Strategies: I 1

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• I Do, We Do, You Do - A gradual release of responsibility sequence in which the instructor models a task, learners attempt it with support, and then perform it independently.
• I Notice I Wonder - An open-ended observation and discussion routine in which learners first state what they notice about an artifact, image, or problem, then pose questions about what they wonder — surfacing prior knowl
• I Used To Think Now I Think - A reflection routine in which learners articulate their prior belief about a topic and then state how their thinking has changed, making conceptual change visible.
• I Wonder Journals - Students regularly record open-ended "I wonder" questions about their experiences and observations, which teachers use to fuel inquiry and plan instruction.
• Icebreakers - Short, structured initial activities designed to reduce social distance, surface learner backgrounds, and establish participation norms at the start of a course or session.
• Icebreakers And Introductions - Short structured activities at the start of a course or session that help learners and instructors learn names, surface commonalities, and establish social norms for interaction.
• IDEAL Problem-Solving Model - IDEAL is a five-stage, teachable problem-solving system — Identify, Define, Explore, Act, Look — usable across curriculum areas, that makes each stage of solving a problem an explicit, checkable step
• Identify 2-3 intentional pause points for collecting and reflecting on artifacts - Before implementing portfolios, educators analyze the most meaningful engagement points during the year or unit and select a small number of moments to pause.
• Identify and address the root causes of discipline disparities in schools flagged as disproportionate - The report recommends that, given persistent disproportionality in exclusionary discipline, educators and policymakers work to "identify and address the root causes of these discipline disparities".
• Identify at-risk fourth graders via multi-indicator metacognition profiling to target personalized metacognition support - The article proposes using person-oriented latent profile analysis over multiple procedural metacognition indicators, rather than single-task mean values, to uncover heterogeneity in children's monito
• Identify below-grade-level readers each fall and provide tutoring across the full school year - The program's implementation strategy is to screen and select participants at the start of the year and sustain tutoring throughout it: the program "identifies students reading below grade level each
• Identify children with weak inhibition skills in kindergarten and provide intervention or training programs to support later monitoring accuracy - Based on the finding that kindergarten inhibition predicted less overconfident monitoring almost two years later, the authors recommend identifying children with poorly developed inhibition skills in
• Identify cross-subgroup themes and combine broad access-expanding policies with targeted subgroup-specific interventions - The guide's third recommendation is to look across subgroups for common themes, framing discussion around access and opportunity so districts can address root causes of achievement gaps.
• Identify feedback loops in your organization by sourcing, evaluating, and validating case studies - The report lays out a three-part process for identifying feedback loops in an organization: sourcing case studies by mapping connections to external partners, evaluating those case studies against the
• Identify Feelings - Students identify, label, or match facial expressions and feelings to build emotional literacy.
• Identify information gaps through national conference review to set research and development strategies - The project used a two-day national conference of experts, held after drafts were circulated, to elicit suggestions for revision and recommendations for future research.
• Identify Key Background Knowledge in Math Problems - Identify what kinds of background knowledge learners need to understand a math problem before teaching it.
• Identify key social actors and expand design areas to include design in-use by practitioners - This first IMPROV action area directs teams to identify stakeholders and social actors and their design activities, expanding from design before-use by professionals to design in-use led by users.
• Identify Self-Talk - Have students record messages from their inner voice over a week in a journal or notebook to build awareness of their internal dialogue.
• Identify the sources of students' FoK/I and develop the pedagogical competences needed to integrate them into teaching - The article identifies sources of students' funds of knowledge/identity and discusses the pedagogical competences teachers need to integrate FoK/I into their teaching.
• Identify which suggested actions are beneficial at what time to inform scaffold design, and deliver scaffolds at natural breakpoints preceded by a notification. - The article recommends analyzing which concrete suggested actions benefit learning outcomes and when they should be offered, because the effect of suggesting concrete actions "seems to depend on the a
• Identifying and Addressing Self-Regulation Strengths and Challenges - Educators identify each student's self-regulation strengths and challenges, then select strategies that leverage strengths to build emotional and behavioral control.
• Identifying and Supporting Learners with Relationship Skills - Systematically observing, assessing, and scaffolding learners' interpersonal competencies — communication, cooperation, conflict resolution, and help-seeking — so social skill gaps do not become barri
• Identifying Obstacles - Identifying obstacles involves recognizing potential challenges that could impede progress toward a goal, so that plans and mitigation strategies can be formed in advance.
• If It Happened To You... - Students discuss anonymized scenarios from YA fiction as if the events happened to them, then compare their responses with the original character's choices.
• Ignoring and Nonverbal Redirection - For misbehavior too minor or infrequent to merit a response, or just serious enough to need one but not serious enough to interrupt a lesson for, simply ignoring it or using a glance, frown, or brief
• IKEA VR Kitchen Visualizer - A consumer-facing VR application that lets customers walk through and interact with a virtual version of their planned kitchen, teaching design principles and reducing purchase mistakes through situat
• Illustrate Through Multiple Media - Presenting concepts through complementary combinations of visuals, narration, text, simulations, and video to improve comprehension and retention.
• Immerse in the culture, integrate learner feedback up front, and use formative evaluation to find gaps needing bridges - The article identifies three commonly mentioned ways to find gaps where bridges are needed: "immersing oneself in the culture, integrating learner feedback in up-front analysis, and integrating learne
• Implement a coherent student database linking education, child welfare, mental health, and judicial systems rather than further studying data sharing - The experts' recommendation on data sharing is action rather than study: "We don't need further study about data sharing, we just need to do it." They called for implementing "a coherent student datab
• Implement a comprehension-test-expectancy intervention by explicitly describing upcoming inference tests and providing sample inference questions - Before testing, instructors tell learners that upcoming tests will assess deeper understanding rather than memory of details, and provide sample test questions about practice texts.
• Implement a coordinated set of safeguards: data-protection policies, fairness-oriented algorithms, assessment redesign, teacher professional development, subsidised tools, and infrastructure investment - The review consolidates the strategic approaches recommended by recent research to reduce AI risks in mathematics education.
• Implement a systems change approach addressing five factors simultaneously for AI and digital equity - Digital Promise works with educational leaders to implement a systems change approach to both AI and Digital Equity.
• Implement a tiered, prevention-first approach to reducing chronic absence that invests in positive conditions for learning - The brief recommends that to reduce chronic absenteeism among AI/AN students, schools "put in place a tiered approach that begins with prevention." This starts with ensuring positive conditions for le
• Implement a web of supports for students in foster care: one-stop resource centers, school-based liaisons, tiered services, and cross-system collaboration - The report recommends building "a ready web of supports" so students in foster care receive help promptly.
• Implement Accelerated Reader as a daily reading practice block with level-matched book selection and quiz-based teacher monitoring - The program's recommended implementation involves "a dedicated 30- to 60-minute block of time for reading practice." Students first take a norm-referenced standardized measure to determine their indep
• Implement AI in assessment as a hybrid support tool for low-stakes, formative stages while humans retain final grading authority - The article's implications recommend that institutions "avoid positioning AI as a replacement for human grading and instead adopt hybrid models in which AI supports formative feedback, early drafting,
• Implement AI scoring of OEQs through iterative rubric engineering with humans in the loop checking validity, reliability, reproducibility, and bias - The article offers a roadmap in which prior exams are used to evaluate the reliability of generative AI scores and adjust scoring rubrics before live use.
• Implement AI simulations as complements within a stepped simulation continuum, with layered interaction modes and blended feedback - The review's synthesized design strategies position AI simulations as complements rather than substitutes to traditional simulation, creating a "stepped" simulation continuum where AI serves prelearni
• Implement AI-assisted report feedback through a four-stage phased pathway beginning with mature low-level tools - The article proposes a staged progression: Stage 1 deploys commercially available tools for structural and presentational feedback; Stage 2 introduces AI-supported intermediate-level checking under hu
• Implement AI-peer integrated feedback as a standardized two-phase revision cycle with rubric-aligned prompting and instructor monitoring - The article's implementable procedure: students draft an essay, submit it to ChatGPT-4 with a standardized core prompt targeting the four rubric dimensions, revise, then complete conventional rubric-b
• Implement AI-supported STEM instruction through sustained, system-level integration of one to two months or more rather than isolated short interventions - The article recommends that institutions prioritize long-term integration of AI tools rather than short-term or isolated interventions, stating that "effective AI integration requires system-level pla
• Implement Amira with no special staff qualifications, roughly two hours of initial teacher training plus a one-hour follow-up data deep-dive - The summary states that "No special qualifications or certification are required to implement Amira." Teachers typically receive 2 hours of in-person or remote training covering Amira Assessment, Amir
• Implement an AI-Peer-Teacher hybrid integrated feedback model staged across drafting, revision, and polishing phases - The article proposes a staged hybrid feedback workflow for L2 writing instruction: "during the initial drafting phase, AI provides real-time standardized content logic guidance and basic error marking
• Implement anti-bias curricular models with four goals to build culturally relevant, strength-based classrooms - The article recommends developing and implementing anti-bias curricular models, citing Derman-Sparks and colleagues (2015), as a method to create cultural relevance and improve intrinsic motivation.
