Strategies: P 1

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• Pacing - Controlling the rate, sequence, and segmentation at which new content is presented so that processing demands stay within learners' working memory capacity.
• Pair a contamination-resistant static benchmark core with a learner-in-the-loop layer for next-generation education evaluation - The article recommends that because static single-turn question answering reaches a construct-validity ceiling for measuring teaching, future education benchmarks should combine a fixed, contamination
• Pair AAC introduction with structured parent training, follow-up, and practical guidance for everyday routines - The article recommends that AAC implementation extend beyond introducing the communication system itself.
• Pair adolescent learners anonymously with more skilled adult partners in electronic dialogs on controversial issues - A concrete implementable activity drawn from the dissertation's intervention: young adolescents conduct anonymous one-on-one electronic dialogs on controversial issues over multiple weeks, with some p
• Pair agent-based tools with instructor-provided cognitive scaffolding to bridge the gap between efficient retrieval and higher-order cognition - The article recommends that because students in agent-enriched contexts engage in self-regulated verification loops but "often struggle to spontaneously transition from these lower-order interactions
• Pair AI curricular goals with domain-specific pedagogical methodologies - The framework recommends that educators implement AI learning objectives by pairing curricular goals with domain-specific pedagogical methodologies.
• Pair AI-permitted take-home assignments with supervised modifications, oral defense, prediction, and transfer tasks to verify understanding - A concrete response to LLM outsourcing: allow students to use AI for syntax, setup, or debugging while instructors directly assess whether they can explain and adapt the result.
• Pair attendance-improvement efforts with a companion toolkit for districts, schools, and early childhood providers - Alongside the parent infographic, the publisher released a companion resource: "Strategies for Improving Attendance in Pre-Kindergarten and Kindergarten: Toolkit for Districts, Schools, and Early Chil
• Pair clicker questions with at-home follow-up reflections asking students to explain each statement - The article describes an instructional sequence in which targeted clicker questions are revisited on an end-of-week online homework assignment: the question is displayed verbatim with correct answers,
• Pair college-transition messaging with more specific college-related information and adequate advisor capacity - Based on the null results, the evaluation offers guidance that messaging strategies "may be more effective" when students receive more specific information.
• Pair consistent tutors with small groups and use bi-weekly assessment data to drive grouping and instruction - The program's delivery model assigns the same tutor to a small group throughout the semester and regroups students from diagnostic and progress-monitoring data.
• Pair convenient platform analytics with transparent, education-specific evaluation criteria rather than trusting either alone - The article recommends treating evaluation itself as a first-class research object: reporting what a metric measures and "pairing convenient platform analytics with transparent, education-specific cri
• Pair digital-infrastructure funding with blended-learning support and AI literacy training for students - The authors recommend that university policymakers go beyond funding digital infrastructure by also providing blended-learning support and organising AI literacy training, because AI literacy relates
• Pair each performance objective with a demonstration-based suggested activity and coded resource references - An implementable planning recipe used throughout the guide: every topic outline row states a performance objective, then a suggested activity, then numbered resource references matching the unit bibli
• Pair ed-tech homework tool adoption with multi-day professional development and coaching visits - In its evaluations, ASSISTments implementation included "professional development and coaching designed to increase teachers' readiness and efficacy in using ASSISTments." The specified model is 5 day
• Pair erroneous examples with prompts that require learners to identify, explain, correct, or reflect on errors, while monitoring complexity to avoid overload - The review finds that prompts requiring learners to engage actively with embedded errors often promote deeper processing, but that this benefit must be balanced against cognitive load.
• Pair flexible mentoring with clear milestone checklists and fallback activities in novice mentor preparation - A mentor-preparation strategy drawn from the ARC trial's lessons learned.
• Pair fluency instruction with oral language and vocabulary support before first reading of a new text - This strategy, drawn from the review's first recommendation, directs teachers to pair fluency instruction with oral language and vocabulary support, "especially before first reading of a new text".
• Pair form-focused instruction with prompts that push learners to self-repair rather than recasts - When delivering form-focused instruction, teachers should use corrective feedback in the form of prompts (which push learners to retrieve and repair their own output) rather than recasts.
• Pair implementation description with quasi-experimental impact estimation in program evaluation - The study combines two evaluation activities: it "describes program implementation across sites" and "employs a quasi-experimental design through propensity score matching methods" for impact estimati
• Pair increased academic demand with increased teacher support when raising instructional rigor - The article argues that raising academic demand alone can backfire: students with a history of low achievement "may become disengaged and stop trying when academic rigor increases without simultaneous
• Pair literacy accountability indicators with funded professional development and aligned mandates - From the Ohio case study, the paper recommends treating literacy accountability as part of a broader ecosystem: indicators are most effective when paired with aligned mandates such as dyslexia screeni
• Pair movement-based analysis with temporal analysis and discuss camera intrusiveness when collecting detailed data - The editors recommend extensions to movement-based analytic work: "temporal analysis would also be useful since participation can change over time and this will have implications for redesign." They a
• Pair norm-referenced metrics with evidence of progress toward grade-level expectations in accountability decisions - The paper recommends that leaders using MAP Growth in screening, evaluation, or authorization choose deliberately between anchoring decisions to grade-level expectations and preserving relative percen
• Pair offline skills lessons targeting identified comprehension deficiencies with small-group and whole-group teacher-led instruction - The program assigns students "appropriately leveled offline skills lessons that target identified deficiencies" based on comprehension-skill competency tracked during scaffolded silent reading.
• Pair online practice with offline Guided Practice materials for small group or 1:1 sessions - For every skill covered in the program, offline Guided Practice materials are available.
• Pair person-first language with an explicit explanation of its rationale rather than expecting language change alone to shift attitudes - The article recommends that language initiatives be accompanied by education about why language matters.
• Pair personalized messages with an effort to call attention to them - The brief's key findings caution that personalized messages "might only work when combined with an effort to call attention to the messages." This recommends that practitioners implementing message-ba
• Pair program adoption with two days of initial training and weekly coaching meetings - The page specifies a professional development model for implementing Readable English: "Two days of training prior to implementation, in addition to weekly meetings with an assigned Readable English r
• Pair rapid evidence synthesis with community co-development to speed usable implementation plans - The article proposes using CAPERS "adjunctively with rapid synthesis, to ensure validity, reduce bias, increase relevance of findings, and speed the process of applying evidence synthesis data to real
• Pair students to alternate presenting work and critically commenting on a partner's work to support each CRITO stage - The paper states CRITO is compatible with most forms of collaborative or cooperative learning and recommends small group work, especially pairs, in which "students alternate between presenting their w
• Pair students with complementary intellectual styles to compensate for weaknesses - Sternberg recommends pairing learners whose preferred styles differ so that each compensates for the other's weak areas, since people benefit most from collaborators moderately unlike themselves in pr
• Pair sustained physical exercise with cognitive remediation strategies or other evidence-based treatments, pending research on combined interventions - The review's forward-looking recommendation is that exercise be investigated as part of a multi-component intervention for children with ADHD.
• Pair team-based discovery learning with detailed guiding questions, simplified texts, and glossaries of unfamiliar terms - The article recommends that team-based discovery learning "operates more optimally if it is followed by relevant sets of deta il guiding questions reflecting the detailed content of each reputable jou
• Pair technology access with targeted investments in infrastructure, staffing, and support, and pilot initiatives with dedicated budgets - The report recommends treating infrastructure investment as inseparable from technology adoption: "upgrading network capacity, ensuring device access, addressing data privacy, and building in accessib
• Pair the AI chat with a paper worksheet that records what the chat cannot: sketches, agreed group statements and a short reflection - A concrete implementable companion to AI-facilitated inquiry: alongside the chat, students fill in a paper worksheet meant to record “what the chat cannot” — their sketch, the group's agreed statement
• Pair universal ACEs prevention with culturally sensitive targeted intervention, and incorporate ACEs conversations into well-child visits - Because the study found ACEs are distributed widely across race/ethnicity and income rather than concentrated only in disadvantaged families, the authors recommend combining universal prevention with
• Paired Reading - A learner and a more fluent partner read aloud together in unison, with the partner gradually releasing the learner into independent reading with supportive correction.
• Paired reasoning tests in geometry and in other subjects to detect transfer of logical ability - The article proposes giving timed tests on geometrical originals and, in parallel, tests in another subject involving reasoning of like logical difficulty and equal familiarity of data, avoiding repro
• Paired Repeated Reading - Learners read the same passage aloud multiple times to a partner, building fluency through repetition with immediate peer feedback.
• Pairing an ethics curriculum with integrated community service learning - The article describes implementing Building Decision Skills inside an elective community service course in which "the service-learning activities that were integrated into the curriculum involved work
• Pairing With Positive Role Models - Intentionally matching learners who face social or behavioral challenges with peers who demonstrate strong relationship skills, so the challenged learner can observe and imitate effective communicatio
• Panel protocol: open with community cultural resources, then moderated discussion connecting community assets to computing education - The article describes a panel structure in which "participants will first explore Appalachian culture and perspectives through resources such as the The Appalachian Retelling Project," followed by an
• Paragraph Shrinking - A PALS peer-reading activity in which students take turns reading paragraphs aloud and summarizing each one in ten words or fewer, with a partner coach providing structured feedback.
