support tutors' time-consuming analysis of CSCL conversations - The article recommends automated collaboration-assessment tools because, as CSCL gains broader usage, analyzing chat conversations manually burdens tutors.
• Deploy diffusion-based centralities to monitor productive discussion and academic success in CSCL - The article recommends using diffusion-based centralities as practical learning-analytics indicators for educators monitoring CSCL forums: "Diffusion-based centralities are feasible to calculate, impl
• Deploy federal recovery funding to support recovery, accelerate learning, and transform schools - The webinar recommends that policymakers and education leaders use the pandemic-era influx of federal funding as an opportunity for recovery and systemic change.
• Deploy FH2T as supplemental practice with GM tools integrated into teacher instruction - The article recommends using FH2T as a supplemental instructional tool for practicing foundational math skills, with the game usable independently by students.
• Deploy fine-tuned compact local 8B LLMs as free classroom and home story generators with adult human oversight and safety filtering - The article recommends that teachers, parents, and children use fine-tuned local 8B models in classrooms and at home to generate K-2 reading stories, because fine-tuning and inference costs are signif
• Deploy GenAI for continuous longitudinal analysis of student development to enable ipsative feedback, and scaffold feedback literacies for all students - The authors recommend starting from known feedback challenges and asking what role GenAI can play.
• Deploy high dosage tutoring as a strategy to address post-pandemic academic risk - The brief presents high dosage tutoring as "one strategy to address the needs" of the increased share of at-risk students after the pandemic.
• Deploy LLM-based slide feedback dashboards before oral presentations so students can iteratively revise slides when teacher feedback is infeasible at scale - The article recommends combining LLM-based analysis with Learning Analytics dashboards to deliver timely, rubric-aligned formative feedback on slides before the oral presentation, addressing the probl
• Deploy ML-based early-warning prediction to shift retention support from reactive to proactive intervention - The article recommends that institutions use machine learning predictions of withdrawal risk to trigger timely, personalized support (academic guidance, financial assistance, mentorship) before studen
• Deploy prevention and intervention supports for underachieving gifted students - The brief enumerates practices found successful in preventing or reversing gifted underachievement: early screening and identification (as early as kindergarten), meaningful extracurricular activities
• Deploy quantized adapted small models offline with a teacher in the loop rather than as autonomous graders - The article recommends deploying the adapted, quantized 4B model as an offline binary for local inference in resource-constrained environments, but explicitly positions it as an assistive tool: Physic
• Deploy service scholarships, loan forgiveness, and teacher residencies to staff high-need fields and schools - The report recommends service scholarships and loan forgiveness that "cover all or a large percentage of tuition; target high-need fields and schools; recruit academically strong and committed teacher
• Deploy simulated students in four directions: teacher training, social learning, data generation, and content evaluation - The article organizes promising applications of LLM-based simulated students into four directions, noting they share three unifying benefits: scalability beyond human availability, safety via risk-fre
• Deploy soft barriers transparently: institutional approval, policy-level disclosure, and accessibility testing - The paper's responsible-use recommendations state that deployments of Unicode barriers should be institutionally approved and tested for accessibility, since zero-width characters can affect screen re
• Deploy spaced-repetition vocabulary practice as a low-burden daily supplement of a few minutes without changing existing pedagogy - The article recommends using computer-based spaced repetition as a supplementary activity that takes only minutes a day and requires no modifications to usual classroom pedagogy.
• Deploy the card list form in rating situations where order-of-merit ranking is the only applicable method - The article identifies application settings for the form: "There are still a great many situations in which the order of merit method is the only one applicable," notably "experiments in mutual rating
• Deploy the LoA repeatedly over time with real-time aggregate reporting within a community that owns the data and process - The article recommends that a professional community access the LoA on an ongoing basis at critical decision points, using online real-time aggregate reporting to document and inform collaborative pro
• Deployment priorities for classroom AI feedback tools: latency ceiling, adaptive onboarding, and verifier transparency - Based on their user study, the authors recommend three deployment priorities for classroom AI feedback systems: meeting a sub-15-second latency expectation via inference batching and on-device caching
• Derive design principles, measurement recommendations, and testable predictions for embodied STEM instruction from the cognitive load account - The commentary positions its account as generative for research and design, stating: "This account yields concrete design principles, measurement recommendations, and testable predictions for embodied
• Derive research guidelines for hypermedia learning from reviewed findings and the sensible-use claim - The article's forward-looking recommendation is that future research on hypermedia learning be guided by the findings it reviews and by the corresponding claim that hypermedia may be effective only if
• Derived Facts - Learners generate unknown facts from facts they already know, using reasoning strategies rather than rote recall.
• Describe a support system's design intent by asking against whose Synthesis or Analysis it elicits a structural gap - The paper proposes using the four-types vocabulary as a diagnostic question for any AI-era support system: "by what function, and against whose mapping—Synthesis or Analysis—does the system seek to el
• Describe AI instructional role and learner–AI interaction design in detail (prompts, scaffolds, modality, dialogue structures) - For the AI Role and Interaction domain, the article recommends a concrete reporting practice: "authors should describe not only the AI system’s instructional role but also the design of learner–AI int
• Describe and model age-appropriate writing strategies, sequencing basic strategies before complex ones - The guide advises matching strategy instruction to grade level: "Focus on basic strategies, such as POW (Pick ideas, Organize their notes, Write and say more) and brainstorming and ordering, in 1st or
• Describe coaching components, collect fidelity and maintenance data, and explore school-personnel and technology-based coaching in future coaching research - The review's implications for future research recommend that researchers carefully describe components of the coaching package used, such as coaching dosage and location, to increase accurate replicat
• Descriptive Feature Chart - A graphic organizer with horizontal and vertical axes used to build a structured descriptive model of an organism or object from direct observation.
• Design & Plan: build a professional learning and measurement plan to monitor implementation fidelity and evaluate impact - Step 3 directs leaders to "Collaborate with your educators and school leaders to build a professional learning and measurement plan to monitor implementation fidelity and to evaluate impact for your t
• Design a service-oriented resource allocation review using continuous improvement and design thinking, engaging LEAs and schools in design, pilot, and test phases before rollout. - The report recommends that states draw from "principles of continuous improvement and design thinking" to create a process supporting educational leaders from an end-user perspective at each design st
• Design activities that make students' AI-supported learning processes visible through reflection prompts and process documentation - Because submitted code provides limited evidence of what students did after receiving AI-generated assistance, the article recommends reflection prompts and process documentation asking students to ex
• Design adaptive teachable agents that promote sustained knowledge-building responses so learners of any prior knowledge can benefit - The article's design recommendation is to build teachable agents that pose persistent, contextually relevant follow-up questions adapted to the tutor's responses, "scaffolding tutors' elaborations and
• Design adaptive, reflexive structures at macro, meso and micro levels for a continuously learning education system - The chapter concludes that the education system itself must be capable of continuous learning and that 'adaptive, reflexive structures must be designed at all levels of the education system'.
• Design adult learning products with short lessons, visualizations, mobile-first simplicity, and contextualized content integrating basic and job skills - Based on interviews with entrepreneurs, investors, and providers, the guide recommends three product-feature priorities for adult learners.
• Design agentic AI learning platforms to support psychological needs and social-presence affordances - Based on the validated model, the article states that "AI learning platform developers can gain insights from this model to design Agentic AI-enabled learning platforms" and that instructors can draw
• Design AI as a classroom orchestration partner that helps teachers form groups, nurture conversations, and track participation without taking control - The orchestration scenario envisions a teacher-AI partnership for socially rich classrooms: the agent helps form groups, monitors participation, suggests sentence starters when students are not reacti
• Design AI coaching systems to preserve user agency, recognize vulnerability, and stop sycophantic encouragement during maladaptive thought processes - The review recommends safeguards including that AI systems respond appropriately to signs of vulnerability and direct users to professional support, and that AI "should be programmed to recognize and
• Design AI configurations that preserve generative work: feedback-only audiences, generate-then-compare, and calibrated teaching interactions - The article recommends concrete configurations that keep generative work with the learner.
