Strategies: E 1

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• E.S.C.A.P.E. Junk News - A handy acronym to help students remember six key concepts for evaluating information.
• Early identification battery for children at risk for long-term mathematics difficulties - The article recommends that children at risk for long-term mathematics difficulties can be identified before age four using an assessment battery including "cardinal knowledge, count list, enumeration
• Early-number interventions may emphasize number words in full sentence contexts alongside counting contexts, and vocabulary-building may aid number-concept development. - The authors propose that future number-learning interventions could "emphasize the use of number words in full sentence contexts" (e.g., "I can see three bears on the carpet, and two of the bears are
• Ease census funding equity concerns through targeted policy options - The brief discusses options for easing funding equity concerns that arise under census funding, in which "aid levels are based primarily on total district enrollment and a fixed amount per student." I
• Easy-Access Educational Tools - Making educational tools readily available to students supports self-advocacy by fostering independence and choice.
• Echo Reading - The teacher reads a short segment of text aloud with fluent expression, and learners immediately re-read the same segment aloud, imitating the model.
• Ed-tech companies should use multi-method, multi-stakeholder research at every product stage and share results publicly - The report's closing recommendations enumerate promising practices: consult "multiple learning science research resources across different disciplines", form a scientific advisory board, "Conduct user
• Edit ambiguous student questions into clear, directive prompts before posing them to ChatGPT - When student questions were posed to ChatGPT in raw form, some were unclear or lacked context, so the prompts were made clear and directive before evaluation.
• Editorial mandates and policymaker practices to close the AI × SEL policy gap - For editors and reviewers, the review recommends that journal editorial boards mandate a "Policy and Practice" section in submissions, especially for studies claiming to guide educational stakeholders
• Editorial vision: embrace diverse technologies and methodologies, rigor appropriate to each paper's methods, and CSCL in new contexts - The new co-editors-in-chief state an inclusive editorial stance: they will "embrace a diversity of innovative technologies and research methodologies, while in all ways striving for rigor appropriate
• Editors and reviewers should reward transparency about limitations so researchers are not incentivized to overstate implications - The article proposes that transparency about limitations "needs to be rewarded by editors and reviewers or else researchers are incentivized to overstate implications and hide away weaknesses".
• Educate parents about sensory processing problems and minimize classroom background noise for children with ADHD and auditory processing problems - The review recommends that, because parents of children with ADHD are already educated about ADHD symptoms, "they should also be educated about the symptoms and behavioral management of sensory proces
• Education Calendars - Education calendars are visual aids designed to keep students, parents, and teachers informed about important dates, events, and activities.
• Education journal editors adopt staged TOP-aligned transparency policies, enforced with the TOP Statement - The article recommends that editors, publishers, and editorial committees at educational psychology journals adopt transparency policies in stages, emulating higher-rated journals in other branches of
• Education researchers can refresh their understanding of frontline teaching by spending time in classrooms - The article models a simple practice: a researcher whose desk work concerns education spends time in an actual classroom.
• Education systems should consider further professionalizing substitute teachers as an occupational group - The review recommends that education systems treat substitute teaching as an occupation to be professionalized further.
• Education systems should develop policies and practices that improve substitute teachers' work - Beyond professionalization, the review calls for concrete system-level action: "systems need to develop policies and practices that improve substitute teachers' work." This recommendation follows the
• Educational Charts - Educational charts are visual aids that present data in an accessible format, revealing patterns and stories behind the numbers.
• Educational Infographics - Educational infographics compress complex information into a single visual artifact combining charts, icons, and concise text to support comprehension and recall.
• Educational leaders should examine demographic shifts in the tested student population before making growth and recovery support decisions - A concrete decision procedure for school leaders using assessment data during periods of unusual attrition: before acting on aggregate results, check whether the tested group differs demographically f
• Educational leaders should weigh the demographic shift in tested students and other contextual data when planning student growth and recovery support - The brief recommends that decisions about supporting students' academic growth and recovery after COVID-19 school shutdowns should not rely on fall 2020 test results alone.
• Educational Posters - Educational posters are persistent visual displays in the learning environment that reference key concepts, strategies, or resources.
• Educational Research Map Visualization - Using an interactive bibliometric map to explore, navigate, and make sense of education and learning sciences research.
• Educative and restorative discipline implemented through restorative deans, circles, peer mediation, and youth court - The report describes Bronxdale's approach to behavior as educative and restorative rather than punitive: staffing decisions such as "hiring two restorative deans, a counselor, and two social workers"
• Educator-led peer professional development workshops on learner variability - This strategy has educators who have learned a framework lead short workshops for their colleagues rather than receiving expert-led training.
• Educators gamify learning materials or create learning games using generative AI with iterative, phased prompting - The article proposes that teachers use LLMs and generative AI to gamify teaching or generate learning games, for instance by supporting generation of artwork, code, or game levels, or adapting popular
• Educators in non-arts subjects can apply the mechanisms by which arts learning supports social-emotional development - The report argues arts education is well-suited to social-emotional development but not unique in this regard.
• Educators share experiences, strategies, and insights about generative AI tools to keep the education community informed - Given the dynamic landscape of AI technologies, the article recommends collaboration among educators: sharing experiences, strategies, and insights about generative AI tools can help the education com
• Educators should apply evidence-based multimedia design principles, prioritising the largest-effect strategies - The article closes by highlighting "a range of evidence-based strategies that could be implemented by educators", drawn from the meta-meta-analytic comparison of design principles on a common metric.
• Educators should consider how to respond to possible inequities in test performance revealed by validity analyses - The authors close by urging attention to the practical side of their finding: educators should consider how to respond to possible inequities in test performance that validity studies of this kind unc
• Educators should internalize individual differences and consider the advantages and disadvantages of students' learning styles - Based on the finding that reflective thinking tendencies and epistemological beliefs differed by learning style, the article recommends that educators internalize individual differences and take the a
• Educators should treat themselves as philosophers of teaching, learning, and digital objects - The article recommends that educators recognize themselves as "philosophers" of teaching and learning, extending Hui's call for educators to become philosophers of digital objects — forms of data made
• Educators use the meta-bias framework to self-diagnose bias, leverage teachable moments, and structure bias-mitigation practice - The article outlines three practical uses of the theory for educators: "(a) by sharpening educators' ability to diagnose when biases might negatively impact their own social interactions, (b) by helpi
• Effective Feedback - Feedback is any response from a teacher regarding a student's performance or behavior, provided with the goal of closing the gap between current and desired performance.
• Effective Materials Management - Using an 'in' and 'out' basket system for papers, labeling cubbies, bookshelves, bins, and folders, and providing easily accessible supplies cuts down on student time locating materials and supports o
• Effective Presentation for Errorless Learning - Behavioral science identifies three levers for minimizing learner errors during instruction — specific directions, a high proportion of active over passive responding, and rapid pacing — that together
• Efficiently test school report card design changes at scale before adopting them - The article presents its study as a template for education agencies considering changes to school report card design: rather than adopting a design on intuition, policymakers can run comparative usabi
• Effort-Based Praise - Praising learners' efforts and strategies—as opposed to their intelligence—cultivates a growth mindset and enhances motivation and performance.
• Eight critical opportunities for the ACE sector to explore within the national VET system - The report identifies eight opportunities which the ACE sector should explore further: positioning ACE providers in the Modern Australian Apprenticeship and Traineeship System (MAATS); increasing emph
• Eight policy and practice actions for scaling early childhood coaching systems, from dedicated funding to data collection - The report recommends eight actions for state, county, and local policymakers: "Provide dedicated funding for site-based coaching"; provide specialized coaching for site leaders in addition to early e
• Eight recommendations for reducing truancy organized around three themes: school-wide improvement, linking truancy to classroom learning, and special attention to high full-day absentees - The brief distills its case studies and analyses into three themes and eight recommendations for high schools.
• Eight recommendations for supporting teachers' technology integration, including personalized professional learning and formalized coaching - The report's discussion offers eight recommendations for education decision-makers: improve pre-service technology training, personalize professional learning, support ongoing micro-credential rollout
• Eight reforms for improving parliamentary debate as educational debate - The paper closes with concrete proposals for improving parliamentary debate as "a viable exercise in educational debate": formalize topic writing, allow research in debate rounds, promote scholarship
• Eight research-design recommendations for the next generation of SEL research - The report recommends eight areas of research conceptualization, design, and analysis for future SEL research: meeting Tier I or II ESSA criteria, seeking large enough samples to detect low-rate event
• Eight state and local strategies to address California teacher shortages - Based on research on attracting and retaining teachers, the report identifies "eight strategies that state and local agencies in California can implement in order to address ongoing teacher shortages,
• Elaborative Interrogation - Learners generate explanations for why a stated fact or concept is true, prompting integration of new material with prior knowledge.
• Electricity and Circuit Tasks - Electricity and circuit tasks involve investigating how electricity flows in simple circuits using tools like electric testers and puzzle boards.
• Eleven critical actions executed through a Plan-Do-Reflect-Revise cycle - Domain 2 enumerates eleven critical actions leaders take to implement the NGSS: aligning policies, allocating funding, assessing the system, building a shared vision, designing and implementing profes
• Eliminate Extra Credit - Remove extra credit opportunities so that all grades reflect demonstrated mastery of the required curriculum rather than access to supplemental time, money, or resources.
• Eliminate Group Grades - Replacing shared group grades with individual accountability structures so that collaborative work does not mask unequal contribution or learning.
• Eliminate Homework and Extra Credit - Remove homework completion and extra credit from final grades, treating practice as ungraded learning activity and reserving grades for evidence of mastery.
