Strategies: R

A 1 · A 2 · B · C 1 · C 2 · D 1 · D 2 · E 1 · E 2 · F · G · H · I 1 · I 2 · J · K · L · M · N · O · P 1 · P 2 · Q · R · S 1 · S 2 · T 1 · T 2 · U 1 · U 2 · V · W · Y · Z · 0-9

• Racial Equity in PBL - Build Community Through Peer Feedback - Frequent, structured peer feedback and revision cycles during projects build the relationships, belonging, and collective norms that make rigorous project-based learning equitable.
• Racial Equity in PBL - Create Beautiful Spaces - Intentionally designing and displaying project-based learning environments — especially public displays of student work — so that students from underserved communities experience their classroom as a
• Racial Equity in PBL - Create Space for Students to Reflect - Structured pauses for reflection within project-based learning give students of color time to process experiences, surface identity-related insights, and counter the urgency-driven pace of traditional
• Racial Equity in PBL - Expect Excellence - A belief in excellence, demonstrated by setting high expectations, is the fuel that runs a successful PBL culture.
• Racial Equity in PBL - Focus Projects on Issues of Justice - Authentic projects that address issues of justice lead to higher student engagement because students are doing work that matters, work that impacts their community, their lives, the lives of those the
• Racial Equity in PBL - Listen to the Voices of Students - Give students authorship in sharing and telling their own stories, which a good project allows them to do.
• Racial Equity in PBL - Spark Engagement with Student-Generated Questions - Projects driven by student-generated questions increase engagement and investment, particularly for students of color who may experience teacher-directed instruction as disempowering.
• Racial Equity In Pbl Build Community Through Shared Ownership - A project-based learning design approach that advances racial equity by distributing intellectual authority across the classroom, so students of color co-own project goals, roles, and outcomes rather
• Racial Identity Work - Racial identity work involves examining one's own racial identity, confronting personal biases, and understanding how privilege and misinformation can affect work as an educator.
• Raise serotonin through morning sunlight, timed tryptophan intake and exercise, and gratitude practices to support tolerance for failure - This strategy package targets serotonin, which the review links to persisting in challenging situations and lower defensiveness because it inhibits amygdala activity.
• Raise student and colleague awareness of AI-related privacy risks through research-ethics curricula - The article proposes informing students and colleagues about the novel risks of online data collection so best practices and alternatives are established quickly.
• Raise student awareness of requirement flexibility and support options for meeting CCR graduation requirements - The report recommends that state policymakers and education leaders ensure that all students — particularly those in groups with the largest gaps — are aware of the new graduation requirements and rec
• Raise teacher awareness of new features through professional development and outreach - The report's third key takeaway is that raising teacher awareness of additional features is critical so that the supports are actually used in the classroom.
• Rally for coherence-making and infrastructure remaking activities between innovation and practice - This fourth IMPROV action area increases the fit between an intended innovation and organizational practice.
• Random Calling - Randomly selecting learners to respond to questions, rather than relying on volunteers, to increase participation, accountability, and thinking time across the whole class.
• Random Calling Name Cards - Randomly drawing student name cards to select who answers questions, distributing participation equitably and keeping all students accountable for engagement.
• Randomly assign students to treatment and control sections when course-level interventions can enroll large numbers - The article recommends that claims about course innovations be tested with randomized experiments rather than observational comparisons.
• Rank-and-invent-principles activity over contrasting discussion transcripts - A concrete implementable activity: pairs of learners receive short contrasting transcript cases printed on half sheets, rank the dialogs best to least good, and record "two to three principles that gu
• Rapid Sequencing of Examples - Present instances of a concept in rapid sequence or allow all instances to be viewed simultaneously so they are co-active in working memory, supporting generalization.
• Rate (and Change) Tasks - Ask learners to rate the level of challenge in an activity on a scale of 1 to 10, then adjust the task based on the rating.
• Rate only poor tests in rule-based aiding: full quality ratings were counterproductive - The rule-based model enabled a form of computer-aided training in which subjects received immediate feedback after each test about the quality of the rules the model inferred they were using.
• RCR educators should select or develop measures aligned with core RCR competencies and targeted learning outcomes, using the review's overview - The review offers its comprehensive overview of 15 validated measures as guidance for educators and researchers choosing evaluation instruments.
• Re-focus peer feedback and exemplar analysis as core curriculum activities with coaching and dialogue - The article recommends making peer feedback and exemplar analysis core curriculum elements, re-focused explicitly towards developing feedback literacy.
• Reach out to other disciplines, particularly Human Performance Technology and Human Resource Development, as involvement with educational change grows - The digest recommends that practitioners include other knowledge bases, particularly the business-inspired domains of Human Performance Technology (HPT) and Human Resource Development (HRD), as their
• Reaction Observations - Learners observe, describe, and explain the properties of liquids and their mixtures through simple, structured experiments.
• Reactive Cultural Response - The teacher's ability to adjust classroom structure, activities, and norms within the school year in response to the emerging personality and needs of a specific group of students.
• Read Aloud Routines - Structured, repeated teacher or caregiver reading of texts aloud to learners, with deliberate pauses, questioning, and discussion to build language, comprehension, and motivation.
• Read Aloud with Highlighting - Read aloud features, often combined with word and sentence highlighting, provide auditory support while reading digital text.
• Read Alouds With Accountable Talk - The teacher reads a text aloud while pausing to lead structured, evidence-based discussion in which students must explain, justify, and build on one another's thinking.
• Read and Reflect - Students read independently, then consolidate understanding through structured reflection, discussion, or summarization activities.
• Read-Alouds - An educator reads a text aloud to learners, pausing to model effective reading and thinking strategies such as questioning, inferencing, and using context cues.
• Read-Alouds with Deliberate Topics - Teachers strategically select and read aloud stories that incorporate social-emotional learning (SEL) themes to foster self-reflection, promote social awareness, and strengthen relationship skills amo
• Read-Alouds with Discussion - Teachers read aloud stories depicting social and emotional challenges and facilitate structured discussion that prompts perspective-taking and self-reflection.
• Reader's Theater - Reader's Theater combines reading practice and performance by having learners read scripts adapted from books or stories aloud, without costumes, props, or memorization.
• Readers Theatre - Learners rehearse and perform a script (often adapted from prose) through expressive oral reading — no memorization, props, or staging — to build reading fluency and comprehension.
• Reading and Understanding Written Math Problems - Explicit instruction in reading, representing, and translating math word problems so learners can extract quantities and relationships from text before computing.
• Reading and Writing for Real-World Math Applications - Learners select and summarize published articles that highlight the ways math is present in different facets of the real world.
• Reading Conferences - One-on-one instructor–learner interactions during independent reading that provide targeted feedback, strategy coaching, and gap diagnosis.
• Reading Documentation and Reflection - Have students record details about their reading such as book titles, number of pages read, and new vocabulary.
• Reading Fluency Practice - Structured repeated and timed practice reading connected text aloud to build accuracy, rate, and prosody, freeing cognitive resources for comprehension.
• Reading in Math Class - Have students read articles from sources such as Math Horizons or Martin Gardner's Scientific American columns.
• Reading Laterally - Reading Laterally is the practice of verifying information by consulting multiple external sources to evaluate the credibility of a source before engaging deeply with it.
• Reading Online Strategy — Evaluating Online Information - Teaching learners to actively evaluate the credibility, source, and evidence of online texts rather than reading them uncritically.
• Reading Workshop - A structured literacy block in which students read self-selected books at their own level while the teacher delivers brief explicit mini-lessons and confers individually.
• Reading Writing Connection - Integrating reading and writing instruction so each activity reinforces the other, exploiting their shared knowledge and processes.
• Reaffirm learning-by-making through STEAM tinkering and critical AI literacy to cultivate epistemic resilience - The article recommends pedagogical strategies against outsourced thinking: "We believe it is essential to reaffirm experience and learning-by-making through STEAM (science, technology, engineering, ar
• Real World Math Applications - Connecting math concepts to authentic real-world contexts and applications to enhance understanding, relevance, engagement, and transfer.
• Real-World Reframes - When a student expresses frustration or negativity (e.g., 'I can't do this stuff!'), reflect their feelings and then prompt them to take action.
• Realign: deploy Socratic withholding protocols that delay direct answers for conceptual or diagnostic queries - The second framework component has institutions deploy wrapper applications governed by system prompts that implement a withholding protocol.
• Reallocate existing district roles and budget lines—substitute teaching, paraeducator positions, and extended-day staffing—to fund and pay residents - The report's most common sustainability strategy is redirecting dollars and roles districts already pay for.
