Strategies: P 2

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• Promote a Growth Mindset - Promoting a growth mindset involves giving feedback that values effort, strategy, and progress, and framing ability as developable rather than fixed.
• Promote a Growth Mindset in Math - Promote a growth mindset by giving feedback that values effort, strategy use, and persistence, showing learners that mathematical ability is malleable rather than fixed.
• Promote active play with family and peers to facilitate creativity skills and physical activity - The article recommends a combined strategy of increasing active play and time spent with family and peers while lessening sedentary behavior, grounded in its finding that active play was associated wi
• Promote autonomous motivation in low-education adult learners by helping them grasp the meaning of education and providing choice and volition - The article proposes concrete practices for educators working with adults of lower educational levels, a group it identifies as particularly vulnerable.
• Promote interaction between provider and receiver of peer feedback to stimulate elaboration on judgments - The authors recommend increasing the effectiveness of modeling examples by stimulating elaboration on judgments, which they argue is a form of generative learning because it challenges students to exp
• Promote knowledge creation by coordinating group practices, technology affordances, interaction genres, community metaskills, and trialogical learning through design-based research - Drawing on Hakkarainen's reflection, facilitating sharing and building on ideas is not enough; a classroom must develop a culture of knowledge-creation practices, with technology iteratively developed
• Promote motivation alongside executive functioning and early numeracy development from the earliest stages of mathematics education - Based on the finding that motivation exerts an indirect effect on later mathematical performance, the authors recommend that educators and parents enhance children's motivation as a basic driver of le
• Promote networks of learning spaces in which non-formal and informal learning complement formal institutions - Responding to the digital revolution and the multiplication of information sources, the report recommends organizing education as a network of learning spaces.
• Promote self-regulation competence through high-quality teaching and whole-school approaches - The article recommends that promoting self-regulation competence become a guiding principle of education systems, orchestrated through high-quality teaching and whole-school approaches.
• Promote spaced practice for mathematics learning, and design future studies to control whether learners must retrieve during practice - Based on the robust spacing findings, the article concludes "there is sufficient evidence to promote the use of spacing for mathematics learning as a means to improve mathematics learning".
• Promote student agency by letting students decide the pace of their work and whether to complete it independently or collaboratively - The brief recommends supporting students "to decide about the pace of their work and how they best complete it, whether independently or collaboratively," defining agency as people's capacity to take
• Promote task-based peer interaction in primary EFL classes and scaffold L2 meaning negotiation through formulaic language and explicit training in negotiation strategies - The authors close by recommending that primary EFL instructors promote task-based peer interaction and provide learners with more scaffolding for meaning negotiation in the L2.
• Promoting Belonging Through Cues and Representations - Deliberately shaping the ambient signals of a learning environment — images, examples, objects, language, and who is visibly present — so learners can read the setting as one they belong in.
• Promoting Belonging Through Instruction - Teachers promote belonging through instructional choices and practices that signal all students are capable of success and valued members of the learning community.
• Promoting Self-Determination and Self-Advocacy in Students with Disabilities - Fostering self-determination and self-advocacy involves empowering students with disabilities to understand their needs, rights, and goals, and to actively participate in decisions about their educati
• Promoting Self-Directed Learning Strategies - Explicitly teaching students strategies for problem-solving, metacognition, and self-reflection so they can plan, monitor, and evaluate their own learning with decreasing support.
• Prompt Cards For Emotional Regulation - Prompt cards — especially emotion prompt cards — give learners at-the-ready reminders of self-regulation strategies to use when emotions escalate.
• Prompt children's underspecified inference responses to reveal their comprehension potential and model the standard of coherence required - The article draws an educational implication from its finding that performance improved after prompting for all age groups on both inference types.
• Prompt for both the content problem space and the rhetorical problem space to support knowledge transforming with AI - Building on knowledge telling vs.
• Prompt learners to generate delayed keywords and then compare them with expert keywords as external standards - The article recommends that learners who need support in judging which text they understood less well generate keywords after a delay, and that providing "external standards in the form of expert keyw
• Prompt learners to monitor performance-based rather than explanation-based cues in the initial problem-solving phase - For the initial problem-solving phase of worked-example learning, the authors' practical recommendation is to have learners base their self-assessments on their problem-solving performance rather than
• Prompt students to sketch a drawing of the system while reading an expository science text - This strategy asks readers, rather than presenting them with visualizations, to "draw a representation of the earth's climate system" while reading an un-illustrated expository text.
• Prompted Source Evaluation - Pair strategy instruction with written prompts that guide students to systematically evaluate the credibility, accuracy, and perspective of sources.
• Prompts & Questions - Providing guiding prompts and questions for students to use when reading or participating in discussions deepens their understanding of texts and gives them space to question and grapple with issues o
• Propaganda Technique Identification - Learners are taught a taxonomy of propaganda techniques and then asked to identify the use of these techniques in online advertising, reflecting on how the interactive medium shapes each technique's p
• Properly administered speed drills in arithmetic to improve both amount done correctly and accuracy - The article recommends speed drill in addition as an effective classroom practice: distributed practice in adding columns under school conditions raised the number of examples done correctly while mai
• Prosocial Modeling - Prosocial modeling deliberately uses live, verbal, or symbolic models to demonstrate socially desirable behaviors, on the premise that observers copy what a model actually does more than what the mode
• Protect AI-mediated assessment through isolated environments, clear guidelines, resilience assessments, and teaching prompt-processing awareness - The article recommends a combination of organisational and technical measures rather than a single solution: use "an isolated and secure environment, such as a virtual machine with limited (or disable
• Protect coaches' time so the majority is spent directly with teachers - The report's third administrator action is ensuring coaches have the time they need for classroom support.
• Protect confidentiality and a non-evaluative stance so teachers trust the coach-teacher relationship - The report's second recommended administrator action is to respect confidentiality in the coach-teacher relationship and keep coaching non-evaluative.
• Protect gifted children from public prodigy exhibition and one-sided premature training - Stern condemns the "child-prodigy monstrosities": infant prodigies exhibited in public — reading babies, child mnemonists, lightning calculators, and above all musical prodigies — who are often merely
• Protect student and staff privacy when recruiting districts and schools for impact studies - This strategy holds that recruitment for education impact studies must address the protection of student and staff privacy.
