ilog3
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- ▌ Education Quantitative Study Design · ilog3Use for education papers using quantitative survey, correlational, regression, experimental, quasi-experimental, causal-comparative, mediation/moderation, SEM, multilevel, or longitudinal designs. Produces variables, hypotheses, sampling, instruments, power/sample-size guidance, statistical plan, and methods-section structure.
- ▌ Education Theory Framework Matching · ilog3Use when matching an education research topic, question, or variable model to appropriate theories, conceptual frameworks, and prior research traditions. Supports ResearchRabbit/Litmaps/Connected Papers-style citation exploration, OpenAlex/Semantic Scholar search, and theory-fit scoring.
- ▌ Education Quantitative Data Cleaning · ilog3Use after quantitative education data are collected and before descriptive, inferential, reliability, validity, SEM, multilevel, or learning analytics analysis. Covers data import checks, data dictionary validation, missing values, invalid values, outliers, duplicate records, participant attrition, variable coding, reverse scoring, scale scoring, group/timepoint coding, dataset versioning, and reproducible cleaning logs.
- ▌ Education Learning Analytics Modeling · ilog3Use after learning analytics or educational data mining data are available and cleaned, especially LMS logs, AI platform logs, clickstream, assignment histories, assessment sequences, student writing revision traces, knowledge component data, and learning behavior records. Covers feature engineering, sequence analysis, clustering, prediction, early warning, knowledge tracing, model evaluation, explainability, leakage checks, privacy, and education-paper reporting.
- ▌ Education Policy Comparative Analysis · ilog3Use for education policy analysis, curriculum standard analysis, comparative education papers, international/regional comparison, policy text coding, historical policy evolution, and institutional analysis.
- ▌ Education Qualitative Coding Analysis · ilog3Use when analyzing qualitative education data such as interviews, focus groups, classroom observations, reflective journals, student work, policy documents, teaching artifacts, AI feedback texts, and open-ended survey responses. Covers open coding, axial coding, selective coding, thematic analysis, grounded theory, content analysis, discourse-oriented coding, memo writing, evidence extraction, codebook development, and qualitative findings structure. This is a second-layer execution skill for qualitative, mixed-methods, action research, DBR, policy/comparative analysis, program evaluation, and AI-assisted education research.
- ▌ Education Research Question Generation · ilog3Use when generating, refining, comparing, or validating education research questions and hypotheses. Supports qualitative, quantitative, mixed-methods, intervention, design-based research, survey, classroom observation, and systematic review questions using Elicit-style evidence search, Semantic Scholar/OpenAlex, and LLM reasoning.
- ▌ Education Systematic Review Preparation · ilog3Use for education systematic reviews, scoping reviews, evidence maps, and rigorous literature syntheses requiring PRISMA/PRISMA-ScR logic, search strategy, inclusion/exclusion criteria, duplicate screening, evidence extraction tables, quality appraisal, and transparent reporting.
- ▌ Education Validity Reliability Analysis · ilog3Use when education research uses scales, questionnaires, tests, rubrics, or latent constructs and needs reliability and validity analysis, including Cronbach's alpha, McDonald's omega, item-total correlations, EFA, CFA, CR, AVE, convergent validity, discriminant validity, factor loadings, model fit, and measurement reporting. This second-layer execution skill supports quantitative, mixed-methods, psychometric, program evaluation, and survey studies.
- ▌ Education Advanced Quantitative Modeling · ilog3Use when education research needs advanced quantitative modeling beyond common t-tests, ANOVA, chi-square, correlation, and simple regression. Covers multilevel/hierarchical linear models, SEM, latent variable models, mediation, moderation, moderated mediation, IRT, longitudinal/growth models, DID, propensity score adjustment, nested school/class/student data, and advanced model reporting. This second-layer execution skill supports quantitative, mixed-methods, intervention, learning analytics, psychometric, and program evaluation studies.
- ▌ Education Psychometric Scale Development · ilog3Use for education scale development, questionnaire validation, test development, rubric validation, educational measurement, item analysis, EFA/CFA, reliability, validity evidence, IRT, measurement invariance, and score interpretation.
