Strategies: U 2

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

• Use mapping tasks (e.g., number line tasks) rather than comparison tasks when assessing number sense in MLD research and practice - The authors recommend that future research on MLD incorporate mapping tasks, which require connecting symbolic and nonsymbolic number representations, instead of the commonly used comparison tasks.
• Use MAPS-based reflection questions to prepare students to critique AI-generated physics solutions - Before evaluating an AI solution, students critique an AI output to a related preparation problem using structured reflection questions organized around the MAPS rubric categories.
• Use marketing, outreach, and enrollment strategies tailored to adult learners' work and family demands - The brief recommends that states and institutions seeking to raise adult credential attainment deploy innovative marketing, outreach, and enrollment strategies designed around adult learners' competin
• Use mathematical language during play interactions and everyday routines to move children from behavioral to representational understanding - The article recommends that teachers embed mathematical language in everyday interactions — daily discussions of opposites and order, open-ended questions like "What else?" and "I wonder what would ha
• Use matrix-based fiber crafts as a context for computational learning to broaden computing cultures - The article recommends fiber crafts as a promising context for computational learning: introducing weaving and fabric manipulation lets learners perform variables, conditionals, and functions through
• Use MEDS as baseline data for fine-tuning and moderation of AI mathematics tutoring content - The article recommends concrete downstream uses of MEDS for safer AI mathematics tutors.
• Use mental tests as supplementary evidence of pupils' abilities in dealing with the apparently bright and the apparently stupid - The article's practical recommendation is that group mental tests give teachers, principals and superintendents "supplementary evidence of pupils' abilities," especially for pupils whose apparent abil
• Use MET video feedback with novice-led think-aloud discourse in teacher education, prompting trainees to also identify positive aspects of their teaching - The authors recommend MET video feedback sessions in which an instructor listens to novices' think-aloud commentary and flags Noticing or Alternative comments as candidates for individual or group dis
• Use meta-analytic benchmarks (.4-.6 overall; .3-.5 for ages 9-17; .5-.7 for 18+) to evaluate adventure therapy program effectiveness - The authors recommend using their meta-analytic results as comparative benchmarks in adventure therapy program evaluation: a program's relative efficacy is determined by comparing its outcomes with th
• Use metacognitive activities and process evidence to help students monitor the purpose of their AI use - The article proposes educational practices that shift attention from how often students use AI to why they use it, helping students recognize avoidance-driven engagement.
• Use metacognitive characters and teacher follow-up to support transfer of trained inhibition strategies - Within the program, three characters symbolizing inhibition aspects (Mr.
• Use metacognitive interventions to promote adaptive use of cognitive tools - The review's main practical conclusion is that because 'metacognitive processes play a key role in triggering' offloading, 'metacognitive interventions could play an important role in promoting the ad
• Use metacognitive prompts that reflect cognitive processes without asking for a performance evaluation - Because confidence ratings may disproportionately assist high-confidence individuals and reinforce inaccurate confidence-related beliefs, the authors recommend investigating prompts that require learn
• Use metalinguistic naught CF (rule explanations without error marking) to ease teachers' corrective feedback workload while retaining long-term effectiveness. - The article recommends metalinguistic naught CF, in which nothing is marked on errors and rule explanations are presented to the whole group, as a practical alternative to error-marking CF types.
• Use metaphor workshops to surface stakeholder assumptions about GenAI in assessment redesign, policy development and professional development - The article recommends a structured, social workshop format in which participants generate, display and critique metaphors for GenAI using sticky notes, a metaphor gallery, and ticks, crosses and ques
• Use micro-analysis of cross-media interactions to study technology appropriation in networked classrooms - The article's methodological strategy is to deploy "micro-analysis of cross-media interactions" to unravel how different groups of students evolve alternative approaches to appropriating a technology.
• Use micro-modeling, demonstrations, and peer-to-peer classroom tours to remove technical and pedagogical barriers during AI tool adoption - Coaches supported teachers through mini demonstrations and modeling of Coursemojo, including in-the-moment "micro-modeling or thinking aloud with teachers in the moment," scheduled launch activities,
• Use micro-modules pairing short audio lessons with reflection texts and interactive quizzes for adult ELL mobile learning - The brief describes Cell-Ed's implementable recipe for adult English language learning on mobile phones: micro-modules consisting of a short audio lesson, a follow-up text reinforcing the lesson for l
• Use mindful listening turn-taking to build communication and constructive feedback between students - The brief describes integrating mindful listening into the curriculum for elementary and secondary students.
• Use minimal, targeted teacher moves: circulate, prompt with questions, and give feedback that prompts strategy change - In effective collaborative environments the primer says "teacher intervention is minimal yet impactful, timely yet infrequent, and peripheral yet targeted." Recommended moves include circulating to ob
• Use moment-by-moment learning curve forms to trigger personalized support and interventions for students' self-regulated learning with ALTs. - The article proposes that moment-by-moment learning curves "could potentially be used in interventions to support SRL with personalized visualizations".
• Use Mozilla's four basic web literacies to frame open learning for personal development - The article presents web literacies — the abilities to utilize the Web for personal development — via Mozilla Foundation's four basic web literacies: Exploring (navigating while learning, questioning,
• Use MPSA mode analysis in needs assessment to match teaching methods with students' problem-solving modes - In education, the article proposes using the MPSA Cone as an alternative method for needs assessment: studying "the common and different needs of different modes of problem solvers in the classroom" s
• Use multi-college consortia funded through TAACCCT to build career pathways for dislocated and low-skilled workers - The strategy is a federal grant approach in which community colleges and groups of institutions working as consortia improve education, employment, and training outcomes for economically dislocated an
• Use multi-method, methodologically rigorous measurement when studying achievement goals and academic dishonesty - The authors' forward-looking recommendation is that future research on achievement goals and academic dishonesty improve measurement rigor and combine methods.
• Use multi-method, multi-timing measurement and subscale-level correlational analysis when evaluating metacognition - The article's methodological recommendations for metacognition research are drawn from the moderators it discusses.
• Use multi-site case studies to document early implementation of community support programs - For place-based programs in early implementation, the article models the use of qualitative case studies of a subset of sites to capture design decisions, service choices, and early challenges before
• Use multilevel modeling rather than difference scores to analyze switch costs with continuous predictors - The article advocates multilevel modeling over traditional subtraction-based difference scores for switch-cost analysis, noting it does not require "homoscedasticity (homogeneity of variances), compou
• Use multimedia presentations, classroom interactions and synchronous and asynchronous online discussions alongside laboratory experiments to correct teleologic-anthropomorphic language - The article describes a package of classroom pedagogical interventions used to correct students' teleologic and anthropomorphic language in Physics.
• Use multimodal data and time-sensitive analyses to capture situational motivational processes - The review recommends that future research and learning-technology design exploit multimodal data sources — such as physiological measures, log data, and wearable-device tracking correlated with self-
• Use multimodal data channels combining subjective and objective measures to overcome single-channel constraints in SSRL research - The review's stated forward methodological path is to widen data channels toward multimodal data, combining subjective measures (self-reports, interviews) that capture intent and appraisal with object
• Use multiple classroom observations with rubric-based ratings and evidence as the evaluation component teachers perceive as fair - The REACH design observes teachers on multiple occasions rather than once, rates observations against a detailed rubric requiring evaluators to provide evidence for each rating, and pairs this with pr
• Use multiple criteria and non-traditional measures to identify diverse gifted learners - The essay advocates restructuring identification to recognize "cultural diversity as differences, not deficiencies," noting "The use of multiple criteria and non-traditional measures is widely advocat
• Use multiple evidence sources alongside benchmark scores when identifying students for intensive intervention - The article recommends that schools and educators not rely solely on MAP Growth benchmark scores for intensive-intervention decisions.
• Use multiple exemplars with scaffolded discussion rather than mere provision, balancing teacher guidance against student co-construction - The paper recommends providing multiple, different exemplars discussed with peers and teachers to uncover the range of quality indicators, rather than merely uploading exemplars with little discussion
• Use multiple measures, not single test cut scores, to determine eligibility for dual credit courses - The brief argues cut scores "should be a floor, not a ceiling," because a single TSI score disproportionately limits access for Black, Latino, and low-income students who are less likely to meet TSI s
• Use multiple national assessments plus course-enrollment data to track achievement-gap trends - The study's approach, as described, combines achievement data from "three national assessments" with "enrollment in Algebra" to examine trends in gender gaps in 8th grade STEM skills over the course o
• Use multiple raters for principal-assigned professional practice ratings to improve consistency - The report recommends improving the professional practice measure by drawing on more than one rater per teacher, because school-level variation in principal-assigned ratings suggests standards may dif
• Use multiple work experiences, including paid ones, to build college and career readiness for students with disabilities - Way2Work Maryland's service design centered on giving students with disabilities repeated, progressively available work experiences as part of transition services.
• Use multiple, diverse data sources selected to offer distinct yet complementary information - This strategy recommends combining several intentionally chosen data sources rather than relying on a single measure, so that together they give a well-rounded picture of learning.
• Use multisensory exercises (throats, mirrors, kazoos, rubber bands, sound associations, finger counts) to help learners comprehend pronunciation features - The digest recommends that, in addition to careful planning, teachers "be responsive to learners' needs and explore a variety of methods to help learners comprehend pronunciation features." It lists c
• Use multisensory exposure and training as targets for remediation of sensory-based developmental and cognitive impairments - The review proposes that impairments in multisensory integration and temporal processing "may point toward novel targets for remediation".
• Use multiverse and specification-curve analysis to test meta-analytical robustness to subjective analytical choices - For Analysis Reproducibility (Level 3), the article recommends adopting the multiverse and specification-curve approach for meta-analyses suggested by Voracek et al.
• Use myriad field texts and the analytical tools of broadening, burrowing, and storying and restorying to move from field texts to research texts - This strategy specifies the data sources and analytical moves of narrative inquiry.
• Use NACADA's structuring factors to situate advising as a core institutional function - The guide recommends situating advising as a core function aligned with the institution's mission and goals.