• Reallocate graders to gradees based on model confidence so low-confidence submissions receive more or better graders - Because the probabilistic model produces a belief distribution over each submission's grade, it can quantify how confident it is in each prediction.
• Reallocate resources from test preparation and interim assessments to performance task development and scoring as professional learning - The report recommends that leaders consider the potential for meaningful and sustained professional learning when making resource allocation and budgeting decisions.
• Reasonable Feedback - Reasonable feedback limits the volume and focus of feedback so students can act on it, rather than being overwhelmed by exhaustive commentary.
• Reasoning-Focused Instruction - De-emphasizing correct answers and focusing on the reasoning process builds student confidence and provides insight into problem-solving strategies.
• Recalibrate detection as a supplementary layer within multi-layer integrity governance rather than its foundation - The paper recommends that institutions shift integrity governance from detection-based compliance models to structurally embedded assessment design, with detection serving as "a supplementary rather t
• Recess - Offer daily recess to allow students to be active, which can improve memory, conflict resolution skills, and creativity.
• Reciprocal Peer Feedback - Learners exchange structured feedback on each other's work, acting alternately as reviewer and reviewee.
• Reciprocal peer teaching with parent-facing explanation to sustain collaborative learning in exam-oriented contexts - When parents of top performers objected that peer assistance wasted their children's time, the teacher presented research that "reciprocal teaching benefits both tutors and tutees equally", provided s
• Reciprocal Peer Tutoring - Students of similar ability are paired and alternate between tutor and tutee roles, taking turns teaching, questioning, and giving each other feedback.
• Reciprocal Questioning - Learners generate and pose their own questions about content to peers or the group, reversing the usual direction of questioning to deepen comprehension and self-monitoring.
• Reciprocal Teaching - Learners take turns leading small-group discussions of a text using four strategies — predicting, questioning, clarifying, and summarizing — with the teacher modeling and gradually handing over the "t
• Reclassify English learners using criteria grounded in the federal EL definition, without requiring minimum content-assessment performance for exit - The paper recommends conceptualizing reclassification criteria using the federal definition of an EL, addressing the linguistic contribution to academic performance and societal participation "while n
• Recognize pluralistic educational purposes in DLE and cultivate balance among them for holistic education - The review's concluding recommendation is that data literacy education should recognize its pluralistic approaches and cultivate balance among qualification, socialization, and subjectification purpos
• Recognize student parents as a distinct population rather than subsuming them within mature or non-traditional learners - The article argues that student parents should be identified as a unique population in post-secondary institutions and research.
• Recognizing the Value of Learning from Mistakes - This strategy reframes errors as learning opportunities, using error analysis, revision, and constructive feedback to reduce fear of failure and improve learning.
• Recommendations for adopting and sustaining high-quality coaching - Based on survey findings, the report recommends that principals and district administrators monitor coach workload and protect coach time; that coaches spend at least 30 minutes with teachers at biwee
• Recommendations for advancing child engagement research in ECEC: clarify the construct, validate measures, and develop child self-reports - The review's forward-looking recommendations for research on child engagement in ECEC are threefold: clarify the concept of child engagement in terms of its generalizability, specificity, and temporal
• Recommendations for culturally responsive school belonging research: broader cross-cultural sampling, stronger methodologies, multilevel theorizing, and qualitative/mixed methods - The commentary closes with an agenda for moving culture to the center of school belonging research, "including broader cross-cultural sampling, stronger methodologies, explicit multilevel theorizing,
• Recommendations for future CA development: educator design templates, multilingual support, and theory-informed pedagogical integration - The review proposes actionable strategies for future CA development in programming education.
• Recommendations for state education agencies and districts implementing formative assessment at scale - The brief closes with recommendations for SEAs — build on existing relationships with LEAs to identify systems ready for change; identify and extend partnerships yielding thought partners and content
• Recommendations for sustainable and affordable residency programs: align with LEA strategy, engage system leaders, dedicate sustainability roles, and run affordability analyses - In response to evaluation findings, WestEd's team generated recommendations for state leadership and for residency programs.
• Recommendations for teachers to foster mathematical communication in mathematics lessons - The article's closing recommendations for teachers who need materials to teach mathematical communication skills.
• Recommendations for university leaders, professors, staff, and students to foster civic learning across the three levels - The article directs recommendations at four stakeholder groups.
• Recommended procedure for applying L* to sequences of affective states - The article outlines a step-by-step procedure (Algorithm 1) for computing L* on full affect sequences with transitions to A excluded.
• Reconcile long-term policy goals with short-term accountability metrics by reviewing seasonal effects - Policy makers and accountability designers can audit their school effectiveness metrics for seasonal bias before using them for identification decisions.
• Reconsider CSCL research designs and methodologies for mass collaboration and learning analytics - The editorial directs the CSCL community to respond to emerging social configurations.
• Reconsider pedagogical warnings that dismiss visual arguments in undergraduate mathematics - The article suggests that lecturers' warnings that pictures are not rigorous may install a sociomathematical norm that leaves students dismissing visual arguments regardless of source, a norm that dif
• Reconstruct Kohlberg-style moral education to integrate reason and feeling, self and relationship, and concept and context, using real problem situations instead of hypothetical dilemmas - The article's reconstruction of Kohlberg's moral education specifies four integrations drawn from Dewey: moral judgment "involves reason and feeling, self and relationship, concept and context." Justi
• Record sessions with consent, data-protection communication, disclosure norms, and detailed notetaking - The recording tips sheet advises that recording 'can capture participants' exact words and preserve important details, supporting accurate analysis.' If recording, facilitators should gather consent a
• Recording Devices - Allowing students to record lessons so they can play them back and go over anything that might be confusing.
• Recruit and prepare teachers of color through scholarships, Grow Your Own grants, bias-free licensure, partnerships, and leadership pipelines - The brief's Goals 3 and 4 lay out recruitment and preparation strategies: invest in scholarship and loan forgiveness programs attracting students of color; adopt program approval standards that compel
• Recruit and train local tribal members for planning staffs, supplementing on-the-job experience with training materials and workshops - For building local planning capability, the report recommends that "Emphasis should be placed on the recruitment and training of local tribal members for EDA-funded planning staffs." Non-tribal planne
• Recruit classified school employees into teacher credentialing with braided funds plus individualized financial and non-financial supports - The Classified School Employee Teacher Credentialing Program addresses teacher shortages by supporting credentialing of classified staff.
• Recruit early in the spring, communicate clearly with parents, keep enrollment open, and require commitment to clear program expectations - Because most districts waited until school was nearly over to promote the programs, there was not enough time to interest students and families.
• Recruit practitioners for research engagement by leaning into existing networks, using open calls and targeted invitations - The report found that both open recruitment (via Digital Promise's League of Innovative Schools, Title I districts, and Minority Serving Institutions) and invitation-based recruitment for the advisory
• Recruit residency candidates locally from the communities they will teach in, with LEA partners participating in admissions - Both studied residencies recruited candidates who lived in or had roots around partner districts, on the assumption that local ties increase retention, and involved LEA partners directly in interviews
• Recruit volunteer implementers first to generate small wins, models, and critical mass for change - To expand a solution beyond initial adopters, the article describes recruiting and implementing with volunteers first so they generate tangible benefits, provide models, and build critical mass and so
• Redefine the chronic-absenteeism threshold, monitor attendance bins, and provide targeted academic catch-up supports to prior-year absentees - The article recommends that school systems act on the persistence of absence effects across years: "School systems should consider redefining the threshold to deem absenteeism as 'chronic' in policy a
• Redesign AI-era physics courses around an unaided written examination with mock exams, prepared tutorial discussion, and research-shaped tasks as bonus work with scaffolding - The article's forward-looking plan for the next KT1 course: a written examination determines the final grade while homework counts only toward bonus points; multiple mock examinations let students pra
• Redesign assessment reflectively for possible AI use, using supervised tasks for lower-order skills and intentional AI use with reflection for higher-order work - The chapter recommends adapting or redesigning assessment to account for intentional or incidental AI use, explicitly not relying on GenAI detection software, which has "proven to be inaccurate and un
• Redesign assessment so fluency is not enough: process logs, staged drafts, in-class composition, and oral defences - The article's first recommendation is to reclaim epistemic labour through assessment redesign.
• Redesign assessment toward progressive, authentic, and reflective methods rather than intensive paperwork - To preserve academic integrity and assessment fairness in the age of GenAI, the article recommends moving away from traditional paper-based coursework.
• Redesign assessment toward supervised, oral, process-based and authentic formats to verify students' own reasoning under GenAI - Participants described moving away from unsupervised written essays toward more face-to-face, oral and closely supervised assessment in response to GenAI.
