Strategies: F

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• Facilitate a multi-session collaborative workgroup to co-develop state guidance - R15CC designed and facilitated a highly collaborative six-session workgroup in which NDE staff and education leaders from across the state used evidence and research to make collaborative decisions ab
• Facilitate cognitive disequilibrium about ethnocentric views - This strategy directs program designers to build experiences that deliberately unsettle students' existing cultural assumptions.
• Facilitate cross-sector collaboration so charter and non-charter high schools share best practices on their respective strengths - The report recommends that Chicago's charter and non-charter high schools collaborate around best practices given their complementary strengths.
• Facilitate educator networks and knowledge-sharing hubs for educational AI - The review reports, citing Salas-Pilco (2020), a strategy of organising educator networks to overcome obstacles such as time constraints, workload, and lack of resources for teacher training in AI edu
• Facilitate knowledge sharing between organizations experienced with evidence-based strategies and organizations seeking to use them - The brief proposes knowledge sharing between education organizations as a mechanism for spreading evidence-based strategies: "One way to support the spread of evidence-based strategies is to facilitat
• Facilitate sessions with a welcoming environment, probing questions, and structured pauses - The facilitation protocol assigns the facilitator the 'primary responsibility...
• Facilitating Difficult Dialogues - Structured facilitation of conversations about contested, emotionally charged, or identity-relevant topics so that disagreement becomes productive learning rather than threat or withdrawal.
• Facilitating Discourse (Online) - The instructor's active role in shaping, sustaining, and deepening student-to-student conversation in online environments — beyond merely requiring posts.
• Facilitating Learning - The teacher shifts from delivering instruction to designing and guiding student-driven activity, reducing the power differential and increasing learner ownership.
• Facilitators can use a taxonomy of moves and strategies for acknowledging and exploring emotion to build a facilitation repertoire - The editorial describes Vedder-Weiss, Trachtenberg-Masalton, and Sarfati-Shaulov's (2025) focus on the facilitation side of professional development, "mapping a taxonomy of moves and strategies for ac
• Facilitators should monitor vulnerability and call out emotional regimes to preempt deficit narratives in teacher PD - The article recommends that professional developers attend carefully to vulnerability for individuals and groups, since vulnerability preceded each introduction of deficit narratives.
• Fact Checking - Teaching learners to verify claims by leaving the source and consulting independent evidence — lateral reading, source investigation, and corroboration.
• Fact Checking Routines - Structured, repeatable procedures for verifying the accuracy of claims and sources before accepting or sharing them.
• Faculty development for GenAI-era teaching innovation should address professional identity, AI literacy, and teaching self-efficacy alongside knowledge - The article's practical implication is that faculty development and AI integration efforts in higher education should not target AI-related knowledge alone but also the psychological factors the study
• Faculty professional development treating AI literacy as core professionalism with critical, ethical, and pedagogical emphasis - The article recommends that institutions conceptualize AI literacy development as a core dimension of faculty professionalism rather than a merely technical skill.
• Faculty should work alongside community partners before developing a service-learning project to build trust and understand community considerations - The article recommends that faculty embed themselves in the community before designing a CSL project.
• Fade embodied support as schemas develop, starting with the least embodied task-relevant support - An implementable instructional recipe derived from the article's reformulation: begin with the least embodied, task-relevant support a learner needs, then progressively withdraw it.
• Fade structured teaching sessions into independent project work over the semester - The article schedules instruction so that guided teaching dominates early and independent project work dominates late.
• Faded Guidance - Progressively withdraw instructional support — moving from full worked examples to completion problems to independent problem solving — as learner expertise develops.
• Faded Worked Examples - A sequence that begins with fully worked examples and progressively removes solution steps, transferring responsibility from the model to the learner.
• Failure-Driven Scaffolding - Explicit, multi-step scaffolds during a pre-instruction problem attempt that deliberately nudge students toward generating a suboptimal solution representation, so the later instruction phase corrects
• Fair Communication Anchor Charts - Displaying visual charts that articulate agreed-upon rules for respectful, equitable communication during discussions and collaborative work.
• Familiar, Quiet, and Repetitive Tasks - Using familiar, quiet, and repetitive fine motor and visual tasks can be a calming experience for many children.
• Families partner with schools on attendance and grades through belonging, collaborative support, and joint monitoring - The playbook recommends three implementable family actions: (1) build a community of belonging—talking with other parents and meeting with principals about family engagement, since high-quality engage
• Family Book Club - Choose a book that is representative of your students and in their home language if possible; record weekly read-aloud videos and post discussion questions for families.
• Family Engagement - Family engagement is a collaborative practice in which families and school personnel work together to support children's learning, development, and wellbeing across home and school settings.
• Family Engagement In Homework - Structuring homework so that family members participate meaningfully — as interactors, monitors, or resources — rather than merely enforcing completion.
• Family Engagement Supporting Children With Disabilities - Families of children with disabilities act as partners in intervention — extending instruction, reinforcing goals, and informing design at home and across settings.
• Family Literacy Engagement - Structured efforts to involve families in children's literacy development through home reading routines, guided interaction, and school-family partnership.
• Family Literacy Nights - Structured school-hosted events that engage families in modeled literacy activities to build home literacy practices and connect school and home learning.
• Family Literacy Programs - Structured programs that engage parents and children together in literacy activities, building home literacy environments and parenting practices that support children's reading development.
• Family, community, and student engagement as full partners in SEAD policy and practice - The brief holds that strong partnerships between educators, students, families, and communities are essential for SEAD: when educators engage the communities they serve, they gain deeper understanding
• Faux-Flipped Classroom - A flipped-classroom adaptation for young learners that replaces homework with short instructional videos and reserves class time for one-to-one teacher guidance.
• Favor learning strategies that rely on long-term memory and integrate new material with existing cognitive structures - The digest states that strategies relying more on long-term memory rather than short-term memory, ones that "integrate new concepts and materials withalready existing cognitive structures, tend to be
• Feature African American contributions and successful role models prominently in the school curriculum to support motivation and buffer stereotype effects - In its closing recommendations the article proposes that "Schools in which the manifold contributions of African Americans are a prominent part of the curriculum and that feature successful African Am
• Federal policy levers for an equitable pathways system: funding, mandates, certification, research, and data systems - The brief recommends a set of federal actions: enhanced support and oversight through a new grant or formula program for SEAs and LEAs; legislation for universal access to pathways counselors; federal
• Federal policy package to end the student debt crisis for Black women: cancel debt, improve IDR, and double the Pell Grant - The brief recommends that Congress and the Biden administration act on three fronts: cancel federal student debt (The Education Trust supports "canceling at least $50,000 of federal student debt" and
• Federal policy should expand access to high-quality, integrated early care and education with quality assurance and adequate ECE educator compensation - The brief recommends building on federal ECE investments by expanding federal programs and providing matching funds to states for high-quality child care and preschool free for families making up to 2
• Federal policy should expand research on how people learn and fund centers translating it into curriculum, school design, and educator preparation - The brief recommends that federal policy expand and disseminate research about how people learn and development, including funding for basic and applied research and its translation into policy and pr
• Federal policy should fund wraparound supports and community schools integrating health, mental health, social services, and extended learning time - The brief recommends a comprehensive approach providing children with the health, mental health, social services, extended learning time, after-school programming, and other supports they need to thri
• Federal policy should invest in high-quality professional learning for educators, prioritizing preparation and professional development designs including teachers teaching teachers - The brief calls for increasing funding under ESSA and the Higher Education Act to establish, expand, study, and spread effective learning models for school leaders, teachers, and other staff.
• Federal policy should support authentic performance assessments used for improvement rather than punishment - The brief recommends federal testing requirements focus on quality rather than quantity, supporting authentic measures of relevant knowledge and skills as used in the real world.