• Design AI decision-support systems that are transparent, context-sensitive, and hybrid-intelligence oriented - The review derives design implications for future AI decision-support systems in higher education, stating that "the study derives design implications for the development of more transparent, context-
• Design AI educational systems that fade support and require learner justification to preserve independent problem solving - The article recommends designing AI-supported instruction that balances external assistance with the establishment of self-control, so that systems are supportive enough while still allowing independe
• Design AI feedback and task scope to leave room for open-ended creative exploration - Because GPT feedback's impact on creativity was limited, the article points to the "directive nature of GPT feedback or the structured scope of learning tasks, which may not have encouraged open-ended
• Design AI learning assistants to make the implications of AI use visible rather than restricting assistance - The article derives practical design recommendations for reducing deskilling risk without restricting LLM use: "designers should make the implications of AI use visible, make complete-answer requests
• Design AI learning systems for inspectable, contestable use: provenance, represented uncertainty, user control and epistemic plurality - The review's design implications prescribe that systems support "claim-level provenance where feasible, distinguish retrieved evidence from model-generated synthesis, and make source limitations visib
• Design AI literacy curricula that foster self-efficacy beliefs alongside technical skills to protect against overreliance - The article recommends that AI literacy curricula should not focus narrowly on technical skills, since "AI literacy curricula that focus narrowly on technical skills (how to prompt, how to use AI tool
• Design AI literacy tools with transparency in development and establish district policies for vetting AI tools - Drawing on educator concerns about bias, inaccuracies, and data privacy, the report recommends that AI tools for reading be designed with English Learners at the forefront.
• Design AI mediators with negotiable intervention, participant-controlled synthesis, and transparent role transitions that preserve human ownership of team decisions - The article's design implications hold that future AI mediators should treat intervention, representation, and role authority as negotiated rather than fixed.
• Design AI systems as relational translators and adopt friction-preserving designs to buffer asymmetric risks - The article recommends buffering the risks of asymmetric AI bonds through the relational translator human-computer interaction framework, in which the system 'relies on contextual reconstruction to pr
• Design AI tutoring behaviors that withhold solutions, prompt recall, and ask critical questions - A concrete implementable recipe drawn from what students themselves requested and from learning-science principles: feedback that withholds the solution, prompts active recall, offers alternative expl
• Design AI tutors for complementarity across role paradigms and move beyond static prompting toward dynamic learner modeling - The article's forward-looking design recommendations are threefold: use factorial designs crossing role paradigms with content domains to disentangle how an agent teaches from what it teaches; establi
• Design AI writing support to reduce ownership loss: fade AI interactions over time, generate incomplete text requiring rewriting, and make the chatbox editable - Based on their finding that AI support at different writing stages has different ownership costs, the authors present three design implications for AI writing tools: "temporally fading out AI interact
• Design AI-assisted accessibility tools for personalization, practitioner review, and cultural and contextual specificity - The article distills its findings into design implications for AI-assisted accessibility tools in special education: personalization, practitioner review, and contextual specificity.
• Design AI-assisted software engineering courses around AI-assisted projects, programming-intensive assignments, collaboration, evaluation and testing, and reflection on AI use - The article distills common building blocks for instructors designing AI-assisted software engineering courses: "AI-assisted projects, programming-intensive assignments, collaborative development, eva
• Design AI-enhanced learning management systems that explicitly target engagement across cognitive, emotional, behavioral, and social domains - The review proposes its synthesis as a design foundation: "this work offers a foundation for future AI-enhanced learning management systems designed primarily to enhance learner engagement across cogn
• Design AI-generated educational IF so quiz prompts are narratively motivated and setting changes are bridged - The article translates participant feedback into design targets: "the in-fiction motivation for why non-player characters ask the player for technical knowledge must be made explicit in the narrative"
• Design AI-integrated, ethically grounded, and adaptable business education models guided by bibliometric evidence - The study positions its findings as guidance for educational design: "This study offers actionable guidance for educators, curriculum developers, and policymakers to design AI-integrated, ethically gr
• Design AI-integration activities that set explicit expectations for AI-assisted work, integrate reflective assessments of AI outputs, and build tasks strengthening critical thinking and academic integrity - This strategy packages the article's three named activity types for integrating generative AI into an academic writing course.
• Design AI-powered informal learning tools that include diverse media types, enable collaboration, provide sources, and support different learner types - The authors derive actionable design guidelines from their empirical findings on LLM use in everyday learning.
• Design AI-powered support for international students that integrates with university systems and helps sustain community for long-term use - Based on survey and interview findings, the authors recommend moving AI support beyond short-term help toward long-term companionship.
• Design AI-related teacher professional development as practice-oriented, case-based and connected to teachers' real pedagogical decisions - Drawing on recent AI-focused literature, the review recommends orienting AI professional development toward teachers' actual practice.
• Design AI-supported programming courses with critique-the-AI phases, planned fading, and verification journals - The article's forward-looking design recommendations channel generative-AI use toward scaffolding rather than offloading.
• Design AI-supported VET environments that augment human judgment and strengthen learner agency rather than replicating human instruction (avoiding the Turing Trap) - The review's forward-looking recommendation is that "research and practice must move beyond replicating human instruction—avoiding the Turing Trap—and instead design learning environments that augment
• Design an evaluation and research framework with mapped data landscapes, program measures, and data-sharing agreements - Step 8 of the Guidebook directs teams to map their institution's data landscape, develop evaluation and research questions, identify program measures, establish data-sharing agreements, and share data
• Design and report scripted collaboration so it integrates with classroom practice: sustained interventions, and accessible participant experience - The article recommends that evaluators attend to how interventions are understood in relation to participants' prevailing classroom context, suggesting sustained interventions in which designed activi
• Design ASR-supported speaking instruction around feedback depth and reflection-task specificity rather than technical accuracy alone - Based on the finding that recognition accuracy did not trigger reflection while corrective feedback and reflection tasks did, the article recommends that "instructional design should focus on the dept
• Design assessment as information, not reward and punishment, and provide an engaging curriculum with choice and community - The digest recommends assessment practices that help students "experience success and failure not as reward and punishment, but as information," thereby avoiding the detrimental effects of grading.
• Design assessment tools to measure model components, integrate, be authorable, auto-score, and deploy on the Internet - The report states its tool design strategy directly: "Our strategy is to design assessment tools that (a) measure one or more components of the CRESST model of learning, (b) are stand-alone or integra
• Design assignments and assessment environments with observability of cognitive participation in mind - The article recommends that educational institutions design assignments and assessment environments so that cognitively relevant forms of participation leave examinable evidence.
• Design assignments that explicitly specify which tasks may be delegated to AI and which may not - The article's relational co-agency recommendation: assignment prompts, not individual students, should define the human-AI division of labor.
• Design at the Margins - Designing learning environments by centering the needs and experiences of students at the edges of a community, on the premise that solutions serving the most marginalized serve everyone.
• Design at-risk intervention emails by mapping message sentences to the four relational feedback principles with expert collaboration - This strategy turns the relational feedback framework into an implementable email recipe for at-risk students.
• Design authentic, scaffolded activities that convert students' intuitive GenAI concerns into explicit ethical competencies - The article recommends designing authentic, scaffolded assessment activities informed by students' existing GenAI use and concerns.
• Design Challenges - Learners create an artifact or solution meeting specified criteria, driving learning through the decisions required to build it.
• Design chatbots for differentiated engagement across proficiency levels, beyond simple error correction - The authors conclude that chatbot design should respond to proficiency-based differences in interaction.
• Design chatbots that begin with guided inquiry and progressively provide explicit guidance when students remain stuck - Based on the finding that combination-preferring students showed nominally more sophisticated epistemological beliefs, the authors recommend chatbots that "begin with questions, hints, or prompts for
• Design children's independent follow-up tasks so they describe what distinguishes each shape, making their reasoning visible to the teacher - The article recommends that independent work tasks be designed so the relation between children's knowledge and the intended learning object becomes visible to the teacher.
• Design citizen science projects to leverage misidentifications, spread expert participation, and train scientists and students in question-based moderation - The article's future-research section offers concrete design moves for K-5 citizen science projects: gather misidentified or unidentified spottings for student problem-solving discussions, spread expe
• Design class-wide grammar lessons from common journal errors, and let students catalogue their own errors - The author suggests two further corrective approaches.
• Design classroom practices and interventions that change students' goal foci to foster adaptive emotions and reduce maladaptive emotions - Because the goal-emotion relations hold at the intraindividual level, the authors encourage developing "classroom practices and treatment interventions that foster students' adaptive emotions and redu
• Design classroom-embedded experiments as small, focused, theory-driven manipulations - The report recommends that classroom-embedded experiments test "small, focused manipulations, particularly when they can isolate specific mechanisms or constructs from learning sciences" so there is a
• Design clearly defined roles and collaborative interaction rules to empower learners and their AI partners - The article developed a role-based intervention strategy for human-GAI online collaboration, grounded in symbiosis theory.