• Protect teachers from social and political backlash by communicating CRSE's value and providing norms and probing questions for sociopolitical discussions - The brief observes that many teachers fear the sociopolitical consequences of engaging with CRSE given national debates around centering race, culture, and critical consciousness in schools.
• Provide 70 hours of professional development in three phases: intensive training, practice, and implementation - In the qualifying study, "teachers in the study received 70 hours of professional development which included three phases: intensive training, practice, and implementation".
• Provide a robust orientation when introducing parents to a new second-screen companion app - Because an app for parents designed to accompany a children's show is a new type of tool for many families, the researchers conclude that a more robust orientation to the app would likely increase its
• Provide a structured first-year Getting Started Experience plus year-long administrator training when adopting a comprehensive curriculum - With adoption of Bridges in Mathematics, schools and districts receive "a comprehensive Getting Started Experience for all teachers and instructional leaders during the first year of implementation."
• Provide academic support and enrichment to improve academic performance of at-risk students - The guide's third recommendation targets students' academic performance through individual or small-group support in test-taking skills, study skills, or targeted subjects such as reading, writing, or
• Provide accessible caregiver resources and QR-code video lessons to strengthen the school-home literacy connection - The Literacy Packs include a Family Support Hub giving families instructional materials, comprehension prompts, and QR codes linking to short video lessons that model decoding strategies.
• Provide accessible caregiver resources to reinforce phonics at home - The Family Support Hub gives families instructional materials, comprehension prompts, and QR codes linking to short video lessons that model decoding strategies, so caregivers can reinforce phonemic a
• Provide accessible guidelines, training materials, or workshops to help students understand responsible GenAI use - To address the high uncertainty observed in the survey, the article recommends greater transparency about how GenAI tools may be used in academic work.
• Provide additional professional development and peer observation opportunities when implementing READ 180 - Based on teacher interviews in the Milwaukee study, implementers of READ 180 should plan for more than the minimum training: "Teachers recommended additional professional development for some program
• Provide additional targeted supports — self-monitoring charts or help cards — for students with significant skill challenges - Within CW-FIT, teachers select students who continue to struggle after initial game sessions and choose from two supports based on student behavior.
• Provide administrator and math leader supports to reinforce the fraction trajectory across grades PK–8 - Beyond teacher-facing materials, the toolkit includes resources so leaders can reinforce fraction instruction.
• Provide administrators training and support in coaching and delivering useful feedback - Because principals must both evaluate and develop teachers, the report identifies coaching and feedback skills as administrators' top professional development need.
• Provide AI-free proctored spaces so some take-home work is verifiably unassisted - The article proposes institutional interventions such as AI-free study halls: lightly proctored workspaces where students check in and out to complete portions of take-home assignments using nothing b
• Provide an epistemologically inclusive conceptual framework, such as the IB Theory of Knowledge course, to help non-western learners of western science reconcile discipline-culture tensions - The article recommends provision of an appropriate conceptual (epistemological) frame for reconciling encountered discords, presenting the IB Diploma's Theory of Knowledge (TOK) course as an "epistemo
• Provide an orientation period for Grade 1 students and teacher-facing monitoring dashboards - For first-time young users, the authors recommend a distinct orientation period: "An orientation period with proper training could help to familiarize these very young learners with using comprehensiv
• Provide assessment developers and administrators guidance on tradeoffs of threshold-setting methods for identifying noneffortful responses - The article's stated purpose is to "help provide guidance to developers and administrators of large-scale assessments on the tradeoffs involved in using a given method to identify noneffortful respons
• Provide at least 25 hours of targeted volunteer training, with at least half pre-service and the remainder throughout the year - New volunteers "receive at least 25 hours of targeted training and coaching in literacy, behavior management, child development and other relevant areas".
• Provide authoring tools that make pedagogical agents easy to create for wide adoption - The authors argue that for pedagogical agents to be adopted widely there need to be authoring tools that make it easy to create them.
• Provide autonomy-supportive outdoor play in nature-rich settings to foster children's creativity - Across the reviewed kindergarten and nature-school studies, an important factor coinciding with nature exposure was the autonomy-supportive environment facilitated by teachers: children were encourage
• Provide brief interviewer training on the moral injury concept and interview structure - Based on feasibility feedback, the authors recommend preparing interviewers with concise training so they can judge what counts as a morally injurious experience and use the interview's structure conf
• Provide clear guidance to coaches when implementing a districtwide coaching program - The brief recommends that districts provide clear guidance to coaches as they implement a coaching program.
• Provide clear, comprehensive state guidance on Prop 28 AMS eligible expenses, waivers, and school-community collaboration - The report concludes that additional guidance is needed so Prop 28 AMS funds are optimally utilized for students and accessible arts education.
• Provide comprehensive professional development and ongoing coaching when implementing a structured literacy program - The article reports that SpellRead™ implementation is supported by "comprehensive professional development and ongoing expert support to educators as they implement the program, including five days of
• Provide concept maps and hypermaps so learners see conceptual relationships and their own location in the system - The article recommends supplying visual representations of lesson content and structure to improve learners' awareness of conceptual relationships and procedural requirements.
• Provide customized, multi-mode professional development for teachers implementing DreamBox Math - DreamBox Learning offers "comprehensive professional development that is customized to the unique needs of each district, school, and teacher".
• Provide dedicated peer-led ePortfolio support focused on ePortfolio making skills, and scale professional development longitudinally with adoption - The article describes two implementable supports for scaling ePortfolio.
• Provide different levels of controllability to meet diverse stakeholder needs - The article's practice recommendation is that while stakeholder control and personalization of indicator implementation is beneficial, systems should offer graduated control rather than a single mode.