• Federal reforms to strengthen antidiscrimination protection: amend Title VI, fund enforcement, and issue clarifying guidance - The report recommends a set of federal actions to strengthen protection from racial discrimination in education: "Amend Title VI of the Civil Rights Act of 1964 to prohibit disparate impact discrimina
• Federal strategy for coherent ECE governance through a coordinating body, unified family referral services, and integrated data systems - The whitepaper's fourth recommendation area addresses fragmented governance by proposing a coordinating strategy—such as a Children's Cabinet or renewed interagency policy board—to align federal, stat
• Federal strategy to develop and support a well-qualified ECE workforce through compensation, career-ladder scholarships, preparation programs, and coaching - The whitepaper's third recommendation area treats well-prepared educators as "the most important part of an early learning program" and proposes four steps: improving compensation via CCDBG reimbursem
• Federal strategy to expand access to integrated, inclusive ECE through child care funding, universal preschool, Head Start alignment, and inclusive special education - The whitepaper's first recommendation area directs the federal government to expand affordable child care, incentivize universal preschool for 3- and 4-year-olds, align Head Start with state preschool
• Federal strategy to raise ECE quality by setting higher CCDBG standards, minimum quality requirements for federally supported preschool, and funding coaching - The whitepaper's second recommendation area calls for subsidized programs to meet high-quality state standards including low adult-child ratios, high-quality curriculum, well-trained staff, safe facil
• Feed Up, Feed Back, Feed Forward Model - A structured approach to feedback organized around three questions — where am I going, how am I going, and where to next.
• Feedback Format - Feedback can be delivered in various formats, including written, verbal, or video.
• Feedback Sandwich - The feedback sandwich technique involves delivering feedback in three parts: compliment, correct, compliment.
• Feedback Through Different Media - Delivering feedback through varied media (video, audio, screencast, text) changes its tone, richness, and impact, with video and audio often conveying more personal, encouraging feedback than written
• Feeling Face Snack Time - Learners pull a 'feeling face' card and eat their snack while showing the matching emotion.
• Feelings Check-In - A brief structured activity at the start of a session in which learners identify and share their current emotional state, building self-awareness and giving the instructor a read on the room.
• Feelings Ring Around the Rosie - During recess, learners play 'Ring Around the Rosie' while acting out different emotions.
• Fictional Characters to Teach Social Awareness - Use fictional characters and narratives — connected to current events — as safe proxies through which learners examine social situations, perspectives, and ethical dilemmas.
• Fidget Contracts - Fidget contracts are agreements between a learner and an educator or caregiver that outline specific rules and guidelines for using fidget tools.
• Fidget Tools - Small manipulable objects (stress balls, fidget spinners, putty, foot bands) provided to learners to channel excess motor activity and support attention during seated tasks.
• Fidget Utilization Protocol - A structured protocol establishing rules, contracts, and designated use for fidget tools so they support attention and self-regulation rather than becoming toys.
• Field Journals - Learners record structured observations, questions, and reflections during authentic engagement with phenomena, sites, or experiences, then revisit and refine those records.
• Field Trips - Field trips are educational excursions that take learners outside the classroom to engage with content in authentic, multisensory real-world environments.
• Find the Difference - Learners compare two dot cards and subtract to find how many more dots are on the greater card, building subtraction fluency through concrete visual comparison.
• Find the Total - Learners view two dot cards, find the total, and explain their addition strategy aloud in a number-talk format.
• Find ways to improve academic self-efficacy among ELLs to support faster academic growth and gap closing - The article's forward-looking recommendation is that interventions targeting ELLs' academic self-efficacy—their confidence in attaining educational goals—may accelerate math and reading growth and hel
• Finger Speed-Differences - A fast-paced partner game in which two students each show a number of fingers and the first to say the difference aloud wins the round.
• Finger Speed-Sums - A paired, movement-based fluency game in which students display fingers on a count and race to state the sum first.
• Finger-Painting: Arts Integration - Integrating arts like fiction writing, dance, drama, graphic design, music, drawing, painting, or ceramics into all subjects helps learners learn and find their talents and interests.
• First Then Boards - A visual support showing a small, concrete sequence — a less-preferred activity followed immediately by a preferred one — to clarify expectations and build tolerance for non-preferred tasks.
• Fishbowl - Two learners sit facing each other in the center of the room; the remaining learners sit in a circle around them.
• Fishbowl Discussion - A structured discussion format in which a small inner group converses while an outer group observes, with roles rotating so all students practice both contributing and listening.
• Fist Tapping & Arm Tapping - Multisensory spelling strategies in which learners physically tap out syllables and sounds of words while saying and spelling them aloud.
• Fit change-score versus pretest-score data with α and γ process models to diagnose learning processes and distinguish student ability from instruction impact - The article recommends fitting empirical pre-post change-score data with the theoretical learning curves (α-process straight lines and γ-process logistic curves, alone or combined via Eq.
• Fit the combined parameter A and fix P(G) or P(L0) externally as an alternative to Dirichlet priors when fitting the BKT HMM - Because the HMM form of BKT is a three-parameter exponential, the article recommends fitting only the combination A and then recovering the fourth parameter algebraically.
• Fit VR learning applications to a specific target audience and support learners with little prior knowledge - Because school type, rather than test condition, determined how effective the VR application was at fostering knowledge, interest, and attitude, the authors recommend that developers design for a spec
• Five actions for school and district leaders to improve family engagement with young learners - The report recommends that leaders (1) collect and regularly review family engagement data disaggregated by race, ethnicity, home language, disability status, and income; (2) provide supports and clea
• Five classroom use cases deploying social robots for emotional learning, conflict mediation, and one-on-one support - Each robot type is operationalised as a use case: exploring social issues through enacted scenarios ('What would you do?'), emotion regulation and physical proximity exercises including boundary-viola
• Five design implications for qualitative learning analytics tools: unify creation and extraction, transparent encodings, preserve rare responses, flexible units of analysis, frequency as entry point - The authors translate their integrated findings into five design implications for tools bringing quantitative technique into qualitative learning analytics: enable custom data uploads with insight ext
• Five design principles for responsible implementation of AI-generated course readings - The article proposes a replicable set of implementation principles for instructors using AI-generated readings: "treat generation as draft production; the instructor must review outputs and correct we
• Five getting-started steps for building an integrated, school-based system of care - The guide prescribes five steps for LEAs beginning whole child work: examine the current system via needs assessment and asset mapping; identify a leadership team with key partners; identify long-term
• Five High Fives - A movement-based game in which students try to high-five five different classmates, then use the pattern of success and failure to discover parity (handshake) reasoning.
• Five KEA selection and implementation considerations for policymakers and practitioners - The brief offers recommendations for selecting and executing a high-quality KEA: "cultural and linguistic responsiveness, standardization and reliability, resource allocation and training, alignment t
• Five key qualities of a successful instructional technology coach - The report identifies five qualities of an effective coach: relationship builder, insider, strong communicator, tech believer, and experienced teacher.
