Within the past few years, there has been a great upsurge of interest and excitement about basic and translational research in instruction and learning. Much of the credit belongs to psychologist Grover J. (Russ) Whitehurst, director of the Institute of Education Sciences (IES), in the US Department of Education. Whitehurst More

There is a long history of eminent psychologists — Woodworth, Cattell, Thorndike, G. Stanley Hall, Skinner, Bruner, Piaget — devoted to human education. Ironically, cognitive scientists — who have perhaps the most to offer through well-researched principles of learning and memory — have, only recently, felt in position to contribute. More

The key idea underlying our research is that frequent classroom testing (and student self-testing) can greatly improve education from kindergarten through university. This is a bold claim that runs counter to current wisdom in educational circles, where many teachers and administrators decry emphasis on standardized testing in the schools and More

Students’ performance during instruction is commonly viewed as a measure of learning and a basis for evaluating and selecting instructional practices. Laboratory findings question that view: Conditions of practice that appear optimal during instruction can fail to support long-term retention and transfer of knowledge and, remarkably, conditions that introduce difficulties More

In this issue and in the May issue, APS Members will have the opportunity to learn about new work by psychologists who are bringing their research out of the laboratory and into a variety of education settings (e.g., elementary school classrooms, Web-based tutoring systems, etc.). Their work represents some of More

Every student hates tests, and teachers often aren’t fond of them either. A pain to study for and a pain to take, they are also time-consuming to give and to grade. No wonder then, that many college professors give tests so infrequently, sometimes just twice or three times in a More