• Eliminate Internal Negative Chatter - Becoming aware of negative self-talk and actively restructuring it through thought-stopping, cognitive reappraisal, and replacement with constructive inner dialogue.
• Embed 30-minute bouts of structured physical activity, especially open-skill team games, into primary-school routines to support short-term memory - The authors recommend using ordinary school physical-education activities as cost-effective, learning-supportive interventions.
• Embed a race-equity lens in all local discipline actions and invest in supportive personnel over school police - For local implementation, the brief says all adults in schools and districts should develop a race equity lens, because "using an approach that is racially and culturally conscious is the key to addre
• Embed adaptive, intentional EF challenge within age-appropriate mathematics activities rather than reducing EF demands - The review recommends that educators set age-appropriate mathematics content and then "work to stretch EF demands adaptively and intentionally, not reduce them", building deeper expertise via EF chall
• Embed AI as a learning partner and redesign assessments for AI-rich contexts - The review's recommendations section advises instructors to proactively incorporate AI tools such as ChatGPT or domain-specific tutors as learning aids rather than view them only as threats, for examp
• Embed AI in guided accept/reject/justify workflows, teach digital critical thinking explicitly, and integrate institutional authorship standards - The article's three practical implications for AI-supported writing instruction.
• Embed AI literacy across disciplines by identifying intersections with existing content and using case studies, interdisciplinary modules, and collaborative projects - For curriculum design, the chapter recommends a transdisciplinary approach in which institutions identify "points of intersection between AI and existing disciplinary content and developing strategies
• Embed AI literacy as a credit-bearing module and design adaptive systems with transparent, user-controllable recommendation interfaces - Based on the finding that AI literacy buffers negative emotional effects, the article recommends that universities embed AI literacy as a credit-bearing module and that designers build adaptive system
• Embed AI policy literacy, peer-led communities of practice, and shared AI resources into professional development - The article's recommendations for professional development design are threefold: "embedding artificial intelligence policy literacy into professional development, fostering peer-led communities of pra
• Embed AI tools in peer, campus, and counseling ecologies instead of isolated individual apps - One of the framework's five pathways: "AI tools should be embedded in physical education, sport clubs, counseling services, peer-led activities, and referral pathways instead of remaining isolated ind
• Embed AI training for pre-service science teachers within science pedagogy and inquiry-based teaching rather than general tool operation - The article recommends that teacher educators go beyond general AI tool operation, such as using ChatGPT or generating teaching materials, and instead embed AI training within science pedagogy and inq
• Embed AIL across disciplines by adding modules to existing Digital Literacy courses and offering interdisciplinary AI ethics and legal seminars - The article recommends that universities adopt adaptive curricula integrating AIL across multiple disciplines.
• Embed algorithmic thinking lessons across content, standalone, SEL, problem-based, and review contexts - The deck advises teachers on placement of algorithmic thinking lessons, listing that "Teachers might use algorithmic thinking lessons when" teaching their content, as a stand alone lesson, as a social
• Embed anticipatory governance in institutional strategy via Chief AI Officers, AI task forces, faculty AI-literacy development, and student co-design mechanisms - The review's practical recommendations translate its findings into implementable actions for university leaders, faculty, and institutions.
• Embed automated question categorisation in learning management systems and develop ethical guidelines for AI in formative assessment - The article recommends that "Learning management systems could benefit from embedding automated question categorisation functions to identify students' learning needs more efficiently" and that "Educa
• Embed brief daily wellbeing check-ins across academic courses to build student-teacher connection - The report describes small, embedded moments of wellbeing focus throughout the school day as a low-cost strategy with outsized impact.
• Embed certification-status questions with evidence requirements in RFPs and RFAs - Districts can add questions about products' certification status to the specifications section of RFPs and RFAs, asking vendors to include the Open Badge as confirmation the certification "has been aw
• Embed computational thinking across existing K-12 subject areas using everyday and data-based activities - The article recommends embedding CT ideas in the subjects students already learn, since standalone computing courses may be infeasible for all schools.
• Embed counting practice in varied classroom activities and inform parents about advanced counting activities at home - The article recommends concrete, cost-effective classroom practices: "challenging them to think of different ways to count objects in an array, having them use counting strategies to compare the numbe
• Embed critical AI literacy into curricula and institutional practices in higher education - The editorial's forward-looking recommendation is that intellectuals in higher education lead a transformative agenda by "embedding critical AI literacy into curricula and institutional practices".
• Embed data-driven continuous improvement criteria into state EPP program approval - The brief recommends that states embed data-driven continuous improvement criteria into their program approval processes, under which "EPPs will be asked to demonstrate how they use information to inf
• Embed ethical inquiry into AI-supported instruction by having learners compare AI-generated texts with peer-reviewed sources - This strategy positions AI use inside a critical-comparison activity: learners evaluate AI-generated output against peer-reviewed sources to build critical awareness and reduce misuse.
• Embed explicit AI ethics instruction early and use scenario-based, guidance-oriented teaching - Based on the finding that students' ethical judgments form early in the transition to higher education and that uncertainty persists around modified AI content, the authors recommend institutions "int
• Embed explicit AI-integrity practices such as ethics lessons, usage pledges, and AI-output marking into science instruction - This strategy packages the classroom practices teachers in the study used to supervise ethical AI use in science learning.
• Embed explicit reflection on epistemic beliefs within constructivist teaching practice so beliefs evolve through enacted epistemic cognition - The article recommends that changing teachers' epistemic beliefs requires more than standalone reflection: reflection should be embedded within actual teaching practice that is constructivist in natur
• Embed factor-aware guidance directly within analytics tools at the point of interpretation - The article recommends embedding contextual, factor-aware support inside analytics dashboards rather than leaving biasing considerations implicit.
• Embed feedback literacy programme-wide and extend LMSs for feedback storage, retrieval and loop-closing - The article recommends systematically embedding feedback literacy across programmes, introducing it in the first semester and developing it through staged activities, with resources invested in first
• Embed GenAI into existing pedagogical strategies instead of undertaking full curriculum redesign - This implementable strategy holds that educators can introduce GenAI by weaving it into the pedagogical strategies and assessments a module already uses, rather than redesigning the whole curriculum.
• Embed GenAI literacy and ethical use directly in nursing curricula rather than prohibiting it - Under Theme Three, participants argued GenAI should be addressed deliberately in the curriculum, teaching students to use it "ethically, effectively, and with an awareness of its limitations".
• Embed GenAI-focused reflection within self-assessment as a pedagogical strategy for ethical inquiry - The article recommends embedding GenAI-focused reflection within self-assessment, stating this "reframes ethical inquiry as a pedagogical strategy".
• Embed grammar and vocabulary in situations refugees will encounter, and design instruction that acknowledges age - The digest recommends basing teaching on needs analyses and learner consultation, since when "grammar and vocabulary areembedded in the situations refugees will encounter" learners come to class and r
• Embed growth-mindset messages framing technological competence as developable into existing curricula as a low-cost, broad-reach intervention - Because growth mindset in technology was the most consistent psychological predictor of AI literacy — predicting four of the five subdimensions — and such beliefs are malleable, the article recommends
• Embed integration elements in the robot's persona and background so multicultural inclusion is addressed within regular activities - The authors intrinsically added integration elements to the robot's personality and background rather than running separate inclusion activities.
• Embed media literacy across disciplines from early education and position AI tools as cognitive scaffolds - The article's recommendations section proposes pedagogical and policy strategies following the study's findings.
• Embed metacognitive scaffolds in GenAI search systems — prompting sub-question formulation, guiding output comparison, and encouraging reflection on AI-user knowledge discrepancies - This strategy recommends that GenAI academic search systems "embed metacognitive scaffolds, such as prompting sub-question formulation, guiding output comparison, or encouraging reflection on AI-user
• Embed metalinguistic corrective feedback briefly within communicative tasks without disrupting communicative flow - The article recommends providing metalinguistic explanation online during communicative tasks, arguing it "constitutes a brief time-out from communicating, which allows the learner to focus explicitly
• Embed near-peer members within established community youth-serving organizations during extended-day hours rather than creating parallel systems - For extended-day (after-school and summer) programming, the report recommends embedding members inside existing youth-serving organizations and targeting out-of-school hours when students may be most
• Embed new solutions into existing operations and procedures to sustain and scale them - The article recommends routinizing a solution by attaching it to structures and procedures already in place, such as pre-service days, familiar teacher-guide formats, and existing professional develop
• Embed opportunistic RCTs into planned policies or programs - The guide's central strategy is to recognize moments when a district is already planning a policy or program change and embed a randomized controlled trial into that rollout.
• Embed pedagogical guardrails in the generation pipeline to counter cognitive offloading from friction-minimizing generative AI - The article addresses the "enhancement versus erosion" paradox, in which friction-minimizing generative AI interactions lead to cognitive offloading, by embedding pedagogical guardrails directly into
• Embed practical stress-management and self-care strategies into existing daily routines - This strategy holds that prioritizing wellbeing is "as much a shift of mindset as it is a change in behavior," and that educators should embed practical, accessible strategies into what they already d
• Embed product rollout into existing routines with structured cadences, teacher champions, and stipends to accelerate adoption - The report recommends supporting implementation with structured cadences such as grade-level meetings, teacher champions, and stipends.
• Embed professional development in daily school work through multiple mutually reinforcing conduits focused on a limited set of school-wide goals - Several RSF schools stood out for intensive professional development addressing "a manageable set of key school-wide goals." Professional development was "embedded in the daily work of the school thro
• Embed puzzles and challenges in simulations for continued engagement and self-assessment - To sustain engagement after initial exploration, the article recommends designing conceptual puzzles and challenges into sims — implicit goals such as making sense of a behavior or representation, or
• Embed relationship-building supports in school structures, teacher preparation, and policy signals - The article argues that because sociocultural contexts shape teachers' beliefs, supports for TSR-building should be embedded across those contexts: school leaders and peers can model and signal that r
• Embed repeated AI engagement and habit formation into everyday teaching practice, alongside supportive resources and collegial exchange - Because habit showed the strongest direct and competence-mediated associations with teachers' AI use, the authors recommend interventions that build routinised engagement.