• Five overarching state strategies for building quality early education systems - The report distills the shared approach of Michigan, West Virginia, Washington, and North Carolina into five overarching strategies: "establishing standards for quality and systems that incentivize im
• Five policy priorities to address Michigan's inequitable teacher shortage: fair funding, data systems, career attractiveness, administrator supports, and professional development - The report proposes five priorities as a roadmap for sustained change: fair and adequate funding to support competitive salaries especially in high-poverty districts; improved state education data sys
• Five policy questions for unifying, funding, and improving California's ECE system - The report's Takeaways section sets forth five questions for policymakers: moving from "a patchwork of disconnected programs to a more unified ECE system"; increasing availability of high-quality, ful
• Five policy strategies for fostering integration in early childhood education settings - The report identifies five strategies policymakers can use to foster socioeconomic, racial, ethnic, and linguistic integration in ECE: "Establishing universal ECE programs," braiding public funding, a
• Five prioritized improvements for AI tutoring prototypes: instant core-strategy layer, curriculum tags, dynamic geometry, step-specific buttons, automated wrong-book - Based on field findings and participants' explicit requests, the authors list five improvements: a dual-mode structure where the "Answer + Core Idea" layer loads instantly; explicit junior-high syllab
• Five recommendations for higher education systems elevating student and faculty voice in edtech evaluation - The conclusion offers implementable steps for other systems: "Community college and other higher education systems that are interested in elevating student and faculty voice in their edtech evaluation
• Five recommendations for integrating Improvement Science with SEERNet - The paper concludes with five recommendations: "Foster Collaboration" between researchers and practitioners; "Establish Data-Sharing Protocols" to ensure privacy and security and build trust; "Leverag
• Five recommendations for reducing curricular barriers: minimize transfer delay, eliminate choke points, flex calculus timing, shrink core requirements, and publish multiple degree plans - From comparing the 60 degree maps, the authors distill five recommendations departments can use to evaluate and change their degrees: minimize delay factor for transfer students, eliminate choke point
• Five recommendations for scientists venturing into science communication with teachers - Drawing on a decade of disseminating retrieval practice research, the author offers five recommendations for scientists seeking to engage in science communication: share colleagues' work if hesitant t
• Five reconciliation strategies academics use to manage AI-related guilt: tool framing, critical thinking emphasis, boundary setting, transparency, and denying reconciliation is needed - In the qualitative narratives, academics described five approaches to reconciling AI use with academic values.
• Five research-based considerations for implementing school-based BTA systems positively and protectively - The report distills the research into five considerations for policymakers so that BTA systems, "which are now required in most states and districts, to be positive and protective of students and scho
• Five research-based recommendations for teacher educators to address emotions in PD - The review synthesizes five categories of recommendations from the included studies for how teacher educators can attend to teacher emotions in PD: promoting emotional awareness and reflection (n = 13
• Five state policy actions to sustain and scale teacher residencies - The brief recommends that the state: (1) "Fund resident and mentor stipends with state matching grants that increase the district match over time to support sustainability"; (2) provide seed grants to
• Five state recommendations for implementing universal FAFSA policies equitably - Based on its findings, the report recommends that state legislators, state boards, and departments of education: provide dedicated funding for equitable implementation; include clear and accessible op
• Five ways state and local chambers can support working families by supporting female providers of color - The report recommends five strategies for state and local chambers of commerce, derived from its interviews: share resources and information about "funding opportunities, health insurance, and COVID-1
• Five-component systemwide support infrastructure for capacity building under next generation accountability - The report recommends that states and districts build a support infrastructure with five systemwide components for learning to improve: a systemwide culture grounded in "learning to improve"; strong p
• Five-point research agenda for future studies of oral communicative competence and sociometric status - The review closes with five recommendations for future research: combine multiple methods (mixed methods) given the construct's complexity; conduct studies in non-western countries to examine cross-cu
• Five-Stage Problem-Solving Model - A five-stage model that guides learners through understanding, framing, and resolving problems via structured self-regulated cycles.
• Five-step discourse mapping procedure for representing a contested knowledge debate - The paper offers a implementable recipe for social cartography: choose the debate to map; select the widest range of texts and translate their defining rhetorical characteristics; identify the range o
• Five-step empathy interview exercise for teachers designing inclusive computing pathways - The article lays out a structured exercise teachers complete before designing an inclusive computing pathway.
• Five-step iterative co-design process for developing edtech evaluation criteria with learners and vendors - The report details a repeatable recipe for co-designing evaluation criteria: "Digital Promise and the CO used a multi-staged, iterative co-design methodology to center student, faculty, and staff voic
• Five-step practical measurement process for improving CRSE mathematics instruction - Figure 2 lays out an iterative process: identify an instructional goal, design an instructional strategy, identify a practical measure, implement the measure, and improve instruction.
• Five-step state roadmap for equitable access to experienced teachers: examine data, diagnose level, set goals, enact policy, monitor accountability - The report's roadmap directs state and district leaders to move "beyond highlighting these inequities to proactively addressing them" through five steps: establish data systems and examine disparities
• Five-step state roadmap for equitable access to experienced teachers: examine data, diagnose root causes, set goals, implement data-based policies, and monitor with transparency - The report proposes a five-step roadmap for state and district leaders: establish data systems and examine disparities; determine whether disparities are within- or between-district and engage teacher
• Five-tier governance levers for embedding AI literacy into practice - The article proposes five governance tiers through which AI literacy is operationalized: policy and legislation, institutional regulation, educational implementation, technological infrastructure, and
• Flashcard Drill - Repeated retrieval of facts or vocabulary using card-based question–answer pairs, typically with self-paced cycling and spacing.
• Flashcards - Flashcards present a prompt on one side and its answer on the other, enabling rapid self-testing; paired with spaced repetition software such as Anki, they schedule review at expanding intervals to ma
• Flexible Seating - Providing a variety of seating options and letting learners choose where and how they sit based on task and personal need.
• Flexible Seating Patterns and Configurations - Providing a variety of furniture and seating arrangements that students can select and reconfigure to match the task, group size, and time of day.
• Flipped Classroom - First exposure to content happens before class via videos or readings; class time is repurposed for active application with instructor support.
• Flipped Learning - A pedagogical model that moves first exposure to content outside class (typically via video) and reserves class time for active, instructor-guided application.
• Focus collaborative diagnosis on initially unshared information through a cycle of eliciting and sharing - Because group members tend to share too little relevant information and shared information is discussed more often and earlier than unshared information, the article recommends that collaborators "foc
• Focus equity-relevant research at the classroom and systems levels, treating teachers—not just technology—as drivers of change - This strategy shifts attention from adapting technology to individual students toward how platforms can support teachers and change classroom and system practices.
• Focus instructional support on helping the lowest-achieving students catch up after pandemic disruptions - The brief recommends targeting support toward the lowest-achieving students, because pandemic-era score dispersion grew mainly at the bottom of the distribution and low achievers improved least during
• Focus intervention and monitoring on abilities with the strongest coupling strengths, not only on outcomes below a desired threshold - The authors recommend that "to facilitate early detection and possibly even effective intervention, it may pay off to focus on abilities that have the strongest coupling strengths rather than solely o
• Focus on Enjoyable Moments - This strategy entails consciously choosing to fill one's mind with positive images and thoughts, making it a habit to bring the mind back every time it goes astray.
• Focus on Issues of Justice - Authentic projects that engage students in investigating and acting on issues of justice that matter to them, their communities, and the wider world.
• Focus on the Question They Answered Correctly - Instead of focusing on a student's mistake, instructors identify the question a student answered correctly, even if it's different from the one asked, and build from that correct understanding.
