Translating laboratory evidence into classroom practice with teacher-led randomised controlled trials - a perspective and meta-analysis

Churches, R.; Dommett, E.; Devonshire, I.M.; Hall, R.; Higgins, S.; Korin, A.

doi:10.1111/mbe.12243

Translating laboratory evidence into classroom practice with teacher-led randomised controlled trials - a perspective and meta-analysis

Churches, R.; Dommett, E.; Devonshire, I.M.; Hall, R.; Higgins, S.; Korin, A.

Authors

R. Churches

E. Dommett

I.M. Devonshire

R. Hall

Professor Steven Higgins s.e.higgins@durham.ac.uk
Emeritus Professor

A. Korin

Abstract

We initiated and structured a single program that supervised teachers, some with neuroscience or psychology degrees, to collaborate and explore the effects of science of learning‐translated pedagogy. This article reports on the 34 findings from teacher‐led randomized controlled trials (RCTs) and replications. Teachers designed trials, looking at areas such as attention, memory, and spaced learning. Overall, positive effects were found over short periods (1–6 weeks; r = 0.15, p < .0001 [d = 0.30], N = 2,157). However, retrieval practice (testing as a learning experience) had differential effects mediated by age, approach, and lesson content. Results suggest science of learning‐translated pedagogy needs extensive replication to establish how best to use laboratory evidence in classrooms. Multiple planned replication of teacher‐led RCTs has potential as an evaluation tool, combining high levels of mundane realism with strong internal validity and the potential to build cost effective large samples for meta‐analysis.

Citation

Churches, R., Dommett, E., Devonshire, I., Hall, R., Higgins, S., & Korin, A. (2020). Translating laboratory evidence into classroom practice with teacher-led randomised controlled trials - a perspective and meta-analysis. Mind, Brain, and Education, 14(3), 292-302. https://doi.org/10.1111/mbe.12243

Journal Article Type	Article
Acceptance Date	Apr 17, 2020
Online Publication Date	May 22, 2020
Publication Date	2020-08
Deposit Date	Apr 21, 2020
Publicly Available Date	May 22, 2021
Journal	Mind, Brain, and Education
Print ISSN	1751-2271
Electronic ISSN	1751-228X
Publisher	Wiley
Peer Reviewed	Peer Reviewed
Volume	14
Issue	3
Pages	292-302
DOI	https://doi.org/10.1111/mbe.12243
Public URL	https://durham-repository.worktribe.com/output/1303721

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Copyright Statement
This is the peer reviewed version of the following article:
Churches, R., Dommett, E., Devonshire, I.M., Hall, R., Higgins, S. & Korin, A. (2020). Translating laboratory evidence into classroom practice with teacher-led randomised controlled trials - a perspective and meta-analysis. Mind, Brain and Education 14(3): 292-302 which has been published in final form at https://doi.org/10.1111/mbe.12243. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.