• Implement BARR through sequenced multi-year professional development plus dedicated weekly coaching exceeding 200 hours per year - The article prescribes a specific implementation support package: each BARR school receives "two days of in-person professional development annually delivered through a sequenced, multi-year training
• Implement BARR with a dedicated coordinator, weekly teacher-team meetings, multi-year professional development, and intensive coaching - The page specifies implementation requirements: a school selects a BARR coordinator who "will manage, coordinate, and integrate the BARR model", and "Teams of teachers need to meet weekly using the BA
• Implement Classtime with a kick-off training day plus ongoing grade-specific follow-up sessions - The summary describes a professional development model for successful Classtime implementation: a foundational kick-off training session delivered in person or online (typically 6 hours) as early as p
• Implement clear, consistently enforced rules and routines, including a uniform schoolwide discipline plan - The brief's implementation section advises that "Rules should be posted so all students can see them and be reminded of what is expected", that rules be brief and stated in terms of observable behavio
• Implement clickers grade-free, with a classroom set and limited frequency, to support positive student perceptions - The article's discussion identifies implementation aspects that shaped perceptions: procuring "a classroom set of clickers avoided students' concerns regarding clicker cost," answers had no direct imp
• Implement cognitive apprenticeship in technical mathematics only after requiring lab attendance, training teachers in coaching, building teachers' technical knowledge, and allotting more lab time - Based on the formative evaluation of the quasi-experiment, the authors propose that the cognitive apprenticeship method "should be further explored after the following suggestions have been incorporat
• Implement community schools comprehensively across all four pillars with adequate planning time, community involvement, and implementation-sensitive evaluation - The brief distills research-based lessons for policymakers incorporating community schools into ESSA plans: take a comprehensive approach because "All four pillars— integrated student supports, expand
• Implement computerized covert retrieval practice for visuospatial materials such as maps, faces, and diagrams instead of passive scrutiny - The authors recommend replacing standard practice in which "a learner [tries] to memorize the map by scrutinizing it" with computer-prompted tests in which features are deleted and covertly recalled,
• Implement Connect Science through a staged professional development sequence with coaching and reflective practice - The program's professional development is interactive training on high quality service-learning instruction, integration of social emotional learning into academics, and best practices in teaching ene
• Implement connectivism in K-12 classrooms by never providing information students can access themselves - The survey reports Rice's (2018) five strategies for implementing connectivism in traditional K-12 classrooms, including "never providing information that students can access themselves".
• Implement cooperative learning with extended training, direct social-skills teaching, and small initial groups - The bulletin's staff development section advises that although cooperative learning is inexpensive to implement, "it takes time and practice for teachers to become skilled in its use." Teachers should
• Implement cooperative learning with real problems, slow growth, team building, a safe environment, teacher modeling, mixed academic levels, and a teacher shift from directing to facilitating - The handbook lists eight aids to cooperative learning for adult classrooms.
• Implement CRISS through modeled strategies, guided practice, and extended follow-up support for teachers - Project CRISS® "employs a teaching and learning process in which teachers model strategies for students and provide time for guided practice," with goals of helping students understand their learning
• Implement Curiosity Corner with two initial training workshop days plus ongoing onsite coaching and support - The program's professional development model combines initial training with sustained support: professional development is provided through a combination of onsite workshops, email and phone support,
• Implement custom AI chatbots as teacher-supported learning assistants with teacher oversight, curated databases, and AI literacy development - The article recommends deploying domain-specific chatbots as assistants that support and relieve, not replace, teacher expertise.
• Implement CW-FIT as 30- to 60-minute sessions three to four times per week, fading monitoring and rewards as behavior improves - The report's implementation guidance specifies that teachers implement CW-FIT during whole-class instruction or independent/small-group work, scheduling 30- to 60-minute sessions three to four times p
• Implement CWPT through daily peer-tutoring sessions with points, teams, and weekly testing - The report describes a concrete implementation routine for CWPT: practice 30 minutes a day, including 20 minutes for tutoring and 10 minutes for material preparation, with individual end-of-week testi
• Implement early-warning systems in real classrooms using easily accessible data and transparent machine learning techniques - The article recommends that SRL support tools such as early-warning systems can be implemented in authentic classrooms without heavy technological investment.
• Implement educational chatbots with human-centred design, explicit AI policies, training, curated knowledge bases and continuous monitoring - The study recommends a package of implementation practices for educational chatbots in higher education: human-centred design (e.g., opt-in launch, clearer links to official resources), explicit AI po
• Implement ethnic studies curricula with locally grounded development, compensated education partners, and sustained professional learning - Ethnic Studies Local Support Grant funding addresses designing and implementing ethnic studies curriculum and graduation requirements.
• Implement EWIMS through combined in-person and online training with ongoing technical assistance liaisons - The article describes a blended professional development model for implementing EWIMS: "A combination of in-person trainings (regional training, early warning data tool training, and 3 site visits) an
• Implement Exact Path with existing district staff supported by vendor professional development and standard technology - The program is designed for implementation without new hires or additional technology: districts use their current teachers and leaders with guidance from Edmentum's Customer Success Managers, and the
• Implement extensive reading via stand-alone courses, curricular components, or reading clubs, with self-report accountability and no comprehension testing - The article recommends three integration routes: extracurricular reading clubs where curricula are rigid, a stand-alone ER class devoted to in-class silent sustained reading with the instructor readin
• Implement Fast ForWord Language at high intensity over a compressed period (100 minutes a day for four to six weeks, or 50 minutes a day for 8 to 12 weeks) - The program prescribes intensive daily use: "Intensity of the program ranges from 100 minutes a day for four to six weeks to 50 minutes a day for 8 to 12 weeks." In the reviewed studies, treatment gro
• Implement GenAI in higher education in ways that support autonomy, competence, relatedness, and value to sustain motivation and engagement - The article's practical implication is that educators, instructional designers, and policymakers should implement Generative AI technologies so as to enhance meaningful learning experiences and sustai
• Implement GSA through a lead-teacher who runs introductory and regular inservice workshops with scheduled taping - The document prescribes a step-by-step implementation procedure for inservice settings: an experienced supervisor is designated as lead-teacher, trained in the procedures and materials, and holds an i
• Implement i-Ready with designated points of contact and Curriculum Associates professional development support - The page describes an implementation model in which no additional staff are required, but implementations do require points of contact to assist with initial set-up and disseminate communications, gui
• Implement Imagine Math Facts with existing math staff monitoring individualized learning paths and progress reports - The program requires no additional staffing: it is typically implemented by students' mathematics teachers, mathematics specialists, or lab instructors.
• Implement Imagine Math within existing staffing, with educators monitoring engagement with individualized learning paths and progress reports - The program requires no additional staffing: it "is typically implemented by students' mathematics teachers, mathematics specialists, or lab instructors." These educators are "responsible for monitori
• Implement Istation as a supplemental curriculum at the recommended 30–40 minutes of weekly use - The article specifies a dosage recommendation for the program: "Istation recommends 30–40 minutes of supplemental curriculum use per week." In the evaluated studies, students generally averaged about
• Implement ITSS twice weekly for about 30 minutes per session over 7 months to 1 year, with teacher professional development and coaching - The report specifies an implementable dosage and support package for schools adopting ITSS: "Developers recommend students use ITSS twice a week for about 30 minutes per session for 7 months to 1 year
• Implement JiTT incrementally using course management software and existing activity resources - The article recommends that faculty start JiTT in small pieces, using course management systems (BlackBoard, WebCT, Angel) whose discussion forums serve as templates for Warm Up and Good For assignmen
• Implement Learning Genie with classroom teachers in regular workflow plus a site- or district-level implementation lead - The article's implementation model assigns the platform to "classroom teachers" as "part of their regular instructional and assessment workflow," with "no additional instructional staff are required."
• Implement Learning Genie with initial training on observation-based assessment and ongoing technical assistance - The article describes an implementation strategy in which initial training covers "the use of observation-based assessment tools, DRDP documentation, lesson-planning workflows, and AI-supported instru
• Implement Lightning Squad tutoring with non-certified tutors supported by structured onsite training, coaching, and data reviews - The program's implementation model relies on tutors hired by schools or community organizations, most of whom have a college degree but are not certified teachers.
• Implement Magma Math with onboarding plus ongoing professional learning on data-driven instruction, discourse routines, and intervention - The program's implementation model pairs classroom use with structured professional learning.
• Implement Magnetic Reading with designated points of contact supported by i-Ready Partners, with no additional staff required - The article's implementation guidance specifies that no additional staff are required to use Magnetic Reading, but implementations do require points of contact to assist with initial set-up and dissem
• Implement Math 180 as a blended rotation model with 1:1 computer use during rotation and roughly half the class on software at a time - Both efficacy studies used a blended model of implementation in which approximately half the class worked independently on the adaptive software at any given time while the teacher facilitated instruc
• Implement Measures for Student Self-Knowledge - Using inventories, reflection routines, and self/peer assessment to help students understand their strengths, interests, and growth areas as learners.
• Implement micro-credentials through a peer cohort model with collaborative planning time - The report recommends organizing teachers into peer cohorts that pursue the same micro-credential together, treating professional learning as a social endeavor where teachers "share problems of practi
• Implement multi-disciplinary threat assessment with reporting mechanisms and safe channels for students to come forward - The brief recommends that schools train personnel in threat assessment, in which "a careful protocol implemented by a multi-disciplinary team" examines threats and deals with them, differentiating fal
• Implement multi-tiered supports focused on acceleration, not remediation - The blueprint's equity dimension calls for a system of multi-tiered supports with interventions targeted to what individual students need, when needed, with student and family voice prioritized.
• Implement or expand IB Diploma Programs in urban neighborhood high schools to promote college readiness - The release presents the neighborhood IB DP as a "bold experiment that paid off" and states its findings "have important implications for other urban districts interested in implementing or expanding
• Implement PAIRR through scaffolded steps: AI readings, criteria-based peer review, role-assigned chatbot prompting, and comparative reflection - The article offers a seven-step implementation recipe for professional writing courses: incorporate a PAIRR overview and AI guidelines in syllabi; assign short instructor-chosen readings about AI (eth
• Implement PAX Good Behavior Game via one-day onsite teacher training with home-support manuals for parents - The program's implementation strategy centers on onsite training delivered by experienced therapists, priced at "$2900 for 40 people for 1-day, on-site training for implementing PAX Good Behavior Game
• Implement PCP with initial 3-hour training plus semester follow-up sessions and onsite coaching - The recommended professional development model for PCP is "Initial 3-hour training with follow up one-hour questions and answer sessions during each semester along with onsite coaching", with the mini
• Implement peer assessment in absorbable steps with clarified criteria and quality training - The review distills organizational factors for quality implementation: clarifying expectations, objectives and acceptability for all stakeholders; matching participants and arranging contact; developi
• Implement preventative measures: student awareness programs and regular professional development training for educators - The review recommends that educational institutions implement preventative measures when integrating AI chatbots.
