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The evidence behind the series
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6 references
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- Vol 2 RE: Chapters 3, 10
Book Evidence summaryAt a glance
This practitioner-focused book translates cognitive science into four classroom “power tools”: retrieval practice, spacing, interleaving, and feedback-driven metacognition.
Key ideas
Agarwal and Bain combine research evidence with examples drawn from a long scientist–teacher collaboration, showing how the strategies can be embedded in ordinary lessons without extensive preparation or additional grading. The book also addresses classroom culture, anxiety, communication with students and families, and professional learning for educators. Its central message is that durable learning improves when students repeatedly bring knowledge to mind, revisit it over time, discriminate among related ideas, and receive information that helps them judge what they know.
Why it matters
The guidance is intended as adaptable practice rather than a scripted programme, allowing teachers to fit the principles to subject, age group, and context.
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- Vol 4 RE: Chapter 12
personal epistemologyepistemic thinkingepistemic metacognitionsource evaluationevidence evaluationepistemic strategiesmetacognitive regulationdisciplinary standardsJournal article Evidence summaryAt a glance
Barzilai and Zohar reconsider personal epistemology as a form of metacognition about knowledge and knowing.
Key ideas
Their multifaceted framework distinguishes cognitive aspects of epistemic thinking—judging claims, sources, evidence, and strategies—from metacognitive knowledge, experiences, and skills used to regulate that thinking. Learners may know which epistemic strategy a task requires, experience doubt or confidence about a claim, monitor whether evidence meets an epistemic aim, and change their approach accordingly. The framework connects research traditions that had often used overlapping constructs without a common architecture and emphasises that epistemic processes vary with disciplinary tasks and standards.
Why it matters
For educators, the article supports making criteria for trustworthy knowledge explicit, modelling how disciplines evaluate evidence, prompting students to monitor the reliability of their reasoning, and helping them adapt epistemic strategies rather than teaching generic critical-thinking routines alone.
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- Vol 4 RE: App C
self-regulationgoal settingmetacognitionvolitional controlemotional regulationprogress monitoringstrategy adaptationpersistenceBook Evidence summaryAt a glance
This multidisciplinary handbook surveys theories, methods, and applications of self-regulation across educational, developmental, personality, clinical, health, and organisational psychology.
Key ideas
Chapters address goal setting, motivation, attention, emotion, metacognition, volition, social and environmental influences, individual differences, development, measurement, and interventions. The collection shows that self-regulation is not a single skill or stable trait: it involves interacting systems that generate standards, monitor progress, manage thoughts and feelings, select action, and respond to feedback. It also examines failures of regulation and the conditions under which control can be learned or supported.
Why it matters
For educators, the handbook provides conceptual tools for distinguishing cognitive strategy knowledge from motivation and implementation, selecting measures that match a theory, and designing support for goals, monitoring, strategy adaptation, emotional regulation, and persistence rather than expecting learners to regulate independently without instruction or context.
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- Vol 1 TE: App A
- Vol 2 RE: Chapters 1, 2, 5, 6, 8, App A, App D
- Vol 2 TE: App B
- Vol 4 RE: Chapter 10
- Vol 4 TE: Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73–105
- Vol 5 RE: Chapters 1, 3, 5, 7, 9
prior knowledgeconceptual understandingknowledge transfermetacognitionformative assessmentlearner-centered environmentsknowledge-centered environmentslearning communitiesBook Evidence summaryAt a glance
This National Research Council synthesis connects findings about cognition, development, neuroscience, and classroom learning. It describes expertise as organised, conceptually connected knowledge that supports recognition and transfer, not simply a larger store of facts.
Key ideas
Learners enter instruction with prior knowledge and beliefs that shape new understanding; teaching must therefore elicit and work with existing conceptions. Metacognitive approaches help students plan, monitor, and revise their learning. The book characterises effective environments as learner-centred, knowledge-centred, assessment-centred, and community-centred, with these dimensions designed coherently. It also examines children’s learning, brain development, teacher learning, and educational technology.
Why it matters
For educators, the synthesis supports building deep disciplinary structures, making thinking visible through formative assessment, cultivating metacognition, and designing supportive communities in which knowledge can be applied beyond the original lesson.
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- Vol 7 RE: Chapter 8
self-regulated learningonline higher educationtime managementmetacognitioneffort regulationcritical thinkingpeer learningacademic achievementJournal article Evidence summaryAt a glance
Broadbent and Poon systematically review studies linking self-regulated learning strategies with achievement in fully online higher education. Twelve studies met their criteria.
Key ideas
Time management, metacognition, effort regulation, and critical thinking showed the most consistent positive relationships with academic outcomes; rehearsal, elaboration, and organisation had weaker support. Peer learning showed a moderate positive association, but its confidence interval included zero. The authors caution that the small and varied evidence base limits firm causal conclusions and that relationships found in face-to-face settings may be weaker online. For educators and course designers, the review highlights the need to make planning, monitoring, persistence, and time use visible and teachable rather than assuming online learners will regulate themselves.
Why it matters
It also points toward designing prompts, schedules, progress cues, and support that help students sustain productive strategies.
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- Vol 3 RE: Chapter 1, App A
- Vol 3 TE: App C
cultural meaning-makingnarrative learninglearner agencyconstructivist pedagogymetacognitioninstitutional participationeducational identityBook Evidence summaryAt a glance
Bruner argues that education cannot be understood apart from culture because human minds develop through shared systems of meaning, language, narrative, tools, and social interaction.
Key ideas
The essays challenge views of learning as the isolated acquisition of information and examine how schooling distributes agency, constructs identity, and inducts learners into ways of interpreting the world. Bruner develops postulates concerning perspective, constraints, constructivism, interaction, externalisation, instrumentalism, institutional life, identity, and narrative. He considers folk pedagogy, collaboration, metacognition, the teaching of the past, and the place of stories in organising experience. Education both reproduces culture and offers a forum for renegotiating it.
Why it matters
For educators, the book supports treating learners as active meaning-makers, making assumptions and perspectives discussable, using dialogue and narrative, connecting school knowledge with cultural life, and recognising how institutional arrangements shape participation and possibility.
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Evidence summaries explain the central idea and why the source matters to educators.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
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