• Focus reduction efforts on high schools, racial/achievement disparities, and conflict prevention/de-escalation - The report identifies three priority areas for districts seeking to reduce exclusionary disciplinary practices: targeting high schools (which account for 56 percent of OSS districtwide), addressing di
• Focus school improvement efforts on the ninth-grade transition using real-time data to monitor and support at-risk freshmen - The strategy is a district-and-school approach in which high schools use data reports to "monitor student performance in real time and identify students at risk," combined with ninth grade coordinator
• Focus staff development on the judgement work of AI integration rather than tool training - For the shift from teacher-centric delivery to AI-augmented facilitation, the article recommends that educator development move beyond tool training toward integration judgement: deciding when AI shou
• Focus support early in the school year on students identified as at risk at BOY to get them on track by midyear - The brief recommends concentrating support early in the year for students flagged as at risk at the beginning of year, because getting students on track by midyear most often keeps them on track throu
• Focus teacher interventions on preventing and ameliorating burnout symptoms rather than raising TSE levels - Because burnout dimensions consistently predicted future TSE while TSE did not consistently predict future burnout, the article recommends that interventions aiming to support teacher retention and we
• Focus vocabulary instruction on Tier 2 words drawn from content-area materials - Following Beck, McKeown, and Kucan (2002), the article recommends breaking words into three tiers and concentrating instruction on Tier 2 words that appear frequently across many contexts (e.g., regar
• Focused-Attention Practices - Brief, structured exercises that train learners to anchor attention on a single stimulus (breath, sound, sensation) to quiet distraction and regulate arousal before or during learning.
• Focusing techniques for checking a text during drafting and revision - The paper recommends developing a set of focusing techniques against which the writer measures what is being produced, both during writing and later with an eye to revising.
• Follow a step-by-step estimation procedure with example-based computer code when analyzing PN-RCT data - The guide offers an implementable recipe for analysts: Chapter 3 provides "a step-by-step guide, using examples, on how to estimate the models and interpret the output", together with computer code fo
• Follow enumerated best-practice guidelines when establishing AMAO criteria: multiple methods, qualified trained panelists, defined sequential process, documentation, and validity studies - The report derives a set of guidelines from performance-standard-setting best practices for establishing ELP performance criteria and AMAO accountability policies.
• Follow key steps to conduct RCTs and address common questions and concerns - The guide provides procedural support for leaders undertaking an RCT: it "outlines the key steps to conduct RCTs and responds to common questions and concerns about RCTs." This anticipates stakeholder
• Follow the French two-stage placement plan: pedagogical examination first, then mental tests for equal mental retardation - For determining who is to be placed in special classes, Huey recommends the plan in Binet and Simon's Les Enfants Anormaux: "a pedagogical examination must first show a pedagogical retardation of thre
• Follow the Platinum Rule - Treat others the way they want and need to be treated, rather than the way you would want to be treated.
• Follow transparent, replicable meta-analysis practices tailored to PBL: multiple databases, gray literature, full heterogeneity reporting, funnel plots with Egger's test, and RVE for dependent outcomes - This strategy distills the article's recommendations for conducting a PBL meta-analysis.
• Follow Up After Discussions About Race - Taking concrete actions that address inequities surfaced during classroom discussions about race, and giving learners structured time and support to act on what the discussion revealed.
• Follow-Up After Disciplining a Student - After disciplining a learner, the instructor deliberately re-engages: touching base privately, acknowledging post-disciplinary successes, and persisting rather than writing the learner off.
• Follow-up After Discussions - Teachers support students in converting insights and emotions from equity-focused discussions into concrete action, while helping them process feelings such as guilt or shame constructively.
• For children with cerebral palsy who cannot write legibly, apply physical therapy interventions improving trunk stability and control to support upper-limb coordination and fine motor skills - In the rehabilitation field, the article proposes that children with cerebral palsy who cannot produce legible handwriting be given appropriate sitting postures through physical therapy that improves
• For refinement-level use, shift the unit of intervention from the individual to the school building - The article proposes that interventions facilitating movement from nonuse to routine use differ from those needed for higher Levels of Use (IVB-VI).
• For students who decode well but comprehend poorly, minimize decoding instruction and maximize comprehension instruction - The guide's obstacle advice addresses students who read multisyllabic words effortlessly but perform poorly on reading tests because of weak vocabulary and comprehension difficulties.
• For young learners, adapt instructional support level rather than only task difficulty, and investigate adaptive features in isolation - Drawing on their null findings, the authors recommend that "future adaptive systems for younger learners should focus on adjusting the level of instructional support, for example, by providing more sc
• Form a small cross-departmental team with defined facilitation roles before starting alignment work - The guide advises forming a team across divisions and departments, including school, family, and student members, while warning against tokenizing these stakeholders: their "roles are meaningful, that
• Form design teams by building trust and relationships and prioritizing meaningful representation before project kick-off. - This strategy governs the first activity phase, forming design teams.
• Form diverse groups through random or structured grouping rather than student self-selection - The digest presents two basic ways to set up cooperative groups: random grouping (counting off, jigsawing cut-up pictures or worksheets, dealing cards, or colored stickers) and structured grouping, in
• Form if-then implementation intentions (specifying when, where, and how) to support goal achievement - A concrete, implementable self-regulation strategy: learners form plans in the format "If situation Y is encountered, then I will initiate goal-directed behavior X!", spelling out the when, where, and
• Form Interest Groups and Strengths-Based Groups in Science - Interest groups can work well in science teaching 'if learners perceive value in participating in a given activity', wish to use individual talents, and persevere in making a success of collaborative
• Form partnerships with community organizations, higher education, and CTE programs to expand emergency staffing and build the talent pipeline - The brief recommends partnerships with child-serving organizations and postsecondary institutions to both broaden the emergency candidate pool and cultivate a longer-term talent pipeline.
• Form tutoring pairs by ranking students by reading achievement and pairing across halves of the ranked list - A concrete pairing procedure for peer tutoring: "the teacher ranks students from highest to lowest reading achievement.
• Format learning activities as play using the three interrelated parameters of involvement, rules, and degrees of freedom - Van Oers' play theory, reviewed in the cultural historical section, conceptualizes play as a mode of activity rather than a distinct activity separate from learning or working: any cultural activity c
• Formative Assessment Cycles - Running instruction as a repeating loop — elicit evidence of learning, interpret it, adjust teaching, then re-elicit — so that what happens next is decided by what students actually understood.
• Formative Assessment Loops - A cyclical strategy in which evidence of student understanding is gathered mid-instruction, interpreted against learning goals, and used to adjust both teaching and learning before summative evaluatio
• Formative Assessment Routines - Recurring, low-stakes checks embedded in instruction that surface learner understanding in time to adjust teaching before summative evaluation.
• Formative Assessment to Gauge Student Progress and Guide Instruction - Assessing student work on a regular basis provides both the teacher and the student with a sense of the student's progress, indicates strengths and areas for improvement, and helps the teacher plan ap
• Formative Assessment With Feedback - Eliciting evidence of learning while it is still formable and returning specific, actionable feedback that both learner and instructor act on.
• Formative Evaluation - Gathering and acting on evidence of learner understanding during instruction, before summative judgment, to adapt teaching and learning in real time.
• Formative Feedback - Giving learners information about their work that tells them where they are going, how they are doing, and what to do next — while there is still time and opportunity to act on it.
• Formative Feedback Loops - A cyclical process in which learner work is assessed against criteria, feedback is delivered and acted on, and revised performance is re-assessed — closing the gap between current and target performan
• Formative Feedback Routines - Recurring, structured cycles in which learners produce work, receive timely and actionable feedback, and act on it before the next attempt.
• Formative friction: require goal statements, alternative comparison, and justification before high-stakes delegation, kept proportionate and accessible - This strategy distinguishes exclusionary friction from formative friction in AI-mediated workflows.
• Formative Self Assessment - Learners evaluate their own developing work against explicit criteria to monitor progress and guide revision, before any high-stakes evaluation.
• Fossil Analysis - Learners examine, draw, and describe fossil specimens to build a class "Fossil Guide," developing observation, description, and paleontological identification skills.