- ▌ Education AI Assisted Qualitative Analysis · ilog3Use when applying AI to support qualitative education analysis, including initial coding suggestions, code clustering, theme naming, memo generation, negative-case search, evidence retrieval, contradiction checks, saturation support, and audit-trail creation. This second-layer execution skill complements human qualitative coding and must not treat AI outputs as final findings without researcher confirmation.
- ▌ Mauss Gift Exchange · ilog3 bundleAnalyze gifts, reciprocity, obligation, status, alliance, redistribution, and social integration using Marcel Mauss's The Gift. Use for educational, organizational, community, legal, or economic exchanges that appear voluntary or free but bind persons and groups through giving, receiving, and reciprocating; treat ethnographic comparisons historically and avoid reducing all exchange to self-interest.
- ▌ Thompson Oral History · ilog3 bundleDesign, conduct, preserve, evaluate, interpret, and present oral-history research using Paul Thompson's The Voice of the Past. Use when recovering excluded voices, building community or life-history projects, selecting narrators, conducting recorded interviews, assessing memory and representativeness, creating archives and transcripts, or integrating oral testimony with documentary evidence. Treat testimony as situated, co-produced evidence rather than either literal fact or disposable anecdote.
- ▌ Creswell Guetterman Educational Research · ilog3 bundlePlan, conduct, report, consume, and evaluate educational research using Creswell and Guetterman's Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, sixth edition (2019). Use when moving through problem identification, literature review, purpose/questions/hypotheses, quantitative or qualitative data collection and analysis, reporting, and evaluation; or when selecting experimental, correlational, survey, grounded theory, ethnographic, narrative, mixed-methods, or action-research designs. Make design characteristics visible, distinguish producer and consumer checks, and update current ethics, statistics, technology, and reporting standards.
- ▌ Qualitative Research Methods Introduction · ilog3 bundleDesign, conduct, analyze, write, and appraise qualitative social research using the integrated framework in 质性研究方法导论. Use when choosing a paradigm or qualitative tradition, defining a study, selecting purposive samples, combining participant observation, in-depth interviews, focus groups, oral history, narrative, grounded theory, or action research, coding and interpreting data, improving rigor, writing reflexively, or planning qualitative–quantitative integration. Keep epistemology, ethics, relationships, methods, claims, and quality criteria aligned.
- ▌ Rubin Responsive Qualitative Interviewing · ilog3 bundleApply Herbert J. Rubin and Irene S. Rubin's responsive interviewing model to design, conduct, analyze, and report in-depth qualitative interviews. Use when selecting knowledgeable conversational partners, building credible iterative studies, combining main, follow-up, and probe questions, or developing concepts, themes, mechanisms, and theory from interview evidence.
- ▌ Chen Xiangming Education Research Methods 2013 · ilog3 bundlePlan, conduct, report, and appraise educational research using the 2013 教育研究方法 textbook edited by Chen Xiangming and jointly written by major Chinese universities. Use when choosing among positivist, interpretive, and integrated approaches; developing a topic, literature review, design, data plan, and report; or applying philosophical inquiry, surveys, educational measurement, experiments, statistics, qualitative inquiry, narrative inquiry, case study, historical research, action research, or comparative education. Match method to question and paradigm, make evidence and inference auditable, and verify current statistical, ethical, reporting, and policy standards.
- ▌ Lu Youquan Twentieth Century Education History · ilog3 bundleAnalyze twentieth-century educational thought, reform, and institutional change using Lu Youquan's 躁动的百年：20世纪的教育历程. Use when comparing progressivism, reconstructionism, essentialism, perennialism, analytic philosophy, existentialism, or postmodern education; tracing reform waves before 1945, during Cold War bipolarity, or amid post-1970s multipolar change; studying lifelong/adult education; or historically locating Chinese educational theory and practice. Use the book as a historically situated interpretation: distinguish event, source, authorial explanation, and value judgment; verify contested claims with current scholarship and primary sources; and never reproduce ideological classifications as neutral fact.
