Boosting learning by changing the order and timing of classroom tasks: implications for professional practice
Author:
Affiliation:
1. School of Education, University of Strathclyde, Glasgow, UK
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02607476.2020.1829965
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1. The importance of retrieval failures to long-term retention: A metacognitive explanation of the spacing effect
2. WHY "WHAT WORKS" WON'T WORK: EVIDENCE-BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH
3. Why interleaving enhances inductive learning: The roles of discrimination and retrieval
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