Retrieval practice, spaced practice, and interleaving have become some of the better-known insights from cognitive psychology. They have found their way into education. A lot of research exists on all three. But… a considerable part of that research was conducted in lab settings or in higher education. So what happens in a classroom with real curriculum… Read More Do retrieval practice, spaced practice and interleaving work in real classrooms?

When we think of reviews (and certainly meta-analyses), we quickly tend to think of quantitative research. But we can also learn a great deal from qualitative research. For example, in discussions about inclusive education, we often talk about systems in practice (see also the earlier research by Fuchs and colleagues). Should students with disabilities receive… Read More Being in mainstream education is not the same as experiencing inclusion

Paul Kirschner and I wrote a new chapter for the recently published book Investigating Educational Psychology, edited by Tesia Marshik, Mary Beth Leibham, Michael I. Axelrod, and Stephen Hupp. As authors, we argue that accurate information alone often isn’t enough to address learners’ misconceptions. Misconceptions are not merely due to a lack of knowledge. They can be… Read More New chapter published: Correcting Misconceptions

Over the years I have been blogging, I have rarely let what I think you would like to read guide me. The past few weeks have also taught me that I really can’t predict this. For instance, I would never have expected the number of readers for my post about Gert Biesta. The choice always… Read More What happens when you restrict tutoring, but the competition remains?