• Provide differentiated scaffolding matched to teachers' behavioral-cognitive profiles when supporting multi-agent AI workflow design - The article recommends tailoring support to teacher profiles: "Cluster 3 requires structured templates and real-time assistance to overcome low self-efficacy; Cluster 2 benefits from pedagogical frame
• Provide early intensified support for struggling arithmetic learners and design mathematics environments that promote positive emotions - Based on the finding that early arithmetic fluency is linked with later mathematics performance and with learning-related emotions, the authors recommend that "intensified educational support should b
• Provide early, effective, targeted intensive intervention to disrupt persistent trajectories of reading difficulty - The brief recommends that schools and the state prioritize efficiently screening students and providing comprehensive instruction and supports, because students identified as significantly below bench
• Provide early, proactive, domain-specific interventions to support equitable access to advanced mathematics - The article recommends interventions that begin in the earliest school years and target specific mathematical domains, since disparities emerge by kindergarten and intensify across elementary grades.
• Provide early-grades teachers professional development in non-reactive engagement with dysregulated children and emotionally supportive classroom practices - The article recommends that teachers of young children receive professional development to improve classroom climate and engage dysregulated children in non-reactive ways, because conflictual relation
• Provide easily accessible resource repositories and assessment tools to reduce teachers' time spent searching for and adapting OpenSciEd materials - Among the report's five priority areas for research, innovation, and development is providing resources that support classroom enactment and formative assessment.
• Provide educational development for instructors on purposefully integrating AI into online learning design - The review recommends that educational development support instructors to design and facilitate learning that purposefully integrates AI technologies.
• Provide English learner-specific summer learning and staff accelerated learning programs with EL specialists - The guide recommends EL-specific summer learning so English learners can "meaningfully engage in additional opportunities to accelerate their learning" with targeted support, and that tutoring and exp
• Provide explicit comparison of decimals, whole numbers, and fractions with correct and incorrect examples - The authors suggest providing students with strategies for explicitly comparing and contrasting decimals, whole numbers, and fractions, with the goal of improving students' ability to reason about the
• Provide explicit instruction in AI prompting and information verification alongside AI integration in laboratory courses - The article recommends that curricula incorporate explicit instruction in effective AI prompting and information verification to help students recognize both advantages and risks of AI-generated conte
• Provide explicit instruction in how to understand and use informative pictures if they are employed in word problem instruction - The review recommends that if informative pictures are employed in instruction, explicit instruction in how to understand and take advantage of such pictures is likely needed.
• Provide explicit instructional boundary cues, process-oriented assessment, and peer modeling of verification to frame responsible GenAI use - This strategy operationalizes the contextual-support construct the article identifies as the environmental antecedent of trust calibration and collaborative regulation.
• Provide explicit pedagogical guidance on effective and ethical GenAI use within specific assessment contexts, beyond prohibitions - Instructors should provide "explicit, pedagogical guidance beyond prohibitions, helping students explore effective and ethical GenAI use within specific assessment contexts." The strategy directs teac
• Provide explicit prompting instruction and expert scaffolding before or during novice LLM activities - Based on the observed limits of trial-and-error prompting, the authors recommend that educators guide trial-and-error efforts through explicit instruction: encouraging more effective prompts using exp
• Provide explicit teaching of SRL methods as structured guidance for regulating learning in online and blended settings - The article recommends that educators give students structured guidance on regulating their own learning through explicit instruction in SRL methods.
• Provide extensive collegial support and professional development for technology integration to avoid maintaining the digital divide - The report's new 2001 technology profiles assess support for technology integration and availability and use of technology in the classroom.
• Provide extensive initial training plus ongoing coaching, with a teacher-level facilitator, when adopting a whole-school reform model - Implementing the Talent Development High School model relies on building staff capacity: "Extensive professional development is provided, both initial training and ongoing coaching." Adoption also car
• Provide external partners with adequate, sustained financial resources proportionate to their school-improvement scope - The report shows that funding for external partners was modest relative to their tasks: in 1999 partners received on average about $160,000 to work with an average of four to five schools, and per-sch
• Provide faculty professional development in adult learning theory and pedagogy for career pathways instruction - Because many CTE programs hire industry experts who lack teaching experience, the panel recommends pedagogical training covering practical tips for generating syllabi, delivering instruction, and crea
• Provide Feedback - Delivering specific, actionable information to learners about their performance relative to a goal, timed so it can still be used to improve subsequent attempts.
• Provide feedback in the problem-solving phase to foster negative knowledge and multiple solution attempts - As a lesson from the failed replication, the authors recommend that "the problem-solving phase should include implicit (Nathan, 1998; Roll et al., 2014) or explicit feedback to facilitate the acquisit
• Provide financial support and induction mentoring in exchange for a multi-year teaching commitment - Residencies offer living stipends, tuition remission, and loan forgiveness in exchange for a commitment to teach in the sponsoring district, typically 3-5 years, and provide 1-3 years of early career
• Provide flexible, supportive program structures — free tuition, Flex Lessons, personalized mentorship, and remote coursework — to enable working adult learners to persist - The article's findings point to program features that helped working ECE providers persist: 'TECTA offers free education paid for by the program, allowing ECE providers to access training and coursewo
• Provide formal training, ongoing supervisory support, and colleague collaboration when introducing new child assessments - The brief recommends that early childhood programs support teachers acting on assessment information through three channels: more opportunities for formal training, ongoing supervisory support, and co
• Provide formative evaluation and implementation coaching to strengthen ADE initiative design - The logic model specifies two coaching activities: "Formative evaluation coaching to support rigorous evaluation design of AIIM initiative" and "THRIVE implementation coaching for balanced application
• Provide freedom-based education and settings to strengthen epistemic freedom and reduce epistemic violence - The authors recommend that learners be offered education that promotes epistemic freedom rather than authority-based conventions.
• Provide full feedback via injected test emails in anti-phishing training, since embedded training only feedbacks failures - The article recommends feedback-based interventions modeled on vigilance research, where "signal injection and performance feedback" improved detection in sonar watchstanding, baggage screening, and m
• Provide guidance to districts on implementing the statewide ToR definition - The brief lists among its key findings that states should provide guidance to districts on how to implement the statewide teacher of record definition.
• Provide guidance to policy makers and evaluators on accounting for disengagement in their own work - The authors state they "provide guidance for policy makers and evaluators on how to account for disengagement in their own work".