• Embed situated, context-triggered language learning activities in learners' everyday environments - The article recommends designing mobile language learning so that learning activities are triggered by and coupled to the learner's real-world context, using location-aware features such as geo-fence
• Embed spelling (encoding) practice of taught words in decoding lessons - During word-reading intervention, have students spell the monosyllabic and multisyllabic words they are learning to read.
• Embed SRL supports in digital and AI-enhanced learning environments, grounded in solid SRL theory - The article's forward-looking commentaries recommend centering SRL research and design on digital and AI-enhanced learning environments, including adaptive platforms, learning analytics dashboards, an
• Embed SRL-oriented AIGC pedagogy: prompt-and-reflect routines, verification rubrics, and feedback literacy - The article recommends that instructors scaffold self-regulated learning by designing AIGC activities that explicitly target self-efficacy and motivation rather than seamless answer delivery.
• Embed structured AI literacy in business curricula: teach verification, comparison, and transparent AI-use declarations rather than restricting or unrestrictedly encouraging GenAI - The article recommends that business programmes move towards structured AI literacy embedded within assessment and curriculum design.
• Embed subject-specific web credibility modules into existing courses rather than creating standalone courses - The authors recommend that "curriculum developers could create subject-specific modules for instructors to integrate into existing curricula" rather than designing entirely new courses.
• Embed supplemental one-on-one tutoring within the school day using existing school support staff - Rather than hiring external tutors or adding after-school programming, the Once program embeds daily 15-minute one-on-one tutoring into the school day using existing elementary school support staff su
• Embed synchronized audio narration with finger-tracking animation in dual-language e-books to support independent bilingual reading - The authors recommend designing dual-language e-books with "synchronized dual-channel (visual and audio) inputs and attention-guiding cues" so children reading independently attend to print in both th
• Embed the 3R-EC Framework in teacher education assignments such as reflective writing, discussion groups and video journaling - The authors recommend teaching the 3R-EC Framework explicitly and embedding it in teacher education coursework and internships.
• Embed the KWL strategy across inquiry phases to guide question generation and question-quality monitoring - This strategy integrates the Know–Want–Learn chart into the phases of inquiry-based learning so that questioning is scaffolded throughout the lesson.
• Embed the ReACT reasoning-acting-observing-reflecting cycle in tutoring systems to mirror inquiry-based learning - The article recommends embedding the ReACT cycle — reasoning, acting, observing, reflecting — into intelligent tutoring systems or classroom simulations.
• Embed the tool in the subject's workflow and design feed-forward prompts, symbolic-answer handling, and progress tracking before full release - The authors distil six transferable recommendations for educators adopting the approach: "Keep the human in the loop at solution verification, not real-time grading"; design feedback prompts explicitl
• Embed units of assistance and enrichment into the fabric of textual material so they are unobtrusive yet available for reader use - Imbedded Aids are units of assistance and enrichment — line numbering locators, reading/study suggestions, precis summary notes, vocabulary assistance, in-process comprehension checks, independent stu
• Embed verification cycles and faded prompt scaffolding into GenAI-supported STEAM tasks - The article recommends two implementable practices to counter students' passive, retrieval-dominated GenAI use.
• Embed verification routines and cognitive forcing functions into AI-supported learning tasks - The authors recommend designing learning environments that make evaluation an explicit part of AI-supported work.
• Embedding data fellows inside education agencies to build data use from within - The SDP and EP fellowship programs place analysts inside education agencies to work on agency-specific data projects, an approach the report frames as changing education agencies from the inside out.
• Embrace Errors as Learning Opportunities - Treating errors as sites for analysis and discussion rather than failures to be avoided, so that wrong answers surface misconceptions and drive conceptual change.
• Embrace pedagogical strategies that emphasize openness rather than closure and posit change as the norm - Because dialogism treats flux as the natural order of the rhetorical situation, the paper recommends embracing pedagogical strategies which emphasize openness, rather than closure, and which posit cha
• Embracing Errors as Learning - A strategy that reframes errors as productive sites of learning by treating mistakes as diagnostic information, analyzing them openly, and building a classroom culture where error-making is safe and e
• Emotion Charades - Emotion Charades involves a student acting out a scenario that makes them feel a certain way, while the rest of the group guesses the emotion being portrayed.
• Emotion Check Ins - Brief structured activities at the start of a session or task in which learners identify and name their current emotional state, building self-awareness and giving instructors actionable information a
• Emotion Cue Cards - Portable visual or auditory prompts that remind students of self-selected strategies for managing emotions, such as deep breathing, using a fidget, or taking a mindfulness break.
• Emotion Emojis - Students express how they are feeling by drawing or sharing an emoji, then optionally explain their choice to peers.
• Emotion Hello Song - Singing a greeting song with varied emotional expressions so learners identify, label, and share emotions at the start of a session.
• Emotion Identification Activities - Activities that help learners recognize, label, and express emotions in themselves and others, building emotional literacy and self-awareness.
• Emotion Identification and Labeling - Learners identify, label, and match facial expressions and feelings to build emotional literacy.
• Emotion Identification Games - Games and playful exercises in which learners recognize, name, and act out emotions to build emotional literacy and social understanding.
• Emotion Identification through Literature - Uses emotion posters during read-alouds to help students infer and name a character's emotions from language and pictures.
• Emotion Password - Learners make a prescribed facial expression (the "password") to enter the classroom, prompting brief emotion recognition and self-assessment at the threshold of the lesson.
• Emotion Reflection Through Journaling - Learners reflect on experiences, tracking patterns in their emotions and behaviors to enhance self-understanding and goal-setting.
• Emotion Songs - Emotion songs involve creating or adapting songs to explore, label, and express different emotions.
• Emotion Vocabulary Building - Explicitly teaching learners a differentiated lexicon for emotions so they can identify, label, and communicate internal states with precision.
• Emotion Word Inclusion in Instruction - Educators deliberately name emotions in their own speech — labeling their own feelings, the learner's feelings, and characters' feelings — to build learners' emotional vocabulary and model healthy emo
• Emotion-Based Story Discussions - Emotion-based story discussions involve reading stories and having learners identify and discuss the characters' feelings.
• Emotion-Focused Pretend Play - An adult joins children's pretend play and introduces emotion talk — naming, modeling, and acting out how the imaginary characters feel — to build emotional understanding and expression.
• Emotional Check-ins - A brief, structured routine at the start of a session in which learners report their current emotional state, giving the educator early insight into readiness to learn and individual needs.
• Emotional Regulation Strategies - Educators identify students' strengths and challenges in emotional regulation—the ability to control responses to emotional stimuli—and align supports and instruction to those profiles.
• Emotional Thermometer - An emotional thermometer is a visual self-assessment tool that helps learners identify and gauge the intensity of their emotions so they can apply coping strategies before escalation.
• Emotional Vocabulary Building - Learners are provided direct access to emotion words, using a word wall or chart to expand their emotional vocabulary.
• Emotional Walking Game - Learners walk through a space and shift their posture, gait, and expression to embody a named emotion each time the facilitator signals.
• Empathic Discipline - A brief online intervention that reframes discipline as a relationship-preserving act, reducing suspensions by shifting teachers' mindset from punitive to empathic responses to misbehavior.
• Empathy for Educators - Engage in deliberate actions to build an empathic mindset toward students, using perspective-taking, student voice, and reflective practice to inform instruction.
• Empathy interviews and student shadowing to build youth-adult understanding - Long Beach Unified adopted empathy-building practices as a core area of RCS work to cultivate stronger relationships and foreground youth experiences.
• Empathy Walks - Learners physically or imaginatively walk through a situation from another person's perspective, then reflect on the experience to build empathic understanding.
• Emphasis on Reasoning over Answers - Shifting classroom attention from the correctness of final answers to the quality of reasoning processes, so learners build confidence and conceptual understanding even when their answers are wrong.
• Emphasis on the Learning Process - Helping learners focus on and value the process of learning, rather than just the grades they receive, promotes a growth mindset.
• Emphasize cooperation and communication to train students' cooperative consciousness - The article recommends that, because knowledge is the social construction of individuals and others by negotiation, "students must cooperate and communicate with others" in the process of constructing
• Emphasize fluent retrieval of verbal arithmetic facts and partially different memory processes when instructing multiplication, in contrast to addition and subtraction - Based on the study's finding that arithmetic operations vary in their reliance on retrieval processes after formal skill acquisition, the article proposes that multiplication instruction should attend
• Emphasize measurement and number line interpretations of fractions in instruction to build fraction magnitude understanding - Because fraction magnitude understanding is central to mathematics achievement, the authors argue that interventions improving magnitude understanding may be effective in the fraction domain.
• Emphasize the Value of Learning - Help learners focus on and value the process of learning rather than solely on grades.
• Emphasize Time on Task - Learning requires sufficient, well-allocated, and engaged time — there is no substitute for time on task.
• Employ a non-coercive, facilitative organizational change strategy that lets teachers pursue individualized adoption at their own pace, supported by training aimed at informational and management concerns - The article reports that a non-coercive, facilitative organizational strategy for change allowed teachers to pursue highly individualized approaches to adoption at their own pace and under their own c
• Employ Common Language and Strategies Across Disciplines - Aligning terminology, instructional routines, and writing expectations across subject areas so students encounter consistent skill language throughout the school day.
