{"id":3280,"date":"2024-11-11T14:13:20","date_gmt":"2024-11-11T14:13:20","guid":{"rendered":"https:\/\/tipsforteachers.co.uk\/?page_id=3280"},"modified":"2025-11-12T15:08:57","modified_gmt":"2025-11-12T15:08:57","slug":"research","status":"publish","type":"page","link":"https:\/\/tipsforteachers.co.uk\/research\/","title":{"rendered":"Research summaries"},"content":{"rendered":"\n<figure class=\"wp-block-image aligncenter size-full is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"512\" height=\"512\" src=\"https:\/\/i0.wp.com\/tipsforteachers.co.uk\/wp-content\/uploads\/2024\/11\/seo.png?resize=512%2C512&#038;ssl=1\" alt=\"\" class=\"wp-image-3433\" style=\"width:273px;height:auto\" srcset=\"https:\/\/i0.wp.com\/tipsforteachers.co.uk\/wp-content\/uploads\/2024\/11\/seo.png?w=512&amp;ssl=1 512w, https:\/\/i0.wp.com\/tipsforteachers.co.uk\/wp-content\/uploads\/2024\/11\/seo.png?resize=300%2C300&amp;ssl=1 300w, https:\/\/i0.wp.com\/tipsforteachers.co.uk\/wp-content\/uploads\/2024\/11\/seo.png?resize=150%2C150&amp;ssl=1 150w\" sizes=\"auto, (max-width: 512px) 100vw, 512px\" \/><\/figure>\n\n\n<div class=\"wp-block-ub-table-of-contents-block ub_table-of-contents\" id=\"ub_table-of-contents-183c6467-da3c-4aa7-bbe6-ef9424aae3c0\" data-linktodivider=\"false\" data-showtext=\"show\" data-hidetext=\"hide\" data-scrolltype=\"auto\" data-enablesmoothscroll=\"false\" data-initiallyhideonmobile=\"false\" data-initiallyshow=\"true\"><div class=\"ub_table-of-contents-header-container\" style=\"\">\n\t\t\t<div class=\"ub_table-of-contents-header\" style=\"text-align: left; \">\n\t\t\t\t<div class=\"ub_table-of-contents-title\">Contents<\/div>\n\t\t\t\t\n\t\t\t<\/div>\n\t\t<\/div><div class=\"ub_table-of-contents-extra-container\" style=\"\">\n\t\t\t<div class=\"ub_table-of-contents-container ub_table-of-contents-1-column \">\n\t\t\t\t<ul style=\"\"><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#0-making-changes-to-our-practice\" style=\"\">Making changes to our practice<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#1-motivation-and-engagement\" style=\"\">Motivation and engagement<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#2-explicit-instruction\" style=\"\">Explicit instruction<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#3-cognitive-load-theory\" style=\"\">Cognitive load theory<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#4-means-of-participation\" style=\"\">Means of participation<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#5-attention-and-checking-for-listening\" style=\"\">Attention and Checking for listening<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#6-checking-for-understanding\" style=\"\">Checking for understanding<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#7-multiple-choice-questions\" style=\"\">Multiple-choice questions<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#8-errors\" style=\"\">Errors<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#9-confidence\" style=\"\">Confidence<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#10-modelling-and-worked-examples\" style=\"\">Modelling and Worked examples<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#11-practice-and-problem-solving\" style=\"\">Practice and problem-solving<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#12-memory-and-retrieval\" style=\"\">Memory and retrieval<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#13-desirable-difficulties\" style=\"\">Desirable difficulties<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#14-homework-marking-and-feedback\" style=\"\">Homework, marking and feedback<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#15-ai-and-education\" style=\"\">AI and education<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#16-for-the-maths-geeks\" style=\"\">For the Maths geeks<\/a><\/li><li style=\"\"><a href=\"https:\/\/tipsforteachers.co.uk\/research\/#17-a-bit-of-everything\" style=\"\">A bit of everything<\/a><\/li><\/ul>\n\t\t\t<\/div>\n\t\t<\/div><\/div>\n\n\n<p>I have used <a href=\"https:\/\/notebooklm.google.com\/\">NotebookLM<\/a> to summarise research papers that have influenced my thinking and practice. Click on a link to:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Read a summary of the paper<\/li>\n\n\n\n<li>Listen to a deep-dive podcast<\/li>\n\n\n\n<li>Read a breakdown of the key insights for teachers<\/li>\n\n\n\n<li>Read a quote from the paper<\/li>\n<\/ol>\n\n\n\n<p>The danger with any summary is that you take it as a complete representation of the paper. I have provided a link to the original paper so you can do your own digging.<\/p>\n\n\n\n<p>Enjoy!