• Implement programs to improve students' classroom behavior and social skills - The guide's fourth recommendation has students 'establish attainable academic and behavioral goals and be recognized when they accomplish them,' teaches strategies to strengthen problem-solving and de
• Implement Reader's Theater in EFL classrooms through a nine-step sequence from text selection to adaptation - The review lays out Lekwilai's (2014) suggested guidelines for applying Reader's Theater in EFL classrooms: text selection suited to students' interest and reading level, modeling fluency, group discu
• Implement Reading Edge with two days of initial teacher training plus monthly in-class coaching and peer support structures - The program's professional development model combines an initial workshop with ongoing classroom-embedded support: "Two days of initial training is followed by in-class coaching about once a month." S
• Implement Renzulli Learning as 2-3 hours of weekly use over 16 weeks in treatment classrooms - The evaluated implementation assigned treatment classrooms to use Renzulli Learning for "2-3 hours each week for a 16-week period", a dosage the cluster-randomized study linked to significantly higher
• Implement retrieval practice in class through everything-you-know recall, multi-representation flashcards, and practice test questions that differ from the actual test - The article describes three concrete retrieval-practice routines a math teacher used: a student tells a peer or teacher everything they know about an area to be assessed, flashcards containing multipl
• Implement school-based self-monitoring by selecting and defining a target behavior, then adding self-assessment and self-recording - The article's implementation analysis supports a recipe: practitioners implementing self-monitoring should begin by "selecting a target behavior" and "defining the target behavior", then build in "sel
• Implement SEL systemically as a public health approach with shared vision, adult SEL, aligned programs, and continuous improvement - The report recommends that sustainable SEL requires supportive infrastructures and systemic efforts with core features: developing a shared vision integrating SEL with academic learning, building prof
• Implement simultaneously opposite strategies when institutions face decline: external entrepreneurship paired with internal stability - The chapter offers tentative guidelines from the author's research on institutions under conditions of decline.
• Implement social and emotional learning programmes in educational institutions to increase student engagement - Based on the finding that SECs are mostly positively associated with engagement, the review concludes that "educational institutions should implement social and emotional learning programmes to increa
• Implement strategy interventions through regular teachers with minimal professional development and structured materials - The article recommends delivering innovative interventions through students' usual teachers rather than researchers, supported by a one-day training, clear and systematic workshop structures, and ongo
• Implement student-led weekly discussion groups in which rotating leaders choose topics, facilitate discussion, and post summaries, unmediated by teaching staff - In the redesigned unit, discussion groups of about 10 students met weekly; each week a nominated leader "explored relevant literature, posed questions for the group to explore, and provided their own
• Implement study-habit improvement programs for children before age 8 to support stable academic performance - The article recommends that "it is important to implement programs which would be focused on improving the study habits of children before 8 years".
• Implement successive relearning regularly in university courses using digital delivery - The article recommends regular classroom implementation, stating that "successive relearning is a valuable addition to any university course and is easy to implement using digital resources." In the s
• Implement sustained educator development programs including needs assessment, coaching, communities of practice, and experiential learning - The brief recommends educator support programs addressing immediate and long-term needs: conducting a needs assessment first, incorporating faculty input (which "increases acceptance and participation
• Implement the CCSS with AI/AN students through expanded resources, localization of reform, and specialized extended professional development - The report recommends that CCSS implementation in AI/AN communities combine an "expansive" resource approach addressing community social needs with adaptation of curriculum, instruction, and assessmen
• Implement the spiral-review supplement with existing classroom staff, teacher onboarding training, and weekly computer-based quizzes - The article's implementation profile specifies that "no additional staff beyond the classroom teacher" are needed, that "teachers receive professional development to onboard to the program" with addit
• Implement TPS and RoundTable with trained teachers across subject areas to target critical thinking skills - The article's procedure offers an implementable recipe: a teacher with over 10 years of experience received 20 hours of cooperative learning training, organized heterogeneous groups of four with rotat
• Implement weekly low-stakes spaced recall quizzes cycling fundamental concepts monthly, with a plan to address student frustration - A classroom strategy in which a small portion of weekly class time is used for short timed quizzes on previously taught fundamental concepts, with concepts cycling roughly monthly.
• Implement World of Words with developer training, ongoing coaching, and structured text-set materials - The report describes an implementation package for educators adopting World of Words: a minimum of a half-day of professional development prior to implementation, ongoing coaching (e.g., biweekly), an
• Implementation lessons for sexual health programs in juvenile justice settings: relatable facilitators, delivery flexibility, advocate relationships, and stakeholder buy-in - Drawing on an earlier interview-based study of Project With implementation, the report identifies conditions for running programs like Project With in juvenile justice settings.
• Implementation mitigations that convert school-based R&D frictions into standard work - The paper pairs predictable frictions that slow valid school-based R&D with mitigations turned into standard work: pre-approved data-sharing playbooks using FERPA school-official or research exception
• Implementation pathways: educators teach prompting literacy, students describe visuals before asking for solutions, and platforms default to structured dialogue for image-containing problems - The article's discussion lays out three stakeholder-specific pathways for applying the intervention.
• Implementation recommendations for school RJ programs: funding, sustainability, policy integration, and professional development - The review distills implementation guidance from the literature and practitioner interviews.
• Implementation Success Partnership with check-ins and training events for all staff - The Lexia Implementation Success Partnership (ISP) is an implementation support model in which Lexia’s customer success team "held check-ins with school and district leaders, as well as Core5-specific
• Implementation-phase supports: staff engagement, communication and action plans, thought partnership, and self-assessment rubrics - During implementation, R15CC co-designs all-staff meetings and helps leaders connect authentically with staff; provides communication and action plan templates capturing "the intended audience, key ti
• Implicit Instruction Vocabulary - Embedding target vocabulary in meaningful contexts—reading, listening, discussion—so learners acquire word meanings incidentally through repeated exposure rather than direct definition teaching.
• Implicit Vocabulary Instruction - Implicit vocabulary instruction teaches words 'in the moment' through context, brief definitions, and incidental encounters rather than formal vocabulary lessons.
• Impressions First - Before analyzing a mentor text, students record and share their initial personal impressions, establishing an interpretive foothold before formal instruction.
• Improve Classroom Air Quality - Poor indoor air quality is a major contributor to absenteeism.
• Improve communication with parents about Title I choice options to raise participation - Because the report attributes low take-up of Title I school choice and supplemental educational services partly to "problems communicating with parents," districts implementing these options should at
• Improve elaborative interrogation answer quality through practice training with example answers and feedback - To raise the quality of students' answers to elaborative interrogation questions, the article proposes two approaches.
• Improve emotional scaffolding by organising space for emotion training with game methods and creating conditions for discussing opposites - The article's recommendations section proposes two concrete teacher actions for improving emotional scaffolding: "1) organising a space in which a teacher can lead training in recognising emotions, us
• Improve evaluation fairness by statistically adjusting ratings for classroom characteristics, comparing teachers within similar contexts, and training evaluators on contextual influences - The article recommends district-level practices to reduce composition-driven bias in teacher evaluation: "Adjusting ratings statistically for classroom characteristics", "Comparing teachers within sim
• Improve future research on afterschool participation by refining how participation is conceptualized, measured, and studied - The review closes by offering methodological guidance: it states that "several suggestions are offered to improve future research on the relationship between aspects of participation and developmental
• Improve international assessments for evaluating instructional practices via panel designs, student-questionnaire practice items in every wave, more refined items, and no unsupported quality scales - The article proposes four concrete improvements to make TIMSS more informative for evaluating instructional practices.
• Improve LLM grading alignment through LLM-optimized guidelines, calibration examples, and median-of-parallels grading - The article recommends concrete steps for future LLM-assisted grading: writing grading guidelines that are easier for LLMs to comprehend with no prior course knowledge, converting qualitative qualitie
• Improve LLMs' scientific and mathematical reasoning under uncertainty to enable AI tutors for science and maths learning - The authors propose that the benchmark's findings motivate targeted improvement of LLMs on scientific and mathematical reasoning in contexts of uncertainty, where answers must be given from incomplete
• Improve relationships between evidence producers and decision-makers and build staff capacity and government infrastructure for accessing relevant research - This strategy, drawn from the report's literature review, addresses barriers to evidence use in government decision-making by improving relationships between those who produce research evidence and th
• Improve research designs, competence conceptualization, and teaching-method description in future research on teaching for democracy - The review's forward-looking recommendation is a research agenda addressing three gaps.
• Improve transmedia-curriculum professional development with classroom observation, Q&A-only webinars, and later scheduling - Teachers in the evaluation offered concrete suggestions for improving the professional development accompanying the TEC Summer Learning Program.
• Improve UI consistency and network system before scaling VR classroom use - The authors' forward-looking recommendation is to improve usability through enhancements to the UI and network system, and to develop a wider variety of learning materials based on the proposed system
• Improve visibility, alignment, and concrete strategies of the Transforming Schools Framework and resources - Based on interview findings, the report recommends improving Alaska's Trauma-Engaged Schools resources so that they are "visible, are aligned to other initiatives, and provide concrete strategies for
• Improve voice prompting usability and offer native-language voice prompting before wider instructional adoption - The article's discussion and future-work sections recommend improving voice input so students gain "student control over success", listing better hardware, appropriate environments, native language op
• Improved Air Quality - Improving ventilation, filtration, and pollutant control in learning spaces to reduce absenteeism and support cognitive performance.
• Improvisation in Mathematics - Uses improvisational acting exercises to deepen mathematical understanding, build creative problem-solving, and normalize productive risk-taking.
• In co-design meetings, position community members as experts and create space for challenging ideas, including adapting survey questions to community feedback. - During co-design meetings, facilitators position community members as experts by always allowing for questions, ideas, and aspirations, such as "Can we broaden our focus beyond STEM?" and "Should we m
• In developmental attention research, analyze age groups separately and use multiple probe types - The authors recommend that developmental attention studies avoid pooling across ages and include diverse sound types.
• In field studies with fixed timelines, complete data collection first but delay data analysis until Phase I review feedback arrives - For field studies whose timelines are dictated by implementation partners, the article describes an adaptation of the registered report format: a doctoral researcher conducting a summer-melt text-mess
• In vivo experimentation: combine design research with controlled experimentation to balance control and ecological validity - The editorial describes the Walker, Rummel and Koedinger approach of adapting automated individual support (from the Cognitive Tutor tradition) to improve collaborative peer-tutoring interactions in a
• Include a district leader's perspective on supporting returning students in recovery planning - The webinar deliberately pairs research and policy with ground-level district practice.