• Redesign assessments and curricula so AI availability supports rather than impedes expertise growth - For educational institutions, the paper recommends resolving the tension between short-term assignment completion and long-term capability building through objective redesign.
• Redesign assessments to require critical thinking, originality, interactive activities, and real-time or proctored formats - The article recommends that university staff design assessments that are harder to complete with ChatGPT: tasks demanding critical thinking, problem-solving and communication, open-ended work encourag
• Redesign course projects around collaboration, open-ended problems, shared knowledge objects, technology mediation, and as-needed mentoring - The article reports five design principles used to redesign the course: collaborative projects involving social interaction replaced individual assignments; open-ended and complex problems requiring i
• Redesign digital SRL skill training into video-based multimedia splitting content across audio and visual channels to raise completion rates and learning efficiency - The authors resolved to simplify their three-module training after low completion rates limited benefits.
• Redesign structurally: grade the reasoning behind AI-assisted work and teach AI-use rules and AI literacy explicitly - The article's design implication is structural rather than tool-based: because generative AI develops quickly and educational tools cannot keep pace with commercial systems, courses should make how a
• Redesign workshop structure, content, timing, and location in response to non-participant barriers - When CPRE found that roughly 40% of teachers had not participated after three years, the Partnership changed the structure and marketing of its summer workshops.
• Redirecting Language - Redirecting language is a classroom management tool that uses clear, non-negotiable instructions to redirect student behavior.
• Reduce algorithm aversion by educating about the value of consistent weighting or convincing users that models can learn - Based on exploratory attribute comparisons in Studies 2–4, the authors recommend that practitioners "attempt to reduce algorithm aversion by either educating people of the importance of providing cons
• Reduce anxiety and build self-confidence in older language learners - The digest recommends that teachers of older adults reduce anxiety and build self-confidence, since many older learners fear failure more than younger counterparts, often because they accept the stere
• Reduce anxiety first when multiple achievement emotions co-occur - The article recommends that when multiple emotions are considered simultaneously in achievement settings, "it may be more important to focus on reducing anxiety in the first instance than to attempt t
• Reduce barriers for diverse early childhood credential candidates through cost subsidies, flexible course logistics, cohort community, outreach, and specialized advising - Across the studied programs and pathways, the report identifies common strategies to attract people to early childhood education and reduce credential barriers for diverse candidates: subsidizing cost
• Reduce cheating holistically by enhancing perceived assessment purpose, fostering self-efficacy, and increasing perceived costs of cheating - The article recommends that "efforts to reduce cheating should focus on enhancing the perceived purpose of assessments, fostering self-efficacy in a broad sense, and increasing the perceived costs of
• Reduce classroom conditions that arouse math anxiety, since anxiety compromises the working memory students need to learn math - Because "working memory resources are compromised whenever the anxiety is aroused", and because working-memory-dependent processing is pervasive throughout arithmetic and math, the article predicts th
• Reduce extraneous task-irrelevant information in early-childhood teaching materials when teaching rule-based concepts - Because young children process both task-relevant and task-irrelevant information, extraneous perceptual information in materials and classrooms may impede learning of rule-based target concepts such
• Reduce institutional barriers through cross-department coordination, low-barrier review models, and faculty-based outreach - Practitioners recommended cross-department coordination and administrative streamlining, citing "low-barrier review models, clearer internal protocols, and shared ownership across financial aid, basic
• Reduce learner anxiety in oral L2 practice through CLL-style counseling and non-punitive error treatment - The article reports that Community Language Learning uses counseling techniques in which the teacher acts as counselor and learners as clients, minimizing language learning complexes.
• Reduce math anxiety by addressing the anxiety rather than training math alone - The article recommends that techniques for reducing the link between math anxiety and poor performance often "involve addressing the anxiety rather than training math itself" (Maloney & Beilock, cited
• Reduce math anxiety in children with DD by improving math achievement early through targeted interventions - The authors recommend that as educators appreciate the role of math anxiety, interventions reducing it should become part of the math educational system, and suggest "one of the most effective ways to
• Reduce mid-range degradation by including more mid-quality examples in few-shot prompts and developing locally validated task-specific prompts - The article's future-work agenda proposes testing "whether including more mid-quality examples in few-shot prompts can reduce the observed degradation in scoring", developing task-specific prompts as
• Reduce stakes, align question difficulty with exams, and add game-like feedback when implementing TBL to lower student stress - When extending TBL to a new program, the authors made three changes: reduced the TBL grade contribution from 29% to 2%, cognitively aligned TBL questions with unit exams, and used scratch-off IF-AT ca
• Reduce workloads and chunk instruction into smaller pieces to support diminished capacity and executive functioning - Under Reason, the brief advises educators to "Reduce workloads for yourself and your students," noting that with stress and change, "students' physical and mental capacities to handle an academic work
• Reducing Distractions - Minimizing extraneous stimuli, interruptions, and competing demands on attention so learners can allocate working memory to the material to be learned.
• Reducing Test Anxiety - A set of instructional, assessment-design, and self-regulation practices that lower learners' evaluative anxiety so it does not impair performance or learning.
• Reducing Visual Clutter - Minimizing unnecessary or distracting visual stimuli in the learning environment so that attention is directed to instructional content rather than incidental decoration.
• Redundancy Avoidance - Removing simultaneous duplicate presentations of the same information (e.g., narrating on-screen text verbatim) to avoid overloading working memory.
• Refine a solution based on lessons learned during implementation - Phase 2 of the M&E Checklist guides users through refining a solution using lessons learned while implementing it.
• Refine the taxonomy draft through versioned community governance, Delphi processes, and consecutive workshops - The article proposes sustaining the taxonomy through a controlled revision process modeled on decentralized software development.
• Refine: use inherent LLM limitations as organic adversarial examples for critique exercises - The fourth framework component leverages the inherent limitations of current LLMs — cultural biases, hallucinations in complex medical cases, and confident but incorrect citations — as organic adversa
• Reflect on Learning - Structured reflection on what was learned and how — individually or collaboratively — consolidates content into long-term memory and builds metacognitive awareness of one's own learning processes.
• Reflecting on Student Strengths and Challenges - Educators identify specific student strengths and challenges related to learning, social-emotional learning, or other domains, and use aligned strategies to leverage strengths to support learning and
• Reflection - A deliberate, structured pause in which learners examine their own thinking, performance, or experience to consolidate learning and inform future action.
• Reflection After Writing - Reflection involves pausing after completing a writing assignment to consider how the assignment went.
• Reflection Exercises - Reflection exercises are structured activities that prompt learners to examine their own experiences, feelings, and behaviors in order to build self-awareness, self-regulation, and deeper learning fro
• Reflection on Lessons - Teachers systematically reflect on each lesson before and after teaching, recording what worked and what needs revision to improve future instruction.
• Reflection on Student Learning - The teacher systematically assesses and reflects on each student's comprehension and engagement using critical thinking questions, observation, and productive struggle to inform subsequent instruction
• Reflection Prompts - Reflection prompts are specific questions or statements used to guide learners in thinking deeply about their learning process, content understanding, and personal growth.
• Reflection with Others - Teachers improve their practice by collaboratively reflecting with peers — through non-evaluative observation, structured feedback conversations, and discussion of shared instructional problems.
• Reflective Assessment - Assessment designed so that grades and feedback reflect learning growth over time and prompt learner self-evaluation, rather than serving as terminal judgments of performance.
• Reflective Journals - Learners regularly write structured entries connecting their experiences, actions, and learning to goals, theory, and future plans.
• Reflective Practice - A structured process in which learners deliberately examine their own experiences, actions, and reasoning to extract lessons and improve future performance.
• Reflective Prompts - Structured questions that prompt learners to examine their learning experiences, processes, and outcomes, converting experience into articulated understanding.
• Reflective Writing - Structured writing tasks that prompt learners to examine their own thinking, learning processes, and experiences in order to consolidate understanding and improve self-regulation.
• Reflex Math App - An adaptive, game-based app (ExploreLearning) that builds math fact fluency through individualized practice, timed retrieval, and progress monitoring for students in grades 2–8.
• Reflexive Noticing Facilitation - A facilitation approach for teacher professional-development dialogue that slows the group down to sustain a difficulty as an open puzzle, treats surfaced dilemmas as the starting point for change rat
• Reform academic governance through interventions on governance architectures, people, and technologies/resources - The article prescribes a three-part reform agenda for academic governance in the GenAI era: "Interventions are required with governance architectures (policies, committees, etc.), people (students and
• Reframe Anxiety as Excitement - A brief reappraisal technique that prompts learners to relabel anxious arousal as excitement before a high-stakes task, converting a threat mindset into an opportunity mindset.