<\/p>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"0-making-changes-to-our-practice\">Making changes to our practice<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-teaching-practice-a-cross-professional-perspective\/\">Teaching Practice: A Cross-Professional Perspective<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-professional-development-cognitive-load\/\">Professional Development &amp; Cognitive Load<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-practice-based-teacher-education-pedagogiesimprove-responsiveness\/\">Practice-Based Teacher Education Pedagogies Improve Responsiveness<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-modelling-evidence-based-practice-in-initial-teacher-training\/\">Modelling evidence-based practice in initial teacher training<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-east-four-simple-ways-to-apply-behavioural-insights\/\">EAST \u2013 Four simple ways to apply behavioural insights<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-effect-of-teacher-coaching-on-instruction-and-achievement-a-meta-analysis-of-the-causal-evidence\/\">The Effect of Teacher Coaching on Instruction and Achievement<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-practice-does-not-make-perfect-experimental-evidence-on-the-effectiveness-of-coaching-beginning-teachers\/\">Practice Does Not Make Perfect &#8211; Experimental Evidence on the Effectiveness of Coaching Beginning Teachers<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-those-who-understand-knowledge-growth-in-teaching\/\">Those Who Understand: Knowledge Growth in Teaching<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"1-motivation-and-engagement\">Motivation and engagement<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-achieve-and-thrive-a-research-based-guide-to-pupil-motivation-and-engagement\/\">Achieve and thrive: A research-based guide to pupil motivation and engagement<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-intrinsic-motivation-and-achievement-in-mathematics-in-elementary-school\/\">Intrinsic Motivation and Achievement in Mathematics in Elementary School<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-extrinsic-rewards-and-intrinsic-motivation-in-education\/\">Extrinsic Rewards and Intrinsic Motivation in Education<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-what-teachers-say-and-do-to-support-students-autonomy-during-a-learning-activity\/\">What Teachers Say and Do to Support Students\u2019 Autonomy During a Learning Activity<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-role-of-rewards-in-motivation-beyond-dichotomies\/\">The role of rewards in motivation\u2014Beyond dichotomies<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-influence-of-seductive-details-in-learning-environments-with-low-and-high-extrinsic-motivation\/\">The influence of seductive details in learning environments with low and high extrinsic motivation<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-effect-of-clarity-on-learning-impacting-motivation-through-cognitive-load\/\">The effect of clarity on learning: impacting motivation through cognitive load<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-development-of-a-systematic-humor-pedagogical-framework-to-enhance-student-learning-outcomes\/\">Development of a systematic humor pedagogical framework to enhance student learning outcomes&nbsp;<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-narrative-characteristics-of-captivating-secondary-mathematics-lessons\/\">Narrative characteristics of captivating secondary mathematics lessons<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-boy-paradox-exploring-motivational-factors-in-gender-differences-and-academic-achievement-across-ages-9-14-years\/\">The boy paradox: exploring motivational factors in gender differences and academic achievement across ages 9\u201314 years<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-teaching-to-the-test-unraveling-the-consequences-for-student-motivation\/\">Teaching to the test: Unraveling the consequences for student motivation<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"2-explicit-instruction\">Explicit instruction<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-project-follow-through\/\">Project Follow Through<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-theory-of-instruction-principles-and-applications\/\">Theory of Instruction<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-why-minimal-guidance-during-instruction-does-not-work\/\">Why minimal guidance during instruction does not work<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-exploring-the-foundations-of-explicit-instruction\/\">Exploring the Foundations of Explicit Instruction<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-features-of-direct-instruction-interactive-lessons\/\">Features of Direct Instruction: Interactive Lessons<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-rosenshines-principles-of-instruction\/\">Rosenshine&#8217;s Principles of Instruction<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-learning-about-learning\/\">Learning about learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-components-of-direct-instruction-2\/\">The Components of Direct Instruction<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-developing-curriculum-for-deep-thinking-the-knowledge-revival\/\">Developing Curriculum for Deep Thinking &#8211; The Knowledge Revival<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-testing-the-meshing-hypothesis-in-prospective-teachers\/\">Testing the meshing hypothesis in prospective teachers<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-seating-arrangements-that-promote-positive-academic-and-behavioural-outcomes\/\">Seating arrangements that promote positive academic and behavioural