• Include a small block of problems of a new skill at the start of an assignment, then interleave the rest - The authors state the findings "do not suggest that blocked practice be avoided entirely" and that "a small block of problems might be optimal, especially at the outset of an assignment given immediat
• Include AI literacy in the technology component of TPACK to address bias, hallucinations, and critical thinking with generative AI - The review reports that researchers in study A7 recommended "including artificial intelligence literacy in the Technology component of TPACK" to address risks such as "critical thinking, prejudices an
• Include an explicit intended-impact target in NLP evaluation and use noise-robust designs rather than only point estimates - The article recommends that evaluators in domains with delayed, aggregated, or confounded outcomes adopt designs that stay robust under noise: "multifacet decom- positions, decision studies, hierarchi
• Include an explicit rubric in GenAI feedback prompts, even in Zero-shot conditions - The article recommends supplying a detailed, task-relevant rubric when prompting GenAI for feedback.
• Include attention difficulties and social skills in preschool academic screening, and consider prosocial components and feelings about school in early interventions - Drawing on their findings, the authors recommend that assessment screenings include attention difficulties and social skills alongside academic measures, since both were independently related to emerg
• Include attention regulation and control training in early childhood programs for children from lower socioeconomic backgrounds - The article recommends that early childhood programs for children from lower socioeconomic backgrounds may include training in attention regulation and control, hypothesizing that "interventions targe
• Include both academic and socioemotional outcomes when evaluating school composition effects - The article recommends broadening evaluation of school composition beyond test scores.
• Include both real word and pseudoword decoding measures to fully assess decoding in predicting adult reading comprehension - Drawing on their own meta-analysis and child meta-analyses, the authors recommend that assessments "include multiple decoding measures (real word and pseudoword decoding) to fully assess the construct
• Include courses on critical thinking and philosophy of education in teacher training programs - Based on the finding that critical thinking dispositions associate with contemporary educational philosophy preference, the authors recommend that teacher education programs offer courses on critical
• Include explicit job-search skills training (resume writing, job-search strategies, cultural expectations of job searching) in occupational ESL programs - The article recommends that combined skills-and-language programs teach employment-seeking skills explicitly, because graduates struggled to get interviews despite certification.
• Include explicit transfer instructions discussing how trained strategies could apply to new tasks to promote transfer of metacognitive training - The article recommends that training groups explicitly discuss how trained strategies could be used on different tasks: trainees "do not practice applying the strategy to the new task, but just discus
• Include female principals' care-based perspectives in the study and preparation of educational administrators - The article argues that as women increasingly enter administrative preparation programs and positions, their perspectives and practices must be included in the study of educational administration.
• Include historically underserved voices in all stages of continuous improvement work, including designing solutions - Interviewees argued that those directly impacted by the system should be involved in all stages of improvement work, beyond being subjects of empathy interviews.
• Include history and philosophy of science courses in preservice and graduate science teacher education programmes - The preface recommends that science teacher education address epistemology directly: teachers need not just first-order understanding of subject content but second-order understanding of its epistemol
• Include interactive elements in metacognitive prompts that require young learners to respond - The article recommends designing metacognitive prompts with obligatory interactive components so that young learners actually respond rather than skipping past them.
• Include interpersonal and relational-skills training in initial teacher education and professional development so teachers can guide how students appraise fear appeals - The article recommends that because students respond differently to fear appeals depending on their attainment value and beliefs about their capacity to respond, teacher preparation should build relat
• Include more than one informant in future school climate study designs - Because most school climate measures target student respondents and self-report formats, the review recommends broadening informant pools.
• Include non-core subject teachers in Freshman Success work and consider expanding the Freshman OnTrack metric to count non-core failures - The report recommends extending freshman success strategies, which have focused on core courses, to all subjects.
• Include opportunities for mini-breaks during lessons, such as drawing, music, games, stretching, or going outside - The brief recommends "incorporating short breaks like drawing, listening to music, playing games, stretching, or going outside during lessons," which it says makes it easier for students to learn and
• Include phoneme awareness instruction in kindergarten beginning reading programs to improve early literacy outcomes - The article's stated implication is that "Implications for improving beginning reading instruction" follow from the finding that phoneme awareness training improved kindergarten children's phoneme seg
• Include Physical Activity - Brief structured bouts of physical activity embedded in or preceding learning tasks to improve attention, engagement, and on-task behavior.
• Include producing information for others in information literacy instruction, with guidance and a phase of critiquing the resource - The article recommends that educators treat production as a core aspect of information literacy: "information literacy standards should explicitly include producing information for others." Producing
• Include recommended appendices with solution details, findings relative to targets, and study methods - The template recommends a set of appendices to accompany the short report.
• Include reference frames in a LAD and balance dashboard support with integration into existing educational structures - The article recommends that "LAD developers should consider including one or multiple reference frame(s) in a LAD" because participants struggled to establish acceptable scores (e.g., "39 out of 100 d
• Include student solutions in explicit instruction that are actually typical for the taught sample - The authors' second design recommendation is that "the explicit instruction phase should include student solutions that really are typical." Only an alignment between the products of the problem-solvi
• Include unpublished studies and feasibility data when reviewing school mindfulness research - The review recommends that future syntheses of school-based mindfulness research locate both published and unpublished studies (e.g., doctoral theses), since these "often contain supplementary informa
• Include verbal number skill interventions in early programs for children at family-risk of dyslexia - The article recommends that early intervention programs for children at family-risk of dyslexia, which typically focus on phonological awareness for literacy, should also address verbal number skills.
• Inclusion model in which students with learning disabilities take general education classes with additional supports - Gateway practices an inclusion model in keeping with its founding mission to support students with different learning styles.
• Inclusive Cultural Response - Inclusive Cultural Response involves addressing gaps in cultural learning and representation by adding and including texts and making changes in units of study.
• Inclusive Innovation Process - A student, community, and educator-led research and design framework that produces equity-focused solutions through five structured phases.
• Incorporate a method for identifying areas of improvement into PLC models - The authors recommend that "professional learning community models could be enhanced if these models incorporate a method for identifying areas of improvement," since PLCs are means for school improve
• Incorporate AI literacy into educational-leadership preparation curricula - The article argues that schools of education and teacher training programs should embed AI literacy in leadership preparation, so future leaders can both use AI tools and critically evaluate their eff
• Incorporate AI-driven scaffolding strategies to support students' higher-order thinking skills - Among the article's implications for practice, "Course designers may need to incorporate AI-driven scaffolding strategies to support students' higher-order thinking skills." This responds directly to
• Incorporate AI-powered platforms with interactive exercises, personalized feedback, and flexible practice into EFL classrooms - Based on its findings, the article recommends that educators incorporate AI-powered platforms into language classrooms, concluding that the results "support the notion that AI-mediated language instru
• Incorporate an expert human in the loop to support LLM coding of difficult adjacent coding categories - The article's discussion recommends exploring human-in-the-loop support when multi-agent refinement alone leaves adjacent coding categories confounded.
• Incorporate assessment questions that elicit causal mechanistic reasoning through phenomena, scaffolded but not over-probed - The article recommends aligning assessments with instruction by including free-response exam questions that ask for molecular-level explanations of observed phenomena, similar to the study's prompts,
• Incorporate collaborative learning activities within AI literacy teaching, attending to activity modality and integration with other activities and assessments - The review recommends that instruction for improving AI literacy incorporate collaborative learning activities so learners can co-create knowledge contextualized to their needs, with activities target
• Incorporate Crafts to Remember Positive Self-Talk - Using creative hands-on activities to produce tangible artifacts (affirmation cards, crafts, visual reminders) that reinforce positive self-talk.
• Incorporate CT skills into all teacher preparation programs, for all subject matters, with iterative guidance for non-STEM teachers - Based on the study's observations and taxonomy, the authors recommend "incorporating CT skills into all teacher preparation programs, even those dedicated to elementary school teachers, and for all su
• Incorporate culturally responsive strategies into adult immigrant instruction - The article recommends instruction that encompasses cultural backgrounds by using learning materials and activities that allow for different levels of understanding.
• Incorporate culturally responsive, anti-racist, and multicultural curricula in higher education STEM programs - The article recommends that practitioners "consider pushing for the incorporation of culturally responsive, anti-racist, and multicultural curricula within higher education STEM programs" to address r
• Incorporate discussions of human sex trafficking into required counselor education trauma curriculum and provide targeted training - The article recommends that counselor educators embed human sex trafficking content into accredited coursework and that counselors, supervisors, and students receive training on trafficking topics.
• Incorporate explicit direct instruction of metacognitive reading strategies into the reading curriculum - The article recommends that direct instruction of metacognitive strategies be built into EFL reading lessons: it "should be explicit and relevant with reading tasks and should be prescribed in textboo
• Incorporate explicit spatial strategies into mathematics instruction to help narrow sex differences in later-grade, spatially intensive content - The authors' forward-looking recommendation is that the content- and grade-specific gaps they document might be narrowed through instruction that explicitly builds spatial strategies in relevant mathe
• Incorporate extensive supports, scaffolds, and explicit strategies to minimize memory load during decimal magnitude assessment - The authors recommend that instruction be designed to incorporate extensive supports, scaffolds, and explicit strategies to minimize the amount of information students have to hold in memory to succes
• Incorporate game elements that promote interest and enjoyment to support autonomous, sustainable mobile language learning - Based on their findings, the authors recommend that future language learning applications go beyond learning goals alone: "Incorporating game elements that promote interest and enjoyment, or intrinsic
• Incorporate GenAI-based pronunciation tools to give anxious learners additional low-stakes speaking opportunities outside the classroom - The authors recommend that, in contexts where corrective pronunciation feedback is limited, delayed, or avoided to preserve face, "educators may consider incorporating generative AI–based pronunciatio
• Incorporate learning context external to the chat into future scaffolding benchmarks, rubrics, and alignment datasets - The article recommends that future scaffolding benchmarks and alignment datasets should incorporate the learning context external to the chat, both as input to the chatbot and as grounding for its eva
• Incorporate measures of abilities and their accessory factors into a single group test - The authors recommend, as a forward-looking design idea, building one group test that measures mental abilities together with the factors accessory to them.
• Incorporate metacognitive interventions such as mindfulness, feedback, and problem-based programs into educational practice to support adaptive offloading - The review recommends introducing metacognitive interventions into educational practice to enhance students' self-monitoring and regulation, helping them accurately assess task difficulty and cognitiv
• Incorporate Mindfulness Techniques - Incorporate mindfulness techniques to help students manage their initial emotional impulses and reactivity.