• Reframe challenging behavior as communication of an underlying need and respond rather than react - Under Relate, the brief urges teachers to "Reframe students' challenging behaviors," explaining that "Behavior is communication — it is telling a story or revealing an underlying need." Fight, flight,
• Reframe failure as part of success, break long-term goals into short-term controllable action goals, and use randomized intermittent external rewards - This strategy package leverages the dopamine system to sustain motivation through failure-heavy learning.
• Reframe Negative Self-Talk - Practice reframing negative thoughts, statements, or situations into more positive alternatives.
• Refuse debate with pseudoscience until the challenge is met, using the challenge's existence as the argument - A communication strategy for educators and scientists facing pseudoscientific claims: point to the bare existence of an unmet challenge with large rewards rather than engaging in rhetorical debate.
• Refutation Texts - Texts that explicitly state a common misconception, refute it, and present the scientifically accepted alternative.
• Regular Physical Education (PE) Classes - Schedule consistent, quality physical education classes across the school week to support physical health, attention, and academic learning.
• Regular Text Referencing - Regularly referring back to mentor texts in teacher conferences, whole-class lessons, or discussions reinforces learning and helps students internalize new techniques.
• Regularly audit ML models for fairness and proactively apply bias mitigation during model training - This strategy directs practitioners of predictive analytics in education to treat fairness as an ongoing operational concern rather than a one-time check.
• Regularly evaluate parent councils through surveys and feedback, supported by a family engagement coordinator - The brief closes its recommendations with continuous improvement: "Organizations and schools should assess parent council effectiveness through surveys and feedback sessions identifying areas for impr
• Regularly examine the validity of classification instruments and procedures, monitoring accuracy for student groups prone to classification errors - The report directs states and districts to regularly examine the frequency, types, and causes of misclassification errors, with special attention to migrant students, students with interrupted formal
• Regulate conflict through group characteristics, communication processes, and task complexity that maintain exchange - The report derives conflict control principles from three levers: group characteristics, communication processes, and task demands.
• Regulate fading rate per learner, distinguishing perceived fading rate (teacher-set) from actual fading rate (child-set) - The paper recommends that learning support be regulated by the teacher from a centralized point using the scaffolding regulator, gradually fading support as learners complete tasks.
• Regulate regulative tool use: guide students to the supports that match their task activity - Based on the finding that different supports served different outcomes, the article draws implications for practice: teachers using technology-enhanced inquiry environments "should assist students in
• Reimagine campus physical spaces as part of institutional diversity, equity, and inclusion commitments - The article recommends that universities committed to diversity, equity, and inclusion and to being an engine of economic mobility 'must change, in part, by reimagining physical spaces.' Because campu
• Reinforce growth mindsets through explicit messages plus implicit classroom practices - Teachers encouraged growth mindsets both explicitly and implicitly.
• Reinforce interpretive grounding by having learners engage primary materials before using AI tools - A pedagogical implication the article draws for SSH education in AI-mediated contexts: ensure that learners engage directly with primary materials before using AI tools, in line with hermeneutic princ
• Reinforce Positive Behaviors - Recognizing and positively reinforcing desired actions when they are observed, using contingent praise and rewards to strengthen those behaviors.
• Reinvigorate bottom-half AI×Ed research: AI literacy for reflection on learning, machine teaching, and agent-based models of learning - The authors articulate future directions to revive research in the bottom half of AI×Ed, where AI serves as an analogy to human intelligence.
• Relate Math to Learner Strengths - Help learners understand how math gets used in the world in ways that relate to their personal strengths.
• Relationship Building - Deliberate cultivation of trust, rapport, and mutual knowledge between instructor and learners (and among learners) to create the relational conditions for engagement, risk-taking, and persistence.
• Relationship Skills Identification and Support - Educators identify students' strengths and challenges in relationship skills and implement targeted, strengths-based supports to build communication, cooperation, and conflict management.
• Relax the time base of instruction: let students progress at their own pace toward mastery benchmarks - The brief proposes letting students progress at their own pace toward established benchmarks, so high achievers finish sooner and free resources that can be reallocated to raising the pace of below-av
• Relevant Vocabulary Instruction - Instructors should present vocabulary that is useful and/or necessary for learners, based on their learning goals.
• Rely on existing experts and invest in building expertise from within the communities served, including Grow Your Own faculty recruitment - A funder strategy of drawing on individuals with diverse racial and ethnic backgrounds, those already working with the target student populations, and intermediary organizations that understand studen
• Remote Support with Augmented Reality (AR) - AR apps allow technicians and users to communicate with experts in real time, with annotations overlaid on the user's field of view.
• Remove barriers to retired-teacher re-entry—earnings cap exemptions and Deferred Retirement Option Programs—to fill immediate vacancies in shortage fields - The report recommends eliminating barriers to re-entry for retired teachers as an immediate, lower-cost solution.
• Remove language and participation barriers by communicating with families in multiple languages through varied channels with interpreters available - The guide directs states, districts, and schools to allocate resources to "dismantle barriers to information, participation, and communication for linguistically diverse families." It names barriers i
• Remove participation barriers and use broad outreach to ensure fair representation on parent councils - The brief holds that all families in a community should have a fair opportunity to participate in a parent council, since broad representation brings different perspectives.
• Remove practical barriers to family participation through flexible scheduling, translation, childcare, and material supports - The article describes a set of concrete barrier-removal practices: flexible event scheduling with "translation services and childcare provided to make involvement more accessible for all families," vi
• Remove Visual Distractions - Strip unnecessary visual stimuli from the learning environment so attentional and working-memory resources are spent on the task rather than on irrelevant displays.
• Renew analytic attention to the teacher's work in studies of collaborative learning - The paper recommends that CSCL research renew its interest in teachers, since detailed accounts of collaborative learning focus almost entirely on pupil interaction and leave the teacher absent.
• Renew writing assessment and integrity practice through AI-literacy instruction, process-focused assessment design, and contextual detector training - Rather than relying on detectors as gatekeeping mechanisms, the article recommends that institutions focus on integrating explicit instruction on responsible AI use, redesigning assessments to focus o
• Reordering math and verbal test administration as a classroom-level strategy to reduce stereotype threat in girls’ math testing. - The article presents the order in which math and verbal tests are administered as a practical, ecological lever against stereotype threat.
• Reorganize workshop modules in response to students' dynamic requirements as the semester unfolds - The article recommends dynamically adjusting GenAI workshop modules during a design studio semester.
• Reorient AI assessment toward formative, holistic portraits of learner competencies rather than automated grading - In the assessment scenario, experts rejected AI as merely faster grading: "they did not see AI as merely making conventional assessment more accurate or efficient, but as supporting broader goals for
• Reorient research priorities, workflows, data infrastructures, and validation practices around theory-constrained learner-development simulations - The article's agenda is an implementable program for the research community: reorient priorities, workflows, data infrastructures, and validation practices around simulations of learner development th
• Repairing Harm - A restorative practice in which a student who has caused harm identifies the damage and stakeholders, then designs and carries out a plan to repair it, replacing exclusionary punishment with accountab
• Repeat Key Points - Repeat the key points for students several times and in several different ways.
• Repeat Key Points (Processing Speed) - Repeating key points several times and in several different ways to support learners with slower processing speed.
• Repeated Reading - Learners reread the same passage multiple times until reaching a fluency criterion such as a target words-correct-per-minute rate.
• Repeating Key Points in Different Ways - Repeating key points several times and in several different forms — rephrasing, examples, visuals, and varied modalities — reinforces understanding and gives learners additional processing time.
• Repertoire of Strategies - Procedural fluency requires having a repertoire of strategies from which learners can flexibly choose.
• Repetition - Repeat key points multiple times in simple language so all learners get multiple exposures to core content.
• Replace controlling language with relevance demonstrations and opportunities for pupil opinion - A concrete classroom alternative to psychological control drawn from the article's applied discussion: rather than compelling pupils, teachers should show why activities matter and invite pupil voice.
• Replace detector-centred assessment with a four-stage process-oriented model: declared starting point, versioned drafting, process artefacts, and targeted oral verification - The paper proposes a concrete process-oriented assessment model in which "Students submit a short proposal and annotated source list" and the assessment brief states explicitly which AI functions are
• Replace exclusionary discipline for low-level offenses with social-emotional skill teaching, educator supports, implicit-bias training, and relationship-centered schools - The report recommends a package of evidence-based alternatives to zero-tolerance discipline: "Replacing zero-tolerance policies and the use of suspensions and expulsions for low-level offenses with st
• Replace exclusionary discipline with restorative practices and implement data-driven attendance monitoring - This strategy pairs two recommendations the authors draw from their findings: adopting alternatives to exclusionary discipline and monitoring attendance data.