- ▌ Ye Lan Education System · ilog3 bundleAnalyze education as a complex, open social system using Ye Lan's 教育概论 (1991). Use when defining an educational activity, mapping educator–learner–content–material relations, linking policy and society to school and classroom practice, examining education's reciprocal relations with population, production, politics, or culture, reasoning about individual development across the lifespan, or balancing education's social and individual-development functions. Apply the framework historically and critically: verify present-day evidence and policy, protect learner agency and rights, and do not reproduce period-specific ideological, demographic, disability, or developmental assumptions as current facts.
- ▌ Yin Case Study Research · ilog3 bundleDesign, conduct, analyze, and report rigorous case studies using Robert K. Yin's fifth-edition framework. Use for contemporary how/why questions in real-life contexts, especially when phenomenon and context are not clearly separable; supports single/multiple and holistic/embedded designs, analytic generalization, rival explanations, multiple evidence sources, databases, chains of evidence, and case reporting.
- ▌ Coming Of Age Samoa Mead · ilog3 bundleAnalyze adolescence, socialization, family, peer groups, sexuality, personality, and education through Margaret Mead's Coming of Age in Samoa. Use for cross-cultural questions about whether adolescent conflict is biologically inevitable or culturally organized, and for designing education that prepares young people to choose; always include the study's historical, methodological, and contested status.
- ▌ Whyte Street Corner Society · ilog3 bundleAnalyze informal groups, leadership, status, mobility, politics, and community organization through William Foote Whyte's Street Corner Society, and apply its long-term participant-observation lessons. Use for urban ethnography, community field entry, work with key informants, relational mapping, observation of interaction patterns, iterative redesign, researcher participation, reciprocity, and ethical critique. Do not generalize Cornerville as a timeless model of poverty or treat Whyte's contested field relations as a universal ethical template.
- ▌ Benedict Chrysanthemum Sword · ilog3 bundleUse Ruth Benedict's The Chrysanthemum and the Sword as a historically situated cultural-pattern model for analyzing hierarchy, reciprocal obligation, on, gimu, giri, reputation, shame, human feelings, self-discipline, child socialization, wartime conduct, and post-surrender policy. Use for interpreting the book, comparing its linked concepts, or critically examining culture-and-personality reasoning. Always state its 1944 wartime commission, remote-research evidence, national-character generalization, internal diversity, historical change, and contested reception; never treat it as a timeless description of all Japanese people.
- ▌ Education Coder Reliability · ilog3Use when education qualitative or content-analysis projects involve multiple coders, coding reliability, coding agreement, pilot coding, codebook calibration, coding conflict resolution, Cohen's Kappa, Krippendorff's Alpha, percent agreement, inter-rater reliability, or reporting coder agreement. This second-layer execution skill supports qualitative coding, content analysis, discourse coding, classroom observation coding, policy text coding, open-ended survey coding, and AI-assisted coding review.
- ▌ Education Paper Type Router · ilog3Use after an education research topic and research questions are drafted, or whenever the user is unsure what type of education paper to write. Routes the project to empirical quantitative, qualitative, mixed methods, action research, design-based research, literature review, systematic review, meta-analysis, psychometric scale development, learning analytics, policy/comparative analysis, or program evaluation without exposing internal skill names to the user.
- ▌ Education Program Evaluation · ilog3Use for education program evaluation, curriculum evaluation, platform/tool evaluation, teacher training evaluation, school reform evaluation, and implementation/effectiveness studies. Produces logic model, evaluation questions, indicators, data plan, analysis plan, and evaluation-report/paper structure.
- ▌ Education Topic Decomposition · ilog3Use when decomposing a broad education research topic into focused subtopics, searchable concepts, research gaps, candidate study designs, and writing directions. Best for thesis/article topic selection, narrowing a vague idea, or turning an education policy/practice issue into researchable tracks using STORM-style multi-perspective questioning plus OpenAlex/Semantic Scholar evidence search.
