Strategies: U 1

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• Ubicar el norte marcando la sombra de la punta de un gnomon sobre una circunferencia, en lugar de usar una brújula - El recuadro del artículo propone un método de orientación sin brújula: se dibuja una circunferencia con un gnomon vertical en su centro y se marcan los puntos que recorre la sombra de la punta, obteni
• Ubuntu philosophy sessions to build tutor community and student camaraderie - Air Tutors implements the Ubuntu philosophy—recognizing the humanity of oneself through the humanity of others—first in tutor professional learning and then with students.
• Uncluttered Environment - A learning environment with minimal visual distractions is created by storing supplies and materials off of tables and desks and limiting decorations and other things hanging on the walls.
• Uncluttered Learning Environment - A clean, organized, and uncluttered learning environment is free from distractions and allows the focus to be on learning.
• Understand Your Bias - A reflective activity that surfaces learners' personal stereotypes and prejudices so they can recognize how their own viewpoint shapes their perception of others.
• Understanding By Design Unit Template - A backward-design planning template that structures a unit around desired learning results, acceptable evidence of understanding, and only then the learning plan.
• Undertake cross-sectional and longitudinal studies of the long-term effects of children's involvement with computers now - Learning from television research's costly omission, the authors recommend that long-term, cumulative effects of computer involvement be studied before the opportunity is lost: "there is in principle
• Underwrite comprehensive preparation, improve teaching conditions, raise compensation, and expand induction to retain teachers of color - The report's policy implications section recommends four levers for policymakers: "Provide Greater Access to Comprehensive Preparation", "Improve Teaching Conditions", "Increase Teacher Compensation",
• Ungrading - Removing or de-emphasizing letter grades and numeric scores in favor of feedback, self-assessment, and revision-oriented evaluation.
• Universities can support CPS graduate retention through deliberate support strategies such as scholarships, test-free admission, billing and hold policy changes, and tutoring - The article highlights institutional actions that universities can take to bring in and retain CPS graduates.
• Universities combine responsible AI use guidelines, accessible technical support, AI literacy training, and assessment-embedded critical evaluation activities to address AI learning anxiety - Based on the observed associations, the article recommends that "universities could operationalize these forms of support through concrete institutional strategies, particularly by developing responsi
• Universities should provide SRL training and consider reducing the length of breaks between lectures, using web-based instruction to give flexible attendance - At the institutional level, the article recommends "training interventions for students to foster SRL strategies", noting face-to-face trainings have been demonstrated effective but that "a web-based
• Universities should provide vivid guidelines and education on how and where ChatGPT may be used for learning - The article concludes that institutions should clarify regulations and teach students how to use ChatGPT productively.
• University teachers should act as role models by explicitly communicating lecture goals and time plans and reminding students to start exam preparation early - The article's teacher-level recommendation is that "University teachers can support the development of SRL strategies by acting as role models", achieved "by explicitly communicating lecture goals and
• Unlabelled Activities with Later Subject Reflection - A proposal from the GEMS founder for bringing hidden mathematics into informal STEM activities: "Laura proposes that leaders do not label activities at the beginning but later guide students to reflec
• Unplugged coding with printable motion and trigger blocks as a physical introduction to online coding - The webinar provides printable block images of motion and trigger blocks so young children can manipulate physical blocks before coding online.
• Untimed Tests - Untimed tests remove the pressure of completing assessments within a set time limit, allowing learners to focus on problem-solving without time-related anxiety.
• Update research evaluation, funding, and training policies to address AI-driven changes in team assembly - The article recommends that science policy adapt to the AI-driven shift toward younger, smaller, but highly impactful teams.
• Upgrade learning activities to a higher ICAP mode rather than aiming for perfect mode classification - The article recommends that instructors focus on moving activities up the ICAP hierarchy rather than on perfectly classifying them.
• Upgrade retrieval to Agentic RAG and adopt context-aware emotive narration to reduce cognitive load - The authors' stated future directions for the pipeline.
• Use "I" Statements to Avoid Blame - Avoid using "you" statements, which can make students defensive; instead frame feedback and conflict talk around the speaker's own observations and feelings.
• Use 'think like a ...' perspective shifting to mobilise different ways of knowing on a problem - The article operationalises epistemic control through the phrase 'think like a ...': groups adopt different disciplinary or role perspectives as the problem-solving process requires — thinking like an
• Use 'unique' rather than 'different' when describing diverse learners - A concrete language practice for teachers and scholars: replace the comparative descriptor 'different' with 'unique' when portraying learners.
• Use 5Essentials survey data to identify where to improve students' school experiences and teachers' relationships with parents to support attendance - The brief recommends that schools use their 5Essentials survey data to understand where they could better support students' experiences in school and teachers' relationships with parents, working in c
• Use a 2x2 factorial design to separate the effects of contextual relevance and linguistic detail in word problems - The article proposes that contextually relevant language may be more engaging, but adding context often adds linguistic detail that may reduce clarity, making the two influences "possibly separable."
• Use a 30-minute neurophysiological assessment of consonants-in-noise coding for early identification of children at risk for language and literacy problems - The article recommends, on the strength of its predictive findings, that evaluating the neural coding of speech in noise can serve as an objective screen to identify at-risk children before reading in
• Use a bilingual WebQuest with authentic materials on measurement to develop ideas of new length units and conversion ways - The article's implementable approach: because metric length units were already known, the PrimarWebQuest aimed to familiarise students with the US standard system and develop ways of converting in and
• Use a budget-constrained image encoding challenge to force explicit tradeoffs between spatial and color resolution - Teams receive a grayscale astronomy photograph, a science-case goal (e.g., mapping sunspots), and a limited budget with a transmission cost per pixel and color bit, so they cannot maintain fidelity in
• Use a burning-fuel analogy thinking tool to bridge data trends to stellar lifetimes and mass-to-energy conversion - A demonstration in which liquid fuel is ignited in two metal dishes of drastically different diameters helps students connect observed trends to stellar evolution.
• Use a checklist of key questions when conducting opportunistic experiments - The guide supplies "a checklist of key questions to consider when conducting opportunistic experiments," giving policymakers and researchers a concrete procedural tool for deciding whether and how to
• Use a co-research and co-design process such as the Collaborative Innovation Studio model - The article recommends a specific implementable process for building pathway design capacity.
• Use a cohort-wide instructor dashboard of topic-level question volume, with assistant-surfaced prerequisite review suggestions as an extension - The article's envisioned practical use of the pipeline: converting passively logged assistant interactions into topic-level difficulty signals without additional student burden.
• Use a collaboration script structured by scientific-reasoning phases to prompt sharing, eliciting, and negotiating diagnostic information - In the conditions with a collaboration script, the script structured interaction into three phases — discussion of information on (1) formulation of hypotheses, (2) experimentation, and (3) drawing co
• Use a consortium training model to lower professional development costs to individual districts - The report describes a consortium training model for delivering professional development across districts: "The program can be implemented using a consortium training model, in which school leaders fr
• Use a consultancy protocol in which each leader presents a problem of practice for structured peer discovery - The Collaborative used a consultancy protocol in which "each leader had the opportunity to invite the team to think expansively about a specific family engagement problem of practice." Through a struc
• Use a contrasting case study design to identify subtle leadership differences between schools with improving and non-improving achievement - The article's method is a contrasting case study design: select schools that appear equivalent on teacher-reported leadership but differ in achievement trends, then interview to surface subtle differe
• Use a cultural liaison and adopt scholar-and-student stance when researching outside one's own culture - Citing Prof.
• Use a culture-themed children's book to generate data for K-2 glyph and graph activities. - This strategy has teachers anchor early data collection in a culture-themed children's book, using story content as the source of data students then organize.
• Use a Data-Informed Decision Matrix linking data types to strategic questions - In response to Delphi experts' feedback that the term data use was too vague, the CSM-SU incorporates a Data-Informed Decision Matrix linking specific data types (quantitative and qualitative) to stra
• Use a decision template weighing assumption fit, DIF uniformity, simultaneity, significance testing, and ease of use when choosing a DIF method for polytomous performance assessments - The article offers its method comparison as "a useful template for test analysts to use when deciding which techniques to employ when conducting differential item functioning analyses." Analysts shoul
• Use a decision-maker checklist to assess and reform discipline data, policies, and school climate - The guide provides a checklist so decision-makers can assess what changes they can make to create positive school climates at the school, district, or state level.
• Use a design thinking process with Empathize, Define, Ideate, Prototype, and Test stages to reimagine school safety - The guide recommends design thinking as a human-centered, recursive framework for transforming complex adaptive systems: "A recursive process, design thinking has several distinct stages: Empathize, D
• Use a diagnostic and implementation monitoring tool to give educators formative feedback on their instructional practices - Among its partnership activities the STIR intervention includes educators and school leaders learning to "Use a diagnostic and implementation monitoring tool to provide formative feedback on educators
• Use a family engagement survey within a data inquiry cycle to gather family feedback and drive changes to policies and practices - A specific implementable routine for incorporating family input into decision-making.
• Use a fold-and-tear carbon duplicate form so judges sort name slips into rank order and then transcribe ranks onto the original list - The article prescribes an implementable rating procedure: fold the sheet on the center perforation, insert carbon paper, enter names on the left; the judge tears off the duplicate slips and arranges t
• Use a formative assessment script to structure students' generation of peer and internal feedback on performance products - This strategy implements the study's manipulation: support students' feedback generation with a formative assessment script rather than leaving it unstructured.
• Use a four-week MOOC seminar with rubric self-assessment to develop teachers' OER competencies - The article implements a specific recipe: a free-registration, four-week MOOC seminar built by an interdisciplinary team from ten institutions, with diagnostic, formative and summative instruments, en
• Use a full-time program facilitator plus multi-mode professional development to sustain comprehensive reform implementation - SFA assigns a program facilitator who "provides support for program implementation, manages central data collection and review, and serves as a coach for teachers." Professional development combines o
• Use a genAI agent to introduce controversial viewpoints in newly formed collaborative PBL teams - The article recommends utilizing this instructional approach — introducing a genAI agent that supplies controversial viewpoints into small-group processes of newly formed student teams — and calls for
• Use a guided-reciprocal-questioning script to drive storytelling skill development - The editorial reports that Gemmini-Hornsby, Ainsworth, and O'Malley investigated how asking questions can drive storytelling skill development in an experiment with scripted collaboration and computer
• Use a hybrid AI-then-instructor grading workflow with immutable override history - The system implements grading as a two-stage workflow: "Firstly, AI scores the initial score, and then the teacher confirms whether the score is reasonable".
