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- Retrieval practice (7)
- Learning (4)
- Testing effect (3)
- Applied research (1)
- Blocked practice (1)
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- Bloom’s taxonomy (1)
- Classroom (1)
- Collaboration (1)
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- Early childhood education (1)
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- Evidence-based practices (1)
- Evidence-based strategies (1)
- Feedback (1)
- Gender (1)
- Higher order learning (1)
- Interleaved practice (1)
- Lag (1)
- Learning strategies (1)
- Library (1)
- Meta-analysis (1)
- Metacognition (1)
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- Socioeconomic status (1)
- Spaced practice (1)
- Students (1)
- Study strategies (1)
- Success (1)
Articles 1 - 12 of 12
Full-Text Articles in Education
A Conceptual Replication Of Survey Research On Study Strategies In A Diverse, Non-Weird Student Population., Roberta Ekuni, Bruno Miguel Nogueira De Souza, Pooja K. Agarwal, Sabine Pompeia
A Conceptual Replication Of Survey Research On Study Strategies In A Diverse, Non-Weird Student Population., Roberta Ekuni, Bruno Miguel Nogueira De Souza, Pooja K. Agarwal, Sabine Pompeia
Faculty Works
In survey research from western, educated, industrialized, rich, and democratic (WEIRD) populations, students report predominantly studying by rereading, highlighting, and summarizing, which are generally inefficient for long-term learning. It is unknown, however, whether, and to what extent diversity, in the form of cultural context, socioeconomic status (SES) and sex, affect choice of study technique. In this exploratory study, we investigated the frequency of use of 10 common study strategies used by WEIRD students in a sample of respondents (N=795) from a developing country (Brazil). We also examined if SES and sex influenced study choices. A similar pattern of study strategy …
Retrieval Practice Consistently Benefits Student Learning: A Systematic Review Of Applied Research In Schools And Classrooms, Pooja K. Agarwal, Ludmila D. Nunes, Janell R. Blunt
Retrieval Practice Consistently Benefits Student Learning: A Systematic Review Of Applied Research In Schools And Classrooms, Pooja K. Agarwal, Ludmila D. Nunes, Janell R. Blunt
Faculty Works
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 2,000 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 = 5,374, the majority of which (57%) revealed medium or large benefits …
Effect Sizes And Meta-Analyses: How To Interpret The "Evidence" In Evidence-Based, Kripa Sundar, Pooja K. Agarwal, Retrievalpractice.Org
Effect Sizes And Meta-Analyses: How To Interpret The "Evidence" In Evidence-Based, Kripa Sundar, Pooja K. Agarwal, Retrievalpractice.Org
Faculty Works
No abstract provided.
Metacognition: How To Improve Students' Reflections On Learning, Lisa K. Son, Nicole Brittingham Furlonge, Pooja K. Agarwal, Retrievalpractice.Org
Metacognition: How To Improve Students' Reflections On Learning, Lisa K. Son, Nicole Brittingham Furlonge, Pooja K. Agarwal, Retrievalpractice.Org
Faculty Works
No abstract provided.
How To Implement Retrieval-Based Learning In Early Childhood Education, Lisa K. Fazio, Pooja K. Agarwal, Retrievalpractice.Org
How To Implement Retrieval-Based Learning In Early Childhood Education, Lisa K. Fazio, Pooja K. Agarwal, Retrievalpractice.Org
Faculty Works
No abstract provided.
How To Use Spaced Retrieval Practice To Boost Learning, Shana K. Carpenter, Pooja K. Agarwal, Retrievalpractice.Org
How To Use Spaced Retrieval Practice To Boost Learning, Shana K. Carpenter, Pooja K. Agarwal, Retrievalpractice.Org
Faculty Works
No abstract provided.
How To Use Retrieval Practice To Improve Learning, Pooja K. Agarwal, Henry L. Roediger Iii, Mark A. Mcdaniel, Kathleen B. Mcdermott
How To Use Retrieval Practice To Improve Learning, Pooja K. Agarwal, Henry L. Roediger Iii, Mark A. Mcdaniel, Kathleen B. Mcdermott
Faculty Works
No abstract provided.
Retrieval Practice And Transfer Of Learning: Fostering Students' Application Of Knowledge, Steven C. Pan, Pooja K. Agarwal, Retrievalpractice.Org
Retrieval Practice And Transfer Of Learning: Fostering Students' Application Of Knowledge, Steven C. Pan, Pooja K. Agarwal, Retrievalpractice.Org
Faculty Works
No abstract provided.
Retrieval Practice & Bloom’S Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning?, Pooja K. Agarwal
Retrieval Practice & Bloom’S Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning?, Pooja K. Agarwal
Faculty Works
The development of students’ higher order learning is a critical component of education. For decades, educators and scientists have engaged in an ongoing debate about whether higher order learning can only be enhanced by building a base of factual knowledge (analogous to Bloom’s taxonomy) or whether higher order learning can be enhanced directly by engaging in complex questioning and materials. The relationship between fact learning and higher order learning is often speculated, but empirically unknown. In this study, middle school students and college students engaged in retrieval practice with fact questions, higher order questions, or a mix of question types …
Interleaved Mathematics Practice: Giving Students A Chance To Learn What They Need To Know, Doug Rohrer, Robert F. Dedrick, Pooja K. Agarwal
Interleaved Mathematics Practice: Giving Students A Chance To Learn What They Need To Know, Doug Rohrer, Robert F. Dedrick, Pooja K. Agarwal
Faculty Works
No abstract provided.
Benefits From Retrieval Practice Are Greater For Students With Lower Working Memory Capacity, Pooja K. Agarwal, Jason R. Finley, Nathan S. Rose, Henry L. Roediger Iii
Benefits From Retrieval Practice Are Greater For Students With Lower Working Memory Capacity, Pooja K. Agarwal, Jason R. Finley, Nathan S. Rose, Henry L. Roediger Iii
Faculty Works
We examined the effects of retrieval practice for students who varied in working memory capacity as a function of the lag between study of material and its initial test, whether or not feedback was given after the test, and the retention interval of the final test. We sought to determine whether a blend of these conditions exists that maximizes benefits from retrieval practice for lower and higher working memory capacity students. College students learned general knowledge facts and then restudied the facts or were tested on them (with or without feedback) at lags of 0-9 intervening items. Final cued recall …
Small Schools And Libraries: A Combination For Success, Kathryn L. Mcgrath
Small Schools And Libraries: A Combination For Success, Kathryn L. Mcgrath
Faculty Works
This article explores the importance of library access for K-12 students and offers concrete solutions for making this possible for small schools.