- ▌ Education Mixed Methods Design · ilog3Use for education papers combining quantitative and qualitative data, including explanatory sequential, exploratory sequential, convergent parallel, embedded, intervention mixed methods, and action research with mixed evidence. Produces integration logic, sampling, data collection sequence, joint displays, and mixed-methods validity plan.
- ▌ Education Design Based Research · ilog3Use for design-based research (DBR) in education, including iterative design of learning environments, AI teaching tools, curriculum models, learning activities, instructional systems, and design principles tested in authentic education settings.
- ▌ Education Action Research Design · ilog3Use for teacher-led action research, teaching practice papers, classroom improvement studies, lesson reform, iterative intervention reflection, and practitioner inquiry in education. Produces problem diagnosis, action plan, implementation cycle, classroom evidence, reflection framework, and practice-paper structure.
- ▌ Education Descriptive Statistics · ilog3Use after quantitative education data cleaning to summarize datasets before reliability, validity, inferential, experimental, regression, SEM, multilevel, or learning analytics analysis. Covers means, standard deviations, medians, frequencies, percentages, cross-tabulations, group comparisons, pre/post descriptive summaries, scale/item descriptives, visualization, and APA/education-paper result table wording.
- ▌ Education Inferential Statistics · ilog3Use after descriptive statistics when an education research project needs hypothesis testing or statistical relationships, including t-tests, ANOVA/ANCOVA, chi-square tests, correlations, linear/logistic regression, simple mediation/moderation screening, effect sizes, assumptions, post-hoc tests, and APA/Chinese education paper result reporting. This second-layer execution skill supports quantitative, mixed-methods, experimental, quasi-experimental, survey, program evaluation, and action research studies.
- ▌ Education Variable Identification · ilog3Use when identifying independent variables, dependent variables, mediators, moderators, controls, constructs, indicators, instruments, and operational definitions from education research topics, papers, PDFs, Zotero libraries, survey plans, or literature review notes. Supports Elicit-style extraction, PDF RAG, and structured variable tables.
- ▌ Education Qualitative Study Design · ilog3Use for qualitative education papers including case study, interview study, classroom observation, ethnography, phenomenology, narrative inquiry, grounded theory, content analysis, discourse analysis, and qualitative document analysis. Produces sampling, protocols, interview/observation guides, coding approach, trustworthiness plan, and findings-section structure.
- ▌ Education Sampling Data Management · ilog3Use before collecting education research data, or when planning samples, recruitment, participant tracking, school/class/teacher/student data structures, consent, anonymization, data dictionaries, file naming, secure storage, and dataset readiness. This second-layer execution skill supports quantitative, qualitative, mixed-methods, experimental, action research, DBR, program evaluation, psychometric, and learning analytics workflows.
- ▌ Education Survey Instrument Design · ilog3Use when designing survey instruments, questionnaires, scales, rubrics, or measurement tools for education research after research questions, variables, or constructs are identified. Covers scale selection, construct-dimension mapping, item generation, reverse-coded items, response formats, expert validity review, pilot testing, reliability/validity planning, and questionnaire deployment tools. This is a second-layer execution skill used by quantitative, mixed-methods, program evaluation, psychometric, and action research workflows.
- ▌ Education Learning Analytics Design · ilog3Use for learning analytics, educational data mining, LMS log analysis, AI platform behavior data, learner modeling, prediction, clustering, sequence mining, early warning, dashboard design, and explainable analytics in education research.
- ▌ Education Meta Analysis Preparation · ilog3Use for education meta-analysis papers or systematic reviews that quantitatively synthesize effect sizes. Supports effect-size extraction, coding sheet design, heterogeneity, moderator analysis, publication bias, forest/funnel plots, and R metafor/meta workflows.
- ▌ Chen Xiangming Qualitative Research · ilog3 bundleDesign, conduct, analyze, write, and appraise qualitative social-science research using Chen Xiangming's 质的研究方法与社会科学研究. Use when aligning qualitative questions with epistemology and methods; building an interactive design; choosing purposive samples; negotiating researcher–participant relations and field entry; conducting interviews, focus groups, observation, or artifact analysis; coding and building contextualized interpretations or grounded theory; writing thick, reflexive accounts; or evaluating validity, inference, ethics, action research, and qualitative–quantitative combinations. Keep claims situated, make the researcher's role visible, and do not turn flexible inquiry into an unprincipled or mechanical recipe.
- ▌ Quiet Revolution Learning Community · ilog3 bundleApply Manabu Sato's Quiet Revolution framework to diagnose and redesign classroom interaction, lesson study, curriculum, parent participation, and school reform as a learning community. Use when improving learning quality and collegial practice; do not equate visible activity or loud participation with learning.
- ▌ Clandinin Connelly Narrative Inquiry · ilog3 bundleApply D. Jean Clandinin and F. Michael Connelly's narrative inquiry to study experience through temporality, sociality, and place. Use when designing relational fieldwork, composing field texts, moving from field texts to research texts, negotiating voice and authorship, or addressing narrative ethics; avoid reducing stories to variables or treating them as transparent facts.
- ▌ Migrant Family Parenting Qualitative · ilog3 bundleApply Zhao Juan's qualitative study of migrant-worker family parenting when analyzing parenting mechanisms, designing small-sample family research, interpreting interview evidence, or locating the study's findings and limits. Use for migrant-family education questions; do not generalize the 12-household case as a current population estimate.
- ▌ Qualitative Research Guidance Baiyun · ilog3 bundleGuide practice-oriented educational qualitative research using Bai Yun's framework. Use when teachers or beginning researchers need to define a qualitative study, choose a design, collect and analyze interview, observation, or material data, interview students, develop theory, and write a credible report grounded in school practice.
- ▌ Wolcott Principal Office Ethnography · ilog3 bundleStudy what school leaders actually do through Harry F. Wolcott's The Man in the Principal's Office. Use for shadowing a principal, designing educational ethnography, distinguishing prescribed roles from observed practice, sampling formal and informal encounters, tracing annual cycles, analyzing system maintenance and socialization, integrating observation with documents, interviews, questionnaires, or interval records, and writing descriptive cultural accounts. Keep the single-case, male-principal, mid-twentieth-century U.S. setting explicit; do not turn Ed Bell into a universal effectiveness standard.
- ▌ Johnson Christensen Education Research · ilog3 bundleDesign, analyze, integrate, report, and critique quantitative, qualitative, and mixed educational research using Johnson and Christensen's Educational Research, fourth edition. Use when developing literature reviews, questions, proposals, ethics, measurement, questionnaires, tests, interviews, focus groups, observation, sampling, validity, experiments, quasi-experiments, single-case designs, nonexperimental studies, phenomenology, ethnography, case study, grounded theory, history, statistics, qualitative analysis, or mixed-method designs. Give all three approaches equal methodological standing, select by the evidence needed, and build explicit validity or legitimation arguments for each conclusion.
- ▌ Wiersma Jurs Education Research Methods · ilog3 bundleDesign, communicate, and critically evaluate educational research using Wiersma and Jurs's Research Methods in Education: An Introduction, ninth edition. Use when formulating variables, operational definitions, questions, and hypotheses; reviewing literature; preparing or reviewing proposals and reports; choosing experimental, quasi-experimental, nonexperimental quantitative, qualitative, historical, ethnographic, mixed, modeling, or Delphi designs; or planning sampling, measurement, descriptive statistics, and inferential statistics. Emphasize control of variation, validity and reliability, design diagrams, and a transparent chain from problem to conclusion; update all ethics, technology, and statistical guidance beyond the 2008/2010 edition.