• Design coaching programs as a systemic collective enterprise with shared vision, recruited and developed coaches, and continuous evaluation - The paper recommends coaching programs be "a collective enterprise embedded in the larger district context, rather than as an isolated project," following the Coaching for Impact report's six pillars:
• Design cognitive flexibility tasks controlling working memory and inhibition demands and matching accuracy across age cohorts - The review recommends that researchers "design tasks to isolate activations associated specifically with cognitive flexibility, while separating or controlling for the activity from working memory and
• Design composite STEAM tasks that jointly evidence technical fluency, ethical reasoning, collaborative practice and design iteration - The review's instructional implication is that STEAM instruction should move beyond technical fluency toward composite tasks.
• Design computational learning environments to treat seeming mistakes as expansion possibilities and surface material contributions - The study's findings inform design decisions for computational learning environments built on human-material collaboration.
• Design conscientiousness interventions around habit building with explicit contextual cues, and complement them with motivational boosters to maintain intention-habit alignment - Building on the finding that all reviewed interventions included habit building, the review recommends that future interventions (i) highlight the importance of contextual cues for developing and enac
• Design considerations for a future rigorous evaluation of no-deadlines approaches - The memo recommends five areas for a future evaluation: enhancing the synthetic controls (more predictive covariates, cross-directorate multi-unit analyses), reconsidering analytic decisions (annual v
• Design creativity-promoting programs and curricula that account for grade-level developmental specificities and the moderators of DT growth - The authors recommend using the meta-analytic findings to guide curriculum development and interventions that promote divergent thinking in line with grade-level and developmental specificities.
• Design credit-recovery interventions to address broader academic deficits and engagement, not only algebra content - The brief recommends that interventions for students who fail Algebra I extend beyond algebra content knowledge.
• Design CSCL assignments with individual accountability and positive interdependence - Within the CSCL environment, assignments stimulated collaboration through "individual accountability and positive interdependence, two elements that aim to trigger interactions within teams." Each mod
• Design CSCL environments for group awareness and representational guidance to cut coordination load - The article recommends that CSCL environments be designed to support group awareness (knowledge of how the group is functioning and how expertise is divided) and to stimulate students to explicate cla
• Design CSCL environments for older learners that support memory reactivation as well as constructive and interactive engagement - Based on the finding that older adults engaged interactively but needed to reactivate memory before elaborating, the article states that "older adults may require the reactivation of memory to engage
• Design CSCL environments to remind learners to think as a group and scaffold cognitive group awareness - From group A's failure, the authors propose that environments "include additional features to remind learners to work and think as a group, so that opinions are made and thus possibilities for interna
• Design CSCL software to support communication and collaboration while leaving assessment of answer correctness to people - A design strategy drawn from the Lantz-Andersson case study: in a true CSCL context, the software "would support the communication and collaboration, but would leave the assessment of the correctness
• Design CSCL tasks aiming for cognitive achievements beyond the reach of individual team members without computer supports - The editorial recommends that CSCL research move past repeatedly demonstrating that individuals learn better in online groups, and instead design and investigate tasks that go beyond traditional instr
• Design CT interventions using empirically valid instructional design principles and report student and teacher characteristics - The review argues that inconsistent intervention impacts stem from inadequate instructional design: most implicitly-embedded interventions "did not take into consideration all important design princip
• Design CT rubrics and prompts to explicitly operationalize integrated constructs and demand parameter-interaction reasoning - Based on the finding that both humans and the LLM were least reliable on multi-component constructs, the authors recommend rubric and prompt revisions.
• Design curricula giving students opportunities to critically engage with AI and AI-generated content through validation, interpretation, and revision tasks - The article recommends that "Curricula and instructional design should aim to pro- vide students with opportunities to critically engage with AI and AI generated-content in ways that align with emergi
• Design daily school programmes that schedule meals, play and frequent short recreation periods alongside lessons - Dr.
• Design demanding cognitive tasks as a candidate route to decreasing anxiety during learning - Drawing on the finding that high cognitive load abolished both the accuracy impairment and the anxiety-potentiated startle, the authors suggest that future work on the mechanisms behind these behavior
• Design didactic sequences for secondary physics concepts through active learning, taking advantage of the reform's adaptation period to equip teachers with new working strategies - The article recommends seizing the reform's change and adaptation period to sow working strategies in teachers through designed didactic sequences; it states that "El aprendizaje activo de la física t
• Design early learning (K-3) CT opportunities both plugged and unplugged, with devices leveraged where appropriate - The guide recommends that computational thinking skills, as the foundation for any computational problem solving, be integrated into early learning opportunities in K-3 both with and without computati
• Design Earth Science curriculum inquiry tasks that promote abductive reasoning and incorporate missing authentic inquiry features - Based on the finding that the abductive method was most associated with authentic inquiry features, the authors recommend that curriculum developers include inquiry tasks promoting abductive reasoning
• Design educational applications that raise student self-esteem, help students take control of their lives, and reduce perfectionism - The authors' concluding recommendation is that, given the observed relationships between subjective well-being and the three variables, "the applications or empirical studies that make students increa
• Design educator learning experiences using adult learning theory: connect to prior experience, ensure real-world application, and enable perspective transformation - The report argues that designing effective learning opportunities for educators requires understanding adult learning theory, since adults bring substantial prior knowledge and may hold fixed preconce
• Design educator preparation around pedagogical alignment, tightly linked clinical experiences, and a developmental approach to educator learning - The report recommends that program design center on a coherent vision of whole child development, learning, and teaching, including "pedagogical alignment around a coherent vision of whole child devel
• Design educators should recognize and study learning in student-generated social media spaces rather than only the formal curriculum - The authors recommend that design educators and researchers re-assess how much learning communities can accomplish on their own, and consider social media among pedagogical tools.
• Design educators should strengthen primary research, foster critical verification habits, and move students from consumers to makers of GenAI tools - The article's conclusions propose educational responses to emerging GenAI practices in design education.
• Design EFL writing instruction to strengthen students' metacognitive models using the skilled writers' knowledge base as the development target - The article recommends that EFL writing instruction be designed around the metacognitive knowledge skilled writers possess, so that beginning or unskilled writers can be equipped with it.
• Design experimental studies that systematically vary how GenAI outputs are presented, comparing full solutions against structured hints or constructive feedback guardrails. - The article recommends that future research on GenAI as tutoring systems should employ experimental designs that systematically vary how GenAI outputs are presented, such as providing full solutions v
• Design experiments contrasting direct learner offloading versus indirect transience reduction by the presenter - The article recommends that future research should explore the benefits of allowing an active role for the individual in choosing how and when to reduce transience during complex learning tasks, eithe
• Design explicit pragmatic instruction with practice opportunities, feedback addressing both form and meaning, and authentic input models - Based on the studies reviewed, the authors encourage L2 teachers to design activities and implement pragmatic instruction that is explicit (for instance metapragmatic explanations) and includes opport
• Design feedback conditions in which students feel understood, respected, and invited to actively process feedback, supporting emotion regulation - The article recommends that teachers and instructors consciously design feedback conditions supporting both cognitive and emotional processing: feedback should focus on the task and process, emphasize
• Design for disagreement: provide a safe space for members to question community practices - The article's tentative design suggestion is that "providing a safe space for members to question the practices of the community would naturally throw up more instances of failure to reach consensus"
• Design for influence, not simply participation, and scaffold without replacing partner leadership - The report's lessons for the field urge practitioners to go beyond representation: "Inviting people to meetings, gathering feedback, or including representatives on a team does not necessarily create
• Design for long-range engagement and systematic follow-up in teacher professional learning - The report's fourth lesson holds that lasting pedagogical change is more likely when teachers can try new strategies, receive feedback, address challenges, and iteratively improve across multiple work
• Design future cross-sector collaboration efforts with clear goals and sufficient time period and scope, and include teacher-level activities - This strategy distills the report's lessons for future cross-sector collaboration efforts between districts and charter schools.
• Design future TFA studies to meet evidence standards and compare like-for-like teachers so effect sizes can enter meta-analysis - The review recommends how future research can strengthen the TFA evidence base: studies should "meet objective extant evidence standards" and "compare the same types of TFA and non‐TFA teachers so tha
• Design GBA according to educational needs and game features, integrating ECD by identifying competences, deciding on evidence, and designing in-game tasks - The review recommends that practitioners "design GBA according to their educational needs and game features", and that researchers consider integrating ECD when crafting GBAs "by identifying the compe
• Design GenAI governance and cross-role contact around integrity disputes, the principal site of sustained faculty-student contact - The article's discussion draws implications for governance, pedagogical design, and cross-role contact design from its finding that adversarial integrity themes dominate faculty-student contact.
• Design GenAI learning activities that position GenAI as a collaborator to support the full metacognitive chain - The article's findings motivate designing tasks in which students exchange ideas with GenAI and build on its input rather than outsourcing work to it.
• Design GenAI learning support to withhold direct answers and prompt students to articulate reasoning and generate solution ideas - In this RCT, all GPTs across conditions were given a common design feature: "All GPTs were explicitly instructed not to provide correct answers, even if requested".
• Design GenAI lesson-planning tools around teacher-specific alignment, integrated multimedia student materials, bite-sized activities, and sustained professional development - The authors close with five actionable recommendations: systems should learn and adapt to teachers' individual preferences while balancing surveillance concerns; integrated GenAI programs should "gene
• Design GenAI tools with modular offloading control and meta-cognition support for learning contexts - To preserve informal learning with general-purpose GenAI tools, the article suggests two areas of new affordances beyond cognitive scaffolding.
• Design GenAI-in-the-loop XR tools with editable components, reproducible generation, continuity with existing artifacts, and shared-attention cues - Based on student interviews, the authors recommend future tool designs that preserve learner agency and collaboration.
• Design generation tasks around concepts whose canonical formulas students do not know but for which they possess applicable skills and knowledge - The editorial's second theme concerns designing the generation task to activate prior knowledge.
• Design generative educational tools for stage-aware, hybrid authoring workflows combining automation with direct manipulation - The article recommends that generative educational tools support multiple forms of control aligned to authoring stages rather than optimizing for a single paradigm.
• Design generative production tools with originality feedback, divergence-promoting generation, and deliberate friction anchored to documented mechanisms - The article anchors design implications to specific documented mechanisms rather than general principles: originality feedback addresses the invisibility of the output distribution, divergence-promoti
• Design guidance lessons that give adolescents practice in planning, anticipating consequences, and regulating behavior, and avoid scare tactics and lecturing - Because maturing prefrontal abilities such as planning, weighing risk and reward, and controlling impulses strengthen with practice, the review recommends guidance lessons that "provide teens with opp
• Design guidelines for future LLM evaluation tools: configurable metric views, tighter metric-rubric integration, and comparison-foregrounding visualizations - The article synthesizes design guidelines for future LLM evaluation tools that enable pedagogically-aligned, LLM-powered learning tools.
• Design guidelines for game-based and gamified robotics education: balance approaches across contexts, integrate hardware-software skills, and extend study horizons - The review synthesizes a design space outlining best practices and pitfalls for game-based and gamified robotics education, offering "actionable guidance for educators and designers".
• Design hybrid instructional chatbot systems that balance breadth and depth via multi-agent architectures or adaptive interaction modes - The authors recommend treating the depth-efficiency trade-off not as a limitation but as motivation for hybrid systems.
• Design innovative, age-appropriate interventions for adults with DD targeting cognitive, numerical, social, and emotional dimensions - The authors conclude that because numerical difficulties in adults with DD extend beyond formal arithmetic into everyday tasks and emotional well-being, there is a need "to design innovative intervent
• Design instructional environments to foster positive academic emotions: improve instruction quality, grant calibrated autonomy, match expectations to capabilities, increase success opportunities, and foster cooperative interaction structures - From control-value theory the authors infer general guidelines for designing instruction and educational environments: "(a) improve the quality of academic instruction; (b) give students autonomy, but
• Design interaction so learners modify their utterances in response to negative feedback - The article's rationale, drawing on the output hypothesis, is that when learners modify their previous utterances in response to negative feedback, learning opportunities are created by both the provi
• Design intervention programs building academic self-efficacy (vicarious learning, progressive mastery, positive feedback) before and alongside AI integration for students with motor disabilities - The article's practical implications recommend designing intervention programs focused on academic self-efficacy for students with motor disabilities, because higher self-efficacy was associated with
• Design intervention programs that reduce the links between achievement goals and internalizing problems - The authors state that their findings "have implications for intervention programs that could focus on reducing the links between achievement goals and internalizing problems." Because mastery-approac
• Design interventions that address mathematical and motivational/socioemotional dimensions concurrently - The review recommends that interventions for algebra address both domains at once, suggesting 'combining mastery-based learning approaches with strategies to reduce math anxiety or enhance self-effica
• Design interview-informed LLM survey simulations with persona-based prompts, low temperature, and item-level discrepancy review - The article proposes an interview-informed LLM approach in which qualitative interview transcripts are embedded in persona-based prompts to generate synthetic Likert survey responses that are compared
• Design intuitive, multisensory, layered visualizations with evolving assessment to reduce cognitive load - The article's third design guideline calls for clear visual aids such as familiar graphs, heatmaps, and step-by-step animations to improve comprehension of complex mechanics concepts and reduce cognit
• Design large, contiguous, heterogeneous attendance zones with equivalent programs and limited transport time - The guide specifies zone design rules: "Zones should be large enough to encompass heterogeneous population groups but small enough to limit student transportation time toand from school within the zon
• Design learner-tailored instructional systems by applying expertise reversal findings - The review recommends using expertise reversal findings as the basis for learner-tailored design: identify the learner's prior knowledge level and select instructional techniques and procedures whose
• Design learning-oriented LLM prompts around guided questions, step-by-step support, reflection, and a thinking partner rather than direct answers - Drawing on the discourse of the learning- and skill-oriented creator groups, the article's Figure 1 synthesis recommends that effective learning prompts combine G1 and G2 practices: guided questions,
• Design LLM feedback systems to retain encouraging tone, constrain behavioral gaming, and reduce overwhelming cognitive load - The article derives three design directions for future LLM-generated feedback systems in online higher education.
• Design mathematics learning environments that build on students' home language, communities, and lived experiences - Drawing on the counterstories, the authors recommend mathematics learning arrangements that explicitly utilize students' home language, communities, and knowledge as learning resources.
• Design MMLA deployments with fair data representation, multilevel data access, cultivated transparency, and continuous measurable informed consent - Based on their findings, the authors recommend that future MMLA systems ensure "accurate and comprehensive data representation to ensure visualization fairness", provide "different levels of data acce
• Design mobile learning around the features students already use frequently, while recognising this is not a panacea - The article recommends that mobile learning design take the target users' existing feature-use patterns into account.
• Design needs- and attention-aware AI learning tools using mechanism-level measures, heterogeneous-effects analysis, and in-process telemetry - The article translates its findings into design guidance for AI learning tools in engineering education.
• Design OEP for accessibility and marginalized participation rather than open for all - The article recommends that open educators make their work more accessible to those with lower bandwidth, e.g.
• Design online courses with predictable structure, professionally relevant choice, and substantive instructor discussion facilitation to support learner presence - Based on interview and survey findings, the authors recommend course designs that provide coherent, predictable structure (via templates), meaningful trigger assignments allowing choice in researching
• Design participation deliberately: align entry points with partners' actual readiness rather than assuming a uniform baseline - The report's lessons for the field hold that "Participation has to be designed for, not assumed." Evaluators working in formal evaluation contexts should make deliberate choices about when and how to
• Design pay-for-performance bonus structures that align with grant guidance and clearly communicate eligibility to teachers - The evaluation's implementation findings imply that districts adopting performance-based compensation should structure bonuses to align with program guidance and ensure teachers understand the rules.
• Design pay-for-performance bonuses that are substantial, differentiated, and challenging per TIF guidance - The report's findings imply that compensation reform should set award criteria consistent with guidance for challenging pay-for-performance bonuses.