• Incorporate potential moderators into experimental designs for multimedia testing research - The review recommends that future research on pictures in test items systematically incorporate potential moderators—including item complexity, subject domain, test-taker abilities, age, and affective
• Incorporate practical and procedural knowledge into the Readiness Assessment Test - The authors recommend that RAT questions cover not only conceptual content but also practical and procedural knowledge, explicitly stating: "We recommend incorporating practical and procedural knowled
• Incorporate reflection-promoting activities into health professions curricula at all educational levels - The review documents that educators incorporate activities to promote reflection into undergraduate, postgraduate and continuing medical education and across a variety of health professions, as part o
• Incorporate reward prospect into inhibitory control training interventions to strengthen behaviour change effects - Given that reward prospect significantly improves IC, the authors propose using rewards within inhibitory control training (ICT): "Reward may be used to increase the value of health-related cues (e.g.
• Incorporate self-regulation or classroom-management components into mathematics interventions for lower-achieving students - Based on the finding that even low-attentive students with average or better sixth-grade competence gained less than more attentive peers, the authors suggest a causal relation and draw an implementat
• Incorporate social communication skill building into preschool interventions promoting school readiness - The authors recommend that "strategies to build social communication skills be incorporated in preschool interventions promoting school readiness", alongside established vocabulary strategies.
• Incorporate structured reflective exercises on equality, reciprocity, positionality and bias into any (I)CEL exercise for staff and students - The article recommends that "reflective exercises are incorporated into any (I)CEL exercise among both staff and students, including with a specific focus on equality and reciprocity".
• Incorporate Students' Cultural Practices - Integrating students' cultural backgrounds, experiences, and community practices into lesson design and classroom activities so content connects to what learners already know and value.
• Incorporate teacher-observed data on behaviors, attitudes, and aspirations into predictive models - The article points to teachers as a source of information that statistical models usually miss, calling them "a veritable treasure trove of data on student behaviors, attitudes, and aspirations." The
• Incorporate teachers' variation in effectiveness by student race into district and school policy decisions, including matching teachers to students and targeting professional development - The brief recommends that "school districts and school principals could incorporate teachers' variation in effectiveness for students of different races into their policy decisions," as a complement t
• Incorporate Technology into Reflection - Leverages students' familiarity with digital tools — microblogging, collaborative documents, multimedia capture, and discussion platforms — to make reflection more frequent, visible, and interactive.
• Incorporate typing into educational strategies to alleviate handwriting-related cognitive load and support word retention for students with dyslexia - The article recommends incorporating typing into educational strategies for students with dyslexia, because the complex graphomotor demands of handwriting may hinder novel word acquisition.
• Incorporate value-creating principles within undergraduate course learning objectives to encourage transformative reflection and action - The authors recommend that, regardless of educational platform, instructors embed Makiguchian value-creating principles in undergraduate course learning objectives so that learning pursues "not only..
• Incorporating Methods for Self-Testing - Reframing testing as a low-stakes learning activity — teaching students to quiz themselves during study so retrieval practice strengthens memory and reveals gaps.
• Incorporating Physical Activity Into Classroom Learning - Incorporate movement into classroom instruction by having science classes explore natural settings, using physical movements to teach math, or acting out stories in language arts.
• Increase access to digital learning so materials are organized and accessible online - The brief recommends increasing access to digital learning, which "feels natural to students and also helps them organize information and complete their assignments." It acknowledges the benefits of d
• Increase adult presence in the areas where students feel least safe, particularly just outside and around the school building - The report recommends that school leaders identify the specific locations where students feel least safe and respond by increasing adult supervision in those areas.
• Increase Classroom Space and Reduce Overcrowding - Provide ample classroom space to support student engagement and learning.
• Increase dialogue between aging and refugee service organizations and address depression in elderly refugees - As continuing needs, the digest recommends a beginning dialog between the aging and refugee service organizations, noting "There is much the two fields canlearn from each other", and the development o
• Increase efforts to detect and treat post-deployment mental disorders, since effects may be long-lasting - The review's authors recommend strengthening detection and treatment of mental disorders among deployed personnel after return, because screening-positive odds for PTSD and depression remain elevated
• Increase formal training in theory development and treat theories as tools rather than group commitments - The article recommends that educational psychologists "undergo more formal training in theory and theory development" and engage in lively discussion of the theories themselves rather than only testin
• Increase Latency Periods When Questioning Students - Extending the pause after asking a question (wait time) so all learners — especially low-achieving ones — have time to formulate substantive answers.
• Increase listening instruction time and replace audio-lingual pattern drills with listening comprehension materials - The paper recommends that "EFL textbooks should be revised to teach listening a great deal more in EFL education" and that teaching materials allow more time for actual listening activities.
• Increase opportunities for physical activity and learning through play - Among the article's recommendations for taking advantage of children's evolved learning abilities are "increasing opportunities for physical activities" and "increasing opportunities to learn through
• Increase Student Language Production - Increase student-to-student interaction with academic language through structured talk, writing, and problem-generation activities.
• Increase Synchronous Teacher Presence - Deliberate instructor visibility, interaction, and structure in live online sessions to reduce learner isolation and increase engagement.
• Increase the proportion of AI-resistant problem formats in learning-task design to preserve authentic engagement without proctoring - The article recommends a design-level response to AI-related disengagement: favor problem formats that resist AI assistance, such as graph-based problems requiring visual interpretation and interactiv
• Increase the supply of high quality systematic reviews so decision makers have more useful evidence summaries - The article's stated aim is that its recommendations "increase the number of such reviews in order to provide decision makers with a greater number of useful evidence summaries that can inform policy
• Increase the use of feedback and correctives through mastery learning procedures - An implementable teaching activity: structure instruction so that frequent formative tests give students evidence about their learning, and follow each test with correctives and relearning opportuniti
• Increase transparency of AI contributions through disclosure features, tool reminders, and training-data insight - The essay proposes design and policy measures to counter placebo and ghostwriter effects: AI tools "could receive the functionality to remind users that they are tools, and that their utilization can
• Incremental Rehearsal - A flashcard drill technique that interleaves mostly known items with a small number of new items, maximizing success rate while gradually folding new material into long-term memory.
• Independent Practice - Independent practice is when learners practice skills and concepts on their own, after guided practice, to build fluency and consolidate knowledge in long-term memory.
• Independent Reading Time - Scheduled in-class time during which learners self-select and read texts independently, with light structural support from the teacher.
• Indigenous–non-Indigenous academic collaboration grounded in trust, collegiality and un-learning of Western epistemic authority - The paper presents collaboration between Indigenous and non-Indigenous academics as effective pedagogy in practice for reinstituting Indigenous knowledges.
• Indirect training: prompting metacognitive regulation in regular subject classes to promote transfer across contexts - In the indirect training component, regular German language classes were adapted so teachers prompted students to apply metacognitive regulation steps learned in direct training, using the same vocabu
• Individual assessment during pair work: rotating roles, separate predictions and explanations, and independently-demonstrated ratings per outcome - A proposed assessment procedure for shared-robot pair work: students alternate operating and checking roles and record contributions; at each checkpoint each submits a separate prediction and explanat
• Individual Deliberate Practice - Deliberate practice is a structured approach to skill development that focuses on intentional, effective, and consistent effort to improve performance.
• Individual Reflection - Learners deliberately review their own experience, work, or thinking to extract lessons, surface assumptions, and consolidate learning.
• Individual Rotation - A blended learning strategy in which each learner follows a personalized schedule or playlist rotating among modalities — online, small-group, and independent work — set by an algorithm or teacher pla
• Individual Spaces - Creating designated areas within the classroom to serve specific functions, such as independent work, collaborative projects, or mini-lessons, can promote student engagement.
• Individualize instruction by conditioning scaffolds on the mechanisms underlying specific learning activities - The article recommends adapting instruction by first identifying the learning activity and the learner resources it requires, then selecting a scaffold that targets those processes.
• Individualize instruction with performance-oriented materials and behavioral objectives, replacing grades with performance criteria - The report recommends organizing instructional materials so each learner proceeds in his own style and at his own pace, with materials that are performance-oriented and based on concisely-stated behav
• Individualized "Highlighter Tool" - Students use an individualized "highlighter tool" (e.g., a Google Doc add-on) to create custom highlighters in different colors, label the categories, highlight relevant text, and export highlights by
• Induce conversation through familiarity and personification to make the chatbot approachable - This strategy addresses the interface element: designing learners' feelings, attitudes, and behaviors toward the chatbot.
• Induce self-explanation by prompting learners during study and problem solving - The meta-analysis supports designing learning activities in which learners receive prompts to self-explain while studying or solving problems.
• Inflectional Endings Instruction - Inflectional endings instruction focuses on teaching the rules for adding suffixes (e.g., -ed, -s, -es, -ing, -er, -est) to base words.
• Inform educators and clinicians about acute effects of negative life events on self-control and offer interventions to affected children - In the Conclusion the authors propose two practical implications should future research affirm the findings: first, "educators and clinicians might be informed about the acute influence of negative li
• Inform students about data collection at multiple contact points across their program, not only once at admission - The article suggests institutions communicate data collection details repeatedly rather than once, because "over 50% of respondents thought that students should be informed at multiple "contact points
• Informal Games and Jam Sessions - Encourage participation in informal games and jam sessions to foster creativity, collaboration, and enjoyment without the pressure of competition.
• Infuse social psychological concepts into existing pre-service courses and professional development rather than new standalone courses - The review recommends that teacher educators adapt social psychological principles into classroom practices, evaluate whether they transfer from laboratory to classroom, and disseminate findings to pr
• Inhibition Support Strategies - Strategies that help learners suppress attention to irrelevant input and resist impulsive responses by restructuring tasks, environments, and supports around known strengths.
• Initialize BKT parameters from simulated student data when no human data is available - The article recommends that "researchers might use data generated by simulated students to initialize knowledge tracing parameters when human data is not available." This avoids hand-picked defaults o
• Initiate trauma-informed planning before the start of the school year - The fact sheet recommends that schools begin trauma-informed planning before students return.
• Initiating a Conversation with Learners to Correct Name Pronunciation - The instructor proactively opens a respectful conversation with each learner to learn, practice, and correct the pronunciation of their name.