- ▌ Scholar Distill · ilog3 bundleUse when distilling a scholar, professor, research group, or intellectual lineage into an evidence-grounded research assistant for academic background mapping, topic selection, research-question generation, Survey or literature-review outlining, theory/method choice, and paper positioning. Trigger when the user mentions 学者蒸馏, 人物蒸馏 for academic research, scholar persona, academic style distillation, research background, 选题, Survey, literature review, professor profile, AMiner/Google Scholar/Semantic Scholar/OpenAlex profile, or wants to learn from a scholar's publications without impersonating them.
- ▌ Education Evidence Check · ilog3Use when checking whether claims, theory choices, research questions, variable relationships, or literature review statements in education papers are supported, contradicted, weakly supported, outdated, or missing citations. Uses Scite-style citation context, Elicit evidence reports, Semantic Scholar citation relationships, and manual source verification.
- ▌ Education Literature Map · ilog3Use when creating education literature maps, bibliometric analyses, keyword co-occurrence maps, co-citation maps, research trend summaries, author/institution networks, and topic evolution views using VOSviewer, bibliometrix/Biblioshiny, OpenAlex, Semantic Scholar, or exported citation files.
- ▌ Yang Family Education System · ilog3 bundleAnalyze and design family education through Yang Baozhong's ‘large education’ perspective in 大教育视野中的家庭教育. Use when connecting family, school, and social education; clarifying family-education goals, functions, processes, principles, methods, guidance, parent learning, or learning-family development; or studying family education as a discipline. Apply the 2003 framework critically: update empirical claims and policy, avoid pathologizing disability, single-parent, migrant, only-child, or justice-involved families, and tailor support to current family structures and children's rights.
- ▌ Corbin Strauss Grounded Theory · ilog3 bundleDevelop grounded theory from qualitative data using Juliet Corbin and Anselm Strauss's third-edition approach. Use for iterative data collection and analysis, constant comparison, concept and category development, properties and dimensions, memoing and diagramming, theoretical sampling and saturation, context and process analysis, category integration, analytic writing, or quality appraisal. Do not reduce the approach to mechanical three-stage coding or claim theory without an auditable data-to-concept chain.
- ▌ Interview Power Knowledge China · ilog3 bundleAnalyze in-depth interviewing in Chinese-language education and social research through He Xiaoxing's power-knowledge critique. Use when examining speech-writing separation, transcription loss, indigenous concepts, disciplinary discourse, cultural hegemony, or reflexivity; do not treat interview technique as culturally neutral or the essay's provocation as universal empirical proof.
- ▌ Participant Observation Jorgensen · ilog3 bundleDesign, conduct, analyze, and report participant-observation studies using Danny L. Jorgensen's interpretive methodology. Use for field-site selection, entrée, participation roles, insider relations, observation, interviewing, fieldnotes, iterative analysis, theory building, exit, and reporting; foreground practical ethics and the researcher's situated experience.
- ▌ Ethnography Step By Step Fetterman · ilog3 bundlePlan, conduct, analyze, write, and ethically manage ethnographic research using David M. Fetterman's step-by-step framework. Use for cultural description, educational or organizational fieldwork, emic/etic interpretation, participant observation, interviewing, triangulation, pattern and key-event analysis, thick description, reporting, and applied ethnography.
- ▌ Modern China Educator Life Stories · ilog3 bundleUse Ruth Hayhoe's narrative study of Li Bingde, Zhu Jiusi, Pan Maoyuan, Xie Xide, Wang Yongquan, and Lu Jie to analyze twentieth-century Chinese educational change, educator life histories, university development, cultural borrowing, and narrative-comparative research. Use for historically grounded interpretation, not present-day causal or representative claims.
- ▌ Muncey Mcquillan Reform Resistance · ilog3 bundleAnalyze school reform as educational, organizational, cultural, and political work using Donna E. Muncey and Patrick J. McQuillan's five-year ethnography of eight Coalition of Essential Schools sites. Use when diagnosing how reform principles are locally interpreted, comparing whole-school and classroom change, tracing teacher and student participation, distinguishing coordination from resistance, assessing principal leadership, or designing longitudinal multi-site reform research. Do not treat resistance as ignorance, formal membership as implementation, or the historical CES principles as universal current standards.