outcomes<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-opportunity-makers\/\">The Opportunity Makers: How a Diverse Group of Public Schools Helps Students Catch Up \u2014 and How Far More Can<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-improving-educational-outcomes-in-america\/\">Improving educational outcomes in America<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"3-cognitive-load-theory\">Cognitive load theory<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-cognitive-load-theory-the-story-of-a-research-programme\/\">Cognitive Load Theory: The story of a research programme<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-transient-information-effect\/\">The transient information effect<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-moderating-role-of-interest-in-the-relationship-between-perceived-task-difficulty-and-invested-mental-effort\/\">The Moderating Role of Interest in the Relationship between Perceived Task Difficulty and Invested Mental Effort<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-cognitive-load-theory-emerging-trends-and-innovations\/\">Cognitive Load Theory: Emerging Trends and Innovations<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-a-cornerstone-of-adaptivity-a-meta-analysis-of-the-expertise-reversal-effect\/\">A cornerstone of adaptivity \u2013 A meta-analysis of the expertise reversal effect<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"4-means-of-participation\">Means of participation<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-engaging-silent-students\/\">Engaging \u201csilent\u201d students in classroom discussions<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-opening-the-gateway-to-oral-participation\/\">Opening the Gateway to Oral Participation<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-analysing-student-talk-in-whole-class-teaching\/\">Analysing student talk in whole-class teaching<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-exploring-the-relationship-between-metacognitive-and-collaborative-talk-during-group-mathematical-problem-solving\/\">Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-a-comparison-of-choral-and-individual-responding\/\">A Comparison of Choral and Individual Responding<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/cooperative-learning-and-achievement\/\">Cooperative Learning and Achievement<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"5-attention-and-checking-for-listening\">Attention and Checking for listening<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-investigating-attention-contagion-between-students-in-a-lecture-hall\/\">Investigating attention contagion between students in a lecture hall<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-attention-contagion\/\">Attention contagion online<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-mind-wandering\/\">Listen up, kids! How mind wandering affects immediate and delayed memory in children<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-attention-mindwandering-and-mood\/\">Attention, Mindwandering, and Mood<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/leveling-the-playing-field-attention-mitigates-the-effects-ofintelligence-on-memory\/\">Levelling the playing field: Attention mitigates the effects of intelligence on memory<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"6-checking-for-understanding\">Checking for understanding<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-embedding-formative-assessment\/\">Embedding formative assessment<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-dunning-kruger-effect\/\">The Dunning-Kruger Effect<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-curse-of-knowledge-when-predicting-others-knowledge\/\">The \u201ccurse of knowledge\u201d when predicting others\u2019 knowledge<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-inside-the-black-box\/\">Inside the Black Box<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-an-analysis-of-undergraduate-core-material-in-the-light-of-hand-held-computer-algebra-systems\/\">An analysis of undergraduate core material in the light of hand-held computer algebra systems (Pointon and Sangwin&#8217;s question taxonomy<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-wait-time\/\">Wait Time: Slowing Down May Be A Way of Speeding Up<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-self-explaining-the-dual-processes-of-generating-inferences-and-repairing-mental-models\/\">Self-explaining: The dual processes of generating inferences and repairing mental models<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-effective-questioning-and-responding-in-the-mathematics-classroom\/\">Effective Questioning and Responding in the Mathematics Classroom<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-a-study-of-students-readiness-to-learn-calculus\/\">A Study of Students\u2019 Readiness to Learn Calculus<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-student-generated-examples-in-the-learning-of-mathematics\/\">Student-generated examples in the learning of mathematics<\/a><\/li>\n\n\n\n<li><a href=\"http:\/\/Learning about Functions through Learner-Generated Examples\">Learning about Functions through Learner-Generated Examples<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"7-multiple-choice-questions\">Multiple-choice questions<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-using-diagnostic-classroom-assessment-one-question-at-a-time\/\">Using Diagnostic Classroom Assessment: One Question at a Time<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-diagnostic-questions-is-there-value-in-just-one\/\">Diagnostic Questions: Is There Value in Just One?