• Paraphrase exercises using general basic words to assimilate meaning - These strategic-competence exercises give learners a set of very general words (do, get, make, thing used for, a sort of) and ask them to paraphrase unit vocabulary with them, then quiz partners and a
• Parent Workshops - Structured sessions that teach parents evidence-based ways to support their children's learning at home.
• Parent-teacher collaboration on independent self-care tasks and patience training to promote EF - The teachers' guidelines propose that parents and teachers jointly train children to perform daily tasks independently (e.g., following verbal instructions, choosing clothes) and to wait rather than h
• Parental Involvement in Physical Activity - Engage parents by providing details about the benefits of physical activity and encouraging their participation at school and at home.
• Parental Modeling of Reading - Parents demonstrate the value of reading by being reading role models themselves, reading books, magazines, or newspapers regularly at home.
• Parenting that encourages age-appropriate independence and uses authoritative practices may support early academic and social-emotional competencies - Based on the study's findings, the authors conclude that "parenting that aims to encourage age-appropriate independence in young children and that relies on authoritative practices may promote the dev
• Parents and educators should search multiple sources — app stores, expert review sites, and producers' websites — when selecting literacy apps - Because information posted about apps is inconsistent and different sites promote different apps, the report advises that "parents and educators need to do some extra legwork to identify quality langu
• Parents and LSC members partner with principals by learning the leadership team, reviewing the CIWP and school data, and fostering a welcoming school culture - The playbook gives families and Local School Council members concrete actions: get to know the principal and full leadership team by asking about the school vision and how leadership teams contribute;
• Parents should reinforce on-time attendance, communicate with teachers, and make academics the freshman's top priority - The brief recommends three concrete parent actions for the freshman year: reinforcing on-time attendance and no class cutting, talking with teachers when grades start to fall, and making academics the
• Parents support elementary writing skills at home through everyday writing activities like writing stories, reviewing movies, and describing things around them - This strategy, drawn from a tip sheet published by the National Center for Education Evaluation and Regional Assistance, positions parents as deliverers of writing practice at home for elementary scho
• Part-Task Practice - Breaking a complex skill into component subskills, practicing each separately, then integrating them into the whole performance.
• Participate in the creative reconstruction of a language that foregrounds human kinship with nature, using postmodern science fiction as a generative site - The authors recommend that educators "participate in the creative teconstruction of language which foregrounds our kinship with naturn" (article's OCR spellings preserved), developing myths and metaph
• Partition projects across course lab sections using the Gale-Shapley algorithm before student-to-project assignment - To support courses with labs, the article describes a supplementary algorithm run before the main assignment: it computes teams needed per lab from an instructor-defined base team size, then treats la
• Partner Reading - Two learners take turns reading an assigned text aloud to each other, providing feedback and monitoring comprehension.
• Partner Reading with Retell - A PALS activity in which students take turns reading aloud and summarizing text, pairing fluency modeling with comprehension practice.
• Partner with a researcher to vet principles and deliver focused professional development, then give educators freedom to experiment with options of varying scope - Because teachers' greatest challenge was identifying which research principles had sufficient evidence, the report recommends partnering with a researcher to identify vetted learning sciences principl
• Partner with academic researchers by approaching early, aligning motivations, and maintaining trust and transparency - The guide's appendix on partnering with academics advises reviewing literature for author information, exploring Digital Promise's map of education research, and participating in conferences.
• Partner with community-based organizations to deliver critical services, since districts and schools alone cannot reduce chronic absenteeism - The brief argues that "Districts and schools alone cannot reduce chronic absenteeism—it really takes a collective," because community organizations bring cultural competency, capacity, and established
• Partner with immigrant-serving community-based organizations to engage linguistically diverse families and sustain feedback loops - The guide recommends that district leaders partnering on ARP-funded plans work with immigrant-serving community-based organizations to "draw on their expertise, share resources, and inform families, c
• Partner with tribal governments to remove attendance barriers through staff expertise, transportation, and health and social services - The brief identifies tribal governments as essential partners for addressing attendance challenges.
• Pass-timing routine with four mastery criteria and repeated practice until criteria are met - An implementable fluency-building routine: students do "1-minute practice readings to build their mastery of the passage" and alert the teacher when they feel they can reach their speed goal.
• Passion-based seminar program culminating in senior internships - UCLA-CS uses a seminar program, driven by teachers' passions and partner availability, to expand course offerings despite small size and limited staff; topics range from robotics to Latin American fil
• Patience - Sustained teacher patience and supportive pacing when learners struggle with new, demanding tasks — keeping trying rather than lowering expectations or taking over the work.
• Pattern Recognition - Learners identify recurring structures, features, or relationships across multiple examples so they can classify new cases and transfer knowledge beyond the instances they studied.
• Pause Procedure - Pausing a lecture for about two minutes every 12-18 minutes so students can discuss and rework their notes in pairs significantly increases learning compared to uninterrupted lecture, at essentially n
• Pay Attention, Pause, Paraphrase - A structured turn-taking conversation protocol in which listeners attend fully, pause before responding, and paraphrase the speaker's point before adding their own.
• PBS station-led virtual orientation events to familiarize families with a new digital learning tool - The research team partnered with local PBS stations to deliver virtual orientation events addressing the field study finding that parents needed support using the app.
• Pedagogical scenarios that organise learning around knowledge creation with shared objects - The paper describes pedagogical scenarios aimed at settings where the emphasis is upon knowledge creation, each based on completed or ongoing project work.
• Pedagogy of deliberate counter-positioning: use generative AI in reverse so students interrogate generated positions - The article's educational recommendation is to exploit the same systems in reverse rather than prohibit them: since the risk is the system's "tendency to resolve instead of provoke", teachers can have
• Peer and Self-Assessment - Peer and self-assessment give students the opportunity to review their own or peers' work against explicit criteria, building evaluative judgment alongside the work itself.
• Peer Assessment - Learners evaluate each other's work against explicit criteria, providing feedback and judgments that support both the assessor and the assessed.
• Peer Coaching - Peer coaching is a reciprocal helping relationship between equals who support each other's learning through mutual trust, observation, feedback, and open discussion.
• Peer Critique - Learners exchange structured, criteria-based feedback on each other's work to improve quality and deepen their own understanding.
• Peer Discussion - Learners explain, question, and negotiate ideas with one another in structured or semi-structured dialogue to deepen understanding.
• Peer Editing - Learners exchange drafts and provide structured, criterion-referenced feedback on each other's work before revision.
• Peer Feedback - Learners evaluate and comment on each other's work against explicit criteria, both giving and receiving formative feedback.
• Peer feedback against success criteria: students locate where peers are in their learning and give actionable clues, hints, suggestions, or wonderings - The brief defines peer feedback as "the practice of students analyzing evidence of learning (what another student says, does, makes, or writes) in relation to an interpretive framework, i.e., the succ
• Peer Feedback Protocols - Structured routines that guide learners to give and receive feedback on each other's work using explicit criteria and sentence frames.
• Peer Instruction - Students answer a conceptually challenging question individually, then discuss their reasoning with peers before revoting, with the instructor facilitating a whole-class debrief.
• Peer Instruction structured questioning sequence: individual answers, convince-your-neighbors discussion, revote, and instructor feedback - Peer Instruction restructures lecture so short presentations on key points are each followed by a ConcepTest.
• Peer Mediated Instruction - Learners acquire and consolidate knowledge by teaching, tutoring, and structuring each other's learning under teacher-designed roles and routines.
• Peer Mediation - A structured process in which trained students act as neutral third parties to help classmates resolve interpersonal conflicts themselves.
• Peer Observation - A collaborative, non-evaluative process in which teachers observe one another's practice to exchange feedback, surface tacit expertise, and improve teaching.
• Peer Observation And Feedback - Learners observe each other's performance and provide structured, criterion-referenced feedback to improve work and develop evaluative judgment.
• Peer review of cooperative learning sessions: instructors observe a colleague's session and complete a peer review form - As the second component of the staff development plan, during March 1998 each instructor was assigned to observe another instructor's cooperative learning instructional session and complete a Peer Rev
• Peer Review Protocols - Structured procedures through which learners evaluate and give feedback on one another's work using explicit criteria.
• Peer Review/Peer Editing - Students provide structured, criterion-based feedback on each other's work, acting as both reviewers and reviewees.
• Peer Revision - Learners exchange drafts and provide structured feedback on each other's work, then revise based on that feedback.
• Peer Teaching - Learners take instructional responsibility for one another — explaining, questioning, and tutoring peers — which deepens the tutor's understanding while supporting the tutee's learning.
• Peer Tutoring - Learners take structured turns as tutor and tutee, explaining, questioning, and correcting each other to deepen mastery of shared content.
• Peer tutoring reading strategy instruction with tutor selection, tutor training, and reading scenarios - The article organizes class members into tutor-tutee pairs who "work in collaboration in peer tutoring", selecting tutors as participants who scored high on MARSI and answered concept cartoons correct
• Peer Tutoring With Structured Materials - Learners teach each other in structured dyads or small groups, using provided materials, scripts, or protocols that specify what the tutor does, says, and checks.
• Peer-delivered prompts in which students take over prompting, feedback, and assessment from an instructor - In Harney and Hogan's experimental study in an undergraduate Psychology course, one condition delivers scaffolding prompts by an instructor, while in another an instructor first models the prompts and
• Peergrade - A digital platform for structured, rubric-based anonymous peer feedback in which learners evaluate each other's work, rate the feedback received, and flag disagreements for teacher review.