• Foster a classroom culture of critical thinking through collective responsibility, trust norms, multiple perspectives, scaffolding, and frequent argumentation opportunities - The primer lists essential practices for fostering a culture of critical thinking and communication: "treating argumentation as a collective responsibility for building knowledge, building a classroom
• Foster a culture of success with mandatory orientation, gateway-course registration, and full-credit loads - San Diego State University leaders attribute their gains in Hispanic graduation and gap-closing to "fostering a culture of success that raised expectations of students (by making orientation mandatory
• Foster and, if necessary, enforce socio-cognitive conflicts that lead to productive solutions as a strategy to optimize learning outcomes - Arguing that socio-cognitive conflicts and productive friction are indispensable for learning and knowledge construction, the article recommends that fostering, and if necessary enforcing, such confli
• Foster articulation by having students build testable artifacts and explain ideas to other students - Articulation means "forcing students to explain and think about what they are doing i.e.
• Foster citizenship and prevent silencing of environmental conflicts and risks in school EE - The article recommends that EE in schools and teacher training move beyond conservation toward a holistic, systemic, and interdisciplinary perspective, as recommended by Brazilian legislation.
• Foster communities of practice for AI governance instead of rigid top-down policies - The article recommends that universities move away from rigid, top-down AI policies and instead foster "communities of practice," collaborative spaces where faculty, staff, and students navigate AI im
• Foster community in counsellor education through student organizations, common space, collegial feedback, and rewards for mutual support - The Community component holds that developing counsellor skills within a supportive community can normalize and enhance the integration of new behaviours, attitudes, and perspectives.
• Foster hands-on student practice of the full responsible AI use cycle across authentic contexts - The brief recommends integrating practical, hands-on experiences—simulations and project-based learning—where students practice the full cycle of responsible AI use: determining whether AI use is appr
• Foster interdisciplinary collaboration and actively include student perspectives in institutional GenAI responses. - Beyond governance and training, the article recommends interdisciplinary collaboration and the active inclusion of student perspectives when institutions respond to GenAI.
• Foster L1-L2 transfer of writing metacognitive regulation through cross-language collaboration between writing educators and balanced attention to all learner groups - Given the demonstrated L1-L2 transfer of metacognitive regulation, the article recommends "cross-language collaborations such as joint talks and curriculum co-design between L1 and L2 writing educator
• Foster mindful transfer by systematically saturating instruction with attention to transfer - Drawing on Perkins and Salomon, the review recommends that teachers who want knowledge to transfer across domains must foster mindful, deliberate application of knowledge in new contexts.
• Foster positive learning communities and supportive environments to strengthen MALL attitudes and intentions - Drawing on the significant SI→ATT and ATT→BI findings, the article recommends that educators "foster a positive learning community, where sharing experiences can augment students' ATT towards MALL".
• Foster Self-Awareness - Self-awareness is the ability to correctly identify your own emotions, thoughts, and values and how they impact behavior.
• Foster students' emotional resilience and educators' feedback literacy, and use dialogic, technology-enhanced feedback processes - Based on the finding that emotional responses and feedback design shape uptake, the article recommends that "enhancing educators’ feedback literacy and fostering students’ emotional resilience may be
• Foster students' metacognition as a long-term learning tool from the first years of schooling - Based on the finding that early metacognitive efficiency predicted performance improvement across domains 10 months later, the authors conclude that metacognition "may play a fundamental role in guidi
• Foster teacher agency through low-risk, high-reward opportunities with escalating responsibility - The project reports fostering teacher agency by "repeatedly creating multiple, low-risk high-reward opportunities where educators' perspectives matter", with messaging that participants are working to
• Fostering Self-Advocacy and Self-Determination - Prioritizing explicit instruction and authentic practice of self-advocacy and self-determination skills so students — especially those with disabilities — can direct their own learning and life paths.
• Fostering Student Self-Knowledge - Implementing measures that help students understand themselves as learners — their strengths, needs, and effective strategies — so they can self-advocate and regulate their own learning.
• Foundation-funded state and district initiatives promoting strategic data use - The Gates Foundation funded four initiatives promoting strategic use of data at the state and district levels, which Mathematica evaluated and used to inform the DDDM framework.
• Four actionable steps for district leaders moving from adoption to effective, equitable HQIM implementation - Drawing on its seven-district cross-case findings, the report recommends four steps for district leaders: invest time in building shared instructional principles before curriculum selection, as Maple
• Four actions for campus leaders and policymakers to increase Black student access at selective private institutions: develop recruitment strategies, assess and improve campus racial climates, leverage federal accountability, and increase accreditor accountability. - The report closes with four categories of recommendations for education leaders and policymakers, adjusted from the authors' 2020 public-institution report to account for private institutions' donor-b
• Four design insights for GAI chatbots supporting SRL: real-time personalization, warm language, platform integration, and course-content embedding - From the three-year DBR process, the authors distill four insights for designing intelligent chatbots: enable real-time, context-sensitive personalization; use warm, conversational language supporting
• Four design principles for educational AI that empowers epistemic agency rather than passive offloading - Based on the tension between system efficiency and regulatory engagement, the article proposes four design principles for educational AI: prioritizing dialogic tension over seamless efficiency, enabli
• Four design principles for integrating voice-based AI into language curricula - From the study's conclusions, the authors propose four concrete principles for integrating voice-based AI into language curricula: AI tasks suit focused morphosyntactic practice where regular input ca
• Four district-level recommendations for improving school safety and student well-being regardless of position on the spectrum - Based on the case study and similar research, Ed Trust recommends four steps for any school or district: "Provide clear messaging to principals and school staff on existing policies, including detaile
• Four ecosystem recommendations: experiment with currency forms, protect time for inquiry, include everyone in team learning, and invest in adaptive platforms - Based on recent developments, early progress, and current challenges, the report recommends that the ecosystem focus on policies and practices that: create incentives for local educators to experiment
• Four field-level recommendations for supporting exploratory, interdisciplinary research on emerging learning technologies - Based on the thematic analysis of PI interviews, the report recommends four actions for funders and the field.
• Four guidelines for designing LLM-assisted qualitative coding pipelines - The article distills its combined agreement and verification evidence into four guidelines for researchers designing large-scale coding pipelines.
• Four implementation insights for design-centered learning programs: time with technology, extended professional development, intentional instruction, and starting small - The report distills its exploratory findings into four recommendations for future Learning Studio implementations.
• Four leader actions to retain teachers of color: financial incentives, disaggregated data, diverse leader investment, and inclusive environments - The report closes with four recommended actions for state, district, and school leaders: value teachers of color through loan forgiveness, service scholarships, loan repayment and relocation incentive
• Four Moves - A rapid source-evaluation routine (Stop, Investigate the source, Find better coverage, Trace to the original) adapted from professional fact-checkers' practice of lateral reading.
• Four recommendations for deepening mathematics integration in science investigations - From study findings, the report offers four interrelated recommendations: present data collection and representation methods in ways that enable increased focus on mathematical reasoning; explicitly h
• Four recommendations for using state tests in education experiments: gauge alignment, ensure reliability, collect baseline data, and consider combining results carefully - The paper's concluding chapter distills its guidance into four numbered recommendations for researchers considering state test data in RCTs.
• Four recommended foci for new academic success definitions - Drawing on feminist literature, the commentary recommends supplementing existing success recommendations with four foci: "(1) personal dispositions, (2) diverse mentorship models, (3) workload and wel
• Four recommended practices for implementing an admissions portfolio system - The report relays the 2022 Reimagining College Access tool's recommended practices for institutions implementing an admissions portfolio: know your "why" for requesting different or additional informa
• Four strategic recommendations for supporting AI literacy across settings - The briefs issue four strategic recommendations for leaders: "Build AI literacy skills and competencies across all disciplines and audiences"; "Collaborate with community members to develop transparen
• Four teacher roles for regulating the transfer of learning functions: diagnostician, challenger, model learner, activator - The article specifies four roles teachers take in process-oriented teaching.