<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-feedback-enhances-the-positive-effects-and-reduces-the-negative-effects-of-multiple-choice-testing\/\">Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-memorial-consequences-of-multiple-choice-testing\/\">The memorial consequences of multiple-choice testing<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-optimizing-multiple-choice-questions-for-retrieval-practice\/\">Optimizing Multiple-Choice Questions for Retrieval Practice<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-derring-effect-deliberate-errors-enhance-learning\/\">The Derring Effect: Deliberate Errors Enhance Learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-developing-analyzing-and-using-distractors-for-multiple-choice-tests-in-education\/\">Developing, Analyzing, and Using Distractors for Multiple-Choice Tests in Education<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-impact-of-item-flaws-testing-at-low-cognitive-level-and-low-distractor-functioning-on-multiple-choice-question-quality\/\">The Impact of item flaws, testing at low cognitive level, and low distractor functioning on multiple-choice question quality<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-constructing-written-test-questions-for-the-basic-and-clinical-sciences\/\">Constructing Written Test Questions For the Basic and Clinical Sciences<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-nonfunctional-distractor-analysis-an-indicator-for-quality-of-multiple-choice-questions\/\">Nonfunctional distractor analysis: An indicator for quality of Multiple choice questions<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-three-options-are-optimal-for-multiple-choice-items\/\">Three Options Are Optimal for Multiple-Choice Items<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-evaluating-the-quality-of-higher-education-instructor-constructed-multiple-choice-tests\/\">Evaluating the Quality of Higher Education Instructor-Constructed Multiple-Choice Tests<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-secondary-school-mathematics-teachers-accuracy-atpredicting-student-errors\/\">Secondary School Mathematics Teachers\u2019 Accuracy at Predicting Student Errors<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-kahoot-game-based-digital-learning-platform\/\">Kahoot! Game-based digital learning platform<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"8-errors\">Errors<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-learning-from-errors-2\/\">Learning from Errors<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-learning-from-errors-and-failure-in-educational-contexts-new-insights-and-future-directions-for-research-and-practice\/\">Learning from errors and failure in educational contexts<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-derring-effect-deliberate-errors-enhance-learning\/\">The Derring Effect: Deliberate Errors Enhance Learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-three-types-of-conceptual-change-belief-revision-mental-model-transformation-and-categorical-shift\/\">Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"9-confidence\">Confidence<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-learning-from-errors\/\">Learning from Errors<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-long-term-hypercorrection-return-errors-and-the-transfer-of-learning-in-the-classroom\/\">Long-term hypercorrection, return errors, and the transfer of learning in the classroom<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-school-students-confidence-when-answering-diagnostic-questions-online\/\">School students\u2019 confidence when answering diagnostic questions online<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"10-modelling-and-worked-examples\">Modelling and Worked examples<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-teaching-with-worked-examples\/\">Teaching with Worked Examples \u2013 Why the Selection of Problems for Exemplification is Critical<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-a-meta%e2%80%91analysis-of-the-worked-examples-effect-on-mathematics-performance\/\">A Meta\u2011analysis of the Worked Examples Effect on Mathematics Performance<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-worked-examples-moderate-the-effect-of-math-learning-anxiety\/\">Worked Examples Moderate the Effect of Math Learning Anxiety<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-instructing-students-on-effective-sequences-of-examples-and-problems\/\">Instructing students on effective sequences of examples and problems<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-low-inference-verbal-behaviors-related-to-teacher-clarity\/\">Low-Inference Verbal Behaviors Related to Teacher