• Replace labor-intensive in-person coaching with a virtual professional learning community to scale professional development - In prior ASSISTments implementations, teachers received in-person training plus three one-on-one coaching visits per year with between-session coach access.
• Replace monolithic comprehensive studies with smaller, agile research cycles that test one conjecture at a time - This strategy directs researchers to break a single large empirical study into a sequence of smaller, rapid cycles, each testing a smaller conjecture.
• Replace Negative Influences with Positive Ones - A self-management strategy in which learners identify sources of negativity in their social and informational environment and deliberately substitute them with supportive people, models, and content.
• Replace passive theoretical IT instruction with hands-on active technological creation and algorithmic troubleshooting - The article recommends that IT curricula move away from passive software navigation toward practical, creation-centered activity.
• Replace zero tolerance discipline policies with explicit social-emotional teaching and restorative discipline practices - The report recommends that states, districts, and schools replace zero tolerance policies with discipline policies focused on explicit teaching of social-emotional strategies and restorative disciplin
• Replacing think-write pedagogy with conversation-based writing activities - The paper's first recommendation is "to consider alternative strategies to the think-write pedagogy", in which writers work in isolation.
• Replicate cross-cultural psychosocial studies with additional samples and in-country comparison groups - The authors recommend that cross-cultural findings warrant replication with additional sample groups of first-generation Asian immigrants, and that administering "the same test on Koreans in Korea wou
• Report a zone of proximal development level with aligned instructional resources for foundational skills - For students not ready to read passages, the assessment's Phonological Awareness and Phonics & Word Recognition domains each offer within-domain adaptivity so reported data point toward a ZPD level wi
• Report achievement score trends by age group rather than by grade when promotion and retention policies change grade composition - This strategy shifts score reporting from grade levels to age cohorts, defining age groups by birthdays within six months on either side of April 15, the approximate citywide testing date.
• Report and control visual sophistication and targeted discrete emotions in emotional design research - The review recommends that researchers improve operationalisation and reporting of emotional design manipulations.
• Report class-balanced ordinal metrics alongside sensor-free baselines and label distributions in engagement-sensing studies - Because engagement labels skew toward engaged states, the article encourages engagement-sensing studies "to report both measures alongside label distributions, per-class results, and constant baseline
• Report diagnostic attribute profiles back to examinees to guide targeted practice - Use Rule Space diagnostic classifications to give examinees information beyond a global proficiency score.
• Report distributional quantities alongside average effects when evaluating AI learning resources - The article proposes that evaluations of AI learning resources report, alongside any average effect, three distributional quantities: "the change in the share of students below the grade boundaries th
• Report evaluation results with implementation and context details so schools can judge fit, and use measures educators value - For evaluation research, the guide advises that "When reporting evaluation research results, provide adequate details about implementation and context about where the study took place so other schools
• Report intercoder agreement at each level of a hierarchical codebook using set-valued measures such as Jaccard similarity - For multi-label coding with large hierarchical codebooks, the article recommends abandoning single chance-corrected coefficients, which penalize partial overlap as full disagreement, and instead repor
• Report mixed methods rigor by labeling the design, describing both strands and their integration, and citing mixed methods literature - Based on the review's identified weaknesses, authors of mixed methods articles should explicitly label their design type, describe the quantitative and qualitative strands and how they are integrated,
• Report stealth assessment results to educators via a color-coded dashboard at overall and facet level - The authors teamed with GlassLab to design a dashboard report that lets educators interpret stealth assessment results overall and per facet.
• Reposition educational developers as active pedagogical collaborators in constructive alignment rather than technology implementers - The article calls for a repositioning of educational developer roles away from narratives of technology implementers back towards active collaborators in constructive alignment processes.
• Represent CSCL scripts' design structure and envisioned effects so teachers can adapt them - Drawing on Sobreira and Tchounikine's work in the same issue, the article recommends supporting teachers' efforts to adapt CSCL scripts to their classrooms.
• Represent small and rural districts in statewide materials review through regional professional development program coordinators - To ensure rural districts are well represented on statewide review panels, NDE carved out "an explicit path for rural districts to communicate their needs and interests to their RPDPs, who represented
• Representation of Diverse Perspectives and Identities - Incorporating multiple and varying perspectives within learning content to honor and value diverse approaches to learning.
• Representation-specific validation of generated educational content across modalities - The paper recommends that hallucination and error risks be treated as non-uniform across representations: errors in text or visuals are easier to identify and correct, while errors in audio narration
• Require a brief certification questionnaire to filter vendor pitches - Because vendors bombard decision makers with pitches that consume enormous time and lead leaders to disregard many of them, the report recommends requiring vendors to respond to a brief questionnaire
• Require a rubric-aligned self-evaluation before students receive GenAI critique - A concrete sequencing strategy: students first evaluate their own draft against explicit criteria, then receive AI-generated critique.
• Require authors to solve their own created levels before publishing, as a quality filter and a learning act in itself. - In BOTS, a created level is not shared until its author demonstrates a working solution.
• Require colleges to report Pell graduation data annually through integrated federal data collections - The report recommends that the federal government integrate Pell status into regular IPEDS graduation-rate collections and require annual institutional reporting, acting when institutions do not perfo
• Require consistent advocacy in debate activities: bar or discourage conditional arguments - In debate activities, require students to commit to and defend a consistent set of claims through the round rather than allowing conditional or multiple hypothetical positions that can be dismissed at
• Require one common school-wide learning management system for any program using remote learning - In its instructional materials dimension, the blueprint issues a single, concrete operational directive: "Require all teachers to use one common, school-wide Learning Management System (LMS) for any p
• Require participants to complete an individual leadership project with a planning template and protected work time - The Academy requires participants to complete individual projects and gives them dedicated time for this work, such as designing a year-long professional development program for paraprofessionals or e
• Require process transparency artefacts: process logs, prompt records, reflective commentaries and oral defences - The paper recommends that students submit "process logs, AI prompt records, or other “behind the scenes” artefacts alongside the final output", so educators can see how students engaged with tools and
• Require regular online instructor participation in asynchronous discussions, which may mitigate the lack of face-to-face interaction - UC Irvine Extension online courses require instructors to participate actively in class asynchronous discussions every 48 to 72 hours, depending on course type.
• Require Retakes - Allowing or requiring retakes emphasizes a growth mindset and reinforces perseverance.
• Require rigorous evaluation studies of recovery schools before widespread implementation - The review's authors recommend caution in adopting recovery schools broadly and call for further research.
• Require school-level spending of equity-targeted funds and transparent expenditure reporting - A fiscal accountability strategy ensuring equity-targeted dollars reach intended students: the report calls on state leaders "to require that districts spend 75 percent of dollars received for low-inc
• Require students engaging GenAI for feedback to declare the feedback received and how they refined their work in response - The article's first recommendation from the case study: when students use GenAI for feedback, they should document the feedback and their response to it.
• Require students to arrive with their own reasoning, expose it to AI challenge, and account for what changed - A design recommendation from the article's discussion: merely asking students to use AI critically is insufficient instructional design.
• Require students to justify AI-assisted solutions and compare AI-generated with self-developed code - Because self-directed GenAI use alone did not produce measurable gains on AI-free assessments, the article recommends instructional activities that promote deeper engagement, such as "requiring studen
• Require students to justify how they used AI output: what they accepted, rejected, revised, or verified, and why - This implementable teacher move comes from the guide's critical-thinking section: "Require students to justify how they used output from AI: What did they accept, reject, revise, or verify, and why?"
• Require: process-based assessment through metacognitive rationales for accepting or revising AI suggestions - The third framework component shifts assessment from final products to process.
• Requirements session in which participants directly list and rate requirements for future technology - The final FTW session has the whole group produce a set of requirements for each model, described to participants as "the set of instructions they would give to an engineer who would be willing to imp
• Reread the same passage 3–4 times, each time with a different purpose - For fluency building, structure repeated reading so each reread has a distinct purpose rather than mere speed practice.
• Rereading - A literacy strategy in which a reader revisits a sentence, paragraph, or whole text to improve accuracy, fluency, vocabulary, and comprehension.
• Research agenda for advancing transformative communication environments: sociocultural theory, conversational analysis, and beyond-face-to-face affordances - The article closes by naming three high-priority areas for advancing its agenda.