• Use NAEP 2024 results, available January 2025, for better estimates of academic recovery - The authors recommend waiting for the NAEP Spring 2024 results as the best source on academic recovery, because NAEP "rely on the same NAEP assessment in 2022 and 2024" and use "large, random samples
• Use named community strengths — kinship, hopes and dreams for the future, grit and resistance to injustice — as scaffolds in K-8 CS/CT instruction - The panel poses a focal discussion question asking how Appalachian strengths like "kinship," "ability to maintain hopes and dreams f or the future," "grit and ability to resist injustice" support in K
• Use named cooperative learning structures adapted to adult classrooms, including Student Team Learning, Think-Pair-Share, Jigsaw, Teaming Together, and Group Investigation - The handbook catalogs the most commonly used cooperative learning structures and advises teachers that knowing the concept matters more than the exact name.
• Use national rural-school achievement and growth analyses to help educators and policymakers understand and support rural schools' potential needs - The brief positions large-scale rural achievement analysis as an input for decision-making.
• Use network approaches to advance equitable learning environment design for college students - The review's forward-looking recommendation is a shared interdisciplinary project using network methods to design more equitable campus learning environments.
• Use New Student First scheduling for online office hours queues and FCFS for in-person queues - An implementable queue-management recipe derived from the simulation findings: instructors hosting online office hours should prioritize students who have not yet received help that day (NSF), falling
• Use newsflashes—succinct email blasts announcing new research findings—to inform decision makers, stakeholders, and practitioners - The guide recommends the newsflash as a dissemination vehicle: "A successful newsflash—an email blast announcing new research findings—incorporates all of these elements." It is aimed at helping resea
• Use NGSS-aligned K-8 science coursework as the starting point for district CT integration - ICCSD leveraged its recently NGSS-aligned K-8 science courses, which entail computational models of natural phenomena, as the entry point for integrating CT across the district.
• Use non-alphanumeric RAN tasks as early pre-school predictors of mathematics performance - Because the meta-analysis found no significant difference between alphanumeric and non-alphanumeric RAN correlations with mathematics, the authors recommend that "researchers may rely on non-alphanume
• Use nonverbal wagering paradigms for metacognitive interventions with preschool children, targeting domain-specific strategies - The article recommends that because children can report uncertainty nonverbally by at least age 5, "nonverbal paradigms, such as wagering, could be used in metacognitive interventions with preschool c
• Use norm violation and metaphorical models to surface taken-for-granted communication assumptions - The essay recommends that communication and rhetoric scholars adopt ethnomethodological techniques to expose the assumptions bonding human communication.
• Use norms to individualize instruction, set achievement goals, and evaluate performance - The report frames normative data as a practical tool for educators making instructional decisions.
• Use OBC RFP templates with market validators and ESSA evidence tiers as efficacy criteria - The presentation provides OBC RFP template language in which applicants demonstrate efficacy through one or more criteria: holding "strong (Tier 1), moderate (Tier 2) or promising (Tier 3) evidence un
• Use observable pedagogical variables as metadata to support teachers' explicit selection and integration of digital resources - The article recommends structuring learning-theory principles as observable pedagogical variables in metadata so that teachers can analyze and select digital resources using explicit criteria.
• Use offline evaluations as smoke tests and live experiments for hill climbing - The article recommends a three-step strategy for any hill-climbing change: "(1) Conduct offline evals to make sure that the change is ok to show to users.
• Use older students as tutors in resource-limited settings to enhance academic outcomes - The article recommends deploying older students as cross-age tutors, particularly where budgets are constrained.
• Use one-minute timed grade-level passages to monitor oral reading fluency progress - The Fluency Formula™ Assessment System "allows teachers to assess student fluency using one-minute grade-level passages and a timer." Teachers administer it weekly to identify struggling students, use
• Use one-time federal relief funds for temporary pay incentives, including hazard pay, to retain and attract educators during the pandemic - The brief suggests school systems invest one-time ARP ESSER funds in temporary increases to educator pay given increased demand, burden, and risk during the pandemic.
• Use ongoing assessments to tailor early-childhood learning experiences - The program emphasizes data-informed instruction: teachers use ongoing assessments to tailor learning experiences to individual children rather than delivering a fixed sequence.
• Use online peer feedback platforms and supports to address offline peer feedback limitations - The review recommends leveraging online platforms and instructional supports when implementing peer feedback, because online settings address limitations of offline practice.
• Use online platform discussion boards as a window into learners' pandemic-related anxieties and needs - The article recommends that educators use Duolingo and other online platforms to understand the predicaments students face.
• Use open-ended reflection questions as self-assessment in place of end-of-unit tests - The paper recommends reflection as a powerful self-assessment tool usable for formal summative purposes.
• Use open-ended, modeling-focused collaborative tasks with embedded scaffolds to support group disciplinary engagement - The study's curricula organized groupwork around cognitively and socially demanding inquiry tasks, and the authors report that "these curricula emphasized open tasks and objectives about modeling" wit
• Use optional professional development sessions for administrators and educators to support Imagine Math implementation - Imagine Learning offers "various optional virtual or on-site professional development and training opportunities for administrators and educators." Administrator sessions focus on leading implementati
• Use organisational, technological and regulatory levers together to accelerate responsible AI adoption - The article offers practical insights for policymakers, higher education leaders, and system designers seeking to accelerate responsible and effective AI adoption.
• Use out-of-work immersion practices — reading, original-version media, and speaking with native speakers — to develop English outside the workplace - The study's participants developed English outside work through self-directed practices the author offers as models for EFL students.
• Use overlapping multi-slide windows and deck-level reconciliation rather than per-slide generation - The article recommends processing slide decks with a sliding-window chunking strategy that stitches rendered thumbnails into multi-slide contact sheets to retain transitional context, followed by a dy
• Use paired interviews early in a group's life to build connections and surface participant information - The guide recommends paired interviews in the early stages of a group so members start connecting quickly.
• Use pausing, body-centered awareness, and mindful listening as tools in restorative justice and conflict resolution - For elementary and secondary students, the brief recommends mindfulness practices to facilitate perspective-taking in conflict resolution and restore mutual respect.
• Use PDEODE tasks (Predict-Discuss-Explain-Observe-Discuss-Explain) to facilitate conceptual change in chemistry topics - PDEODE is a six-step variant of the Predict-Observe-Explain technique proposed by Savander-Ranne and Kolari (2003).
• Use PEA as a design vocabulary to specify policy goals, enforcement mechanisms, and authority arrangements when building LLM-based programming support - The article recommends that instead of describing a system only as a tutor, chatbot, hint generator, or feedback tool, designers specify the Policy goal it encodes, the Enforcement mechanism enacting
• Use pedagogical knowledge benchmarks to guide model selection and fine-tuning for educational AI, with ethical guardrails and human-in-the-loop deployment - The authors recommend that EdTech product developers use their leaderboards as "a practical guide for model selection, enabling them to make informed decisions that balance pedagogical performance wit
• Use peer tutoring as the recommended collaborative learning style after fading distinguishes expert and non-expert peers - The paper recommends peer tutoring as the collaborative learning style for the FTS: "Peer-tutoring is an approach in which one child instructs another child in material on which the first is an expert
• Use peer-led, project-based professional development led by teachers in similar contexts - The project supported educators seeing themselves as part of the region's computing future partly by "providing hands-on, project-based trainings on computational thinking, led by other K-8 teachers w
• Use percentage-consensus opinionnaires to locate shared values before redesign - The CMP's projective surveys use a Likert-scale percentage consensus approach to find where all stakeholder groups share common values that can undergird an educational design.
• Use performance assessments in conjunction with selected-response items, counting enough toward final scores to matter - The report recommends that large-scale systems leverage performance assessments strategically alongside on-demand selected-response items, so designs can sample wider coverage while still providing su
• Use person-centered trajectory identification to target motivational interventions at at-risk students - The article recommends person-centered approaches that identify subgroups of students with declining or unstable motivational trajectories so support can be tailored to their needs, rather than relyin
• Use personal letter-writing assignments in composition and literature classes because personal letters are expressive and intimate - The paper describes a strategy of assigning letter writing in college classes for nontraditional students, drawing on an instructor who has developed specific writing assignments for composition and l
• Use personal progress messages, real-world examples, and reflection assignments to support online course satisfaction - The report identifies the online teaching practices most closely associated with greater student satisfaction during the COVID shift: "sending personal messages to students about how they were doing i
• Use physics and other observable sciences as a context for ELLs to build conceptual understanding while developing English competence - The authors recommend designing learning environments that depend on students' culturally mediated resources, stating that "our data suggests the design of learning environments that depend on student
• Use pilot and field testing to evaluate psychometric complexity, and standardize testing policies for comparability - Zwick and Mislevy's recommendations to Smarter Balanced and PARCC, quoted in the review, urge designers to "Recognize the tradeoffs between inferential demands and procedural simplicity," to use pilot
• Use Pippi Longstocking experientially in pre-service teacher education to practice educational philosophies. - The article recommends that instead of studying educational philosophies as abstract concepts, teacher educators use Pippi Longstocking as a case for experiential practice.
• Use planned, proactive grammar instruction for complex infrequent structures in low-exposure EFL settings - The article recommends preselecting and preteaching target grammar forms integrated into communicative contexts when learners have minimal exposure to the language outside class.
• Use planning questions rather than fixed prescriptions when designing staff development program features - Because staff development programs differ in type and purpose, the authors replace the earlier edition's list of research-based recommendations with pertinent questions and comments attached to each o
• Use polynomial regression with response surface analysis to test congruence and incongruence of two predictors - The article recommends that researchers test linear and curvilinear (quadratic) relations jointly, rather than assuming linear relations, when examining how two predictors combine to predict an outcom
• Use Positive Affirmations - Replace negative self-talk with positive affirmations to support self-concept, confidence, and persistence.
• Use positive-deviance school identification and engagement process indicators to target supports and future research on growth variation - The article outlines a research-and-practice strategy of identifying positive-deviant schools to learn from their instructional and leadership practices, and of building process indicators of student
• Use posterior credible intervals on condition-specific BKT parameter contrasts to compare experimental conditions - The article demonstrates a concrete analysis recipe for educational experiments: fit a Multi BKT model with MCMC, compute marginal parameter estimates by averaging posterior draws over the levels of t
• Use postsecondary readiness indicators in an early warning system and combine cultural responsiveness with tiered interventions to address disparities - The report recommends that Arkansas integrate the studied indicators into an early warning system or student success plans to systematically identify students needing extra support, and that leaders a
• Use practice rounds with independent dual extraction and third-reviewer consensus to strengthen data extraction consistency - To strengthen consensus in data extraction, the team "first conducted practice rounds in which multiple researchers independently extracted data from a set of articles, followed by structured discussi
• Use Pre Questions - Asking learners questions about material before instruction, even when they answer incorrectly, to enhance subsequent learning of that material.