• Design pedagogical agents with facial expressions and consider learner-agent similarity to target motivation - The meta-analysis's moderator results support concrete PA design choices: agents that used facial expressions significantly improved broad motivation (g = 0.33) and self-efficacy expectations (g = 0.4
• Design peer assessment to encourage specific problem-identifying feedback, suggestions, and affective support rather than grades alone - The article's implications for teachers designing peer assessment: ask students "to be specific in their feedback, particularly with regard to the problems in assessees' work, and to provide suggestio
• Design peer mindset interventions that leverage adolescents' need for belonging and status, including high-status peer models - The review recommends making growth mindset behaviors socially rewarded rather than socially costly: "One approach is to create environments where growth mindset behaviors, such as sharing struggles,
• Design physical activity interventions as continuous regular activity sustained over several weeks - Based on its meta-analytic findings, the review recommends that interventions aim for sustained regular activity rather than single bouts: "Largest effects are expected for interventions that aim for
• Design PjBL projects so students must evaluate, critique, and improve AI-generated outputs rather than prohibiting AI use - Based on feedback that students increasingly use tools such as ChatGPT during project work, the authors recommend designing projects so that students must evaluate, critique, and improve AI-generated
• Design plugged CT experiences to be accessible and appealing to girls, and address technology-related anxiety through supportive, culturally relevant designs - The article recommends that plugged pedagogical devices be designed for accessibility and appeal to girls: intuitive user interfaces with clear step-by-step guidance, welcoming aesthetics such as frie
• Design profession-level governance arrangements, modeled on Ostrom's commons mechanisms, to sustain expertise regeneration - The article recommends that HRD expand beyond organizational optimization to profession-level stewardship, arguing that commons depletion "need not inevitably lead to tragedy if governance mechanisms
• Design professional development that is intensive, on-site, peer-based, responsive, and grounded in teachers' real classroom experiences - The project's professional development program embeds known best practices from the in-service PD literature: it is delivered on-site at teachers' own schools, builds a critical mass of peers who lear
• Design professional development, curricular tools, and analytic frameworks to support productive recruitment of external conceptual resources - The authors argue there is practical value in analyzing how teachers recruit external conceptual resources: "understanding how teachers recruit these resources in their sensemaking can illuminate prod
• Design professional learning for leaders using a 5E learning cycle - A district science coordinator interviewed for the framework describes designing professional learning for educators using the 5E Instructional Model, structuring the day as a learning cycle in which
• Design professional learning with seven research-supported features - The brief distills research on professional development into seven design features: programs are "most likely to improve teachers’ practice when they (1) focus on specific curriculum content, (2) acti
• Design programs that foster students' positive emotions and reduce negative emotions to support subsequent relationship quality and achievement - The article's authors propose that the strongest practical application of their findings lies in intervention programs targeting students' emotions.
• Design questions with engineered knowledge gaps LLMs cannot bridge alone, via non-existing scenarios and guided mathematical reasoning - The article develops two question-design strategies so that questions "cannot be solved by an LLM, but can be solved with appropriately designed prompts." Strategy 1 "embeds known concepts within a co
• Design RC and LC tests with the offered subskills and validate them with think-aloud protocols and interviews - As a follow-up direction, the article recommends designing reading and listening comprehension tests using the offered subskills, then observing students while they answer questions on the measured su
• Design recommendations: guide dataset preprocessing, treat uncertainty and conflict as diagnostic signals, and tune agent discussion styles to task ambiguity - From the experiment results, the authors propose design recommendations for developers and designers of automated qualitative coding systems, including "guiding users of systems through data preproces
• Design research integrity courses around experiential, emotionally engaged engagement with concrete ethical problems - The article's practical recommendation is that RCR courses should engage learners experientially and emotionally with concrete ethical problems rather than relying on abstract deliberation.
• Design robot-assisted STEM instruction with sustained duration (over one month), instructor support, group interaction, and game-based or project-based learning - Based on the meta-analytic findings, the authors recommend that robot-assisted STEM education be designed with attention to instructional context: they report that "the best intervention duration for
• Design rubric criteria and model instructions in observable, verifiable terms with citable evidence requirements - The article recommends formulating assessment criteria in observable and verifiable terms, avoiding formulations assessable only through an overall reading.
• Design school mindfulness programs using combinations of mindfulness activities, matched to adolescent developmental stage and delivery agent - The authors recommend applying their meta-analytic moderator findings to future program design, stating the findings "can be used to inform future designs and applications of mindfulness interventions
• Design schools for strong, personalized relationships through small learning communities, looping, advisory systems, teaching teams, and longer grade spans - The report recommends designing schools so students are well-known and supported by creating small schools or learning communities within schools, looping teachers with students for more than one year
• Design science education materials through curriculum-aligned teaching-learning sequences specifying driving questions, competency-based objectives, scientific practices and student activities - The article recommends grounding science teaching-learning proposals in curriculum-aligned design: education materials should specify "thedriving problem/questions, the learning objectives focused on
• Design SDL interventions that span the full inquiry cycle, including the underemphasized cleaning and disseminating practices - Because the review found Cleaning Data (n = 24) and Disseminating Results (n = 19) least frequently reported among the 42 studies, it calls for instructional designs that integrate data practices "acr
• Design self-explanation prompts aligned to target outcomes, favoring explanations of correct content - The article recommends that educators prompt self-explanation of content known to be correct, and additionally of why incorrect information is incorrect, rather than of learners' own potentially incor
• Design service scholarships that cover a substantial portion of preparation costs, with stable multiyear funding and linked data systems - The report's policy recommendations for service scholarship programs: benchmark funding so the grant "covers a substantial portion of candidates' preparation costs"; ensure stable, multiyear funding a
• Design STEM roles and environments that facilitate fulfillment of both communal and agentic goals to support Indigenous students' persistence - The article recommends that STEM programs and environments be designed so students can pursue both communal goals (giving back to community, helping others) and agentic goals (achievement, recognition
• Design suggestions for group-level formative feedback visualizations - From the Resendes et al.
• Design summer programs with purposeful curriculum, stable staff, and cultural relevance, sustained over multiple summers - The report recommends that states and districts provide expanded learning time through summer programs beginning in summer 2021, when learning loss typically occurs.
• Design sustainable, future-oriented feedback and structured community-partner collaboration in authentic assessment - Drawing on the review's gaps, the authors recommend that educators design feedback that emphasises the learning process and self-regulation, fostering students' evaluative judgement and application of
• Design systems to accommodate low bandwidth limitations by using fewer graphics and media - For contexts where users may only have internet access through low bandwidth connections, the article recommends that designers "aim to design systems that accommodate low bandwidth limitations by usi
• Design task-sensitive institutional AI policies rather than blanket permitted/prohibited distinctions - The article argues that because faculty and administrative staff use AI while also holding stronger integrity concerns and norm endorsement, policy "requires a task-sensitive design, with different ru
• Design teachable ChatGPT sessions with purposeful errors or lower-level models so learners practice error correction - For error-correction skill, the article recommends that "incorporating scenarios where learners must identify and correct errors, such as purposeful mistakes by the AI, can be beneficial", and that de
• Design teacher PD on differentiation to connect to daily practice, include active learning and collaboration, and sustain implementation through coaches and principals - The article's PD programme operationalised characteristics of effective teacher PD from a literature review by Borko, Jacobs, and Koellner (2010): connect to daily teaching practice and focus on stude
• Design teacher PD on SRL to combine situated learning with cognitive instruction, and use short workshops as an economical entry point - The article recommends that teacher interventions on SRL promotion combine both research traditions: "intervention studies are needed that combine situated learning and cognitive instruction (see Vosn
• Design teacher training on inclusive education to combine belief reflection with practical experience in inclusive classrooms - The article's synthesis indicates that training on inclusive education should not stop at transmitting content: it should prompt teachers to reflect on their existing beliefs and provide "practical ex
• Design teacher-facing analytics that support interpretation of student persistence within classroom contexts - The article recommends that persistence analytics move beyond detecting disengagement toward supporting teachers' interpretive work.
• Design tests to reduce over- and underchallenge and increase perceived intrinsic value - Based on the finding that test boredom stems from non-optimal challenge and low perceived value, the authors recommend adapting test design: "Test boredom could be mitigated by designing tests such th
• Design the review process to track and monitor resource allocation methods over time, adapt to changing needs, and share promising practices with other states. - The report's fifth lesson directs states to ensure the RAR process shows "how resource allocation methods will be tracked and monitored to demonstrate impact on student outcomes." It recommends an int
• Design think-aloud tasks with training (instruction, demonstration, practice) and marker-based prompting to enhance methodological rigour - The review recommends two highlighted strategies for improving think-aloud validity.
• Design Thinking - A learner-centered innovation process — empathize, define, ideate, prototype, test — used as a learning strategy in which students solve open-ended, human-centered problems through iterative cycles of
• Design training videos that utilize experts' ways of seeing and thinking to develop novices' professional vision - The article recommends that, given the visual nature of classroom events, teacher education design "training videos which utilize experts' ways of seeing and thinking about classroom events" to suppor
• Design TTXs with assessment in mind so that log data capture the learning process - The authors recommend that TTX creators consider assessment goals during the design phase, because a thorough design of learning objectives and activities is crucial for automated assessment to work;
• Design verification and mutual-evaluation assessments for fairness and feasibility: alternative response modes, equitable AI access, selective documentation, and planned workload - The article recommends concrete design actions for fair, feasible implementation: offer alternative response modes that preserve the capability and assistance conditions being assessed; address AI acc
• Design XRCL applications by building on fundamental CSCL pedagogy research, viewed through the lens of TICOL - The article recommends that designers of XRCL applications ground their pedagogical techniques in the established CSCL literature on scripts, predefined roles, and other techniques shown to enhance so
• Designate a senior district leader to oversee turnaround efforts and advocate urgently for low-performing schools - For the practice of prioritizing improvement and communicating its urgency, the guide recommends that districts "Designate a senior district leader to oversee turnaround efforts" and "Advocate relentl
• Designate a Spalding coordinator and provide 45-70 hours of formal teacher training with ongoing mentoring to support implementation fidelity - The program's implementation model pairs classroom teachers with a designated Spalding coordinator who "oversees program fidelity, manages assessment data, and provides coaching for teachers as they m
• Designate an on-site instructional coach or leader to monitor and support ECED implementation - ECED's staffing requirement is current math staff plus "a designated on-site instructional coach or leader to monitor and support implementation." The article notes this position may look different de
• Designate permitted AI use per assignment using color-coded levels (red, yellow, green, blue) - The article describes an institutional recommendation under consideration at NC State to designate appropriate AI use not only as a general syllabus policy but by assignment or problem, using color-co
• Designated Calm-Down Spot - Creating a designated calm-down spot is providing a safe and structured space within the classroom where students can go to regain control over their emotions.
• Designers of Socratic AI tutors should attend to the prominence of meta-procedural requests when evaluating Socratic designs at scale - The article's design implication is that the most consequential observation for Socratic AI tutor design is the prominence of Next Step Guidance and related meta-procedural categories: "a tutor explic
• Designing Personalized Learning for Engagement - Designing personalized learning so that choices are flexible and accessible to all learners, pairing personalization with Universal Design for Learning (UDL) to maximize engagement across ability leve
• Desmos Classroom Activities - A strategy using Desmos Classroom's interactive, teacher-paced digital activities to make mathematical thinking visible, collect real-time student responses, and structure whole-class discussion.
• Detect high-friction topics and add extra scaffolding there rather than weakening the weekly gate - A forward-looking design response from the run's reflection: keep the strict weekly gate but make the production harness identify topics where students struggle and require additional scaffolding, suc
• Detect low-literacy Generation-Factual loops and intervene with prompts steering students toward drafting and requesting critique - The authors propose real-time scaffolding: systems detecting the "Generation-Factual" loop typical of low literacy could intervene with messages such as "You are focusing on content generation.
• Detect machine-generated writing by checking citations, originality, factual errors, grammar, contextual awareness, and with language-analysis tools - The article enumerates signs that work was written by a chatbot: repetitive or odd language patterns; missing or improper citations, since chatbots "are not capable of conducting original research or
• Detection signatures for identifying AI-generated forum content - For instructors monitoring forums for AI content, the article proposes two detection heuristics derived from its data: a "Statement-to-question ratio>10:1 (we observed 11.4:1; human forums typically<5
• Develop a customer-specific implementation plan identifying targeted students and outlining professional development - As part of implementation, "Achieve3000 works with each customer to develop a plan that identifies the targeted students and outlines professional development and implementation services." This makes
• Develop a four-year course trajectory with each 9th grader leading to a college-ready curriculum - Recommendation 1 advises high schools to offer a college-ready curriculum as the default, communicate course requirements to students and families before high school, and plan coursework with each 9th
• Develop a math word problem corpus to establish a semantic space for evaluating new problems' readability - The authors recommend building a dedicated corpus of math word problems so that new problems can be evaluated against a domain-specific semantic space, rather than relying on general-text embeddings o
• Develop a Reliability Checklist - Learners collaboratively generate and apply a checklist of questions for evaluating the reliability of online sources.
• Develop a reliable coding scheme as a distinct stage of an SLA meta-analysis - As the second of the review's four stages, meta-analysts in SLA should develop a reliable coding scheme for study features and outcomes before analyzing data.
• Develop a shared landscape directory of skills-first tools with identified owners, costs, and accessibility limits - For network resource sharing, the report recommends that organizations "develop a shared landscape/directory of skills-first tools (e.g., skills-based training materials, career development guides, jo
• Develop a theoretically grounded data-granularity structure and stronger evaluation baselines, including meta-analysis-derived baselines - The article recommends developing "a theoretically grounded data structure for simulated data" with standardized granularity levels (e.g., event-level, session-level, daily-level), since coarse simula
• Develop academic buoyancy to benefit achievement of students with mild anxiety - The article's implications statement suggests "developing academic buoyancy can benefit the achievement of students with mild forms of anxiety", since buoyancy amplified performance most at low anxiet
• Develop adaptive and discipline-specific GenAI feedback solutions - The article's forward-looking design recommendation is that future GenAI feedback tools should be adaptive and tailored to disciplines.
• Develop AI literacy frameworks that build metacognitive awareness distinguishing system-assisted performance from independent competence - The article recommends updating AI literacy frameworks so they "move beyond tool usage to address metacognitive awareness, enabling users and evaluators to distinguish between system-assisted performa
• Develop an evidence-based framework of five policy recommendations, with implementation proposals, to inform a statutory primary-secondary transitions strategy in England - The article's central output is a set of policy recommendations generated by integrating the systematic review and stakeholder consultation.
• Develop and adopt AI feedback systems that integrate visual and auditory feedback and automatically adapt students' practice plans - Based on the findings, the article recommends that future systems go beyond text-based analysis: "Gelecek çalışmalarda, görsel ve işitsel geri bildirim unsurlarını entegre eden ve öğrencinin çalışma p
• Develop and evaluate asynchronous online teacher mental health programs to reduce time and resource demands and improve feasibility at scale - The review recommends online delivery as a way to reduce program demands: it "can be fully automatic, meaning that highly trained experts are not needed to facilitate sessions, and can be asynchronous
• Develop and select relationship measures that reflect an integrated understanding of core relationship components — dyadic and multidimensional — identified across relational and motivation theories - As a path forward, the review recommends that researchers appropriately distinguish existing measures of teacher–student relationships from teacher support, and develop new measures that critically en
• Develop appropriate procedures for gathering parental permission and student assent - Consent gathering is one of the six key decisions the review identifies, and the article's conclusions single it out as a practical step.
• Develop bridging techniques linking cognitive strategies to content knowledge areas - The article recommends developing bridging techniques within the Instrumental Enrichment program so that cognitive strategies are linked to content knowledge areas such as physics, biology, or mathema
• Develop clear institutional GenAI policies, communicate them, raise awareness, and promote digital literacy - The article recommends that institutions respond to student confusion about GenAI by developing clear institutional policies, communicating and adhering to them, creating awareness, and promoting digi
• Develop collaboratively built, lean, and flexible standards with judicious data demands for community schools certification - The report recommends that certification standards be "lean and focused—capturing the essential elements of implementation with clearly defined nonnegotiables and sufficient flexibility to allow for d
• Develop complementary LD interventions that strengthen promotive and protective factors alongside interventions remediating core weaknesses - The paper observes that most LD interventions target underlying weaknesses, while "Few interventions for LDs aim to enhance promotive or protective factors", partly because such factors are only begin
• Develop complex simulations incrementally, testing each stage before adding the next feature - For complex simulations, the article recommends building in stages rather than using one comprehensive prompt: "we found it more effective to develop the simulation incrementally, adding features in s
• Develop context-specific child self-report measures through separate conceptualisation and operationalisation stages with child partnership - The authors recommend, before measuring, developing a clear theoretical and conceptual definition of the target construct, citing the point that "conceptualisation" and "operationalisation" stages of
• Develop Cultural Awareness - Developing cultural awareness as an educator includes building empathy for diverse learners, intentionally recognizing how one's own identity intersects with learners' identities, and creating an awar
• Develop customized anti-bullying intervention strategies according to the neurocognitive profile of students in each school - The article recommends that neurocognitive assessment of bullying roles can inform tailored responses: "This type of study may lead to the development of customized intervention strategies according t
• Develop data-sharing memoranda of understanding and shared evaluation across child- and family-serving agencies - The report recommends that initiatives adopt the same or similar key measures of progress and to "Develop data-sharing memoranda of understanding (MOUs) with other child- and family-serving public age
• Develop discipline-specific transparency toolkits coauthored by first-generation faculty covering the unwritten mechanics of academic chemistry careers - The editorial proposes that chemistry departments and professional societies such as ACS and RSC develop toolkits that make explicit the hidden rules of academic careers, including editorial board app
• Develop dissemination resources to support acceptability and feasibility of the toolkit approach - The partnership plans dissemination materials to build buy-in for the intervention.