• Inject LaTeX transcriptions of pointed-to math in place of ambiguous verbal references - The v6m system instructions direct Gemini to replace ambiguous verbal references such as "this equation" with LaTeX renderings of the pointed-to math, injected in place of or immediately after the ref
• Innovate PRO assessment with short index questions, computerized adaptive testing and conversation tools - The review recommends specific assessment innovations to reduce respondent burden and make psychological needs visible in routine diabetes care.
• Inquiry Based Learning - Learners investigate questions, problems, or phenomena — generating questions, gathering evidence, and forming explanations — rather than receiving conclusions directly.
• Inquiry-Based Writing - Engage learners in focused investigation with immediate, concrete data they gather and analyze themselves, using the findings as a springboard for higher-quality writing.
• Instill Intrinsic Motivation - Helping students find satisfaction in learning itself by connecting positive actions to positive self-feelings, rather than relying on external rewards or pressures.
• Institute strategies that turn the assistant principal experience into a structured program for developing school-leadership skills - This strategy converts ordinary on-the-job assistant principal work into deliberate leadership development.
• Institutional AI initiatives should incorporate discussion, reflection, and distributed discipline-specific support networks rather than centralized information provision - The article recommends that institutional structures "may make most impact if, rather than simply providing information, resources or estab- lishing guidelines, they instead incorporate opportunities
• Institutional and professional support for teacher educators' GenAI-specific TPK through practical training, policy clarity, and ethical guidelines - The review recommends that teacher educators be supported institutionally and professionally through practical training, clear policies, and ethical guidelines for GenAI adoption.
• Institutional governance should establish practical conditions supporting AI literacy, learner agency, and critical evaluation rather than relying on prohibition and detection - The article recommends that effective institutional governance extend beyond prohibition, detection, or general guidance toward establishing practical conditions that support AI literacy, learner agen
• Institutional integrity programs combining ethical AI-use guidelines, clear definitions of dishonesty, and risk-awareness education - The article recommends that universities "implement educational programs to establish ethical guidelines for its responsible use, heightening the awareness of the potential risks involved with the use
• Institutional leaders should examine their own data, identify troublesome equity trends, and engage faculty, staff, and students in deliberate action to support all students - The brief argues that closing gaps "takes deliberate action from institutions," exemplified by Washington State University's intentional early outreach and campus-community building and by University
• Institutional recommendations: shift from detection to process-oriented assessment, transparent AI-use protocols, and revised integrity policies - The article issues three strategic recommendations for institutions integrating GAI into assessment.
• Institutional safeguards for safe, transparent AI use in assessment - The paper assigns institutions minimum responsibilities for enabling AI-mediated assessment: completing a privacy/data-protection impact assessment (PIA/DPIA) for any AI tool used in assessment with c
• Institutional support for skill upgrading and post-secondary navigation to bolster student parents' academic self-efficacy - The article recommends that institutions support student parents in upgrading academic skills and navigating the post-secondary environment.
• Institutional, state, and federal actions to increase faculty diversity - The report recommends a multi-level action set: institutions should develop specific targets for increasing Black and Latino faculty, increase recruitment and retention funds, create opportunities for
• Institutionalize equity efforts through organizational leverage, critical mass, and embedded strategic plans - Drawing on the Texas Tech case study, the report describes moving from discrete programs to institution-wide equity infrastructure: a visible executive-level diversity presence ("organizational levera
• Institutions and undergraduate programs can use motivation profiles to encourage student participation in research - The authors draw implications for "institutions and undergraduate programs desiring to encourage students to participate in undergraduate research", based on their finding that disciplinary identity r
• Institutions implementing learning analytics should spend focused time developing privacy policies and procedures, with stakeholder input including students, before expanding analytics use - The article recommends that institutions beginning a focused push with learning analytics "spend time developing policies and procedures," since this focused time allows buy-in and surfaces issues ear
• Institutions seeking to support online engagement should prioritize affective engagement support and address personal environmental barriers - Because support for affective engagement predicted all three engagement dimensions, the authors conclude that "This finding underlines the importance of support for affective engagement" and recommend
• Institutions should adopt a balanced AI-integration approach including AI literacy courses and instructional guidelines - For policy, the article argues institutions should not simply decide whether to adopt AI but should consider students' preparation, faculty instructional objectives, and available support systems.
• Institutions should adopt equity-informed GenAI policies, require AI-use disclosure, and educate reviewers on World Englishes variation - The dialogue's contributors converge on institutional actions: developing inclusive guidelines for linguistic variation, promoting critical GenAI literacy, and providing editing support, so that revie
• Institutions should define generative-AI prohibitions by function, distinguish generation from format conversion, and require validated evidential methods before sanctions - The paper's normative policy recommendations are that institutions should consider 'defining 'use of generative AI' by reference to function rather than platform identity; explicitly distinguishing co
• Institutions should gently promote pre-registration hall and departmental Facebook groups while avoiding aggressive marketing, teaching or pastoral interventions in students' social space. - The authors recommend that, because Facebook helps new students settle in, higher education institutions could act as a catalyst by publicising existing accommodation/hall and departmental Facebook gr
• Institutions should move toward deliberate, transparent policies governing AI use in admissions and reconsider what application essays should assess - Based on evidence that AI use is widespread, quality-improving, and penalized, the authors recommend that institutions "move toward deliberate, transparent policies around AI use", noting that many in
• Institutions should respond to GenAI with clear governance frameworks and structured professional training programs for staff. - The article recommends institutional-level responses to staff survey findings: clear governance frameworks for GenAI use and structured professional training programs for educators.
• Institutions should respond to generative AI in education with guided critical engagement rather than prohibition - The authors argue that because public sentiment remains positive while structural concerns grow, students and the public "are not rejecting AI but are looking for frameworks to engage with it responsi
• Instruction-guided LLM annotation with human-in-the-loop prompt refinement for large-scale interaction labeling - The article describes an annotation procedure using an instruction-guided LLM following a human-in-the-loop process to apply the taxonomy at scale.
• Instructional Coaching - A sustained, individualized professional learning strategy in which a coach works one-on-one with a teacher to improve classroom practice through observation, feedback, and cycles of goal-directed ref
• Instructional Commons: record and disseminate top teachers' full-year instruction for peer-to-peer professional use - The brief proposes identifying the best teacher for a given subject and grade, paying them to have "their entire year of teaching for that subject recorded," then digitizing the videos and supporting
• Instructional designers use AI-ARC across analysis, design, development, and evaluation to align outcomes with responsible AI integration - As a design heuristic, AI-ARC helps instructional designers structure activities and assessments that foster increasingly complex cognitive and ethical engagement with AI.
• Instructor acts as a broker between classroom and professional communities, deliberately legitimizing inter-group consultation - The article describes the teacher taking on "the role of a broker, acting as a go-between the two communities and guiding the classroom community closer to that of the practicing physics community".
• Instructor and Peer Feedback - Combining instructor feedback with structured peer feedback so learners receive expert guidance while also evaluating and re-teaching content to one another.
• Instructor as Facilitator - Reducing the power differential between instructor and students by acting as a facilitator rather than a transmitter, so that learners take greater ownership of content, discussion, and direction.
• Instructor Feedback - Instructor-provided information about a learner's performance that closes the gap between current and desired performance.
• Instructor Feedback Loops - A cyclical process in which the instructor gathers evidence of learner understanding, delivers targeted feedback, and adjusts subsequent instruction while learners act on the feedback.
• Instructor Presence In Discussions - The instructor actively participates in learner discussions — facilitating, probing, and modeling discourse — rather than merely observing them.
• Instructor recommendations for running a module-development course project - The authors distill their AY201b experience into implementable steps: "we recommend beginning the module development project by providing students with brief in-class tutorials of the software technol
• Instructors apply chatbots to support goal setting and social presence in fully online activities - The authors offer instructors practical suggestions for applying chatbots in teaching and learning, derived from the two studies: “We also provided suggestions for instructors to apply chatbots in tea
• Instructors can encourage student idea-offering by incrementally adding epistemic distancing to their questions - When students dismiss a productive question, an instructor can rephrase it with hedges ("What do you think happened there, any idea?"), rising intonation, and lowered body position to reduce the stake
• Instructors distill a key pedagogical point into a simple MEP prompt for multiplayer classrooms - The strategy is designing a minimal, simple exposure prompt that nudges learners toward a pedagogical goal while "maintaining freedom of learner creativity and minimizing instructor intrusion".
• Instructors integrating generative AI into writing-intensive courses should have students critically understand, access, prompt, vet and integrate AI-produced content - Drawing on Tate et al.'s study of an AI-facilitated writing tool in writing-intensive STEM courses, the review recommends enabling critical student use of AI.
• Integrate a cognitive neuroscience approach into higher education to support efficient learning - As a forward-looking direction, the review proposes moving beyond adjusting teaching methods alone and instead "integrate a cognitive neuroscience approach into higher education." The stated aim is "t
• Integrate AI assistants with existing curricula and teaching practices rather than replacing instruction - Coursemojo's design approach positions the AI assistant as a complement to the teacher: it is "designed to 'supercharge the work that is already happening in classrooms' through seamless integration w
• Integrate AI feedback as a supportive resource within process-oriented drafting cycles, with explicit guidance on critical evaluation - The article's procedure: students receive explicit genre instruction, draft independently, submit to GROK for AI feedback, critically evaluate suggestions, and revise into a second draft, with the ins
• Integrate AI into nursing curricula through AI-supported case discussions, structured clinical learning activities, and AI literacy training tailored to user groups - The article recommends that nursing curricula address specific educational needs rather than general technology use.
• Integrate AI into university physics with instructional structure, task alignment, and critical evaluation of AI outputs - Based on the cross-study patterns, the review recommends that the educational value of AI in university physics depends on how AI is integrated into learning activities rather than on access to the te
• Integrate AI literacy across grades and subject-area learning rather than confining it to electives - The report recommends that educators 'integrate AI literacy within the topics they already teach, such as math and ELA.' Because library media and computer science courses are typically electives not
• Integrate AI literacy education as an integral component of first-year curriculum development rather than an add-on - The article recommends that AI literacy education be built into first-year curricula as a core component, because the mediation results indicate course support translates into psychological benefits t
• Integrate AI literacy instruction into study programs alongside responsible tool design - The authors argue that fostering responsible AI usage extends beyond tool design because students will continue using general-purpose LLMs regardless.
