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I often write about research studies from various fields and how they can be applied to the classroom. I write individual posts about ones that I think are especially significant, and will continue to do so. However, so many studies are published that it’s hard to keep up. So I’ve started writing a “round-up” of some of them each week or every other week as a regular feature.
You can see all my “Best” lists related to education research here.
Here are some new useful studies (and related resources):
Did you know timed gaps of 3 days, 12 days or 27 days can change how much students remember? 🔍 Read more ↘️ https://t.co/f8iW4Hgt2w pic.twitter.com/z7rDeO5T04
— InnerDrive (@Inner_Drive) November 13, 2025
Much of the past 15 years of US college enrollment declines is due to strengthening labor markets inducing students not to enroll in community colleges, from Joshua Goodman and Joseph Winkelmann www.nber.org/papers/w34498
— NBER (@nber.org) December 1, 2025 at 8:01 AM
Math anxiety: meta analysis of longitudinal studies suggests a bi-directional relationship. Being bad at math makes you anxious when doing it AND being anxious about it impairs performance. https://t.co/cUheLRD4CU pic.twitter.com/unaZIDGKk3
— Daniel Willingham (@DTWillingham) December 2, 2025
I often note that the choice of instructional approach should be dependent upon the desired academic outcomes & that those outcomes aren’t always the same.
Direct instruction before problem solving isn’t always the best instructional sequence.https://t.co/y01mIfgFnh @C_Hendrick pic.twitter.com/ywskJyG5YU
— Drew Perkins (@dperkinsed) December 5, 2025
From a quick look, it looks like most of this is self-report and subject to confirmation bias. We already know teacher report is unreliable in this sphere. The effect sizes for academic outcomes (percentage change is misleading) appear to be about r = .17 for math (small,… pic.twitter.com/0yMvsylqvX
— Chris Ferguson 🎄🇨🇽🎅✝️⛄️❄️🎁🦌🍖🍬🎀 (@CJFerguson1111) December 5, 2025
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