• Employ group processing regularly in collaborative and team-based education without subordinating it to content-based learning - The article recommends extending group processing beyond enquiry-based learning into other collaborative and team-based educational contexts.
• Employ more communicative tasks and strategies in large classes to encourage participation - Because larger classes showed lower WTC, the article recommends that teachers of large classes deliberately employ communicative strategies and tasks that support participation and interaction.
• Employ multimodal methods to capture the multifaceted feedback process - The fourth step advocates combining multiple data modalities when studying feedback.
• Employ residency residents as the second adult in TK classrooms using assistant teacher or paraprofessional budget lines - The brief recommends that, given TK's child-to-adult ratio requirements, districts employ residency residents, with salary and benefits, as the second adult in the classroom "using assistant teacher o
• Employer partnerships providing work-based learning placements, mentors, and career-awareness activities - Career Academies build relationships with local employers who support the program and provide work- and career-related activities.
• Empower student autonomy by making supports student-facing and increasing default access, which can raise engagement and reduce barriers - The report recommends having student-facing options available so students can choose whichever feature they need in the moment, and increasing access to and encouraging use of features such as audio s
• Empowering Students as Leaders - Assign students with challenging behaviors structured leadership roles in collaborative groups, channeling their social energy into facilitation and peer support.
• Empowering Students Through Self-Advocacy - Empowering students to advocate for themselves involves teaching them about their rights and needs, and providing them with opportunities to communicate and act on that understanding.
• Empowering Teachers with EQUIP - EQUIP is a customizable classroom observation tool that quantifies patterns in student participation, empowering teachers to build more equitable classrooms through data-driven reflection.
• Enable regular, meaningful family engagement through diverse home-language communication, proactive meetings, student-led conferences, and shared decision-making forums - The brief states there is 'no single strategy for cultivating effective family engagement' but recommends four approaches: diverse communication tools so families can consistently learn how their chil
• Enable students with complex communication needs to respond nonverbally by pointing to multiple-choice answer options during shared text reading - In all studies conducted with students who were AAC users or minimally verbal, materials allowed them to answer questions by pointing to or selecting the right answer among multiple choices, presented
• Encourage Active Learning - Learning is not a spectator sport — learners must talk, write, apply, and reflect on material rather than passively receive it.
• Encourage activities that support positive peer relationships through direct connections, clubs, and sports - The brief recommends fostering peer relationships "whether through direct personal connections or through clubs and sports," as an important part of student well-being.
• Encourage children to model and discuss multiple solution strategies for number problems instead of hunting for clue words - Across items and tasks, the guide urges that children be encouraged to model problems of joining, separating, and comparing rather than looking for clue words like 'more than' or 'difference'.
• Encourage cognition and literacy by providing varied reading, writing, and drawing materials and building environmental awareness - The article recommends that parents and teachers support cognition and literacy by supplying children with a wide variety of materials and by building environmental awareness.
• Encourage Cooperation - Learning is enhanced when it is more like a team effort than a solo race — learners articulate ideas, respond to others' thinking, and share responsibility for outcomes.
• Encourage Feedback and Sharing - Encouraging learners to share their work with peers and online fosters a collaborative writing environment and broadens the audience for their work.
• Encourage learners to inhibit their immediate responses when reasoning about counterintuitive science and maths concepts - Based on the finding that inhibitory control is associated with counterintuitive science and maths reasoning, the authors suggest that "encouraging learners to inhibit their immediate responses might
• Encourage learners to make movements during learning as an instructional implication - The review's discussion translates its six avenues into instructional implications, beginning with a set focused on learner-generated movement.
• Encourage Reading Diverse Texts - Learners read diverse texts and then think and talk about different genres to acquire academic language.
• Encourage Student Self-Advocacy - Empowering students to become self-advocates involves helping them understand their strengths and challenges, and providing them with a voice in their learning.
• Encourage students to adjust cognition, behavior, and emotion during lockdown learning, and to recognize their own adaptability - The authors offer preliminary, cross-sectional-grounded practical directions focused on adaptability and self-efficacy, the factors with the largest effect sizes.
• Encourage students to use AI as a conversational debugging guide while informing them of LLM imperfections and cautioning against unjustified confident claims - The article recommends that educators treat off-the-shelf LLMs as conversational debugging guides for analog circuits, provided students are told about the models' weaknesses in breadboard and PCB sch
• Encourage students to use AI-generated responses while observing ethical guidelines - The article recommends that students be encouraged to engage with AI-generated response tools responsibly and within ethical boundaries.
• Encourage unstructured verbal communication between cooperating and student teachers during student teaching - This strategy directs teacher development programs to foster informal, unstructured verbal feedback from cooperating teachers to student teachers throughout the placement, rather than imposing structu
• Encouraging Help-Seeking Behavior - Creating a classroom environment where students feel comfortable asking for help.
• Encouraging Self Advocacy - Self advocacy involves understanding one's own needs, articulating what supports would help, and communicating those needs to others to build independence and problem-solving capacity.
• Encouraging Students to Ask for Help - Creating classroom conditions and teaching routines that normalize and skillfully support adaptive help-seeking when students struggle.
• Engage a learning partner to support funders and grantees in designing and carrying out a learning plan and building M&E capacity - The brief states that "a learning partner can support funders and their grantees to design and carry out a learning plan, build the capacity of grantees to conduct their own M&E activities, and interp
• Engage a research partner with evaluation expertise when setting targets for research questions - The guide specifies who can serve as the research partner in target-setting work: "The research partner could be staff within the organization who have expertise in evaluation, or an external organiza
• Engage campus stakeholders early, provide tailored ongoing support, and coordinate related initiatives when rolling out systemwide student success reforms - Lessons from EO 1110 implementation for future initiatives: "provide early and ongoing communication and supports that are tailored to campus needs," "support campuses to build capacity for cross-func
• Engage community constituents through multiple input methods as the first step in POG development - The brief recommends that engagement of community constituents be "a critical first step in developing a POG," with leaders actively seeking input on the desired knowledge, abilities, and attributes o
• Engage district leaders as they implement a coaching program - The brief recommends engaging district leaders as they implement a coaching program, the third of three insights from the New Teacher Center.
• Engage educators and classified staff districtwide in shared professional learning on welcoming, inclusive practices - LAUSD's CSI drove adoption of welcoming and inclusive classroom practices through professional development sessions reaching staff from nearly all district community schools, deliberately including cl
• Engage impacted community members in co-design to resolve conceptual tensions early - A strategy for interdisciplinary learning-technology teams: treat impacted community members, especially instructors, as a critical part of the solution rather than passive recipients of the tool.
• Engage industry partners to inform curriculum development, including the competencies needed, and develop new programs in response to employer input - The brief reports that "Industry partners informed curriculum development, including the competencies needed, and new programs were developed in response to employer input." This strategy makes employ
• Engage learners consciously, reflectively, and critically in using texts to understand their world - As its forward-looking agenda, the article argues for educational psychology research examining "how learners may be consciously, reflectively, and critically engaged in using texts to understand thei
• Engage parents through home-learning packets with videos, tips, and activity suggestions - As part of REDI, parents receive take-home materials supporting the program's goals: "Parents receive packets including videos, parenting tips, and suggestions for home learning activities." This exte
• Engage Positive Role Models - Involving families, community members, and other credible models in classroom and school activities so learners can observe and identify with successful performance.
• Engage stakeholders in participatory design and research for AI-augmented collaborative learning - In closing, the presentation poses guiding questions for advancing intelligence augmentation for collaborative learning: whether it is a compelling grand challenge, what is known that can be brought t
• Engage student teachers in reflection on their educational beliefs before immersing them in IBL - The authors advise that because immersion in IBL "may not be effective for student teachers who hold conceptions that are largely incompatible with IBL", professional development should first engage s
• Engage student voice through safe sharing spaces, assumption removal, active listening, co-creation, and co-designed action plans - The brief lists promising practices for engaging student voice to inform school climate: create safe and supportive spaces for sharing with consent and confidentiality, remove previous assumptions abo
• Engage students as active partners in attribute assessment through negotiated tasks, evidence collection and claims of achievement - The paper recommends engaging students as active partners in directing their own learning rather than assessing attributes 'for rather than with students'.
• Engage students from the start via a screening questionnaire followed by card-sorting and mock-up focus groups - A concrete participatory design recipe: first run a screening questionnaire asking what information students want and what their main learning needs are; then convene small online focus groups in whic
• Engage students in active learning assignments using generative AI with structured reflection and critique of AI outputs - The review recommends that educators craft assignments incorporating generative AI that require students to critique AI-generated text and reflect on what the AI did well or poorly, rather than bannin
• Engage students, families, and communities as full partners, centering marginalized voices in policy and practice decisions - The brief holds that strong partnerships between educators, students, families, and communities are essential for SEAD: engaging communities gives educators deeper understanding of students' strengths
• Engage teachers in participatory design with low-fidelity paper prototypes to surface LLM chatbot design considerations - The study's method is an implementable strategy: engage teachers as domain experts in participatory design of LLM-powered tools.
• Engage teachers, families, and designers in participatory, iterative co-design of CT learning activities rather than adopting packaged solutions - The report's fourth commitment grounds CT work in research-practice partnerships with co-design teams of learning scientists, district leaders, teachers, families, children, curriculum designers, and
• Engage trainees in focused observation tasks, collaborative learning tasks, and peer communities of practice to develop reflective practitioners - The article recommends three linked approaches for ELT trainer preparation.