• Integrate AI literacy into disciplinary core subjects rather than adding a new AI subject - The review recommends leveraging AI literacy to enhance learning of disciplinary core subjects by integrating AI into their teaching, transferring AI knowledge and methods while staying within the fra
• Integrate AI literacy into health sciences curricula and tailor career counselling to programme type - The article recommends that universities address AI anxiety as a risk factor in career transition by integrating "artificial intelligence literacy into the health sciences curriculum at an institution
• Integrate AI literacy, digital skill development, and technology-focused career planning into coursework, with targeted support for higher-anxiety groups - Based on its findings, the article recommends that universities offer programs that raise awareness of AI-driven change, foster positive AI attitudes, and reduce anxiety.
• Integrate AI task literacy into CTE curricula now, ahead of employer adoption - The brief recommends that CTE practitioners integrate AI task literacy into curricula while adoption in Heartland-heavy occupations is still low, so students shape adoption rather than react to it.
• Integrate AI-based question analysis tools to provide tailored feedback based on inquiry depth - The article's implication for practice states that "Instructors could enhance learner engagement by integrating AI-based question analysis tools to provide tailored feedback based on inquiry depth." T
• Integrate AI-driven scaffolding with teacher-led offloading and refine feedback granularity to prevent over-scaffolding - Based on the observed differentiated trajectories and the time-lag effect in lower-performing cohorts, the authors recommend that future models integrate AI-driven scaffolding with teacher-led offload
• Integrate AI-enabled personalized STEM education with teacher participation, project-based collaboration, and cross-disciplinary task design, matched to students' cognitive developmental level - The article advocates an "evidence-based and pedagogically aligned integration of AI-enabled personalized STEM education".
• Integrate AI-formative tools state-wide and deploy offline-capable Edge AI servers - The article's forward-looking recommendation is directed at state education authorities: "The study recommends state-wide curriculum integration of AI-formative tools and the deployment of offline-cap
• Integrate anchored-discussion functionality into existing electronic learning environments - The authors recommend that, to increase the availability of anchored discussion in university practice, it would be useful to integrate functionality for anchored discussion into existing electronic l
• Integrate attendance and GPA on-track indicators with qualitative data into elementary systems of student support - The report recommends that elementary and middle school practitioners integrate attendance and GPA indicators into their existing systems of student support to more effectively identify and track stud
• Integrate autonomy and agency paradigms, standardise instruments, probe non-demographic moderators, and extend evaluations to longitudinal real-world settings - The review derives four research and design recommendations for advancing autonomy-supportive robot design: integrating autonomy and agency paradigms in study designs, standardising definitions and in
• Integrate background grade-prediction models into early alert advising systems - The author proposes running a model like TRACE continuously as student grade data updates each semester and integrating its predictions into advising, moving beyond simple risk-flagging toward insight
• Integrate bilingualism into all instructional settings through districtwide professional learning and in-service coaching - This recommendation directs education leaders to promote the use of primary languages in instructional settings beyond formal bilingual programs, "through districtwide professional learning and in-ser
• Integrate career adaptability cultivation and AI literacy with career planning in higher education curricula - The article recommends that institutions "prioritise enhancing students' career adaptability rather than merely alleviating anxiety symptoms", integrating future planning, autonomous decision-making,
• Integrate caregiver-led child nutrition monitoring with other health services to increase sustainability - The article recommends embedding Family MUAC with two-way SMS into existing health service touchpoints so caregivers already visiting facilities can be enrolled and followed up efficiently.
• Integrate ChatGPT as a feedback resource alongside peer feedback for essay writing in higher education - The article recommends combining ChatGPT-generated and peer-generated feedback for argumentative essay tasks in higher education, since the two sources show complementary strengths: ChatGPT provides e
• Integrate ChatGPT into Quantum Theory (and similar STEM) courses as a supplement to traditional teaching, with students verifying chatbot answers collaboratively - The article supports embedding ChatGPT-supported activities in Quantum Theory courses where students ask questions, receive step-by-step explanations, and verify the chatbot's solutions in groups with
• Integrate co-design and continuous feedback loops into AI evaluation processes - The report recommends that states integrate co-design with feedback loops—defined as structures that are purposeful, multi-directional, iterative, and transformative—into evaluation across all impleme
• Integrate computational thinking across K-12 subject areas rather than treating it as computer-science-only - The paper recommends teaching computational thinking across subject areas in K-12 schools because it is "a skillset for solving complex problems, a way to learn topics in any discipline, and a necessi
• Integrate computational thinking into existing disciplinary teaching across grade bands rather than adding it on - The guide recommends that educators embed computational thinking into topics they already teach, such as math and ELA, so it becomes a value-add rather than an add-on to an overscheduled day.
• Integrate computational thinking into PreK-8 core subject matter rather than relying on stand-alone clubs and classes - The report's first commitment is focusing on PreK-8 integration of computing with engaging professional learning for teachers, rather than electives meant for a select few.
• Integrate conversational AI with responsive feedback into children's educational video content - The article recommends that "future educational video resources could benefit from integrating conversational technologies to promote active science learning through television shows".
• Integrate data and analysis into existing K-2 teaching practices through classroom graphs such as birthdays and word walls. - The webinar recommends embedding data practices into routines primary teachers already run, rather than adding standalone lessons.
• Integrate digital games into the language curriculum to lower affective barriers and encourage L2 interaction - The article recommends that teachers consider integrating digital games into the language curriculum because games are said to be motivating, to lower affective barriers, and to encourage L2 interacti
• Integrate discussions of acceptable GenAI use directly into courses, assignments, and assessment guidelines, with explicit examples of permitted and non-permitted uses - The article recommends that institutions complement formal GenAI regulations with pedagogical integration rather than restriction alone.
• Integrate educators and developers through regular cross-functional meetings so pedagogical intent survives technical implementation - The report's ReadWorks case study recommends that product managers, engineers, and educators meet regularly to transfer knowledge and surface changes immediately, since a research-based plan can end u
• Integrate emotion-regulation and metacognitive support into AI literacy education, with differentiated learning assistance - The article recommends that AI literacy education extend beyond technical proficiency to metacognitive and psychological competencies.
• Integrate Emotions into Daily Schedule and Routine - Embed explicit anticipation and discussion of emotions into the daily schedule so students predict, plan for, and manage emotional states across academic and social activities.
• Integrate essential information into biological pointers by presenting likely-to-be-externalized content with vivid, multimodal detail - Because learners often retain only a pointer to externalized information, this strategy recommends presenting information likely to be externalized in a way that embeds key details into that pointer,
• Integrate evaluation into the learning process with learners participating in creating and understanding standards - The paper recommends resolving Constructivist evaluation problems through instruction's prescriptive function: evaluations should not simply be administered but integrated as part of the learning proc
• Integrate family and school contexts in interventions and promote adolescent academic self-regulation to support the high school transition - The authors recommend prevention and intervention programs that integrate family, school, and individual domains rather than targeting them in isolation, because the domains are interdependent and imp
• Integrate Gen-AI as a targeted instructional tool using medium-to-long-term (8–16 week) interventions, phased scaffolding, and guided prompts rather than direct answers - Based on its findings, the study proposes that Gen-AI "should be systematically integrated as a targeted instructional tool to foster HOT", with medium- to long-term interventions of 8–16 weeks recomm
• Integrate GenAI around a defined educational problem with explicit guardrails, not around the novelty of the tool - The review's design principle for curriculum leaders is to "integrate GenAI around a defined educational problem, not around the novelty of the tool": begin with the target competence, specify what th
• Integrate GenAI into HSS education through scaffolded, practice-oriented training sequences and discipline-responsive, process-focused assessment - The article recommends integrating GenAI in HSS education via training that combines foundational conceptual instruction with hands-on practice, and assessment redesigned to prioritize reasoning and p
• Integrate GPT models into LA-supported feedback systems with an iterative instructor-student validation loop to improve reliability - The article recommends that system developers and LA researchers incorporating LLMs into LA-supported feedback systems "devise a way to validate and update GPT models regularly to improve the reliabil
• Integrate individual micro-credential learning into collaborative team learning cycles - Under the Learning Communities standard, the report recommends that educators, teams, and issuers deliberately connect individually earned micro-credentials to collective goals.
• Integrate IoT and biometric technologies to augment the security, scalability, and operational efficiency of online proctoring systems - The review recommends combining Internet of Things sensing and biometric verification with AI-based proctoring to strengthen security, scalability, and operational efficiency.
• Integrate layered student support services across the transitions from middle and high school, into college, and through college - The Guidebook's Step 5 organizes support services by transition: supporting students in middle and high school, during the transition to college, and during college.
• Integrate LLM-based CRP support tools within professional development to encourage teacher reflection beyond template-based outputs - The authors recommend embedding tools like CulturAIEd within professional development programs so that teachers reflect on and refine AI suggestions rather than accepting template-based outputs.
• Integrate math into game play and strategy rather than treating it as an add-on - Drawing on the study's qualitative findings that students consistently enjoyed the game, the authors recommend that future game designers consider the structure of games like NBA Math Hoops, "in which
• Integrate measurement knowledge with knowledge about instructional psychology for instructional decision-making - The paper concludes that "for purposes of instruction and instructional decision-making, there is a need for the integration of measurement knowledge with knowledge about instructional psychology".
• Integrate metacognitive strategy instruction across content areas and across before, during, and after phases of teaching - The authors recommend that, because metacognitive strategies facilitate reading comprehension, teachers integrate them into instruction for students at various ability levels, ages, and grade levels,
• Integrate mindfulness throughout the school day via mindful moments, pausing before reacting, and reflective norms - The brief recommends schoolwide integration of mindfulness into existing routines: starting class with a "mindful moment" — a deliberate pause in stillness or slow deliberate movement — teaching stude
• Integrate mixed-reality visualization with physical interaction rather than relying on a single modality - The article's first design guideline recommends combining tangibility and mixed reality in engineering learning tools, because participants valued the combination and reported improved conceptual unde
• Integrate mobile-application TE-DCTs into L2 pragmatics instruction to build metapragmatic awareness of nonverbals - The authors advocate integrating TE-DCTs into L2 pedagogical practice, especially for teaching the sociopragmatics of nonverbals, an area traditionally neglected in the classroom.