• Pegword Strategy - The pegword strategy is a mnemonic technique that uses rhyming words to represent numbers or order.
• Pencil Grasp Activities - Activities aimed at promoting a functional pencil grasp, which is essential for comfortable and efficient handwriting.
• Pepperoni Pizza - A dice-based drawing game in which children represent multiplication as equal groups of objects and write the matching number sentence.
• Performance Support Job Aids - Job aids provide just-in-time procedural guidance at the moment of task performance, shifting the instructional burden from memorization to external reference.
• Performance Task Design - Designing complex, authentic tasks in which learners demonstrate knowledge and skill by producing work or performing processes approximating real-world demands.
• Personalise learning by Big Five trait level: scaffold low-conscientiousness students and reduce failure salience for high-neuroticism students - The review proposes using Big Five trait scores as a dimension for personalised learning, varying task elements by degree.
• Personalize and differentiate family text messages to each child's developmental level - The kindergarten follow-up tested whether "personalized and differentiated messaging based on each child’s developmental level would enhance outcomes compared to general literacy messages." The person
• Personalize professional development by differentiating it and assigning educators by strengths and student needs - In the four case study schools, professional learning mirrors student learning in that professional development is personalized: it is differentiated so teachers can choose areas where they want to im
• Personalize reading tools and curriculum using Factor research, including for students with developmental dyslexia - The paper recommends that developers and educators use the research behind the Factors critical to reading success to personalize tools and curriculum to individual learner needs.
• Personalize the learning environment and instructional process to foster belonging - The guide's fifth schoolwide recommendation creates a personalized learning environment that fosters belonging and a climate where students and teachers know one another and can offer academic, social
• Personalized Learning Plans that stay dynamic to enhance student agency - The paper recommends creating a Personalized Learning Plan (PLP) for each student, containing strengths, challenges, motivations, goals, behavioral information, social-emotional competencies, achievem
• Personalized Math with Cultural Connections - Effective math instruction connects to real-life and culturally relevant contexts, engaging students and making concepts more accessible.
• Personalized Normative Feedback - Providing individuals with tailored information comparing their own behavior, beliefs, or performance to actual peer-group norms to correct misperceptions and motivate change.
• Personalized, subject-specific professional support combining teacher characteristics with school-level collaboration and leadership support - Based on the finding that data use depends on both teacher characteristics and school factors, the authors recommend "personalized support, tailored to teacher characteristics and addressing subject -
• Perspective Taking Prompts - Prompts that ask learners to adopt, articulate, or reason from another person's viewpoint, beliefs, or emotional state.
• Perspective-taking and Empathy - Deliberately adopting students' viewpoints and responding with empathy to strengthen relationships, communication, and learning conditions.
• Phase the intervention through cohorts that move from development to usability/feasibility testing to efficacy testing - The LEAD Partnership sequences its intervention work across cohorts: "Develop, implement, and refine LEAD intervention Cohorts 1 & 2 (2023/24 and 2024/25)", then "Manualize and implement LEAD interven
• Phase-aligned teaching applications for LLM-supported learning across five phases - Table 3 outlines classroom activities aligned with each phase of the instructional model, designed to build technical fluency with LLMs while supporting ethical awareness, critical reflection, and lea
• Phase-based behavioral readiness training spanning pre-flight, in-flight, and post-flight - The review organizes behavioral readiness training by mission phase, with emphases shifting across phases.
• Phase-dependent use of extrinsic rewards and external support to start up and then protect the self-rewarding learning cycle - The article recommends that extrinsic incentives or external supports can help "start-up" the knowledge-acquisition system when students are in the initial stage and do not yet feel sufficient reward
• Phased implementation of AI in nursing education: simulation for emergency care, adaptive platforms for at-risk learners, automated formative feedback, and multi-site pilots - The review recommends a staged adoption pathway for AI in nursing education.
• Phased iterative testing: optimization testing before efficacy testing before statewide scale-up - The partnership sequences program development into distinct phases: "Conduct optimization testing of Write to Succeed (2023/24)", then "Conduct initial efficacy testing of Write to Succeed (2024/25)",
• Phased LEA and SEA recommendations for adopting Opportunity Culture staffing redesign - The brief closes with recommendations for local and state education agencies interested in exploring Opportunity Culture.
• Phased policy agenda for building a statewide pathways system: immediate low-cost COVID-recovery steps followed by longer-term investments - The report lays out ten recommendations in two phases.
• Phased SIM professional development plan: initial planning days, monthly site PD and coaching, monthly leadership-team sessions, and annual program-specific training with coaching - The review prescribes a concrete PD schedule for adopting SIM: 2-3 days of planning activities; site professional development of 2-3 days per month combining PD and coaching; Literacy Leadership Team
• Philanthropies jointly develop evaluation practice for basic science investments through a cross-organization working group - The brief describes a collaborative strategy in which philanthropic funders of basic or discovery science work together to solve a shared evaluation challenge: establishing that their investments cont
• Philosophical Chairs - A whole-class discussion format in which learners physically move to agree or disagree with a provocative statement, then defend and revise their positions using textual evidence.
• Phoneme Awareness Training - Direct instruction in phoneme awareness helps children in the early stages of learning to spell and helps remediate the problems of poor spellers at any age.
• Phoneme-Grapheme Mapping - Phoneme-grapheme mapping is a strategy used to match the letters or letter combinations (graphemes) in a word to the speech sounds (phonemes) they represent.
• Phonemic Awareness Blending And Segmenting - Explicit instruction and practice in blending phonemes into words and segmenting words into phonemes — the two phonemic awareness skills most predictive of reading success.
• Phonemic Awareness Drills - Short, structured oral exercises in which learners isolate, blend, segment, and manipulate the individual sounds (phonemes) in spoken words.
• Phonemic Awareness Instruction - Explicit, oral instruction in identifying, segmenting, blending, and manipulating the individual sounds (phonemes) in spoken words, typically as a foundation for reading and spelling.
• Phonics Instruction - Systematic, explicit teaching of letter–sound correspondences and blending so learners can decode unfamiliar words independently.
• Phonics-Based Spelling Instruction - Encourages learners to apply their phonics skills to spell new words by segmenting phonemes (sound units) and connecting them with corresponding letters.
• Phonological and Metalinguistic Awareness Exercises - Facilitate reading acquisition by having students identify, compare, and manipulate sounds and word forms in English and their home language.
• Phonological Awareness Development through Rhyming - Using rhyming activities during read-alouds to develop children's sensitivity to the sound structure of language as a foundation for reading.
• Physical Activity & Recess - Integrating physical activity — recess, movement breaks, active lessons — into the school day to improve attention, executive function, and learning outcomes.
• Physical Activity Breaks - Short periods of movement integrated into instruction or work routines to restore attention, reduce fatigue, and support well-being.
• Physical Activity-Encouraging Environment - Design school environments that encourage physical activity by including playground equipment, walking trails, and bike racks.
• Physical Education - Structured physical instruction that develops motor skills, physical literacy, and health-related knowledge through demonstration, practice, feedback, and progressive task design.
• Pictionary (Pre-Reading) - Learners draw and guess key vocabulary from an upcoming text, activating prior knowledge and building visual-verbal links before reading.
• Picture Dictionaries - Picture dictionaries are reference tools that pair words with illustrations to define vocabulary, supporting language learners through visual–verbal association.
• Picture Schedules and Visual Planners - Picture schedules or visual planners use images to lay out the steps of a task or routine so learners can follow it without relying on text or adult prompting.
• Picture Word Inductive Model - A strategy in which students build vocabulary, phonics, and sentence knowledge inductively by classifying words generated from a large, engaging picture.
• Picture Writing - Picture writing has pre-writers and early writers draw illustrations as a planning and idea-generation stage that then anchors their written composition.
• Pictures & Visuals - The purposeful use of images, diagrams, videos, and other visual representations to support comprehension, attention, and memory.
• Pictures (Pre-Reading) - The instructor selects three or four pictures related to the reading topic and provides them to small groups of learners, who connect them and predict the reading's content before reading.
• Pilot guidance documents with a small set of schools and iterate before wide dissemination - R15CC supported NDE with an iterative process of creating implementation guidance for the MRI menu and a site visit protocol.
• Pilot statewide roster verification systems before full implementation - Among the brief's implementation strategies is piloting the statewide roster verification system on a limited scale before statewide rollout.
• Pinpoint heterogeneous-perception teams early and provide targeted support to the most at-risk teams - Based on the finding that divergent cohesion perceptions accompany lower feedback interaction, declining performance and dyadic motifs, the authors recommend instructors identify and support at-risk t
• Pinwheel Discussion - A structured discussion format in which four groups prepare distinct perspectives, speakers debate in a central square while teammates coach from behind, and roles rotate so all learners eventually sp
• Pitch Forms to cautious adopters as a time-savings and instant-feedback tool, and let them experience it firsthand - Technology coaches in the study describe concrete tactics for encouraging Forms adoption among “cautious adopter” teachers.
• Pizza Box Portfolios - Learners store, organize, and reflect on completed work in decorated pizza boxes used as low-cost, space-saving portfolios.