Clarity<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-two-meta-analyses-exploring-the-relationship-between-teacher-clarity-and-student-learning\/\">Two meta-analyses exploring the relationship between teacher clarity and student learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-keep-it-coherent-a-meta-analysis-of-the-seductive-details-effect\/\">Keep it Coherent: A Meta-Analysis of the Seductive Details Effect<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-lure-of-seductive-details-during-lecture-learning\/\">The lure of seductive details during lecture learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-different-types-of-redundancy-and-their-effect-on-learning-and-cognitive-load\/\">Different types of redundancy and their effect on learning and cognitive load<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-using-multimedia-for-e-learning\/\">Using multimedia for e-learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-five-ways-to-increase-the-effectiveness-of-instructional-video\/\">Five ways to increase the effectiveness of instructional video<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-watching-videos-of-a-drawing-hand-improves-students-understanding-of-the-normal-probability-distribution\/\">Watching videos of a drawing hand improves students\u2019 understanding of the normal probability distribution<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-reducing-cognitive-load-by-mixing-auditory-and-visual-presentation-modes\/\">Reducing cognitive load by mixing auditory and visual presentation modes<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-a-meta-analysis-of-signaling-principle-in-multimedia-learning-environments\/\">A meta-analysis of signaling principle in multimedia learning environments<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-learning-styles-concepts-and-evidence\/\">Learning Styles: Concepts and Evidence<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-investigating-the-impact-of-accessible-pedagogies-on-the-experiences-and-engagement-of-students-with-language-and-or-attentional-difficulties\/\">Investigating the impact of Accessible Pedagogies on the experiences and engagement of students with language and\/or attentional difficulties<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-are-you-on-slide-8-yet-the-impact-of-standardised-curricula-on-teacher-professionalism\/\">Are&nbsp;you&nbsp;on&nbsp;slide&nbsp;8&nbsp;yet? The&nbsp;impact&nbsp;of&nbsp;standardised&nbsp;curricula on&nbsp;teacher&nbsp;professionalism<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"11-practice-and-problem-solving\">Practice and problem-solving<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-teachers-use-of-time-and-student-achievement\/\">Teachers&#8217; use of time and student achievement<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-understanding-working-memory-as-a-facilitator-of-math-problem-solving-offloading-as-a-potential-strategy\/\">Understanding working memory as a facilitator of math problem-solving: Offloading as a potential strategy<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-cognitive-endurance-as-human-capital\/\">Cognitive endurance as human capital<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-an-astonishing-regularity-in-student-learning-rate\/\">An astonishing regularity in student learning rate<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-problem-solving-in-the-mathematics-curriculum\/\">Problem-solving in the mathematics curriculum<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-learning-to-think-mathematically\/\">Learning to think mathematically<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-critical-thinking-why-is-it-so-hard-to-teach\/\">Critical thinking &#8211; why is it so hard to teach?<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"12-memory-and-retrieval\">Memory and retrieval<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-a-new-theory-of-disuse\/\">A new theory of disuse<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-forgetting\/\">On the Symbiosis of Learning and Forgetting<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/41-replication-and-analysis-of-ebbinghausforgetting-curve\/\">Replication and Analysis of Ebbinghaus \u2019Forgetting Curve<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-learning-versus-performance-an-integrative-review\/\">Learning Versus Performance: An Integrative Review<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-retrieving-better\/\">Retrieving better: A guide to retrieval practice<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-retrieval-practice-in-the-wild\/\">Retrieval Practice \u201cin the Wild\u201d<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-enhancing-final-exam-performance-through-retrieval-practice-evidence-from-a-diverse-college-sample\/\">Enhancing Final Exam Performance Through Retrieval Practice<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-change-in-students-educational-expectations\/\">Change in Students\u2019 Educational Expectations<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-effect-of-hint-strength-on-the-benefits-of-retrieval-practice\/\">The effect of hint strength on the benefits of retrieval practice<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-is-covert-retrieval-an-effective-learning-strategy\/\">Is Covert Retrieval an Effective Learning Strategy?