• Research agenda for extending puppetry as an ecology teaching tool - In its recommendations, the article directs future work at two gaps: persistence and teacher preparation.
• Research agenda for generative AI in teaching and learning: identify needed skills, resources and capabilities - Across the expert contributions the article identifies questions for further research in three thematic areas, including teaching, learning, and scholarly research.
• Research agenda for HCI on LLM-based family education: broader representations, capability–activity alignment, changing labor, and negotiable rules - The review derives a grounded research agenda from limitations identified across the reviewed studies.
• Research agenda for intelligence measurement: intercorrelations, IQ permanence, distribution form, and effects of coaching - Thorndike closes by listing next steps in research: studies of the intercorrelations, total and partial, of the various forms of intellectual work of the world and of the abilities used in tests; the
• Research agenda: develop an existential hope scale, then test the framework with SEM and network analysis in longitudinal designs - The article recommends a two-step empirical agenda.
• Research agenda: investigate affective dynamics with within-person, longitudinal, and multi-channel methods - The article recommends three methodological advances: complement self-report with behavioral observation, implicit measures, physiological analysis, and neuroimaging; replace largely correlational cro
• Research agenda: study long-run effects, non-English-speaking countries, and maths-targeted interventions, and improve control-group reporting and sample sizes - The review's authors recommend several improvements to the evidence base: more research on long-run effects, since only seven studies tested effects beyond three months; more research from non-English
• Research agenda: use process-oriented assessments, study encoding-consolidation-retrieval effects, and examine longitudinal outcomes of educational generative AI - The article proposes a cognitive-psychology-informed research agenda for generative AI in education.
• Research and design priority: align school organisational structures with desired dimensions of teacher social capital - The review's forward-looking recommendation is that research should examine how the organisational structure of schools relates to the bonding, bridging and linking dimensions of teacher social capita
• Research and policy attention should now examine PreK program quality and equitable access across racial, ethnic, and linguistic groups, and how families choose among PreK options - The brief's concluding recommendation is that, now that enrollment expansion is underway, attention must turn to whether programs are high quality and whether access is equitable.
• Research and practice recommendations: activate knowledge during and after reading, study narrative texts and younger learners, and clarify definitions - Based on its findings, the review forwards recommendations for future inquiry, "including suggested definitions of prior knowledge and prior knowledge activation." It argues the Construction-Integrati
• Research and training programs should differentiate age periods, sporting disciplines, and compare physically active with cognitively active groups - The review's implications section recommends that future work conduct longitudinal studies across well-differentiated age groups (pre-school through late puberty), distinguish late childhood, pre-adol
• Research directions: scaffold reasoning without displacing epistemic agency and rethink curricula to preserve core human capabilities - If the observed reversal reflects genuine cognitive reappraisal, the article recommends research directions at the intersection of human-centered AI, education, and human–AI co-learning.
• Research Map - A research map is a visual representation of research topics and their interconnections, allowing users to explore academic literature in a structured and intuitive way.
• Research on composite instructional designs should connect studies via a common theoretical model and may exploit machine-learning-based process data - The editorial recommends that future research connect multiple studies through a common theoretical model, so that preparation-effect assumptions can be tested coherently and advance theory building.
• Research opportunities leveraging open materials: district adoption models and customizing materials for specific student populations - The paper illustrates two research opportunities that leverage OpenSciEd's unique affordances.
• Research recommendations: broaden program descriptions, account for prior experience and context, define outcomes, and use longitudinal mixed-methods designs - The report recommends that future research broaden scope to include detailed descriptions of program content and pedagogical approaches; account for principals' prior experiences, recruitment and sele
• Research Reports - Research reports present data and findings in a visually structured, accessible format so that audiences beyond the research team can understand, evaluate, and act on the results.
• Researcher-oriented GenAI guidelines that foreground each AI literacy dimension across diverse research tasks - Building on PGR students' practices and support expectations, the study proposed a two-layered framework of researcher-oriented GenAI guidelines intended as an "illustrative and adaptable basis" for s
• Researchers on instructor diversity should define race carefully and posit non-essentialist explanations for identity-outcome associations - The review recommends that studies of instructor racial/ethnic diversity avoid using racial/ethnic identity as an untheorized proxy for educator knowledge, practices, biases, or expectations.
• Researchers partner with individual school communities through intervention and action research to build local problem-solving capacity - The agenda calls for researchers to work with individual school communities over time to help clarify problems and identify solutions, in arrangements the report characterizes as intervention research
• Researchers should adopt strategies to avoid or mitigate small biases when powering studies for small impacts - The paper's second stated purpose is to "recommend strategies researchers can use to avoid or mitigate these biases" — the small biases that become consequential as studies are powered to detect small
• Reserve "social learning" for platforms grounded in social learning theory; describe social-media-enabled platforms as "STIL" (Social Technology in Learning) - The paper recommends that until a holistic online learning platform based on the fundamental principles of social learning theory exists, the term "social learning" should not describe platforms that
• Reserve LLM grading for short, well-structured tasks with explicit rubrics or exemplar answers, newer models, and stable API pipelines - The review identifies the conditions under which agreement with human grades was strongest: "when tasks were short, tightly structured, and written in English; when models received detailed rubrics or
• Reserve the term 'collaboration' for interaction that meaningfully approximates it, using the taxonomy for other interaction types - The chapter recommends that researchers and designers stop labelling transactional through praxical human–AI interaction as collaboration and instead name it consultation, governance, delegation, or i
• Resist policies that reduce time for social pretend play in preschool and primary grades - The article recommends that educators protect time for social pretend play, which "requires extended uninterrupted time periods to develop complexity," and articulate to policy makers that the cogniti
• Resistance Reading and Counter-Narratives - Resistance reading and writing counter-narratives are strategies to develop learners' abilities to critique a text (or an image or other media) and to respond in writing, sharing their concerns and cr
• Resolve jingle-jangle fallacies by merging jangle terms and differentiating jingle terms before integrating propositions - The article argues that motivation research is plagued by jingle fallacies (one term, different constructs) and jangle fallacies (different terms, same construct).
• Respect Diverse Talents and Ways of Learning - There are many roads to learning.
• Respectful Redirection - Respectful redirection is a quick, in-the-moment strategy to give corrective feedback to students using a calm tone, neutral body language, and clear, concise wording.
• Respond to theory critiques by building reconciliation rather than only cataloguing criticisms - Mayer proposes that a useful critique moves "from criticizing to building" by reconciling a theory with its criticisms.
• Responding with "Yet" - Adding the word "yet" to responses when learners express frustration or inability (e.g., "I can't do this") introduces the idea of a growth mindset, fostering the belief that abilities can improve ove
• Response Cards - All learners simultaneously display answers on individual cards or boards, replacing one-at-a-time hand-raising with whole-group active responding.
• Response Devices - Response devices allow learners to anonymously share answers with the whole class, enabling whole-group participation and rapid formative assessment.
• Response To Intervention - A multi-tier prevention framework that screens all learners, delivers escalating levels of targeted instruction, and uses continuous progress monitoring to decide when intensity should increase.
• Responsibly supporting social learning online requires six capabilities: shared user experience, role models, formal and informal learning, analytics, rewards, and FERPA compliance - The paper argues that an online learning platform should "securely integrate social media tools within a social learning context" and provide a seamless user experience in both formal and informal mod
• Responsive RPP Adaptation During Disruption - When an external disruption hits, a research-practice partnership deliberately pauses or defers its planned research agenda in favor of rapid, responsive work that answers practitioners' most immediat
• Restate The Question - Requiring learners to restate a question or problem in their own words before answering, building comprehension, slowing impulsive responding, and exposing misunderstandings early.
• Restorative Approaches - A relational discipline and community-building strategy that addresses harm through dialogue, accountability, and repair rather than exclusionary punishment.
• Restorative Circles - A structured dialogue format in which a community addresses harm, conflict, or misbehavior by giving every participant an equal voice to share perspectives, name impacts, and agree on repair.
• Restorative Conversations - A structured dialogue process in which participants affected by harm or conflict jointly explore what happened, who was affected, and how to repair it, replacing purely punitive responses.
• Restorative Justice Conferencing - A facilitated face-to-face meeting among those affected by harm — offender, victim, and community members — to acknowledge harm, take responsibility, and agree on repair.
• Restorative Practices - A whole-community approach that builds relationships and repairs harm through facilitated dialogue rather than exclusionary punishment.
• Restorative Questions - Open-ended questions that help learners reflect on harm, responsibility, and repair after conflict, replacing punitive discipline with dialogue.