• Place an immersive virtual field trip as the introductory experience of an instructional module - The article's practical implication is that instructors should "incorporate lessons involving HMD experiences into their instructional programs, particularly as an introduction", because such experien
• Place GenAI entry after the learner's initial task attempt rather than before it - The article's regulatory recommendation from the discussion: GenAI's effect on perceived agency depends on where in the self-regulated learning cycle it enters by default.
• Place LRE in the curriculum through special events, separate units or courses, or infusion - The digest describes three approaches to including LRE in the curriculum (Naylor 1984): special events about the law such as Law Day, mock trial competitions, and courtroom field trips; a separate uni
• Place the feedback agent at the core of the feedback process, attending to individual differences - The fifth step centers the person delivering or enacting feedback — the feedback agent — in models of the feedback process.
• Plan an extended feasibility phase in which research and platform teams jointly refine design, implementation, and logistics - A key SEERNet learning is the benefit of an extended feasibility process involving the research team, platform team, and stakeholders to finalize questions, design, experimental contrasts, and data co
• Plan and conduct resilience-in-literacy research using designs and analyses that distinguish promotive, protective, and skill-enhancing factors - Based on its findings, the review states implications for educational psychology: "we state implications for the field of educational psychology in planning and conducting research into resilience in
• Plan and design backwards from a research-based learning goal to features, metrics, and measurement tools - The report recommends that product teams determine the desired learning outcomes first, then identify how to measure them and what tools to use, consulting existing research at each step.
• Plan dual language program resources: personnel, facilities, and partner-language materials - The report advises educators planning dual language programs to budget for three resource categories: personnel (additional administrative and instructional staff, training, and teacher time for trans
• Plan engagement by defining objectives, aligned questions, engagement type, and piloted materials - Phase 1 prescribes four steps: 'Define engagement objectives', develop questions 'aligned with the purpose of community engagement sessions, answerable, actionable, and specific', determine the engage
• Plan for device distribution delays and extend engagement duration in practitioner advisory partnerships - Based on the advisory board's first six months, the authors recommend that RPIP-style partnerships plan for procurement and contracting delays, since device distribution depends on factors outside the
• Plan for multiyear implementation support because outcome trajectories are U-shaped, with short-term declines preceding long-term gains - The report warns that in some restorative implementation studies, outcomes over time are U-shaped, so institutions should secure funding structured to support multiple years of implementation and comm
• Plan for possible points of infrastructuring, including breakdowns and anticipation work - This third IMPROV action area determines when infrastructuring activities could unfold.
• Plan for regional sustainability from the start with a two-year transition to regional ownership - The blueprint prescribes a sustainability timeline for regional pathways work.
• Plan frequent policy updates and adapt instructional methods for AI integration - The deck's considerations for developing policy content include recognizing that implementing emerging technologies and GenAI effectively takes time, planning to frequently update policies, and adapti
• Plan long-term quantitative data collection and interoperable systems to evaluate micro-credentials' social mobility impact - Because most rural micro-credentialing programs remain in pilot phases, the report recommends that institutions "plan for long-term impact and evaluation" to determine whether micro-credentials promot
• Plan middle school conversion as a three-to-five-year effort with sequenced board approvals - The authors state that "some three to five years are required in most districts to make a complete conversion from the junior high school design," and that the board is sequentially asked to accept a
• Plan mutual accountability for implementation, including rollout plans, educator supports, and early indicators for pivoting - The presentation directs districts and providers to establish mutual accountability during implementation: districts commit to a rollout plan developed with the right people, address technical needs,
• Plan sample sizes phase by phase across the four evidence-building phases - This strategy organizes sample size planning around the four evidence-building phases the guide names: "Design the Solution (Phase 1), Refine the Solution (Phase 2), Assess for Early Evidence of Succe
• Plan the second language course situationally rather than grammatically - The article recommends organizing an adult second language course around real-life situations in which speakers of the target language actually find themselves, rather than around a grammatical syllab
• Plan-Build-Implement co-design process for developing Integrated Learning Pathways - A three-phase iterative process co-designed with a nationwide cohort of districts to articulate learning pathways that integrate Portrait Skill Sets into core subject areas.
• Planned enhancements: multi-turn conversational follow-up, RAG-based personalization, and feedback analytics for AI-assisted instruction - The authors outline future iterations of the instructional assistant: interactive or multi-turn LLM feedback so students can ask follow-up questions simulating a conversational tutoring experience; Re
• Planned extensions: expanded user studies, expert-in-the-loop RLHF, hybrid retrieval, and hand-tracking-based assessment - The authors lay out four forward-looking directions for the platform.
• Planned Ignoring - Deliberately withholding attention from minor, non-disruptive-to-others problem behaviors so they extinguish while appropriate behaviors are reinforced.
• Planned Physical Activity - Structured scheduling of physical activity into daily and weekly routines so learners meet activity requirements while balancing competing commitments.
• PLaNS (Play Learning and Narrative Skills) - A guided-play approach in which young children build and act out stories collaboratively to develop narrative and writing skills.
• Platform Agnostic Design - Designing learning materials and activities to function equivalently across operating systems, browsers, and devices, so technology choice never becomes a barrier to learning.
• Play Based Learning - Learning structured through self-directed, enjoyable, and intrinsically motivated activity, ranging from free play to adult-guided play.
• Play Memory Games - Structured memory games (matching, sequence recall, n-back) give learners repeated practice in holding and manipulating information, with near-transfer to similar tasks but little evidence of far tran
• Playful Spaces - Designing physical or social environments where learners can explore, experiment, and create with low stakes and high autonomy.
• Playground Pickup Sports and Jam Sessions - Encouraging informal, self-organized games and activities without emphasizing competition provides opportunities for play, creativity, and voluntary skill practice.
• Playing With Techniques - Provide low-pressure exercises for students to experiment with the writing techniques they have analyzed.
• Playworks TeamUp Recess Program - A low-cost, school-led program that applies instructional-design principles to recess — treating recess plans like lesson plans — to increase physical activity, cooperation, and conflict resolution wh
• Podcast Based Learning - Using audio episodes (produced or consumed) as the primary vehicle for delivering, processing, or demonstrating learning.
• Poetry Exploration through Digital Libraries - Using digital libraries with audio and visual components to engage learners with a variety of poems.
• Points or Experience (XP) Systems - Point systems or experience (XP) systems reward learners for completing tasks, assignments, or assessments, accumulating points toward flexible goals.
• Policy actions to build collaborative professional capacity through PLCs - The report recommends policy changes so that schools support teacher teamwork rather than only individual teacher effort: staffing policies that provide "structured, stable time and space for teacher
• Policy and practice recommendations for supporting evidence-based professional development - The report offers seven policy recommendations, including adopting standards for PD design and funding, redesigning school schedules to increase time for collaboration and peer coaching, conducting re
• Policy considerations for states supporting summer learning - The report's concluding recommendations for state actors include: "Set statewide goals for summer investments that reinforce other priorities"; build stakeholder coalitions; identify sustainable fundi
• Policy implications: multi-factor, asset-based support for low-SES students - The review recommends that policies for improving low-SES students' learning outcomes should "comprehensively address multiple factors influencing student learning and avoid a one-size-fits-all approa
• Policy measures providing equipment and e-learning training to economically disadvantaged students, and sustaining peer communication with increased teacher involvement - Based on the finding that peer support predicted both self-efficacy types while teacher support did not, the authors recommend that institutions "need to find ways to maintain communication and collab
• Policy package to ease Parent PLUS burdens: targeted cancellation, full IDR/PSLF access, lower rates, and affordable alternatives - The brief closes with seven recommendations for Congress and the Biden administration aimed at reducing Black families' Parent PLUS burdens and making college affordable.
• Policy recommendations for sustaining and expanding teacher residencies - Drawing on TCLAS implementation findings, the report recommends: continuing to require key features (full-year co-teaching placements, shared governance, specified educator roles); facilitating expans
• Policy recommendations: choose developmentally appropriate assessments, build instructional assessment systems, guard against misuse, and support continuous improvement - The report's Policy Recommendations section organizes state and district action into four areas.
• Policy recommendations: fully fund the Education for Homeless Children and Youth program, expand allowable uses, base funding on homeless-student counts, and invest in community schools - The report's closing recommendations for federal, state, and district policymakers.
• Policy strategies to personalize learning: competency-based progressions, phased implementation, networks, and interoperability - The paper's policy section recommends that districts support personalized learning plans, equitable technology access, personalized professional learning, phased implementation, and networks; that sta
• Policymakers and model developers should use the Full Roster-Plus Method to account for co-teaching in value-added models - The article recommends that policymakers addressing co-teaching in value-added models adopt the Full Roster-Plus Method, which treats co-teachers as teams with each teacher receiving equal credit for
• Policymakers designing ESA programs should use accountability and transparency provisions to require high-quality data that enables evaluation and policy refinement - The brief recommends that state policymakers designing or redesigning ESA programs attend to accountability and transparency provisions because they interact with data and reporting practices: requiri
• Policymakers select transition interventions that directly address particular transition challenges - The report recommends that policymakers use the variety of proposed interventions to match solutions to specific problems: "The wide variety of interventions address a range of transition challenges,
• Policymakers should choose between the full roster and full roster-plus methods for co-teaching - The paper advises policymakers facing co-teaching in value-added systems to rely on the full roster method or the full roster-plus method, since the first two options are impractical and the last two
• Policymakers should fund and deliver authentic, job-embedded principal professional learning and remove access barriers - The report recommends that local, state, and federal policymakers ensure principals have professional development embodying the framework's features: content on whole child education and equitable sch
• Political Education - Political education develops learners' understanding of the historical, social, and political contexts that shape a problem, including power dynamics and systemic root causes, before empirical researc
• Pomodoro Technique - A time-management method that alternates focused 25-minute work intervals with short breaks to sustain attention and manage mental fatigue.