• Use pre-action reviews and structured sentence starters to support high-integrity CoBi reflection - Based on Study 2's finding that revisiting was rushed, the authors "concluded that future professional learning for teachers should emphasize that CoBi's feedback can also be conducted as a pre-action
• Use pre-k English proficiency screener scores to identify ELs who would benefit from additional academic support - The report recommends that educators use English proficiency screener data as early as pre-k to identify ELs who would benefit from additional support, since "Starting school with low levels of Englis
• Use pre-task subtitled videos of similar (not identical) tasks to build familiarity while preserving cognitive complexity - Before completing a communicative task, learners watch short subtitled videos of native speakers performing a similar but not identical task, with full playback control.
• Use pre/post attitude surveys with detailed instructor feedback reports as formative assessment for lab course transformation - The article recommends administering E-CLASS as a formative assessment tool: all participating instructors receive a detailed feedback report with graphical plots comparing their class to similar-leve
• Use predicted ARM scores solely to select personalized tutoring content in MAP Reading Fluency Coach, not for benchmarking or instructional decisions - The report's usage guidelines state that the linking exists to inform tutoring placement: when students obtain SWCPM benchmark scores, their likely ARM scores are predicted and used "to select persona
• Use predicted hint-taking likelihood and hint effects to adaptively decide whether to withhold or provide hints - The article proposes that a learning environment use a hint-taking prediction model to make adaptive decisions on showing hints, because learners misuse on-demand hints.
• Use premortem analysis before implementing a reform to surface success factors and roadblocks - A premortem, developed by Robert Sutton and Huggy Rao, asks people to imagine what success or failure would look like before implementing a change.
• Use premortem brainwriting focus groups early in intervention design to surface barriers - For designing implementable practices, the article recommends engaging community members in "premortem brainwriting focus groups (Gilmartin & Battaglia, 2023; VanGundy, 1984) to identify barriers and
• Use preventive disciplinary and restorative justice approaches rather than exclusionary discipline for students experiencing homelessness - This strategy replaces school-removal discipline (suspensions and expulsions) with preventive and restorative approaches that repair relationships and address underlying causes of behavior.
• Use printed story Readers tied to mastered content to reinforce computer-delivered reading instruction - The article describes a strategy in which teachers use printed stories based on the animated episodes to reinforce the instruction delivered in the lessons.
• Use prior-years administrative data to forecast school-by-grade enrollment for staffing planning in districts with choice or mobility - Districts with school choice systems, substantial student mobility, or both can predict incoming fall enrollment at the school-by-grade level using prior-years data to inform staffing plans.
• Use process and usage data alongside impact data in edtech evaluations - The article calls for 'evaluations that make greater use of process, implementation, and usage data as well as measures of impact'.
• Use process driven math to break math problems into navigable pieces for students accessing math auditorily - Process driven math, developed by researchers in the Logan Project, addresses cognitive load for BVI students who access math primarily through hearing.
• Use process mapping and warm handoffs to connect students to supports across offices - The guide recommends process mapping, in which staff and students document the processes and requirements students must complete as they progress toward graduation, then share experiences to identify
• Use process writing techniques in natural language settings to develop the push to communicate and facilitate acquisition - The article recommends process writing techniques drawn from L1 writing research as implementable classroom practices for L1 and L2 writers.
• Use proctored, closed-note in-person examinations as an independent baseline for validating LLM-use detections - The article validates its detection scores against exams where "the use of any external assistance is prohibited by course policy", treating closed-note, written, proctored exams as "an independent ba
• Use professional learning communities to review student work and give teachers feedback - A strategy in which teachers meet regularly in small interdisciplinary groups to analyze the quality of student work, compare expectations, and share lessons about which strategies are effective.
• Use program-generated intervention reports to inform small-group instruction and one-on-one planning - Pathblazer produces intervention reports that "track student progress toward standards mastery, inform small-group instruction, and help teachers plan for one-on-one time with students." The strategy
• Use progress monitoring to tailor math instruction to each child's position on a developmental progression - The guide's third recommendation is a concrete assessment routine: "Use introductory activities, observations, and assessments to determine each child's existing math knowledge, or the level of unders
• Use promotion power measures as information for districts, schools, and parents about high school performance - The article presents measuring promotion power as a practice providing "rich information about high school performance of value to districts, schools, and parents in Louisiana." It was conducted in pa
• Use prompts in learning journals for a limited initial period; if continuing long-term, add support such as feedback, adaptive prompts, or additional help - The study found that short-term prompting (four weekly journals) activated cognitive and metacognitive strategy use, while extending the same static prompts for another four weeks added no benefit: st
• Use propensity score matching with ATT estimation to reduce selection bias when comparing childcare arrangements in longitudinal administrative data - The article compares formal vs informal childcare by matching treated (formal) with untreated (informal) children on child, maternal/family and demographic covariates using kernel matching, then estim
• Use prospective longitudinal designs with propensity score equating on comprehensive baseline covariates to estimate causal effects of early grade retention - The article recommends estimating retention effects with prospective studies that measure a comprehensive set of confounders before the retention decision, then equate retained and promoted groups via
• Use prototyping tasks to help students unfamiliar with design-mode thinking share incomplete ideas - This strategy involves introducing prototyping activities—creating designs that express product or service characteristics before specifications are final—to help students engage in knowledge creation
• Use proxy baseline measures (vocabulary knowledge for cognitive outcomes, disruptive behavior for SEL outcomes) when identical baseline measures are unavailable - Because strong developmental dynamics in early childhood make identical baseline (IB) measures impossible for some outcomes, the article proposes proxy baseline (PB) measures as covariates in power-an
• Use pulse check surveys and systemic retention elements to proactively monitor educator well-being and reduce turnover - The guide describes pulse check surveys as "short surveys, often delivered by email" asking a small number of questions about how educators feel about their work and what supports would help.
• Use purpose-built software tools and read the assessment's technical documentation before secondary analysis of PVs - Because different large-scale assessments employ different sampling procedures and conditioning models, the article advises analysts to 'carefully read[ ] the methodological and technical details avai
• Use QCGE self-assessments as a basis for formative group evaluation and integrate them into group-awareness or engagement-feedback tools - The article recommends that lecturers use a QCGE self-assessment to gain information about the quality of collaborative work in learning groups, e.g.
• Use quarterly IPP indicator data and twice-yearly data reviews with LEAs for continuous quality improvement - Project Cal-Well partners "provided quarterly Infrastructure Development, Prevention, and Mental Health Promotion (IPP) Indicator data to demonstrate progress toward annual goals." Twice a year, UCSF
• Use questioning and counter-suggestions (contrepreuve) to produce disequilibration and support cognitive growth - The handbook recommends turning children's "Why?" questions back on them ("Why do you think?") and using questioning or "contrepreuve" — examples offered that are counter to the child's suggestions —
• Use Quotations to Cite Textual Evidence - Teaching students to select, embed, and explain direct quotes from texts so their claims are supported by evidence.
• Use real-world problems, open-ended class discussions, and inquiry-oriented experiments as higher order thinking strategies - The article names three concrete classroom strategies for promoting higher order thinking: "dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-o
• Use reasoning-aware student simulators to evaluate AI tutors, diagnose misconceptions, and support learner reflection - The article recommends deploying student simulators that model both actions and internal reasoning as tools for educational system development.
• Use reflection assignments to check adult learners' understanding and participation change - The article recommends that the educator ensure students display understanding during and at the end of a class session, and proposes reflection assignments as the mechanism: "Reflection assignments a
• Use reflection prompts focusing on the teacher vs. on the students in video-based professional development for SRL instruction - The editorial describes Michalsky's quasi-experimental study examining "how reflection prompts that focus on the teacher vs.
• Use refusal-first behavior and description-substitution experiments to support accessible visual math - For accessibility, the article recommends that systems "elicit the missing figure (or a structured textual description) rather than speculate" when a required image is unavailable.
• Use regression discontinuity designs to replicate or check experimental impact estimates for education interventions - The report demonstrates using a regression discontinuity design as a replication approach for experimental impact estimates of education interventions.
• Use representation analysis, ablation, and trajectory-level comparison to enable causal inference about learning mechanisms within AI models - The review recommends a set of methodological tools for interrogating AI cognitive models so that mechanistic claims about learning can be causally tested rather than merely asserted.
• Use representational nudges and creative challenge-reflection cycles to move learners between mathematical exploration, conceptual reasoning, and pedagogical decision-making - Two cross-cutting mechanisms supported teachers' movement across MC, CK, and PCK: prompts for multiple representations and visualization, and cycles of creative challenge and metacognitive reflection.
• Use research-based indicators to bridge research and practice in college access work - The chapter presents indicator development as a critical mechanism for connecting research findings to front-line practice.
• Use research-based turnaround leadership strategies to support a comprehensive turnaround initiative - The article's purpose is to share "specific, research-based strategies turnaround leaders can use in order to support a comprehensive turnaround initiative." The strategies are presented in infographi
• Use resource types as subdivisions of their associated contexts rather than as separate facets - Based on the finding that users have difficulty distinguishing between the various kinds of document types, resource types and formats, the authors recommend that separate facets for different kinds o
• Use response time to identify test taker disengagement as rapid-guessing behavior - This strategy uses item response time on computer-based tests to detect disengagement: when a test taker responds too quickly for the item to have been meaningfully considered, the response is flagged
• Use review findings to identify promising targets for social innovations improving poor children's educational prospects - The article's stated purpose is to translate review findings into actionable innovation targets.
• Use reward-aligned LLM scoring as a teacher-supervised auxiliary tool for preliminary essay scoring at scale - The article positions RACES as "an auxiliary scoring framework rather than a replacement for human raters".
• Use rhythmic guides in early years to organize unit strokes and facile movement, with imposed rhythm reserved for simple repetitive forms rather than word writing - The article recommends that the rhythmic guide in penmanship instruction be carefully supervised and scientifically directed.
• Use rigorous formative studies to refine the RJ framework and document outcomes before scaling - In the conclusion, the article reports that most interviewed experts wanted "rigorous formative studies to refine the framework and document the outcomes of RJ in schools," and offers the brief's cate
• Use risk-free high-fidelity VR simulation to complement physical training for hazardous clinical procedures - The article recommends that virtual simulation complement physical training for procedures involving radiation exposure and privacy-sensitive examinations.