• Use a hybrid operating strategy with masks from the start rather than relying on reactive temporary closures - A decision strategy for school leaders reopening during a pandemic: adopt hybrid operation with smaller masked groups attending part-time from the beginning, rather than opening fully in person and cl
• Use a Letter to the Reviewer reflective memo submitted with each draft - A Letter to the Reviewer is a short reflective note or memo submitted with each draft in which students pinpoint both the strengths and weaknesses of their paper and request specific feedback that, fr
• Use a matched comparison group design with qualitative mechanism exploration to evaluate charter school impacts - The paper's evaluation approach pairs a quantitative impact estimate with qualitative description of school operations.
• Use a mixed-methods assessment sequence: diagnostic inventory, structured verification tasks, and discipline-specific critique or workflow-design assignments - The article recommends combining validated self-report instruments with performance-based and process-focused assessment.
• Use a modular lesson structure to keep integrated AI curricula scalable under time constraints - Because AI is not typically in standard curricula, the article recommends that "it becomes crucial for educators to consider scalability in the design of such curricula".
• Use a monthly school attendance team to review data and problem-solve - ATI-UP requires each school to "designate a team of at least three members (administrator, interventionist, and teacher) who meet monthly to review attendance data and problem-solving." This regular d
• Use a morphograph-based rule-teaching routine: introduce the rule, apply it in whole-group instruction, then assign independent worksheet practice - The Darch et al.
• Use a multi-stage screening tool (SSBD) to nominate and rank at-risk students for behavioral intervention - The program and its studies identify participants through a standardized multi-stage screening procedure.
• Use a multi-study mixed method design combining process data (eye tracking), concurrent think-aloud, and retrospective interviews to study SRL adaptation - The article's methodological approach is a "multi-study, mixed method design" that pairs quantitative process data with verbal report data.
• Use a multiple-baseline across-classrooms observation routine to monitor on-task behavior around classroom activity breaks - The study evaluated on-task behavior with a multiple-baseline across-classrooms design, observing students before and after Energizers activities.
• Use a natural-language strategy guideline in the generator prompt so tutoring strategy can be revised without code changes - CoLearn's question generator consults a natural-language guideline appended to its prompt (e.g.
• Use a non-generative AI chatbot with a pre-programmed, human-curated knowledge base to answer student questions with pre-approved responses - The strategy pairs a non-generative AI that algorithmically matches incoming student texts to a campus-specific knowledge base of pre-approved responses, with human administrators who answer unmatched
• Use a phased unplugged-to-plugged progression to build girls' CT confidence before introducing digital tools - The article recommends a phased, mixed pedagogical approach for encouraging girls' participation in CT.
• Use a place-based systems-change self-assessment across sectors - The authors recommend that partnerships use this self-assessment to examine multi-sector collective efforts.
• Use a process-as-content seminar approach in which learners read, analyze, synthesize, apply, and evaluate individually chosen problems - In a group context such as a seminar, the report recommends a process approach in which the learner engages a number of intellectual processes: choosing information sources, analyzing acquired informa
• Use a pupil-plays-teacher error-correction game format for language testing - Each test presents a naturalistic composition seeded with typical language errors, and the pupil corrects it as if grading another pupil's work: "Correct by drawing a single line through words or expr
• Use a randomized controlled trial design to evaluate a transition-services demonstration for youth with disabilities - The report describes how the Vermont DVR supported a rigorous evaluation by relying on "a randomized controlled trial design, recruiting 803 participants." Random assignment of enrolled youth to LLC o
• Use a reading-as-the-reader activity in which writers re-read text from the reader's perspective before revising - A specific implementable activity in which young writers take the reader's role — reading their own or similar descriptive text as a reader would — before revising or drafting.
• Use a real-time preparedness dashboard to let instructors pivot lesson plans when few students have completed pre-class work - CLICKSTREAM's lesson-level dashboard shows the percentage of students who have completed pre-class activities in a learning cycle (reading, comprehension activities, homework, downloads) in time for i
• Use a receiving ward with separate rooms for physical and moral diagnosis before placing a delinquent - The outline calls for a receiving ward where physical and moral diagnosis occurs before further placement, citing the Hungarian scheme of observation for two or three weeks as admirable.
• Use a seven-perspective reflective heuristic (locus, process, politics, metaphor, history, existence, systems) to respond to professional conflict - The author offers a set of simple questioning perspectives as starting points for re-reading conflict and making space for responses other than somatic ones: locus (where the conflict resides), proces
• Use a six-question drafting and audit framework for GenAI assessment rules covering task rules, defaults, disclosure, contribution, verification, and hierarchy - The article proposes a six-question framework institutions can use to draft and audit GenAI assessment rules: task rule, default and authority, disclosure, contribution and authorship, verification, a
• Use a special session independent of regular group routine for remedying specific defects rather than marking time - The article recommends that a special instructional session, independent of regular group routine, be used as an opportunity for remedying specific defects diagnosed through testing.
• Use a spiral development model with periodic prototype deliveries for assessment software - Because the assessment software will have evolving requirements, the report adopts a spiral development model: "The spiral model minimizes risks through incremental development of software." Periodic
• Use a steady decline in improvement across exercises as a signal to lighten work or pause the exercises - Winch proposes a pedagogical criterion based on his data: "Wherever, under first-rate teachers and with earnest work on the part of the children, a series of exercises begins to produce a steady decli
• Use a strategy for imagining the past built on two sets of guiding questions applied to primary source documents - The author outlines an instructional strategy, developed directly out of Collingwood's theory, in which students inquire into a past topic using primary source documents.
• Use a suite of measurement and evaluation tools to develop, refine, and scale evidence-based educational solutions - The guide situates itself within a broader set of resources: "This guide is part of a suite of measurement and evaluation tools designed to support organizations as they develop, refine, and scale evi
• Use a systematic approach to identify dropout-prevention approaches for program developers while the scientific basis for new programs is still being built - The chapter proposes that program developers should not wait for a complete evidence base before acting.
• Use a targeted universalist approach to identify student groups with less positive survey reports and respond with empathy, curiosity, and support - The brief recommends that school leaders "apply a targeted universalist approach to look for areas where particular student groups share less positive reports—and respond with empathy, curiosity, and
• Use a themed token-reward system (moon rocks) to motivate on-task behavior during tutoring - Galaxy Math embeds motivation in its space theme: "students can earn 'moon rocks' by completing work and staying on task." This token system ties rewards to both work completion and on-task behavior w
• Use a three-part process-understanding-product rubric for formative and summative maker assessment - After a well-crafted prompt, the paper recommends a rubric or checklist as the second component of effective assessment.
• Use a three-stage model to help learners identify and apply their learning-style characteristics - The article describes a three-stage developmental model (Reynolds & Werner, 2003) in which learners 'first identify their learning-style characteristics; next to understand their current effective or
• Use a triadic guiding-question checklist to design and reflect on adult learning activities across preparation, performance and reflection - The article recommends that teachers, trainers and adult educators use the guiding questions derived from the three concepts to design, develop and reflect on learning activities more effectively and
• Use a two-phase feasibility process — a pre-submission platform feasibility letter and a post-award six-month feasibility phase — before research funds are committed - SEERNet standardized how researchers establish that a proposed platform study is feasible before funds are committed.
• Use a two-step quality-indicator and decision-rule procedure that considers both high-quality and acceptable-quality research when establishing level of evidence - The review used the NSTTAC two-step procedure: first applying a 20-item quality indicator checklist to rate studies high or acceptable quality, then applying decision rules on number of studies, resea
• Use a universal rubric with dual criteria — standards alignment and access/equity — for cross-content-area review of instructional materials - The refined Nevada process uses "a materials checklist, roles and responsibilities guidance, a timeline, and a universal rubric" so reviewers across content areas rate materials consistently.
• Use a variety of talk formats — whole-class, small group, and pair work — strategically to encourage participation - The primer recommends choosing among whole-group discussions, small group work, and pair work to achieve different learning goals and encourage participation from all students.
• Use a voluntary statewide climate survey to track climate and identify schools needing support - State education agencies can administer a voluntary school climate survey to any school in the state and use the resulting scores longitudinally to monitor climate trends and flag schools needing addi
• Use a word chart combining descriptive words and a drawn picture to build vocabulary knowledge - A vocabulary activity, adapted from Haley (2010), in which each student is assigned a word, records other words heard or read that help describe it, and draws a picture of what the word evokes.
• Use A-B-A withdrawal designs integrating the summer break to study reduced physical activity effects on cognition - The authors recommend the A-B-A (withdrawal) design, consisting of two baseline phases and a withdrawal phase, for studying how reduced physical activity affects children's cognitive and academic perf
• Use accuracy-rejection curves with reliability analysis to select operating points for selective delegation in human-in-the-loop grading - The article recommends that educators and system designers use accuracy-rejection curves together with reliability analysis as a principled basis for selective grading decisions, rather than threshold
• Use achievement and contextual data at school, classroom, and student levels to target instruction - Turnaround schools considered data at three levels: "at the school level to focus on areas that needed schoolwide improvement to meet adequate yearly progress, at the classroom level to focus on teach
• Use action research projects in which pre-service and in-service teachers jointly inquire into instructional decision-making - Action research is defined in the digest as "a tool of curriculum development consisting of continuous feedback that targets specific problems in a particular school setting." The digest describes a U
• Use active comparison conditions with parallel application prompts when evaluating growth mindset interventions - Across the six studies meeting WWC standards, comparison groups were not passive: "students in the comparison group were typically exposed to alternative, non-growth-mindset information and then asked
• Use activity-system analysis (objectives, rules, norms, artifacts, division of labour) as a reflection tool for CSL participants - The paper recommends that CSL students and other participants use CHAT's analytical tools to reflect on their experiences: analyzing differences in the objectives, rules, norms, mediating artifacts, a
• Use Advance Organizers - Present a brief, higher-level framework (verbal, graphic, or comparative) before new material so learners can anchor incoming information to existing knowledge structures.
• Use advanced immersive learning technologies as research and learning tools to deliver developmentally-appropriate metacognitive scaffolding - The editorial closes with a forward-looking scenario: a collaborative intelligent virtual reality system with multiple intelligent virtual humans modeled after a new unified theory of metacognition, e
• Use advisories and looping to ensure every student is known and supported by adults - The report recommends specific relationship-building structures for whole child cultures in schools serving students from deeply poor families.
• Use AI automated feedback tools to foster students' dispositions for partnering with teachers around feedback - The paper recommends positioning AI automated feedback as part of developing the student side of feedback partnerships: students should build the dispositions needed to engage meaningfully with their
• Use AI chatbots as one-shot generators of candidate cooperative learning techniques, then select via a researcher-built rubric - The article demonstrates a human-AI workflow in which the researcher prompts multiple AI chatbots once with course content and cooperative learning principles, then evaluates the generated proposals a
• Use AI chatbots to assist human-led coaching with routine support between sessions while humans retain challenge and goal clarification - The review recommends hybrid coaching in which AI chatbots are introduced into human-supervised environments or used as supplementary tools between sessions.