• Portfolio Assessment - Learners curate a purposeful collection of work over time, paired with reflection, to demonstrate growth and competence against defined criteria.
• Portfolio Development - Learners regularly select work samples, reflect on their choices, and organize their work into a portfolio that documents growth over time.
• Portfolios - Learners curate a purposeful collection of work over time, with reflection, to document growth and demonstrate competence.
• Position AI as an instrumental adjunct that amplifies, rather than attenuates, students' direct experiential engagement - Drawing on the Neidan framework, this strategy holds that algorithmic systems in education should "serve to amplify, rather than attenuate, the student's direct experiential engagement with knowledge.
• Position AI chatbots for relatedness as companions that normalize help-seeking and connect students to human communities, not substitutes for them - Because students with lower baseline relatedness perceived more relatedness support from chatbots, the authors identify a design opportunity: "AI chatbots may be most valuable for relatedness when the
• Position AI detection tools as one component within a broader institutional decision-making process, with regularly updated benchmarks - The article offers higher education institutions a concrete implementation approach: "institutional policies should position AI detection tools such as Pangram as one component within a broader decisi
• Position children as primary knowers by having them dictate texts for a real purpose to a teacher acting as scribe - In the Modena project, five-year-olds work collaboratively to co-construct texts for social purposes by dictating to their teacher, who acts as scribe and "active recorder", reading back and posing qu
• Position micro-credentials to deliver more than certification: emphasize competency-based, personalized skill development for early adopters and address extrinsic motivations for mainstream adopters - The report derives positioning guidance from its adoption-segment findings.
• Position students as mathematically competent and build collaborative peer relationships to foster mathematics belonging - The report recommends teacher practices that foster social and mathematics belonging: positioning students as mathematically competent by highlighting the value of contributions and inviting students
• Position the instructor as human-in-the-loop reviewer of AI-generated difficulty reports before any feedback reaches students - In this strategy, the instructor first reviews the student's raw attempt history, then optionally invokes AI-assisted analysis to obtain a labeled difficulty report, and approves it before feedback re
• Position the language teacher as diagnostician, prescriber, motivator, and evaluator of student production - The article argues that interactive video cannot evaluate students' productions, so teachers should project how their roles can change and become more professional.
• Positive Affirmations - Repeating short, positive self-statements intended to build self-esteem, confidence, and a more optimistic outlook.
• Positive Behavior Interventions And Supports - A schoolwide framework that teaches and reinforces expected behaviors through explicit instruction, consistent acknowledgment systems, and tiered support rather than reactive punishment.
• Positive Behavior Support - A schoolwide or classroom framework that prevents problem behavior by teaching and reinforcing expected behaviors rather than punishing infractions.
• Positive Classroom Climate - The deliberate cultivation of supportive teacher–student relationships, peer norms, and emotional conditions that make learners feel safe, respected, and motivated to engage.
• Positive Greetings At The Door - Teachers greet each student individually at the classroom door with a positive, personalized interaction before instruction begins.
• Positive Intention & Generosity in Networking - A strategy that reframes networking around alignment of interests and giving value to others, reducing the inauthenticity that undermines relationship-building.
• Positive Narration - The teacher verbally describes desired student behavior as it occurs, drawing attention to on-task actions rather than misbehavior.
• Positive Phone Calls Home - Proactive, non-crisis phone calls from teachers to families that communicate good news about a student before any problem arises.
• Positive Reinforcement - Delivering a desirable consequence immediately after a target behavior to increase the likelihood the behavior recurs.
• Positive Reinforcement Schedules - Systematically delivering rewarding consequences following target behaviors, on planned timing and frequency patterns, to strengthen and maintain those behaviors.
• Positive Reinforcement Systems - A systematic approach to strengthening desired behaviors and learning habits by delivering rewarding consequences immediately after they occur.
• Positive Scripts - Regularly constructing and narrating uplifting first-person stories in which goals are visualized as already achieved, to replace limiting self-narratives and internalize desired outcomes.
• Positive Self Talk Instruction - Explicitly teaching learners to use instructional and motivational self-statements to regulate attention, effort, and emotion during learning and performance.
• Positive Self Talk Modeling - The instructor verbalizes constructive, task-focused inner dialogue aloud to give learners an observable model of adaptive self-regulation.
• Positive Self Talk Reframing - Learners are taught to notice negative internal dialogue and replace it with constructive, instructional, or distanced self-statements that support persistence and performance.
• Positive Teacher Student Relationships - Building warm, trusting teacher–student relationships characterized by mutual respect, emotional support, and high expectations to improve engagement, behavior, and achievement.
• Positive Time Out - A self-regulation strategy in which learners take a brief, voluntarily chosen break in a designated calming space to regain emotional control, rather than being punished by exclusion.
• Post-instrumental assessment: certify the learner's accountable relation to AI-mediated work via a design sequence of naming the capacity, classifying AI use, and requiring evidence at the point of judgment - This strategy implements post-instrumental assessment through a three-step design sequence: "First, name the target capacity", then decide which forms of AI use would scaffold versus replace that capa
• Post-Reading Discussions - After reading, instructors facilitate discussions to explore learners' favorite parts of a narrative text or to confirm information learned in an informational text.
• PQP (Praise-Question-Polish) - The PQP (Praise-Question-Polish) technique guides learners to provide specific and constructive feedback on each other's work.
• Practical implications for postsecondary writing pedagogy synthesized from included studies - The review's narrative analysis of the implications researchers drew from their studies identifies recurring pedagogical themes: students' tendency to overinflate their writing self-efficacy, recognit
• Practical tips for teachers on integrating movement into instruction across language and multimedia learning - The article distills four practical tips from the collection's empirical studies for teachers and instructional design.
• Practice Changing Negative Thoughts into Positive Ones - Challenging learners to reframe negative self-statements into more constructive alternatives, building cognitive reframing skill through guided practice.
• Practice Responsible Decision-Making - Students analyze realistic problem scenarios in pairs or small groups, decide on a course of action, share and defend their decisions with the class, and reflect on their reasoning.
• Practice Time - Give students time to practice what they just learned in a low-stakes environment, without grading or evaluation.
• Praise - Praise is evaluative positive feedback delivered to learners; its effects on motivation and achievement depend critically on what is praised (person, process, or performance) and how it is delivered.
• Praise And Ignore - Deliberately attend to and praise desired student behavior while withholding attention from minor misbehavior, using attention itself as the reinforcer.
• Praise and Reinforcement - Delivering contingent, specific positive feedback and consequences to strengthen desired learning behaviors and sustain motivation.
• Praise Effort and Strategies - When learners succeed, praise their efforts and strategies rather than their intelligence, fostering a growth mindset and persistence.
• Praise Specific Feedback - Praise that names the specific behavior, strategy, or product being reinforced, rather than offering generic approval of the person.
• Pre Questioning - Asking learners questions about material *before* instruction, priming attention and activating prior knowledge even when the questions cannot yet be answered.
• Pre Reading Quizzes - Short quizzes administered before learners read a text, using retrieval attempts on not-yet-learned content to activate prior knowledge and prepare the mind for encoding.
• Pre Reading Skimming Text - Learners rapidly skim a text before reading it closely, building a structural map and activating prior knowledge to support comprehension.
• Pre Training - Teaching names, characteristics, and key concepts of a system or domain before presenting the main instruction, so learners build prior knowledge that reduces load during the core lesson.
• Pre-author simplified question variants rather than generating them on the fly - The article recommends that simplification "must be authored, not improvised": pre-authoring simplified variants of each question, rather than generating them on the fly, kept behavior predictable and
• Pre-deployment gate and per-epoch helpfulness rollback for vendors shipping LLM tutors to K-12 learners - The article turns its results into deployment guidance: a pre-deployment safety gate a vendor can add to a CI pipeline (block on hand-over rate above baseline, warn if Helpfulness is below 5.5, treat
• Pre-Entry Socialization - Brief, positive, nonconfrontational interactions at the classroom doorway before entry, used to set a productive tone and prevent disruptions.
• Pre-Reading Strategies - Activities completed before reading a text that activate prior knowledge, build necessary background, and set a purpose to improve comprehension.
• Pre-Reading — Understand the Purpose of the Reading - Learners establish why they are reading a text and what they will do with it before reading, orienting attention and comprehension monitoring toward a concrete goal.
• Pre-reading: 4 Ps (Preview, Predict, Prior Knowledge, Purpose) - The 4 Ps of pre-reading include previewing the text, predicting the content, activating prior knowledge, and defining the purpose for reading.
• Pre-Reading: Generating Questions - Learners generate their own questions about a text before reading it, activating prior knowledge, creating curiosity, and setting a purpose for reading.