• Four-component research-based curriculum development process linking basic research, applied research, and field testing - The authors describe building a research-based curriculum as having four components: basing the curriculum on a solid theoretical foundation, applying the basic theory to the particular domain and obj
• Four-layer workplace assessment battery with non-compensatory decision rules for competent GenAI use - The review proposes a four-layer workplace assessment keeping measurement targets separate: Layer 1 objective foundation (AICOS-S or GLAT), Layer 2 epistemic oversight (Critical Thinking in AI Use Sca
• Four-part capacity-building support model: scoping, provider matching, cohort learning, and thought partnership - The initiative's goal was "to strengthen grantee capacity for equity-centered strategic learning by helping grantees scope projects in their area of need, matching grantees with providers that could h
• Four-part policy strategy for increasing student access to advanced mathematics and science courses - The report recommends a set of state, federal, and local policy actions to close gaps in advanced course access: annual review of curriculum access, stable funding streams, teacher pipeline supports,
• Four-part policy strategy: increase funding, revise allocation formulas, expand allowable uses, and improve spending data - The report recommends that policymakers "consider increasing funding, making changes to funding distribution, expanding allowable uses of federal funding, and improving the quality of information abou
• Four-part research agenda: longitudinal studies, hybrid frameworks, ethical frameworks, and underrepresented STEM domains - The review's conclusions propose four directions for advancing AI–metacognition research in STEM.
• Four-part state policy agenda: coherent administration, universal affordability, a well-qualified workforce, and quality improvement for all programs - The report recommends that California "adopt a comprehensive approach to turn an uncoordinated set of underfunded programs into a true system of supports for children, families, and providers." Its fo
• Four-question public template for high-stakes AI assessment tasks - The article recommends operationalizing stewardship through a short public template rather than a long rulebook.
• Four-stage post-training support pathway for sustaining training transfer - A post-training support pathway (Figure 2) derived directly from participants' descriptions of facilitators and barriers, specifying responsible stakeholders, implementation timelines, and required re
• Four-step anonymization balancing disclosure risk and data utility - The anonymization tip sheet defines anonymization as 'removing information that could be used to identify someone' and prescribes four steps: redact direct identifiers such as name, address, or teleph
• Four-step assessment twin design process: identify vulnerabilities, align outcomes, select complementary tasks, develop interdependent marking schemes - The article proposes an implementable design process for building assessment twins.
• Four-step deployment preparation for patient-facing generative AI: audit, triage, fill priority gaps, and retain evidence - The article's implications section gives health-IT teams a four-part recipe for preparing patient-facing generative AI grounded in institutional education materials: audit coverage and clarify differi
• Four-step research procedure for studies on digital tools guided by CoDiL - The article's conclusion prescribes an implementable sequence for research on digital tools in educational settings: specify content-specific knowledge components, specify the learning activities lead
• Four-step TDF process for diagnosing and remediating curriculum implementation barriers - The article outlines a four-step process for education researchers to apply the TDF to implementation problems.
• Frame abstract gaze cues as human eye movements in the introductory text so learners perceive EMME as a social learning situation - Because EMME visualize gaze with abstract stimuli such as a moving dot, circle or spotlight, the article argues that learners need to be told the cue's human origin for social factors to come into pla
• Frame cheat sheet creation as a structured learning activity rather than merely permitting notes - This strategy positions instructors to present cheat sheet preparation as part of the learning process itself: "By framing cheat sheet creation as a structured learning activity, rather than simply pe
• Frame course specifications in competencies and build in 'I can do...' benchmark tasks as informal assessment - The guide recommends that since students' principal aim is to speak the target language, "the course description should be framed in terms of competencies", stating what students will be able to do by
• Frame disclosure of AI involvement as an instructional prompt rather than a disclaimer - The paper draws a practitioner implication from its finding that transparency operated as an instructional intervention: "transparency about AI involvement may be more than an ethical obligation.
• Frame GenAI labs explicitly as verification and repair practice alongside prompting - The article's deployment strategy: at the start of the activity, students were explicitly warned that the code generation model was likely to make mistakes, then instructed to carefully read generated
• Frame genAI virtual patient experiences: prompt experimentation with AI capabilities and orient students to its limits - The authors recommend supporting history-taking from genAI-enabled virtual patients by framing the experience: encouraging students to experiment with the AI's humanlike capabilities and helping them
• Frame learner and automated feedback as complementary rather than conflicting - The article's second design consideration recommends that learner and automated feedback "should be framed as complementary rather than conflicting".
• Frame local risk definitions in MCAS terms: benchmarks near Partially Meeting identify students most in need, while benchmarks nearer Meeting Expectations identify students needing support to meet MCAS goals - The brief offers two framings for at-risk indicators anchored on the MCAS scale.
• Frame reading assessment as a game to reduce stereotype threat for boys - The article's manipulation shows a concrete framing choice: presenting a reading test as diagnostic of reading abilities induced threat, while presenting the same test as a game reduced threat, revers
• Frame sex education for college men around responsibility for younger boys and leadership in others' character development - The review reports that Galloway's handbook rests on the idea that a college man is more likely to develop a sound personal standpoint regarding sex when he takes responsibility for younger boys and p
• Frame simulation lessons as a movie-director game with scaffolding, varied texts, and reflective discussion to sustain engagement - To promote engagement and motivation, the training was presented as a Bmovie director training^ teaching children to create a Bmovie from the text^ in their head and experience events as the main char
• Frame subgroup score discussions around subgroup overlap and access to opportunity - The guide's second recommendation urges leaders to highlight that subgroup memberships overlap and that scores reflect lived educational opportunities shaped by systemic inequities.
• Frame the LLM as an instructor predicting a student's response rather than as the learner itself - This prompting strategy instructs the LLM to take the teacher's perspective and predict how a student would respond, instead of role-playing the learner directly.
• Frame-aided writing procedure for authors of historical explanations - A concrete writing recipe in which authors construct a frame map of the to-be-explained content, sorting notes into the slots of a Problem/Solution frame map to reveal the depth, breadth, and detail o
• Frayer Model - A graphic organizer that develops conceptual understanding of a term by requiring learners to define it, describe its features, generate examples, and generate non-examples.
• Free Choice Time - Provide learners with the autonomy to select their learning activities, mirroring the self-directed learning seen in preschool environments.
• Free Choice Time Student Directed Learning - Structured time in which learners select their own activities, materials, or topics, with the instructor acting as curator and facilitator rather than director.
• Free Graphing Calculator App - A free mobile app combining graphing, scientific calculation, unit conversion, statistics, and reference tools that serves as an offloading tool for computation, freeing learners to focus on mathemati
• Free Math Worksheets - Free math worksheets provide accessible, structured practice materials that support fluency building and skill consolidation in mathematics.
• Free Play - Child-led, self-directed activity in which learners explore and develop physical, social, cognitive, and creative skills through interactions with their environment and peers.
• Free Recall Writing as Retrieval Practice - After reading an educational text, students write down as much as they can remember without viewing it, with no feedback required.
• Free Writing - A timed, ungraded writing activity in which learners write continuously without stopping to edit, censor, or plan, in order to generate ideas, surface prior knowledge, and build writing fluency.
• Frequent Student Reflections - Prompting learners to reflect regularly on their learning so they can monitor their own understanding, identify strengths and weaknesses, and connect ideas across topics.
• Frequent, Low-Stakes Quizzes - Administering frequent quizzes with minimal impact on grades to reinforce learning and identify gaps in understanding.
• Front Loading Vocabulary - Teaching key vocabulary before learners encounter a text, task, or lesson so that word meanings do not compete with comprehension for working memory.