• Use AI to support autonomy-supportive task adaptation in physical education rather than algorithmic exercise prescription - The article recommends that AI help practitioners adapt "intensity, task complexity, group size, feedback frequency, and recovery options without turning exercise into algorithmic prescription or coer
• Use AI-assisted hybrid evaluation (deterministic rules plus LLM analysis) to scale standardized radiotelephony assessment - ASTRA's evaluation workflow assesses each trainee command through a hybrid of deterministic rules and LLMs: rule-based penalties enforce ICAO phraseology and numerical correctness, while a DSPy-optimi
• Use AI-based analysis of student log files to scaffold inquiry competencies and guide teachers in real time - The article recommends building on log-file analytics to design guidance for inquiry learning: AI algorithms can assess a wide range of inquiry competencies and support students' learning in real time
• Use AI-based simulations as low-risk environments for practising and making visible teacher noticing - The article recommends AI-based simulations as controlled, low-risk settings where preservice teachers can practise noticing without ethical concerns of classroom experimentation.
• Use AI-based text analysis (word embeddings plus classifiers) to screen math assessment items for accessibility before deployment - This strategy implements the study's AI approach: apply word embedding methods to the text of math assessment items and train classifiers to predict whether items will measure achievement equally well
• Use AI-correcting and AI-mediating episodes as cases in teacher professional development for AI-based mathematics teaching - The authors propose that the documented orchestration episodes serve as concrete material for teacher education.
• Use AI-driven item generation to create discriminating questions at a fraction of the cost and offload easier questions to an AI - Based on the field-study IRT results, the authors recommend that instructors and testing platforms use AI-driven item generation—specifically their iterative refinement procedure—to produce questions
• Use AI-enabled immersive virtual environments to enrich project-based learning in vocational design education - The article recommends integrating the advantages of an AI-enabled immersive virtual environment with the features of project-based learning, "including inquiry, collaboration, and active participatio
• Use AI-generated simulations where ready-made tools are unavailable, for edge cases, or as comparative learning tools - The article recommends deploying custom LLM-generated simulations alongside, not instead of, established tools: the approach "may be beneficial in cases where ready-made simulations are unavailable, w
• Use alert-guided dashboard support so teachers can concentrate on interpreting student answers while the system flags critical collaboration moments - Under guiding support, automatic alerts flag critical moments (e.g.
• Use alternative labels such as new learning environments instead of constructivist learning environments to avoid false expectations - The article recommends avoiding the term constructivist learning environment because it can 'create false expectations on a prescriptive level'.
• Use an "equity pause" to infuse equity consciousness into continuous improvement team processes - An equity pause is a practice in which, at a chosen moment in a discussion or process, "participants refect on their team dynamics, question how a team is addressing equity, and critically examine the
• Use an abbreviated nonverbal reasoning test pre-operatively to identify CI candidates at risk for poor speech recognition outcomes - The authors recommend administering a short nonverbal reasoning measure before implantation so clinicians can flag patients at risk, counsel realistically, and target weaknesses in rehabilitation.
• Use an access-timing gate as the only safe AI presence during protected struggle - During Probe, the move of protected struggle before instruction, the article recommends keeping AI out except for one mechanism: "an access-timing gate that unlocks the tool only after an independent
• Use an AI-assisted vibe coding workflow with human pedagogical control to move educational tools from idea to classroom within days - The strategy is to develop teacher-facing educational tools through natural-language prompting of an AI app builder (Lovable), with prompts drafted via an LLM (ChatGPT 5.2) and reviewed by a human aut
• Use an early warning system based on linked school and human services data to target resources and lessen risks before they become more serious - The article recommends that identifying the students most likely to have certain types of academic problems in the near term "can support an early warning system that allows educators and human servic
• Use an educational chatbot to let learners study at their own pace with replies suited to their specific needs - This strategy deploys a conversational agent inside an e-learning system so that each learner receives replies matched to their specific needs and can progress at their own speed.
• Use an infographic of key decisions to guide states considering teacher apprenticeship programs - The publication offers an infographic laying out decisions that its Wyoming and South Dakota partners have made and that states interested in implementing teacher apprenticeship programs might conside
• Use an intermediate game-jam duration of about 6 hours, long enough for teams to pass through the first four development phases - The authors opted for 6-hour events instead of the standard 48-hour format, arguing shorter events cannot support a quality collaborative and creative process.
• Use an LLM web agent to compare potential lesson designs and get fast, low-cost feedback before deployment - The article demonstrates how designers could run the web agent on candidate lessons to compare designs before release.
• Use an observational checklist to scaffold support levels: open-ended questioning for children needing less support, explicit instruction for children needing more - Within Ladders to Literacy, teachers first use "the program's observational checklist to determine what tasks and teaching strategies in the lesson are developmentally appropriate for each child." Bas
• Use an operationally separate honest broker to perform linkage and de-identification - The guide recommends assigning data linkage and de-identification to a person or service that stays outside the research team, so researchers analyze only de-identified datasets.
• Use an overview resource with an illustrative example to introduce phased evidence building - To help practitioners adopt the phased M&E approach, the publication pairs the framework description with a worked illustration.
• Use an SLM for rapid large-scale question generation with an LLM providing validation feedback - The authors recommend exploiting an abundance mindset with small language models: generate many candidate questions cheaply and locally, then validate carefully afterwards, rather than expecting one-s
• Use an unweighted GPA of 3.0 as a college readiness benchmark signaling a high probability of four-year college graduation - The article recommends that high schools and districts treat an unweighted GPA of 3.0 as a validated readiness standard: "a cutoff that gave students a 50 percent or greater likelihood of graduating f
• Use Analogies - Introduce new concepts by mapping them onto familiar, well-structured knowledge domains so learners can reason from the known to the unknown.
• Use ANN-based adaptive feedback to provide scalable, process-oriented real-time feedback at scale in higher education - The article recommends automatic adaptive feedback in simulations as a way to give large student cohorts elaborate feedback that would otherwise require instructor effort.
• Use annual 5Essentials Survey data to identify school-environment strengths and areas to improve for bullying prevention - The brief recommends that school teams in Illinois dig into their annual 5Essentials Survey data to identify which aspects of their school environment are strengths and which would benefit from additi
• Use art-based sharing, short reviews, interviews, and Book Wheels when students each read different books - When each student reads something different, the article recommends activities that close the information gap: art projects (posters, bookmarks, comics) shared via Round Robin; Roving Reporter, where
• Use ASR confidence as a proxy for listening difficulty to drive segment-level playback speed - AIxSpeed determines playback speed for each phoneme using the speech recognition model's recognition probability as a proxy for listenability, adjusting speed based solely on acoustic features without
• Use assessment data to inform teacher practice in preschool - The ELTM's approach, as titled by the report, is using assessment data to inform teacher practice: integrating a computerized adaptive assessment (CPAA) into preschool classroom practice alongside an
• Use assessment measures throughout high school to inform students of college readiness and assist them in overcoming deficiencies - Recommendation 2 promotes a culture of evidence: schools should identify existing assessments and data to estimate college readiness, use performance data to inform students of their proficiency, and
• Use asset mapping to identify and celebrate existing strengths in the school and community - Asset mapping is "an activity that focuses on the strengths that currently exist within a system or community," looking at the school, district, and surrounding community as a whole to identify assets
• Use asynchronous AI tutoring for students' first engagement with challenging material, reserving class time for higher-order skills - The article recommends deploying AI tutoring as students' first substantial engagement with new material so class time can be spent on advanced problem solving, project-based learning and group work,
• Use attrition findings to inform staff retention efforts aligned with Pennsylvania's educator workforce strategy - The brief positions its descriptive attrition findings as an input for retention policy: "The findings can inform staff retention efforts, consistent with the Pennsylvania Department of Education's (P
• Use audience-perception associations to set design priorities for digital lacquer-painting experiences, pending evaluation with real interfaces - The article proposes audience-informed design priorities rather than evidence of technological effectiveness: because perceived immersive affordance tracked sensible scene, "museums could prioritize t
• Use audio-visual (spoken text with graphics) presentation for system-paced, high element interactivity instruction - The meta-analysis supports presenting textual information through an auditory mode while graphical information is presented visually, particularly when materials are system-paced and high in element i
• Use autoethnography so community partners can articulate their lived experiences in their own voices within CSL - The article proposes autoethnography as a method for centering community partner voice in CSL research.
• Use automated collaboration assessments as scaffolds for reflection rather than ground truth - The article recommends treating LLM-generated 7C collaboration assessments as structured entry points that accelerate the feedback loop for developing collaboration skills, since structured reflection
• Use automated disengagement detection with proctor notification during remote low-stakes testing - During remote testing, build an engagement feature into the assessment that "automatically paused the test event of a disengaged student and notified the test proctor." The study reports this feature
• Use automated mind-wandering detection in attention-aware learning technologies to trigger real-time interventions that promote SRL strategies - The review recommends that automated, unobtrusive mind-wandering detection via multimodal data streams and machine learning be used in attention-aware, adaptive learning technologies to deliver target
• Use automated writing feedback tools like Ecree to support writing in middle and high school English language arts classrooms - The brief aims "to help middle and high school students and their families learn about Ecree, an automated feedback tool that supports student writing in the classroom," summarizing takeaways from its
• Use automatic reflection classification for preliminary feedback and workload support, with final assessment retained by educators - The article recommends deploying automatic reflection-level classifiers as assistive rather than replacement tools in educational technology.
• Use background-characteristic evidence to decide when and for whom to deploy game-based learning and whether to tailor instruction - The article positions its moderator findings as decision support for educators: knowing whether games work equally for all students should guide "when and for whom to use game-based learning and wheth
• Use backward design: complete the concept column first, mapping prior-knowledge, connecting, and application concepts before planning activities - In the Montebello project, teachers used a form of backward design (DiRanna et al., 2008) by beginning lesson designs with the concept column.
• Use Bayesian adaptive designs to channel growing public-program data streams into evaluation - The article recommends that evaluators of public programs adopt novel statistical methods, such as the Bayesian approach, to exploit increasingly rich data streams.
• Use Bayesian estimation with a weak prior on the between slope to increase maximum power or reduce the required budget when resources are very limited - The article's forward-looking recommendation is that Bayesian estimation can complement optimal design in classroom climate studies.
• Use Bayesian inference, equivalence testing, and multiple operationalizations to make null effects theoretically informative - The article recommends methodological moves for treating nulls as informative rather than inconclusive.
• Use behavior ratings to provide feedback to students - Recommendation 7 has teachers use behavior ratings, such as a Daily Behavior Report Card (DBRC) template, to give students feedback on their behavior.
• Use belonging research to inform understanding of human behavior and promotion of well-being in educational settings - The article positions belonging research as a resource for promoting well-being: the interview with Baumeister and Leary explores "the value and relevance of belonging for understanding human behavior
• Use bilingual literacy projects and cross-language comparison (bilingual books, cognates) to foster transfer between languages - To work for transfer of conceptual knowledge and language awareness across a student's two languages, Cummins recommends concrete activities: have grade 1 and 2 students write, illustrate, and publish
• Use biologically primary contexts, guided play and exploration to bridge the evolutionary mismatch and support secondary learning - The paper recommends using biologically primary contexts for presenting secondary information to increase motivation and performance, citing Lespiau and Tricot.
• Use Body Language and Demonstrations - Reinforce verbal instructions with body language, gestures, and physical demonstrations so learners can observe the target performance rather than infer it from words alone.
• Use Books to Teach Emotions - Stories are used as examples of handling emotions in a responsible way.
• Use brain-friendly, multisensory and expressive approaches and a partner (not authority) stance in counseling adolescents - The review argues traditional talk therapy may not work with adolescents, whose language production and insight are still developing.
• Use brainstorming questions that probe a subject's social life and prior discursive handling - A dialogic approach to probing subjects during the writing process entails paying attention to the subject's social life.
• Use brief inversion-problem activities before associativity instruction to increase shortcut use - The article suggests that brief activities in which learners solve 'a + b – b' inversion problems before encountering 'a + b – c' associativity problems can increase their willingness to use associati
• Use brief non-symbolic approximate number activities immediately before symbolic arithmetic practice with young children - The article's results motivate a classroom strategy: a short bout of game-like non-symbolic approximate number practice (adding or comparing dot arrays) immediately before symbolic arithmetic work.
• Use broad and specific keywords and develop methodological search filters to improve retrieval of arts-based research - To facilitate information retrieval in a field with no shared vocabulary, the review recommends that ABR researchers "use broad as well as specific key-terms in the indexation of their articles" and c
• Use CACE analysis alongside ITT to estimate effects of teacher coaching accounting for implementation compliance - The article recommends supplementing intent-to-treat estimates with complier average causal effect estimation, because ITT estimates the effects of being assigned to treatment regardless of compliance
• Use captioning to provide adaptable mobile messages across contexts, with font and placement guidelines - The article recommends captions as one of the most versatile mechanisms available to the mobile message designer, rendering audio in a format "suitable for almost all users at any time or place".
• Use carefully chosen starter images to elicit student questions that are investigable with the given materials - Students view pictures of stars one at a time and write questions on large sentence strips; the questions are later sorted by category and students select one to investigate in pairs.
• Use CDP-simulated examinees for early item calibration, data augmentation, diagnostic item design, and fairness review before human field testing - The article recommends several operational uses of profile-conditioned simulation.
• Use centralized enrollment, controlled choice, and transparency systems to ensure equitable access and integration - The report recommends concrete management mechanisms for choice systems: centralized enrollment systems that balance race, ethnicity, economic background, achievement, and disability status (as in NYC
• Use chat-based GenAI as a partner for students to practice argumentation and scientific claims, especially in larger courses - The authors recommend using chat-based GenAI as a practice partner for argumentation skills.
• Use ChatGPT as a supplementary tool for grammar, writing, and conversational practice so teachers can focus on higher-order thinking skills, while integrating human interaction to offset emotional detachment - The article recommends integrating ChatGPT into the classroom as a supplementary aid rather than prohibiting it: "ChatGPT serves as a supplementary tool for aiding grammar,writing,andconversationalpra
• Use ChatGPT as a tool for supporting students’ learning and promoting problem-solving skills - The article recommends that "Teachers and universities should utilise ChatGPT as a tool for supporting students’ learning and promoting their problem-solving skills." This is an implementable practice
• Use children's portfolios as alternative assessment of young learners' multiliteracies - The article recommends portfolio-based assessment for multiliteracies, arguing that atomistic discrete-point testing cannot evaluate multiliterate skills and that a performative approach to assessment
• Use choice data as a referendum to identify and improve least-chosen schools rather than magnetizing only the best - Controlled Choice treats annual parental choices as "a referendum on the attractiveness of schools" and obligates authorities "to use their limited resources to upgrade and make more attractive least
• Use Classroom Carrying Capacity to guide class-wide consultation, intervention targeting, and person-environment fit research - The essay proposes applying CCC in class-wide consultation models such as The Classroom Check-up, stating that CCC "compliments class-wide consultation frameworks and calls to assess and intervene in
• Use clear assessment criteria and consider anonymity carefully when designing peer feedback interventions to reduce friendship bias - The authors state that friendship bias, such as reticence about giving peers negative feedback, "can be reduced by using clear assessment criteria and making peer feedback anonymous".
• Use clearly defined, feature-backed explanations with tutor final control when presenting forecasting signals in goal-setting dashboards - The article's case study points to a deployment recipe for predictive signals in tutoring: show recommendations alongside explanations that cite interpretable features such as ability, difficulty, and
• Use cognitive taxonomies such as SOLO as reliable processes for constructing learning objectives that are epistemic aims - The article recommends cognitive taxonomies as reliable processes teachers can use to frame the depth and structure of knowledge targeted in learning objectives.
• Use cognitive-sensing feedback on attention and learning progress to tailor instruction to individual learners - The authors recommend that educators use feedback about students' attention level and learning progress, obtained through cognitive activity recognition, to adapt teaching.
• Use collaboration scripting to take advantage of the hidden learning in productive failure - Based on the qualitative analysis of group processes in productive failure, the Pathak et al.
• Use community-area demographic descriptor data as an input to school planning and reform - The brief models a planning practice: compiling community-level descriptors about the children a school system serves and presenting them at a fine geographic grain so planners can use them.
• Use community-focused prompts and authentic audiences to make creative projects personally meaningful - Program observations identified the challenge prompts (share what makes your community special, inspire action for positive change, or help people learn something new) and creating with a purpose abou
• Use comparative evidence on content, predictive power, and bias when selecting a teacher observation instrument - The report's stated purpose is decision support: "This study seeks to inform decisions about the selection and use of teacher observation instruments." It operationalizes this by comparing candidate i
• Use component-level checklists for lesson planning and rubric design - The Toolkit recommends that teachers use its Checklists as flexible instruments in two ways: pulling specific skill items when planning technology-rich lessons, and using them as criteria when designi
• Use computer-based instruction with observation, collaboration, and semi-structured guidance, plus online metacognitive guidance, to enhance SRL in mathematics - The review identifies computer-based and online instructional methods as viable routes to enhancing self-regulated learning in mathematics.
• Use computer-based scaffolding within problem-centered instruction to support concept-level as well as application-level outcomes - The article recommends integrating computer-based scaffolding into problem-centered learning because scaffolding counteracts the purported weaknesses of problem-centered instructional models in helpin
• Use computer-proctored gamified ability assessments as an accessible, accommodating early selection step - The article recommends implementing ability assessments, following a job analysis aligning job needs with test content, to present unbiased data to hiring managers before they form impressions of a ca
• Use conceptual-analysis methods to develop or modify the conceptual structures learners seem to have in their heads - The book offers the method of conceptual analysis used in its model of units, plurality and number as a tool for educators.
• Use concomitant sourcing prompts (embedded credibility rating scales during viewing) to direct young students' attention to source when watching videos - This strategy embeds source credibility rating scales directly in the video player so that students rate each speaker's expertise and trustworthiness while watching.
• Use conditional growth percentiles to judge whether a student grew like their academic peers - This strategy replaces binary met/not-met growth targets with a normative comparison of a student's growth to similar students nationwide.
• Use consensus processes, editorial strategies, and institutional policies to make theory integration impactful - The article recommends concerted community efforts to overcome fragmentation, modeled on consensus conferences in medicine such as the DSM process, to reach agreement on construct definitions and term
• Use consequence analysis grounded in social science concepts to make ethical administrative choices concrete - The paper recommends that administrators facing non-routine decisions involving competing values elaborate alternatives, their probable consequences, and ways of dealing with those consequences, groun
• Use context-rich multifaceted problems with TA scaffolding and group exams to create epistemic doubt in large introductory courses - The article describes a method of creating epistemic doubt in large introductory science courses where project-based experiences are impractical: students work in groups of two to three on multifacete
• Use context-specific fit questions to decide whether a specific measure suits your setting - Before adopting a measure from the menu, work through the resource's context-specific questions to determine whether that specific measure is a good fit for your circumstances.
• Use cooperative group work especially in areas requiring mutual trust, communication, and practice, and direct higher education students to cooperation often - Based on the finding that cooperative learning effects are high in domains requiring social skills and at the higher education level, the author recommends that "teachers should make arrangements base
• Use corroboration across multiple sources, including lateral reading, when lacking relevant prior knowledge - The article presents corroboration—verifying the accuracy of information using other information sources—as a strategy readers can apply when their content knowledge is insufficient.
• Use course grades data reports to identify and reach out to students who most need different supports, similar to ninth-grade on-track teams - The report recommends that schools or the district organize course grades data to flag students whose grades declined during remote and hybrid learning so staff can reach out and determine why they ar
• Use course-failure data to prompt school self-evaluation and targeted intervention before students' second year - The report recommends two uses of on-track data: interventions for individual failing students before their second year of high school, and school self-evaluation using course-failure data.
• Use Courtis Tests, with reasoning differentiated from mechanical computation, as material for transfer experiments - The article recommends improving the material of transfer experiments by adopting the Courtis Tests, in which 'the reasoning elements have been differentiated as completely as possible from those pure
• Use CRA-based small-group math tutoring with scripts, manipulatives, and computer fact practice as secondary prevention - The case study's secondary prevention is a university-developed tutoring program delivered "3 (40 minute) sessions per week delivered in a small-group format." It is "based on the concrete-representat
• Use CREACT discussions in classroom environments to develop students' creative performance - The authors recommend that "discussions with CREACT can be conducted" in classroom environments to help develop students' creative performance and creative thinking, and it "is recommended to teachers
• Use cross-sector collaborative tasks (classroom observation, operations alignment, curriculum development) as vehicles for educator professional development - This strategy organizes educator professional development around joint work between district and charter school staff on concrete shared tasks.
• Use cross-sector data-driven strategies — housing affordability, green space, restorative discipline, and civic engagement curricula — to reduce retention and raise graduation - The brief's policy and practice takeaways direct educators, city leaders, policymakers, and advocates to act across education, neighborhood, and housing policy.
• Use CT profiles and behavioural metrics to differentiate pre-service teacher instruction and design a learning analytics dashboard - The article recommends using the three empirically identified CT profiles to tailor pre-service teacher education: "Novice learners can benefit from scaffolded coding workshops using tools like Scratc
• Use Cultivate data as a framework for action to identify strengths and improvement areas in learning environments - The article positions Cultivate as "more than just a measurement tool; it is a framework for action." Schools use the valid, reliable student-experience data to "identify areas of strength and areas f
• Use cultural data sets from students' everyday worlds as a gateway to literary interpretation - Following Lee, the module introduced symbolism through texts from the everyday world, such as images of traditional symbols and pop culture songs with lyrics.
• Use cultural informants from the target community to buffer against stereotyping and bias - The article describes cultural informants—members of the target audience who assist and inform design decisions—as a culturally pluralistic design specification.
• Use culturally responsive practices to make preschool learning relevant for children from all backgrounds - The panel directs teachers to reflect and value the cultural, racial, and linguistic backgrounds of children, teachers, and community.
• Use Current Events & Fictional Characters - Grounding instruction in current events or fictional characters and narratives so learners encounter content through vivid, socially meaningful contexts.
• Use current LLMs in the notary domain only as supervised support tools in preliminary drafting or educational contexts - The article recommends deploying out-of-the-box LLMs in notarial work only in supporting roles, given their failure to produce valid deeds independently.
• Use Curriculum Associates professional learning: introductory course, on-site development days, and free OEL digital courses - Curriculum Associates' professional learning for Magnetic Reading is centered on developing educators' capacity, across ranges of experience, to implement key instructional moves.
• Use data collaboratively through a structured data analysis process among educators - This strategy positions data use as a collective sense-making activity rather than an individual task.
• Use data dashboards and alerts so teachers monitor progress and intervene when students struggle - As students use the program, teachers monitor progress through data dashboards and provide interventions when necessary.
• Use data mining in education research in a principled, goal-driven way informed by domain knowledge - The article's implications section recommends that researchers "be principled in their use of this approach": methods and interpretation should be informed by what is known in the field, the specific
• Use data on students' college application and enrollment choices to support college-going decisions - The brief presents data analysis as a tool for supporting students' college-going decisions, motivated by the recognition of "the importance of using data to support students' college-going decisions.
• Use data visualization to make complex concepts accessible in research communication - A strategy in which researchers use data visualization when communicating their work, so that 'complex concepts' become 'accessible' to audiences.
• Use data-grounded simulation as a pre-deployment close-the-loop tool for ITS design decisions - Before classroom deployment, run simulations grounded in real student interaction data using standard EDM models (AFM, BKT) to systematically compare alternative design configurations, such as levels
• Use debriefing to enable multiple viewpoints, shared cognitive resources, and challenge students' assumptions to foster critical thinking - As a practitioner implication, the article recommends designing debriefing conversations so that multiple perspectives and jointly constructed accounts become resources for reflexive scrutiny of perfo
• Use delayed start sub-group membership to target classroom interventions: mentor roles for early starters and nudges for chronic delayers - The authors recommend operationalizing the delayed start detector to target interventions aligned with what teachers already do when telling students it is time to get started.
• Use dense repeated-measurement datasets to estimate baseline brain-measure variability before interpreting intervention-related plasticity - The authors recommend using dense longitudinal MRI datasets to estimate the baseline variability of brain parameters so that plastic changes observed in intervention studies can be compared against na
• Use design interventions that make the levels system visible and prompt continuation to encourage learners to level up - Because learner awareness of the levels system was relatively low, Duolingo added design elements giving learners "a visual stand-in for how the levels system works" and a pop-up with a redirect butto
• Use design research to study the interplay of guidance and discovery, trading methodological control for ecological validity - The article recommends design research (design-based research, design experiments) as the methodological way forward, conjecturing that randomized controlled trials as the gold standard force research
• Use design-based implementation research with educator co-design and iterative pre-post testing cycles to develop a usable, feasible classroom intervention. - The article followed DBIR's four principles: common commitment to solving problems of practice as constructed by educators; iterative collaborative design targeting multiple system levels; building th
• Use design-based methods for causal inference in randomized studies of individuals or groups - The brief recommends broadening knowledge of design-based methods by describing "their key concepts and how they compare to model-based methods," presenting the approach's rudiments "using simple math
• Use deterministic, fully replicable text-analysis methods with documented search terms when analyzing large text corpora - This strategy replaces nondeterministic LLM-based counting with scripted exact string matching, so that "Identical inputs produce identical outputs." The author used R (v4.4.1) with pdftools and tidyv
• Use DFIT indices with empirically established cutoffs and iterative linking to screen polytomous tests for DIF and DTF - The article outlines a practical workflow for test developers: estimate item parameters with PARSCALE, link the Reference Group metric to the Focal Group metric with a two-stage iterative linking proc
• Use diagnostic survey results to craft an evidence-based school narrative and action plan - The article recommends that after reviewing 5Essentials diagnostic results, school stakeholders jointly build an evidence-based account of their school.
• Use dialogic lesson formats when teaching value-loaded critical thinking - The article's comparison of lesson series supports designing lessons for value-loaded critical thinking in dialogic form rather than non-dialogic form.
• Use different measures or thresholds than the KEI cohort threshold when identifying individual students at risk of not reading proficiently - Because the KEI threshold produced many individual-level misclassifications, the article advises districts seeking to target individual students to use other tools.
• Use digital badges to recognize skills, supplement report cards, and manage equipment training access in maker education - The paper describes digital badges as serving to organize, communicate and display accomplishment and progress, with special application to maker-based classes.
• Use direct-experience formats — simulation games, extracurricular activities, action learning, peer teaching — to pursue relational-domain objectives - The article recommends learning environments that let learners explore social relationships through direct experience, in simulated or real-world formats, on the premise that one leads by leading rath
• Use disaggregated attainment data with an aspiration benchmark to identify where students face barriers and hold institutions responsible for change - The report models a monitoring practice: track attainment milestones over time, disaggregate "by race/ethnicity and gender, disability status, and, for the first time, English Learner (EL) status to u
• Use discipline-specific clues as design problems to foster analyze and evaluate steps - The article recommends selecting clues from different disciplines each week and requiring students to analyze them before creating original designs.
• Use discussion forums with three reflection prompts to structure students' dialogic reflection after viewing visualisations - Teachers devised reflection prompts centred on three questions—what happened (facts), how to interpret (reason and evaluation), and how to improve (plan)—to structure students' asynchronous forum resp
• Use disfluent fonts selectively in special learning environments with learners of sufficient working memory capacity - The article recommends cautious, targeted use of disfluent fonts rather than blanket application.
• Use district-level analyses of health condition prevalence, supports, and outcomes to inform an action plan for equitably supporting students with health conditions - The article describes a district partnering with a regional educational laboratory to analyze the prevalence of student health conditions, available supports, and relationships with education outcomes
• Use district-preparation program partnerships to create pathways identifying high quality educators for district leadership positions - The report recommends leveraging the deeper and more collaborative partnerships between districts and preparation programs required under the new policy as a pipeline strategy.
• Use districtwide surveys and school-developed measures complementarily at different stages of improvement - The report recommends that large-scale districtwide surveys and school-developed tools be used for different purposes at different stages of school improvement.
• Use domain-specific fine-tuning of open-source diffusion models to build trustworthy generative AI tools for specialized technical domains - The article recommends adapting general-purpose text-to-image foundation models through fine-tuning on curated domain imagery rather than relying on zero-shot inference or prompt engineering, which it
• Use double-period support courses to expand instructional time for low-skilled 9th-grade math students - A strategy of expanding instructional time by adding a support course alongside the regular course for low-skilled students.
• Use Downey's will-profile technique as a model requiring exact qualitative study of the test situation before quantitative standardization - A proposed methodological attack suggested by Downey's will-profile technique: her methods of constructing test materials differ from those used to build many intelligence tests, and they suggest the
• Use dropout among siblings and same-age intimates as risk markers to target prevention resources and monitoring - The authors recommend using occurrences of dropout among an adolescent's same-age intimates as markers of elevated risk for allocating intervention resources.
• Use dual enrollment and a shared pathway template so students complete prerequisites while still in high school - Using a template from the CCTI project, NVCC and partner high schools developed a complete career pathway listing the courses students need each year of high school to enter NVCC health care programs.
• Use dynamic assessment to identify gifted learners' potential - The essay recommends the field "turn to experimenting with methods of dynamic assessment" for identifying learning potential.
• Use dynamic user models to recognize non-optimal learning behaviors and redirect students toward more effective behaviors - The article recommends embedding dynamic user models that monitor students' interaction patterns in real time so the system can respond when learning goes off track.
• Use early cheating-risk predictions only for low-stakes support with human review, never for disciplinary decisions - The article recommends treating model output as a trigger for timely academic guidance rather than as an accusation.
• Use early student-model predictions to identify at-risk students and adapt pedagogical strategy during tutoring - The article's findings yield a learning environment that can "foretell students' performance and learning gains early, and can render adaptive pedagogical strategy accordingly".
• Use Early Warning Indicator (EWI) and Multi-Tiered Systems of Support (MTSS) for continuous improvement - The article lists among its covered topics "Guidance on using systems for continuous improvement such as Early Warning Indicator (EWI) and Multi-Tiered Systems of Support (MTSS)".
• Use early-adopting districts' experiences to decide whether and how to implement alternative teacher-effectiveness measures - The report positions its district profiles as implementation guidance for other systems.
• Use early-grades growth evidence when advising families about delaying kindergarten entry - The brief situates its findings for educators and families weighing school entry age, noting that an early advantage of entering older may fade in later grades.
• Use early-session timing signals, interpreted relative to proficiency, to identify students needing adaptive support - The article recommends that timing-based signals be used to identify early risk and guide context-sensitive interventions rather than as global indicators of effort quality.
• Use economic indicators plus household size to prioritize families, and target outreach through schools with low family engagement - The report distills its participation findings into recommendations for internet-access programs.
• Use Edpuzzle's embedded questions, analytics, and LMS integration to support differentiation - The article recommends using Edpuzzle's customization and data features to personalize instruction: teachers place multiple-choice or open-ended questions and audio notes at precise moments, track vie
• Use educative and restorative behavior supports rather than punitive and exclusionary discipline - Gateway's approach to behavior is restorative rather than punitive.
• Use educommunicative tools — the Critical Media Literacy Framework, the dialogic–critical method, and critical pedagogies — to build students' critical evaluation of information - The article recommends specific educommunicative tools for the classroom: the Critical Media Literacy Framework (Kellner and Share, 2019), the dialogic–critical method in educommunication (Bermejo Ber
• Use elaborative interrogation (answering why a fact is true) as a low-resource strategy for science content that conflicts with student misconceptions - Elaborative interrogation asks learners to answer aloud the question "Why is that fact true?" for each to-be-learned statement, drawing on class, reading, and everyday knowledge.
• Use elements of teacher surveys to add staff perspectives on principals' leadership in school leader evaluation - The article recommends that districts incorporate teacher survey elements into principal evaluation to capture staff views of leadership.
• Use empathy interviews as a natural, informal conversation to uncover students' experiences, emotions, and unmet needs in mathematics learning - Empathy interviews, drawn from the design thinking tradition, are conducted as natural, informal conversations whose aim is "to reveal the user's perspective of their experiences and feelings, and to
• Use empathy interviews as a professional development tool for shifting classroom practice towards rehumanizing mathematics - The editorial reports that Lambert and Imm (2022) show how developing empathy can disrupt deficit narratives for veteran teachers and school leaders, and "offer empathy interviews as a professional de
• Use empathy interviews with students to identify and address systemic inequities in computing participation - The report's equity commitment goes beyond equal access to designing inclusive opportunities for students historically marginalized from computing.
• Use employer convenings to identify the soft skills that local employers seek in new hires - The article's approach is to gather employers directly: it used "a convening of regional employers in western Pennsylvania to describe soft skills that employers look for in new hires." Convening regi
• Use employer-based earn-and-learn apprenticeship as a workforce training pathway outside traditional construction occupations - The report positions apprenticeship as a viable training pathway beyond its traditional construction base: apprentices are employed during training, combine classroom instruction with mentored on-the-
• Use epistemological paradigms to inform alternative teaching, assessment, professional development and AI governance approaches - The article recommends using its epistemological account of human-GAI engagement to design "alternative approaches to teaching and assessment, student interactions, professional development, and AI go
• Use EQUIP data to take action: test new strategies, collect data again, and align professional development to surfaced needs - The report recommends that teachers use EQUIP data to motivate change: try a new classroom strategy and collect data again to check for improvement, and use data from a department, grade level, or sch
• Use equity-oriented extracurricular clubs as spaces for sustained peer dialogue on urgent civic issues - The article recommends that groups addressing equity and justice, such as GSAs, host peer dialogue on polarizing civic topics like immigration.
• Use established routines such as course-map and unit-plan review cycles to monitor and sustain instructional work - The schools used established and repeated activities to guide and sustain instructional improvement, setting common expectations, providing guidelines, and creating feedback mechanisms.
• Use ethnographic research methods to authenticate culture-specific designs for target audiences - The article recommends ethnographic research—participant observation, interviewing, and data collection such as field notes, videotapes and photography—as a way to authenticate specialised, culture-sp
• Use evaluation evidence on implementation quality, attendance, and relationships to guide tutoring program selection and improvement - The brief positions its cross-program findings as decision support for actors working to expand effective tutoring.
• Use evaluation findings to guide replication of effective principal preparation tools and strategies across charter, traditional public, and preparation-field settings - The evaluation positions its findings as usable beyond KIPP: they "can guide the replication of effective tools and strategies that increase the number of highly effective principals among other chart
• Use evaluation research as a tool to determine which interventions are likely to produce desired outcomes and which organizations are ready to scale them - The article describes a concrete funder strategy: "Implementing this process can assist foundations in using evaluation research as a tool to determine which interventions are likely to produce desire
• Use evaluation to drive a cycle of improvement on incentive design and implementation - The article's third key question asks "How can evaluation promote a cycle of improvement on the incentive design and implementation?" It recommends that schools treat evaluation as an ongoing tool tha
• Use evidence about evaluation-measure properties to inform modifications of the principal evaluation system and state guidance to districts - The report recommends that states and districts implementing new principal evaluation systems gather and use information about the properties of their measures.
• Use example figures and published case exemplars to select participatory tools for each research step - For partnerships navigating choice points, the article offers Figure 2, which contains "examples of participatory research methods and tools that have been used at various steps in the research proces
• Use examples of another student's complete failed problem-solving process prior to instruction as an implementable alternative to productive failure - The article suggests that having students observe a model's complete problem-solving-and-failing process before instruction is an interesting addition for educational practice: it is "easy to implemen
• Use exhale-dominant and inhale-dominant breathing to tune alertness to the calm-alert range for learning - This strategy uses short, structured breathing patterns to raise or lower (nor)epinephrine-driven alertness toward the calm-alert state the review says is best for learning.
• Use existing class combinations as springboards for creative self-listening studies - The article recommends devoting a small but consistent period of technique class to the creative voice by using locomotor or culminating center-floor combinations as springboards.
• Use experiential intercultural training methods such as simulations, role-playing and critical incidents to encounter perceptual and value differences - Several annotated background materials recommend experiential methods for intercultural learning.
• Use expert appropriateness assessment of a designed learning model as the basis for further system development and future outcome studies - The article recommends treating expert evaluation of a newly designed learning model as an initial design-stage checkpoint before implementation.
• Use expert teachers' gaze sequences, tailored to cultural context, as a template in professional development - The article recommends that professional development programmes attend to the cognitive models of expert teachers as revealed by their gaze sequences.
• Use explainability tools (SHAP/LIME) and human monitoring for fair, transparent AI-driven personalized learning - The article recommends pairing AI-driven learning predictions with interpretability techniques and oversight.
• Use explainable machine learning early warning systems to help teachers identify struggling inquiry learners early - The article recommends building early warning systems that integrate cognitive, affective, and metacognitive data from technology-enhanced learning environments so teachers can notice learners who str
• Use exposure-based desensitization to numerical symbols to address the number-processing pathway of math anxiety - For the number-processing pathway, the authors propose exposure-based therapy in which individuals are repeatedly exposed to numerical information so that they "become desensitized to numerical symbol
• Use expressive writing before math situations to offload worry and protect working memory resources - For the WM/affective-drop pathway, the authors recommend expressive writing — having learners write out negative affect and worry before exams and other math situations.
• Use external consulting and technical assistance to help colleges adapt programs to time-variant CBE models - The brief describes Western Governors University as "providing consulting and technical assistance to help the consortium colleges adapt their programs to time-variant, competency-based models." This
• Use external instruments rather than teacher judgment to measure learning strategies for differentiation decisions - Because teachers are often biased in assessing students' cognitive level and wrongfully use it to indicate learning strategies, the article recommends external instruments for measuring learning strat
• Use external reinforcement contingent on successful inhibitory control to improve behavioural regulation - The article's authors draw a direct applied implication: because reward improved both cancellation and restraint inhibition in typically developing youths, "the efficiency of behavioral regulation can
• Use external representations to help manage cognitive load in Computer Supported Collaborative Learning environments - The editorial lists, as part of the special issue's coverage, "the use of external representations to help manage CL in Computer Supported Collaborative Learning environments (Van Bruggen, Kirschner,
• Use extracurricular activities and inclusion-oriented clubs to build cross-group connections, while removing access barriers - The article recommends activities outside the classroom as a strategy for fostering connections across groups.
• Use false feedback paradigms with random assignment to disentangle feedback effects from ability effects in self-regulation research - Because feedback is typically based on actual performance and performance is related to ability, feedback type and ability are often confounded.
• Use federal COVID-19 aid, including the American Recovery Plan influx, to transform education for students with disabilities - The webinar offers "recommendations for states and districts on how to use the recent federal aid to transform education for students with disabilities." The page notes that "the unprecedented influx
• Use federal ESSER and IDEA funding to provide early intervention, extended school year support in the summer, and other evidence-based supports for students with disabilities - The brief recommends directing federal recovery and special education funding toward recovery supports for students with disabilities.
• Use fidelity-aware simulated patients as a low-risk complement to supervision for deliberate psychotherapy practice - The authors position the system as supporting deliberate practice — repeated, goal-directed exercises with immediate feedback in controlled environments — rather than replacing supervision.
• Use field trips to informal science institutions as a tool for reducing science achievement gaps - The article suggests that field trips "might be an effective tool for reducing achievement gaps," because effects were largest for Hispanic students and students qualifying for free or reduced-price l
• Use field-dependence-independence assessment to screen personnel in map-dependent institutions - The article recommends that institutions relying on efficient map learning and recall, such as the military and cartographically-oriented agencies, study field-dependence-independence assessment techn
• Use findings on gender and GPA among two-year black transfers to inform debates on the two-year transfer pathway in engineering - The authors position their results as input to policy discussions about the two-year transfer route into engineering for black and other minority students.
• Use findings on instructor power relations to inform professional development for responding to Generative AI - The article positions its findings as input for instructor professional development around Generative AI.
• Use findings on rapid guessing stability and its psychological correlates to detect rapid guessing and intervene to reduce its effect on observed achievement test scores - The article states that its findings on the state-like nature of rapid guessing and its association with self-efficacy and self-management carry practical implications: "These findings have implicatio
• Use findings on strategy–time-management links to develop early warning systems and interventions promoting effective time management and strategy use in flipped classrooms - The authors propose that their findings on how learning strategies and timing of enactment jointly relate to exam performance can inform the design of learning analytics supports for flipped classroom
• Use fine-grained observation of real-time teacher and student behavior in video-guided coaching to analyze interactional fit - The article's practical implication is a general suggestion for teacher education and in-service professional development, especially when video-guided coaching is used.
• Use finer-grained behavioral indicators such as transition rate, pacing, momentum, and accountability to study teaching expertise - Because total-percentage time measures did not distinguish expertise groups, the authors recommend studying molecular behavioral quantities.
• Use five conceptual propositions to guide research and professional development on teachers' diagnostic skills in AI-supported formative assessment - The article derives five propositions for future research and teacher education: (1) AI-generated inferences change the diagnostic situation by adding an information source, raising questions about wh
• Use five guiding principles to navigate artificial intelligence in students as partners practice - The article offers a set of five guiding principles as a practical navigation aid for students as partners practice in the era of artificial intelligence.
• Use Five Key Questions to stress-test proposed micro-credential competencies before drafting - Before drafting, issuing organizations respond to Digital Promise's "Five Key Questions for Identifying and Developing Educator Micro-credentials," which ask what discrete skill educators will demonst
• Use Flexible Discussion Groups for Science Content Analysis - Discussion groups, homogeneous or heterogeneous, help pupils analyze content, question gaps in understanding, brainstorm solutions, and record information in diaries or journals.
• Use focused prompts naming educator decisions and explicit rules for knowledge sources when prompting AI - This strategy specifies how to prompt AI during prototyping: name the specific decisions educators need to make, request a small number of concrete options, and require the AI to draw on a defined set
• Use formal computational modelling to specify dynamic causal processes in motivation theories - The article recommends that motivation researchers develop or refine theories using formal (computational) modelling, which "requires that theories specify the precise interrelationships between varia
• Use four embodied strategies — gestures, manipulation, body metaphors, and reconstructive eye movements — to ground animation movements in learners' bodies - The article proposes four strategies for making learning from animations more effective by involving human action: letting learners follow depicted movements with gestures or observe gestures embedded
• Use FOXGLOVE as a testbed for studying feedback uptake, variation, and downstream revision outcomes rather than rated quality alone - The article recommends future uses of FOXGLOVE: controlled studies of how students act on feedback, connecting expert ratings to outcomes such as revision quality, comprehension, and perceived usefuln
• Use free discussion of confidence and experiences to improve group decisions and individual perception - The article recommends that groups making perceptual or collective decisions permit free verbal discussion in which partners report and negotiate their confidence, since this achieves optimal weighted
• Use freely available gravitational-wave education tools and resources, including Black Hole Hunter and Einstein's Messengers - The article points educators to a set of existing tools for teaching gravitational-wave science: the LIGO Science Education Center, which "hosts field trips and professional development workshops, as
• Use freewriting as a private, ungraded warm-up to unlock ideas and release tension - Freewriting is spontaneous, unstructured, uninterrupted writing for a set short period in which the writer writes without stopping or correcting.
• Use frequent, low-stakes, cumulative tests in varied formats, including pretests, and encourage student self-testing - The commentary recommends that instructors "use frequent, low-stakes, cumulative exams and a variety of test formats (e.g., cued recall, multiple-choice, and true/false) and give students exams both p
• Use fun, game-like divergent-thinking problem-solving tasks with explicit teacher modeling as cognitive flexibility training before phonemic awareness instruction - The article's cognitive flexibility training consisted of game-like problem-solving tasks: "the students and teachers in Group 1 (receiving cognitive flexibility training), participated in fun, game-l
• Use future-oriented scenarios and personas to envision and guide equity-relevant research design with digital learning platforms - The article proposes scenarios and personas as design methods for centering equity in research planning on digital learning platforms.
• Use game-generated reports to inform tutors and assign targeted follow-up work - This strategy interweaves gameplay with tutoring: when students play the game, "reports were generated for tutors on what concepts students might be struggling to understand", and tutors can assign fo
• Use GBA data to identify perfunctory game moments and redesign them as reflective practices embedded in game-flow - The article shows GBA data feeding back into game redesign: the semantic template served "as a tool to clarify how players should interact with the game cycles." In one cycle, a perfunctory click-thro
• Use GenAI across the writing process stages of pre-writing, drafting language support, and revision feedback, and for discussion questions, differentiated explanations, and scaffolded practice - The classroom-practices brief states "GenAI, when used responsibly, could be used to support students' writing processes" at pre-writing and planning, drafting language support, and revision and feedb
• Use GenAI as a reflective prompt in learning design, not as a shortcut for efficiency - A specific implementable practice the article recommends: educators can strengthen learning design by prompting GenAI in ways that provoke their own reflection rather than outsourcing design decisions
• Use GenAI-co-created data comics to communicate data insights to novice students, with human oversight to address misinformation and bias risks - The article recommends exploring data comics, co-created with GenAI, as a scalable way to communicate data insights in education, since GenAI addresses the production bottleneck that has limited syste
• Use GenAI-driven disruption as an occasion to redesign assessment practices rather than preserve them - The paper recommends treating the disruption caused by generative AI as an affordance for changing assessment practice, not only thinking differently but acting differently: "With disruption comes the
• Use generative AI as a brainstorming partner for divergent ideation while treating didactic transformation as a human responsibility - The article recommends positioning LLMs as tools to overcome the blank page and generate diverse activity ideas, while the educator acts as a critical filter who adapts algorithmic proposals to kinder
• Use generative AI as a no-code development tool so instructors can design laboratory software around their own pedagogical objectives - The article demonstrates producing a customized measurement application entirely through natural-language prompting, with no manual coding, by refining the specification until the interface met requir
• Use generative AI as a preparation accelerator for bounded execution-level tasks, not as a design partner - The authors found generative AI tools "useful at specific, bounded points in the preparation process": rewriting emails to match a character's voice, generating plausible inject variants, and identify
• Use generative AI to connect school subjects to students' immediate concerns and cross-domain applications rather than to core identity components - Based on the finding that the individualized identity-based AI dialogue failed while the collective one worked, the article recommends that "utilizing generative AI to establish relevance of the subje
• Use generative AI to make assessment systems more instructionally relevant, not to reify problematic practices - The report recommends harnessing generative AI for reimagining assessment systems rather than reinforcing harmful practices.
• Use generative dialogue within DBIR to guide collaboratively developed differentiation practices - Generative dialogue is a tool the article recommends for guiding collaboratively developed practices within the DBIR approach.
• Use girls' recreational impulses as material for individualized prevocational and vocational guidance - The article recommends that schools build a scheme by which children's recreational impulses can be turned toward suitable vocations, since "in most schools there is no scheme operable by which these
• Use group roles, rotating roles, shared rubrics, and product-and-process debriefs to foster belonging in group work - The primer offers concrete activities mapped to characteristics of collaborative learning.
• Use growth measures rather than achievement as the primary indicator of school effectiveness in ESSA accountability - The article recommends that states judge the effectiveness of low-achieving schools primarily with growth metrics rather than achievement, because achievement is strongly predicted by school poverty a
• Use guiding questions to diversify existing mathematics curriculum and assessments when adopting a new curriculum is not possible - When a new CRSE-aligned curriculum cannot be adopted, the brief provides a set of guiding questions for revising existing curriculum and assessments.
• Use hands-on practice and immediate feedback in bibliographic instruction for ESL students - For students learning English, the paper recommends emphasizing hands-on instruction because verbal directions alone are often not enough, and many international students are too shy to approach the r
• Use hard scaffolding questions prepared in advance to guide students through the Engineering Design Process - K-12 engineering teachers use scaffolding questions to help students learn the Engineering Design Process through design challenges.
• Use hedges, hypotheticals and questions to open space for safe exploration of new ideas - The editorial describes how learners working on new ideas can use tentative phrasing to invite negotiation rather than assert certitude: "By using hedges, hypotheticals and questions, people can open
• Use heterogeneity simulations or real peer feedback in university teacher education to promote heterogeneity-responsive teaching beliefs - The article's implications section recommends that university lecturers use heterogeneity simulations in courses on student learning to promote beliefs about heterogeneity-responsive teaching, then bu
• Use Heterogeneous Groups for Projects and Homogeneous Groups for Skill Achievement - The digest advises teachers to use homogeneous groups to help pupils achieve on their own level in specific skills, such as reading science current events, and to use heterogeneous groups for projects
• Use heterogeneous-pair CPS in which students first generate individual solutions then revise them after collaboration - The article recommends structuring collaborative problem-solving so that mixed-achievement pairs work together on simulation-based physics problems, with "students in CPS groups be strongly encouraged
• Use hybrid architectures in which KG-grounded classifiers handle diagnosis while LLMs provide open-ended scaffolding and dialogue - Based on the finding that LLM diagnostic failures persist regardless of solution context and that accurate classification does not guarantee actionable feedback, the article recommends a hybrid divisi
• Use hybrid human–AI feedback models that combine AI's and instructors' complementary strengths - The authors propose hybrid feedback models enabling human–AI collaboration in feedback provision, described as "a promising avenue for a scalable yet effective feedback practice." Two approaches are o
• Use identified KAM social practices to guide collaborative platform features supporting teacher adoption - Building on the finding that KAM traces align with higher adoption, the authors recommend using "the identification of key social practices" to guide future platform development in Graasp.
• Use impasse depth and type as real-time learning-analytics signals to trigger graduated escalation of tutor support - The article recommends that learning analytics systems track impasse depth and type in tutoring dialogues in real time to flag students who remain stuck and support graduated escalation.
• Use implementation-study findings to inform design, implementation, and scale-up of early math family engagement interventions - The brief's stated purpose is to translate implementation-study evidence into actionable guidance: "Drawing on the study findings, the brief presents practical recom­mendations for program operators,
• Use improved communication strategies to drive family involvement and partnerships with schools - The report addresses how schools can increase family involvement through better communication.
• Use in vivo experimentation: rigorous experimental contrasts embedded in operating courses with real students, real subject matter, and real contexts - In vivo experimentation is PSLC's primary methodology: running experimental contrasts inside operating courses with students participating without extra incentives, combining classroom realism with 'e
• Use in-game scaffolds with automatic feedback displays in math game tasks, monitoring scaffold use against mastery data - The article recommends data-driven decisions about in-game scaffolding: scaffold use was logged per item and correlated with CCM-estimated mastery.
• Use in-service training to raise teacher awareness of lingering teacher-centered styles - Based on the finding that about 21% of teachers still hold teacher-centered expert or formal authority styles eleven years after the constructivist reform, the author recommends that professional deve
• Use inclusive design, calibrated supports, and clear delegation norms to preserve learner agency and epistemic diversity - This governance-oriented strategy addresses the conditions under which Agentivism's learning mechanisms can operate well.
• Use inclusive visual maps of a discourse field to expose educators to multiple perspectives before making pedagogical and curricular choices - The article recommends that educators facing a crowded, contested discourse field use social cartography to organize multiple perspectives visually before selecting among them.
• Use indicator patterns to address low performance in a strategic way - This strategy, one of the article's three mechanisms, directs schools to use patterns in early warning indicator data to address low performance strategically rather than case by case.
• Use indirect correction and self-correction to avoid face-threatening error treatment - The article recommends indirect correction: teachers "either encourage students to do self-correction in heuristic method or present the correct form, so students couldn't feel embarrassed".
• Use indirect means—athletics, social affairs, literature, religion, and a lifework—to redirect the youth's instinctive energies alongside direct sex instruction. - Beyond instruction in a narrow sense, the essay recommends filling the adolescent's life with absorbing activities and purposes.
• Use individual and group Stages of Concern data to tailor inservice and training decisions - The article recommends that facilitators of change use Stages of Concern data to learn what teachers are most concerned about at a given point in time regarding a program, product, or idea, and to pla
• Use individualized school survey reports for self-assessment, internal program review, and improvement planning - The report is 'specially prepared to assist in self-assessment and long-term planning.' It states that information about where a school is and how it is developing can help the school assess its progr
• Use individualized survey reports disaggregated by student type to target AVID program improvement areas - The report recommends that AVID site teams use the individualized survey report to guide goal setting: assess the school overall against other AVID schools, examine how the program impacts high versus
• Use inference-time selection with a small interpretable index as a pedagogical alignment lever between full RL retraining and greedy decoding - For practitioners, the article recommends keeping the model frozen and selecting among N stochastic candidate responses with an interpretable index rather than retraining: "a useful pedagogical alignm
• Use info-seeking as an experimental instrument to study the interplay of decision making, metacognition and cognitive control - The article recommends the info-seeking methodology as a research instrument: it writes that "the info-seeking methodology offers an interesting experimental instrument to study the interplay of decis
• Use information-exchange prompts in online PD discussion forums to elicit transactive discourse - When facilitating discussions in online asynchronous PD, structure prompts to specifically target the exchange of information between teachers rather than asking them to reflect individually.