• Use RJ strategies such as proactive circles to manage classrooms and establish norms beyond discipline - Experts described teachers managing classrooms using RJ strategies such as "proactive" circles to discuss subject matter.
• Use role-play and drama techniques after reading to deepen understanding through lifelike language use - The article recommends role-play, scenarios and other drama techniques as a way of widening communicative possibilities, whose main interest lies in global use of language in lifelike situations and d
• Use Rubrics And Exemplars - Providing learners with explicit evaluation criteria (rubrics) alongside models of high-quality work (exemplars) so they understand what success looks like before producing their own.
• Use rubrics to make assessment criteria and performance levels explicit so students can regulate their learning - The article's explanatory account is that rubrics provide transparency: "By making criteria, performance levels, and (when relevant) scoring strategies explicit, these may become objects of action and
• Use rule induction in three complementary roles: ruleset mining for sample description, association rule mining for group differences, and decision trees for controlled predictor-outcome checks - The author proposes at least three practical and principled ways to incorporate rule induction into education research so that it complements rather than conflates with regression.
• Use sample journal entries to inductively highlight target language elements - As an inductive variant of intensive focus on form, teachers present a sample journal entry that models the target language element and ask students to notice how it is used.
• Use scaffolding techniques to help students complete tasks within their zones of proximal development - The article presents scaffolding as the primary classroom application of Vygotsky's theory, citing Glasser's recommendation to "use scaffolding to assist students with completing tasks within their Zo
• Use school admissions lotteries as randomized experiments to estimate long-term civic outcomes - The report's design strategy is to exploit oversubscribed school admissions lotteries as a source of randomization: it matches "records from Democracy Prep's admissions lotteries to a national databas
• Use school climate surveys, suspension rates, and chronic absenteeism as accountability indicators of school supports for SEL - The report recommends that states consider including measures of school climate, supports for SEL, and related outcomes in federal accountability and statewide reporting.
• Use school lotteries as a research design for estimating impacts of schools of choice on student outcomes - The article offers lessons for researchers who use lottery-based designs, stating that schools' admission lotteries can be used "to estimate impacts of schools on student outcomes." Because oversubscr
• Use school-level data systems to identify which students need which types of support for dropout prevention - The chapter recommends that schools build systems for monitoring student data so staff can identify students at risk early and target support.
• Use school-level recovery patterns to target support and long-term improvement investments where they are needed most - The brief positions analysis of diverging recovery patterns as a decision aid for education leaders.
• Use school-wide instructional goals to focus teacher-team collaboration on common instructional issues - The case-study schools used school-wide instructional goals—such as literacy integration across disciplines, assessments, or improving differentiation—to give collaborative teacher-team work concrete
• Use scientific visualization to link the aims of education to the practices of science through exploratory, inquiry-driven learning - The article culminates in a recommendation that education adopt scientific visualization as a means "to provide education with an important new inscriptional system for exploratory, inquiry-driven lea
• Use score-linked college exploration alongside goal setting and parent conferences to build post-secondary plans - The article recommends embedding the College Explorer in a wraparound planning routine: "Together with goal setting and parent conferences, College Explorer can help students develop a plan, consider
• Use scripted, small-group social media training workshops to foster older adults' social media engagement, and plan ongoing support to sustain use after training ends - The article's intervention was a 4-week, scripted, classroom-format workshop (about 10 participants per group, 2 hours weekly, laptops provided, one-on-one research-assistant support) covering Faceboo
• Use seatwork phases to attend diagnostically to students who may need adaptive support - The article links individual seatwork phases to teacher diagnostic opportunities: such phases "give teachers more opportunities to monitor the students'learning progress," and in this study expert tea
• Use secondary time thresholds to purify E-M scoring - Study 2 investigates a purification method for improving E-M score accuracy: varying the secondary time thresholds used to identify responses excluded during E-M scoring.
• Use selective alternative certification routes as one lever for staffing disadvantaged schools, with expectations calibrated to route selectivity - The brief addresses teacher shortages in disadvantaged schools by presenting evidence on alternative certification routes as a staffing strategy.
• Use self-generation for simple, low element interactivity content, especially when longer-term retention is the goal - The article's educational implications recommend that "for simple content with low element interactivity, including more complex information processed by more expert learners, requiring students to se
• Use self-guiding STEM activity kits for parent-child play to boost some parents' STEM talk - The article recommends self-guiding STEM activity kits designed for parent-child play as a support that helps parents incorporate STEM talk during guided play.
• Use self-management interventions to target academic outcomes for students with emotional and behavioral disorders, prioritizing under-studied areas such as writing - Based on the review's findings, practitioners and researchers can implement self-management techniques (self-monitoring, self-evaluation, self-instruction, strategy instruction, or multiple-component
• Use self-scoring against correct answers as a tool to foster primary students' monitoring accuracy during math problem-solving practice - The article recommends having students compare their own problem solutions to objectively correct answers and then re-judge their performance.
• Use sentence completion interviews to elicit learner concerns and generate group themes - The guide describes sentence completion interviews as a way to elicit what concerns learners, especially when a group was formed around a convenient meeting time rather than a theme.
• Use sentence construction activities to teach compound, complex, and compound-complex sentence types - The guide recommends introducing a sentence construction activity so students learn three sentence types: compound sentences (at least two independent clauses that are joined), complex sentences (an i
• Use sentence manipulation, sentence combining, sentence expanding, semantic feature analysis, and semantic mapping - The review reports Barnitz's (1997) concrete recommendations for applying theory to classroom practice.
• Use sequences of problem-situations to progressively contextualize and develop mathematical comprehension of calculus concepts - The authors propose identifying a sequence of situations-problems whose resolution contextualizes knowledge and progressively develops students' mathematical comprehension and competence.
• Use shaped-spectrum filtered error for rapid adaptive logic response - To separate trainee performance from disturbance effects in adaptive logic, the article describes passing the disturbance through a high pass filter and the error through a low pass filter, each with
• Use shared frameworks, cross-district collaboration, and state-level policy alignment to scale AI-enabled edtech - For the scaling and sustaining phase, the article recommends developing standardized frameworks, strengthening state-level policy coordination, and coordinated funding structures.
• Use shared metacognition as the routine practice for educators and learners to critically evaluate AI-generated outputs - As an implementable activity, the article recommends that educators and learners collectively monitor and manage their thinking when encountering AI-generated outputs.
• Use short-horizon emotion forecasting to time timely, tailored learner support (e.g., pre-empting boredom-prone self-study, scaffolding before anxiety-prone speaking tasks) - The article proposes that accurate short-horizon forecasts of learners' next emotional states could inform "the design of future interventions that provide timely, tailored support (e.g., pre-empt bor
• Use silent teaching — writing verbatim teaching scripts — as a non-interactive learning-by-teaching activity - The article implements learning by non-interactive teaching in written form: after preparing to teach, students "wrote a verbatim (i.e., word-for-word) teaching script on the text, as how they would e
• Use simulated student profiles (expected path, struggling learner, off-topic input) as test scenarios for AI tutor QA - PromptDecipher directs teachers to a test environment consisting of "a simulated student chat" in which they "select a student profile (e.g., 'expected path,' 'struggling learner,' 'off-topic input'),
• Use simulated student sections as a scalable supplement to teacher training and lesson preparation - The authors recommend deploying simulated small-group sections as a supplement to traditional teacher training in large online courses such as Code in Place or Schoolhouse, where scaling live coaching
• Use simulated task environments for learning tasks so multimedia principles support inductive learning - For the learning-task component, the chapter recommends having students work on learning tasks in simulated task environments.
• Use simulation as a non-threatening alternative to direct experimentation when testing office reorganizations - The report recommends that a manager facing congestion or budget pressure run the simulation rather than experiment on the live office.
• Use single-domain text-structure intervention to address comorbid reading and word-problem difficulty - Because cross-domain transfer was demonstrated in both directions, the authors suggest text-structure intervention in one domain may help address comorbid RC and WPS difficulty, easing scheduling and
• Use situational communication exercises, normal speech, ad hoc grammar explanations, and echo-expansion correction - The article lists classroom techniques that its experiment found sufficient for statistically significant skill improvement: situational communication exercises such as language games, interviews, dia
• Use six concrete strategies to incorporate recipient input and make training and TA engaging - An implementable strategy set for TA designers and providers: "using written training and technical assistance requests, assessing recipients’ needs and assets, developing individual training and tech
• Use skill standards and certification tests to improve schools' information technology classes - The article describes skill standards and certification tests as prominent tools in recent school-improvement efforts: "Skill standards and certification tests have figured prominently in recent effor
• Use skills mapping and assessment to articulate individuals' entire skillsets from formal and informal experiences - As a skills-first alternative to traditional talent development, the report describes career navigation that "utilizes skills mapping and assessment, where a large emphasis is placed on identifying, u
• Use small school creation as a lever for raising attendance and graduation among at-risk students - The report's findings support small school reform as a strategy for improving attendance and graduation among at-risk high school students, even though test scores did not improve.
• Use small shared-meal conversations among teachers, students, and a facilitator to surface student perspectives on assessment and strengthen relationships - The project organized teams of four — a teacher, two high school students, and a non-educator facilitator — to share a meal and discuss how a test or assessment "might be redesigned so that everyone i
• Use small-group discussion of a phenomenon-describing problem before text study to bridge prior knowledge and new information - Small groups of learners are given a description of natural phenomena and asked to explain them in terms of underlying processes, principles, or mechanisms before reading a relevant expository text.
• Use small-scale learning metrics during iteration and reserve proof metrics for later stages - The article advises defining meaningful metrics: "Measuring gains in student learning can require large studies over long time periods." Instead, teams should use "learning" metrics that matter on a s
• Use SNA at the whole-network level to study all ties within a defined group - This strategy applies SNA at the level of whole networks: the evaluator measures and maps 'all of the ties within a defined group,' such as a program's participants or partner organizations.
• Use SNA in both process and outcome evaluations of programs - The brief recommends applying social network analysis in two evaluation types.
• Use snapshot mastery patterns to identify plausible next learning targets when longitudinal logs are unavailable - The article recommends that in settings where only snapshot assessments are available, estimating the next likely skill from CDM-derived mastery patterns can guide instruction.