• Engage users and community members in the design process to make learning tools more attractive, useful, and effective - User- and community-centered design is one of three methodological advances the report highlights, defined as "Engaging users and community members in the design process to make learning tools more at
• Engage with Empathy - Engaging with empathy means communicating in online communities in ways that demonstrate understanding of others' perspectives — reading carefully, responding thoughtfully, and upholding community nor
• Engage youth as partners in stewardship rather than as subjects to be taught - The guide promotes a partnership approach in which young people lead their own learning and stewardship projects.
• Engaging practitioners through an advisory board, co-design office hours, and guiding-principles publications - After finding a common practitioner database across DLPs unlikely and footprint reports risky for customer information, SEERNet adopted a broader engagement approach that engages educators rather than
• Engineer pauses, multimodal anchors, and improved prosody into AI-generated audio revision tools - The authors' design recommendations for future AI-audio tools, drawn from the qualitative integration: (1) deliberate silence engineered after case scenarios and between questions and answers to force
• Engineer purpose-built solutions using fit-to-context analysis and a Heilmeier Catechism-style question set - Teams should identify use cases that fit the solution being designed and collect information about key context factors for implementation, such as technology systems, academic schedules, and policies,
• Enhance access to advanced science coursework in secondary and postsecondary school to raise students' chances of entering PEMC fields - The article's findings suggest enhancing access to advanced science coursework in secondary and postsecondary school has positive effects on students' — notably girls' — chances of entering PEMC field
• Enhance intelligent tutoring systems by individualized mastery estimation to guide instructional adaptation - The article recommends exploiting individualized knowledge estimates to enhance intelligent tutoring systems' mastery decisions.
• Enhance learners' motivation, especially intrinsic motivation, to raise L2 willingness to communicate - The article recommends that language teachers work to raise learners' motivation because motivation is linked to willingness to communicate in the L2.
• Enhance student development agents with finetuned or small task-specific models and richer memory architectures rather than prompting alone - In its future directions, the article recommends moving beyond prompting: integrating finetuning, "particularly those based on reinforcement learning (e.g., reinforcement learning with human or synthe
• Enhance students' AI literacy while alleviating excessive academic stress to reduce over-dependence on generative AI - The article's discussion recommends that educational practice address both protective and risk factors for AI dependence: "efforts should bemade toenhance students'AIliteracy,whilealsopayingattentiont
• Enhance the saliency of school and work tasks, and use intrinsically interesting activities to reinforce necessary but mundane behaviors, for learners with ADHD - The authors recommend, on the basis of their findings and prior intervention work, that educators and clinicians use "interventions to enhance the saliency of school and work tasks to improve motivati
• Enhanced Acoustics and Noise Control - Designing and retrofitting classrooms to buffer external noise and control reverberation, protecting speech intelligibility and attention.
• Enrich story co-creation by adding visual stimuli and interaction turns, and prioritise interaction fluency - Based on user feedback and failure analysis, the authors recommend enriching the number of visual stimuli and increasing the interaction turns between robot and user to improve the richness and depth
• Enriched Learning Environment - Creating a brain-friendly and enriched classroom environment involves optimizing the learning space by considering layout, furniture choices, color selections, lighting, nature, environmental print, a
• Enrichment Through Art and Music - Teachers integrate art and music from diverse cultures into their lessons to enrich learning, engage students, and promote cultural understanding.
• Enroll college-ready high school students in rigorous dual enrollment college algebra classes to support college entry and completion - The article presents dual enrollment in a rigorous college algebra class as a route from high school into postsecondary success.
• Ensure communication and co-development with school leaders throughout edtech process rollout - The report recommends creating space to bring school leaders into the iterative design of an edtech evaluation process and communicating its rationale across all levels and roles.
• Ensure fluent handwriting before expecting executive resources to support higher-level composition - Because handwriting fluency mediated EF effects on all narrative outcomes, the authors emphasize that "fluent handwriting skills are essential for writing development, as non-automatized transcription
• Ensure learners master lower task layers before allowing AI automation of those components - The essay recommends that, following the logic of the three-layer model, "educators should ensure that learners have mastered the lower layers (or components) of a task before letting learners automat
• Ensure stable team learning conditions to counteract decreases in team learning behaviours - The review draws the practical implication that organisations should sustainably foster work teams "by ensuring stable team learning conditions for work teams to counteract decreases in the engagement
• Environmental Interaction Analysis - These activities explore the relationships between people and their environments by examining environments, inhabitants, and the tracks they leave behind.
• EQ Feeling Chart - Pair students and check-in with each other using an EQ Feeling Chart.
• Equitable access to rigorous and culturally sustaining curricula, including automatic advanced-coursework enrollment - The brief argues students must be challenged and encouraged to meet high expectations through rigorous, deeper learning and culturally sustaining curricula; when students 'both see themselves in the w
• Equitable Assessment Rubrics - Rubrics aligned to learning standards, objectives, and activities that illuminate student learning and mastery, with meaningful comments for formative assessment.
• Equitable Calling on Students - Ensure all learners get response opportunities, not just high achievers.
• Equitable Classroom Observations - EQUIP is a customizable observation tool for tracking patterns in student participation, aiming to empower teachers in building more equitable classrooms.
• Equitable Grading - Equitable grading redesigns grading policies and practices so that grades accurately reflect learning rather than behavior, timing, or bias.
• Equity Audits - A systematic review of instructional designs, materials, and outcomes data to identify and remedy patterns that disadvantage particular learner groups.
• Equity-leveling admissions interview with lesson delivery, feedback, and revision - Alder's admissions process includes an interview in which candidates deliver a lesson plan, receive feedback, and then revise and deliver the lesson again.
• Erroneous Examples - Presenting deliberately flawed worked solutions for learners to diagnose, explain, and correct.
• Error-injection exercises: diagnosing subtly wrong simulations as graded practice - The article recommends giving students a subtly wrong simulation—sign error in the force, dt an order too large, the wrong potential—with the diagnosis as the graded object.
• Escalating multi-channel contact immediately upon missed assessment, starting with SMS - The department contacted students by SMS immediately upon missing any continuous assessment component, rather than waiting until the end of the first semester as previously.
• Essential Questions - Open, generative questions that frame a unit or course, giving learners a purpose for inquiry and a conceptual throughline that connects individual lessons.
• Establish a central agency or endowed fund devoted to systematic, thorough series of experiments on teaching, interpreted in light of known facts about the learning process. - The editorial proposes an institutional mechanism for scientific solution of educational problems: "Some central agency, or some endowed fund, should be devoted to the scientific solution of these pro
• Establish a monthly school implementation team with two days of pre-launch training and ongoing technical support - The program's implementation model requires each school to designate a team of at least three members — an administrator, an interventionist, and a teacher — who meet monthly.
• Establish a national Ed-tech Product Information Exchange website - The report recommends a national online "Ed-tech Product Information Exchange" website that would list and describe available ed-tech products, report formal research studies and pilot studies with re
• Establish a provisional classification period of roughly 45 to 90 days to detect and correct initial EL misclassifications - The report recommends a limited time frame after initial classification during which educators observe students' classroom language use, gather evidence, and correct erroneous classifications in eithe
• Establish AI-specific accountability systems with iterative playbooks, family guides, and continuous evaluation cycles - The report's fifth use case shows Indian Prairie SD's task force building 'mechanisms for continuous evaluation and refinement,' including an AI Playbook of best practices for elementary, middle, and
• Establish AI-specific evaluation and accountability systems using independent audits, role-based dashboards, and privacy and equity safeguards - The brief recommends districts collaborate with states and partners to build evaluation and accountability systems integrating independent audits of AI tools for accuracy, bias, accessibility, and exp
• Establish an inclusive AI task force before revising responsible use policies - Before revising responsible/acceptable use policies, districts should establish an AI task force: "A group of people who purposefully meet to address a specific topic and accomplish a defined objectiv
• Establish an inter-institutional, society-level mentorship registry providing continuous support from undergraduate entry through faculty appointment - The editorial proposes a mentorship registry, potentially housed within ACS or RSC, to fill the gap left by institution-bound programs whose "benefits do not transfer when a first-generation student m
• Establish an LEA-wide student learning data PLC and schedule data study with school leaders - For building districts' data processes for school improvement, the guide recommends that leaders "Establish an LEA-wide student learning data professional learning community (PLC) to study student per
• Establish bureaus of educational research in city school systems to direct measurement work, as urged by Commissioner Claxton and endorsed by the editorial. - The strategy is to create, within city school systems, bureaus of educational research staffed by trained psychologists.
• Establish clear roles, advisory units, training, and discussion spaces to support CA-based continuous improvement - The study identifies essential institutional conditions for successful CA integration: clear roles and responsibilities; interdisciplinary collaboration among faculty, administrators, and developers;
• Establish comprehensive institutional AI governance frameworks including task forces, roadmaps, and transparent policies - The brief recommends that postsecondary leaders develop comprehensive AI usage guidance, including establishing an AI task force to set standards for data privacy, security, bias, and accuracy, and an
• Establish Consistent Routines - Use consistent routines and methods of giving instructions to help students know what is expected of them.
• Establish continuing one-to-one specialist relationships so expert skills transfer to the tribe - A specific implementable recipe for skill transfer: the report recommends that "Sound and capable individuals should be employed under technical assistance contracts to develop a continuing one-to-one
• Establish continuous improvement cycles that monitor and evaluate POG implementation - To sustain progress and ensure efficacy of the POG framework, the brief recommends establishing continuous improvement cycles that monitor and evaluate implementation.