• Front-load Tier 1 vocabulary before the science lesson and teach embedded scientific vocabulary in the lesson's context - Montebello teachers learned to distinguish Tier 1 words (Beck, McKeown, & Kucan, 2002)—basic, everyday words not typically emphasized in instruction—from embedded vocabulary that emerges from the less
• Frustration and Stress Prevention/Reduction Techniques - Pre-planned techniques instructors use to prevent and reduce their own stress and frustration in the classroom, protecting both teacher well-being and instructional quality.
• Fry Word Lists - The Fry word list contains 1,000 high-frequency words divided into ten levels, further split into groups of twenty-five words based on frequency and difficulty.
• Functional Behavior Assessment - A systematic process for identifying the function (purpose) of a student's challenging behavior so instruction and intervention can address the underlying cause rather than the surface behavior.
• Functional Behavioral Assessment - A systematic process for identifying the function (purpose) of a student's challenging behavior so interventions address the cause rather than the symptom.
• Functional Wall Displays - Using walls for bulletin boards displaying student work and curricular supports, such as a word wall or math posters, makes resources easily accessible during instruction.
• Fund AI literacy initiatives integrating AI ethics into curricula and adapting assessments - The article recommends that institutions fund AI literacy initiatives that embed AI ethics in curricula and redesign assessment for ethical and effective AI use.
• Fund and design future research spanning multiple types of early care and education settings to inform exclusion legislation and intervention funding - The review recommends that future research draw on data spanning home-, center-, and school-based early care and education settings, because existing studies are siloed across disciplines and setting
• Fund and guide Grow Your Own programs to attract candidates of color into teaching - The brief lists Grow Your Own (GYO) programs among the research-based strategies states should use to target resources toward districts and schools struggling to recruit a diverse workforce.
• Fund anti-bias education through a comprehensive diversity plan tied to specific outcomes, student-centered efforts, and redress mechanisms - Anti-Bias Education Grant Program funds address education about discrimination, bias, racism, bigotry, prejudice, and hate-motivated actions.
• Fund collaborative participatory teams and broaden dissemination to bridge edtech design and research for MLLs - The report recommends structural moves to connect design and research communities working on edtech for multilingual learners.
• Fund comprehensive support programs combining direct financial, academic, and personal supports to improve completion for underserved students - The report recommends a new federal fund offering grants that support the development, evaluation, and scaling of completion strategies, including "comprehensive support programs that provide direct f
• Fund Grow Your Own programs to recruit more candidates of color than traditional educator preparation programs attract - Grow Your Own programs (GYOs) are "community-focused recruitment programs that tend to attract more candidates of color than traditional educator preparation programs." The brief reports that Maryland
• Fund low-stakes experimentation grants that give engineers safe places to test novel AI ideas with small groups of teachers and students - This strategy uses small grants to let organizations pause, explore, and test AI ideas without market pressure.
• Fund residents with stipends and halve tuition to make a yearlong coteaching residency financially accessible - Claremont compensates candidates to make a yearlong coteaching model accessible to those who could not afford to forgo income.
• Fund scheduled coplanning time and multidisciplinary team composition for pre-referral, assessment, and referral decisions - The report recommends that practitioners receive "scheduled and consistent coplanning time to effectively collaborate on behalf of multilingual learners with suspected disabilities," with multidiscipl
• Funder recommendations: evidence on importance plus tips for starting and sustaining initiatives - The document is explicitly written as guidance for funders and intermediaries: "This document contains recommendations for funders and other intermediaries looking to support similar strategic learnin
• Funders should develop learning goals, plan their M&E approach, and communicate expectations before releasing an RFP and awarding grants - The brief recommends that, before releasing a request for proposals and awarding grants, funders "develop their learning goals, plan their measurement and evaluation (M&E) approach, and communicate ex
• Funders use structured self-reflection to focus place-based systems change investments - The recommended activity is for funders to work through the reflection tool with their foundations to sharpen investment choices.
• Funds of Knowledge Household Interviews - Teachers visit students' homes as participant-observers "with the purpose of identifying and documenting existing knowledge", unlike traditional home visits about a student problem.
• Furnish LMSs with rich content and provide facilitating conditions to raise student acceptance - Based on the finding that performance expectancy and facilitating conditions are leading predictors of LMS acceptance, the authors recommend instructor actions.
• Future academic resilience work should add resilience measures to longitudinal LD datasets and combine person-centered (e.g., LPA) with variable-centered analyses - The paper recommends longitudinal methods because resilience is a dynamic process, suggesting existing longitudinal LD datasets "incorporate additional measures of potential resilience factors" with e
• Future adult literacy research should examine neglected higher-order skills and test reader demographics as moderators - The authors identify gaps for future work: comprehension monitoring, verbal reasoning, nonverbal reasoning, and working memory are "either minimally studied (i.e., working memory) or neglected entirel
• Future AI-SRL research should broaden search strategies, include educators and younger learners, address motivation, and apply longitudinal designs - Based on identified gaps, the review recommends that future reviews use "broader search strategies, such as keyword expansion or full-text searches, to provide a more inclusive representation of the l
• Future AI-WTC research should use longitudinal designs, triangulated WTC measures, diverse samples, comparative tool research, pedagogically guided AI integration, and theory-driven models - The review identifies five interrelated gaps across methodological, contextual, population, technological, and theoretical dimensions and highlights "the need for longitudinal designs, triangulated WT
• Future AIHEd research should give greater attention to ethics, methodological rigour, context, and interdisciplinary collaboration - The review's forward-looking recommendation is that future AIHEd primary and secondary research address the gaps it identified: "a need for greater ethical, methodological, and contextual consideratio
• Future bilingualism studies should measure and analyze language history, context, and methodological modulators - The review's forward-looking recommendation is that further studies on the bilingual effect should consider the role of modulators on the observed results, naming language history and context and meth
• Future CB-PA research and practice should use standardized, ecologically valid outcome measures, objective activity parameters, and longitudinal designs - The review's future-directions section recommends that "future research should use similar subjective measures and standardized objective tests, which will allow comparisons between studies," and that
• Future CDST research should examine learner-environment interactions and define systems on a principled basis - The article recommends that future research address the gaps it identifies: exploring how internal and external resources interact as "the learner changes, the environment changes, and so does their i
• Future creativity research should study moment-to-moment interactions and mechanisms connecting levels of creativity - Building on their review finding that creativity is usually measured statically, the authors recommend that future research elaborate on "the moment-to-moment interactions that form the basis of long-
• Future Directions for Dialogue Knowledge Tracing - The article closes with avenues for future work on dialogueKT.
• Future directions: auto-generate edge-case test scenarios and integrate learning-science guidance into AI tutor authoring - The authors outline two forward-looking directions for authoring tools like PromptDecipher: "auto-generation of additional edge-case scenarios and integration of learning science guidance to help teac
• Future directions: cross-component comparisons and multilingual embeddings for course overlap - The authors outline extensions to CourseGraph in the discussion.
• Future directions: fine-tuning on human-refined frameworks and hybrid human–LLM or multi-agent annotation systems - The authors recommend two directions to improve scalability and annotation support: first, examine whether LLMs can be fine-tuned using the human-refined framework and annotated data to assess whether
• Future eye tracking research in education should examine interacting pairs and groups, emotions, and combinations with other process measures - The author identifies three future trends: widening focus from individual eye movement behavior to interacting pairs and groups, since teacher-student interaction and peer influence are elementary asp
• Future flipped-classroom research should be well-designed, sufficiently powered RCTs with low risk of bias reported per CONSORT - Based on the low certainty of evidence for both academic performance and satisfaction, the review recommends that "Future well‐designed sufficiently powered RCTs with low risk of bias that report acco
• Future improvements: real-world user studies, advanced student modeling, and spaced repetition - The authors recommend a forward-looking agenda for the platform: conduct real-world user studies to assess learning gains, user experience, and the practical utility of generated courses; improve pers
• Future integration pathways: WebGL builds, the Ultra Extension Framework, and AI-generated personalized hypergamifications - The paper's forward-looking recommendations for extending the prototype: building Unity games for WebGL, leveraging Blackboard's Ultra Extension Framework premium APIs for navigation and behavior data
• Future MBI trials for youth should use scaled-up definitive designs with active intervention controls and embedded mechanism measures - The review recommends that future evaluations of MBIs for youth move beyond small pilot RCTs to "scaled-up definitive trial designs" that are fully powered, use representative samples, compare MBIs ag
• Future peer assessment tools should support unlimited reviewing, digital ink annotation, and more thorough evaluation studies - The review's conclusion sets an agenda for tool development and research.
