The benefits of retrieval practice (practice testing) are pervasive across various materials, learning conditions, and criterial tasks, and consequently researchers and educators have enthusiastically recommended retrieval practice for educational applications. Less research has been devoted to examining the effect of combining retrieval practice…

Background: Despite the numerous positive effects of augmented reality (AR) on learning, previous research has shown ambiguous results regarding the cognitive demand on the learner arising from, for example, the overlay of virtual elements or novel interaction techniques. At the same time, the number of evidence-based guidelines on designing AR is…

The book that inspired millions of educators to refine their approach to teaching returns for an all-new third edition. Built on a more rigorous research base and updated to emphasize student diversity, equity, and inclusion, "The New Classroom Instruction That Works" offers a streamlined focus on the 14 instructional strategies proven…

Educational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning…

Background: There is a critical need for evidence-based metacognition instruction models with an ease of implementation. Three issues involved in advancing the implementation and assessment of metacognitive interventions are: (i) the lack of an operational framework for the development of metacognition; (ii) metacognition instruction models that…

The attainment gap in science may not be as well-documented as the gap in English and maths, but it is just as pervasive. Our research has shown that disadvantaged pupils start to fall behind in science in Key Stage 1; the gap only gets wider throughout primary and secondary school and on to A-level. Helping schools to use evidence and to…

GAME results from the exhaustion of doing the same activities, dealing with unmotivated students and not getting the desired results academically. Thus, I initiated a process of research and training in areas such as Positive Psychology, Neurosciences and Neurolinguistic Programming, which allowed to design an Evidence-Based Intervention. Students…

The authors report findings from a systematic observational study of middle school educators (Grades 6-8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies…