The Evidence on Teaching

Explore the evidence

7 of 88 decisions · clear everything

Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
evidencealldrop DA–BA only
evaluatoranyno dev-ledindependent
durabilityanyfollow-up≥1yr≥2yr
what are these? →
sortconfidencerobustfragileA–Z
domain
verdict
confidence
layer
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
cost
outcome class

Mixing problem types helps where confusion is the enemy — discriminating similar categories, mixed math practice — and is useless or worse for facts and prose.

moderate supportconf: mediumgc: low
7/718/48connected:Spaced (distributed) practiceScience content sequencing

Interleaving (mixing problem types vs blocking) · practice · ages 10–18 · method

Diagnose what a child already knows: teachers cut 40–50% of curriculum for high-ability children and achievement ROSE. The payoff is skipping, not monitoring.

moderate supportconf: mediumgc: medium
16/1625/48connected:Does educational technology raise Feedback and formative assessmentMastery learning (teach → test → r

Placement and mastery diagnosis — deciding what to teach next from evidence of current skill · assessment · ages 5–18 · structure

Novices learn faster studying solutions than solving problems — then the effect reverses with expertise. Use worked examples early; fade them.

moderate supportconf: mediumgc: low
6/66/48connected:Explicit instruction vs discovery/Word problems, schema instruction,

Worked examples (studying solutions vs solving problems) · instruction-style · ages 10–18 · method

Near-zero in primary and almost entirely correlational in secondary. The causal base is three small trials; what the homework IS beats how much of it there is.

mixedconf: mediumgc: medium
16/1629/48

Homework — effects by age and by dosage · homework · ages 5–18 · structure

Classroom order is causally worth a great deal — one disruptive peer costs classmates 3% of adult earnings — yet no branded behaviour programme reliably delivers it and exclusion makes things worse.

mixedconf: mediumgc: low
25/2536/48connected:Talent and trainabilityCan executive function be trained,Should a school buy a social and eAre self-control and grit teachabl

How should a school run its classrooms and its discipline system? · behavior · ages 4–18 · structure

What parents are asked to DO is the whole effect: tutoring a skill d≈1.15, listening to reading 0.51, reading aloud ~0.18 — same parent, same child. All deflate under better designs.

mixedconf: mediumgc: medium
33/3336/48connected:Homeschool socialisationDoes homeschooling raise achievemeThe early home environmentTutoring

The parent as instructor — what survives when the person teaching is the person who raised the child · homeschool · ages 4–18 · method

Trust the composite; distrust the breakdown. Subtest strengths-and-weaknesses replicate at chance on retest, and most of what people read off a score report is noise.

mixedconf: mediumgc: low
21/2124/48

What a standardized achievement score does and does not license · assessment · ages 5–18 · structure

Not yet assessed for this question · 1

The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.