• Develop educationally-focused attention-training programs for children informed by the neuroscience of selective attention - The article's closing recommendation is to apply the reviewed neuroscience principles to the design of attention-training programs aimed at education.
• Develop Educator Understanding - Educators build their own knowledge of self-awareness, learner variability, and the research behind them so they can interpret student behavior accurately and choose supports deliberately.
• Develop flexible, alternative accountability frameworks tailored to schools' missions rather than relying on uniform measures such as the SAT - Charter school leaders in the study recommended creating more flexible, alternative accountability frameworks tailored to schools' missions and the unique value they provide their communities.
• Develop GenAI management strategies by identifying the contradictions GenAI access creates in the educational activity system - The article recommends that engineering education institutions develop strategies for managing students' GenAI use by first understanding the contradictions GenAI introduces into educational practices
• Develop gender-specific well-being strategies, especially literacy support for male students - The article's Notes for Practice recommend that "Future research should explore gender-specific strategies, addressing unique socio-emotional needs to improve educational outcomes, especially in liter
• Develop grade-level item pools by adding items at the low and high ends of each grade's ability spectrum and to weak instructional areas, then validate new tests - The article recommends specific item development actions to overcome the limitations of grade-restricted pools, which "had less information and fewer items per instructional area".
• Develop high-quality principal preparation through district-university partnerships with internships and mentorship - The brief recommends district-university partnerships with preparation programs that use evidence-based practices, giving candidates high-quality learning experiences aligned with district standards.
• Develop high-retention pathways — Grow Your Own programs and teacher residencies — to build and diversify local teacher supply - The report describes GYO programs that "recruit local community members into teaching, including high school students, paraprofessionals, after-school program staff, and others," often using state fun
• Develop ICAP-based activity prompts, revise templates, and provide professional development for online course designers - The article recommends a set of implementable steps for raising active learning in asynchronous online courses: develop prompts using the ICAP Framework, signal lower-level activities differently in t
• Develop IDC as a leadership tool for district-level equity discourse, not only a curriculum design framework - The commentary recommends extending IDC's use beyond curriculum design to structure learning-sciences-based discourse with powerful school leaders about preparing students equitably for the future.
• Develop information and education programmes to improve integration of children with mental health problems, tailored to condition type - The article recommends developing information and education programmes aimed at improving how children with mental health problems are integrated among peers.
• Develop instructional design competence through integrated curricula combining knowledge, hands-on design practice, and personal attributes - The article recommends that teacher preparation institutions use the validated competence model as a guideline for curriculum design, integrating knowledge components (curriculum and learner analysis)
• Develop language intervention programs with longer time frames, transferable strategies, and follow-up assessments - The review's forward-looking recommendation is that future programs must extend beyond short vocabulary-training cycles.
• Develop learners' personal sets of effective vocabulary strategies rather than teaching arbitrary strategy lists - Based on the finding that strategy mastery predicted incidental vocabulary acquisition, the authors recommend that "teachers may encourage L2 learners to become strategic learners by developing a pers
• Develop lesson plans covering all learning objectives across various intelligences - Based on the finding that both series neglected natural, intrapersonal, musical and spatial intelligences and higher-order objectives, the authors recommend that "a more comprehensive lesson plan need
• Develop mathematical concepts and working definitions before teaching formal terms, replacing vocabulary preteaching - The brief recommends that teachers stop frontloading vocabulary and instead let students develop working definitions within meaningful tasks before learning succinct formal terms.
• Develop measurable criteria and structured approaches for integrating and assessing dispositions in course design - The article recommends that researchers and instructional designers "focus on developing measurable criteria that educators can use to effectively assess dispositions", and that designers adopt struct
• Develop models that predict test case invalidity before delivery so invalid AI feedback can be filtered or repaired in real time - The article proposes developing models that predict test case invalidity before delivery, "enabling real-time filtering or repair" of AI-generated failing test cases.
• Develop multiple language assessment strategies combining quantitative and qualitative components - Among the researchers' conclusions at the symposium was the need to develop multiple language assessment strategies that include both quantitative and qualitative components, alongside validation stud
• Develop new feedback models that operationalize the intricacies of the feedback phenomenon - This strategy, the first of the article's five steps, directs feedback researchers to build new theoretical models that capture the phenomenon's complexity.
• Develop new pedagogical solutions to facilitate and collectively manage students' multimodal knowledge practices in makerspaces - Because makerspace learning challenges are complex and knowledge practices are multimodal, carrying them out can be challenging for students.
• Develop Observable Criteria - Using Bloom's Taxonomy, Webb's Depth of Knowledge, and Marzano's Dimensions of Learning to develop measurable course objectives that are concise, student-friendly, and clearly communicated.
• Develop online measures of students' strategy use, linking learning analytics with retrospective task reports - The commentary recommends that researchers continue developing new kinds of measure, including online measures of both self-regulated learning and approaches to learning, because questionnaire respons
• Develop or update continuity of learning plans using evidence-based and promising practices to prepare for blended learning and possible school closures - This strategy directs local education agencies to develop or update continuity of learning plans that keep students progressing academically across in-person and home settings.
• Develop outcome-specific, multi-informant Classroom Carrying Capacity indices modeled on structured ecological measures - The essay recommends that CCC measurement tools be "outcome-specific (e.g., an index for the capacity to support student motivation to read, an index for the capacity to foster social-emotional develo
• Develop papers through successive preliminary presentations to gather peer feedback before journal submission - The editors recommend that authors mature a paper through a sequence of lower-stakes venues before submitting to a journal.
• Develop perseverance indirectly by shaping classroom context, mindsets, and learning strategies rather than targeting grit directly - Because direct grit interventions lack evidentiary support, the review recommends teachers build perseverance indirectly: "all students are more likely to demonstrate perseverance if the school or cla
• Develop policies and pedagogical practices that create supportive, accessible, and welcoming digital spaces for adolescents - The review's forward-looking recommendation is that policy and pedagogy should harness digital technologies for positive development rather than focusing solely on risk reduction.
• Develop professional learning communities as a strategy for building capacity for sustainable improvement - The review's forward-looking recommendation is that schools and systems develop professional learning communities as their route to capacity building: "Developing professional learning communities app
• Develop secondary-specific conceptualisations and measures of positive teacher-student relationships - The review recommends that future research develop an understanding of what positive teacher-student relationships consist of specifically for middle and secondary school teachers, rather than continu
• Develop six structurally new principal-side competencies for agentic AI contexts - The paper proposes that the transition from generative to agentic AI demands new principal-side competencies in "delegation (understanding what authority one is granting)", oversight, accountability a
• Develop student AI literacy and institutional GenAI policies, guidelines and safeguards for responsible integration - The article recommends that institutions develop policies and formal guidance on GenAI use while building students' AI literacy.
• Develop tests of native aptitude for each school subject separately and question the Accomplishment Quotient - Given the low intercorrelations among school subjects, the article recommends attacking "the problems of discovering tests of native ability for each subject separately," with tests for native aptitud
• Develop the professional knowledge base through joint practice development by teachers and researchers - The article argues that utilisation of general research findings requires developing them into practices fitting the specific classroom, students, and subject matter.
• Develop three lines of tests: minimal-content tests of complex mental work, content-free learning-ability tests, and tests of resistance to suggestion - The author identifies a distinct need for tests that 'require the controlled interplay of disparate mental processes, and yet call for no rich mental content,' since many adult subjects are densely ig
• Developing a Critical Lens for Multimodal Analysis - Increasing students' awareness of effective and ineffective multimodal combinations by analyzing a mode's affordances and constraints.