• Use social-belonging interventions that provide students a framework for interpreting ambiguous social cues and making attributions - Social-belonging interventions, informed by attributional theory, give students a framework for interpreting ambiguous cues about whether they belong — for example, that facing challenges and question
• Use SPIDER to structure inclusion criteria and search strings for a qualitative evidence synthesis of AAC in education - The protocol operationalises its scope with the SPIDER tool (Sample, Phenomenon of Interest, Design, Evaluation, Research type).
• Use SQuILD to quantify informal talk and learning in open-ended museum settings - Scoring Qualitative Informal Learning Dialogues (SQuILD) is a method presented by Roberts and Lyons that "aims to measure informal talk and learning in open-ended museum settings." It can "be used to
• Use SR and OB measures together as diagnostic tools in AI literacy professional development, before and after training - Because SR and OB measures are weakly correlated and cannot be used interchangeably, the authors recommend embedding both validated instruments into AI literacy PD programs to monitor growth and detec
• Use staged disclosure with early educator-authored content to buffer some LLM diagnostic errors - The article recommends organizing LLM feedback so early stages rely mainly on educator-authored or template-based conceptual content, which can keep an incorrect localized correction hidden from stude
• Use staged problem-solving reflection assignments to build metacognition around LLM use and surface student help-seeking perspectives - Add reflection assignments at multiple points in the semester in which students describe their problem-solving and help-seeking process in their own words, including whether and how they used LLMs.
• Use standards-based learner profiles to deliver targeted support and curriculum-level interventions in professional degree programs - The article recommends that program coordinators use the identified standards-based profiles to tailor support rather than merely audit learners, and to trigger curriculum-level responses.
• Use state completer survey data within accreditation to flag struggling programs and expand subsidized high-quality clinical pathways for underserved candidates - The report recommends that California policymakers use its completer survey system both to enforce accreditation standards and to support program improvement.
• Use state licensing and program approval standards, infrastructure investment, equity targeting, and pipeline reforms to improve principal learning - The report recommends four policy actions: develop and better use state licensing and program approval standards so programs include high-quality features and quality internships; invest in a statewid
• Use state longitudinal data systems to supplement NSC data when reporting detailed two-year college outcomes - The article recommends that researchers combine NSC data with state administrative data such as ICCB records through the ILDS.
• Use statistical adjustment to separate school effects from family resources and prior learning when rating schools - The report describes a strategy in which a state education agency, here the Louisiana Department of Education working with Mathematica, uses a statistical model on administrative data to estimate each
• Use statistical and conceptual procedures to distinguish sibling constructs and compare sibling theories' predictions - The article recommends that researchers make their definitions explicit and argue for what distinguishes any newly introduced construct from existing ones, citing Lawson and Robins (2021) as providing
• Use stealth-assessed persistence to deliver adaptive challenges at appropriate difficulty - The authors recommend that educational games embed a stealth assessment of persistence and use the resulting information to adapt problem difficulty to each student.
• Use stereotype-awareness and cross-cultural activities to surface assumptions about NESB staff - Module 4 makes supervisors' own assumptions visible.
• Use STOP blocks as explicit pacing primitives to manage information overload in AI-as-instructor instruction - STOP blocks are explicit pause directives embedded in module files that create hard boundaries in instruction delivery, addressing the risk that an AI agent instructed to teach a module generates thou
• Use strategic hiring aligned to the instructional model, including observing candidates teach and recruiting for mission-specific qualifications - RSF schools devoted many months to hiring, and two schools modeled strategic hiring.
• Use strategy-based evidence models to trigger adaptive scaffolding toward more productive problem-solving strategies - The article recommends that intelligent game-based learning environments use induced evidence models to infer students' problem-solving strategies from trace data and intervene when a strategy associa
• Use strengths-based, nonpunitive framing in recruitment and family engagement for attendance programs - The article recommends recruiting and engaging families by leading with support rather than deficit framing.
• Use structured CL techniques such as Showdown and Trade-A-Problem when the whole class reads the same book - For class reader schemes in which "the entire class reads the same book", the article recommends structured techniques: Showdown, where students in groups of four each write answers to a teacher quest
• Use Structured Critique Protocols - A strategy that replaces vague "give feedback" instructions with explicit, sequenced protocols (e.g., gallery walk, ladder of feedback, TAG, critical friends) that specify what to evaluate, in what or
• Use structured e-mail exchanges with target-language peers to build cross-cultural interest and motivation - The activity has students correspond by e-mail with peers in the target language, chosen via a penpal website where they can select partner country, age, and sex.
• Use structured exercises requiring students to compare, critique, and justify against AI-generated code - A concrete integration recipe in which instructors design ChatGPT-supported activities that keep students in an evaluative, reasoning role rather than a consumption role.
• Use structured initial prompts and iterative optimization when generating lesson plans with ChatGPT - The article proposes key methods for AI-assisted lesson planning, highlighting steps in generating lesson plans and searching for multimedia resources, supported by a prompt framework with structured
• Use structured multi-stage prompts with clearly defined constructs when eliciting LLM topic labels for qualitative coding - The article recommends grounding LLM-assisted labeling in structured prompts that define constructs clearly and contextualize them within the research task.
• Use structured power-analysis journaling at the start and end of field placements to build critical consciousness - In advanced practica, the author requires students to begin and end field work with a reflection on the power dynamics at their site, using journals to track changes in perception.
• Use structured professional development workshops featuring the PPH framework to build workforce confidence for pro-environmental change - The article recommends structured professional development as a vehicle for building dietitians' capacity for food system change: "structured professional development, in this case a workshop featurin
• Use structured reflection questions in check-ins and board materials to surface leadership distress indicators - The toolkit recommends specific discussion prompts authorizers can use in formal or informal check-ins with board members and school leaders, such as "Can the leader articulate goals and strategies fo
• Use structured reflection tables, learning journals, prompt variation, adversarial queries, and peer debate to cultivate AI intuition - The article recommends instructional practices that make each phase of the experiential cycle visible and assessable.
• Use structured think-aloud sessions with a semi-structured moderator guide to capture student feedback for iterative AI tool refinement - The strategy runs think-aloud sessions in which students verbalize thoughts and expectations while using an AI tool in real time, guided by a semi-structured moderator's guide covering preparation, se
• Use structured, formal learning beyond the profession (e.g., classical liberal arts content) to grow mid-career faculty reflective capacity - Given faculty scores near the center of the epistemic scale and a gap relative to very-late-career faculty benchmarks, the authors recommend professional development built on a trajectory of growth on
• Use structured, human-in-the-loop prompting governance (such as NLD-P) with systematic human review to preserve authorship boundaries in AI-assisted research - The article discloses a human–AI collaborative methodology in which LLMs served only as assistive tools under "a human-in-the-loop, human-in-control, and human-as-final-author model of collaboration."
• Use student and teacher voice as reliable, valid inputs in school improvement efforts - The study recommends that schools treat what students and teachers report about school experiences, culture, and climate as valuable inputs to improvement.
• Use student experience data in an iterative inquire-change-monitor cycle with students as partners - The playbook recommends that teachers and staff use Cultivate data in a continuous cycle: "Ask questions about what students are experiencing in school", brainstorm potential changes with colleagues a
• Use student experience variables instead of identity variables to investigate for whom and under what conditions improvements work - This strategy proposes measuring students' educational experiences—such as sense of belonging, self-efficacy, effects of disruptions, or teacher support—rather than relying on demographic identity var
• Use Student Momentum graphing to target and prioritize course revisions within limited designer time and resources - The authors advance M graphing as a resource-efficient design tool: rather than concluding an entire course needs revision from its overall dropout rate, designers can identify Course Walls and revise
• Use student-owned portfolios with digital and non-digital documentation to assess maker growth over time - The paper recommends portfolio development as a way to accomplish a process-over-product approach.
• Use student-reported measures of intercultural education and teacher attitudes when monitoring school social climate - Because student-reported intercultural education practices and teacher attitudes showed consistent positive associations with belonging, wellbeing, and (for attitudes) lower victimization, while princ
• Use Student-Written Texts in Literacy Instruction - An implementable teaching recipe drawn from the documented classroom practice: form voluntary research groups, investigate a topic through discussion, have each student write individual findings, exch
• Use students' home language (Marshallese) to supplement English instruction in entry-level ELA courses - This strategy recommends supplementing English-medium instruction with students' home language to support multilingual learners in developmental coursework.
• Use studies of human experience across world societies with an interdisciplinary focus through grade eight - The framework recommends implementing its goals through selected studies of human experience spanning American cultures and societies, European, African, Asian, Middle Eastern, and Pacific societies.
• Use summer learning loss research to help educators, policy makers, and families plan for and address impacts of extended school closures - The brief recommends drawing on the established research base on summer learning loss as an analog for understanding the consequences of the COVID-19 pause in schooling.
• Use summer programs as learning labs for teachers to practice new instructional strategies - The brief suggests that "summer programs can be learning labs for new practices," because teachers made use of instructional practices they had learned while delivering the programs.
• Use support-level filtering across cohorts to separate persistent from cohort-specific challenging topics - A prioritization strategy in which a topic is considered persistently challenging only if it appears among the ten most difficult topics in at least two of three cohorts, with quizzes of two or more q
• Use survey and assessment disengagement metadata as a new source of SEL data for practice, policy, and research - The article recommends treating metadata from existing tests and surveys — particularly indicators of disengagement — as a source of SEL data that educators, policymakers, and researchers can use with
• Use survey profiles, discussion questions, and the Details report to guide school improvement deliberations - The report recommends using its profiles to "stimulate discussion among your school's leadership team, teachers and members of the local school council (LSC) about instructional priorities and current
• Use sustained professional development and accompaniment—mentoring, coaching, communities of practice and iterative support—for digital integration - The review's synthesis of the teacher professional development and accompaniment category (9.0% of the RQ1/RQ2 corpus) shows that digital integration is achieved through sustained processes rather tha
• Use syntactic complexity as a sensitive developmental marker to monitor children's writing progress in the upper elementary grades - The article recommends a specific assessment practice: "syntactic complexity could be considered an important developmental marker of written language, and thus a sensitive indicator to monitor childr
• Use synthetic LLM-generated error datasets for AI tutors, teachable agents, and teacher professional development - The article recommends three deployments of large-scale synthetic error datasets: training and evaluating automated tutoring systems so they can "better diagnose and provide feedback on diverse, reali
• Use systematic staff development to build teacher capacity for LRE - The digest states that LRE effectiveness depends on teacher knowledge and skill and that systematic and extensive staff development can build the needed knowledge, skills, and attitudes.