• Establish evaluative criteria as a creative project evolves through student-faculty feedback conferences - For courses where students pursue individual creative projects that cannot have strict behavioral objectives stated in advance, the author recommends that instructor and student "establish evaluative
• Establish formal, compensated worker advisory councils and co-design teams in skills-first system design - The report recommends establishing "formal, compensated mechanisms (e.g., Worker Advisory Councils, co-design teams) to authentically integrate the lived experiences and insights of frontline workers,
• Establish Ground Rules for Peer Critique - Establishing ground rules for peer critique ensures that the process is productive, respectful, and beneficial for all learners.
• Establish Group Norms - Explicitly co-creating and reinforcing behavioral and interactional expectations that govern how a collaborative group communicates, makes decisions, and holds members accountable.
• Establish Group Roles - Assigning distinct, interdependent roles (e.g., facilitator, recorder, checker) to members of collaborative groups to structure participation and accountability.
• Establish Guidelines for Discussing Race - Establish guidelines or agreements for group members to make when having discussions of race to ensure respectful and productive dialogue.
• Establish Guidelines for Discussions - Establish clear norms for group discussion — engagement, comfort with discomfort, speaking one's truth, and accepting non-closure — before dialogue begins, especially on sensitive or controversial top
• Establish high-retention preparation pathways—residencies, Grow Your Own models, service scholarships, and mentoring/induction—to stem turnover in high-need subjects and schools - The report recommends service scholarships and loan forgiveness that "pay the cost of teacher preparation in exchange for a commitment to teach in a subject or location of need for 3 to 5 years," teac
• Establish parent-staffed Parent Information Centers to equalize access to the choice process - To "level the playing field" so parents across racial, ethnic, and socioeconomic groups can make informed choices, the plan calls for Parent Information Centers.
• Establish precursor conditions — school vision, collaboration, equity focus, and supportive culture — to nurture a data-use culture - The analyzed texts frequently discussed contextual aspects of schools that must be in place to establish and nurture a culture around data, which the authors label precursor conditions.
• Establish program-specific implementation thresholds through curriculum review and structured developer interviews - The study's strategy for defining fidelity begins with an expert review of student and teacher materials across structure, intended classroom interactions, and curriculum-embedded educative features,
• Establish prompting principles of neutrality, consistency, transparency, and reflexivity in oral assessment - The article recommends that assessors follow four guiding principles when prompting students during oral assessments, drawn from Pearce and Chiavaroli (2020): "Neutrality: When educators prompt, they
• Establish purposeful partnerships among co-located schools with leaders invested in all students in the building - The report identifies purposeful school partnerships, especially among two or more schools sharing a building, as an activity that spurred collaboration across district and charter schools.
• Establish site-based professional learning structured around the three inquiry questions - The brief recommends that leaders establish professional learning in which teachers engage in "ongoing and iterative learning driven by three questions: Where am I going?
• Establish standardized misconception benchmarks using isomorphic items, paraphrases, and multi-turn curricula - To address non-verifiability, the article calls for shared benchmark suites for non-verifiable educational behaviors, especially misconception consistency and longitudinal socio-affective trajectories
• Establish student-led peer-based suicide prevention clubs using Sources of Strength - The district partnered with Two Feathers Native American Family Services to train staff and students in Sources of Strength, described as "a peer-based mental health and suicide prevention resiliency
• Establish Talk Partners - Establishing pre-arranged talk partners streamlines pair talk activities by removing set-up friction and enabling intentional, equitable pairing.
• Establishing Classroom Norms - Explicitly co-constructing and teaching shared behavioral and academic expectations at the outset of a course or term to create a predictable, productive learning environment.
• Establishing Classroom Routines - Deliberately teaching and rehearsing predictable procedures for recurring classroom activities so that management overhead drops and instructional time increases.
• Establishing Clear Expectations - Making goals, criteria, roles, and behavioral norms explicit before and during learning so learners know what success looks like and how to reach it.
• Establishing Norms Co-Constructively - Students and teacher jointly generate, negotiate, and ratify the behavioral and intellectual norms that will govern classroom interaction.
• Establishing Rules and Expectations - Explicitly setting and teaching behavioral and academic norms at the outset of a course or term so learners know what is expected and how to succeed.
• Estimate a skill's minimum BKT-BF RSS a priori from dim, n, and percent_correct before running the full grid search - The paper's proposed approach: rather than finding the parameter values that provide the lowest RSS by exhaustive search, estimate the minimum RSS value from a priori known skill variables.
• Estimate and Predict - Learners generate explicit estimates of their performance or task duration before working, then compare estimates against actual outcomes to calibrate self-assessment.
• Estimate cumulative impacts of district-wide reforms by comparing achievement changes to similar students in similar geographic areas without the reforms - The study estimated cumulative impacts of district-wide reforms through a comparative approach: it analyzed "how changes in achievement levels of DC schools compare to changes observed for similar stu
• Estimation Activities - Learners generate a reasoned estimate of a quantity, answer, or outcome before computing, measuring, or being told the exact value.
• Estimation and Prediction - Asking learners to estimate their performance or task duration in advance, record those estimates, and reflect on their accuracy afterward.
• Estimation and Prediction for Self-Awareness - Learners estimate outcomes, task difficulty, or completion times before working, then compare estimates against actual results to calibrate their self-knowledge.
• Estimation Warm Ups - Brief, low-stakes opening activities in which learners estimate a quantity, magnitude, or answer before computing or measuring it, building number sense and activating prior knowledge.
• Ethical governance safeguards for robot-supported mental health education with children - The article argues that deploying adaptive AI systems with children and emotionally sensitive content requires strict ethical governance.
• Ethical Responsibility Tools - Structured tools — graphic organizers, decision trees, and current-events analysis — that help learners identify, weigh, and take responsibility for the ethical dimensions of their decisions.
• Evaluate & Reflect then Sustain & Scale: analyze pilot data against targeted goals and share results with critical partners to plan expanded use - Step 5 directs leaders to "Analyze pilot data to determine whether the tool sufficiently addressed your targeted teaching and learning goals." Step 6 directs leaders to "Share the pilot results with c
• Evaluate a leadership-evaluation instrument on four measurement properties before high-stakes use - The study's approach was to examine a leader-evaluation tool across four measurement properties—"score variation, internal consistency, score stability, and concurrent validity"—during a multiyear pil
• Evaluate AI literacy interventions with behavioral measures of LLM interaction in addition to self-reports - The article recommends that AI literacy interventions be evaluated with behavioral measures in addition to self-reports, because self-reports "may miss important differences in actual use".
• Evaluate AI standardized patient systems with both endpoint and process-sensitive outcomes - The article recommends that "Future evaluations of LLM-based simulated patient systems should therefore include both endpoint and process-sensitive outcomes." Diagnostic correctness should be compleme
• Evaluate AI systems before deploying them with students - The article recommends that edtech teams evaluate their AI models and outputs before going live with students, because failures like the LAUSD "Ed" chatbot and BuzzFeed's AI-first pivot show the costs
• Evaluate AI systems in DLPs for fairness across learner groups, not just overall accuracy - The paper recommends that researchers studying AI-enhanced DLPs go beyond aggregate accuracy: evaluate models for how they perform across different learner groups and contexts, ensure studies reflect
• Evaluate AI-in-LMS deployments with cluster-randomized or stepped-wedge rollout linked to multi-year institutional outcomes - The article's evaluation framework connects middle-school learning traces to medium- and long-term outcomes.
• Evaluate AI-use interventions for the specific process they target, from verification quality to reliance decisions and persistent learning - The review recommends that educational interventions be evaluated for the specific process they target rather than with a single self-report measure of responsible use.
• Evaluate and assess experiential learning modules longitudinally to build pre-service teachers' pedagogical skills - The article recommends that future studies evaluate and assess the applicability of Kolb's cycle in engineering modules, since the present implementation lacked formal assessment.
• Evaluate and mitigate sentiment bias across sensitive attributes before deploying LLM forum support - The article's practice recommendations are to measure sentiment bias in LLM-generated forum replies across sensitive attributes and to counter it with counterfactual fine-tuning before deployment.
• Evaluate broader student-related resources such as academic self-efficacy when assessing or supporting listening comprehension - Based on the finding that vocabulary mediated the self-efficacy to listening comprehension association, the authors suggest listening comprehension models and assessments could extend to broader stude
• Evaluate CBE programs against both implementation milestones and participant outcome targets, including comparison benchmarks - The evaluation approach summarized here tracks whether colleges "successfully implemented their programs as planned, meeting most implementation milestones and outcome targets," and benchmarks partici
• Evaluate charter school impacts across college enrollment, graduation, attendance, and suspensions over multiple years - The report models a multi-year evaluation approach: it "evaluates the impact of the Kauffman School on college enrollment, high school graduation, attendance, and suspensions during its first nine yea
• Evaluate charter school impacts by matching students to demographically and academically similar comparison students - The report measures a charter school's impact by identifying a comparison group of students in other district and charter schools who were similar on observed characteristics, then comparing outcomes.
• Evaluate charter schools against longer-term outcomes such as college enrollment and completion, not only short-term achievement - The brief recommends looking beyond immediate test-score impacts when judging charter schools, examining "if the charter middle schools included in the National Evaluation affected students’ college e
• Evaluate constructivist learning environments with a multi-directional approach covering non-cognitive variables alongside achievement - The article argues effect studies "do not have to exclusively focus on curriculum features" and cognitive effects such as performance, but should "take stock of a broader range of variables influencin
• Evaluate data-use supports with random assignment to generate causal evidence on teacher practice and achievement outcomes - The evaluation approach reflected here is to test school-level data-use supports through random assignment so that effects on teachers' practices and student achievement can be attributed to the suppo
• Evaluate ed-tech program effects at the grade-level cluster level with state-z-scored outcomes across states - The evaluation used the grade-level cluster (all classes teaching a given grade in a school) as the unit of analysis rather than classrooms or whole schools, and converted state-specific assessment ou
• Evaluate edtech investments by Value of Investment alongside Total Cost of Ownership - The guide recommends that districts move beyond cost analysis when justifying edtech purchases.