• Provide guided support and emotional safety mechanisms when delivering digital recovery narratives - Based on low engagement and mixed emotional responses in the pilot, the authors recommend guided use of STORY MINE supported by mental health professionals or lived-experience experts, plus harm-minim
• Provide hands-on assistance with college entry steps (entrance exams, searches, visits, applications) and financial aid, beginning before 12th grade - Recommendations 4 and 5 address the discrete tasks of college entry: preparing for and taking entrance exams early, assisting college search, coordinating college visits, helping with applications, or
• Provide highly contextualized and resource-intensive federal support for school improvement - The article recommends that federally supported school improvement will require "highly contextualized and resource intensive support" given the finding that there is no single effective approach.
• Provide home visitors training and a structure for collaborative goal setting with attainable, child-focused goals - The article recommends that programs train and structure home visitors' goal-setting work so that all caregivers are consistently engaged in collaborative goal setting, goals include child-focused as
• Provide immigrant children open space for involvement with both cultural groups and support cognitive flexibility through school programs - Based on the finding that balanced bicultural identification relates to cognitive flexibility, the authors recommend that Turkish immigrant children be given room to engage with both cultural communit
• Provide implementation professional development and support approximately every three weeks - In the qualifying research, "teachers met with program implementation staff for professional development and support approximately every three weeks." The program also offers varied professional learn
• Provide in-depth privacy training and transparent communication about learning analytics processes to build user understanding and student trust - The article's Notes for Practice state that because users have only surface-level privacy understanding, "more in-depth training and discussion of student privacy is essential when implementing learni
• Provide incidental corrective feedback through clarification requests, recasts, and a P.S. - The author recommends gentle, incidental corrective feedback that preserves the journal's communicative nature: clarification and confirmation requests such as "What do you mean by….?", recasting erro
• Provide initial training plus multi-year in-classroom coaching when implementing Carnegie Learning Algebra I - Implementation of the curriculum calls for professional development beyond initial training.
• Provide institutional support to enable relationship-building in critical service-learning - The article recommends that nurturing critical interpersonal relationships requires more intensive time for students and professors and institutional support to create space for intentional relationsh
• Provide institutional support: regular GenAI workshops, subsidized access to advanced tools, reliable resources, and curriculum inclusion - Participants expected institutions to organize regular workshops and training sessions on GenAI use in translation, provide reliable and integrated support resources, subsidize access to state-of-the-
• Provide instruction on higher order cognitive skills in L1 and/or L2 to support writing development for dual language learners - As a preliminary practical implication, the article recommends instruction on higher order cognitive skills — inference, perspective taking, and comprehension monitoring — in either language.
• Provide Instructions Before Starting Work - Deliver complete, comprehensible task instructions before learners begin work, so they understand goals, steps, and success criteria before investing effort.
• Provide job-embedded coaching to school leaders to translate learning into sustainable practice - The NCS model pairs network learning opportunities with individualized, on-the-ground support.
• Provide job-embedded professional learning with coaching, and keep coaches nonevaluative - For targeting professional learning opportunities, the guide's practice description calls for districts to "Offer regular opportunities for job-embedded learning, including coaching, mentoring, and ob
• Provide learners with a structured tool or guideline to guide care practice after dementia education - This strategy pairs dementia education with a structured tool or guideline that staff can use to direct their care practice after training.
• Provide line-level KC-based rationales to make recommendations auditable and pattern-focused - Because similarity is computed over pattern-based KCs, the system decomposes the cosine score into per-KC contributions and traces high-contributing KCs back through the pipeline to high-attention sub
• Provide LLI interventionists with 3-day formal training including follow-up on-site coaching - The summary recommends that LLI Interventionists receive formal 3-day LLI training from Heinemann Publishing.
• Provide LLM graders with the full human rubric, accepted solutions, and common-mistake penalties in the prompt (rubric-enhanced prompting) - This strategy supplies the automated grader with the same structured guidance human evaluators use: general criteria plus question-specific scoring rules.
• Provide Manipulatives - Learners are provided with physical or virtual objects they can manipulate to make abstract concepts concrete and actionable.
• Provide Manipulatives (Processing Speed) - Providing physical or virtual manipulatives to make abstract concepts concrete and reduce the processing demands placed on learners.
• Provide mentorship and outreach support after program entry to sustain persistence in alternative STEM programs - The article's findings point to support structures timed to program phases: mentorship received after applying increased the likelihood of course completion, and peer study groups helped students with
• Provide modeling media in multiple file formats and physical copy options to support student access - The article reports that offering OMS materials in several compressed file formats for download, plus CDs, DVDs and VHS tapes on request, supported access to the modeling media.
• Provide monthly coaching and planning time, and integrate automated writing feedback tools with curriculum, to support classroom use - The brief provides strategies for school and district leaders to support using MI Write, drawing on its implementation study in grades 7 and 8 English language arts classrooms.
• Provide MOOC scaffolding for goal setting and strategic planning, e.g., mental contrasting with implementation intentions - Based on converging correlational evidence that goal setting and strategic planning support learners, the authors recommend that "MOOCs should provide learners with relevant scaffolding to support the
• Provide more intensive literacy interventions and supports for at-risk students in later grades - The brief recommends that supports for older early-grade students be scaled up relative to kindergarten supports, because risk status is more persistent in later grades.
