Churches, R. and Dommett, E. and Devonshire, I.M. and Hall, R. and Higgins, S. and Korin, A. (2020) 'Translating laboratory evidence into classroom practice with teacher-led randomised controlled trials - a perspective and meta-analysis.', Mind, brain and education., 14 (3). pp. 292-302.
We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teacher‐led randomized controlled trials (RCTs) and replications. Teachers designed trials, looking at areas such as attention, memory, and spaced learning. Overall, positive effects were found over short periods (1–6 weeks; r = 0.15, p < .0001 [d = 0.30], N = 2,157). However, retrieval practice (testing as a learning experience) had differential effects mediated by age, approach, and lesson content. Results suggest science of learning‐translated pedagogy needs extensive replication to establish how best to use laboratory evidence in classrooms. Multiple planned replication of teacher‐led RCTs has potential as an evaluation tool, combining high levels of mundane realism with strong internal validity and the potential to build cost effective large samples for meta‐analysis.
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||https://doi.org/10.1111/mbe.12243|
|Publisher statement:||This is the peer reviewed version of the following article: Churches, R., Dommett, E., Devonshire, I.M., Hall, R., Higgins, S. & Korin, A. (2020). Translating laboratory evidence into classroom practice with teacher-led randomised controlled trials - a perspective and meta-analysis. Mind, Brain and Education 14(3): 292-302 which has been published in final form at https://doi.org/10.1111/mbe.12243. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.|
|Date accepted:||17 April 2020|
|Date deposited:||26 April 2020|
|Date of first online publication:||22 May 2020|
|Date first made open access:||22 May 2021|
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