• Restorative-justice-aligned discipline policies to reduce exclusionary discipline disparities - The brief recommends states reduce disparities and overuse of exclusionary discipline by setting clear equity-centered goals, ensuring transparent disaggregated data, and adopting positive approaches
• Restorying Computing Futures Through Electronic Quilting - A three-day workshop protocol in which youth deconstruct a group-named dominant stereotype of computer scientists, then design an interactive paper-circuit quilt patch that reconstructs the story from
• Restrict: preserve AI-free cognitive sanctuaries where unassisted capability is practiced and assessed - The first part of the article's four-part framework directs educational settings to preserve AI-free spaces so that baseline human capability remains observable.
• Restructure the university curriculum with graded AI-technology courses and cultivate MTES self-efficacy to advance AI-TPACK - The authors recommend that universities strengthen AI technology course introduction and training, differentiate curriculum by grade level, and build learning communities with project-task-driven peer
• Retain summer-and-fall immediate enrollment as the headline metric while supplementing it with reporting on spring first-time enrollees - Because spring first-time enrollees are few and including them would delay annual data release, the To&Through Project kept its summer-and-fall definition of immediate college enrollment.
• Retain teachers of color through leadership pipelines, multi-year induction and mentoring, and culturally responsive school climates - The brief's Goal 5 recommends investing in high-retention pathways, leadership development, induction and mentoring of at least two years, and culturally responsive training for school and district le
• Retain, strengthen, and improve statewide choice options, with urgent state action on information, oversight, and funding equity - The report's central recommendation is that Minnesota "retain, strengthen and improve our choice options" rather than retreat from them.
• Retakes And Revisions - Allowing learners to retake assessments or revise work after feedback, with the revised score replacing or improving the original, so assessment functions as a learning opportunity rather than a one-s
• Retelling - Learners reconstruct a text, story, or event in their own words, making their comprehension visible and strengthening memory through generative recall.
• Retention supports for teachers of color: networking platforms, safe spaces, mental health resources, race-conscious mentorship, and flexible career pathways - Design Studio retention solutions include a networking platform connecting teachers of color, safe spaces to address racism, mental health resources, mentorship pairing that accounts for race, and div
• Rethink the music curriculum around DAW literacy, AI literacy, rights and economics knowledge, and defended ensemble practice - The article proposes that music curricula need reconsidering, not merely amendment at the margins, and enumerates four directions: production and DAW literacy as a standard component at all levels; AI
• Rethinking Accountability - Adjusting grading, assessment, and expectations so students are not unjustly penalized for circumstances beyond their control, while preserving meaningful standards.
• Retrain and evaluate the wellness system on locally collected, clinically validated data, then run a formal user evaluation before wider deployment - The authors' stated forward plan is to move from the public training dataset to primary data: "Future work will focus on collecting primary data from Pakistani university students using an Urdu-transl
• Retrain workers for occupations complementary to, rather than competing with, automation - The report recommends public policy responses to AI-driven automation of tasks, which it says will likely increase productivity and wealth but reduce demand for some automatable skills.
• Retrieval Practice Activities - Activities that require learners to actively recall information from memory rather than re-read or re-hear it, strengthening long-term retention.
• Retrieval Practice Openers - Opening a lesson or session with a short, low-stakes retrieval task on previously covered material to strengthen memory and set up new learning.
• Retrieval Practice Training - Explicitly training learners to use self-testing and recall-from-memory as a study strategy, rather than rereading or reviewing notes.
• Retrieval Practice Warm Ups - Opening a lesson with short, low-stakes retrieval of previously learned material to strengthen memory and activate prior knowledge.
• Return individual school survey profiles to stimulate local school improvement discussions - The Consortium returned school-level survey results to each school with a sufficient response rate so that school community members could better understand how teachers perceive their school and stude
• Return observational field-notes to teachers and discuss critical episodes in team meetings as dialogical data generation - In the study, transcribed field-notes were returned to teachers, who were invited to look for evidence of constitutive values in practice; follow-up team discussions were tape-recorded and transcribed
• Return or destroy shared education records within 60 days of the agreement's end - The agreement sets a concrete retention limit: the receiving party must return, destroy, or obliterate all education records obtained under the agreement not later than 60 days after the earlier of th
• Reuse and adapt existing scenarios to make repeated TTX delivery sustainable - Because creating a TTX from scratch is time-consuming, the authors recommend reusing and adapting existing scenarios: once well-specified and implemented, redeploying for a new cohort requires only ad
• Reverse integration: bring non-handicapped children into handicapped children's classrooms to build acceptance for LRE placement - The report describes reverse integration as an implementable technique for addressing attitudes so handicapped children are accepted in their least restrictive environment.
• Review evidence of learning at three points: before, during, and after the lesson - The brief identifies three critical opportunities for the teacher to review and act on evidence of learning: during planning, when the teacher reviews evidence from past lessons to select texts studen
• Review the accommodations landscape across past developments, present progress, and new areas to explore - The article's stated approach is to "review the accommodations landscape— discover the past, highlight our present progress, and uncover new areas to explore." This three-part review strategy — histor
• Review the evaluation plan and possibilities for further research when funding is restored - The report's authors planned for continuation: it "reviews the evaluation plan and possibilities for further research if funding is restored." This treats a disrupted evaluation as resumable, preservi
• Revise educational SLM system prompts using the Persona and Context Manager patterns plus cognitive-apprenticeship scaffolding guidelines - The revised prompt combined the Persona pattern (defining a consistent tutoring role with specific responsibilities) and the Context Manager pattern (explicitly scoping what the model should and shoul
• Revise multimedia learning theories by accounting for functionally specialized components, correcting multicomponent-model misinterpretations, and incorporating central executive research - Rather than switching from a multicomponent to an embedded-processes view, the commentary recommends a revision/extension of multimedia theories that must "take into account functionally specialized c
• Revise pre-service primary teacher education to address gender equity, combat discrimination, and implement innovative PE methodologies - The article's closing recommendation is that teacher education should be reformed so future teachers do not reproduce the negative emotional patterns they experienced.
• Revise professional learning materials and structure in response to pilot feedback - The report describes concrete revisions made for the 2024/25 efficacy study based on teacher and coach feedback: materials were housed in NMPED's Canvas platform, one-page overviews and vignettes were
• Revise the RRRP to increase item difficulty and lengthen the wait interval before 'go' - Based on observed ceiling effects and the null predictive value of waiting for 'go', the authors recommend specific revisions.
• Revise the safe and respectful school climate domain of the elementary school student survey to improve its internal consistency reliability - The study team recommended revisions to the safe and respectful school climate domain of the elementary school student survey after reliability analysis showed it "fell short of the established thresh
• Revision And Resubmission - Learners act on feedback to improve and resubmit their work, treating the first attempt as a draft rather than a final judgment.
• Revision Cycles - Structured cycles in which learners produce work, receive feedback, and revise it before final submission or publication.
• Reward and develop high-quality teachers through substantially higher salaries plus increased professional responsibility - The strategy the report documents at TEP is to concentrate resources on the teaching force rather than on other inputs: teachers receive salaries of $125,000 along with substantial professional respon
• Reward service in high-poverty Title I schools with a salary supplement and portable credential for recognized effective teachers - The proposed ATC strategy ties tangible rewards to service in high-poverty schools.
• Rhyming Games - Rhyming games are playful, structured activities in which learners identify, match, and generate rhyming words to build phonological awareness as a foundation for reading and spelling.
• Rhythmic Clapping/Counting - The teacher claps or counts out a rhythm pattern; students listen, then imitate it, building auditory discrimination, timing, and pattern recognition.
• Rice Tables And Sandboxes Science Through Inquiry - Using sensory tables (rice, sand, water) as open-ended inquiry environments where young children investigate physical science concepts through manipulation, prediction, and observation.
• Rich Library Audio & Braille - Providing learners with abundant, well-curated audio and braille versions of texts so that access to content does not depend on print reading.
• Rich Library Complexity - Designing learning resources as a large, varied, multi-perspective library of cases and representations rather than a single streamlined sequence, so learners can criss-cross the knowledge landscape.
• Rich Library: Multimodal - Providing learners with a variety of resources in multiple formats — blogs, lyrics, videos, web pages, online discussions, fanfiction — to enhance disciplinary literacy, engagement, and access.
• Rich Library: Poetry - Provides learners with a curated, browsable collection of poems and poetry-related multimedia resources to build literacy, engagement, and appreciation of poetic language.
• Rich Resources: Diversity - Curating learning materials that represent diverse perspectives, identities, and sources so learners deepen self-understanding and understanding of others.