• Use systematic, direct phonics instruction delivered one-to-one when teaching decoding to students with intellectual disability - The article's implications for practice rest on its finding that phonics instruction improves decoding for students with intellectual disability, with most effective studies using "a systematic and di
• Use tablet computers in Response to Intervention for self-recorded reading, electronic graphic organizers, and electronic text notation - The authors encourage teachers to explore how tablet computers can support struggling readers while awaiting formal research.
• Use targeted mindfulness supports for at-risk students with trauma-informed adaptation and participation choice - The brief describes intensive mindfulness supports for students facing risk factors such as trauma: mindful listening in restorative justice settings, teaching basic body awareness with prompts like "
• Use tasks without explicit feedback or rewards to study intrinsic reinforcement responses - The article recommends investigating intrinsic reinforcement using task paradigms that provide neither performance feedback nor explicit rewards.
• Use teacher and administrator perception surveys to monitor evaluation-system implementation - The brief demonstrates monitoring a district-wide evaluation overhaul by surveying the educators subject to it.
• Use teacher PD targeting pedagogical content knowledge, research-based practices, and print environments to improve early literacy instruction quality in low-resource countries - The article draws implications for improving the quality of early literacy instruction in the least developed countries from its Rwanda trial results.
• Use Teacher Residency Grant Program funds, braided with other sources, to recruit and retain a diverse teaching workforce - For teacher preparation, residency, and shortages, the brief recommends residency strategies funded by braided sources: cover 'residency program staff costs, teacher preparation costs, stipends for me
• Use teacher-in-the-loop verification targeted at each error stage rather than fully automated LLM diagnosis - The article recommends moving "beyond fully automated diagnosis toward transparency and selective human verification." Teachers intervene at specific pipeline stages: validating whether identified evi
• Use teacher-rated school performance screening alongside sleep surveillance to identify sleepy learners - The article recommends monitoring sleep and its school-performance correlates in the school setting: "The finding emphasized the importance of sleep surveillance and intervention in the school setting
• Use teacher-student interactive map construction so the teacher can correct misinformation and introduce new ideas - The article recommends involving both teacher and students in constructing semantic maps.
• Use teaching portfolios with a reflective component so beginning teachers document competencies and reflect on which practices worked - Portfolio development is described as "a favorite tool used in pre-service teacher education." Portfolios gather significant artifacts representing professional development and include a reflective co
• Use technology after learner effort to protect productive struggle - The report recommends giving learners space to generate their own thinking and ideas before introducing technology supports.
• Use technology to facilitate active participation rather than replace face-to-face learning, potentially creating greater synchronicity between modes - The article recommends deploying online technologies within experiential pedagogy as a means of enabling student activity, not as a substitute for campus learning.
• Use technology-mediated learning to shift the trainer's role from knowledge provider to facilitator and foster reflection - The article recommends computer-facilitated learning and activities to foster reflection in pre-service ELT teacher education.
• Use temperament-based classroom sessions with puppets, videos and activities to build empathy and dilemma resolution - The strategy is a classroom implementation recipe drawn from INSIGHTS: children participate in "10 weekly 30-minute sessions in their own classrooms led by their teachers to help the class gain empath
• Use Templates and Tools That Allow for Scaffolding - Providing structured supports — planning templates, graphic organizers, and structured tools — that guide learners through complex tasks and are gradually removed as proficiency develops.
• Use templates to reflect on and classify learning interventions along the axes of concreteness and abstraction - As its third contribution, the article offers templates for designing and classifying mathematics education interventions along the taxonomy's axes.
• Use temporal insights from dynamic emotion data to design proactive interventions addressing anxiety before it undermines enjoyment - The review recommends leveraging temporal relationships revealed by dynamic analyses to intervene before negative emotions escalate.
• Use test adaptation measures in operational settings to identify adaptation difficulties and suggest processes for improving adaptivity - The article recommends using its three adaptation measures as operational diagnostic tools: after a test form runs, compute the measures from examinee-level test information to locate where adaptation
• Use the AI Fatigue Model to adjust task design, pacing, and scaffolding at points where AI-related pressure is likely to increase - The article recommends that educators use the stage-based model diagnostically: identify points in the academic task cycle where cognitive or motivational pressure is likely to increase, then adjust t
• Use the ASP level scale to design and select whole-school intervention activities according to research focus and aims - The review recommends that researchers and practitioners use its graded ASP scale as a planning tool when designing whole-school interventions.
• Use the assistant principalship as an explicit training ground for aspiring principals - Based on the two studies, the authors conclude that aspiring school leaders need a wide range of experiences and that "the assistant principalship could serve as a more explicit training ground for ne
• Use the BASIE framework to interpret impact estimates from evaluations - The BASIE (BAyeSian Interpretation of Estimates) framework is Deke's recommended approach for researchers drawing inferences about causal relationships from impact evaluations.
• Use the checklists against a draft methods and results section to check completeness of reporting - Beyond listing what to report, the brief models a concrete activity: applying the five checklists to an actual report.
• Use the coaching framework as a structured discussion guide with a note-taking grid and study group questions - The brief operationalizes its framework as a discussion tool: Figure 2 provides a grid with space for recording "Current Work" and "Ideas to Move Forward" across the three levels, and five suggested d
• Use the Computational Systems Modeling framework to guide curriculum integration, learning-tool design, and assessment of ST and CT - The authors propose three uses of their framework: guiding curriculum developers and teachers in integrating ST and CT through modeling across multiple STEM courses; assisting software developers and
• Use the construct map for progress monitoring of CBPL and HQIM implementation - The guide positions the construct map as a practical tool for measurement and progress monitoring: instructional leaders can diagnose system strengths and gaps, plan targeted supports, and run continu
• Use the content of learners' written plans as an early-warning signal to identify students least likely to succeed - The article's forecasting result suggests a concrete implementation strategy: collect learners' open-ended plans at the start of a course and read their content for risk signals, since "the contents o
• Use the contextual embeddedness of learning patterns to foster the quality of student learning - The review argues that because students' learning patterns are related to environmental factors such as teaching strategies and perceptions of the learning environment, these relations "may give indic
• Use the creativity task taxonomy to design creativity activities and clarify research discussions - The review recommends its taxonomy of creativity tasks as a practical tool for educational practice and research communication.
• Use the CT–PCK Survey to identify professional learning needs and evaluate CT-integration professional development, not for teacher evaluation - The report recommends school and district leaders use the CT–PCK Survey "to identify teachers' strengths and opportunities for professional growth in CT integration" and researchers use it "as an outc
• Use the Deepening understanding Influence to nurture online learners' sense of belonging - 'Deepening understanding' is the third Influence in the article's adapted Community of Inquiry Framework, an overlap of the three Presences through which tutors can promote SoB.
• Use the distinct maturational timelines to guide monitoring of adolescents with neurodevelopmental disorders - The article draws clinical implications from its two distinct maturational trajectories.
• Use the DOT Framework's Empathize and Test/Feedback stages as practical checklists, and build professional learning communities around shared prompting and critique practices - The article recommends that instructors treat the design thinking stages, particularly Empathize and Test/Feedback, as "practical checklists for AI integration, moving beyond ad hoc experimentation to
• Use the dual-process model to inform the teaching and development of writing - The article states that it "concludes with a discussion of the implications for writing research and the teaching and development of writing", positioning the dual-process model as a basis for writing
• Use the five GAA-LS subscales to target instruction and make AI-related assessment expectations visible in assessment briefs - The article recommends using the GAA-LS diagnostically: for instructors, "The five subscales can therefore inform targeted teaching rather than broad warnings about AI use." For course design, the sca
• Use the Five S framework to scaffold students' prompt writing with generative AI in chemistry education - The Five S framework is a prompt-engineering scaffold for educators and students using generative AI, comprising five strategies: "set the scene", "be specific", "simplify language", "structure output
• Use the five-dimension literacy model to design AI-integrated graduate education and literacy cultivation strategies - The article offers its validated model and scale as actionable inputs for graduate education design.
• Use the framework as a global reference to guide national AI competency frameworks, teacher training, and assessment parameters - The publication positions itself as "a global reference" that "guides the development of national AI competency frameworks, informs teacher training programmes, and helps in designing assessment param
• Use the generative formula to craft new micro-interventions: observe a cue, connect it to a deeper need, and bridge with a reframe plus a tiny prescribed action - Rather than memorizing scripts, instructors develop a generative capacity using the formula: "When you observe [STUDENT BEHAVIOR/EMOTIONAL CUES], connect it to the [DEEPER HUMAN OR PROFESSIONAL NEED],
• Use the Good, Better, Best Fit model to guide educators' selection of micro-credentials - The Good, Better, Best Fit model is a three-question framework educators use to select which micro-credentials to earn.
• Use the GRASPS protocol to design performance and authentic assessments - For performance or authentic assessment, the article offers the GRASPS protocol as a reliable process prompting teachers to consider epistemic aims in task construction.
• Use the historical reasoning framework to design and analyze tasks, tools, and assessments in history education - The article proposes using the six-component framework "both in future research and in educational practice".
• Use the integrated technical–pedagogical limitation framework to inform teacher education, instructional design, and institutional AI policies in undergraduate EFL programs - The review recommends using its unified analytical perspective as an evidence-based foundation for responsible AI implementation in undergraduate EFL higher education.
• Use the integrative framework and non-cognitive predictor set as a road map for counseling, assessment and interventions with students at academic risk - The authors recommend applying their framework and Structural Model 1 in educational practice: professionals can "implement strategies that foster the development of behaviors associated with these no
• Use the inventory as a checklist of design decisions for teachers and a reporting guideline for researchers - The article proposes two uses of the inventory: for teachers and advisors it functions 'as a source of inspiration or as a checklist of important decisions to make when working with peer evaluation',
• Use the IPLP word-learning task within the first 3 years of life to identify children at high risk for poor vocabulary development after cochlear implantation - The article recommends using the IPLP word-learning task as an early clinical screening tool.
• Use the Learning Continuum to locate skills by difficulty and guide formative assessment and scaffolding decisions - The Learning Continuum is a MAP Growth tool that organizes the skills and concepts in the item pool by difficulty along the RIT scale so educators can plan instruction.
• Use the LittleLearner sandbox for controlled studies of RL-driven discovery, continual learning, interpretability, calibration, and human-model comparison - The article proposes the LittleCurriculum-LittleLearner sandbox as a playground for studies that are confounded in web-scale models.
