Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited classroom time and resources. In this literature review, we developed a narrow operational definition for “classroom research” compared to previous reviews of the literature. We screened nearly 2000 abstracts and systematically coded 50 experiments to establish a clearer picture of benefits from retrieval practice in real world educational settings. Our review yielded 49 effect sizes and a total n?=?5374, the majority of which (57%) revealed medium or large benefits from retrieval practice. We found that retrieval practice improved learning for a variety of education levels, content areas, experimental designs, final test delays, retrieval and final test formats, and timing of retrieval practice and feedback; however, only 6% of experiments were conducted in non-WEIRD countries. Based on our review of the literature, we make eight recommendations for future research and provide educators with a better understanding of the robust benefits of retrieval practice across a range of school and classroom settings.
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Stephen J. Bagnato Hoi K. Suen Dale Brickley Janell Smith-Jones Ernie Dettore 《Early childhood research quarterly》2002,17(4):117
The national debate surrounding the issue of school failure has renewed interest in the quality, efficacy, and outcomes of early childhood intervention programs that can promote early school success for children at developmental risk. Moreover, researchers and policymakers report the need to document developmentally-appropriate models for assessing and evaluating early childhood outcomes. We report on the first-phase results of Pittsburgh’s early childhood initiative (ECI). ECI is a privately-funded effort by a consortium composed of the business, corporate, foundation, and community sectors to implement high-quality early care and education options for children in high-risk neighborhoods. The overarching objective of ECI is to ensure early school success for high-risk children. Our Scaling Progress in Early Childhood Settings (SPECS) Evaluation Team implemented an authentic assessment and program evaluation strategy and an enhanced “constructed comparison group” statistical model to conduct longitudinal research on the child developmental impact of the ECI model. First-phase results on 155 high-risk children indicate that those who participated in high-quality ECI programs for the longest periods of time demonstrated patterns of progress that exceeded maturational expectations. Weekly collaborative consultation to teachers and caregivers by consultants about program quality using the National Association for the Education of Young Children (NAEYC) standards as “best practice” benchmarks seemed to be associated with initial enhanced child outcomes and the particular impact of the ECI model. 相似文献
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Agarwal Pooja K. Nunes Ludmila D. Blunt Janell R. 《Educational Psychology Review》2021,33(4):1409-1453
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The results presented in this study represent only one of four assigned discussion board activities from only one course.
However, these results are not atypical of the amount or nature of student engagement in successive discussion board assignments
to these same 23 graduate students. By the final of the four on-line discussions, student engagement did decrease slightly,
but still remained well above the assigned requirements. Also, similar patterns of high frequency of student involvement were
found in other courses using the same type of on-line discussion board assignments. An additional anecdotal observation was
completed by the course instructor; after the first on-line activity had been completed and the students re-convened on campus
for class, class members appeared more comfortable and more engaged during in class discussions. In summary, the results of
this study indicate that specific types of on-line instruction are capable of developing learning communities among on-line
learners and creating a satisfying learning experience. 相似文献
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Laird W. Heal Patricia Gonzalez Frank R. Rusch Janell I. Copher Lizanne DeStefano 《Exceptionality》2013,21(3):181-195
Abstract We compared 54 matched pairs of high school students and young adults with mental retardation. One member of each pair had remained successfully employed for 10 or more hours per week at minimum wage or better for at least 6 months, and the other had not. Placement counselors, trainers, or supervisors completed case study questionnaires about their students (or clients). The results indicated successful placements in a variety of positions and communities across the nation. The most important elements contributing to this success are placement agency follow‐up support; home support; the individual's job skills, social ability, and match to job demands; the creativity and persistence of the placement specialist; incentive to employers (e.g., tax credits and employment subsidies) and employer's support of the placement. 相似文献
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