• Integrate multiple strategies in a context-based and community-involved approach to reverse violence and promote peace - The review recommends that policymakers and practitioners integrate multiple strategies in a context-based and community-involved approach.
• Integrate nature (greenspace) into schools to enhance students' mental, physical and social wellbeing - The review concludes that findings "support the integration of nature in schools to enhance the mental, physical and social wellbeing of children and adolescents".
• Integrate oracy and literacy in meaningful activities rather than treating the four modes as separate - The brief recommends lessons in which students read, write, listen, and speak to deepen mathematical practices, integrating oracy and literacy instead of treating the modes as separate domains.
• Integrate peer assessment into game development activities to deepen student learning - The article proposes embedding peer assessment within student game development as a learning strategy.
• Integrate PETs at every stage of the research lifecycle - The short-term recommendations advise researchers conducting research with DLPs to look for ways to integrate PETs into all stages of the research lifecycle: secure one-way identifiers at data collect
• Integrate physiological, dialog, video, and self-report data to analyze collaboration at individual and group levels - The review recommends methodological approaches that integrate different data types, since 'Isolated verbal dialogues do not portray the complexity of the process, nor do they give us access to bodily
• Integrate POG frameworks into curricula and assessment with ongoing stakeholder dialogue, rather than leaving them as unused documents - The brief recommends ongoing dialogue among state education departments, districts, educators, parents, students, and industry partners for continuous improvement of POG frameworks.
• Integrate post-reclassification monitoring and support so students who exit EL status continue receiving integrated support in the general curriculum - The brief recommends integrating post-reclassification monitoring more meaningfully, ensuring that students who exit EL status continue to receive integrated support that helps them thrive in the gene
• Integrate professional development aimed at changing teachers' expectations into mathematics achievement interventions - The authors recommend that efforts to improve instructional practices include professional development targeting teachers' expectations of students, implemented alongside mathematics achievement inter
• Integrate pronunciation-focused technology such as language learning apps and mobile-assisted pronunciation training into the CLT curriculum - This strategy uses language learning apps, online platforms and mobile-assisted pronunciation training to give learners interactive, immediate feedback on pronunciation within the CLT framework.
• Integrate Puerto Rico into the national NAEP sample in future administrations - The report's stated forward-looking plan is to "integrate Puerto Rico into the national sample in future administrations" of NAEP, building on the 2003 and 2005 Spanish-language trial assessments and
• Integrate race throughout educational psychology courses rather than treating diversity as an afterthought - The authors encourage educational psychologists to avoid the trap of addressing theories first and adding a small, disconnected diversity section at the end of a chapter or course, which they say marg
• Integrate structured opportunities for critical engagement with AI into teacher education programs - The article recommends that teacher education programs deliberately build in structured opportunities for critical engagement with generative AI, so that pre-service teachers develop digital pedagogic
• Integrate students' home languages into math instruction to build trust and participation - Teachers used knowledge of students' home language to strengthen relationships and make math content more accessible.
• Integrate teachable agents as a complement to, not a replacement for, the adopted classroom curriculum - The article recommends deploying TAs as an augmentation of district-adopted curricula rather than standalone instruction: "we use TAs as a complement to regular classroom instruction." Kit+TA teachers
• Integrate technology across the entire instructional triangle of teachers, students, and instructional resources - Drawing on Cohen et al.
• Integrate the community schools initiative with Linked Learning and CTE through joint planning, cofunded positions, and instructional-department placement - LAUSD integrated its CSI with district strategies sharing common goals, especially Linked Learning and Career Technical Education, reinforcing each approach's strengths.
• Integrate tutoring into the regular school day rather than scheduling it outside instructional time - This recommendation advises districts to embed tutoring within the regular school day when structuring a selected program.
• Integrated school-based health and social safety net supports addressing out-of-school learning barriers - Sierra and University High stitch together a social safety net through integrated systems of support: monthly food distributions, clothing closets, a school-based rotating therapist with group grief t
• Integrating Art and Science - Combines art-making activities with science content so learners explore scientific principles through artistic creation, observation, and expression.
• Integrating Math with Music and Dance - Integrating math with music and dance is a strategy in which rhythm, pattern, movement, and structure are used to explore mathematical relationships.
• Integrating Movement into Daily Activities - Embedding physical activity into routines and tasks that are typically sedentary, so movement accrues without dedicated exercise sessions.
• Integrating recognition and exploration of emotions to navigate the tension between relational and learning goals - The article argues that facilitators can, and in many cases should, navigate the tension between relational and learning goals by combining recognition of teacher emotions (serving relational goals) w
• Intensive Instruction/Active Engagement - Intensive instruction maximizes learning by combining high time-on-task with frequent, active learner responding rather than passive reception.
• Intensive trainer-led observation and feedback model for tutoring professional development - Early Steps training involves 9 full-day visits by the trainer across the school year.
• Intentionally activate symbols so they assist transformative learning - Following Boyd and Myers's priority of identifying symbols critical to the learning undertaken, the article recommends deliberately activating symbols in embodied creative work.
• Interaction with Natural Environment - Incorporating natural elements (views of nature, plants, outdoor settings) into the learning environment to restore attention, improve well-being, and support academic performance.
• Interactive and alternative review practices: applicant response rounds, sandpits, bibliometric scoring, decision aids, lotteries, and crowdfunding - The report catalogs practices that modify or supplement traditional peer review.
• Interactive Delivery With Questioning - Engage students through interactive discussions driven by questions and answers.
• Interactive Modeling - A structured seven-step routine in which the educator names a skill, models it, and has students notice, model, and practice it until they can perform it independently.
• Interactive Note Taking - Learners actively transform, organize, and respond to presented content while taking notes, rather than transcribing it verbatim.
• Interactive Read Aloud - The teacher reads a text aloud while pausing to model comprehension strategies, prompt discussion, and engage learners in responsive talk about the book.
• Interactive Scenarios - Simulated environments or branching situations that place learners in realistic decision-making roles mirroring real-world challenges.
• Interactive Storytelling - Interactive storytelling places learners inside a branching narrative where their choices shape the story's direction and outcome, making them active participants rather than passive readers.
• Interactive Video Quizzing - Embedding questions at intervals within video content to prompt active processing, check understanding, and sustain attention.
• Interactive Writing - A teacher and students jointly compose a text, sharing the pen so learners practice phonemic analysis, letter formation, and writing conventions with immediate support.
• Interdisciplinary Activities - Interdisciplinary activities present issues, themes, and problems that require skills and knowledge from more than one subject to address or answer.
• Interdisciplinary Unit Built on a Student's Household Knowledge - A teacher uses knowledge of a student's household experience to create "a series of interdisciplinary lessons centered around the theme" drawn from that experience.
• Interest Based Negotiation - A collaborative conflict-resolution strategy in which parties identify underlying interests rather than arguing fixed positions, then jointly generate options that satisfy those interests.
• Interest Inventories - Interest inventories are surveys used to assess students' areas of interest.
• Interleave Practice Types - Mix different problem or task types within a practice session rather than blocking them by type, forcing learners to discriminate which approach each problem requires.
• Interleaved Practice - Arranging practice so that different problem types or skills are mixed within a session rather than blocked, forcing learners to discriminate which strategy applies.
• Interleaving - Interleaving arranges practice so that different but related problem types or categories are mixed within a session rather than blocked, forcing learners to discriminate between them.
• Intermediary-led grantee cohort model with four support components - The article describes an implementable model in which an intermediary supports a cohort of grantees by "helping grantees scope projects in their area of need, matching grantees with providers that cou
• Intermediate exams that require students to explain their own code to counter blind use of AI tools - Assessment combined project work with two intermediate exams designed to verify comprehension rather than tool output.
• Interpolate metacognitive judgments or covert retrieval attempts during extended study sessions - The article recommends that learners and instructors insert metacognitive judgments or covert retrieval attempts into longer study periods to sustain learning over time.
• Interpret CHAT study results by starting with simple start-to-finish change analysis, then working through relationships among activity elements - In Stage 7 of the research model, the article recommends an interpretation sequence for complex technology integration data: "it is suggested that interpretation begins in simple terms and eventually
• Interpreting the News - Learners pick a current news item and explore it from different points of view, examining whether the news is reported objectively and what other interpretations might exist.
• Interrogate bias in data analysis by unpacking biases with colleagues and building skills to name bias in action - This strategy addresses the unconscious bias all analysts bring to data interpretation, which the brief says can take many forms, including racial and ethnic bias, bias toward certain behaviors and at
• Interrogate parent involvement constructs through a genealogical lens to advance equity - The article's approach implies that educators and researchers should critically examine taken-for-granted ideas about parent involvement and the home/school relation before designing involvement polic
• Interrogate Voice, Credibility and Testimony When Studying Inequality in Education - The article's four suggestions for further research.
• Intervenciones ApS con colectivos vulnerables usando la práctica deportiva como herramienta principal de inclusión social - Estrategia implementada en Melilla: alumnado universitario realiza intervenciones de metodología ApS con colectivos vulnerables (mayores dependientes, menores extranjeros no acompañados, personas con
• Intervene early in the semester to address students' misperception that the cognitive effort of active learning signals poor learning - The authors recommend that instructors counter students' inherent bias against active learning at the start of the semester, by "explicitly presenting the value of increased cognitive efforts associat
• Intervene in Abusive Language - The teacher promptly and constructively addresses abusive, biased, or degrading language when it occurs, using the incident as a teachable moment rather than only a disciplinary event.
• Interventions against racial stereotype acquisition should directly manipulate children's essentialist thinking about racial groups - Because stereotypes, once formed, are highly resistant to change and can affect children's academic performance, the authors recommend intervening before stereotypes consolidate.
• Interventions aimed at increasing parents' verbal engagement with their infants to strengthen processing skills and vocabulary growth - The article proposes that because more child-directed speech both provides word-learning models and sharpens infants' lexical processing, interventions targeting caregivers' verbal engagement could al
• Interventions for adult DD should target both number-specific core deficiencies and domain-general skills while incorporating preserved skills - The review recommends that intervention methods for adults with DD are likely to be most effective when directly targeted at observed cognitive core deficiencies, including both number-related skills
• Interventions should simultaneously enhance academic self-concept and achievement - A practice recommendation drawn from the reciprocal effects model: because self-concept and achievement each sustain the other, interventions targeting only one are unlikely to produce lasting gains.