<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-noise-cognitive-function-and-worker-productivity\/\">Noise, Cognitive Function, and Worker Productivity<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-memory-paradox-why-our-brains-need-knowledge-in-an-age-of-ai\/\">The Memory Paradox: Why Our Brains Need Knowledge in an Age of AI<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-prior-knowledge-activation-as-preparation-prior-to-instruction-does-the-coverage-of-relevant-prior-knowledge-affect-learning\/\">Prior knowledge activation as preparation prior to instruction: does the coverage of relevant prior knowledge affect learning?<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-does-overnight-memory-consolidation-support-next-day-learning\/\">Does overnight memory consolidation support next-day learning?<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"13-desirable-difficulties\">Desirable difficulties<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-making-things-hard-on-yourself-but-in-a-good-way-creating-desirable-difficulties-to-enhance-learning\/\">Making Things Hard on Yourself, But in a Good Way: Creating Desirable Difficulties to Enhance Learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-relation-between-perceived-mental-effort-monitoring-judgments-and-learning-outcomes-a-meta-analysis\/\">The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-testing-quizzing-boosts-classroom-learning\/\">Testing (Quizzing) Boosts Classroom Learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-using-spacing-to-enhance-diverse-forms-of-learning\/\">Using Spacing to Enhance Diverse Forms of Learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-understanding-performance-in-test-taking-the-role-of-question-difficulty-order\/\">Understanding performance in test taking: The role of question difficulty order<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-spacing-and-interleaving\/\">Spacing and Interleaving of Study and Practice<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-spacing-and-interleaving-effects-require-distinct-theoretical-bases\/\">Spacing and Interleaving Effects Require Distinct Theoretical Bases<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-optimal-spacing-schedule\/\">Optimal spacing schedule<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-initial-practice-performance-moderates-the-distributed-practice-effect-in-complex-procedural-knowledge\/\">Initial Practice Performance Moderates the Distributed Practice Effect in Complex Procedural Knowledge<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-interleaving-retrieval-practice-promotes-science-learning\/\">Interleaving Retrieval Practice Promotes Science Learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-a-randomised-control-trial-of-interleaved-maths-practice\/\">A randomised control trial of interleaved maths practice<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-a-meta-analytic-review-of-the-effectiveness-of-spacing-and-retrieval-practice-for-mathematics-learning\/\">A Meta-analytic Review of the Effectiveness of Spacing and Retrieval Practice for Mathematics Learning<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-scaling-learning-interventions-a-case-study-in-interleaved-math-practice\/\">Scaling Learning Interventions: A Case Study in Interleaved Math Practice<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-pretesting-enhances-learning-in-the-classroom\/\">Pretesting Enhances Learning in the Classroom<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-pretesting-effect-is-robust-throughout-adulthood-but-metacognitive-beliefs-about-pretesting-and-challenge-differ\/\">The pretesting effect is robust throughout adulthood, but metacognitive beliefs about pretesting and challenge differ<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-effects-of-initial-context-processing-on-long-term-memory\/\">Effects of initial context processing on long-term memory<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-strengthening-the-student-toolbox\/\">Strengthening the Student Toolbox<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-improving-students-learning-with-effective-learning-techniques-promising-directions-from-cognitive-and-educational-psychology\/\">Improving Students\u2019 Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology<\/a><\/li>\n\n\n\n<li><a href=\"http:\/\/Using interleaved practice to foster spelling acquisition\">Using interleaved practice to foster spelling acquisition<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-students-teachers-and-parents-knowledge-about-and-perceptions-of-learning-strategies\/\">Students\u2019, Teachers\u2019, and Parents\u2019 Knowledge About and Perceptions of Learning Strategies<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"14-homework-marking-and-feedback\">Homework, marking and feedback<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-a-marked-improvement\/\">A marked improvement? A review of the evidence on written marking<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-homework-literature-review\/\">Homework literature review<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-adolescents-homework-performance-in-mathematics-and-science\/\">Adolescents\u2019 Homework Performance in Mathematics and Science<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-homework-works-if-homework-quality-is-high\/\">Homework Works if Homework Quality Is High<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-should-parents-be-involved-in-their-childrens-schooling\/\">Should parents be involved in their children\u2019s schooling?