Translating Laboratory Evidence into Classroom Practice with Teacher‐Led Randomized Controlled Trials—A Perspective and Meta‐Analysis-Reference-Cited by-同舟云学术

Translating Laboratory Evidence into Classroom Practice with Teacher‐Led Randomized Controlled Trials—A Perspective and Meta‐Analysis

Published:2020-05-22 Issue:3 Volume:14 Page:292-302
ISSN:1751-2271
Container-title:Mind, Brain, and Education
language:en
Short-container-title:Mind, Brain, and Education

Author:

Churches Richard¹^ORCID,Dommett Eleanor J.²,Devonshire Ian M.³,Hall Robin⁴,Higgins Steve⁵,Korin Astrid¹

Affiliation:

1. Education Development Trust UK

2. Institute of Psychiatry, Psychology, and Neuroscience (IoPPN), King's College London UK

3. University of Nottingham Medical School UK

4. British Science Association, Education Section UK

5. School of Education, Durham University UK

Funder

Wellcome Trust

Publisher

Wiley

Subject

Cognitive Neuroscience,Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/mbe.12243

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3. Baker S. &Hindley C.(2018b June).Retrieval practices (multiple choice testing) and recall of multiplication tables – A year 4 trial and parallel year 5 replication. Poster session presented at European Conference on Education IAFOR Brighton.

4. Understanding heterogeneity in meta-analysis: the role of meta-regression

5. WHY "WHAT WORKS" WON'T WORK: EVIDENCE-BASED PRACTICE AND THE DEMOCRATIC DEFICIT IN EDUCATIONAL RESEARCH

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