• Provide motivational interventions in the very early stages of students' college careers in math-intensive domains - The article's Educational Impact and Implications Statement recommends that "educational interventions that support students' success in math-intensive study domains are needed in the very early stage
• Provide navigator support through enrollment and financial aid, plus continued support after enrollment - A concrete high-touch recipe drawn from Adult Promise states: assign navigators who guide adult learners step by step through the enrollment and financial aid process, and keep support in place after
• Provide new and personalized support and policies for students most affected by pandemic disruptions to college enrollment and retention - The report's implications chapter argues that the decline in two-year college enrollment and retention in 2020, especially among students of color, "underscores the need for new and personalized suppo
• Provide NLCs with repeated feedback on SNA, content and contextual analysis during their activity so they can reflect strategically on performance - The authors recommend that networked learning communities be given feedback from the multi-method analyses repeatedly during their activity, not only at the end, so participants can reflect more strat
• Provide no-cost initial training, coaching visits, administrator overviews, and year-round support when implementing Superkids - The program's implementation model bundles professional development and support at no charge: "Superkids teachers receive initial training, provided as either a half-day session or a 90-minute webinar
• Provide on-campus one-stop benefits screening, application assistance, and case management to reduce nonacademic barriers to persistence - The strategy connects enrolled students to federal, state, and local benefits (food stamps, WIC, Medicaid) plus wraparound services (tax preparation, financial counseling, legal services, child care,
• Provide on-site first-year training of 4-5 hours plus building-level ongoing support each year of ST Math implementation - MIND Research Institute provides initial professional development: self-guided online training on "startup, teacher and student navigation, and reporting", followed by courses on "the research basis a
• Provide ongoing support and school-day time for teachers completing micro-credentials - The report recommends sustained, coherent support during the school year rather than episodic professional learning: leaders met cohorts at least three or four times in person, some held monthly virtu
• Provide opportunities for independent practice with repeated cycles of use and structured reflection to strengthen regulatory skills over time - Because regulation of cognition developed more slowly than knowledge under experiential learning, the article recommends that practitioners "should rather offer spaces for independent use in which stu
• Provide Opportunities for Success - Structuring tasks so learners experience genuine, earned success — through realistic expectations, appropriate challenge calibration, and insistence on high-quality work — to build efficacy and sustai
• Provide parent read-at-home plans and home reading strategies for struggling readers - The toolkit recommends at-home reading strategies to help families support literacy development, including a "Read-at-Home" plan outlined in a parental contract, the individual reading plan, parent tr
• Provide parents with concrete direction and materials for supporting their adolescent's academic work at home - The brief recommends that schools give parents specific, actionable guidance about what their children are studying and how to help at home.
• Provide pedagogical interventions to enhance ethnolinguistic minority students' metacognitive knowledge and English vocabulary knowledge - The article's forward-looking recommendation is that the observed lags call for targeted pedagogical interventions.
• Provide personalized visual feedback linking self-reported effort, judgments of learning, and actual test performance per study strategy - After the test, students in the feedback condition received "a personalized visual overview" of their self-reported experiences (mental effort, concurrent and prospective judgments of learning) and ac
• Provide phase-specific teaching practices and environment features that foster student responsibility for learning in each phase of PBL - The article offers research-driven guidelines in which specific learning environment features and teaching practices are matched to each phase of PBL to foster student responsibility for learning.
• Provide practical implementation recommendations for each generative learning strategy - For each of the eight generative learning strategies, the article commits to providing "practical recommendations for implementation" alongside the research review.
• Provide professional development on the pedagogy and content of ethnic studies before implementing new ethnic studies standards - Oregon's legislation pairs new ethnic studies standards with a recommendation for teacher preparation: the report states the Oregon SBE will adopt new standards "with the recommendation that schools p
• Provide professional development programs so teachers learn to implement self-regulated learning strategies in their lessons - Because self-regulated learning strategies showed a large pooled effect on achievement, the authors recommend that "preservice and in-service teachers should learn how to implement these strategies in
• Provide professional learning and a bilingual workforce so preK and early elementary educators can sustain home language and oral language development - The report recommends funding for "preparing, hiring, and retaining a bilingual early childhood workforce" and professional learning so educators can provide culturally and linguistically sustaining e
• Provide professional learning opportunities and free tools to support educators in conducting edtech pilot studies - The report recommends that organizations support educators' data collection for adoption decisions by continuing to "provide professional learning opportunities along with free tools and resources to
• Provide program-level cross-cultural training for online instructors and orientation plus scaffolding for international students - The article recommends concrete program-level actions for transnational online programs: cross-cultural training support to develop instructors' cultural competencies, an initial student orientation t
• Provide refresher training after implementation begins, not only pre-adoption training - The implementation notes identify a suggested improvement from the Floyd County context: "refresher training to be available once implementation began." This augments the standard model of one day of
• Provide research-based guidance for effectively integrating science and literacy instruction - The brief's stated purpose includes moving beyond documenting benefits to telling educators how to integrate.
• Provide rigorous and relevant instruction connecting academics to postsecondary options - The guide's sixth schoolwide recommendation increases engagement by providing students the skills needed to complete high school and introducing them to postsecondary options.
• Provide scholarships to talented disadvantaged undergraduates to encourage biomedical research careers - The strategy is to award competitive scholarships to highly talented undergraduate science students from disadvantaged backgrounds in order to encourage them to pursue biomedical research careers.
• Provide school and district leader support strategies when adopting automated writing feedback tools like Ecree - The brief aims to inform school and district leaders deciding whether to use automated writing feedback tools like Ecree in middle and high schools, and "provides strategies for school and district le
• Provide school-level supports and resources to schools with many traditionally underserved students and broader challenges to learning opportunities - A policy strategy the brief draws from its finding that individual student performance mirrors school-level characteristics: rather than treating below-benchmark literacy solely as an individual-stude
• Provide school-placement decision-makers with richer school information and strengthen transportation implementation to support school-of-origin stability - The report's interviewees identified two levers for improving school stability for students in foster care.
• Provide schools real-time early warning data reports and credit recovery reports to monitor student performance and support on-track progress - The district began providing real-time early warning data reports and credit recovery reports to high schools in 2008, and the biggest changes in graduation and on-track rates occurred afterward.
• Provide schools with resources, technical assistance, and well-validated measurement tools to support SEL - The report concludes that "State agencies and districts should provide schools with resources and technical assistance as they seek to encourage SEL," because data alone will not drive school success.
• Provide schools, administrators, and teachers with supports and resources when curbing suspension use - The article recommends that districts planning to roll back suspensions consider what supports schools need to make the change work.
• Provide self-assessment feedback and SRLTS-based task-selection advice to secondary school students - The article recommends that students "might benefit from self-assessment and task-selection advice", with feedback on self-assessments and advice that uses "the paths from the model as a basis for the
• Provide self-regulation interventions at varying levels and intensity matched to youth context and needs - This strategy from the brief's implementation guidelines tailors support intensity to need.
• Provide sentence evaluation criteria (clarity, intended audience) and model revision against them - The guide recommends giving students criteria to assess sentences based on meaning, style, and grammar, with an example checklist asking "Does this make sense?", "Is it easy to read?", and "Is it appr
• Provide socially embedded, collaborative professional learning — mentoring, dialogue and reflective practice — for late-career teachers - Because the review identifies late-career teachers' "preference for socially embedded and collaborative learning opportunities, such as mentoring, dialogue and reflective practice", professional learn
• Provide speech-language pathology services to at-risk children at the earliest opportunity across prevention, policy, and practice - The article recommends that speech-language pathologists deliver "assessment, intervention, and sec- ondary consultation services to at-risk children at the earliest opportunity", for example through
• Provide strategies and supports for improving automated writing feedback tools to meet teacher and student needs - The brief offers strategies for improving automated writing feedback tools so they better meet the needs of teachers and students, aimed at tool developers, instructional support staff, and curriculum
• Provide structure and supports such as sentence starters, norms posters, guided questions, and explicit conflict-resolution teaching - The primer advises that teachers "must provide structure and support to promote socially shared regulation of learning in a classroom rather than expecting it to occur naturally." Teachers should firs
• Provide structured multi-phase professional development with ongoing support for intervention teachers - The Wilson Reading System is implemented through "a formal professional development process" including group instruction, coaching, telephone consultation, and independent study using the Wilson Acade
• Provide students consistent GoCPS messaging, accessible school information, experiential learning opportunities, and adult support throughout the choice process - The brief's Insights and Implications sections enumerate what students need from educators and platforms during high school choice: easy linkable information on GoCPS searchable on phones, up-to-date
• Provide students frequent and varying opportunities to respond to and engage in activities - Recommendation 5 calls for frequent and varied opportunities to respond (OTR) during instruction, such as response cards and small-group formats.
• Provide students with regular green educational settings and experiences, from short nature breaks to greened schoolyards, to relieve cognitive overload and support learning - The review recommends that schools offer nature contact in varied forms, since its included interventions ranged "from a few to 60 min" short exposures to long-term exposures of "2 months to 2 years",
• Provide success cues, component labelling, and hybrid documentation combining video, still images, and step-by-step diagrams for buildable robot kits - The article recommends three concrete design moves for open hardware learning platforms.
• Provide summer learning opportunities as a lever for improving educational outcomes for students with disabilities - The article concludes that out-of-school time is where the achievement gap for students with disabilities widens, so summer programming is the implied intervention point.
• Provide summer support to help English Learners maintain and develop academic skills - The article's forward-looking recommendation drawn from its seasonal findings: because ELs lost more than never-ELs during summers in both math and reading, the authors conclude that "summer support i
• Provide support to children entering kindergarten and first grade to ease school transitions - The fact sheet frames transition support as a response to the risks young children face when entering school: "Children may need support when they enter kindergarten and first grade, because difficult
• Provide support, feedback, guidance, and coaching along the way for low-skilled adult learners - The report closes by warning against assuming low-skilled adults can self-direct: many "have had negative experiences with learning in the past, and haven't developed some of the skills needed to dire
• Provide supports to improve attendance in pre-kindergarten and the early elementary years - The article recommends providing supports to improve attendance in pre-kindergarten and early elementary grades, arguing that improving attendance in these years "has the potential to reduce achieveme
• Provide sustainable, dedicated funding for community school coordinators plus technical assistance and capacity-building - The brief recommends that states provide "a sustainable, long-term, dedicated funding stream for the coordinator position," noting some states put such staffing allocations into the formula for all hi
• Provide sustained developer support (training, coaching, progress reports, and rapid technical help) when implementing ITSS - The page prescribes an implementation support package: "The developers offer 2 days for teachers and school leaders followed by 4 in-school coaching sessions." In the research, developers "generated b
• Provide sustained, powerful professional development with professional learning communities for QTEL implementation - Walqui cautions that schools and districts must give teachers time to explore and experiment with the recommended practices, preferably through sustained professional development and professional lear
• Provide synthesized and customized evidence tailored to the state context - R15CC grounded participants' learning and decision-making in research by providing a literature review, scans of other states' approaches to ESSA requirements, and explanations of the strength of the
• Provide systematic educator training on playlist content, activity implementation practices, technology troubleshooting, and content modification for age groups - The article's conclusion recommends that implementing science playlists in informal learning environments requires "more systematic trainings to educators with the focus on understanding the playlist
• Provide systematic online material and ensure high-risk children have access to adequate learning environments ahead of school closures - The review recommends that, to counter learning losses from future closures, policy makers and educators provide children with systematic online material and prioritize access for high-risk children.
• Provide targeted compensation for accumulated learning loss, prioritising basic numeracy for young and low-SES students - The article recommends compensating accumulated COVID learning loss with targeted, methodologically well-planned instruction aimed at the most affected groups and domains.
• Provide targeted intensive supports for educators at elevated risk, including check-ins, buddy systems, and fast-access mental health services - For educators at increased risk, the brief recommends regular mental health check-ins embedded into school culture and calendar, creative monitoring of cognitive, physical, emotional, and behavioral s
• Provide targeted professional development to encourage teacher understanding and use of learner-variability features - Because survey data showed many teachers believed features could support learning but far fewer knew about or used them, and student data showed a student's teacher strongly predicts feature use, the
• Provide targeted support depending on sorting strategy: monitor students weakest relative to classmates, and support teachers of disruptive sorted classrooms with classroom management and challenging engagement - The release proposes that schools using skill-based sorting direct support according to who is most disadvantaged under that arrangement.
• Provide teacher guidance on GenAI use, prompt engineering, ethics, and targeted classroom activities for translation - Translation students expected teachers to offer guidance on using GenAI in translation, including "decision-making between human translation and revision versus those augmented by GenAI, prompt engine
• Provide teachers a full day of training before starting ELM and a second full day before the second half of the program - Because ELM is an explicit scripted core math program, the review recommends staged professional development: "teachers receive a minimum of a full day of training prior to starting the program with a
• Provide teachers about 240 hours of face-to-face professional development over two years, with workshop formats scaled to school schedules - The eMINTS professional development model delivers intensive, extended face-to-face training: "Teachers receive about 240 hours of face-to-face professional development over two years." Conference wor
• Provide teachers protected, substantial time away from their day, with meals, to commune with students - District participants reported that "Providing busy teachers with substantial time where they step out of their day, provide them with lunch, and commune with their students was extremely valuable." T
• Provide teachers with adequate training and support for AI use, embedded in leadership-led professional development - A practical strategy drawn from the review's findings: leaders should plan and fund professional development that builds teachers' digital competence, since competence gates both AI adoption and pedag
• Provide teachers with exemplar NGSS-aligned CBL units and templates to customize rather than requiring design from scratch - The report recommends a hybrid approach in which teachers have examples of well-designed units and unit templates but engage in customizing the templates for their own students and curriculum.
