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1 reference
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- Vol 2 RE: App D
retrieval practiceclassroom assessmentapplied researchschool–researcher collaborationlow-stakes quizzesdelayed retentionJournal article Evidence summaryAt a glance
This article reports lessons from a five-year partnership involving a cognitive scientist, a middle-school teacher, a principal, and more than 1,400 students.
Key ideas
The programme tested retrieval practice in authentic classrooms rather than relying only on laboratory findings. Across several studies, brief quizzes and other opportunities to retrieve course content improved long-term learning, including performance on later classroom assessments. The authors emphasize that productive applied research depends on sustained collaboration: teachers contribute knowledge of learners and curriculum, school leaders create workable conditions, and researchers provide experimental design and analysis. For educators, the work supports integrating low-stakes retrieval into normal instruction and using feedback to strengthen learning.
Why it matters
It also shows why school-based research must balance scientific control with the practical demands and variability of real classrooms.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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