• Use the Meaning-making Influence to nurture online learners' sense of belonging - 'Meaning-making' is the second Influence in the article's adapted Community of Inquiry Framework, an overlap of the three Presences through which tutors can promote SoB.
• Use the Mentefacto Map to define keywords and inclusion/exclusion criteria in systematic reviews - The review demonstrates a replicable search-structuring strategy: a Mentefacto Map, a tool from Conceptual Pedagogy, is "an ideogram that represents and conceptualizes a complex idea".
• Use the MRIM scale as a diagnostic and pedagogical tool for teaching L2 argumentative writing - The authors offer the MRIM scale as "a new tool for teaching and researching L2 writing".
• Use the multi-rater latent growth curve model when estimating growth from longitudinal multi-rater data - The article recommends its model for researchers analyzing longitudinal data in which multiple raters evaluate psychological or social-emotional constructs.
• Use the New Heights roadmap of school-based practices as a guide for service providers replicating supports for expectant and parenting youth - The article offers its findings as "a possible roadmap for service providers interested in replicating the program's success".
• Use the PLAY IT SAFE acronym to teach internet safety rules to teens with ASD - PLAY IT SAFE is a nine-letter acronym, adapted from Cerebra.org, that packages concrete internet safety rules for teens with ASD: never share personal information, tell a trusted adult, beware attachm
• Use the Power 10 strategies to help students comprehend, organize, and remember information in any context - The Power 10 are a set of teacher strategies used in both ECED curricula (Reading Matters and Writing Matters).
• Use the prompt typology to foster terminological coherence and improve literature search strategies in the age of AI - The article proposes that its typology of prompt types—content, function, presentation, and source—can serve two practical purposes: fostering greater terminological coherence in how researchers label
• Use the quality-indicator framework as a self-evaluation instrument for teachers rather than an external ranking tool - The article recommends using the indicator grid as a tool of self-evaluation for questioning and examining one's own MLE experience, individually or in a community of practice.
• Use the Recommendation's Policy Action Areas to translate AI ethics values into policy across education, data governance and other spheres - The page recommends that policymakers use the Recommendation's extensive Policy Action Areas to move from principles to implementation.
• Use the report's three themes to guide district and CMO decision-making about driving student achievement - The report offers its three themes — teachers' key role, school leaders as instructional leaders, and shared and well-communicated mission, vision, and goals — as a guide for leaders.
• Use the review's topic overview to anticipate where students will experience interference from automatisms - The review offers teachers a structured overview of primary school learning topics with empirical evidence of inhibitory control involvement, arguing this is particularly relevant because primary teac
• Use the Romanian PSRBVBQ in school practice to identify teachers' bullying perceptions and reveal training needs for bullying prevention - The article recommends administering the Romanian version of the PSRBVBQ to teachers and school counselors as a diagnostic step in bullying prevention work.
• Use the same early warning and college readiness indicator systems for English Learners as for other students, but apply subgroup-specific risk thresholds and targeted supports - The study's policy takeaway is that "Schools do not need different systems of early warning and college readiness indicators for English Learners," because the best indicators are the same for most st
• Use the School Improvement Plan and a strategic orientation to attack program incoherence - Principals use the School Improvement Plan mandated under the 1988 reform to unite parents, community members, and teachers around a coherent plan with annual goals, strategies in five areas, a monito
• Use the self-perspectives framework to analyze how seemingly similar HPT tasks elicit different processes - Educators and researchers can apply the four-self-perspectives framework to diagnose what different HPT tasks actually ask of learners, since tasks operationalized as constructing hypothetical people,
• Use the simulated class as low-stakes deliberate practice placed late in teacher preparation, with transcript-based debriefs - The article recommends a simulated class as a low-stakes setting for deliberate practice much earlier in a teacher's trajectory than the practicum, leaving a complete transcript for analysis and feedb
• Use the socio-cognitive openness framework's discourse acts as an educational vocabulary for meta-discourse, and have teachers contribute with more cognitive than social openness - The article recommends that educational practices built on knowledge building communities use the socio-cognitive openness framework as "an educational vocabulary to evaluate the discourse" that gives
• Use the solver as a hint engine for intelligent tutoring of spatial reasoning in puzzle games - The authors propose deploying the human-centric solver as the core of an educational tool: 'the system can serve as a core engine for an intelligent tutoring system, providing meaningful, human-like h
• Use the special issue's design-process questions to shape new SRL scaffolds - Rather than concrete guidelines, the introduction offers the contributions as inspiration for the scaffold design process.
• Use the SRL conceptual framework to guide future research on college student motivation and learning - The article proposes the framework as a research-organizing tool: "The conceptual framework may be useful in guiding future research on college student motivation and learning." Researchers studying m
• Use the stakeholder-by-value norm matrix as actionable rules for implementing ethical AIED - The review proposes its combined matrix as a practical tool: ethical norms are treated as "actionable rules that could be used to achieve the desired behaviours described by the EVs".
• Use the Start, Stop, Continue process to surface and act on promising practices with educational partners - The Start, Stop, Continue process lets district and school staff engage educational partners in reflecting on problems of practice or school climate goals.
• Use the Stokamer taxonomy of course and syllabus change to revise syllabi for civic competence integration - A practical rubric adapted from Kitano (1997) for revising syllabi to catalyze civic competence.
• Use the SYMP Test as a quick screening measure to identify children at risk for mathematical difficulties or dyscalculia - The article recommends administering the SYMP Test as an early screening tool: because symbolic magnitude comparison is robustly associated with mathematics achievement and children with MLD score low
• Use the taxonomy as a design space to select or invent novel video formats, especially combining artificial characters with digital or physical media - The article recommends using the two-dimensional taxonomy not only to choose a familiar format but to navigate toward novel production styles.
• Use the taxonomy as a prompt to stimulate educator imagination when constructing new GenAI learning activities - Rather than only describing existing activities, the taxonomy can be used generatively — the article states that "the taxonomy can serve as a prompt to stimu- late educators' imagination about GenAI a
• Use the taxonomy as a self-assessment and strategic-planning roadmap for institutional AI adoption - The article recommends that educational institutions use the ten-domain taxonomy as a self-assessment tool: by mapping existing AI initiatives to the domains, leaders can identify gaps in their AI str
• Use the taxonomy to self-evaluate an implemented research experience and level up milestones - After implementing a high-impact undergraduate research experience, the mentor uses the taxonomy to self-evaluate the experience and make adjustments, closing the assessment loop.
• Use the ten criteria in three ways: describe needs, evaluate candidate frameworks, and review frequently used frameworks systematically - The brief prescribes three primary uses of the criteria: helping practitioners describe and decide what they need; evaluating frameworks they are considering by rating them and checking strength in pr
• Use the Ten Times Two routine to build observational vocabulary before data analysis - Ten Times Two is a quiet observation routine: students look at an image for at least 30 seconds, list ten words or phrases about any aspect of the picture, then repeat the look-and-list cycle to add t
• Use the three design-based research phases (preliminary, teaching experiment, retrospective) to redesign and constructively align a university module - The article shows how DBR phases can drive module redesign: the preliminary phase ascertains initial learning outcomes, activities, and tasks from the learning guide, literature, and teacher educators
• Use the three time metaphors as lenses to analyse extant or newly designed knowledge organization systems - The paper recommends adopting an explicit time metaphor — architectonic, ouroboric, or lachesic — as a lens to analyse knowledge organization systems, because each metaphor implies different validatio
• Use the three-question framework beyond federal accountability to inform school and student needs - The article recommends that education officials use the framework's information "in a variety of contexts—beyond federal accountability—to better identify and understand student and school needs and m
• Use the tools as facilitated conversation starters that produce artifacts, not as a checklist exercise - The guide prescribes how teams should work with its tools: "Completion of the tools should not be a goal in and of itself; use of this guide is not a checklist exercise.
• Use the Trusting Influence to nurture online learners' sense of belonging - Within the adapted CoIF, 'Trusting' is one of the three Influences — the overlapping intersections of the three Presences — through which tutors are directed to nurture SoB.
• Use the unified subskills taxonomy to diagnose learners' strengths and weaknesses and to build self-assessment tools - The article recommends that teachers and teacher-researchers use the operationalized subskill list for diagnostic purposes, because subskills support pinpointing learner strengths and weaknesses.
• Use the VisA instrument as an efficient whole-class metacognition screener where teachers lack time for individual testing - The authors recommend the VisA instrument for practitioners because it is collected in paper-and-pencil format with groups of students and has straightforward scoring rules.
• Use the WD statistic during gameplay as a quick screening tool for pairing learners with likely different profiles - Based on simulation evidence that distinct learner trajectories yield reasonably distinct WD value ranges, the authors recommend computing the WD statistic during gameplay as "a quick screening tool t
• Use the What Works Clearinghouse and other sources of research findings as a base for educator-researcher engagement - The article positions the What Works Clearinghouse, together with other sources of research findings, as the base from which educators engage with researchers to advance practice.
• Use the WSCC model as a framework for school improvement plans, accountability measures, and cross-sector initiatives - The article's implications section recommends concrete uses of the WSCC model by multiple audiences.
• Use this methodological baseline to target improvements in interpreting risk of bias, reporting study funding, and citing protocols in systematic reviews - The review positions its findings as a baseline for quality-improvement work in evidence synthesis: "This report may be used as a baseline for assessing effects of implementing strategies to address l
• Use this Toolkit: Mitigating Racial Bias in Edtech - A structured toolkit guiding edtech teams through identifying and mitigating racial bias across the full product design and development lifecycle.
• Use three continuous improvement mechanisms: annual Advisory Council meetings, program surveys, and weekly leadership meetings - Faculty and program leaders engage in collaborative, solutions-oriented continuous improvement, modeling the learning orientation expected of residents and mentors.
• Use three methods to assess concerns: questionnaire, open-ended statements, and informal conversation - The paper describes three practical ways to determine individuals' or groups' concerns about an innovation.
• Use time spent on difficult test items as a source of information about students' social-emotional needs - The article recommends considering response process metadata as a source of information on social-emotional constructs.
• Use TIMSS cognitive domains to evaluate function art beyond counting function types - The article recommends that teachers go beyond simply counting function types and instead examine the precision and strategies students use when creating visual representations of functions.
• Use TPA results and completer-survey data to target programmatic support and continuous improvement - The report recommends that state agencies and preparation programs use TPA data alongside program completer survey data for continuous improvement.