• Pre-reading: Skim a Book Systematically - Skimming or pre-reading a book involves a systematic approach to discover whether the book requires a more careful reading.
• Pre-recorded Instructional Video - Recording instructional video in advance so learners can access, replay, and review content asynchronously, freeing synchronous time for interaction.
• Pre-service education programs should recruit diverse inner-city students and validate their cultures and experiences - This strategy, offered by a novice teacher in the paper, directs pre-service program staff to go beyond recruiting inner-city majority students: they should "validate their culture and individual expe
• Pre-Shadowing Preparation Activities - Structured preparation — goal setting, student selection, stakeholder coordination, and assumption questioning — that makes a student shadowing experience focused, ethical, and open-minded.
• Pre-teach target language forms deductively before journal entries incorporate them - In the intensive, syllabus-driven approach to focus on form, the teacher pre-teaches selected vocabulary, grammatical forms, or language functions in class, then assigns a journal entry requiring stud
• Pre-Teaching Vocabulary - Introducing key new words and their meanings before learners encounter them in a text or lesson, so that reading or instruction proceeds without vocabulary-induced breakdowns.
• Pre-Writing Skills Activities - Activities that build the foundational motor, perceptual, and organizational skills — line awareness, spatial awareness, pencil grasp, and hand strength — required before formal handwriting instructio
• Precision Requests - A classroom management technique in which the teacher delivers a brief, specific, positively framed request, allows wait time, and follows a planned escalation of consequences if the request is not me
• Precorrection - Prompting and rehearsing expected behavior immediately before a predictable challenging situation, so the desired response replaces the problem behavior.
• Predator/prey simulation game on the beach for hatchling survival - An on-site activity in which "Students will play a predator/prey game on the beach to simulate what can happen to hatchling sea turtles as they crawl to the ocean." After the game, students discuss wh
• Predict Observe Explain - Learners commit to a prediction about a phenomenon, observe the actual outcome, and explain any discrepancy between prediction and observation.
• Predictability: Environment & Structure - Creating consistent interfaces, routines, and repetitive structural frameworks in learning environments so learners can direct cognitive resources to content rather than navigation and interpretation.
• Predictable Routines - Establishing consistent, repeated structures for how learning activities begin, proceed, and close, so that procedural overhead is minimized and attention is freed for content.
• Predicting - Predicting involves anticipating what will happen next in a text or problem, engaging interest and surfacing prior knowledge before instruction.
• Prediction Observation Explanation - Learners commit to a prediction about an event, observe the actual outcome, then reconcile any discrepancy between the two.
• Prediction Relay - A PALS Reading activity in which students alternate reading paragraphs aloud and predicting what will come next, using prediction to drive active comprehension.
• Predictive Emotion Planning - Learners anticipate the emotions an upcoming activity is likely to evoke and pre-plan coping strategies, building proactive self-regulation.
• Prefer distributing study across days with varied but congruent texts, and treat repeated rereading of one text with caution because it inflates confidence without durable gains - This strategy follows from the article's own findings: distributing reading over three days — whether by reading three different congruent texts or by rereading one — produced significantly better one
• Prefer lockdown drills over highly realistic, unannounced active shooter exercises, embedding them in layered emergency preparedness - The brief recommends that districts distinguish lockdown drills from active shooter exercises when deciding what to conduct.
• Prefer naturalistic over randomized controlled designs when studying dialogue-outcome relations - The article recommends examining naturally occurring variation in theoretically productive dialogue rather than imposing it via intervention, because interventions achieve only patchy uptake and contr
• Prefer PECS or speech-generating devices when selecting aided AAC approaches for individuals with ASD - Based on the meta-analytic comparison of AAC intervention types, this strategy favors selecting the Picture Exchange Communication System or speech-generating devices over other picture-based systems
• Prefer repeated measurement of cognitive load over a single delayed rating to capture changes during learning or performance - Based on findings that delayed ratings at the end of a task set are affected by the most difficult task within the set, the article recommends that "repeated measurement of cognitive load should be pr
• Prefer subsidizing targeted summer programs or low-income families' program tuition over modified year-round school calendars - In its policy discussion, the article recommends that "it may be preferable to address inequities in parental involvement either by subsidizing targeted (or voluntary) summer programs or simply subsid
• Preferential Seating - Place students who have trouble hearing, seeing, focusing on, or paying attention to instruction in seats where they will be best able to focus.
• Preguntas de diseño para aumentar el acceso equitativo de las ofertas de micro-credenciales - El eBook propone un conjunto de preguntas que los diseñadores deben hacerse al crear micro-credenciales para continuar el camino hacia la innovación y el acceso, incluyendo "¿Cómo eliminará esta ofert
• Preliminary Data Collection - Preliminary data collection involves gathering contextual data to gain a deeper understanding of the local settings where a problem exists.
• Premack Principle - Using a high-probability (preferred) activity as a reinforcer for completing a low-probability (less preferred) activity.
• Prep Activities for Shadowing - Structured pre-observation activities that prepare learners to extract learning from watching an expert at work before they attempt the task themselves.
• Prepare and test technology before launch, scaffold the learning curve, and leverage tech-savvy students as peer resources - The report's program lessons recommend that teachers using emerging technologies conduct substantial preparation to test drive the technology prior to introducing the project into the curriculum, sinc
• Prepare college instructors to support English Learners' language and academic development in dual enrollment courses - The authors recommend that future work examine professional development for college faculty teaching dual enrollment participants from K-12 EL backgrounds.
• Prepare educational staff early for digital transformation competency and train teachers to select and use appropriate communication technology tools - The article's concluding recommendation is that digital competency must be built into teacher preparation from the start: "The competency component in digital transformation requires the preparation o
• Prepare for fall 2020 by supporting academically behind students and further differentiating instruction - The paper recommends that in preparing for fall 2020, "educators will likely need to consider ways to support students who are academically behind and further differentiate instruction." This follows
• Prepare for Parental Reactions - Anticipating and proactively addressing parent and guardian concerns before teaching controversial or emotionally charged content, so that difficult discussions can proceed with institutional backing.
• Prepare for rising demand for assessment tools and embedded assessment models in maker learning - Because Assessment and Documentation trails the other rubric areas while curriculum integration improves, the report expects assessment resources to become the next major need and commits to helping s
• Prepare Instructions Carefully - Plan, sequence, and pre-test task instructions in advance — grouping similar tasks, limiting steps per instruction, and anticipating learner questions — so that working memory is spent on the task, no
• Prepare novice teachers of the gifted in the sociocultural context of the gifted classroom - The essay argues that novice teachers of the gifted must be educated to recognize the needs and nature of the social and cultural setting they enter, including the gifted classroom's cultural rules fo
• Prepare students for changing career requirements by building readiness for change across the work life - This strategy frames career preparation around adapting to shifting job demands rather than static skills.
• Prepare students for collaborative learning before PBL cases and require reflection on the PBL process as assessment - Before the PBL cases began, the course prepared students for collaboration through preparatory reading, lecture input on related research, class discussion of previous positive and negative group work
• Prepare teachers and students with awareness, vocabulary, and facilitation knowledge before implementing Socratic Circles - Post-implementation debrief sessions in the RCS pilot yielded iteration learnings about preparation needs.
• Prepare teachers through modeled, role-played practice with critique until they master the scripted instructional procedures - Both reviewed RCTs used a common implementation-support model in which the study authors trained teachers by modeling the correct instructional procedures, having teachers practice through role-playin
• Prepare teachers to use AI expeditiously and provide AI-text detectors for evaluation, alongside updated academic-integrity rules - The article's forward-looking recommendations for institutions adopting AI tools in courses.
• Prepare teachers with one full training day plus a mid-year follow-up day - Teachers are implementation ready after 1 full day of training; in the study they received a second full follow-up day around mid-year, "mostly used for sharing ideas and to overcome challenges." This
• Prepare the Ground - Deliberately building relational trust, shared norms, and baseline knowledge before facilitating discussions of race and other socially charged topics.
• Prepare-participate-reflect sequence with a mediation log for AI use in education abroad - The article recommends structuring AI use as "a prepare-participate-reflect sequence": use AI to identify vocabulary, possible questions and areas of uncertainty; engage directly with the relevant per
• Preparing preservice teachers to implement AI-powered personalized learning in special education through professional development in technical and pedagogical expertise - The dissertation's third manuscript provides a guide for preservice teacher faculty on integrating AI-Powered Personalized Learning (AI-PPL) in special education.
• Prequestions - Asking learners questions about material before it has been taught, priming them to learn from the subsequent instruction.
• Preregister the assumed data-generating model and use design actions to minimize bias in estimated instruction effects - The article recommends that researchers, before analyzing two-occasion nonrandomized data, debate for each examined variable constellation what the data-generating scenario probably looked like and wh
• Present animations as distinct logical chunks separated by short pauses - The article recommends that, because learners rarely take advantage of self-paced flow control in animations, designers should pre-structure the material instead.
• Present coherence-analysis-derived metrics to classroom teachers for formative assessment of open-ended problem solving - The authors propose a potentially valuable application of coherence analysis in OELEs: presenting CA-derived metrics to classroom teachers for evaluation and formative assessment.