• Evaluate GenAI declaration frameworks empirically and pair them with institutional guidance on which tools are in scope - The authors propose three strands of future work: empirical evaluation "comparing student declarations against observed workflow data to assess whether declarations track actual behaviour"; pedagogica
• Evaluate in-school transmission by comparing school incidence trends for students and staff with trends in the surrounding local community - The report's evaluation strategy benchmarks a district's COVID-19 trends against its community rather than against other districts.
• Evaluate infrastructures continually using process-tracking methods such as ethnography and embedded sensors - This sixth IMPROV action area addresses evaluating infrastructuring processes and outcomes.
• Evaluate instructor-authored AI teaching cases by checking seeds, attempting the analysis with student materials only, and keeping data and teaching materials under joint review - The article recommends that instructors treat case revision as a joint review of data and teaching materials: strengthening an interaction requires rerunning the reference analysis, while wording or g
• Evaluate LLM data extraction through a staged meaningful-human-control sequence before integrating it into evidence synthesis - The article proposes a three-stage evaluation sequence grounded in the construct of meaningful human control, in which "human agents can meaningfully influence system behavior and be appropriately acc
• Evaluate LLM tutoring systems in two steps: first whether an intervention changes the assistance students receive, then whether that change improves learning - The article proposes that evaluations of LLM tutoring systems should distinguish a behavioral question from an educational question: "does a pedagogical intervention change the assistance students rec
• Evaluate LLM-based tutors with human-inspired methods such as simulated students and behavior analysis before classroom deployment - The authors recommend that AIED researchers develop systematic, human-inspired evaluation techniques for learner-facing LLM tools before practical use, since experimental studies of learning outcomes
• Evaluate LLM-supported learning beyond binary access by measuring enacted interaction and preserving no-help assessments - The article recommends that AIED evaluation move beyond binary LLM access by measuring enacted learner–LLM interaction quality and preserving no-help assessments, because "AI -assisted practice scores
• Evaluate metacomprehension interventions on both monitoring-based and comprehension-based regulation accuracy - The article recommends that studies of metacomprehension interventions assess regulation accuracy in both of its forms: monitoring-based (whether restudy decisions match judgments of learning) and com
• Evaluate motivational theories rigorously on predictive, practical, explanatory, and developmental value before integrating - The essay recommends that researchers rigorously evaluate the theories they use rather than inheriting them from supervisors or social contagion.
• Evaluate pre-K programs by tracking impacts beyond kindergarten into early elementary grades - The report's approach is to estimate the impact of an offer of admission to a pre-K program and then "explore whether any impacts persist as students advance beyond kindergarten," building on a previo
• Evaluate principal replacement by comparing achievement changes in replaced-principal schools to matched comparison schools that kept the same principal - This evaluation strategy measures the effect of replacing a school principal by comparing changes in student achievement before and after a leadership change against changes over the same period in co
• Evaluate proposed instructional approaches with controlled experiments measuring far-transfer problem solving - The article proposes experimental designs to test its two new hypothetical approaches: functional use of intelligence and explicit instruction in search-based heuristics.
• Evaluate quantisation choices empirically on the target task and hardware rather than inheriting them from other studies - The article recommends that practitioners deploying fine-tuned LLM scoring systems treat quantisation as an empirical engineering decision: "quantisation is a practical engineering choice that should
• Evaluate student contributions through praising, encouraging, quoting students' words, and gestures - The article presents four evaluation techniques for communicative reading classrooms.
• Evaluate student-voice initiatives with a framework of key questions on institutional conditions - The article offers a framework consisting of key questions for evaluating whether a school's institutional conditions genuinely support student voice.
• Evaluating drafts, peer critiques and collaborative exercises alongside finished writing - The final recommendation is to consider alternate ways of evaluating student writing.
• Evaluating Online Sources - Teaching learners to assess the credibility, accuracy, and purpose of online information through lateral reading and corroboration routines.
• Evaluators should re-estimate IRT scores treating rapid guesses as missing and compare with unadjusted results - For evaluators with appropriate computer-based test metadata, the paper recommends a sensitivity workflow: set response-time thresholds, then apply "the most defensible and conservative approach is to
• Every state should convene a CBL workgroup to develop multi-year plans for scaling competency-based learning - The publication recommends that every state create a competency-based learning workgroup, like Washington State's Mastery-based Learning Work Group, that develops recommendations and multi-year plans
• Exam Wrappers - A short reflective activity completed immediately before and/or after an exam that prompts students to analyze their preparation, performance, and adjustment strategies.
• Examine data across subgroups and account for diversity within subgroup categories before interpreting score differences - The guide's first actionable recommendation directs leaders to disaggregate data across subgroups and, where relevant, within them.
• Examine literacy screening data for intersectional differences not apparent from simple disaggregation and consider student and school characteristics together when targeting supports - The article recommends that educators and policymakers analyze screening data at the intersection of multiple background characteristics rather than disaggregating to single categories, because overla
• Examine manipulative strategies across populations, domains, outcomes, and settings before issuing broad professional recommendations - The commentary argues that coarse endorsements such as "manipulatives work" can create unrealistic expectancies or instructional misapplications, because the affordances and constraints of manipulativ
• Exchange personal and biographical information between speaker and students before the telelecture - The author recommends building personal contact into telelectures: "The students expressed considerable interest in knowing more about the speaker as a person.A picture plus some biographical informat
• Exemplar Analysis - Learners study one or more worked examples of expert performance to extract the underlying principles, structure, and decision criteria before producing their own work.
• Exemplar Based Feedback - Providing learners with exemplars — samples of work at known quality levels — as the primary vehicle for feedback, so they can calibrate their own work against concrete models rather than abstract cri
• Exercise Contests - Organize contests to incentivize students to be more physically active, such as a month-long or year-long challenge.
• Exercise flexibility in timing, frequency, and tutor choice when implementing a highly structured tutoring program, and consider preservice teachers as tutors - The report suggests that schools and districts using a highly structured tutoring program "might be able to exercise flexibility in when and how often tutoring is offered and by whom without compromis
• Exercise for Cognitive Enhancement - Regular physical exercise boosts cognitive function by increasing neurotransmitter levels, promoting neurogenesis in the hippocampus, and improving focus and attention.
• Exhibition - Learners create and publicly present culminating work to an authentic audience, making learning visible and accountable beyond the classroom.
• Exhibition Of Learning - A culminating public presentation of learner work to an authentic audience, requiring synthesis, communication, and defense of what has been learned.
• Exit students from tutoring once they consistently read at the average level for their grade - Reading Recovery® defines a mastery-based exit criterion rather than a fixed program length.
• Exit Ticket - A short, structured task completed by learners at the end of a lesson to surface what they understood, what they missed, and what questions remain.
• Expand loan forgiveness, high-retention preparation pathways, and compensation supports to reduce teacher loan burdens and strengthen recruitment and retention - The report recommends five federal, state, and local policy approaches: expanding loan forgiveness and service scholarship programs; expanding affordable high-retention preparation pathways such as re
• Expand micro-credential systems into seven future content areas - In its What is Next?
• Expand multilingual workforce data and cross-system strategic planning to grow the supply of bilingual instructors - The brief recommends expanding available program and workforce data by collecting more comprehensive program data and making existing workforce data publicly accessible, convening state and regional c
• Expand Pell Grant eligibility to short occupational programs as a strategy for helping displaced workers and low-income adults earn credentials quickly - The report presents waiving Pell rules so funds can be used for short occupational training as a policy strategy for rapid credentialing.
• Expand research methodologies to monitor learning processes during multimedia instruction - To incorporate social, affective, motivational, and metacognitive components into CTML, the article recommends expanding measurement beyond post-lesson outcome tests.
• Expand school-climate improvement programs as a lever for raising school performance - Because climate is a factor schools can act on directly, the report recommends expanding programs designed to improve school climate as a route to broader school success.
• Expand students' concept of audience by writing the same topic for different audiences - The guide recommends designing writing activities that naturally lend themselves to different audiences, helping students generate a list of potential audiences for an assignment, and having students
• Expand students' repertoire of epistemic actions and teach when each evidence type is appropriate rather than replacing purportedly poor beliefs - The article proposes that epistemic-cognition instruction should not simply replace purportedly undesirable beliefs with more sophisticated ones.
• Expand supervised practicum experiences in teacher preparation to include AI-focused pedagogies - The article recommends that teacher education programs expand supervised practicum experiences so teacher candidates learn AI-focused pedagogies: scaffolding students' iterative interrogation of AI re
• Expand the pool of potential tutors rather than expanding group sizes when scaling tutoring to all students - Responding to Louisiana's Accelerate guidance, the brief recommends that states seeking to tutor all students not enlarge groups beyond the research-based cap.
• Expand transitional kindergarten and preschool by braiding UPK funds with hiring, culturally responsive curriculum, and community college partnerships - Universal Prekindergarten Planning and Implementation funds address implementing transitional kindergarten (TK) and preschool.
• Expect Excellence - Demonstrating a belief in excellence and setting high expectations is essential for creating a successful PBL culture.
• Expecting Excellence in PBL - Setting and communicating high expectations for all students in project-based learning, supported by scaffolding that makes those expectations attainable.
• Experiment with dialogic instructional moves that connect students' everyday experiences to conceptual knowledge to move beyond experience-based reasoning. - This is the article's own implication for instructional work in life skills education.
• Experiment with unequal weekly drawing time in grades four and five where natural development plateaus - An administrative recommendation arising from the observed plateau in drawing development after grade three.