• Use TPACK-based analysis of teaching video cases and design artifacts to build novice instructional designers' metacognition - A concrete teaching activity in which educators guide pre-service teachers to analyze specific teaching video cases and instructional design components through the TPACK framework, then design, receiv
• Use traced error causes as personalized intervention recommendations in online learning systems - The article proposes that diagnosing the causes of a student's systematic errors can guide adapting education to individual needs: the SET model "returns predicted probabilities for all considered cau
• Use trained staff, parent interviews, and EL classification committees to reduce initial EL misclassifications - Participants attributed inconsistencies leading to misclassification to lack of guidance, lack of training, and lack of expertise.
• Use training regimens with unrepeated, variable situations (like action video games) to foster transferable improvements in probabilistic inference - The article recommends, on the basis of its training study and mechanism account, that training regimens likely to produce broad transfer are those in which "situations are rarely, if ever, repeated",
• Use transfer incentives to place high-performing teachers in hard-to-staff schools serving disadvantaged students - A district-level staffing strategy: offer a substantial per-teacher payment to induce high-performing teachers to transfer into hard-to-staff schools.
• Use transferable planning tools to design virtual cohort learning activities - A facilitator can use the toolkit when planning a variety of learning activities for a learning cohort.
• Use transformer-based topic modeling (BERTopic) to map thematic structure and evolution of an emerging research field - The article demonstrates using BERTopic — "a transformer-based topic modeling approach that leverages contextual embeddings" — on a publication corpus to identify major research topics, track their ev
• Use transparency to promote professional accountability - Among its three concluding recommendations, the review advises policymakers to "use transparency to promote professional accountability." This strategy treats transparency as an instrument for strengt
• Use trauma-informed behavioral supports before escalating to suspension, supported by willful-defiance suspension bans - Professionals interviewed emphasized the need for more trauma-informed approaches in education, citing California Senate Bill 274 (effective July 1, 2024), which prohibits suspensions based on lower-l
• Use true-false examinations with immediate self-correction and public display of scores as a time-saving teaching and assessment routine - The article recommends a true-false examination routine in which students check 30 or more statements as true or false, correct their own papers as the instructor rereads each question with the proper
• Use two researchers as independent instruments for interpretation instead of one researcher confirming the other's reliability - This strategy replaces conventional single-coder reliability checking with collaborative interpretation.
• Use two-stage gated screening: an early reading screen followed by several weeks of progress monitoring before confirming at-risk status - The article recommends a screening approach in which an initial reading screen is followed by a period of progress monitoring to reduce false-positive identification of kindergartners and first grader
• Use universally designed auto-translated two-way messaging so families need only basic text messaging - The strategy is to communicate with families through two-way messaging automatically translated into families' preferred languages, so that engagement does not depend on smartphones, shared languages,
• Use university–district research partnerships to build district evaluation capacity and train practitioner-scholars - The article's strategy is a university–district research partnership in which the university provides district-driven research support and the partnership's projects serve as authentic training for pr
• Use unlearning-based simulated students as scalable practice environments for teacher professional development - The article's implications section proposes that because the unlearning approach can generate simulated students at different knowledge levels, it can populate training environments where teachers or
• Use updated occupational education and retraining programs, including cooperative on-the-job instruction, to re-employ workers displaced by technological change - The monograph recommends continuous programs of job training as prime importance for private and public enterprise and individual workers, stating that "Widely varied and accepted occupational educati
• Use validated LLM-generated mistake candidates as a preliminary step toward targeted feedback in interactive learning systems - The article recommends using transformation-based mistake candidates to scale discovery of common mistakes in education settings, and proposes integrating the resulting candidates into feedback system
• Use value-added school ratings for low-cost ex post facto evaluation of district programs - The article recommends evaluating already-implemented programs by comparing schools' poverty-adjusted effectiveness ratings before and after implementation, using data districts already collect.
• Use varied equal-partitioning problems to develop fraction comparison and equivalence - Teachers help children compare fractional parts and explore equivalence by trying different ways to partition objects.
• Use varied retrieval practice with feedback to support rule induction when no initial instruction is given - When learners must induce rules during practice rather than apply pre-taught rules, the article's Experiment 2 shows varied retrieval practice with corrective feedback is an implementable alternative
• Use video streaming technology instead of in-person observers to assess pre-K classroom quality - This strategy replaces in-person classroom observers with video streaming technology to assess classroom quality in pre-K settings.
• Use VIF-based indicator elimination above 3.3, guided by theory, when developing formative knowledge measures - Instead of maximizing Cronbach's alpha, the article recommends variance inflation factor (VIF) checks for formative measures.
• Use virtual engagement and online training delivery to sustain and extend apprenticeship system operations during disruptions - The brief's discussion of pandemic responses points to virtual engagement as a way apprenticeship systems continued operating: administrators pivoted work online, streamlined processes, and expanded r
• Use virtual humans to standardize communication training scenarios and allow safe repetition of emotionally charged conversations - The article recommends virtual human simulation as a means of providing "a safe environment in which to practice, reflect, and become adept" in communication skills.
• Use virtual patients to replace passive instruction and train clinical reasoning before bedside learning, without diminishing bedside teaching hours - The review recommends deploying virtual patients where they show the greatest benefit: replacing passive forms of traditional education and training clinical reasoning and critical thinking before dir
• Use virtual-world tasks to track learners' application and transfer of skills - SPICE develops the Center's back end to track learners' application of skills, which Hughes calls a critical step in developing learners' confidence to teach their children, and something she says SPI
• Use visible adult identifiers and peer-focused media to signal safe adults and open conversations about suicide prevention - As suicide prevention efforts, PUSD created a video and education series titled "Talk to Me, I'll Listen" for grades 9–12 students and parents, encouraging open conversations and support networks to a
• Use visible assessment data to inform academic recovery planning after COVID-19 - The article recommends making assessment data visible so it can guide recovery work: "Our goal with this tool is to create visible data that informs academic recovery efforts that will be necessary in
• Use Visual Aids - Supplement verbal instructions with visual aids to support learners' understanding, especially for low-level students.
• Use visual explanation tools to support learning in communities with scarce tailored learning resources - The article recommends that visual explanation tools such as nev can serve learners where dedicated learning materials are lacking, concluding that "visual explanation tools might alleviate the need f
• Use visual supports, role playing, and social narratives to teach internet safety to adolescents with ASD - The brief recommends three teaching approaches for parents and school staff: visual supports such as checklists of internet dos and don'ts and lists of acceptable websites; role playing multiple inter
• Use VR-based grasping of virtual referent objects to support vocabulary learning in low language aptitude learners - The article's pedagogical outlook proposes that, with affordable VR devices, "vocabulary learning with VR objects could support LLA learners in an efficient way", allowing ubiquitous, accessible train
• Use web-based diagnostic assessment results to generate individualized learning paths that teachers can modify - This strategy uses assessment results to tailor mathematics instruction: students take a diagnostic assessment, and software sequences topics and skills into an individualized learning path targeting
• Use web-based educational platforms to run individual-level randomized experiments in the classroom - The authors propose that web-based platforms such as learning management systems and MOOCs make individual-level randomization, the core of high-quality RCTs, much easier because personalizing an indi
• Use weekly oral code review interviews to incentivize students to understand AI-assisted code - This strategy replaces AI bans with formative oral assessments: after each weekly coding assignment, students explain their submitted code and justify implementation decisions to a trained TA in a 15-
• Use whole-number-by-decimal problems as a transition context for building decimal multiplication understanding - The article suggests that problems involving a whole number and a decimal below one "provide a possible transition context through which instruction could build on students’ understanding of whole num
• Use within-school random assignment of students as an evaluation design for school-based programs, learning implementation lessons from the TFA experiment - The article treats random assignment of students within schools as a study design worth using despite its difficulties.
• Use workshops and training sessions to familiarize students and educators with MALL and foster independence - The article recommends structured familiarization activities to support MALL adoption: "Initiatives such as workshops and training sessions can familiarize both students and educators with MALL, promo
• User-centered R&D with A/B tests and rapid prototyping to tailor interventions to a target population - The article describes a multi-phase R&D process used to prepare the National Study of Learning Mindsets intervention for entering 9th graders, involving several years and thousands of pilot participan
• User-Friendly Library Website Practices - Designing library websites so students can efficiently find and use resources through clear navigation, plain language, accessibility, and usability testing.
• Using a Culturally Responsive Curriculum Scorecard - A collaborative audit tool in which diverse stakeholder teams systematically score curriculum materials for representation, social justice content, and culturally responsive teaching practices.
• Using Colors for Different Feelings - Learners use different colors to represent different emotions in art, creating associations between emotions and visual cues that support emotional expression and awareness.
• Using Empathy Interviews for Family Engagement - Empathy interviews are short, one-on-one, open-ended conversations with families designed to surface their lived experiences, values, and concerns so that school decisions are grounded in authentic co
• Using Manipulatives - Manipulatives are physical objects used as teaching tools to engage students in hands-on learning, especially in mathematics.
• Using Mathspace workflows to provide timely, mastery-oriented feedback on student work - Equatio Mathspace provides workflows for receiving student submissions and giving feedback, supporting the UDL checkpoint on mastery-oriented feedback.
• Using Reflection for Habit Formation - Structured reflective routines that turn episodic learning experiences into durable habits of meaning-making, self-monitoring, and transfer.
• Using Technology - Integrating digital tools and media into instruction in ways that support — rather than distract from — evidence-based learning processes.
• Using the CoMSA to formalize assumptions about how interventions map onto learning curve changes - The CoMSA offers a strategy for researchers to formalize assumptions about how educational interventions (motivational, cognitive, metacognitive) translate into changes on the learning curve.
• Using Title II professional development funds to strengthen teacher preparation, recruitment, induction, and support in high-need schools - The report recommends that states and districts use ESSA Title II professional development funding to strengthen teacher preparation, recruitment, induction, support, and advancement, increasing teach
• Utility Value Connections - A motivational strategy in which learners articulate or receive explicit connections between course content and their own lives, goals, or interests.
• Utilize Text Messaging for Parent Engagement - Text messaging is used as a primary, low-friction channel for educators to communicate regularly with parents, prompting small at-home learning behaviors.
• Utilizing Mobile Communication Apps for Parent Engagement - Mobile communication apps (e.g., ClassDojo, Remind, Seesaw) let educators send texts, media summaries, and alerts to parents about school activities and their child's progress, lowering the barriers t