• Present early space-science activities as inquiry-based learning integrated with play, informed by children's existing mental models - The article recommends that "early science learning activities targeting space science concepts, including the day and night cycle, should be inquiry-based and presented within the context of play." S
• Present information in a manner that encourages learner activities that optimize intellectual performance - The article states that cognitive load theory "has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimiz
• Present problems before explanatory texts to arouse curiosity and situational interest in learners lacking prior knowledge - This strategy sequences instruction so learners encounter a problem they cannot yet explain before receiving the explanatory text, arousing both epistemic curiosity and situational interest through th
• Present signed communication to families as a complement to, not a fallback from, oral communication, with information-giving repeated and extended - The study recommends that implant programs advise with caution about the range of likely outcomes, recognising that families are influenced by hopes as much as by information, and that information-giv
• Present students with realistic ethical conundrums such as job-search dilemmas earlier in their education - The article recommends that educators "present[] them more realistic ethical conundrums (such as those faced during the job search) earlier in their education", so students can consider ethically cons
• Present supportive information in hypermedia systems to support elaboration and mindful abstraction - For the supportive-information component, the chapter recommends hypermedia systems as the delivery environment.
• Present Tense Messages - A self-regulation strategy that redirects internal dialogue from future-oriented worry to concrete, actionable steps in the present moment.
• Preteach core classroom content in small Tier 2 groups of 3-5 students - In Enhanced Core Reading Instruction, Tier 2 small groups of 3-5 students are pretaught content soon to be taught in the core classroom, so supplemental instruction is directly aligned with Tier 1.
• Pretend Play - Learners adopt imagined roles, objects, and scenarios, using symbolic substitution and role negotiation to explore content, practice social skills, and build self-regulation.
• Pretesting - Asking learners to attempt or guess answers to questions on not-yet-taught material before instruction begins.
• Pretraining - Teaching learners the names, characteristics, and functions of key concepts before the main instruction, so that working memory is not consumed by unfamiliar terminology during learning.
• Prevent AI-assisted plagiarism through student education, signed declarations, draft submissions, clear guidelines, and close monitoring - The article lists staff strategies for preventing plagiarism with ChatGPT: educating students on what plagiarism is and why it is wrong, requiring written declarations that work is the student's own,
• Prevent and intervene early against bullying in preadolescence to protect cognitive development - The article concludes that because bullying victimization is associated with altered brain morphometry and poorer cognition in preadolescents, and because affected regions play roles in emotional proc
• Prevent closely knit homogeneous-attitude communities to reduce bias by increasing productive friction - The article recommends that in collaborative knowledge construction and learning environments, designers should prevent the emergence of closely knit communities with very homogeneous attitudes toward
• Previewing - Prepare learners for upcoming tasks or materials by giving them a structured advance look at content, expectations, and key vocabulary.
• Prewriting Activities - Engage in structured idea-generation, planning, and vocabulary activation before beginning to draft a composition.
• Primary Language Support with Bilingual Texts - Using bilingual picture books and resources in a learner's primary language to support their comprehension and engagement with new content.
• Principals manage test-score pressure through targeted improvement, instructional coherence, and maximizing uninterrupted instructional time - Interviewed CPS principals described three ways of managing pressure to raise test scores: targeted improvement based on assessment data, increasing the coherence of instructional materials, and maxim
• Print-Based Self-Study Guides - Structured print materials designed to let learners acquire knowledge or skills independently, without a live instructor present.
• Prioritise equity-centred approaches, methodological diversity, contextual specificity, implementation science and interdisciplinary collaboration in GenAI research - The review's forward-looking recommendation for future research on GenAI in Global South higher education.
• Prioritise longitudinal designs, valid multidimensional measures, and common gifted-identification reporting in future perfectionism research with gifted students - The review's future-research section sets out implementable methodological recommendations.
• Prioritise longitudinal validation, pedagogical grounding, governed adoption of agent infrastructures, and ethics with human oversight in educational agentic AI research - Drawing on the converging gaps across the reviewed literature, the review recommends that future work pursue "longitudinal and real-world validation, stronger pedagogical grounding, more governed adop
• Prioritize a research agenda on the long-term effects, optimal parameters, and trauma-skill tradeoffs of lockdown drills - The brief calls for "carefully designed studies" to fill the gaps in the sparse research base on lockdown drills.
• Prioritize autonomous motivation and scaffold concept-focused AI support tailored to learner trajectories rather than providing uniform access alone - The article's design recommendation is that integrating GenAI in higher education requires moving beyond simply giving every learner access to the same tool.
• Prioritize construct-to-data mappings, multimodal validation, ethical implementation, and cross-disciplinary collaboration for domain-specific adaptive systems - Drawing on the issue's discussion paper, the editorial sets priorities for future research on domain-specific adaptive support: "stronger construct-to-data mappings, rigorous validation of multimodal
• Prioritize dose-response sleep research with multiple time points and narrower age groups before refining early-years sleep recommendations - The review's authors recommend a research programme to strengthen the evidence base behind sleep duration recommendations for children aged 0–4 years.
• Prioritize evidence-based technology programs and implement them with professional learning and integrated practice - The authors recommend that schools and districts adopting educational technology "prioritize evidence-based practices" and track the impact of adopted technologies.
• Prioritize felt needs using matrix ranking or paired comparisons before verification - To select the first tentative problem area for a staff development plan, the workbook teaches two group prioritization techniques for felt needs.
• Prioritize high-quality randomized controlled trials and umbrella reviews over producing further redundant CI meta-analyses - The authors propose a forward-looking research agenda for the CI field: rather than adding more meta-analyses on top of low-quality primary studies, the field should invest in well-powered original ex
• Prioritize inclusive-by-design architectures, interoperable agent frameworks, human-AI collaboration models, and real-world implementation studies - The article's future directions section recommends four research and development priorities for agentic AI in higher education: "Future research on agentic AI ecosystems in higher education should foc
• Prioritize leadership development, legal-framework refinement, and dialogue mechanisms to strengthen university governance - The article derives recommendations from its regression and ANOVA findings for policymakers and university leaders.
• Prioritize longitudinal designs, detailed screen-time measures, and late-adolescent samples in future neuroimaging research - As a research-gap strategy, the review recommends that future studies address the field's methodological weaknesses.
• Prioritize longitudinal, international, and higher-education ethnic-racial socialization research on racial climate and belonging - In the discussion the authors call for expanding the evidence base in three directions: "the need for more longitudinal research, more research outside of the USA, and more ethnic-racial socialization
• Prioritize more studies of direct dropout behavior, including objective enrollment data, before drawing firm retention conclusions - Because only three of the reviewed studies measured actual dropout behavior and only one used objective enrollment data, the article concludes that "more studies on dropout behavior are needed before
• Prioritize process-data instrumentation, open collaboration, and dissemination in learning platforms - In its conclusion the report recommends future directions for advancing platform-embedded research: platforms should "prioritize the instrumentation of robust process data as a core feature," adopt st
• Prioritize professional development access for early-career principals and focus it on instructional leadership to accelerate their effectiveness - The report's findings support directing professional development resources toward early-career principals, for whom the student-achievement associations are largest, and toward content on leading inst
• Prioritize prospective, in-curriculum evaluations of AI governance interventions over additional isolated benchmark studies - The article recommends reallocating scholarly attention from capability benchmarking to testing governance interventions in real curricula.
• Prioritize real-world testing of AI tools in university settings, environmental impact measurement, and integrated ethical-sustainability policies - The review's forward-looking recommendation is that future research move beyond conceptual and pilot work by testing AI tools in real university settings, measuring their environmental impact, and dev
• Prioritize redesign of late, back-to-back, and spanning Course Walls, where momentum recovery is least likely - The authors recommend that when Course Walls are identified, designers prioritize the walls latest in the course.
• Prioritize relevance, concision, and learner-interest alignment in scalable AI instructional video, selectively reintroducing human presence - The article's design recommendation for scalable instructional systems is that "designers may achieve greater impact by prioritizing relevance, concision, and alignment with learner interests, while s
• Prioritize research on app design quality, user behaviour, appsmashing, normalization, and attainment outcomes - The article closes by proposing a research agenda for mobile apps in language learning, noting that research on learning outside the classroom is much smaller than classroom research.
• Prioritize research on GenAI's impact on students with disabilities and design personalized teaching strategies for their needs - The article closes with a forward-looking recommendation for future research: "Future researchers should delve into the impact of GenAI technologies on students with disabilities and design personaliz
• Prioritize student agentic engagement and teachers' decision-making in natural classroom WCF research - The article recommends that future WCF research emphasize students' agentic engagement — described as "students' reciprocal, constructive, and proactive actions to put forward their writing progress"
• Prioritize sustained, pedagogically grounded faculty TPACK development over one-off technology workshops and infrastructure investment - Based on the identified importance-performance gap in faculty competence, the article recommends that institutions invest in sustained, pedagogically grounded TPACK development programs for instructor
• Prioritize systematic developmental and longitudinal studies of attention control across a wide age range, including toddlers and kindergarten children - The editorial recommends that future research address gaps in the developmental coverage of attention control.
• Prioritize transparency, ethical guidelines, and researcher-educator collaboration when conducting K–8 MMLA research - Based on the identified gaps, the review recommends that "researchers must prioritize ethical guidelines and ensure transparency in their data handling practices, including how the data is managed, st
• Prioritize trust calibration over trust maximization when evaluating explainability and other design factors - The review recommends that research on AI design factors focus on fostering appropriate levels of trust rather than simply increasing trust.