• Provide teachers with support to meet students' varied needs after weather-related disruptions - The brief recommends that schools and systems support teachers following severe weather disruptions, because its findings indicate "teachers need support to meet students' varied needs following a wea
• Provide teachers, administrators, and educational leaders with practical resources and strategies for assessment use - The book's approach is to supply practical resources and strategies to education practitioners.
• Provide technical guidance on the use and interpretation of methods for assessing variation in treatment effects - Beyond summarizing the research literature, the report "provides technical guidance about the use and interpretation of these methods" for assessing how impacts differ across students, educators, and
• Provide templates and publicly posted talk moves to scaffold discussion and lower cognitive load - The primer recommends giving students time to think and write responses before discussing, using a template or prompt sheet to scaffold thinking.
• Provide theory-based and evidence-based training on oral corrective feedback for EFL teachers - Because the studied instructors were largely unaware of OCF strategy types, learner uptake, and research on OCF effectiveness, and because their attitudes were driven by feelings rather than students'
• Provide timely automated feedback through an AI chatbot during EFL writing practice - This strategy embeds an AI chatbot into writing courses so that learners receive immediate machine-generated assistance on their drafts rather than waiting for instructor feedback.
• Provide tools such as the Online Learning Record that help students observe and reflect on class concepts in settings outside the class - The article recommends designing learning activity settings in which students participate in discovering contradictions between what they are learning in class and what they know and practice, in orde
• Provide training and jargon-free resources so council members can make informed contributions - Because many parents and practitioners are unfamiliar with educational policy, shared governance, or group decision-making, the brief recommends capacity-building supports.
• Provide transparent, inspectable evaluation trails in AI-teaching benchmarks - Participant feedback indicated that primary engineering frictions came from multimodal synchronization under strict latency constraints and ambiguous LLM-judge feedback.
• Provide tutors 20 hours of pre-service training plus ongoing weekly coaching and professional development - OnYourMark prepares its tutors with "20 hours of training prior to tutoring start" and sustains quality through "ongoing weekly coaching and professional development throughout the school year".
• Provide two days of pre-implementation training plus ongoing technical support for school teams - ATI-UP's professional development model has "school-based teams attend two days of training prior to program start and have access to ongoing technical support via email communication." During trainin
• Provide universal schoolwide supports for educator wellbeing through peer-to-peer structures, leader actions, and shared community norms - The brief recommends schoolwide policies, practices, and programs that make educator wellbeing a core organizational value with collective responsibility.
• Provide universal well-baby screening and home-visit services regardless of income, following Victoria, Australia's model - The article recommends early and regular health screening and well-baby care to identify and mitigate health issues including cerebral palsy, sensory and motor disabilities, respiratory illnesses, and
• Provide urgent, strengthened academic support for multilingual students, especially dually-identified students - Based on the finding of expanding middle-grade achievement gaps, the author recommends that "better academic support is urgently needed for all multilingual students, especially dually-identified stud
• Provide various forms of follow-up to sustain new practices learned in PD - The report warns that even inspiring PD can "ultimately fall flat if there are no supports for teachers to sustain the change in the months and years that follow." Recommended follow-up structures inc
• Provide virtual and on-site professional learning on the digital platform and grade-specific curriculum training - The publisher supports implementation with Customer Success team assistance plus "various virtual and on-site professional learning for teachers and administrators." Sessions cover how to use Imagine
• Provide welcoming schools with more ongoing training, time for reflection, and targeted support when integrating displaced students and staff - Based on the report's conclusion, school leaders in receiving schools "did not know what it took to be a successful welcoming school, suggesting a need for training that is more ongoing, along with ti
• Provide well-researched maps of change to guide local initiative, alongside pluralism and self-determinism - The report's first lesson: "while it may be important to encourage local pluralism and self-determinism in developing, adopting, and implementing initiatives to improve schools, it may be equally impo
• Provide worked examples during seatwork and homework to increase exposure to problem solving and reduce learning time - To give students more problem-solving time, "A teacher can increase students' exposure to problem solving by providing worked examples during seatwork and homework." The guide states that "Worked exam
• Provide Writing Models - Sharing exemplary pieces of writing with learners so they can observe, analyze, and emulate effective writing techniques and structures before producing their own.
• Providing Accessible Educational Tools - Providing easy access to a variety of educational tools empowers students to take control of their learning.
• Providing Choices About Content - Mature learners decide what to learn when they discover there's something they need to know or something about which they need to know more.
• Providing Multiple Means of Representation - Presenting content in varied formats and modalities so learners with different perceptual, linguistic, and prior-knowledge profiles can access the same material.
• Provoke learners' awareness of their knowledge gap and prompt frequent knowledge-level evaluation to target the intermediate gap - The article draws an educational implication from its finding that the Not Sure metacognitive state predicts learning: educators should make learners aware of what they do not yet know, and learners s
• Proximity Control - The teacher moves physically closer to students to prevent or redirect off-task behavior nonverbally.
• Proximity Management - The teacher deliberately moves around the room during learning activities to monitor work, deliver immediate feedback, and prevent off-task behavior through physical presence.
• Public Commitment - Learners announce a specific goal or intended action to others, increasing follow-through through social accountability and self-consistency pressure.
• Public-access computing sites should be treated as new public spaces for collaborative and critical pedagogies, not stop-gap measures toward self-sufficient home users - The article concludes that public-access computing sites "should not be seen as stop-gap measures on the way to an independent and self-sufficient citizenry...
• Publicize Volunteer Opportunities and Student Involvement - Schools outline specific ways for parents to help in the classroom and at school, from inviting parents to watch group presentations to asking them to chaperone field trips.
