Effective Programs for Elementary Science: A Best-Evidence Synthesis - This article presents a systematic review of research on the achievement outcomes of all types of approaches to teaching science in elementary schools. The review concludes that science teaching methods focused on enhancing teachers’ classroom instruction throughout the year, such as cooperative learning and science-reading integration, as well as approaches that give teachers technology tools to enhance instruction, have significant potential to improve science learning. (Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education (CDDRE), May 2012)...

Motivation, Engagement, and Student Voice - The authors review research on achievement motivation, school engagement, and student voice and highlight what works. They conclude that fostering student voice—empowering youth to express their opinions and influence their educational experiences so that they feel they have a stake in the outcomes—is one of the most powerful tools schools have to increase learning. (Jobs for the Future, 2012)...

WWC Quick Review of "Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping" - The study measured the effect of retrieval practice by comparing the test scores of students randomly assigned to use retrieval practice with the test scores of students randomly assigned to use one of three other studying techniques. (Institute of Education Sciences, June 2011)...

Organizing Instruction and Study to Improve Student Learning - Much of teaching is about helping students master new knowledge and skills and then helping students not to forget what they have learned. The recommendations in this practice guide are intended to provide teachers with specific strategies for organizing both instruction and students’ studying of material to facilitate learning and remembering information, and to enable students to use what they have learned in new situations. (Harold Pashler, Patrice M. Bain, Brian Bottge, Arthur Graesser, Kenneth Koedinger, Mark McDaniel and Janet Metcalfe, Institute for Education Science, September 2007)...