• Prioritize tutor communication skill and a calibration readiness mechanism when replicating the co-creation lab - For institutions seeking to replicate the LearnAI model, the article recommends prioritizing tutor selection and pedagogy over rare technical expertise.
• Prioritizing Agency for Students With Disabilities - Prioritizing agency for students with disabilities involves fostering self-advocacy and self-determination skills to enable them to engage more effectively in their education.
• Privacy-conscious, teacher-mediated GenAI implementation: anonymized feedback, pre-programmed prompts, and accessible original comments - The article's ethics section recommends a microethical implementation for the speaking classroom: students' oral production is not submitted to GenAI agents; instead "students' anonymized feedback is
• Privacy-preserving deployment measures for an ITS under GDPR and EU AI Act - To operate the ITS in a German university regulatory environment, the authors implemented layered privacy measures: strict separation of IP address logs from the ITS, pseudonymous usernames, no e-mail
• Private-study method: read one text through for general survey, then proceed topically with outlines - The committee prescribes a sequence for candidates studying privately for the psychology examinations: first a whole-text reading for breadth, then topic-by-topic work across the selected books with a
• Proactive planning of care and early identification of older adults with low health literacy and declining cognitive functioning - The article recommends that healthcare professionals engage in proactive planning of care for older adults with both low health literacy and declining cognitive functioning.
• Probing Questions - Probing questions push learners past initial answers by challenging assumptions, demanding evidence, and surfacing implications — deepening reasoning rather than testing recall.
• Problem Based Learning - An instructional strategy in which learning is organized around collaboratively solving authentic, ill-structured problems before formal instruction, with the problem serving as both the stimulus and
• Problem Scenario Analysis - Providing students with real-life problem scenarios (e.g., cheating, bullying) and having them analyze the situation, consider possible consequences, share their decisions, and reflect on their reason
• Problem Solving - Designing activities that require learners to generate solutions to authentic, ill-structured problems, with the solution-finding process itself as the site of learning.
• Problem Solving Draw A Picture - Learners represent a problem's structure in a drawing or diagram before or during solving, converting verbal or numerical information into a visual model.
• Proceed with caution in adopting trauma-informed approaches and begin evaluating them, including descriptive and qualitative research on implementation - Based on the empty evidence base, the review recommends that school leaders, policymakers, and school mental health professionals "proceed with caution in their embrace of a trauma‐informed approach a
• Process for race-reimaging a construct: merge a critical social-cultural-historical theory with the educational psychology theory across all study stages - The article recommends that for race-reimaging to occur, the critical social-cultural-historical/racial theory and the educational psychology theory must be merged, viewing "every component of the ori
• Process Oriented Feedback - Feedback that targets the strategies, effort, and self-regulation a learner used while producing work, rather than the person or the product alone.
• Process Praise - Praising learners' effort, strategies, and decision-making rather than fixed traits or outcomes, to sustain motivation and encourage productive responses to difficulty.
• Process Writing - An instructional approach that treats writing as a recursive cycle of planning, drafting, revising, and editing rather than a single-shot product, with explicit instruction and feedback at each stage.
• Process Writing (Journals) - Learners write frequently in journals with an emphasis on communicating ideas rather than producing error-free text, receiving selective, delayed teacher feedback tied to recently covered material.
• Process Writing Approach - An extended-cycle approach to writing instruction that treats composing as a recursive process of planning, drafting, revising, and editing, supported by high writing volume, instructor modeling, mini
• Process Writing Workshop - A structured instructional format in which students move through recursive phases of planning, drafting, revising, and editing with peer collaboration and teacher conferencing, treating writing as a p
• Process-based evaluation strategies: desirable difficulties, think-aloud protocols, annotated drafts, and iterative revision logs that render reasoning legible - Drawing on Bjork and Bjork, the article advocates "desirable difficulties, such as in-class, resource-restricted problem solving", making the path to the answer as important as the answer so cognitive
• Process-Focused Learning - Emphasizing and valuing the process of learning, rather than solely focusing on grades, promotes a growth mindset and encourages learners to embrace challenges.
• Proctor Intervention for Rapid Guessing - When learners are flagged for rapid guessing during assessments, proctors approach them, pause the test, and engage them in a low-pressure conversation before they resume.
• Procurement should demand operational privacy evidence and use the five-dimension audit rubric for comparison - For schools, administrators, and policymakers, the article recommends that "procurement should demand operational evidence rather than accepting the existence of a privacy policy as sufficient." Vendo
• Producing Counter-texts - Producing counter-texts involves crafting alternative versions of existing texts to highlight missing perspectives, challenge stereotypes, and address biases.
• Product Testing - Learners try out a product, artifact, or solution they have created with real users or peers, gather structured feedback, and iterate before final release.
• Productive Failure - Learners attempt to solve challenging problems before receiving canonical instruction, so that initial failure activates prior knowledge and makes subsequent instruction more meaningful.
• Productive Struggle - Deliberately allowing learners to wrestle with problems beyond their current competence before receiving direct instruction, so that the subsequent explanation lands on prepared minds.
• Professional development and schoolwide seminars supporting the ethics curriculum - The Institute for Global Ethics offers "one-day or two-day on-site professional development workshops conducted by a Global Ethics staff trainer," plus on-site seminars and assemblies for students, us
• Professional development for AI ethics should create spaces for contextualised critique and resistance - The article recommends that ethical engagement with AI 'cannot be fostered through information-focused training alone'.
• Professional development for faculty members to build supportive and responsive relationships with students - Among the implications the authors draw for educational practice is professional development that helps faculty cultivate supportive and responsive relationships with students.
• Professional development in asset-based pedagogies and adult SEL to build culturally affirming environments - The brief argues educators need skills to create culturally affirming environments, build relationships with students, and support academic success, plus 'mindsets geared toward anti-racism.' It recom
• Professional development programs should prioritize strengthening teachers' reflective and goal-setting skills - Based on the finding that teachers' lowest-rated skills were help-seeking and goal-setting and that their critical-level reflection was rare, the article recommends that professional development progr
• Professional development treating teacher voice as a pedagogical resource in team teaching - The article recommends that professional development for team teaching treat teacher voice as a pedagogical resource for coordinating classroom activity rather than merely a channel for transmitting c
• Professional learning approach built on four teacher-learning themes: experience, reflection, dialogue, and context - The M-PLANS professional learning approach incorporates four themes from contemporary perspectives on teacher learning: first-hand experience as foundational; thoughtful reflection involving planning,
• Professional Learning Communities - Structured, sustained teacher collaboration focused on student learning, in which teams examine evidence, refine instruction, and hold themselves collectively accountable for results.
• Professional learning strategies for shifting educator mindsets toward student experience data use - Participants described a set of professional learning strategies for moving educators from viewing data use as compliance and accountability toward continuous improvement: professional learning that l
• Profile-driven adaptive strategy rules composed dynamically and injected into the system prompt each turn - The adaptive strategy engine generates a natural-language instruction block appended to the system prompt, telling the LLM how to adjust pedagogical behavior based on the current profile.
• Program-leader recommendations for strengthening teacher apprenticeship experiences - Based directly on apprentices' perspectives, the report recommends that program leaders invest in recruitment through advising, outreach events, and peer ambassadors; offer flexible timelines and robu
• Programming clubs should target upsolving discipline and peer network density through structured post-contest review and mentor-buddy systems - The article recommends that university programming clubs focus retention efforts on two behavioral dimensions: upsolving discipline and peer network density.
• Progress Monitoring - Progress monitoring is the repeated, systematic measurement of learner performance on target skills over time, used to judge responsiveness to instruction and to adjust teaching accordingly.
• Progressively disclose analytical depth: start beginners with streamlined visual interfaces, then introduce richer analytical tools as expertise grows - The article recommends that educational simulations match support to learner expertise.
• Progressively phase in concentration grants for newly eligible districts to mitigate the funding cliff - The report recommends lowering concentration-grant eligibility (for example, to districts enrolling more than 45% high-need students) while progressively increasing grants so funding "gradually ratche
• Project Management Tools for Group Work - Using shared digital project management tools to structure, monitor, and communicate about collaborative student work.
• Project Options and Self-Grading - Offer multiple project options and co-construct grading criteria with students, who then assess their own work against those criteria and reflect on the grade they assign themselves.
• Project-Based Learning (PBL) - Learners gain knowledge and skills by working over an extended period to investigate and respond to an authentic, complex question, problem, or challenge, producing a tangible artifact or outcome.
• Project-Based Learning (PBL) in Math - Learners develop mathematical knowledge and skills by working over an extended period on an authentic, complex problem that culminates in a public product.
• Project-Based Transformation of Society - Students work in small groups to identify crucial societal problems and propose, justify, and enforce laws addressing them, experiencing the difficulty of democratic compromise firsthand.
• Promote a consistent bedtime routine as a feasible, cost-effective method to support early childhood development, particularly for at-risk children - The article recommends promoting a bedtime routine as a public health and clinical strategy: "promoting a bedtime routine may be a feasible and cost-effective method to promote positive early childhoo
• Promote a deep approach to learning to help offset burnout effects on achievement - The article reports evidence that a surface approach to learning (shallow information processing and extrinsic motivation) is associated with higher burnout, while a deep approach (deep information pr