<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-effects-of-temporary-mark-withholding-on-academic-performance\/\">Effects of Temporary Mark Withholding on Academic Performance<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-effects-of-feedback-interventions-on-performance\/\">The Effects of Feedback Interventions on Performance<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-nonengagement-and-unsuccessful-engagement-with-feedback-in-lower-secondary-education\/\">Nonengagement and unsuccessful engagement with feedback in lower secondary education<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-students-ignore-their-mistakes-elaborated-error-feedback-processing-in-a-digital-learning-system\/\">Students ignore their mistakes: Elaborated error feedback processing in a digital learning system<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"15-ai-and-education\">AI and education<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-exploring-the-potential-of-llm-to-enhance-teaching-plans-through-teaching-simulation\/\">Exploring the potential of LLM to enhance teaching plans through teaching simulation<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-your-brain-on-chatgpt-accumulation-of-cognitive-debt-when-using-an-ai-assistant-for-essay-writing-task\/\">Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"16-for-the-maths-geeks\">For the Maths geeks<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-mathematical-etudes-embedding-opportunities-for-developing-procedural-fluency-within-rich-mathematical-contexts\/\">Mathematical etudes: embedding opportunities for developing procedural fluency within rich mathematical contexts<\/a><\/li>\n<\/ol>\n\n\n\n<div style=\"height:20px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"17-a-bit-of-everything\">A bit of everything<\/h2>\n\n\n\n<ol class=\"wp-block-list\">\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-education-and-intelligence-pity-the-poor-teacher-because-student-characteristics-are-more-significant-than-teachers-or-schools\/\">Education and Intelligence: Pity the Poor Teacher because Student Characteristics are more Significant than Teachers or Schools<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-deployment-of-teaching-assistants\/\">Deployment of Teaching Assistants<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-examining-the-academic-effects-of-cross-age-tutoring\/\">Examining the Academic Effects of Cross-age Tutoring<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-the-five-year-itch-motivational-factors-that-influence-the-career-decisions-of-early-career-teachers-in-england\/\">The five-year itch: Motivational factors that influence the career decisions of early career teachers in England<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-early-numeracy-and-mathematics-development-a-longitudinal-meta-analysis-on-the-predictive-nature-of-early-numeracy\/\">Early Numeracy and Mathematics Development: A Longitudinal Meta-Analysis on the Predictive Nature of Early Numeracy<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/tipsforteachers.co.uk\/research-explaining-teachers-judgement-accuracy-of-students-subjective-well-being-by-students-individual-characteristics-and-the-teacher-student-relationship\/\">Explaining teachers&#8217; judgement accuracy of students&#8217; subjective well-being by students&#8217; individual characteristics and the teacher-student relationship<\/a><\/li>\n<\/ol>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>I have used NotebookLM to summarise research papers that have influenced my thinking and practice. Click on a link to: The danger with any summary is that you take it as a complete representation of the paper. I have provided a link to the original paper so you can do your own digging. Enjoy! Making [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3280","page","type-page","status-publish","hentry"],"featured_image_src":null,"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.9 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Research summaries - Tips for Teachers by Craig Barton<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/tipsforteachers.co.uk\/research\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Research summaries - Tips for Teachers by Craig Barton\" \/>\n<meta property=\"og:description\" content=\"I have used NotebookLM to summarise research papers that have influenced my thinking and practice. Click on a link to: The danger with any summary is that you take it as a complete representation of the paper. I have provided a link to the original paper so you can do your own digging. Enjoy! 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