• Rigorous evaluation roadmap for lecture-KG systems: gold-standard annotation, controlled ablations, and faithfulness metrics - The article's future-work section lays out an implementable evaluation program: "(1) annotate concept mentions, canonical entities, relations, evidence validity, and QA; (2) add domain-aware lemmatiza
• Rigorously test SD–R propositions using longitudinal and shortitudinal designs, including interaction and spiral tests - The article sets a research agenda for validating SD–R theory: studies should test whether health impairment and motivational processes are unique and predict different outcomes, test statistical inte
• RIP Toolbox (Repetition, Imagery, Patterns) - The RIP Toolbox is a memory-enhancing strategy that utilizes three key elements: Repetition, Imagery, and Patterns.
• Ripe problems framed with a tripwire-mitigation-general defense lens to compress the observe-orient-decide-act loop - The paper proposes treating ripe problems as early-warning probes and shock absorbers in schools.
• Ritualize collaborative activities so students become fluent in the skills the ritual requires - The primer recommends, following Kolodner (2003) and Kolodner et al.
• Role Assignment - Assigning distinct, interdependent roles (e.g., facilitator, recorder, skeptic) to members of a collaborative group to structure participation and accountability.
• Role Play - Learners act out realistic scenarios in a safe environment, practicing communication, decision-making, and interpersonal skills with feedback before facing the real situation.
• Role-adaptive prompting across 4F stages: prioritize cognitive scaffolding in Facts and Findings, shift to empathetic facilitation in Feelings and Futures - The article recommends enabling the AI to modulate its persona and interactional style according to the stage of the 4F reflective framework.
• Role-Playing Emotional Scenarios - Learners act out how to manage emotions in structured scenarios, connecting feelings to behaviors through rehearsal and guided reflection.
• Role-Reversal 2.0 (Flipping the Teacher) - Students create instructional videos demonstrating their understanding, taking the teacher's role as explainer and producer of content.
• Room Positioning - Deliberately arranging where learners and the instructor sit or stand to support attention, interaction, and the intended mode of learning.
• Route adaptive AI ethics instruction by splitting non-users from sustained users, using usage frequency first and familiarity as a secondary check - The article recommends that short pre-instruction surveys use reported usage frequency as the first intake variable for grouping learners and self-rated familiarity as a secondary check, rather than r
• Route AI reasoning through interpreted cognition reports rather than raw behavioural logs - The article recommends that AI agents should not reason directly from learner interaction traces; instead, "Learner interactions should first undergo cognition-level interpretation through AI Tutor an
• Route divergent or linguistically weak AI-scored explanations to teachers as diagnostic signals for mindful human review - As a mitigation for language bias, the article suggests human–AI collaboration in which disagreements between a teacher and an AI scorer serve as diagnostic signals flagging explanations for closer in
• Route items flagged for misfit through content and psychometric review before deciding whether to deactivate them - This strategy operationalizes item fit analysis as a quality-control step in maintaining a Rasch-based assessment.
• Routinely re-estimate item parameters from consecutive adaptive test data and apply the Robust Z procedure to monitor item parameter drift - The report describes a monitoring strategy in which item parameters are periodically re-estimated from recently collected adaptive test data and compared with initial calibration values to detect drif
• Routines - Repeated, predictable sequences of classroom or learning activity that automate procedural aspects of learning so attention and working memory are freed for content.
• Routines And Signals - Established, predictable procedures and attention cues that automate classroom transitions and reduce cognitive load, freeing attention for learning.
• Rozszerzanie analiz ekspansywnego uczenia się w górę, w dół, na zewnątrz i do wewnątrz - Jako przyszłe wyzwanie dla teorii ekspansywnego uczenia się autor proponuje rozszerzenie kierunków analiz badawczych: „proponuje on poszerzyć analizy zarówno w kierunku góra i dół, jak również na zewn
• RPIP focus-group professional learning cycle: consultancy, four-week try-out with commitment and hypothesis, then artifact debrief - This professional learning strategy, used within the Research-Practice-Industry Partnership, had teachers share an instructional challenge in a modified consultancy design with peers and product exper
• RPP researchers can support practitioner partners through concrete non-research supports such as fundraising support, edtech procurement, and building a lesson database - This strategy names specific supportive activities researchers took on in the NSF-funded Tough As Nails project beyond their research role.
• RSOWV/TRAP Mnemonics - RSOWV (Relax, Slow down, Organize, Write, Visualize) and TRAP (Translate, Repeat, A Picture, Practice) are packaged mnemonic routines that structure encoding, rehearsal, and self-monitoring of to-be-l
• Rubric Based Assessment - Assessment structured around explicit scoring criteria that describe performance levels, shared with learners before they attempt the task.
• Rubric Based Feedback - Using an explicit scoring rubric as the frame for feedback so learners see performance against named criteria rather than receiving unstructured comments.
• Rubric Based Self Assessment - Learners evaluate their own work against an explicit rubric, using the criteria as both a quality standard and a guide for revision.
• Rubric Co Construction - Learners and instructor collaboratively develop the evaluation criteria and performance-level descriptions used to assess their work.
• Rubrics - Rubrics are evaluation tools consisting of a set of criteria, a fixed scale, and descriptors that distinguish the differences in the levels of the scale.
• Run a cross-district improvement collaboration combining content communities, dedicated advisors, and structured peer feedback - The article describes how CALLI organized district teams with shared content focus into learning communities convened three times a year for two days of professional learning, where interdistrict disc
• Run a pre-class Scout ritual: identify 2-3 cognitive-emotional bottlenecks, prepare 1-2 interventions each, and anticipate logistical failures - A three-step lesson-planning ritual requiring "no more than 10-15 minutes": identify the cognitive-emotional bottlenecks where mental friction will be highest, select or develop targeted micro-interve
• Run a strengths-based student focus group using open-ended, neutrally framed questions about learning from home - The brief describes a concrete inquiry method: convene students across grade spans in a virtual focus group and ask open-ended questions about both the challenges and joys of learning from home.
• Run brief small-group mini-vocabulary lessons with a fixed routine: say the word, student-friendly definition, example, synonym, sentence writing, and graphic organizer - For students struggling with vocabulary during additional small-group reading instruction, the guide demonstrates Mr.
• Run conversational office hours in which practitioners and researchers co-design research questions with platform representatives - Office Hours: A Conversational Series was SEERNet's first application of its guiding principles, grounded in participatory design.
• Run dialogic argumentation interventions on low-affect neutral topics first, then transfer to sensitive local issues - The intervention strategy sequences argumentation practice on topics with minimal personal and affective investment before addressing emotionally charged local controversies.
• Run eight one-hour professional learning community sessions spread across the school year - The toolkit organizes professional development over the course of eight one-hour professional learning community (PLC) sessions, with activities to be completed during and between sessions and practic
• Run laboratory investigations as ADI cycles: design a method, argue, write, peer review, revise - This strategy operationalizes the ADI model in an eighth-grade science lab.
• Run LEAGUE as a repeatable institutional review workflow before approving or renewing a learning analytics initiative - The article operationalizes LEAGUE as a review workflow for committees adopting dashboards, expanding LMS monitoring, introducing predictive advising, or revising early alert systems.
• Run one-week summer STEM career academies combining a project-based learning unit, an industry tour, and a family showcase - A CAC member described a summer career-exploration model in which students "try out our different pathways" through a week-long project-based learning unit, an industry tour, and a closing showcase fo
• Run PDSA cycles in which researcher-practitioner teams test modified assignments against as-is versions across multiple classrooms - The paper recommends organizing improvement work as Plan-Do-Study-Act cycles in which teachers and researchers create "two or more versions of some assignments: the 'as-is' version and a modified vers
• Run regular teacher-team data meetings around student-level indicator reports to identify struggling students, assign interventions, and coordinate support - The report describes teacher and school staff teams that meet regularly around student-level indicator data as the operational core of early warning work.
• Run short stand-up meetings at the start of every lesson around the team's scrum board - In the implemented Scrum module, "At the start of every lesson each group gathered around their Scrum board and had a small stand-up meeting (5 min)", in which members discussed what they had done in
• Run summer reading camps with the attributes of high-gain summer learning programs - The toolkit recommends providing summer reading camps or approved innovative summer programs to all rising 1st–4th graders struggling in reading or facing retention.
• Run the structural check on a synthetic dataset, using only permutations of itself, before release or before committing to a line of analysis - The article recommends its surrogate-based structural check as a cheap, early screening step for synthetic educational datasets.
• Running Records - A standardized formative assessment in which a teacher codes a student's oral reading of a text in real time to analyze accuracy, fluency, and cueing behavior.