• Publish school-level educator race/ethnicity data and program-completer and retention data on state dashboards - The brief recommends that state education agencies, as keepers of state data systems, make educator workforce data publicly available and easily accessible so stakeholders can make targeted workforce
• Publish two distinct findings sections, one for prespecified analyses and one for post hoc exploratory work - A publication strategy for separating confirmatory from exploratory results: "One publication strategy is to have two distinct findings sections, one for prespecified analyses and one for post hoc, ex
• Publishing Student Work - Students share finished work with a real audience beyond the teacher, giving their writing, projects, or performances authentic purpose and consequence.
• Pupil-Generated Word Problems - Learners create their own word problems to deepen awareness of problem structure and sharpen basic math skills, fostering comfort in solving a variety of math problems.
• Puppet Shows to Explore Emotions - Using puppets to act out emotionally charged situations so young children can name, discuss, and rehearse responses to feelings at one remove from themselves.
• Purchase standardized compatible subassemblies in large quantities to cut equipment repair cost and time - The study recommends designing a new combination phonograph-cassette machine from "standardized and compatible subassemblies" usable in both a Revised Talking Book Machine and a Revised Cassette Book
• Purpose (Pre-Reading) - Learners are given a specific purpose for reading, typically in the form of discussion questions about the content prepared by the teacher.
• Purposeful Scheduling for Learner Connections - Instructors deliberately allocate class time and informal contact points for relationship-building activities that surface learner interests and make instruction more personally relevant.
• Purposive school sampling plus careful document coding, cleaning, and archiving for longitudinal assignment and student-work research - The project selected an initial purposive sample of 11 networks and then two or three schools each, intending "to create a purposive sample of schools that would allow us to understand reasons for mor
• Pursue construct-distinction research through multi-wave longitudinal SEM studies comparing self-belief measures against outcomes - Drawing on the Marsh-Pajares constructive dialogue, the article prescribes a research strategy: 'Issues such as these can be pursued appropriately in multi-wave studies in which the same constructs (e
• Pursue continuous collaboration between digital learning platform providers and school districts, with teacher training, to interconnect platform use with instruction - The report recommends that providers and school districts work continuously together to strengthen the connection between digital learning platforms and teachers.
• Pursue ethical AI feedback use as a collective effort across multiple stakeholders in and beyond higher education - The article states that "promoting the ethical use of AI requires a collective effort from multiple stakeholders in and beyond higher education." This strategy assigns responsibility for ethical AI fe
• Pursue future research on ChatGPT in higher education to fill the gaps the scoping review identifies - The review sets out directions for future research in higher education as part of its proposed response to ChatGPT.
• Pursue inclusive digital strategies, educator professional development, and ethical AI governance for AI in adult education - The paper's policy recommendations center on inclusive digital strategies: "A key priority is the development of inclusive digital strategies that ensure equitable access to AI-supported learning." Th
• Pursue indicated directions for future research on peer tutoring in further and higher education - The article closes by indicating directions for future research on peer tutoring, stating that "Directions for future research are indicated." This signals that despite the substantial existing resear
• Pursue new research avenues on motivation that serve both the field and practitioners - The commentary's forward-looking recommendation is that the special issue's articles stimulate new research with dual value: work "that would have the potential to advance the field" and that would "a
• Pursue new theory directions to close the media-ISD gap: specialized models, new testing methods, combined design-development-evaluation models, and message design theory - The article proposes four directions for closing the theoretical gap between media selection and other ISD steps: "more specialized models", "new ways to test models", "models which combine design, de
• Pursue policy, materials, and professional development changes to restore science as a core content area for all students - The report's closing recommendations target national, state, and local levels: change accountability systems so performance in science is an indicator; develop new standards-based instructional materi
• Pursue research yielding conditions and parameters for when to use information giving versus information withholding interactions - The article's forward-looking recommendation is a research strategy: treat Cognitive Tutor experiments comparing forms of interactivity as partial answers to the assistance dilemma, and "emphasize the
• Pursue scaffolding research and design for students with learning disabilities, starting in early grades - The article identifies scaffolding among students with learning disabilities as a promising area for future research, for whom the effect size was particularly large (ḡ = 3.13).
• Pursue SCT-L2 research on L2 as a psychological tool, the teaching-learning dialectic, Dynamic Assessment, and comparative theory work - Lantolf names four promising research avenues for sociocultural theory in second language development: whether L2 users can mediate their thinking through the L2 as a psychological tool; the teaching-
• Pursue sustainable AI integration in PBL through attention to design, ethics, and policy - Based on its synthesis, the review recommends that sustainable AI integration in education be pursued through design, ethical, and policy measures.
• Pursue symbolic, hybrid, and metaverse-based AI approaches to address gaps left by subsymbolic AI in collaborative learning - The review recommends directing future research toward underrepresented AI methodologies.
• Pursue theory-inscribed customization that embeds pedagogical principles into AI system architecture - The review recommends reconceptualizing customization as "the theoretically constrained specification of system behavior, with mediation, interaction, and development positioned as first-order design
• Pursue three leads for teaching discovery behavior: operant analysis, cognitive simulation, and exploratory-drive research - For learning TO discover, Glaser recommends three research leads.
• Pursue three lines of future research on supporting learning from visual displays: explanations, promising procedures, and neglected issues - The review closes by outlining "fruitful lines of further research" with three specific foci: (a) testing the tentative explanations the authors provide "on the basis of the best available evidence,"
• Pursue two future research directions in XR learning: studying learning designers' situated practice and critically investigating power, politics, and ideology in XR platforms - The introduction's future directions section recommends, first, learning-sciences scholarship on the in-situ practice of learning design, asking how designers "employ various tools, formalisms, and he
• Push for Deeper Analysis - Encourage students to go beyond surface-level reading and analyze how textual elements — sentence structure, word choice, organization — create meaning, with time and scaffolding for rereading and ref
• Put student voices first: make colleges student-ready, give students agency over educational choices, and provide wraparound supports for basic needs - A funding and program-design strategy in which institutions center students rather than merely enrolling them.
• Put students in charge of soliciting grammatical feedback through pre-taught correction questions - To give corrective feedback without hindering communication, the teacher shifts the onus to students: in the journal space reserved for teacher comments, students ask specific questions about the gram
• Putting Empathy in the Curriculum - Explicitly discuss empathy with students and integrate it into existing lessons, rather than treating it as a stand-alone add-on.