• Future perfectionism–achievement research should adopt longitudinal and diary designs and test within-person combinations of the two dimensions - The article recommends design moves to establish temporal and causal inference and unpack the complex perfectionism–achievement relationship.
• Future research agenda on preschool quality: access, younger ages, home-based settings, and practice-level studies - The authors recommend a research agenda to follow up on their findings: future research should explore the extent to which all children have access to high-quality programs based on where they live, f
• Future research agenda: longitudinal studies, evidence-based strategies, teacher professional development, and domain-specific frameworks for AI intuition - The article closes with a four-part research agenda for the experiential dimension of AI education: longitudinal impact studies of AI intuition on critical thinking; expansion of practical, classroom-
• Future research direction: verify the proposed resting effect, whereby spacing benefits may arise from working memory recovery after depletion - The article identifies working memory depletion after cognitive effort and recovery after rest as current work that may revise the theory's assumption of relatively stable working memory capacity.
• Future Research Directions for Knowledge Tracing - The survey closes by noting "there are still a substantial number of problems that require urgent resolution." It names six directions: interpretable KT, including educational theories such as the Ras
• Future research on special education class size should include rigorous quantitative designs and foreground the voices of children and young people with special needs - The review's forward-looking recommendation is to fill the evidence gap from diverse methodological perspectives: more quantitative studies capable of supporting meta-analysis, and more qualitative re
• Future research on writing instruction for US ELL students should examine linguistic supports - The meta-analysis closes by pointing to directions for future research, stating "the importance of examining linguistic supports" for ELL writers.
• Future research should clarify construct boundaries, strengthen content-validity evidence, and directly compare competing measurement models - The review's forward-looking recommendation is that the field move beyond composite reliability evidence toward resolving what academic resilience instruments actually measure.
• Future research should develop sensitive diagnostic marker tasks and use neurostimulation to identify causal structure-function relations in adult DD - The review outlines future research directions: developing and evaluating diagnostic marker tasks to identify DD in adults, and using neurostimulation techniques such as TMS to manipulate brain activi
• Future research should examine additional outcome variables, alternative mediators, and non-achievement independent variables to further test the GI/E model. - The authors propose extending GI/E research along several lines: examining further outcome variables influenced by dimensional comparisons, investigating mediator variables such as students' attributi
• Future research should examine cue diagnosticity, monitoring accuracy, cognitive load types, and curvilinear effort–monitoring relations - The authors recommend extending research beyond the bivariate correlation: investigating whether effort is a valid cue for performance (cue diagnosticity), how intrinsic versus extraneous cognitive lo
• Future research should examine factors supporting long-term student success beyond measured impacts - The report closes by looking forward: it "discusses study limitations and identifies opportunities for future research to better understand the factors that support long-term student success." As a st
• Future research should identify the instructional, learner, and contextual conditions under which GenAI most effectively supports motivation - Given very high heterogeneity, the article recommends that "Future research should identify the instructional, learner, and contextual conditions under which GenAI can most effectively support student
• Future research should improve definitions, operationalizations, and causal tests of authentic learning - Building on its finding that the field lacks clear definitions and operationalizations, the review draws conclusions about how future research could strengthen the evidence base for authentic learning
• Future research should pursue the directions the authors outline for L2 anxiety research - The authors close by pointing the field toward further work: "We discuss the findings in the context of theoretical and practical concerns, and we provide direction for future research." Researchers i
• Future research should replicate the model in diverse educational domains and use experimental and intervention methods - Based on the meta-analysis and review, the authors recommend that "future research needs to provide further replications of the model in diverse educational settings beyond physical education and test
• Future research should study affect and emotion as structural, systemic, racialized, gendered, and embodied phenomena - The editorial's forward-looking agenda calls for research on affect/emotion as structural or systemic phenomena, and research "that delves deeply into affect and emotion as racialized, gendered, and e
• Future RPP work should investigate which problems of practice suit the RPP framework, gather honest practitioner input, and consider the role of the whole RPP team - In its concluding remarks the presentation sets forward-looking directions for RPP methodology: investigating which problems of practice are more suitable for the RPP framework, the "Need for honest i
• Future RSE research should standardise terminology, fully describe pedagogy, and use rigorous evaluation - The review's forward-looking agenda for the field: "Future research should seek to identify consistency in terminology and content, identify pedagogical approaches that are fully described building on
• Future SCMD research should move from surface units and isolated elements to the deep structure of the whole activity system - The article recommends that educational research on SCMD shift in two ways: from surface-level unit identification in transcripts to the deep structure of activity, and from isolated elements to the i
• Future self-assessment interventions should redirect students' attention from invalid cues toward valid, predictive cues rather than providing self-assessment accuracy feedback - Because self-assessment feedback did not improve accuracy in either experiment, the authors propose a different approach: interventions that "redirect students’ attention from the invalid cues they us
• Future shared story reading research should extend to nonfiction texts, inclusive settings, and include practicality statements - The review identifies gaps for future research: all reviewed studies used fictional texts, so "research is also needed on the effects of using shared story reading to promote literacy with nonfiction
• Future SNA e-learning studies should examine two-mode networks and additional communication channels such as chat rooms, wikis, blogs and microblogs - The review recommends that future research broaden the network structures and communication channels studied.
• Future SNA e-learning studies should include a quantitative approach exploiting the statistical power of SNA to explain complex systems - The review recommends a methodological shift toward quantitative analysis in future work: "Whenever possible, future studies should also include a quantitative approach that exploits the statistical p
• Future social presence research should use solid conceptualization, report instrument validity, consider media generalization, and use diverse measurement approaches - The review endorses Cui's (2013) call that 'future research on social presence and the development of effective instrumentation to measure the construct [that] should (a) have a solid conceptualizatio
• Future SSSC evaluation work: collect data from directors, gather detailed activity data, and interview policymakers and practitioners to develop impact measures - The article outlines the next phase of the WestEd JPRC evaluation: "collecting additional data from SSSC directors; gathering detailed activity data from each SSSC; and conducting interviews and surve
• Future student-simulation work should extend beyond turn-level math dialogue and address history-selection and faithfulness gaps - The authors lay out forward-looking directions: studying how to include a student's entire learning history in context, potentially "by leveraging interaction embeddings optimized for student simulati
• Future team-learning change research should use mixed methods with more than three measurement points in short intervals - The review derives needs for future research, "such as the need for mixed methods studies with more than three measurement points in short intervals".
• Future trend reviews should code the type and strength of practice recommendations and the degree to which limitations were voiced - The article recommends that "future reviews of trends in educational psychology might want to code not only whether studies provide recommendations for practice or not but also the type and strength o
• Future writing‑motivation assessment research should counteract task biases, provide a rationale for measures, and report whose voices are heard - The review’s forward‑looking recommendations for researchers assessing K‑5 writing motivation: future research should "work to counteract existing biases in writing tasks", "provide a rationale for th