• Use injected attention checks as behavioral probes of reflective engagement with AI suggestions - The article recommends injecting a controlled number of deliberately misleading suggestions, semantically inconsistent with the student's immediate coding goal, to detect whether students critically e
• Use institutional peer benchmarking with incremental benchmarks toward the 75th percentile of peer-group metrics over a 10-year period - The report proposes that accountability systems identify peer groups of institutions with similar characteristics — enrollment, shares of low-income undergraduates, part-time shares, selectivity, fund
• Use intensive practice of counting procedures in primary schools to strengthen and preserve future adults' arithmetic abilities - As an applied implication, the article recommends that "more intensive practice of counting procedures in primary schools could also constitute a useful tool to help future young and older adults to s
• Use intensive training and residency programs for school leaders to share best practices across district-charter schools - The report describes intensive training and residency programs for school leaders as a mechanism that helped facilitate sharing of best practices among collaborating schools.
• Use interactionist DA to give learners more opportunities to interact and improve writing accuracy - The article's pedagogical recommendation is that EFL and IELTS teachers adopt interactionist Dynamic Assessment in writing classes.
• Use interactive homework assignments that require students to discuss class learning with someone at home - The strategy is to design homework that structurally requires family conversation: "teachers provide students assignments that require them to talk to someone at home about something interesting that
• Use intercorrelations among self, typical, and ideal orders of interests as diagnostic tips for character analysis - The article proposes collecting six orders of interest from individuals and pooled groups—as envisaged, believed typical, believed ideal, and their pooled counterparts—and using their intercorrelation
• Use interdependence chains in which students link interdependent jobs and explain why each job needs the others - A pre-intermediate level activity, adapted from Haley (2010), in which students complete a chain diagram of jobs that depend on one another.
• Use interpretable feature-driven machine learning as a human-in-the-loop baseline for flagging ethnic bias in learning content - The article positions learning analytics as supporting, not replacing, human review of educational texts: automated detection offers "a scalable solution while retaining human judgment for nuanced eva
• Use interventional queries to inform support decisions in adaptive assessment - The article suggests that the causal framework's properties, particularly in settings where students can influence the conditions under which they complete tasks, enable principled disentangling of be
• Use IRAT as an indicator of subsequent assessment performance and exam-condition practice in pharmacy calculations - The article recommends using readiness assurance tests, particularly the IRAT, as low-stakes indicators of students' subsequent performance on major pharmacy calculations assessments.
• Use isomorphic framing to draw parallels between the empowerment model and the program's primary therapeutic theme - Isomorphic framing techniques create parallel relationships between McWhirter's empowerment model and the primary theme's therapeutic process.
• Use Istation's teacher reports to target small-group instruction and lessons for struggling readers - The assessment component produces reports for teachers: "Teachers receive information to support small-group instruction and lessons for struggling readers." The reports identify students' strengths a
• Use item parcels (testlets), not items, as observable indicators when evaluating construct validity of CAT data - Because CAT missingness is MNAR and item-level factor models fail to converge on CAT data, the article's results support evaluating internal structure with parcels: "by parceling items and using parce
• Use iterative design with short feedback loops and multiple user-feedback methods during product development - The guide recommends working closely with users during development through iterative design, defined via the OET guide as "the process of using short feedback loops to define assumptions, create proto
• Use jigsaw with attention to its practical challenges, drawing on the review's recommendations in the context of digital education - The review's authors close with implementable guidance for practitioners: they "discuss the challenges of jigsaw activities and the limitations of studies reviewed and conclude with practical recommen
• Use jigsaw-style sharing so every student is responsible for all the material - After teams reproduce another team's image, decoded drawings are returned and each team splits up, sending one member to each facilitator to share results with one-third of the class.
• Use job center and commuter shed analysis to site and design magnet schools - The report recommends siting magnets near job centers so parents can transport children during commutes, increasing demand for open-enrollment seats.
• Use joint AI processing of report sets to identify recurring difficulties and guide collective feedback and teaching priorities - Beyond individual review, the article proposes processing sets of reports to identify trends and recurring difficulties across submissions, such as treatment of uncertainties and significant figures,
• Use KEAs to strengthen early learning systems: family engagement, p–3 alignment, and aggregated data for equitable investment - The report recommends that states and districts use KEAs to promote family engagement, align preschool, kindergarten, and 1st grade, and inform strategic initiatives.
• Use kindergarten-entry test data for early identification so educators can intervene before third grade - The page's description of the "Behind at the starting line" brief frames early identification as an actionable practice: "This early identification is key for educators, enabling them to intervene and
• Use knowledge distillation with deliberately limited synthetic data to expand scarce labeled evaluation datasets - When labeled data for a specialized evaluation task is scarce, the authors generate synthetic student-tutor conversations with a frontier LLM, prompting it to produce nine tutor responses per conversa
• Use knowledge of the specific points and lengths of exposure where children are susceptible to contextual effects to structure interventions aimed at reducing learning inequities - The review argues that identifying when and for how long children are susceptible to contextual effects is a prerequisite for effective intervention against learning disparities.
• Use landscape evidence to understand what factors enhance or hinder writing interventions - The brief positions itself as a resource for decision-makers: its goal is "to help school district leaders, teachers, and researchers understand what factors enhance or hinder writing interventions."
• Use large samples, true experimental designs, and moderate treatment durations when evaluating SRL scaffolds - For researchers studying SRL scaffolds, the article recommends methodological choices to maximize statistical power and reduce confounding.
• Use latent variable models to extract differential interpretation as a methodological artifact from measurement models - This strategy uses certain latent variable models to separate a methodological artifact—differential interpretation of vague quantifiers—from measurement models that are intended to be purely substant
• Use LCF risk clusters to target Supplemental Instruction recruitment and resource allocation - The article recommends using LCF-identified risk subgroups to decide which students to recruit into Supplemental Instruction and how to allocate constrained SI resources, since SI is resource intensiv
• Use learner skill levels to determine when to transition from worked examples to problem solving in tutoring systems - The article reports that current skill levels, in terms of self-explanation performance while studying examples and problem solving performance, can be employed to determine appropriate learning condi
• Use less artificial, more useful practice tasks in class experiments on learning, such as higher multiplication tables, square and square-root tables, stenographic characters, or proofreader's marks - In its closing recommendations the article proposes replacing artificial code tasks with more useful classroom practice materials.
• Use lightweight task-adapted vision backbones rather than zero-shot multimodal foundation models for rubric-aligned drawing scoring - When scoring student drawings at scale, adapt a pretrained vision transformer with LoRA rather than relying on zero-shot vision-language models.
• Use lightweight transparency cues about AI fallibility to encourage more cautious, help-seeking interaction strategies - The article recommends carefully designing how uncertainty is communicated in AI-supported learning environments, concluding that "even minimal transparency cues about AI fallibility can meaningfully
• Use linked cross-system data to target programs such as dropout prevention and postsecondary preparation for students in foster care - The article's authors recommend that child welfare professionals, educators, and policymakers use cross-system data to inform interventions for students in foster care.
• Use linked school and child welfare data to flag students at academic risk in the coming quarter or semester - This strategy combines administrative school records with child welfare data to predict which students will encounter academic problems in the near term.
• Use LLM persona simulation only for preliminary experimentation, stress testing, and hypothesis generation, with separate validation for consequential applications - The article's responsible-use recommendation is to deploy LLM-based student simulation as a complement to, not a replacement for, research involving people with lived experience.
• Use LLM-based de-identification as an additional verification layer to catch human redaction mistakes - The article recommends running an LLM redaction pass alongside human de-identification and analyzing the disagreements between the two, so that human omissions can be caught and corrected.
• Use LLM-generated design problems in supervised, time-bound exam-like settings to assess individual higher-order thinking where AI use or teamwork obscures mastery - The article recommends deploying DPs as short, supervised, individual assessments to elicit individual reasoning in novel contexts, particularly when generative AI use or collaborative work may compro
• Use LLM-generated lessons within a human-AI collaborative workflow where educators review and refine AI drafts - A workflow in which AI-generated lesson content serves as a foundational draft that educators and instructional designers iteratively review and refine, with AI handling repetitive, time-intensive dra
• Use LLMs to generate initial course metadata labels, shifting human taggers to a confirmatory role - To lighten instructor load during data enrichment, CLICKSTREAM's early-stage AI features use large language models to automate tagging.
• Use local data to identify which remote learning strategies work best for your own students - The publication recommends that schools and teachers use their own data to refine remote learning strategies, asking which approaches "work best in your schools and for your students." The e2i Coach i
• Use local resources to serve children birth through age 3 to stabilize community providers as 4-year-olds move into TK - As universal transitional kindergarten expands, community-based providers lose 4-year-old enrollment; the report recommends that local leaders use local resources to serve younger children instead.
• Use longitudinal designs combining experimental manipulation with alternating measurement of motivation and achievement to establish causal reciprocity - The review recommends that future studies meet three preconditions for causal inference in reciprocal relations: temporal order in both directions with alternation of measurements, correlation, and ma
• Use longitudinal disengagement findings to inform detection of rapid guessing and interventions to reduce its effect on observed achievement test scores - The authors draw practical implications from their longitudinal findings: because rapid guessing is largely state-like yet strongly tied to self-efficacy and self-management, detection and interventio
• Use longitudinal interim assessment data, modeled with seasonal trends, to monitor progress of students, classrooms, and schools within and across school years - The article recommends a modeling approach for interim assessment data that respects their seasonal structure.
• Use longitudinal role dynamics to inform group formation, role assignment, and targeted support in collaborative learning - The article closes by arguing that mapping how roles emerge and evolve over time gives teachers actionable information for collaborative course design.
• Use longitudinal student-level data systems to diagnose dropout scope and identify at-risk students before key transitions - The guide's first recommendation directs schools to build comprehensive, longitudinal, student-level databases with unique IDs covering absences, grade retention, and low achievement, and to review da
• Use LoU data to monitor implementation, plan staff development, select research samples, and evaluate programs - The article recommends LoU Interview data as a practical tool for change agents: administrators need degree of implementation "to make intelligent decisions about resources, support, and training", an
• Use low-stakes, multiple-entry warm-ups like "Which One Doesn't Belong?" to reduce fear of wrong answers - Teachers opened lessons with warm-up questions projected on the board that "offers multiple points of entry for differently skilled students and does not have a single correct answer." Students first