• Developing Positive Classroom Pride - Instilling pride is a powerful way to develop positive teacher-learner relationships.
• Devote adequate formal training time to all school staff — especially non-team classroom teachers — when implementing a decentralized service model - The evaluation recommends that because a decentralized service model places numerous procedures and guidelines with schools, "it is imperative that adequate time and attention be devoted to this train
• Devote part of the spelling assignment to preventing fixed word order and focalizing attention on each word individually - The author recommends that the assignment and study period prevent formation of fixed spatial and temporal arrangements of lesson words.
• Devote weekly intervention time to reading a wide range of texts - Alongside repeated reading of short passages, intervention classes should regularly expose students to varied texts.
• Diagnose collaborative arrangements by comparing mutual partner-model accuracies between team members - The article's methodological approach is to address its research question by "comparing the respective accuracies of the models built by different team members".
• Diagnose resistance causes, then modify innovation attributes or their perceptions, using Rogers's influential attributes - When a change effort encounters resistance, the digest recommends using Zaltman and Duncan's Strategies for Planned Change to narrow down the causes, which may include perceived status erosion, lack o
• Diagnose whether teachers hold misconceptions or uncertainties about dyslexia before designing training - Because many states now mandate dyslexia training, the article implies teacher educators should first identify which dyslexia concepts teachers hold as misconceptions versus merely unsure, since "a di
• Diagnostic and repair strategy in constructivist therapy: locate where the synthetic position sits and return it to an ordinary voice - For constructivist and dialogical therapy, the article adds a diagnostic question — "where in the client's society of mind has the synthetic position come to sit, and has it been installed as the prom
• Diagnostic Assessment - Assessment conducted before or at the start of instruction to identify learners' prior knowledge, misconceptions, and skill gaps so teaching can be targeted accordingly.
• Diagram Similarities and Differences - Learners generate a list of similarities and differences between words or concepts and complete a Venn diagram or other comparison graphic organizer.
• Dialogic Facilitation of Statistical Modeling Practice - A set of specialized teacher discourse moves, organized around four foundational aspects of statistical modeling (mapping situations to models, simulating long-run processes, evaluating model fit, and
• Dialogic Facilitation of Student Resources - A whole-class discourse facilitation strategy in which the teacher positions students as accountable "sources" of ideas — using open-ended questions and withholding the correct answer — rather than as
• Dialogic Reading - Dialogic reading is an interactive reading technique in which the adult helps the child become the teller of the story instead of passively listening.
• Dialogue Journals - An ongoing written exchange between learner and teacher in which both write regularly and respond to each other, creating a sustained, personalized conversation over time.
• Diary recording with recall, reflection and delayed verification as a self-directed learning strategy - The learner keeps a daily journal of communication problems and dubious utterances, then recalls and verifies them with native speakers when the chance arises, as when he memorized "things are eased o
• Dichotomous key practice with sea turtle picture cards - A pre-visit classroom activity in which student teams "use a dichotomous key to identify the five species of sea turtles normally found off the North Carolina coast." Students study an anatomy diagram
• Dictation - Learners transcribe spoken words, sentences, or passages, converting speech to written form to build spelling, phoneme-grapheme mapping, and word recognition.
• Dictation And Encoding Practice - Learners write words or sentences from spoken input, forcing them to map sounds onto letters and retrieve spellings rather than merely recognize them.
• Dictation And Spelling Practice - Learners write words or sentences from spoken input, then check and correct their spelling, building orthographic representations through retrieval and feedback.
• Dictation Exercises - Learners transcribe spoken language — writing down words, phrases, or sentences they hear — to build phoneme–grapheme mapping, listening accuracy, and automatic word recognition.
• Dictation Software - Dictation software allows learners to speak their ideas and have them transcribed into text, bypassing transcription demands during composition.
• Dictation/Speech-to-text - Dictation, also known as speech-to-text or voice recognition, involves using technology to convert spoken words into written text.
• Dictionary & Thesaurus - Incorporating web dictionaries and thesauruses into vocabulary lessons allows learners to quickly search and understand unfamiliar words.
• Differentiate AICA support by CT level: open-ended exploration for high CT students, structured SRL scripts for low CT students - The article proposes two differentiated instructional strategies grounded in its findings.
• Differentiate by guiding higher-ability students to build models that validate their analysis, and support self-directed and collaborative learning goals - For higher ability students, teachers may guide the modeling construction to validate students' analysis, discuss the assumptions made in the investigation, and provide suggestions for refinements.
• Differentiate coaching support to meet teachers where they are, establish clear DLS expectations, and provide coaches additional training for consistent messaging - The evaluators recommend that because teachers have varying experience and expertise, "coaches must meet the teachers where they are, rather than simply advocating for DLS tool use." They further reco
• Differentiate conversation starters for first versus repeat viewings - A strategy in which conversation starters are designed as two series: one for a first viewing to contextualize the science content through the episode narrative, and another for repeat viewings to foc
• Differentiate CT scaffolding by initial CT level: open-ended challenges for moderate-CT, constraint-based tasks for high-CT, structured pathways for low-CT learners - Based on the Optimal Development Zone finding, the authors recommend differentiated scaffolding in CT education: "moderate-CT students benefit from open-ended challenges; high-CT students need constra
• Differentiate GenAI writing instruction using scale profiles: full scale at course start, short form mid-course - The authors recommend using the full-length scale at course start to profile each learner's regulatory strengths and weaknesses, then the 12-item form for mid-course formative assessment because it "r
• Differentiate OMR instruction by motivational-emotional profile: autonomy support, relevance and mindset training, or strategy instruction with emotional regulation - The article concludes that educators should tailor OMR instruction to students' motivational-emotional profiles.
• Differentiate one shared article to each student's reading level rather than assigning varied texts - The reviewed program's core design strategy is whole-class assignment of a single nonfiction article with automatic tailoring: "teachers assign an article and related activities to an entire class; th
• Differentiate root-cause facilitation, protocols and tools according to the school's organizational culture and past performance results - The recommended process is not one-size-fits-all: as printed, "The process differentiates the facilitation, protocols and tools to be employed based on the school’s existing organizational culture and
• Differentiate senior year supports by students' college qualifications at the end of eleventh grade - The report groups students into five college-qualification bands (from access to very selective colleges down to two-year colleges only) and argues educators must grapple with different issues for eac
• Differentiate T2I pedagogy by student profile and adopt a stage-sensitive approach to AI literacy and assessment in studio courses - Based on the finding that students with different competence levels and risk perceptions engage with T2I tools differently across task stages, the article recommends that instructors "identify differen
• Differentiated AI literacy training matched to acceptance profiles, with interventions beyond operational skills for Resistant Skeptics - The article proposes that teacher education institutions use the empirically identified user types as the basis for AI literacy training design.
• Differentiated enrollment thresholds for school autonomy based on territorial fragility - The framework sets asymmetric minimum enrollment thresholds for schools to retain administrative autonomy, calibrated to the territorial criticality level of their municipality.
• Differentiated Instruction - Adjusting content, process, product, or learning environment based on assessed learner readiness, interest, and profile so all students can reach shared goals.
• Differentiated interventions integrating AI literacy training, psychological capital cultivation, and professional identity reinforcement - The article recommends that universities design interventions addressing technological competencies and psychological resources together rather than AI skills alone.
• Differentiated Teaching - Differentiated teaching extends the knowledge and skills of every student in every class, regardless of their starting point, by adjusting content, process, products, or learning environment to learne
• Differentiated, profile-matched university AI-readiness and career-education support instead of uniform AI-literacy programs - The article recommends that universities replace uniform AI-literacy programs with support matched to students' AI-attitude profiles.
• Dig into item-level survey responses: examine how students and teachers answer specific questions as a starting point for learning and responding - The brief's tip instructs leaders to "dig into your data!
• Digital Literacy Instruction - Digital literacy instruction teaches learners to locate, evaluate, use, and create information with digital tools, combining technical skills with critical evaluation of online content.
• Digital Noise Monitoring - Digital noise monitoring uses apps or devices to detect and signal excessive classroom noise, giving students real-time feedback to support self-regulation of the sound environment.
• Digital Publishing - Digital publishing involves using online platforms and tools to share student writing and creations with a wider audience, fostering engagement and providing valuable feedback.
• Digital Storytelling - Digital stories are multimedia narratives that combine photographs, video, animation, sound, music, text, and a narrative voice to help learners construct and communicate knowledge.