• Expert-recommended practices for fostering fun in learning: suggestion boxes, embracing failure, differentiated challenge, and open-ended questions - From the expert interview, teachers are advised to gather students' ideas for making lessons more fun, for example a classroom suggestion box where "every day they would throw in suggestions" discusse
• Explicate, Validate, and Address Negative Emotions - When learners come into a course with negative emotions and expectations, it can affect not only their learning but also their capacity to learn.
• Explicit and Systematic Writing Instruction - Explicit and systematic teaching of the strategies, skills, and knowledge needed to be a proficient writer, combining modeled strategy instruction with extended practice.
• Explicit Discussion of Perspectives - Explicitly discuss different perspectives, encouraging students to consider viewpoints other than their own.
• Explicit Discussions About Perspectives - Have explicit conversations about emotions and social issues, including issues of social justice, to build perspective-taking and empathy.
• Explicit Instruction - Systematic, teacher-directed instruction in which skills are modeled directly, practiced with guidance, and gradually released to independent performance.
• Explicit Instruction in Self-Advocacy and Self-Determination - Directly teaching students to understand their needs and rights, communicate them, set goals, solve problems, and participate in decisions about their own learning and lives.
• Explicit Instruction on Book Selection and Care - Teach learners how to select appropriate independent reading books, care for them, understand expectations for their reading work, and follow library maintenance procedures.
• Explicit Instruction: Argumentation with Evidence - Directly teaching learners how to construct arguments, support claims with evidence, evaluate sources, and address opposing viewpoints.
• Explicit Instruction: Decoding - Direct, systematic teaching of letter–sound relationships and word-recognition strategies so learners can convert print to speech accurately and automatically.
• Explicit Instruction: Writing Strategies - Explicit instruction in writing strategies directly teaches students specific methods for planning, drafting, revising, and editing, typically through modeling, guided practice, and gradual release to
• Explicit Interpersonal Skills Instruction - Students who have had little opportunity to practice basic social skills — courtesy, eye contact, attentive body language — can be taught them through modeling in literature or games, mentoring relati
• Explicit Phonics Routines - Systematic, teacher-directed routines that teach letter–sound correspondences and blending in a planned sequence, with modeling, guided practice, and cumulative review.
• Explicit reading strategy instruction following the WWW&H rule: explain, model, and support strategy implementation with guided practice - The article describes explicit instruction as teaching where "the teacher clearly teaches students about a strategy by explaining and demonstrating how to implement a particular strategy, explaining t
• Explicit Routine Instruction - Teaching well-defined procedures and recurring task sequences through direct explanation, modeling, and guided rehearsal until learners can execute them independently.
• Explicit Strategy Instruction - Directly teaching learners specific cognitive and metacognitive strategies — what they are, how to execute them, and when and why to use them — through modeling, guided practice, and feedback.
• Explicit Systematic Phonics Instruction - Direct, sequenced teaching of letter–sound correspondences and blending procedures, following a planned progression from simple to complex.
• Explicit Teacher Modeling - The teacher describes and demonstrates a skill or concept step by step, making expert thinking visible before students attempt it independently.
• Explicit Teaching - The teacher clearly shows students what to do and how to do it, making learning intentions and success criteria transparent, modelling the target performance, checking for understanding, and consolida
• Explicit Vocabulary Instruction - Direct, teacher-led teaching of specific target words, including definitions, context, examples, and structured practice, rather than expecting vocabulary to grow from exposure alone.
• Explicit Writing Instruction - Directly teaching writing strategies, text structures, and sentence-level skills through modeling, guided practice, and fading rather than relying on immersion or unguided writing practice.
• Explicitly Addressing Social Awareness - Deliberately identifying students' social-awareness strengths and challenges, then using aligned modeling, discussion, and perspective-taking strategies to build empathy and social understanding as pa
• Explicitly Discuss Different Perspectives - Engage learners in structured discussions that surface, compare, and evaluate diverse viewpoints — cultural, disciplinary, and stakeholder — to deepen understanding and build empathy.
• Explicitly document participatory methods, tools, processes, challenges, and facilitators - In its conclusion, the article recommends that practitioners write out the how of their participatory work.
• Explicitly encourage readers to monitor how sources differing in trustworthiness, and reading order, influence their reliability perceptions - The article proposes an intervention direction for promoting critical or analytical reading: learners should be guided to notice how sources with differing trustworthiness, encountered in sequence, sh
• Explicitly frame a group AI agent's role and design introductory activities that encourage collaborative dialogue rather than system testing - The article recommends that when introducing AI partners in classrooms, educators "explicitly frame the agent's role and set norms for how it should participate in group work", and design "introductor
• Explicitly guide students to use contrasting cases as grounded feedback by prompting intuitive predictions - A forward-looking design recommendation drawn from the study's null result: because students in this experiment received no guidance on using the contrasting cases, the authors conclude that "novices
• Explicitly teach search-based heuristics and metacognitive skills using cognitive load techniques - The article recommends teaching general problem-solving heuristics and metacognitive skills as biologically secondary knowledge, using cognitive load theory techniques to reduce unnecessary working me
• Exploit marginalized difference through mimetic and disruptive readings (Irigaray's mime, Bell's philosophical clitoris) rather than expressing conflict as illness - The paper recommends working with the feminized construct in a less corporeal way by drawing on Irigaray's notion of becoming the mime, insinuating oneself into the language of the father to disrupt p
• Exploration Station - Establishing a dedicated computer as a station for exploration allows learners to discover their preferred composition pathway.
• Exploration Station for Multimodal Pathways - Creating a designated computer station where students can explore their preferred composition pathway.
• Explore candidate models with limited-information estimation first, then estimate the structured model with the efficient EM algorithm - For settings where researchers have not yet settled on a model structure, the article recommends a two-stage workflow.
• Explore curricula and interventions that build on or enhance children's non-symbolic numerical knowledge - The authors recommend that, because non-symbolic arithmetic performance predicts kindergarten mathematics success and children find such problems engaging and motivating, training studies should explo
• Explore differentiated preservice preparation, contextualized in-service learning, and incentives to retain principals in lower-retention environments - The report recommends that state and local education leaders consider retention strategies for the high-turnover environments the study identified.
• Explore executive function training as an intervention for children with dyslexia - The authors' forward-looking recommendation is that future work test executive function training with dyslexic children.
• Explore hybrid assessment models combining AI conversational agent-based and face-to-face formats, with long-term study of effects on performance and well-being - The article recommends that future work move beyond comparing purely AI-mediated and purely face-to-face assessment by developing and studying hybrid formats, and by examining longer-term consequences
• Export structured evaluation sessions (JSON and CSV) for downstream NLP dataset construction - All evaluation sessions are persistently stored locally and can be exported in their entirety—source texts, generated outputs, semantic alignment links, readability metrics, and weighted manual annota
• Expose girls to female role models who have succeeded in math and science - Teachers should expose girls to female role models who have achieved in math or science to promote positive beliefs about women's abilities, because even in elementary school girls are aware of the st
• Expose information directly to students and parents rather than merely making it available - The review recommends that education policies deliver relevant information actively to decision-makers instead of only making it accessible, because automatic thinking means people act on what immedia
• Exposición fotográfica y catálogo como vía de transferencia social de proyectos de ApS - El catálogo documenta una exposición de 10 fotografías realizadas por Pedro Ruíz en el aulario del Campus de Melilla (junio 2021), como acción de transferencia del proyecto ApS.
• Expository Advance Organizers - Expository advance organizers give students a broad idea of the lesson's purpose before it begins by clearly stating the goals of the lesson.
• Express Confidence in Learners - Directly communicating to learners that they have the ability to succeed, so that instructor belief functions as a self-fulfilling expectation.
• Expressing Interest in Ethnic Background - Teachers demonstrate genuine care for students' cultural needs by encouraging them to research and share their ethnic backgrounds, fostering a trusting classroom environment.
• Expressing Interest in Students' Ethnic Backgrounds - Teachers actively demonstrate care for students' cultural, emotional, and intellectual needs by inviting students to research and share information about their ethnic backgrounds, including the origin
• Expressive Outlets - Learners externalize thoughts and emotions through structured writing, drawing, or verbalization to regulate affect and free cognitive resources for learning.
• Expressive Writing - Expressive writing asks learners to write continuously about their thoughts and feelings surrounding emotionally significant experiences, typically in short structured sessions.
• Expressive Writing Before Assessment - A brief pre-assessment writing intervention in which students write about their worries and anxieties to offload intrusive thoughts and protect working memory during the test.
• Extend character education beyond the classroom with optional parental and community involvement components - The program supplements classroom lessons with optional family and community engagement materials.
• Extend dropout prediction with deep learning, behavioral data, and real-time monitoring - The authors' future-research agenda specifies four extensions: recurrent neural networks to extract temporal patterns in student behavior; incorporation of behavioral data such as class participation
• Extend educational LLM benchmarking toward multilingual contexts, real classroom interaction data, and targeted training for identified capability gaps - The authors close by recommending next steps for educational LLM evaluation and development.
• Extend educational LLM benchmarks with broader item formats, human-in-the-loop item curation, and multi-turn evidence-based feedback measures - The authors recommend several concrete next steps for educational LLM benchmarking.
• Extend empathy interviews to students' caregivers for an additional perspective - Step 2.1 of the exercise invites teachers to "take the opportunity to also interview a caregiver of one of your students".
• Extend inquiry into learners' pasts to explain non-normative learning behaviours - An ethnographic technique, attributed to Haneda (2006), for countering the scholarly silence about how salient identity traits accompany students across space and time: researchers should extend inqui